Cost-Quality Relationship Essay Example for Free

Cost-Quality Relationship Essay There are three types of costs when quality considerations are made: Appraisal Costs, Prevention Costs, and Failure Costs. These costs are affiliated with the efforts of process improvement and are also known as quality costs or cost of quality. Appraisal costs are associated with measuring, evaluating or auditing products and services to satisfy quality and performance requirements set by the company. Examples of this cost include inspection and testing of purchases material, final inspections, audits for products and services, and testing equipment. Prevention costs are associated with all activities designed to prevent and stop poor quality in the products and services provided to the customers. Examples of this cost include new product review, supplier surveys, capability evaluations, improvement projects, education and training. Failure costs result from products and services that did not meet the quality standards and requirements set by the company. They divided into two categories: Internal Failure Costs and External Failure Costs. Internal failure costs occur before delivery and shipment of product and/or before services are performed to the customer. Examples of this cost include scrap,  rework, retesting, re-inspecting, reviewing the material and downgrading. External failure costs occur after delivery and during or after providing the service to the customer. Examples of this cost include reviewing and processing customer complaints, customer returns, claims based on warranty, and recalls. The total quality costs are the sum of the appraisal, prevention, and failure costs. This will represent the difference between the actual costs of the product and/or service. The trade-offs between the appraisal, prevention, and failure costs are relevant. Some believe when the prevention costs are increased , the appraisal and failure costs will decrease substantially. This means that the total costs will be lower. Others say that if they spend too much on quality, it will reduce the money available for other projects such as upgrades to technology.

Block Diagram Of A Communication System Computer Science Essay

Block Diagram Of A Communication System Computer Science Essay The doorway to the nowadays wireless communication systems was opened by Guglielmo Marconi when he transmitted the three-dot Morse code for alphabet S by the use of electromagnetic waves over a 3-KM link in 1895. This laid the foundation of modern communication systems ranging from broadcasting, satellite transmission and radio eventually progressing to nowadays cell phones. It wouldnt be wrong to say that wireless communication has indeed revolutionized our present society A sudden increase has been observed in the expansion of radio systems during the last two decades. We have seen great evolution in Wireless communication systems from 1G narrowband analog systems in the 1980s to the 2G narrowband digital systems in the 1990s. Now the existing 3G wideband multimedia systems are being deployed. In the meantime, research and progress in the future-generation wideband multimedia radio systems is vigorously being pursued worldwide. To connect mobile users to the public switched network the United States introduced first radiotelephone service by the end of the 1940s. Improved Mobile Telephone Service was launched by Bell Systems in 1960s due to which lots of improvements like direct dialing and increase in bandwidth took place. IMTS formed the bases of the first analog cellular systems. The term cellular was used due to the fact that coverage areas were split cells, they had a low power transmitter and receiver. BLOCK DIAGRAM OF A COMMUNICATION SYSTEM Figure 1. Block diagram of a general communication system. ANALOG vs. DIGITAL COMMUNICATION SYSTEMS Definition of Digital A method of storing, processing and transmitting information through the use of distinct electronic or optical pulses that represent the binary digits 0 and 1. Advantages of Digital low-priced reliable Easy to manipulate Flexible Compatible with other digital systems The information in digital form can only be transmitted without any degradation through a noisy channel Incorporated networks Disadvantages of Digital Sampling Error As compared to analogue, larger bandwidth is required in digital communications for the transmission of the same information. Synchronization in the communications system is required to recognize the digital signals, but this is not the case with analogue systems. Definition of Analogue Analogue is a transmission standard that uses electrical impulses to emulate the audio waveform of sound. When you use a phone, the variations in your voice are transformed by a microphone into similar variations in an electrical signal and carried down the line to the exchange. Advantages of Analogue less bandwidth is required More Accurate Disadvantages of Analogue Signal loss and distortion can be seen due to the effects of random noise which is impossible to recover GENERATIONS OF CELLULAR SYSTEMS The concept of cellular telephony was introduced in AMPS, short for Advanced Mobile Phone Systems. AMPS divided the total area into small regions called cells and this was from where the concept of cellular telephony started. Cellular Systems had many advantages such as they increased quality, capacity, reliability and availability of mobile telephone network. The generations of cellular systems are described below. FIRST GENERATION CELLULAR SYSTEMS First generation cellular telephone systems were introduced in 1980s. They were based on Analog Frequency Modulation technique. Each channel was assigned a sole frequency. First generation cellular systems offered only wireless voice services based on analog technology. Digital signals were only used for control information such as dialing a number etc. These systems were no able to cope with the increasing demands of users also they had very less capacity and provided poor voice quality. Some first generations systems are Advanced Mobile Telephone System, AMPS NAMPS, AMPS Total Access Cellular System (TACS) Nordic Mobile Telephone System (NMT-900) SECOND GENERATION CELLULAR SYSTEMS Second Generation Cellular Systems provided larger capacity and provided much better services to users compared to first generation systems. They were based upon Digital Modulation technique which led to great enhancement in networks capacity. Second Generation Systems used multiple access techniques such as TDMA and FDMA. The biggest draw back of Second Generation Systems was that its different systems were not compatible with each other. Therefore roaming between different systems was not possible. Some of Second Generation Systems are North American Digital Cellular, NADC Global System for Mobile Communication, GSM Pacific Digital Cellular, PDC CDMAONE, IS-95 CDMA In order to overcome Second Generation compatibility problem with increased data rates of modern internet applications, 2.5 Generation standards were developed. The best thing about them was that they allowed already existing Second Generation systems to be upgraded so that they can be used for higher data rate transmission. 2.5 Generation brought a new revolution in cellular telephony by supporting services like high speed internet and location based mobile services. Some of 2.5 Generation Mobile Systems are General Packet Radio Service, GPRS Enhanced Data Rate for GSM Evolution, EDGE THIRD GENERTAION CELLULAR SYSTEMS Designed to provide high quality and high capacity in data communication, Third Generation Systems require sophisticated spreading and modulation techniques. Third Generation Systems are aimed to provide voice quality comparable to land line telephony and also to support high data rate. These systems are compatible with circuit switched as well as packet switched data services. They are also compatible with the existing networks and use radio spectrum much more efficiently than before. Some Third Generation Systems are Wideband CDMA, WCDMA Universal Mobile Telephone System, UMTS CDMA 2000 BEYOND 3G The highly developed version of the 3G mobile communication are the 4G mobile communication services. It is estimated that 4G mobile communication services will give increase in capacity, data transmission with high speed, broadband, HQ color video images for users, graphic animation games in 3D, audio services in 5.1 channels. For the system and architecture of 4G mobile communication many researches are done. Developments are made in the terminal protocol technology for high speed packet services, larger capacity, enabling downloading application programs by public software platform technology, multimode radio access platform technology, and high quality media coding technology over mobile networks. Why 4G? Services like wireless internet and teleconferencing can be carried by 4G. Global mobility and service portability. Wider bandwidths. Increased bit rates. Less expensive. Mobile networks can easily be scaled. CHAPTER # 02 Multiplexing is a process in which a single carrier is used to transmit several different signals. These several signals are transmitted all together by combining them and forming one signal that will effectively move through the carrier bandwidth. When one transmission is done and the signal reaches the destination point, the integrated signal re-assembles into its actual form and is then received. Multiplexing is one of the most used techniques today in almost every communication system. Because of the technological advance multiplexing, we have seen major increase in efficiency of a wide range of telephony services and online applications. Multiplexing has become an effective technique that assists in everything from video conferences and web conferences up to bulk data transmissions and even making a simple Point-to-Point phone call. FDMA: FDMA is the most usual technique used for multiple accessing. FDMA stands for frequency division multiple access. It is clear from its name that in this technique the frequency is divided among the users as the available spectrum is shared among them in the frequency domain. The message signals are transmitted onto carriers for different users using particular RF frequencies. Within FDMA structural design the Single Channel Per Carrier (SPSC) is the simplest method where each channel is provided with a separate carrier. This scheme finds its essence in the fact that the channels are assigned on the basis of demand. Within a cell all the channels are available to all users all the time, and the channels are assigned as soons as a message signal is received or a request is made. Guard bands are used to reduce the chances of interference from adjacent channels. These guard bands are present between the bands allocated for various channels. In the implementation of the first analog cellular systems, FDMA is the multiplexing technique that was used. TDMA: Time division multiple access techniques allots different time intervals to different users for the transmission of signals and storage of the data is carried out in one frequency channel not like FDMA which uses one frequency per channel. Users are allowed to use the same frequency but the time slots are divided. In TDMA techniques the available spectrum is divided into small frequency bands as in FDMA, which are further sub-divided into various time slots. The user can access the frequency channel only for time slot allotted to him. User can use periodically the particular duration of time. In TDMA systems, guard bands are required between both frequency channels and time slots. SDMA: SDMA stands for Space-Division Multiple Access. It is a MIMO (Multiple-Input, Multiple-Output, a multiple antenna schematic architecture) based wireless communication network architecture. It enables access to a communication channel by the process of identifying the user location and establishing a one-on-one mapping between the network bandwidth allotment and the acknowledged spatial location that is why its mostly suitable for mobile ad-hoc networks. For majority of the well known mobile communication architectures such as CDMA, TDMA and FDMA, SDMA architecture can be configured and implemented CDMA: CDMA stands for Code division multiple access. CDMA systems are based on the spread spectrum technique. In which transmissions by all the users are carried out simultaneously while operating at the same frequency and using the entire spectrum bandwidth. For the identification and extraction of required transmission, each user is allotted with a unique code which cannot match with any other user. This issue of identification is due to the fact that all the users transmit simultaneously. To ensure this privacy, pseudo-random noise codes or PN codes are used. These codes are actually the orthogonal codes and its advantage is that it reduces the chances of cross correlation among themselves. By using this PN code assigned to the specific user, modulation of the message signal from an individual user is done. Then we have the CDMA frequency channel through which all the modulated signals from different users are transmitted. At the receivers end, the desired signal is then recovered by de-spreading the signal with a replica of the PN code for the specific user. The signals whose PN codes are not matched with the desired signal and are assigned to different users are not de-spread and as a result are regarded as noise by the receiver. CDMA differs from both TDMA and FDMA in a way that it allows users to transmit the signal at the same time and operate at the same nominal frequency so it requires less synchronization whereas in TDMA and FDMA frequency and time management is very critical so more dynamic synchronization is required. One more advantage of CDMA is that complete systems spectrum is used by signals and hence no guard bands are required to protect against adjacent channel interference. Intro to Spread Spectrum Communications Following are the major elements that can clearly describe the Spread Spectrum communications: By spread spectrum, bandwidth far in excess is available than that is necessary to send the information. Due to this characteristic the transmission can be protected against interference and jamming at the same time providing multiple access capability. An independent code known as the Pseudo random code is used for signal spreading across the bandwidth. The distinct nature of this code separates spread spectrum communications from typical modulation techniques in which modulation always spreads the spectrum somewhat. For the recovery of the original signal the receiver is synchronized to the deterministic pseudo random code. Users can transmit the signal at the same time and operate at the same nominal frequency by using independent code and synchronous reception. In order to protect the signal from interference a pseudo-random code is used. It appears to be random to anyone who does not have its pre-defined knowledge but in reality is deterministic, it is because of this fact that receiver is able to reconstruct the code needed for the recovery of the required data signal. This code used for synchronous detection is also called Pseudo noise sequence. Types of Spread Spectrum Communications Spreading of bandwidth of the signal can be achieved by three ways: Frequency hopping The signal is shuffled between different centre frequencies within the entire bandwidth available to the hopper pseudo-randomly, and the receiver used already knows where to look for the signal at a given time. Time hopping The signal is transmitted in short bursts pseudo-randomly, and the receiver knows when a burst is expected. Direct sequence Very high frequency is used to code the digital data. The code is pseudo-randomly generated. The same code is generated at the receiver end, and in order to extract the original data this code is multiplied to the received information stream. CHAPTER # 03 SOURCE CODING AND DIGITAL MODULATION 3.0 INTRODUCTION Digital Modulation is performed in order to represent digital data in a format that is compatible with our communication channel. Why Digital Modulation? Digital modulation schemes have greater capacity to convey large amounts of information than analog modulation schemes. 3.1 DIGITAL DATA, DIGIITAL SIGNAL Digital signal is binary data encoded into signal elements. Different encoding schemes for encoding digital data into digital signal are: 3.1.1 Non Return to Zero (NRZ) In NRZ there are two different voltage levels for 0 and 1. There is no transition in the middle of the bit. The absence of signal denotes 0 and a positive voltage level denotes 1. Figure 3.1, Non Return to Zero (NRZ) The major drawback of NRZ scheme is that it adds a dc component to the signal. 3.1.2 Multilevel Binary (AMI) In this encoding scheme there are more than two levels. No signal represents 0 and 1 is represented by some positive and negative voltage level. 1s pulses are opposite in polarity. Figure 3.2, Multilevel Binary (AMI) There is no dc component in this scheme and also there is no loss of synchronization for consecutive 1s. 3.1.3 Manchester Coding There is transition in middle of each bit, which acts as a clock as well as data. The low to high transition represents 1 and high to low represents 0. Figure 3.3, Manchester Coding 3.1.4 Differential Manchester In this scheme transition at the middle of the bit represents only clocking while transition at start represents 0 and no transition at start represents 1. Figure 3.4, Differential Manchester 3.2 ANALOG DATA, DIGITAL SIGNAL Analog data is first converted into digital data by using analog to digital converters. These converters use different techniques to complete their task, some of them are: 3.2.1 Pulse Code Modulation If a signal is sampled at regular intervals at a rate higher than twice the highest signal frequency, the samples contain all the information of the original signal. Each sample is assigned a digital value. Although its quality is comparable to that of analog transmission but still in this process some information is lost and the original signal can never be recovered. Figure 3.5, Pulse Code Modulation Delta Modulation Analog input is approximated by a staircase function. Function moves up or down at each sample interval by one level (d). Figure 3.6, Delta Modulation Delta modulation is easier than PCM in implementation, but it exhibits worse signal to noise ratio for the same data rate. But it is good for data compression. DIGITAL DATA, ANALOG SIGNAL Different digital modulation techniques are: Amplitude Shift Keying (ASK) A modulation technique in which digital data is represented as variations in the amplitude of a carrier wave is called Amplitude-shift keying (ASK). One binary digit is represented by presence of carrier, at constant amplitude and the other binary digit represented by absence of carrier. Figure 3.7, Amplitude Shift Keying (ASK) 3.3.2 Frequency Shift Keying (FSK) In frequency shift keying different frequencies are used to represent incoming digital data. Say in case of Binary Frequency Shift Keying f1 is used to represent 0 while f2 is used to represent 1. Figure 3.8, Frequency Shift Keying (FSK) In MFSK more than two frequencies are used and hence bandwidth is more efficiently utilized. 3.3.3 Phase Shift Keying (PSK) A digital modulation technique in which data is transmitted by modulating and changing the phase of the reference signal is called Phase-shift keying (PSK). In case of PSK, a finite number of phases are used. A unique pattern of binary bits is assigned to each of these phases. Generally, each phase encodes an equal number of bits. The symbol is formed by each pattern of bits that is represented by the particular phase. Figure 3.9, Phase Shift Keying (PSK) Figure 3.10, Constellation Diagram of BPSK The bandwidth of ASK and PSK are specified as: Whereas the bandwidth of FSK is given as: Where, R is the bit rate DF = f2 fc = fc f1 CHAPTER # 04 CHANNEL CODING 4.0 INTRODUCTION Why Channel Coding? In modern digital communication systems information is represented in bit streams, which are then modulated to analog waveforms before being transmitted onto a channel. At receiver this analog information is demodulated into bit streams, but because of the presence of interference and noise in the communication channel this bit stream may be corrupted. So to minimize occurrence of bits in error and protect digital data from channel noise and interference channel coding is used. How Channel Coding is performed? Additional redundant bits are added to the message data stream to perform channel coding, these extra bits assist in error detection and correction at the receivers end. Channel Coding at the cost of? Channel Coding is performed at the cost of bandwidth expansion and data rate reduction. 4.1 TYPES OF CHANNEL CODING TECHNIQUES There are two main types of channel coding techniques, Block Codes Convolutional Codes. Block Codes accepts k number of information bits and generate a block of n number of encoded bits, and thus are commonly known as (n.k) block codes. Some common examples of block codes are Hamming Codes and Reed Solomon Codes. Convolutional Coding is forward error correction technique that is currently most widely used in modern communication systems, this particular technique is used for real-time error correction. Unlike block codes which append redundant bits at the end of original message signal, Convolutional coding form a new codeword using original data stream. The encoded bits are not solely dependent on k current input bits but at the same time on precedent input bits. 4.2 CONVOLUTIONAL CODES In this project Convolutional Coding is implemented. Convolutional Codes are further classified as 1. Trellis Coded Modulation (TCM) 2.Turbo Codes. Trellis Coded Modulation (TCM) is non recursive, non systematic and does not require an interleaver. Turbo Codes on the other hand are recursive, systematic, parallel structured and they also require interleaver. In Wideband CDMA systems TCM is used for all channels while Turbo Codes may be used for DCH and FACH channels. Turbo Codes are sometimes classified as separate branch of Channel Codes so from here onwards word Convolutional Code will only be used for TCM. Types of Transmission Channels Coding Schemes Coding Rate RACH Convolutional Coding 1/2 BCH PCH DCH, FACH 1/2, 1/3 Turbo Coding 1/3 Table 4.1, WCDMA Specifications 4.3 CONVOLUTIONAL CODE REPRESENTATIONS 4.3.1 Polynomial Representation No. of input information bits = k No. of encoded bits = n No. of stages (Constraint Length) = K Code Rate = k/n Encoded CodeWord = U The following example shows how Convolutional Codes are represented. Let g1(x) and g2(x) be encoder polynomials, where g1(x) = 1 + x + x2 g2(x) = 1 + x2 Let input message bit stream be 101, therefore input message bit stream polynomial will be, m(x) = 1 + x2 The encoded codeword U will be combination of product of g1(x) with m(x) and g2(x) with m(x), m(x) x g1(x) = 1 + 1.x + 0.x2 + 1.x3 + 1.x4 m(x) x g2(x) = 1 + 0.x + 0.x2 + 0.x3 + 1.x4 Therefore the codeword U, becomes U = (1,1) + (1,0).x + (0,0).x2 + (1,0).x3 + (1,1).x4 U = 1 1 1 0 0 0 1 0 1 1 4.3.2 State Transition Diagram Convolutional Coding can be represented using State Transition Diagram. Following are State Transition Diagram and State Transition Table for code rate 1/2. Figure 4.1, State Transition Diagram for Code Rate  ½ Table 4.2, State Transition Table for Code Rate  ½ Again for the same input bit stream 10100, the codeword U = 11 10 00 10 11. In the input message last two 00 bits are tail bits. 4.3.2 Block Diagram Representation The following diagram shows block diagram representation of Convolutional Coding with Code Rate = 1/2 Constraint Length (No. of Stages) = 3 Figure 4.2, Block Diagram Representation of Convolutional Code with Code Rate =  ½ The following example illustrates the process of Convolutional Coding using block diagram representation for input bit stream 101. So the final codeword becomes, U = 11 10 00 10 11 4.3.2 Trellis Diagram Representation For input bit stream 101, the following diagram shows how Convolutional Coding is performed using Trellis Diagram Figure 4.3, Trellis Diagram Representation CHAPTER # 05 PULSE SHAPING TECHNIQUES 3.0 INTRODUCTION Why Pulse Shaping? It is done in order to reduce Inter Symbol Interference commonly known as ISI. How Pulse Shaping is performed? In order to achieve zero-ISI the overall system response must be equal to Nyquist frequency response. 5.1 RAISED COSINE FILTER Inter Symbol Interference significantly degrades the data detector ability to differentiate between a current symbol from diffused energy of adjacent symbol. This leads to the detection of error and increases BER. So in order to cater ISI, a real-time realization of Nyquist filter is applied in modern communication systems. Raised cosine filter is one of the realization of Nyquist filter. where r = roll-off factor = 1 ≠¤ r ≠¤ 0 and T = symbol period = 1/R Roll-off factor determines the filter bandwidth and represents a trade-off between the sharpness of the transition band of the filter and impulse response ringing magnitude of the filter. A Nyquist filter has following properties: Time response eventually goes to zero in a time period exactly equal to the symbol spacing. By sampling the symbol sequence at a given symbol time point, present symbol is not affected by the energy spreading from the adjacent symbols. The impulse response and the frequency response of the RC filter is Figure 5.1, Impulse Response of RC Filter Figure 5.2, Frequency Response of RC Filter Time response of the RC filter goes to zero with a period that exactly equal to the symbol spacing. As the response equals zero at all symbol times except for the desired one none of the adjacent symbols interfere with each other. 5.2 ROOT RAISED COSINE FILTER RC filter is divided into a root raised cosine (RRC) filter pair, with one at the transmitter end, which performs the pulse shaping in order to constrain the modulated signal bandwidth, and the other at the receiver end, that performs matched detection for optimizing the SNR of a known signal in AWGN presence. The Root Raised Cosine filter is so named because its transfer function exactly is the square root of the transfer function of the Raised Cosine filter. Where r = roll off factor and T is symbol period. The RRC filter bandwidth is equal to the root mean square (RMS) amplitude 2R. The impulse response and the frequency response of the RRC filter is Figure 5.3, Impulse Response of RRC Filter Figure 5.4, Frequency Response of RRC Filter Both RC and RRC have similar pulse shapes, but the RRC pulse makes slightly faster transitions, therefore the spectrum of RRC pulse decays more rapidly as compared to the RC pulse. Another important difference between both pulses is that the RRC pulse does not have zero Inter Symbol Interference. Because of the fact that RRC filter is used at transmitter and receiver both, the product of these transfer functions is a raised cosine, which will result in zero ISI output. 5.3 ROLL OFF FACTOR The roll-off factor, r, is a measure of the excess bandwidth of the filter, i.e. the bandwidth occupied beyond the Nyquist bandwidth of 1/2T. Where à ¢Ã‹â€ Ã¢â‚¬  f is excess bandwidth and Rs is symbol rate. CHAPTER # 06 SPREAD SPECTRUM Spread spectrum is a type of modulation where the data is spread across the entire frequency spectrum. This process of spreading the data across the entire spectrum helps signal against noise and interference. These techniques are mostly employed in cell phones and also with wireless LANs. To qualify as a spread spectrum signal, two criterions must be met The transmitted signal bandwidth must be in excess of the information bandwidth. Some function other than the data being transmitted is used to establish the bandwidth of the resultant transmission. Why Spread Spectrum ? Due to its exclusive and peculiar properties spread spectrum is preferred over other modulation schemes. Some of these properties are characterized as advantages and disadvantages of a basic spread spectrum system below. Advantages †¢ It reduces the effects of multipath interference and at times removes them entirely. †¢ Frequency band is shared simultaneously with other users. †¢ Pseudo random codes ensure protection of transmission and privacy. †¢ As the signal is spread over an entire spectrum it has a low power spectral density. Disadvantages †¢ Due to spreading operation it consumes more bandwidth. †¢ It is at times difficult to implement. Types of Spread Spectrum Techniques Most commonly used techniques in a spread spectrum systems are Direct Sequence Spread Spectrum Frequency Hopping Spread Spectrum Frequency Hopping Spread Spectrum A frequency hopping spread spectrum hops from one narrow band to another all within a wider band. In general the frequency hopper transmitter sends data packets at one carrier frequency and then jumps to another carrier frequency before sending ore packets and continues the same routine throughout the period of transmission. The pattern that emerges seems to be random but is in fact periodic and easily traceable by pre configured transmitter and receiver. These systems can be vulnerable to noise at a particular hop but usually are able to send packets during the next hop. Direct Sequence Spread Spectrum Most widely used technique of spread spectrum is the Direct Sequence Spread Spectrum. A Direct Sequence Transmitter receives the incoming data stream which is to be transmitted and then converts it into a symbol stream where the size of a symbol can be one or more bits. Using any of the modulation schemes for digital systems such as Quadrature Amplitude Modulation (QAM) or Quadrature Phase Shift Keying (QPSK) this symbol stream is multiplied to a noise like sequence known as pseudo random sequence. It is also know as a chip sequence. As a result of this multiplication the bandwidth of the transmission is significantly increased. Figure 3. Direct Sequence Spread Spectrum System Figure 3. shows the working of a basic Direct Sequence Spread Spectrum system. For clarity purposes, one channel is shown working in one direction only. Transmission For each channel a distinct and different Pseudo random code is generated. In order to spread the data the data stream is multiplied with the previously generated Pseudo random code. The signal obtained as a result of this multiplication is then modulated onto a carrier. This modulated carrier waveform is then amplified before broadcasting. Reception The carrier wave is amplified as soon as it is received by the receiver. The signal received is then multiplied with a locally generated carrier which gives the spreaded signal. Again a Pseudo random code is generated on the basis of the signal expected. The process of correlation is carried out on the received signal and the generated code which gives the original message signal. Pseudo-Random Noise The spread spectrum systems are constructed very similar to other conventional systems. The difference being the addition of pseudo random generators both at the transmitter and the receiver which generate the Pseudo noise sequences required for the functionality of Direct Sequence spread spectrum. These pseudo random noise sequences are used for spreading the signal at the transmitter side and dispreading at the receiv

Death for John Walker Lindh :: essays research papers fc

Death for John Walker Lindh Death Penalty should be the only choice, no alternatives. John Walker Lindh knows the difference between right and wrong. He also knows the difference between an American Citizen and a traitor. This article describes John Walker as a person with a cold heart. It portrays Walker, as showing no remorse for the people who lost loved one’s due to the tragedy of September 11th, however thousands of others have. The article states he chose to fight alongside the Taliban regime and therefore he should be delt the penalties of being a traitor. â€Å"We may never know why he turned his back on our country and our values, but we cannot ignore that he did,† Attorney General D. Ashcroft said. Why even talk about ignoring what he did. Thousands of people are dead and more are hurt due to the actions of the al Qaeda network. Such loses and pain can not be ignored. He turned his back on the United States and people from all over the world. Terrorism is unacceptable not just to American’s but to all nations who endure the rite of freedom and security. Therefore John Walker should be tried in a court as if he were Osama bin laden him self. John Walker may have not been directly connected to the September 11th, but he did indeed learn from one of his instructors that Osama bin laden had sent people to the United States to carry out several suicide operations. I do not understand how a human being born and raised as an American can later grow up to fight against innocent people and watch as all American lives get turned upside down. He found out from an instructor that Osama bin Laden had plans in-store for the States yet did nothing to even contact his own family nor let anyone know. Maybe this could have been prevented. Or just maybe the next time I go back to my hometown, New York City, as I am driving towards my grandmother’s house instead of seeing just a lonely, empty blue sky; I would be able to see the World Trade Center as it once was months ago.

William Wordsworth Walking: Art, Work, Leisure, and a Curious Form of Consumption :: William Wordswroth Walking Essays

William Wordsworth Walking: Art, Work, Leisure, and a Curious Form of Consumption William Wordsworth spent a good portion of his life on foot, walking. Consider a sequence of Dorothy's journal entries: Monday the 14th, "Wm & Mary walked to Ambleside in the morning to buy mousetraps" (about 5 miles round trip); Tuesday the 15th, "Wm & I walked to Rydale for letters" (about 3 miles round trip); Wednesday the 16th, "After dinner Wm & I walked twice up to the Swan & back again" (3 miles), met Miss Simpson and walked with her to the Oliffs and then back to her house (another 3 miles); Thursday the 17th, "we had a delightful walk" (a couple of miles); Friday the 18th, "Mary & Wm walked round the two lakes" (about 6 miles); Saturday the 19th, "We walked by Brathay to Ambleside" (6 miles). Now such distances are not remarkable in fine weather, but these were walks from the 14th to the 19th of December 1801, and Dorothy's notes include "A very keen frost, extremely slippery," and "Snow in the night & still snowing," and "the evening cloudy and promising snow" (GJ 48-49). Undeterred by bad weather, Wordsworth (and Dorothy) gave walking a central position in their daily lives, even to the extent that not walking becomes a remarkable event. Dorothy records that on September 13, 1800, "William writing his preface did not walk" (GJ 22). And of course in better weather there were shorter and longer walking tours such as Dorothy's record of September 3, 1800, in which Wordsworth, Coleridge, and Jonathan Wordsworth left "after breakfast" to walk "upon Helvellyn" and returned home at 10 at night, having covered probably 15 to 20 miles (GJ 20-21)--a long, but not unusually long for them, walk. In short, Wordsworth habitually spent at least several hours a day walking, and it was not at all uncommon for him to spend entire days on foot. The central role of walking in Wordsworth's life suggests a number of interesting questions, but I will focus here only on those related to the theme of this conference, work and leisure. Obviously, much of Wordsworth's walking could be classed as leisure-time activity. There was probably no compelling reason for Wordsworth and Dorothy to walk twice to the Black Swan or for Wordsworth and Mary to circumambulate the lakes.

Comparing A London fete and Composed Upon Westminster Bridge Essay

Comparing A London fete and Composed Upon Westminster Bridge A London fete and composed upon Westminster Bridge. I am going to be comparing two poems in this essay the first poem is London fete which was written by a man called Coventry Patmore this poem is about a hanging that took place and about the effect it had on other people who watched. The second poem is composed upon Westminster bridge by William words worth which is about a man who is standing on a bridge describing the view he sees and how he feels looking at this view. The theme to composed upon Westminster Bridge is firstly about nature and beauty and peace. It describes his view of London to be beautiful and how he feels so calm and relaxed from looking at the view. It’s not an angry poem it’s sensuous. A London fete is about violence and death. It has an unhappy theme as it is about a man getting hanged and how viewers are enjoying and getting adrenalin from watching this .the theme is really death and the poem is full of violence. It isn’t relaxing at all as it is a negative mood. The mood in this poem is negative and dull; it shows sad and violent images which puts the mood in this poem bad. For example the poem says â€Å"thousands of eyeballs, lit with hell† which creates a bad mood as it saying people are watching and waiting with evil eyes which isn’t a calm atmosphere. In Westminster Bridge the poem creates a happy positive mood as it contains relaxing words such as â€Å"all bright and glittering in the smoke less air† which creates calm and reflects his love for nature. The mood f these two poems contrast as a London fete is a negative mood and composed upon Westminster Bridge is a positive mood. The setting to these two poets ... ...gings. He objects to the event and the effect on those who watch. It seems to be that he’s trying to show the cruelty to hangings but not just to the person who was killed. For example â€Å"two children caught and hanged a cat† which shows that he’s watching someone being killed has made animals victims too. This is a good technique because it makes people emphasise the animal cruelty and disagree with hangings. In composed upon Westminster Bridge, by the way the poet uses calm and peaceful words it makes you feel relaxed and in a cheerful mood. The poet seems to want us to be more grateful to god as the poem says â€Å"dear god the very houses seem asleep† and it seems he’s being thankful and wants readers to be too. Both these poems are good poems because they involve feelings and thoughts and I think that the poets put a lot of thought into writing them.

Inclusive Learning

Contents Contents1 Introduction2 Findings3 What is Inclusive Learning? 3 Learning Environment4 Access for all4 Inclusive Learning in Initial Assessment6 Inclusive learning in the classroom6 Assessment9 Conclusion10 Bibliography12 ? A critical evaluation of the principles and practice of Inclusive Learning within XXXXXX XXXXXX. Introduction XXXXXX XXXXXX is a registered charity offering work based learning programmes to young adults.Within my role as Advanced Teaching Practitioner, I am responsible for curriculum design, monitoring teaching, staff training and mentoring, quality assurance and learner achievement in addition to my role as a Basic Skills Tutor. Before analysing current practices, I have gained the consent from those directly involved. In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD).I need to reflect of my own practices and the practices of others and evaluate the service provided. Findings What is Inclusive Learning? Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others.Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’. It is important to consider the need to be proactive as opposed to being reactive. To practice inclusive learning, act ions need to be taken prior to students commencing the process.The Tomlinson report 1996 states: ‘Re-designing learning, assessment and organisations to fit objectives and learning styles may mean introducing new content to courses, adapting access or both. This approach is quite different from offering courses and then giving students with difficulties some additional human or physical aids to participate. ’ Under the Special Education Needs and Disability Act (SENDA) 2001, all educational establishments must not treat students less favourably than others and make reasonable adjustments to ensure that their learners are not substantially disadvantaged.Learning Environment An accessible and safe learning environment is vital for inclusive learning to take place. The premises that XXXXXX XXXXXX occupy are located on the second and third floor of a listed building. There are no lifts and there is a staircase leading up to the main reception. Under the Disability Discrimin ation Act, there is a requirement to make reasonable adjustment to be able to ensure those students with a mobility disability are not excluded. XXXXXXhave made contingency plans whereby they use the premises within a local college as and when required.SENDA 2001 states that students should be able to access all services provided for other students. In this case, the local college offers all the facilities and services we offer our students. Taking this into consideration, reasonable adjustments have been made. Access for all In order to give strategic direction to inclusive learning, Smith and Armstrong (2005, p1) state ‘providers need to adopt a co-ordinated approach to inclusive learning, working with different groups, genders and levels of learners’. These is achieved ongoing within XXXXXX XXXXX.There is no discrimination on the grounds of gender or sexual orientation within XXXXXX XXXXXX and therefore XXXXXXcomply with all aspects of the Sex Discrimination Act 1975 . Our learners come from mixed race, religion and in order to ensure that we accommodate these learners, all staff receive multifaith calendars to ensure that they can manage their learning over religious or cultural holidays. As we are funded for a 14-19 age provision, we cannot offer learning to anyone outside this age range. This is a limitation by DCELLS.Should anyone outside this age range require the same type of education and training, there are other training providers where they can be signposted. McGivney (2003) guidelines suggest that people with disabilities, ex-offenders, low paid unqualified workers, male manual workers, unemployed groups, rural residents, women with young children, homeless and those from ethnic minority groups may have problems in participating in organised learning activities. (DCSF, 2008) states ‘9% of young people aged 16-19 are Not in Education, Employment or Training (NEET).As part of the ‘Every Child Matters Agenda’ their aim is to break down the barriers to achievement and provide opportunities for those disengaged from learning. This agenda intends to ensure that programmes have been set up to identify children and young adults at risk and promote early intervention. According to the 14-19 Education and Skills White Paper ‘those with learning difficulties are twice as likely to become NEET’. XXXXXX XXXXXX have recently established street based youth work teams; across communities in south Wales, working with partner organisations to engage some of the hardest to reach young people; nd to progress them onto positive development opportunities in their own communities. The current teams are a pilot and are hoping to expand the project into other geographic and sector communities. XXXXXX XXXXXX are also establishing links to deliver full and part time extended curriculum services in schools for 14-18 year olds across Wales, providing support for young people in the youth justice system; estab lishing a youth drop in facilities at many centres and expanding the street based youth work.XXXXXXare also in community cohesion work particularly in areas with a large European migrant youth communities and those with a migrant non-welsh speaking community within Welsh speaking indigenous communities. XXXXXXis piloting development of youth volunteering in under-represented groups. Taking all this into consideration, it shows the effort that is being made in order to provide inclusive learning to those students who are at risk of becoming NEET. Inclusive Learning in Initial Assessment According to Green and Bartram 1998, p7) ‘Early and effective assessment of students’ requirements is critical to the concept of inclusive learning.There are three stages to the initial assessment process within the organisation. Prior to a learner joining they go through an initial assessment process. This begins with an informal interview following an endorsement from Careers Wales. In this interview, it allows the organisation time to carry out an informal assessment and identify individual learning needs. On entry, basic skills initial assessments and a VARK learning styles questionnaire are completed. From this process, an Individual Learning Plan (ILP) is written that is specific to the needs of the learner which will identify individual goals.Green and Bartram (1998. p10) outline that in order to achieve best practice; there should be ‘a common and shared understanding of the purpose of initial assessment’. Through discussion with staff and observations of the initial assessment process, it is evident that this there is a thorough initial assessment process which allows many opportunities to identify any individual needs and preferences. Following this process, if a learner is identified as having a literacy or numeracy need, diagnostic assessment is carried out.Learners have the opportunity to do these either by paper based methods or using Info rmation Technology (IT). The results of this assessment then produce an Individual Learning Plan that is specific to the learners literacy and/or numeracy needs and takes into consideration any special arrangements that may be required. Inclusive learning in the classroom If there has been an individual need identified through initial assessment, it is at this point XXXXXX XXXXXX are reactive as appose to being proactive. For those with physical disabilities, arrangements are made to support them.As previously discussed there is a lack of facilities within the centres to support learners with a disability affecting mobility and this is taken into consideration when careers signpost learners. Apart from this, Rooms are bright, well ventilated and are small enough to be able to accommodate those with minor hearing or visual impairments. When considering students who are deaf and hard of hearing, XXXXXXdo not have a strategy in place for dealing with those who require specialist suppor t including lip speakers, sign language interpreters and speech to text reporters.Although many learners who require this support often plan their own support requirements. To ensure inclusion in the classroom, it should be considered when planning lessons. Once the aims and objectives have been decided, it is then important to consider the needs and previous experiences of the learners’. At this stage, you can consider if there are any adjustments that can be made to ensure that the lesson is inclusive Open University Press (2006). This could be large print handouts, varied teaching strategies, practical tasks as appose to written, aural or visual methods and where possible, taking into account multi sensory learning.When carrying out questioning in the classroom, there was very good use of reinforcement techniques to consolidate learning. Although tutors encouraged all members of the group to participate, this was done in such a way that no learners felt uncomfortable. When this was necessary (e. g. a speaking and listening task) it was managed in a positive way to recognise individual needs. If learners need support with basic skills, subject specific tutors (NVQ, Key Skills) liaise with the Basic Skills Tutor to organise extra support in addition to their literacy and/or numeracy classes.If the learner has a learning difficulty that affects concentration, extra comfort breaks can be given and short activities should also be planned that vary in teaching strategy to keep learners engaged. At present, DCELLS are working towards converged basic and key skills. This initiative should have encourage a more standard approach as qualifications will be delivered in a different training and staff will be required to update their CPD. Practices vary depending on the experience of individual tutors within XXXXXX XXXXXX.When observing a key skills session, a tutor suggested to her group that it would be advantage to take notes whilst completing practical activi ties. On her lesson plan, she had shown inclusive practices by suggesting a Basic Skills Tutor could offer support with both reading and note taking if required. In terms of the use of classroom assistants or support workers, this is the only instance that in class support is offered due to staffing levels within the organisation. The majority of tutors promote equal opportunities practices by having notes available at the end of the lesson for all learners.Others show inclusive learning techniques by issuing gapped handouts at the beginning of the lesson to support those with individual needs. This later method allows those learners who have lack of confidence in groups, those with hearing difficulties or partial sight a greater chance of achieving the objectives set from the lesson. Experienced staff uses assistive technology in the classroom such as coloured acetate, worksheets on coloured paper or magnifying equipment to support learners when reading books, but once again staff training is needed to ensure consistency throughout the organisation.Smith and Armstrong (2005) suggest providers should make sure that CPD and staff training supports structures and systems implemented to deliver the inclusive learning agenda. Through discussion with staff, it is evident that staff members have little knowledge of how to support learners with Dyslexia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) and other learning and behavioural needs. Therefore staff CPD needs to be updated and staff training offered. Having observed a selection of basic skills sessions, I have seen differentiation being managed very well within the classroom.There are isolated cases where worksheets have been the main teaching strategy due to the diverse nature of the group but the main reason for this is the need for staff development and training. Within sessions, individuals show good inclusive learning techniques when giving feedback. They are constructive and give praise for what has been done well and avoid being negative to learners. For those who have physical disabilities, there is IT equipment available such as specialist mouse and the ability to increase the font size on the majority of programmes used.If there is a need for out of class support, this is also available from the training assessors responsible for the individual learners. Individual training assessors are encouraged to spend time with all learners to build a rapport and encourage them to discuss any individual learning needs. These persons are trained to signpost for guidance and counselling if required. Assessment Once learning has taken place, there are various methods of assessment that are used. Within basic skills, learners are given a choice of completing assignments which are paper based or tests that can be taken using IT.For those who have to submit a portfolio, they are given the option of using IT to produce their work. There are also dictaphones avai lable to record case studies, professional discussions or oral questioning as appose to written questions. These strategies in place show differentiation for individual needs are being considered. As well as the usual methods of assessment, learners also get a review which is carried out every four weeks. In this review, their progress is monitored and feedback is given on their performance.The Tomlinson Report (1996) shows us that monitoring progress and providing effective feedback contributes to effective inclusive teaching. Within their basic skills support sessions, further feedback is also given as part of their literacy/numeracy ILP. All learners at the end of their visits are given a Training And Support Log (TASL) which gives them feedback on any work produced. Conclusion Following this investigation, I have reached the conclusion that the organisation is reactive as appose to proactive with regard to inclusive learning.As a training provider, XXXXXX XXXXXX are genuinely no n-selective about the learners who complete a programme. Many of the learners face a number of obstacles to engaging in learning including low educational attainment, a lack of basic and/or personal skills, caring obligations, homelessness, lack of self belief, confidence and self worth. Despite this, over 70% of the young people that are supported leave with a positive outcome. The 14-19 Education and Skills White Paper state that 12. 5% of the NEET group have learning difficulties and/or disabilities.If XXXXXXtraining wishes to continue aiming to offer inclusive learning and reduce this NEET cohort, there is a need to train staff by offering CPD in inclusive learning and ways of developing an inclusive learning strategy within the learner process. There are different teaching approaches within the organisation. (Tilstone et al. ,1998, p. 6) states ‘a key issue in promoting inclusive practice must be a reappraisal of the training provided to teachers and other professionalsâ €™ From my observations, I feel that this is an accurate assumption to make.I have been able to observe many sessions over a period of time and have seen that tutors need training on how to incorporate inclusive learning strategies within their lesson plan. Smith and Armstrong (2005) also discuss how providers should establish a strategy for sharing best practice within an organisation. XXXXXXhave meetings for every subject route on a quarterly basis. Although this is an excellent way of sharing best practice, inclusive learning should be listed as an agenda item to ensure that it gets the attention it requires.Although everything is done during the learner process to ensure that equal opportunities and diversity are managed, XXXXXXhave a bullying and harassment procedure in place and also a grievance procedure that prospective, current and past learners can instigate if they wish. From carrying out research into inclusive learning within XXXXXX XXXXXX, it has been shown that on the whole, a lot of work goes in to meeting the individual needs of the learner and offering a positive learner experience.Having now completed this research, it has made me aware of the financial restraints of the organisation. I feel that I will carry out my role as ATP differently when training staff and mentoring. When working towards curriculum design, I will also ask myself the question â€Å" How can I make it more inclusive? † and from this, I feel that this has played a big part in my CPD. Bibliography †¢ACCESS UNIT. (2006, December 18). Access Unit – Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristol: http://www. ristol. ac. uk/accessunit/disabilityinfo/accessible33. html †¢ADAMS, M. , & BROWN, S. (2006). Towards Inclusive Learning in Higher Education. London: Routledge . †¢BLOOMER, M. , & HODKINSON, P. (1997). Moving into FE: The voice of the learner. London: Further Education Developmen t Agency (FEDA). †¢CLOUGH, P. (1998). Managing Inclusive Education. From Policy to Experience. London: Sage. †¢CSIE. (2008, April 30). About Inclusion. Retrieved December 15, 2008, from Centre For Studies On Inclusive Education: http://inclusion. uwe. ac. uk/csie/csiefaqs. htm †¢DCSF . 2008, July 02). Education, Training, Employment. Retrieved December 10, 2008, from Department for Children, Schools and Families. http://www. dcsf. gov. uk/14-19/index. cfm? go=home&sid=26 †¢Every Child Matters: (2008, July 02) Change for children: Retrieved December 15, 2008, from Every Child Matters http://www. everychildmatters. gov. uk/ete/ †¢FEFC. (1996). Inclusive FE: Report of the Further Education Funding Council Learning Difficulties and/or Disabilities Committee CSIE Summary. Bristol: Centre for Studies on Inclusive Education (CSIE). †¢GREEN, M. . (1998). Initial Assessment To Identify Learning Needs. London: Further Education Development Agency (FEDA). †¢L EARNING AND SKILLS DEVELOPMENT AGENCY. (2002). Access For All. London: DFES. †¢MCGIVNEY, V. (2003). Working With Excluded Groups. Leicester: National Institute of Adult Continuing Education. †¢OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press: http://www. open. ac. uk/inclusiveteaching †¢SMITH, V. , & ARMSTRONG, A. (2005). Beyond Prejudice; Inclusive Learning in Practice.London: Learning and Skills Development Agency. †¢TILSTONE, C. , FLORIAN, L. , & ROSE, R. (1998). Promoting Inclusive Practice. London: Routledge Falmer. †¢WELSH ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales: A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly: Department for Children, Education, Lifelong Learning and Skills. †¢What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo: http://www. hobo-web. co. uk/tips/12. htm

Marshall Plan Essay

How important was the Truman Doctrine and the Marshall plan to the crystallization of Cold War Tensions in Europe in the years 1945-1951? When considering the crystallization of Cold War tensions in Europe one can not overlook the impact of both the Truman Doctrine and the Marshall Plan. Although events were often ‘a cycle of action and reaction which makes the identification of ultimate causes difficult and probably impossible’ both the Truman Doctrine and the Marshall plan signaled a turning point in relations between east and west Europe. The solidification of Cold War tensions in Europe is, for the sake of this essay, the point at which it was clear that relations between the United Sates and the Soviet Union were unsalvageable as their ideological differences became increasingly polarized. Although the Truman Doctrine and the Marshall Plan were considered by the American administration as ‘two halves of the same walnut’ to fully explore the consequences of the American policies one must look at them separately. The Truman Doctrine hailed in a new era for the US’s foreign policy through the definition of containment and the introduction of formal institutions such as the National Security Council, the Central Intelligence agency and the Department of Defense. This showed a move towards a more assertive foreign policy, arguably provoking the Soviet Union and escalating tensions between the two powers. Similarly the Marshall Plan’s encroachment on what the USSR saw as their sphere of influence through their offer of financial aid triggered a threatened Soviet Russia to intensify their authority over satellite states. Their dramatic actions in Czechoslovakia can be seen as evidence of the importance of the role the Marshall Plan played in escalating tensions in Europe as these events can be viewed as a direct consequence of changing US foreign policy. However to fully appreciate the complexities of the issues covered when looking at the development of Cold War tensions in Europe one must place these events in a wider contextual framework. To ignore the political, social or economic issues which form the background of this timeframe would be to oversimplify the issue. It is therefore imperative to look as the situation from both US and Soviet viewpoints whilst considering the issues the nations were dealing with domestically. By 1951 Europe was undeniably divided, with two power blocs emerging, east and west. Whilst the formulation of these tensions had originated from a shared history dating back to before the war, the culmination of these tensions is undeniably linked to both the Truman Doctrine and the Marshall plan as they ‘solidified divisions of Europe’. The Truman Doctrine, through the role it played in outlining the Soviet Union as the enemy and defining the American policy of containment, was a hugely significant step towards the crystallization of Cold War Tensions in Europe. The Truman Doctrine argued that, after Britain’s need to reduce its participation in aiding Greece, congress must ‘immediately extend financial aid’ because of the threat of ‘communist domination’. However, far from solely asking for economic and military aid for Greece and Turkey the doctrine took on the role of calling for the ‘global containment of communism’. The combination of a definition of the United States’ foreign policy towards communism and the demonstration of their commitment through action did help the move towards a divided Europe. Furthermore it solidified and defined the ideology upon which US foreign policy was made. A key consequence of the Truman Doctrine was the changes it caused in the United States’ decision-making process. As Painter explains, the support elicited for the strategy of containment meant that American administrations were ‘able to act on their beliefs about the relationship between politics, economics and US security’. This signaled an era in which the US would base their foreign policy around their capitalist ideology, one completely at odds with the Soviet Union. These beliefs were strengthened by the introduction of new governmental institutions such as the National Security Council, the Central Intelligence agency and the Department of Defense arguably moving towards a more ‘activist foreign policy’ presenting a clear threat to the USSR. Kennan, seen as the father of containment was a crucial figure in the emergence of Cold War tensions in Europe through his writings that inspired the Truman doctrine. Whilst looking at the effects of the Truman Doctrine it is imperative that we look at the role Kennan took in not only promoting containment as a strategy of foreign policy but also defining the Soviet Union. From Moscow Kennan sent the ‘Long Telegram’ suggesting that the USSR was an aggressive nation and that the only successful form of American foreign policy would be a long term strategy of containment. Kennan encouraged the US to view the Soviet Union as ‘inherently expansionist and aggressive’, in effect suggesting that the USSR should be seen as the enemy. While Kennan explained his actions as not ‘directed at combating communism but restoration of economic health’ in Europe it is clear that his constant rhetoric describing the Soviet Union as a threat that needed to be contained did much to not only encouraging domestic fear and anti communist views but also to provoke the Soviet Union into changing its foreign policy. Kennan would further influence the escalation of tensions through the role he played in the Marshall Plan. The Marshall Plan, like the Truman Doctrine, may not have intended to divide Europe, for a number of reasons this was the final outcome. Based around the ideas that ‘The seeds of totalitarian regimes are nurtured by misery and want’ the Marshall Plan was seen as necessary to avoid the spread of communism. The Marshall Plan was seen by the American administration as the ‘next important step against the perceived Russian threat’ as it was imperative to remove the misery and want which was rife in an economically ruined Europe. However, to the USSR the Marshall Plan was perceived quite differently, it was a western attempt to encroach on their sphere of influence. The Marshall Plan had far wider reaching consequences that simply supporting a recovering Europe economically. Through looking at the Soviet reaction to the Marshall Plan we see that it played a key role in the crystallization of Cold War tensions in Europe. The reaction to the Marshall plan by the Soviet Union marked a turning point in relations between east and west Europe as they served to split countries whose ideologies were drifting further apart. As the Marshall Plan was arguably the spark set off the chain of events it can be seen as hugely important in the crystallization of Cold War tensions in Europe. Whilst the Truman doctrine may have put a strain on relations between America and the Soviet Union the Marshall Plan as Myrdal, who guided the Economic Commission for Europe saw it, it would ‘secure the iron curtain and bring on war’. The Marshall plan therefore seems to have been the point at which Europe was split as it presented to the nations of Europe the choice between the two great powers and their ideologies. To revisionist historians such as Kolko the Marshall plan served the purpose of bringing Soviet fears to the fore and thus increasing tensions. It is clear that the Marshall plan ‘forced Stalin to reassess his stance towards East and West Europe’ which escalated Cold War tensions. Many revisionist historians will argue that the Soviet reaction to the Marshall Plan was one natural for a country that felt weak and under attack. It could be argued that the Marshall Plan in the eyes of the USSR was a concerted attempt by the United States to undermine Soviet influence in Eastern Europe. To Taubman and Kolko it is therefore clear that it was the Marshall Plan that sparked the escalation of tensions. Whilst it could be argued that this was not the case as the Marshall Plan was open to Soviet participation Crockartt shows that the US administration took steps to avoid communist participation in the plan. Kennan, who as aforementioned had been clear about his views on containment and the Soviet Union made sure that the plan ‘be done in such a form that Russian satellites would either exclude themselves†¦or agree to abandon the exclusive orientation of their economies’. This therefore encouraged divisions within Europe, as now there was a clear indication of whether or not the country subscribed to East or West ideologies. Furthermore many argue that the inclusion of Soviet states was due to a ‘desire not to invite the charge that the ERP was an anti-communist measure’ rather than a genuine offer of financial aid. One could therefore argue that it was not surprising that the plan caused tensions, as soviet inclusion was highly unlikely. The extent to which the Soviet Union felt threatened can be seen through actions taken as a result of the Marshall plan, seen by historians such as Gaddis as a turning point in the development of the Cold War. The Soviet Union now seemed to act on a wish to unite the communist parties around Eastern Europe through the introduction of organizations such as Comiform. The Communist information Bureau can be seen as an attempt by Stalin to bring the communist parties around Europe under more soviet control. Furthermore the Molotov Plan, seen by many as a Soviet version of the Marshall plan, aimed to provide financial aid for struggling economies that fell under soviet influence. The influence the Marshall Plan can be seen clearly through the introduction of the Molotov plan as it suggests that either Eastern European countries were so affected by their rejection of the Marshall Plan they needed a similar proposal or Stalin felt so threatened he felt the need to create his own version. However perhaps the most striking Soviet reaction to the Marshall Plan was the events that took place in Czechoslovakia in 1948. The impact can be illustrated in the fact that the only remaining non-communist leader in Eastern Europe was removed, shocking the United States and heightening the divisions between east and west, polarizing both powers. The Czech coup, in which the communist part, with strong Soviet support assumed total control over the Czech government and purged any non communist political figures. Furthermore the ‘Stalinization’ of both Czechoslovakia and Hungary’s societies due to fears brought about by the Marshall plan further intensified the differences between east and west. Through the introduction of the collectivization of farming, an emphasis on manufacturing and a suppression of opposition eastern European countries were forced to become more extreme in their politics, separating Europe and increasing Cold War tensions. The reaction by the US illustrated the impact of events in Czechoslovakia as they it aided the swift implementation of the Marshall Plan, the creation of West Germany and in under a year the creation of NATO. It is clear to see therefore that the Marshall Plan played a key role in escalating tensions between the east and west in Europe. However, these views have been challenged. Although the impact of the combination of the Marshall Plan and the Truman Doctrine was undeniable in moving Europe towards a period of Cold War tensions the extent of their impact is a source of debate. The importance of the Marshall Plan is undermined by a number of issues that show that although it may have played an important role in the crystallization of Cold war tensions in Europe it was by no means the only influence. Historians such as Crockartt will point out the fact that one needs to consider the fact that both nations had hugely differing political styles and circumstances. The Soviet Union entered this period with ‘enhanced prestige after playing a key role in defeating the Nazis’and possessed, through ruling communist parties, tight control over their sphere of influence. The United States however placed a much greater emphasis on the justification of their actions abroad through official documents and formal organizations, as they did not, as the communists did, have puppet rulers in foreign governments. Therefore it could be argued that these differences in political style were the truly important factors in the consolidation of Cold War tensions rather than particular events or policies. However, whilst the differing political styles may have been important these were long term issues that had a constant role in the diplomacy between the USSR and the US. It would be difficult therefore to argue that these played any decisive part in the crystallization of the tensions these differences helped to create. Therefore it could be argued that actions such as the announcement of the Marshall Plan and documents such as the Truman doctrine were the real cause of the solidification of these tensions. One must look at this period of time not just as a chronological series of events but place these events within the framework of the political, social and economic features also prominent at the time. Much of the post-revisionist historiography, with the benefit of hindsight, takes into account these complexities and sees the causes of Cold War tensions in Europe as far more diverse. When these issues are taken into account we see that there was a host of issues at the time all culminating to solidify Cold War tensions in Europe. As aforementioned the Soviet Union entered the period with a new identity, that of a great power of the world. Both the US and the Soviet Union had to react to this change of order and historians such as David Reynolds will even argue that the Cold War was inevitable given the shared history between the two powers. However although tensions may have been inevitable, as mentioned earlier, the solidification of these strains seems to revolve around the implementation of the Truman Doctrine and the Marshall Plan as they polarized the nations ideologies and pulled them further apart. As Crockartt explains revisionist historians view American economic expansionism for capitalist profits as at the heart of tensions between the United States and the USSR and it was the differences in the two nations ideologies that solidified divisions. American determination to keep ‘western Europe (as a) safe arena for international capitalism’ was the fundamental force of strains between the US and the Soviet Union. The wording of President Truman’s message to congress on March 12 1947 regarding US involvement in Greece and Turkey arguably shows the intertwined nature between American foreign policy and capitalist gains. In his address persuading congress to assist Greece and Turkey Truman refers to capital spent on the Second World War as an ‘investment’ in world freedom. The document makes it clear that, to the US administration economic stability and freedom from communism are inextricably linked. The Marshall Plan can hoever be seen as the manifestation of these ideologies and therefore this argument suggests the Marshall Plan had an even greater influence. Furthermore the importance of the Truman Doctrine in heightening Cold War tensions in Europe is called into question as Painter points out Stalin did little to significantly support the efforts of the Greek communists. Whilst some may argue that this because of the success of US aid, others would see it as undermining the significance of the Truman doctrine as Stalin only showed slight concern for the success of communist rebels in Greece. However this could be because of strains in Soviet relations with Yugoslavia being a greater priority that the potential of a Greek communist uprising. Furthermore although Soviet reaction to the Truman Doctrine may have shown reluctance to act on Stalin’s part, US actions in Greece, Turkey and Iran showed their ‘determination to maintain Western access’ to overseas trade zones. The Truman Doctrine and the Marshal plan played an undeniable role in escalating Cold War tensions between 1945 and 1951. Although they may not have formed the basis of these tensions, which had built up in the post-war years, they seem to act as the nail in the coffin for US/Soviet relations. One could argue that as a result of the definition of not only their differences, but also the definition of the Soviet Union as aggressive and expansionist, the Truman Doctrine waved in an era of hostility. The Marshall Plan further polarized European states as one either subscribed to Marshall aid, or didn’t, in effect the Iron Curtain was drawn. One must never overlook the issues that formed the basis of tensions between the US and the USSR as these similarly contributed to the crystallization of cold war tensions. At the crux of strains between the US and the USSR were the disparate ideologies the two nations held at the heart of their foreign policy and as a result the contrasting ways of looking at events and actions. This period sees the polarization of these ideologies and therefore the solidification between the two nations can be seen as inevitable. However, fundamentally the Marshall Plan and The Truman Doctrine provided a platform for these tensions to develop and escalate and because of this they were hugely important in the crystallization of Cold War Tensions in Europe. Bibliography: Primary Sources: President Truman’s Message to Congress; March 12, 1947; Document 171; 80th Congress, 1st Session; Records of the United States House of Representatives; Record Group 233; National Archives. Secondary Sources: Crockatt, R., Fifty Years War: United States and Soviet Union in World Politics (London 1996) Barros, J., Trygve Lie The UN Secretary-General Pursues Peace, 1946-1953 (Illinois 1989) P.125 J. L., Gaddis, We Now Know: Rethinking Cold War History (1997) J. L., Gaddis, Strategies of Containment†¬: A Critical Appraisal of American National Security Policy During the Cold War†¬ (Oxford 1982)†¬Ã¢â‚¬ ¬Ã¢â‚¬ ¬Ã¢â‚¬ ¬Ã¢â‚¬ ¬Ã¢â‚¬ ¬Ã¢â‚¬ ¬Ã¢â‚¬ ¬ Hogan, M. J., The Marshall Plan: America, Britain, and the Reconstruction of Western Europe, 1947-1952 (US, 1990) Review by Charles S. M., in American Visions and British Interests: Hogan’s Marshall Plan Kolko, G., The Limits of Power: The world and United States Foreign Policy, 1941-1949 (1970) Painter, D. S., The Cold War: An Interdisciplinary History (London, GBR) Taubman, W., Stalin’s American Policy: From Entente to Dà ©tente to Cold War (New York 1982) p.172-3