Saturday, January 25, 2020

Convolutional Codes Simulation Using Matlab Computer Science Essay

Convolutional Codes Simulation Using Matlab Computer Science Essay Abstract: In order to reduce the effects of random and burst errors in transmitted signal it is necessary to use error-control coding. We researched some possibilities of such coding using the MATLAB Communications Toolbox. There are two types of codes available Linear Block Codes and Convolutional Codes. In block coding the coding algorithm transforms each piece (block) of information into a code word part of which is a generated structured redundancy. Convolutional code uses an extra parameter (memory). This puts an extra constraint on the code. Convolutional codes operate on serial data, one or a few bits at a time. This paper describes basic aspects of Convolutional codes and illustrates Matlab encoding and decoding implementations. Convolutional codes are often used to improve the performance of radio and satellite links. Key words: Convolutional codes, error-control coding, radio and satellite links. 1. Introduction Convolutional codes are commonly specified by three parameters (n,k,m): n = number of output bits; k = number of input bits; m = number of memory registers. The quantity k/n called the code rate, is a measure of the efficiency of the code. Commonly k and n parameters range from 1 to 8, m from 2 to 10 and the code rate from 1/8 to 7/8 except for deep space applications where code rates as low as 1/100 or even longer have been employed. Often the manufacturers of convolutional code chips specify [1] the code by parameters (n,k,L), The quantity L is called the constraint length of the code and is defined by Constraint Length, L = k (m-1). The constraint length L represents the number of bits in the encoder memory that affect the generation of the n output bits. The constraint length L is also referred to by the capital letter K, which can be confusing with the lower case k, which represents the number of input bits. In some books K is defined as equal to product the of k and m. Often in commercial spec, the codes are specified by (r, K), where r = the code rate k/n and K is the constraint length. The constraint length K however is equal to L 1, as defined in this paper. Even though a convolutional coder accepts a fixed number of message symbols and produces a fixed number of code symbols, its computations depend not only on the current set of input symbols but on some of the previous input symbols. In general, a rate R=k/n, k  £ n, convolutional encoder input (information sequence) is a sequence of binary k-tuples, u = ..,u-1, u0, u1, u2,à ¢Ã¢â€š ¬Ã‚ ¦, where . The output (code sequence) is a sequence of binary n-tuples, v = ..,v-1, v0, v1, v2,à ¢Ã¢â€š ¬Ã‚ ¦, where . The sequences must start at a finite (positive or negative) time and may or may not end. The relation between the information sequences and the code sequences is determined by the equation v = uG , where is the semi-infinite generator matrix, and where the sub-matrices G i , 0 £ i £ m, are binary kXn matrices. The arithmetic in v = uG is carried out over the binary field, F 2 , and the parts left blank in the generator matrix G are assumed to be filled in with zeros. The right hand side of v= uG defines a discrete-time convolution between u and , hence, the name convolutional codes [2]. As in many other situations where convolutions appear it is convenient to express the sequences in some sort of transform. In information theory and coding theory [3], [4] it is common to use the delay operator D, the D-transform. The information and code sequences becomes and They are related through the equation , where is the generator matrix. The set of polynomial matrices is a special case of the rational generator matrices. Hence, instead of having finite impulse response in the encoder, as for the polynomial case, we can allow periodically repeating infinite impulse responses. To make the formal definitions for this case it is easier to start in the D-domain. Let F 2((D)) denote the field of binary Laurent series. The element contains at most finitely many negative powers of D. similarly, let F 2[D] denote the ring of binary polynomials. A polynomial contains no negative powers of D and only finitely many positive. Given a pair of polynomials x(D), y(D)Æ’Å ½ F 2[D], where y(D) ¹0, we can obtain the element x(D)/y(D)Æ’Å ½ F 2((D)) by long division. All non-zero ratios x(D)/y(D) are invertible, so they form the field of binary rational functions, F 2(D), which is a sub-field of F 2((D)). A rate R = k/n (binary) convolutional transducer over the field of rational functions F 2(D) is a linear mapping which can be represented as v(D)=u(D)G(D), where G(D) is a k X n transfer function matrix of rank k with entries in F 2(D) and v(D) is called the code sequence corresponding to the information sequence u(D). A rate R = k/n convolutional code C over F 2 is the image set of a rate R = k/n convolutional transducer. We will only consider realizable (causal) transfer function matrices, which we call generator matrices. A transfer function matrix of a convolutional code is called a generator matrix if it is realizable (causal). It follows from the definitions that a rate R = k/n convolutional code C with the k X n generator matrix G(D) is the row space of G(D) over F((D)). Hence, it is the set of all code sequences generated by the convolutional generator matrix, G(D). A rate R = k/n convolutional encoder of a convolutional code with rate R = k/n generator matrix G(D) over F 2(D) is a realization by linear sequential circuits of G(D). 2. Convolutional encoder simulation The Convolutional Encoder block encodes a sequence of binary input vectors to produce a sequence of binary output vectors. This block can process multiple symbols at a time. If the encoder takes k input bit streams (that is, can receive 2k possible input symbols), then this blocks input vector length is L*k for some positive integer L. Similarly, if the encoder produces n output bit streams (that is, can produce 2n possible output symbols), then this blocks output vector length is L*n. The input can be a sample-based vector with L  =  1, or a frame-based column vector with any positive integer for L. For a variable in the MATLAB workspace [5], [6] that contains the trellis structure, we put its name as the Trellis structure parameter. This way is preferable because it causes Simulink [5] to spend less time updating the diagram at the beginning of each simulation, compared to the usage in the next bulleted item. For specify the encoder using its constraint length, generator polyno mials, and possibly feedback connection polynomials, we used a poly2trellis command within the Trellis structure field. For example, for an encoder with a constraint length of 7, code generator polynomials of 171 and 133 (in octal numbers), and a feedback connection of 171 (in octal), we have used the Trellis structure parameter to poly2trellis(7,[171 133],171). The encoder registers begin in the all-zeros state. We configured the encoder so that it resets its registers to the all-zeros state during the course of the simulation: The value None indicates that the encoder never resets; The value On each frame indicates that the encoder resets at the beginning of each frame, before processing the next frame of input data; The value On nonzero Rst input causes the block to have a second input port, labeled Rst. The signal at the Rst port is a scalar signal. When it is nonzero, the encoder resets before processing the data at the first input port. 3. Convolutional decoder simulation 3.1. Viterbi Decoder The Viterbi Decoder block [7], [1] decodes input symbols to produce binary output symbols. This block can process several symbols at a time for faster performance. If the convolutional code uses an alphabet of 2n possible symbols, then this blocks input vector length is L*n for some positive integer L. Similarly, if the decoded data uses an alphabet of 2k possible output symbols, then this blocks output vector length is L*k. The integer L is the number of frames that the block processes in each step. The input can be either a sample-based vector with L  =  1, or a frame-based column vector with any positive integer for L. The entries of the input vector are either bipolar, binary, or integer data, depending on the Decision type parameter: Unquantized Real numbers; Hard Decision 0, 1; Soft Decision Integers between 0 and 2k-1, where k is the Number of soft decision bits parameter, with 0 for most confident decision for logical zero and 2k-1, most confident decision for logical one. Other values represent less confident decisions. If the input signal is frame-based, then the block has three possible methods for transitioning between successive frames. The Operation mode parameter controls which method the block uses: In Continuous mode, the block saves its internal state metric at the end of each frame, for use with the next frame. Each traceback path is treated independently. In Truncated mode, the block treats each frame independently. The traceback path starts at the state with the best metric and always ends in the all-zeros state. This mode is appropriate when the corresponding Convolutional Encoder block has its Reset parameter set to On each frame. In Terminated mode, the block treats each frame independently, and the traceback path always starts and ends in the all-zeros state. This mode is appropriate when the uncoded message signal (that is, the input to the corresponding Convolutional Encoder block) has enough zeros at the end of each frame to fill all memory registers of the encoder. If the encoder has k input streams and constraint length vector constr (using the polynomial description), then enough means k*max(constr-1). In the special case when the frame-based input signal contains only one symbol, the Continuous mode is most appropriate. The Traceback depth parameter, D, influences the decoding delay. The decoding delay is the number of zero symbols that precede the first decoded symbol in the output. If the input signal is sample-based, then the decoding delay consists of D zero symbols. If the input signal is frame-based and the Operation mode parameter is set to Continuous, then the decoding delay consists of D zero symbols. If the Operation mode parameter is set to Truncated or Terminated, then there is no output delay and the Traceback depth parameter must be less than or equal to the number of symbols in each frame. If the code rate is 1/2, then a typical Traceback depth value is about five times the constraint length of the code. The reset port is usable only when the Operation mode parameter is set to Continuous. Checking the Reset input check box causes the block to have an additional input port, labeled Rst. When the Rst input is nonzero, the decoder returns to its initial state by configuring its internal memory as follows: Sets the all-zeros state metric to zero; Sets all other state metrics to the maximum value; Sets the traceback memory to zero; Using a reset port on this block is analogous to setting the Reset parameter in the Convolutional Encoder block to On nonzero Rst input. 3.2. APP Decoder The APP Decoder block [8] performs a posteriori probability (APP) decoding of a convolutional code. The input L(u) represents the sequence of log-likelihoods of encoder input bits, while the input L(c) represents the sequence of log-likelihoods of code bits. The outputs L(u) and L(c) are updated versions of these sequences, based on information about the encoder. If the convolutional code uses an alphabet of 2n possible symbols, then this blocks L(c) vectors have length Q*n for some positive integer Q. Similarly, if the decoded data uses an alphabet of 2k possible output symbols, then this blocks L(u) vectors have length Q*k. The integer Q is the number of frames that the block processes in each step. The inputs can be either: Sample-based vectors having the same dimension and orientation, with Q  =  1; Frame-based column vectors with any positive integer for Q. To define the convolutional encoder that produced the coded input, we have used the Trellis structure MATLAB parameter. We tested two ways: The name as the Trellis structure parameter, for a variable in the MATLAB workspace that contains the trellis structure. This way is preferable because it causes Simulink to spend less time updating the diagram at the beginning of each simulation, compared to the usage in the next bulleted item; For specify the encoder using its constraint length, generator polynomials, and possibly feedback connection polynomials, we used a poly2trellis command within the Trellis structure field. For example, for an encoder with a constraint length of 7, code generator polynomials of 171 and 133 (in octal numbers), and a feedback connection of 171 (in octal), we used the Trellis structure parameter to poly2trellis(7,[171 133],171. To indicate how the encoder treats the trellis at the beginning and end of each frame, its necessary to set the Termination method parameter to either Truncated or Terminated. The Truncated option indicates that the encoder resets to the all-zeros state at the beginning of each frame, while the Terminated option indicates that the encoder forces the trellis to end each frame in the all-zeros state. We can control part of the decoding algorithm using the Algorithm parameter. The True APP option implements a posteriori probability. To gain speed, both the Max* and Max options approximate expressions by other quantities. The Max option uses max{ai} as the approximation, while the Max* option uses max{ai} plus a correction term. The Max* option enables the Scaling bits parameter in the mask. This parameter is the number of bits by which the block scales the data it processes internally. We have used this parameter to avoid losing precision during the computations. It is especially appropriate for implementation uses fixed-point components. 4. Conclusions In these work we have constructed and tested in Maple convolutional encoders and decoders of various types, rates, and memories. Convolutional codes are fundamentally different from other classes of codes, in that a continuous sequence of message bits is mapped into a continuous sequence of encoder output bits. It is well-known in the literature and practice that these codes achieve a larger coding gain than that with block coding with the same complexity. The encoder operating at a rate 1/n bits/symbol, may be viewed as a finite-state machine that consists of an M-stage shift register with prescribed connections to n modulo-2 adders, and a multiplexer that serializes the outputs of the adders.

Friday, January 17, 2020

Amadou Ham Pate Ba

Amadou Ham pate Ba (1901-1991), Malian ethnologist, narrator and author, played an important role in introducing the world to African oral heritage, especially the folktales of West Africa. The man known as the â€Å"living Memory of Africa† he liked to say he was â€Å"one of the eldest sons of the century,† was one of the major intellectual literary figures of the 20th century. The saying with which he will always be associated for (his often quoted statement), that â€Å"In Africa when an old man dies, a library has burned down† has become so famous that it is sometimes used as an African proverb.He was commenting on the loss of African oral heritage, in praise of both old age and oral tradition, which contributes to the historical components of humanities memory. â€Å"The folktale is a key source of oral tradition, as are other forms of narrative and rituals that are considered essential components of cultural anthropology and ethnology†. (folkculture . org) There is a certain characteristic and significance of indigenous knowledge, especially in Africa. Indigenous knowledge has been defined as the local knowledge. Knowledge that is unique to a given culture or society.The expressions traditional local and indigenous knowledge, are used in the literature inter-changeably, is learned through repetition which aids in its retention and reinforcement. Agricultural or desert-based societies slowly created communities that were mostly self- contained and based on self-help. Their approach to problem solving was through ambulated individual or communal experiences and knowledge derived from trial and error. This aggregated validated knowledge improved and increases in time but remained mostly unrecorded. Even in the present information age, agricultural and desert-based communities, have remained practically cut off, thus they have been out of the mere necessity and for the sake of their survival, depending on and making use of their tr aditional unrecorded knowledge†. (Anwar, 1998) Amadou Ba feared that a lot of it is being lost due to rapid urbanization and continuous attrition in the older population. â€Å"Indigenous knowledge is predominantly tacit and embedded in practices and experiences and exchanged within the community through oral communication and demonstration.Recording and disseminating it across communities is not easy† (Anwar. 2005). It’s sometimes fragmented. It does not exist in its totality either in one place or one individual. It is distribution is socially differentiated, based on gender and age. â€Å"When discussing language, ethnic groups, cultures (and subcultures), and religions. The key concepts are diversity and complexity. There are conservatively many hundreds of different ethnics groups. Thus, there are many hundreds of distinct languages and cultures.The sheer number of such groups throughout Africa makes this dimension unique to the continent. † (The Oth er World ch. 6 pg. 187) Amadou Ham pate Ba passed away in 1991, leaving the world a library and an extensive archive to protect the wealth of knowledge that he had collected from fire, which he warned about repeatedly. He said â€Å"that part of every speech is lost to fire; chaos can result from tiny sparks just as a match can lead to a fire that destroys an entire village†. (folkculture. rg) What role do oral traditions play in the displacements and/or migrations of communities? Oral tradition: â€Å"the process of handing down information, opinions, belief, and customs by the word of mouth or by example† (Merriam-Webster unabridged 7th Ed). A transmission of knowledge and institutions through successive generations without written instruction. Thus an inherited principle, standard, or practice serving as the established guide of an individual or group. In comparing different cultures we tend to evaluate the custom of others in light of our own beliefs and values.Mem bers of all cultures assume that their own design for living is the best and only correct way. The belief that one’s own culture is the only true and good way, as well as the tendency to judge other cultures by those standard, is call Ethnocentrism. Ethnocentrism serves several important functions for individuals and groups. Certainly about the rightness of one’s beliefs and behaviors reinforces the tendency to confirm and to defend one’s society. Ethnocentrism becomes dysfunctional when beliefs in one’s superiority lead to hostility and conflict. More important, oral traditions can provide a rich history predating the written word. † (The other world ch6 pg. 189) In traditional soufies people tend to regard the way things have always been done as sacred, which stems from the beliefs and practices passed down from generation to generation. Account of first European contacts with black Africa are a study in Ethnocentrism the letters and journals of 1 5th and 16th century explorers, merchants, and missioners, overflowed with lurid descriptions of cannibalism, incest and unbridled lust. Since the Africans did not practice Christianity they were labeled ‘heathens’; since their laws were incomprehensible to the European, they were said to be ‘LAWLESS’; and since their marriage and family practices differed from those prevalent in Europe they were judged to be ‘savages’ and ‘barbarians’. (George 1968) â€Å"Africa was artificially divided to suit the objectives of the colonial governments. Preexisting ethnic, linguistic, and cultural until were ignored. Throughout Africa, closely knit people speaking the same language were suddenly separated†. The other world Ch6 pg. 190) As evident in the class text book (see enclosed references) European colonization of the coast of Africa in 1884 (see fig 6. 2) undoubtedly hasten the displacement and migration of the indigenous people furt her inland toward the desert (see fig 6. 1) so they could control; the rich fertile land. By 1895 (see fig 6. 3) it only got worse. Even today the African map reflects the extraction goals of the imperial powers. ‘’ Moreover, foreigners exploited the natural habit in many parts of the region.For instance, the colonial powers instituted cash crops and export of livestock, which in turn meant widespread clearing of the land and sometimes depletion of the soil. Similarly, Europeans carving up the continent created or heightened local rivalries, which resulted in conflicts that also affected the landscape (ch6 p. 201) Carried to an extreme, ethnocentrism is destructive as evidence by the Nazis in Germany who believed in absolute superiority of the white Aryan race and culture.The result was the displacement and death of millions of people who didn’t fit that category mostly Jews. In American history, each different ethnic, religious, or racial group was thought to be inferior to white Anglo-Saxon Protestants (WASP) and therefore deserve less than humane treatment. â€Å"Ethnic divisions are a powerful force today. Ongoing struggles in such diverse states as Angola, Burundi, Congo, Ethiopia, Kenya,Liberia Mauritanian, Nigeria, Ruanda and Sierra Leon may be explained in past by deep-seated ethnic division

Thursday, January 9, 2020

Special Education At The Collegiate Level - 2711 Words

When talking about special education, a majority of people will automatically assume the discussion revolves around a PK-12 student. Few people are aware of how many students with disabilities attend college and the accommodations that are required to support them. From physical challenges to learning difficulties, individuals with disabilities represent a population of college students that has tripled, and by some estimates, quadrupled over the past twenty-five years (Olney, Kennedy, Brockelman, Newsom, 2004; Palombi, 2000). There are 6,500 postsecondary institutions in the country and approximately 14 million undergraduate students and 2 million graduate students. (Dutta, Schiro-Geist, Kundu, 2009) Of these students,†¦show more content†¦(Dell, 2004) These may include results of testing and information on accommodations that have been used in school. The transition meeting should clearly outline what modifications are needed and appropriate. When the student arrives at college, it is important to meet with the Disabilities Department and create a success plan. A collaborative success plan should be developed by the Disabilities Manager and the student. In some instances, the college professor may be involved. In the Group presentation that looked at Albert from The Verger and put him into a college environment, we looked at the laws protecting post secondary students. Colleges are under no obligation to accept students they believe cannot be successful. However, many colleges have provided a supportive, nurturing environment that allows students with disabilities to flourish. Community colleges offer programs for remediation to help students become secure in the basics to enable them to move on to 4 year colleges. Some colleges, such as Landmark College in Vermont and Gallaudet University in Washington DC have programs for students with specific disabilities. The Role of Assistive Technology In many cases, the use of assistive technology can mean the difference between fully participating in college and being left behind. Assistive technology is any device used by students with disabilities inShow MoreRelatedSpecial Education Laew and Litigation Essay1095 Words   |  5 PagesSPE-350 Special Education Litigation and Law Benchmark Assessment and Rubric Targeted Essential Learning * Special education teachers must know legal liabilities and rights pertaining to student, parent, and teachers. Special education teachers recognize that special education practice is heavily regulated and are able to define relevant laws and policies that related to specific special education. (APTS 8, 9; INTASC 1; CEC 1, 9) Assessment Tool Selected * Essay Specific Performance/Task(s)Read MoreWhy College Athletes Should Not Be Paid1301 Words   |  6 PagesHayden White Mrs. Dodson English II Pre-AP 17 November 2015 Why College Athletes Should Not Be Paid What amount of money should college athletes be paid? This has been a controversial question for many years.Some lower level Division One NCAA athletes think that their scholarships do not pay them enough as it is, and instead they want cash rather than the scholarship. These situations have been taken to court and arbitrated in NCAA hearings. The NCAA, or the National College Athletics AssociationRead MoreShould College Athletes Be Paid?1398 Words   |  6 Pagesgreat dispute about whether or not athletes at the collegiate level should receive compensation for their hard work. The proposal of payment to student athletes has begun major conversations and arguments nationwide. 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It makes complete sense right? Well for college athletes, they bring in billions of dollars worth of revenue for their school, but do not get compensated for their talents whatsoever. Most people argue that only professional athletes should be paid because it is their profession, but people do not take in account for all the hard work and effort these studentRead MoreShould College Athletes Be Paid For Playing?1517 Words   |  7 Pagesshould be paid. It is a high school student s dream to play sports at the collegiate level. Many people question why the NCAA, coaches, and administrators are allowed to earn large amounts of money while the student athlete’s hard work and efforts are limited to a scholarship. Others feel that is should be considered a privilege that a college athlete can earn a college degree while enjoying what they love, by playing collegiate sports. Studen t athletes should not receive payment because they are alreadyRead MoreBecoming A Collegiate Choral Director1213 Words   |  5 PagesChoosing a career in life can be a long and troubling process. But to truly enjoy life, one needs to have a career that means something to them. My career that I have chosen is to be a collegiate choral director. The three main points to familiarize the reader of this position are as follows: education needed for occupation, annual salaries of different positions, and the duties of the position. It is one thing to be a teacher, but it is nearly shooting for the stars to aspire to be a professor.

Wednesday, January 1, 2020

The United States Declaration Of Independence - 1802 Words

innovationsocialstudies222 cameronjohnsonlog outhelp WikiPages Files VIEWEDIT FrontPage Page history last edited by Chris LaValle 2 hours, 47 minutes ago Welcome to Mr. LaValle s Classroom Contact Information Homework Storage Page Today is Friday, May 15, 2015 an A Day. Quote of the Week: Always do your best. What you plant now, you will harvest later. Og Mandino(1923–1996) History Facts of the Day for May 15, 2015: On May 15, 1602 Bartholomew Gosnold becomes the first recorded European to see Cape Cod. And in 1618 Johannes Kepler confirms his previously rejected discovery of the third law of planetary motion (he first discovered it on March 8 but soon rejected the idea after some initial calculations were made). Also, in 1755 Laredo, Texas is established by the Spaniards. And in 1776, during the American Revolution, the Virginia Convention instructs its Continental Congress delegation to propose a resolution of independence from Great Britain, paving the way for the United States Declaration of Independence. Also, in 1793 Diego Marà ­n Aguilera flies a glider for about 360 meters, at a height of 5–6 meters, during one of the first attempted manned flights. And in 1817 the first private mental health hospital in the United States, the Asylum for the Relief of Persons Deprived of the Use of Their Reason (now Friends Hospital) opens in Philadelphia, Pennsylvania. Also, in 1850 the Bloody Island Massacre takes place in Lake County, California, in which aShow MoreRelatedThe Declaration Of Independence By The United States1106 Words   |  5 PagesThe setting of the Declaration of Independence was the United States. It was declared on July 4, 1776. After the Boston tea party rebellion the United states wanted their independence. One will describe why the declaration of independence was written. What lead to the cause for writing such a document. The leaders who wrote the declaration. And what the colony was going through for it to lead to the circumstances. One will look at how England was treating the colonies that made them want to be theirRead MoreThe Declaration Of Independence And The United States895 Words   |  4 Pageswere originally drafted. The U.S. Constitution, the Declaration of Independence, and Thomas Jefferson’s Letter to the Danbury Baptist Church are three documents that are still hold relevance in today’s soc ietal discussions. These three documents hold truths, principals and ideologies that were and are crucial to the continuation and the development of the United States. The very ideas and tribulations that led to the development of the United States are expressed loudly in these three documents. WhileRead MoreThe Declaration Of Independence And The United States897 Words   |  4 Pages The Declaration of Independence stated the United States should be established as a country, free from British control, the U.S. Constitution is a set of rules for that nation to follow, and Mark Twain’s As Regards Patriotism examines how these two documents affect the mindset of this country. Groupthink, not a word use in 1900, when Twain penned his essay, but it is a good analogy of what he was discussing. Psychology Today says, â€Å"Groupthink occurs when a group values harmony and coherenceRead MoreThe United States Of The Declaration Of Independence1486 Words   |  6 Pagesthat took the lead on creating one of the first official American documents was the founding fathers. These men signed the Declaration of Independence from England in 1776. They were a group of very strong and independent men who were interested in the future of the country and its ability to stand on its own. Some of the most important men who signed the Declaration of Independence include: George Washington, John Adams, James Madison, Benjamin Franklin, Thomas Jefferson, Alexander Hamilton, and JohnRead MoreThe Declaration Of Independence : The United States1552 Words   |  7 Pageshappiness. This however was not always the case for the United States. It was once ruled by King George III, and the American people were under the control of the British Parliament. It is what the founding fathers of our country fought for, that made it possible for the United States to be what our country is today. This was only possible by their bravery and the creation of the Declaration of Independenc e. The Declaration of Independence was a document that was written by Thomas Jefferson, whoRead MoreThe Declaration Of Independence And The United States1814 Words   |  8 PagesThe Declaration of Independence is the most imperative and most seasoned report in the United State History. The Declaration was drafted and marked to report our Declaration Of Independence from Great Britain, by saying, â€Å" The United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain is and ought to be totally dissolved; and that as Free andRead MoreThe Declaration Of Independence And The United States1844 Words   |  8 Pages The Declaration of Independence is the statement adopted by the Second Continental Congress meeting at Philadelphia, Pennsylvania on July 4, 1776, which announced that the thirteen American colonies, then at war with Grea t Britain, regarded themselves as thirteen newly independent sovereign states, and no longer under British rule. Instead they formed a new nation—the United States of America. John Adams was a leader in pushing for independence, which was unanimously approved on July 2. A committeeRead MoreThe United States Declaration Of Independence836 Words   |  4 Pages The United States Declaration of Independence in 1776 expressed that all men are created equal, whose unalienable rights include life, liberty and the pursuit of happiness (The United States National Archives Records Administration, n.d.). Life is the sequence of physical and mental experiences that make up the existence of an individual (Merriam-Webster, 2015). That is to say, the barometer of the wellness and health of a person should include both his biological and psychological/behavioralRead MoreThe United States And The Declaration Of Independence Essay1150 Words   |  5 PagesTo continue Jefferson shows these same qualities of independence in the declaration of independence. He wanted the United States to have the freedom to govern itself. According to the author, â€Å"I set out on this ground which I suppose to be self-evident, that the earth belongs in usufruct to the living... We seem not to perceive that, by the law of nature, one generation is to another as one indep endent nation is to another†¦ The earth belongs always to the living generations,† (Jefferson 5). WhatRead MoreThe Declaration Of Independence And The United States Of America Essay1431 Words   |  6 PagesThe Declaration of Independence allowed the colonies of the United States of America their own governmental structure. After the war with Britain, the United States sought out a structure giving the citizens of America their own rights. These rights include: freedom of speech, life, liberty, and the pursuit of happiness, freedom of religion, the ability to make their own decisions, own form of government and taxation and more. The declaration was made by the merchant class of America, the founding