Homelessness And The Learning Disabled Student Relationships - Free Essay Example

The Relationship between Homelessness and the Learning Disabled Student When we think of homelessness we typically never consider the children that are involved. We see these people in our communities daily. They are often displaced for a variety of reasons. Some have mental illnesses and cannot take care of themselves and others are there for temporary monetary reasons. But what about the children? They are the small victims of something that is out of their control. More than 1.6 million U.S. children are homeless each year and about 40 % of children residing in shelters are under the age of 7 years (National Center on Family Homelessness 2011), (Haskett, M., Armstrong, J., Tisdale, J., 2016). Federal law defines children and youth who are homeless as individuals who lack a fixed, regular, and adequate nighttime residence (McKinney-Vento Act, 2009). Could they overcome their mental, behavioral and emotional obstacles if they had a more structured lifestyle? Poor child health is associated with the timing of homelessness across three specific critical developmental time periods: prenatal only, postnatal only, or both prenatal and postnatal versus never homeless. The hypothesis is that homelessness during any time period would be associated with poor child health outcomes, and those with both prenatal and postnatal homelessness would have the greatest adjusted odds of poor child health compared with those who were never homeless, those with prenatal homelessness only, or those with postnatal homelessness only. (Sandel, M., Sheward, R., Ettinger de Cuba, S., Coleman, S., Heeren, T., Black, M., Casey, P.H., Colton, M., Cook, J., Belker Cutts, D., Jacobs, R.R., Frank, D.A., 2018). Schooling, however, may ameliorate some of the negative consequences of homelessness, and special education programs with more individualized teaching may be particularly beneficial. (Zima, B. T., Bussing, R., Forness, S. R., Benjamin, B. 1997). Youngsters who are homeless are twice as likely to have a learning disability and three times more likely to manifest emotional problems than their classmates who are not homeless. (Gargiulo, R.M., 2006). While we do not have all of the answers, there has been some research done that gives the reader a better sense of knowledge on how children who have learning disabilities may not have such disabilities if their quality of life was better. The research also demonstrates the effects of homelessness and how it effects the learning disabled student. Inadequate transportation may be a barrier in certain geographic areas because families may need to access services that are in more than one physical location, especially in the hypothetical case of a child with physical health needs, behavioral health needs, and educational support needs. (Lynch, S., 2018). When children start to feel the effects of homelessness their self-esteem tends to dwindle. They often feel useless and become depressed. Addressing risk for mental health problems in homeless children requires insights of child development, psychiatry, mental health services, and social and economic development. (Marcal, K.E., 2017). A number of studies suggest that children experiencing homelessness tend to be characterized by low intellectual functioning, developmental delays, and poor school performance. (Haskett, et.al, 2016). More often than not, the student will have to change schools and they could possibly lose what they have gained in retention and comprehension. Research indicates that students who change schools due to unplanned residential mobility, such as that associated with homelessness, score lower on standardized tests and have lower overall academic achievement (Kerbow, 1996; Lash Kirkpatrick, 1990); Mantzicopoulos Kautson, 2000); (Melman Heinlein, Shinn, 2000); (Rumberger Larson, 1998); (Julianelle, P. F., Foscarinis, M.,2003). The children are often misunderstood due to the delay in school records being sent to the newest school. Determination of eligibility for special education, the first step to accessing programs, may be especially problematic for homeless children because of their transiency and lengthy Individualized Education Program timelines for evaluation and placement. (Zima, B. T., Bussing, R., Forness, S. R., Benjamin, B. (1997). In December 2001, Congress reauthorized the McKinney-Vento Act, as part of the No Child Left behind Act. Educators and advocates from across the country, including NLCHP, were directly involved in the reauthorization. In fact, virtually all of the changes in the reauthorization were based on model practices in schools and school districts. Educators, advocates, attorneys, and policymakers united behind these successful practices, working to ensure they would be incorporated into the law for the benefit of schools and students across the country. (Julianelle, P. F., Foscarinis, M., 2003). The McKinney Act did not establish separate educational program for homeless children, rather it reinforced their right to participate in existing public school programs. (Gargiulo, R.M, 2006). Most of the other changes in the reauthorization of the McKinney-Vento Act were designed to limit the negative effects of school mobility on children and youth experiencing homelessness. They strengthened and clarified the Acts historic emphasis on educational stability, access, and success. (Julianelle, 2002). Past federal initiatives tailored to address the complex needs of IDEA eligible students suggests that the federal government is equipped with the legislative tools to respond to the plight of homeless students meaningfully. (Abdul Rahman, M., Turner Jr., J. F., Elbedour, S., 2017). The following are some of the key elements of the reauthorization. (Julianelle, P.F., Foscarinis, M., 2003). The McKinney-Vento Act requires school districts to allow students in homeless situations to remain in their schools of origin for the entire time they are homeless, regardless of their residential mobility. The McKinney-Vento Act requires schools to enroll homeless students immediately, even if they lack documents typically required for enrollment. This provision enables unaccompanied youth to enroll in school without a legal guardian. The key provision ensuring educational success is a new requirement that every school district designate a McKinney-Vento liaison to work with children and youth experiencing homelessness. (Julianelle, P.F., Foscarinis, M., 2003). Effective programs that serve youngsters who are homeless and disabled typically address not only the childs educational needs but also their physical and emotional needs as well. (Gargiulo, R.M., 2006). Where the McKinney-Vento Act is being implemented, children and youth are reaping immense rewards. School provides the obvious benefits of intellectual, emotional, and social stimulation, and academic achievement. By offering educational stability and access, the McKinney-Vento Act helps children and youth experiencing homelessness realize these benefits. Yet, even beyond these school-based opportunities, the Acts education provisions are also a critical element in ending the root cause of the students mobility: homelessness. (Julianelle, P.F., Foscarinis, M., 2003). Bronfenbrenners ecobiodevelopmental framework elucidates the physiological mechanisms namely, stress reactions by which adverse household conditions negatively impact child development and mental health. (Marcal, K.E., 2017). Few studies, however, have described the level of need for special education services among homeless children, the first step toward designing interventions that may improve access to special education programs. (Zima, B. T., Forness, S. R., Bussing, R., Benjamin, B. 1998). Almost one half of sheltered homeless children have been found to have acute and chronic health problems, including elevated blood lead levels, placing them at additional risk for learning problems (Alperstein, Rappaport, Flanigan, 1988; Miller Lin, 1988). Frequent school changes and poor attendance may make it impossible to differentiate an adjustment reaction from signs of an emerging behavioral or learning problem. (Zima, et., al. 1998). Children who are homeless are a heterogeneous group; therefore, it is difficult to anticipate every need or situation that may arise within the educational environment. (Yamaguchi, B. J., Strawser, S. 1997). In Los Angeles, almost one half of sheltered homeless children (46%) screened positive for at least one disability requiring special education services, with BD being the most prominent (30%). (Zima, et. al.1998). Less than two percent of the states demonstrated adequate services for promoting the physical and mental health well-being of children and less than 30% met minimum standards for advancing the educational well-being for children in their systems. (Rouse, H., Fantuzzo, J., LeBoeuf, W., 2011). Children experiencing homelessness often had high rates of grade retention and school mobility and lower than average grades or test scores. (Masten, A.S., Fiat, A.E., Labella, M.H., Strack, R.A., 2015). The average homeless school-aged child experiences a number of emotional challenges. (R.A.Hall, 2007). High levels of psychiatric disorders such as anxiety, depression, posttraumatic stress disorder (PTSD), substance abuse, and psychosis have been identified in populations of homeless youth (Kamieniecki, 2001). Family situations such as displacement of mother and fathers can also be traumatic for these children. The unbalanced lifestyle of the homeless youth can often lead to more dire circumstances as they get older. The students are not functioning as the typical student their age does and that too can lead to exacerbate the emotional unwellness of the child and impede their learning capability. Some caregivers accept a wide range of behaviors as normal, and might not consider a particular clinical threshold as necessarily worthy of intervention, because other more pressing need for food, shelter, or work may take precedence. (Lynch, S., 2018). The self-esteem of children who are h omeless must be considered in the design of educational programs within the school environment. Findings indicate that homelessness occurring during the first 2 years of life is worse for academic outcomes and school attendance, compared to homelessness first occurring after children are 2 years of age (Perlman and Fantuzzo 2010). Children who are homeless may feel alienated from schoolmates. (Yamaguchi, B. J., Strawser, S. 1997). Homeless children have significantly higher rates of psychiatric symptom and disorders, predominantly anxiety and mood disorders. (Yu, M., North, C.S., LaVesser, P.D., Osborne, V.A. Spitznagel, E.L. 2008). Check in/check-out (CICO) often is used as a targeted intervention for youth who display problematic behavior at school and might benefit from receiving additional attention and opportunities for positive reinforcement (Hulac, Terrell, Vining, Bernstein, 2011). Early intervention partnerships between educators, social service providers, homeless shelter services, and other public health providers create a capacity for better access and better coordination of services for children experiencing multiple risks to their educational success. (Rouse, H., Fantuzzo, J.W., 2009). However, the lack of knowledge about service availability along with confusion with navigating the healthcare system may prevent homeless youth from seeking services. (Sulkowski, M., Michael, K., 2014). Other factors can include the embarrassment from lack of adequate clothing and personal hygiene needs. Children who do not have the means to take care of their own personal hygiene needs often develop mental health problems. Since personal care is such a basic need, the students often become withdrawn and develop emotional problems. With consent from a custodial guardian or a recognized caregiver, a school psychologist or counselor can identify homeless students who have elevated levels of anxiety and recruit them in a therapy group that follows an evidence-based cognitivebehavioral therapy (CBT) treatment protocol. (Sulkowski, M., Michael, K., 2014). Interventions to address mental health problems in the schools often involve proving individual counseling of therapy. Because of the w ide range of psychiatric and mental health problems that homeless youth display, a large percentage of these youth likely could benefit from receiving indicated intervention services. (Sulkowski, M., Michael, K., 2014). Educators must also be prepared to translate their assessment results into immediate instructional goals and objectives due to students poor attendance. (Yamaguchi, B. J., Strawser, S. 1997). There is also a cultural and racial disadvantage to homelessness. In one study of the United States, the population of homeless families is different from the population of homeless individuals. Fewer than half (45.4%) of the overall homeless sheltered individuals in the United States are White and not Hispanic, whereas the largest proportion of homeless sheltered families is African American (47.9%). (Lynch, S.,2018). The largest population are the black families. They are 55.9 percent of the shelter population. (Jones, David, R., 2015). Children from economically disadvantaged and minority families consistently perform below their non-poor, non-minority peers in both reading and mathematics. (Rouse, H., Fantuzzo, J.W., 2009). There are other risks the children face associated with homelessness that may impede their overall cognitive skills. Some of the risks include crime and the mal-treatment of the child because the family is in dire circumstances. For young children living in vu lnerable environments, multiple biological and social risk factors interact bi-directionally with the development of early academic and behavioral skills. (Jaffee, S., Caspi, A., Moffitt, T., Dodge, K., Rutter, M., Taylor, A. 2005), (Tremblay, R.E., Nagin, D.S., Seguin, J.R., Zoccolillo, M., Zelago, P.D., Boivin, M., 2004), (Rouse, H., Fantuzzo, J.W., 2009). The parents of the homeless childs mental state can also factor in how a child gains perspective. If the homeless child has a cognitively impaired parent, the results for the child gaining access to academics can be little to none. Lower educational level of mothers is associated with disruptive behavior disorders in their children. (Yu, M., et.al, 2008). There are also higher rates of psychiatric disorders (especially substance use disorders and PTSD) among homeless than domiciled mothers. (Yu, M.et, al., 2008). Family issues, such as family violence, parental alcohol or other drug use, and parental mental health, also may play a role in causing and prolonging homelessness and, in their interplay, compound poor outcomes for children and families. (Moore, T., McArthur M. Nobel-Carr, D., 2011). The newest research models are constantly striving to find the best practices for children who are homeless. The students who have learning disabilities are at the most disadvantaged but there are steps that the educators and administrators are taking to ensure that every child succeeds. Contemporary research has attempted to isolate the effects of homelessness on education, with mixed results. (Tobin, K.J., 2016). New research linking stress to learning difficulties is relevant because the homeless experience is often correlated with great stress. (Tobin, K.J., 2016). While stress can certainly cause a host of problems for individuals, being homeless without knowledge of where you may sleep that night would be one of the toughest problems facing someone. Academics can often be the last thing on a childs mind when they have no idea where their basic needs such as food is coming from. With all of the necessary luxuries life can be touch to manage, it can be tougher if you feel as if y ou have to fight, prostitute, or haggle someone for a meal or a place to rest. Homeless children are the most vulnerable people. They often face crime, addictions, poverty and feel as if they have little if any chance of survival. Schools need the resources to be able to instill into children the means to get themselves off the streets and integrated into society as productive members. But for some school, the resources to help the disabled homeless child may be too great a feat unless more laws are enacted.

Marxist Industry The Difference Engine’s Chronicle of Revolution - Literature Essay Samples

The Difference Engine, co-written by William Gibson and Bruce Sterling, imagines an alternate historical outcome during the industrial era of Europe in the late 19th century. The book follows three characters with different stories that intertwines respectively with their relation to the kinotrope cards, a technological innovation that guarantees societal power to the holder. The first character introduced to us, Sybil Gerard, acts as a prostitute and thief in order to avoid her connection to her father, a former Luddite riot leader who met his demise. She accepts Mick Radleys request to become an apprentice adventuress because of his wealth and promises to erase her past. The first part of the book sets up the political atmosphere as Mick involves Sybil in his relations with Houston while also introducing the importance of the Kino cards that connect all three stories. We follow her storyline until Swing, an antagonist in pursuit of the cards, murders Mick. We then follow Edward Lev iathan Mallory, an acknowledged savant and paleontologist who discovered the brontosaurus. Although the authors assert his humble and turbulent background of a common man, they immediately change his status to wealthy and reputed. He becomes the holder of the cards after a violent encounter with Swing and then proceeds to be targeted by Swing throughout his story. Swing ruins his life by accusing Mallory of murder and destroying his esteemed position in research. In attempt to keep his reputation and life, Mallory befriends many high positioned people including Fraser and Oliphant. Mallory’s story ends when he teams up with his two brothers and Fraser in order to hunt down and kill Swing, an endeavor they succeed in. The last part of the book follows the cards in the hands of Oliphant, a detective of high class who remains stuck on the case of Mick Radley. He meets Sybil near the end of the story and promises her safety in return for information. The ending of the book reveal s the narrator to be a machine capable of consciousness, ultimately commenting on the innate power technology provides and reveals the authors’ warning of the dangers of a technological age. Marxism looks at society as an organized system of power which drives production and progression. Founded and based on the works and ideas of Karl Heinrich Marx and influencers including Friedrich Engels and G.W.F. Hegel, the theory argues that the political, economic and social climate of a population depends on a class system and how, in literature, the characters and plot remains driven by either economic pressure or a general pursuit towards power (Habib 527). Marx’s most prominent book, The Communist Manifesto, in which he outlines his theory, describes, â€Å"The history of all hitherto existing society is the history of class struggles,† (Marx 40). This asserts a dialectical materialism interpretation that history exists due to the tensions between the hierarchies of class (Siegel). To examine literature, the theory focuses on this class struggle of the oppressors and the oppressed and how an individual or community fits into the system. Emphasis exists on materi alism as the reader views the conspicuous consumption of a character or setting and the commodification, the implicit value of an object, which society encourages (Siegel). These points of emphasis come from Marx’s critique on capitalism on its skewed system of power between the bourgeoisie and the working class and its imperialistic nature, thus, arguing an, â€Å"economic interpretation of history† (Morrow). Additionally, these points of emphasis go on to prove that individuals remain obstructed from freedom and spirituality because of the materialism and class restrictions projected through art and literature in society. Marxism influenced many different branches of literary theory including the feminist theory and historicism, yet, it falls short in acknowledging human nature of greed and desire as it assumes a population to labor willingly and over exaggerates â€Å"the reach of capitalism,† (Morrow). Overall Marxism outlines how literature directly correla tes with the material and societal values of a setting and how class and power drive history. Gibson and Sterling use the distribution of class and power in relation to the budding technology of the setting in The Difference Engine to highlight the progression of history as proposed by the Marxist Theory. As the book focuses on the Babbages Engine to create a science fiction narrative, the bourgeoisie of victorian England are replaced by the new controllers of technology and engines because technology replaces the former force of production, the people. Thus, the emphasis on the Kino cards arises as the cards remain the key to a new technological innovation which makes them the key to power. The holder of the cards can become the controllers of a new age of production and, as Marxism proposes, the controller of production stands on top of the pyramid of class. Through this set up, Gibson and Sterling create a setting with new aspects of class and struggles between the classes in order to propose a new outcome through violence and a society dominated by its technological advan ces. Due to this new structural hierarchy, the old production force of laborers fight back giving rise to the Luddites described as industrial rioters and antagonists like Captain Swing who wish to control the new technology and return power to the common laborers. The Marxist idea of material and production dictating history permeates throughout Gibson and Sterling’s story as a vehicle for progression. Gibson and Sterling reimagine history using the structural basis of class and production provided by Marxism and suggest a prompt change in society arising from the dichotomy between the common mans role and the wealthy’s influence. Gibson and Sterling use the distribution of class and power in relation to the budding technology of the setting in The Difference Engine to highlight the progression of history as proposed by the Marxist Theory. As the book focuses on the Babbages Engine to create a science fiction narrative, the bourgeoisie of victorian England are replaced by the new controllers of technology and engines because technology replaces the former force of production, the people. Thus, the emphasis on the Kino cards arises as the cards remain the key to a new technological innovation which makes them the key to power. The holder of the cards can become the controllers of a new age of production and, as Marxism proposes, the controller of production stands on top of the pyramid of class. Through this set up, Gibson and Sterling create a setting with new aspects of class and struggles between the classes in order to propose a new outcome through violence and a society dominated by its technological advan ces. Due to this new structural hierarchy, the old production force of laborers fight back giving rise to the Luddites described as industrial rioters and antagonists like Captain Swing who wish to control the new technology and return power to the common laborers. The Marxist idea of material and production dictating history permeates throughout Gibson and Sterling’s story as a vehicle for progression. Gibson and Sterling reimagine history using the structural basis of class and production provided by Marxism and suggest a prompt change in society arising from the dichotomy between the common mans role and the wealthy’s influence. Marx built his core thesis around the idea of a materialist conception of history where class and labor tensions perpetuate a society. In his model, the base of society depends on the modes of production: machines, land, and laborers (Morrow). This dependence leads to a separation of power that establishes a class system, an integral part in the conception of history. The upper class, referred to by Marx as the bourgeoisie, hold control over the modes of production and, inevitably, the laborers that make up proletarian class. The bourgeoisie and proletarians innately divide into upper and lower classes, even though each depends on the other. This natural hierarchy causes tension, raising conflict and resolutions which progress society (Berner). Marx describes this cycle as a materialist conception of history stating that a society organizes and develops based on the conflicts of inequality. He explains, â€Å"Definite individuals who are productively active in a definite way enter i nto these definite social and political relations,† (Marx). This describes how people in power who control production make up a base and superstructure, or influence over society, and with this form an economic foundation. They hold power through their influence as they control the availability of material and the flow of ideas, described as â€Å"The production of ideas . . . is at first directly interwoven with the material activity and the material intercourse of men† (Marx).The force of production, made up of laborers, conflict with the base due to this imbalance of power and soon initiate a social revolution, meaning to destroy the current system and establish a new one (Berner). However, if successful, a new hierarchy replaces the old superstructure and history continues. New generations prosper from the work and products left by the old generation and by building upon each last generation and exploiting new material, the cycle of conflict and resolution endures. Thus, Marx’s proposition of a materialist conception of history outlines why social classes remain in most societies and how this hierarchal system initiates development and structure. Marx built his core thesis around the idea of a materialist conception of history where class and labor tensions perpetuate a society. In his model, the base of society depends on the modes of production: machines, land, and laborers (Morrow). This dependence leads to a separation of power that establishes a class system, an integral part in the conception of history. The upper class, referred to by Marx as the bourgeoisie, hold control over the modes of production and, inevitably, the laborers that make up proletarian class. The bourgeoisie and proletarians innately divide into upper and lower classes, even though each depends on the other. This natural hierarchy causes tension, raising conflict and resolutions which progress society (Berner). Marx describes this cycle as a materialist conception of history stating that a society organizes and develops based on the conflicts of inequality. He explains, â€Å"Definite individuals who are productively active in a definite way enter i nto these definite social and political relations,† (Marx). This describes how people in power who control production make up a base and superstructure, or influence over society, and with this form an economic foundation. They hold power through their influence as they control the availability of material and the flow of ideas, described as â€Å"The production of ideas . . . is at first directly interwoven with the material activity and the material intercourse of men† (Marx).The force of production, made up of laborers, conflict with the base due to this imbalance of power and soon initiate a social revolution, meaning to destroy the current system and establish a new one (Berner). However, if successful, a new hierarchy replaces the old superstructure and history continues. New generations prosper from the work and products left by the old generation and by building upon each last generation and exploiting new material, the cycle of conflict and resolution endures. Thus, Marx’s proposition of a materialist conception of history outlines why social classes remain in most societies and how this hierarchal system initiates development and structure. Marx’s friend and co-writer of The Communist Manifesto, Friedrich Engels played a key role in shaping and defining the ideas of the Marxist theory. Born November 28, 1820 in Barmen, Prussia, a town focused on industry and production, Engels grew up around industry and manufacturing (Hammen). His father, a textile manufacturer, influenced Engels to pursue commerce and, in turn, Engels did not have a formal education. However, Engels proved intelligent and formed radical ideas of his own during his mandatory military service in Berlin where he met some Young Hegelians (Hammen). Dissatisfied with his career in business, he began writing as a journalist and observed the structure of capitalism in Manchester when working with his father. When he later went to Paris and discussed his ideas with Marx, they realized the similarities in their philosophies and decided to write their ideas together. His own works exploring labor includes The Condition of the Working Class in England whic h was inspired from his work in Manchester (Hammen). However, unable to support himself and Marx with only his career in writing, Engels eventually returned to business but ultimately sold his shares when he became financially stable. He spent the end of his life expanding on his ideas with Marx in London until his death in 1895. As co-writer with Marx, Engels shared the same ideas as Marx, yet, found ways to apply structure to science and history as an explanation of a chronicle of society. His theory, called Dialectic Materialism, expanded on the Materialist Conception of History by proposing that the value placed on objects and a society’s need and want of these objects cause the cycle of conflict and resolution. Engels write, â€Å"The state is nothing but an instrument of oppression of one class by another no less so in a democratic republic than in a monarchy† (Engels). This asserts that people in power purposely restrict other classes from obtaining material value in order to control power. This â€Å"oppression of one class by another† reinforces Marx’s explanation as the state becomes the vehicle of conflict in a society. However, contrastingly to Marx, Engels suggests, â€Å"The men who founded the modern rule of the bourgeoisie had anything but bourgeois limitationsâ⠂¬  (Engels). He implies that the material world came from the common man as the bourgeoisie were once common men that grew to power in accordance to Marx’s cycle of revolution. Thus, Dialectic Materialism implies that the common man set up a system of material power, fought their way into higher classes, ultimately becoming the bourgeoisie, and being replaced by previously common men in continuation of the cycle. Whereas Marx asserts that the bourgeoisie cause the materialist cycle, Engels proposes a new perspective in which the common man perpetuates history. The lower classes perception of the upper class causes them to fight and replace the bourgeoisie, ultimately making the common man the perpetuator of the cycle of conflict and resolution. As co-writer with Marx, Engels shared the same ideas as Marx, yet, found ways to apply structure to science and history as an explanation of a chronicle of society. His theory, called Dialectic Materialism, expanded on the Materialist Conception of History by proposing that the value placed on objects and a society’s need and want of these objects cause the cycle of conflict and resolution. Engels write, â€Å"The state is nothing but an instrument of oppression of one class by another no less so in a democratic republic than in a monarchy† (Engels). This asserts that people in power purposely restrict other classes from obtaining material value in order to control power. This â€Å"oppression of one class by another† reinforces Marx’s explanation as the state becomes the vehicle of conflict in a society. However, contrastingly to Marx, Engels suggests, â€Å"The men who founded the modern rule of the bourgeoisie had anything but bourgeois limitationsâ⠂¬  (Engels). He implies that the material world came from the common man as the bourgeoisie were once common men that grew to power in accordance to Marx’s cycle of revolution. Thus, Dialectic Materialism implies that the common man set up a system of material power, fought their way into higher classes, ultimately becoming the bourgeoisie, and being replaced by previously common men in continuation of the cycle. Whereas Marx asserts that the bourgeoisie cause the materialist cycle, Engels proposes a new perspective in which the common man perpetuates history. The lower classes perception of the upper class causes them to fight and replace the bourgeoisie, ultimately making the common man the perpetuator of the cycle of conflict and resolution. Georg Wilhelm Friedrich Hegel, a prominent philosopher in the late 18th century, set the foundation for Marxism through his ideas and works. Born in Stuttgart on August 27, 1770 to a revenue officer and a mother who held high status in society, Hegel lived a privileged life for his time period (Froeb). His mother died during his childhood but his father made sure Hegel got a formal education. Thus, he attended a Latin school until the age of 18and found interest in ideas of the German Enlightenment and continued his studies of philosophy at the University of Tà ¼bingena, a Protestant seminary (Froeb). He took up the occupation of private tutor in order to continue his independent study of philosophy and Greek and Roman classics. During this time he wrote essays and various texts until problems with the family he worked for pushed him to seek another job. He became a Professor at Privatdozent soon after and published his first work, The Phenomenology of Mind. Hegel highlighted the id ea of contradiction and how negation shapes a society. Financial pressures motivated Hegel to keep writing as teaching did not pay (Froeb). Unable to live off his career, he moved to Banberg and became an editor (Froeb). Though he held many careers through his life, he continued writing his theories throughout his life. Hegel’s legacy lived in his works and the students following his ideas who called themselves the Young Hegelians. At the end of his life he went to teach at the University of Berlin and died in Berlin in 1831. Unlike Marx and Engels, Hegel looked toward the larger perspective of totality which emphasizes the outcome more than the method while still analyzing the inherent contradictions that influenced the outcome. According to his view of totality, â€Å"Only the whole is true. Every stage or phase or moment is partial, and therefore partially untrue.† (Spencer). This makes the method of achieving the end, whether the bourgeoisie or common man cause the change, irrelevant. Notably, Hegel inspired the Marxist theory so his perspective remains a broader idea than those of Marx and Engels. Within Hegel’s theory he notes negations, or, the inherent contradiction in course of history. For example, the violence of a revolution and uprising ultimately leads to a new order and structural base for society. This paradox of violence bringing order describes the course of history in Hegel’s perspective. In his theory of Negation lies three main types of contradiction, Being, Essen ce, and Notion. The contradiction of Being describes a juxtaposition where seemingly contradicting aspects actually relate upon closer inspection. Essence defines, â€Å"opposed pairs immediately imply one another† (Spencer). Lastly, Notion relates to Totality at it emphasizes â€Å"concepts . . . whose component parts . . . are conceptually interrelated,† (Spencer). Hegel looks at history as a sum of outcomes by ignoring the impetus towards the outcome while acknowledging the relations and contradiction between the causes. Overall, Hegel beckons focus on the current outcome and the awaiting outcome to define our place as a society. Unlike Marx and Engels, Hegel looked toward the larger perspective of totality which emphasizes the outcome more than the method while still analyzing the inherent contradictions that influenced the outcome. According to his view of totality, â€Å"Only the whole is true. Every stage or phase or moment is partial, and therefore partially untrue.† (Spencer). This makes the method of achieving the end, whether the bourgeoisie or common man cause the change, irrelevant. Notably, Hegel inspired the Marxist theory so his perspective remains a broader idea than those of Marx and Engels. Within Hegel’s theory he notes negations, or, the inherent contradiction in course of history. For example, the violence of a revolution and uprising ultimately leads to a new order and structural base for society. This paradox of violence bringing order describes the course of history in Hegel’s perspective. In his theory of Negation lies three main types of contradiction, Being, Essen ce, and Notion. The contradiction of Being describes a juxtaposition where seemingly contradicting aspects actually relate upon closer inspection. Essence defines, â€Å"opposed pairs immediately imply one another† (Spencer). Lastly, Notion relates to Totality at it emphasizes â€Å"concepts . . . whose component parts . . . are conceptually interrelated,† (Spencer). Hegel looks at history as a sum of outcomes by ignoring the impetus towards the outcome while acknowledging the relations and contradiction between the causes. Overall, Hegel beckons focus on the current outcome and the awaiting outcome to define our place as a society. In order to reimagine the past, Gibson and Sterling used Marxist ideas to create a new future filled with the inevitable conflict between man and power. The use of three characters of different statuses and their interaction with power highlighted the universal plight for power that Marx argued. Mallory exemplified this struggle of conflict and resolution outlined by the Materialist Conception of history and Dielectric materialism. He proved that a humble man can rise in status and, despite his initial values, succumb to the aims of the bourgeoisie class. In writing his plot line, the authors critique the overall system and how, although different peole obtain power, the outcomes and goals remain the same for everyone. This idea correlates with Hegel’s theory of Totality and reveals to the readers the irrelevance of the conflict as the resolution remains the same. Overall, The Difference Engine explores Marxist ideas in the creation of a new history and disregards conflicts in the face of progression.