Commentry on the Article from Times Magazine (26 Jan 03), "Fly Above the Storm"

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Yet again, this is another area in which Singapore has performed very well ¨C and is continue to strive despite all the competitions that are going around us all over the world. In my personal opinion, I feel that we, Singaporeans, should look up with glory and pride, for SIA is one of the best airlines in the world! Indeed, SIA has been said by many in to be of high standards.For myself, I have never been on an SIA flight before, and I long to go on board an SIA flight. Imagine ¨C if airlines like British Airways provide a good enough service, for SIA to be out of the ordinary, it really makes one who has never gone on Singapore Airlines before wonder how posh the services and facilities are on board an SIA flight.Meanwhile, of course I would agree with the decision that SIA has made ¨C to spend $ million over this year on alcohol. This would give passenger the joy of drinking on board. For I have drunk on board before, I can say confidently that it feels really good to be served with alcohol on a plane!Of course, there are also many other areas that Singapore Airlines has to look at, or perhaps SIA has already looked into those areas. This is to ensure that Singapore Air will remain as competitive, and will not lose out in any area. For example, the air stewardess on board Singapore Airlines flight must not be pregnant, but they have to have the values of grace, youth and beauty. In the aspect, Singapore Airline has won over other airlines because air stewardess on airlines like American Airlines or even British Airways may be 40 or even 50 years old!As Singapore Airlines has been profiting for the past decade or more, let us look forward to SIA being the best airline again, bringing the Singapore economy up, and of course, we will see that Changi Airport be ranked a world class hub again this year.Aren¡¯t these reasons good enough why Singaporeans should be proud of our very own airline?

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Networking

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Home networking would be exceedingly beneficial to a person who has multiple computers and likes being organized and secure with their information. Designed for communication, networks allow data transfer between two or more computers. Installing a network in a home would be a vital move because it will allow a user to transfer information via the network instead of being physically transferred, in turn allocating more useful time for other important factors in the day's assigned tasks. Knowing which network to install is essentially the most important factor when making the transition to a communication based network. Several different types of networks exist in technology but the one focused on for home use would be a Local Area Network. There are several useful effects for having a home network, but major results would be mass storage, organization, Internet connectivity, and security.

First, by having an in-home computer network, and a file server, you can have a central location for storing all information. So, if someone needed more than one computer to access certain information, such as fonts, financial files, games, etc., it can be accessed through the network. This also eliminates the need for copying files to floppy diskettes, hand-carrying them to the other computers, and copying the files one-floppy-at-a-time to each, individual computer. This would be a very slow process, compared to the fast speeds of a network. Additionally, if one computer on a network crashes, someone may move to another computer and continue their work. So, if someone uses their network and file server effectively, it will have a high degree of reliability, security, and efficiency.

Second, an in-home computer network can allow a person to have only one Internet connection while giving Internet access to all computers on the network. This is very important if only one phone line is installed. It would be a costly alternative to have additional phone lines installed for each computer needing Internet access. By using a file server on a network as a PROXY server, it can just use one phone line to connect to the Internet. All that would need to be done would be to install a small PROXY program that says, "I am the Internet connection for this network." Every computer would aim their Internet browsers at the host connection. By doing this, it fools the other computers on the network into thinking that the file server is the Internet. In addition to being connected via one phone line, and one computer, your file server can have what is called a "Firewall." This eliminates outside intruders from invading a network. This would only have to be installed on the server, not all of the computers, thus saving money. So, someone can see how beneficial it would be to have only one connection to the Internet versus two or more.

Finally, if a file server is using Microsoft Windows NT Server, it would have a high degree of file security. Windows NT being a government-approved high-security operating system, will protect files, or die trying! Someone can keep their kids out of important financial records, while giving your spouse "read-only" rights. This keeps someone's kids from destroying them, and allows your spouse to read, but not change the records. Windows NT, also a true -bit operating system, handles memory different than any other Windows operating systems. This makes it much more stable, in turn giving it more reliability with fewer crashes. With the NTFS (NT file system), the file structure is also being different than Windows' FAT or FAT, makes it more secure and impenetrable. Similar to the above-mentioned firewall, only one virus software package would be needed to protect the network. This being installed only on the file server, will scan, protect, and disinfect the entire network from one location. Thus making data safe and allowing the owner to have peace of mind with their Windows NT Server.

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These are only a few of the reasons why having a computer network will benefit a home. Facts state that it has helped many families to utilize their computers more effectively by keeping their files safe and saving them money on Internet connections. I am quite confident that it will do the same for most everyone.

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Teaching Deaf Students to Read

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Strategies for Teaching Deaf Students to Read

Strategies for teaching Deaf Students to Read

Introduction

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"Deaf children read, on the average, at the fourth grade level when they graduate from high school." (Why shared reading?, 000, p. 1) This statistic is both troubling and predictable. It is troubling, because Deaf persons have an intellectual ability range similar to their hearing peers. It is predictable because according to Gail Brand, American Sign Language instructor at Northwest Indian College, Deaf culture doesn't understand "Hearing" nuances of English language that include idioms and metaphors. "Signers" of ASL communicate with a great deal of clarifying contextual clues.

Problems with language usage and comprehension of abstract topics can occur when teaching Deaf students to read. (Smith, Polloway, Patton, & Dowdy, 18) Marie Clay identified four cues that strategic Hearing readers use meaning, visual, letter sounds and language structure. When adults read to children regularly in the preschool years, they develop concepts about print such as directionality and punctuation (an aspect of language structure) by listening to an adult reading fluently. (Clay, 1) They learn comprehension strategies and vocabulary when an adult discusses the story with the child. (Armbruster, Ph.D, Lehr, & Osborn, M.Ed., 001) This discussion of strategies recommends three to help overcome reading difficulties. They are using specific techniques when reading to Deaf students, developing phonological awareness in profoundly deaf children and using miscue analysis to assess and plan for instruction for Deaf readers.

For the purposes of this discussion, I spelled Deaf with an upper case D that refers to the Deaf as a culture instead of a disability. I spelled Hearing with an upper case H to refer to Hearing culture.

Deaf Adults Reading to Deaf Children

"Comparative studies of deaf children with hearing parents and deaf children with deaf parents show deaf children with deaf parents are superior in academic achievement, reading and writing and social development." (Schleper, 16, p. 1) At Gallaudet University, in the Laurent Clerc National Deaf Education Center, fifteen principles were developed using the expertise of Deaf adults. Deaf readers

(a) translate stories using American Sign Language; (b) keep both languages visible (ASL and English); (c) are not constrained by text; (d) re-read stories on a storytelling to story reading continuum; (e) follow a child's lead; (f) make what is implied explicit adjust sign placement to fit the story; (g) adjust signing style to fit the story; (h) connect concepts in the story to the real world; (i) use attention maintenance strategies; (j) use eye gaze to elicit participation; (k) engage in role play to extend concepts; (l) use ASL variations to sign repetitive English phases; (m) provide a positive and reinforcing environment; (n) expect the child to become literate. (Schleper, 16, p. 1)

These principles can make a difference in academic achievement if used by Hearing parents and teachers when reading to Deaf children.

The Shared Reading Project at Laurent Clerc National Deaf Education Center makes these assumptions

• Deaf adults have experience sharing books with Deaf children.

• Book sharing with ASL builds a bridge to reading English.

• Finger spelling is important in learning how to read.

• Book sharing is an important parenting skill.

• Work with families where they are.

• Respect the language and culture of the family.

• Parents who learn about Deaf culture will have more positive interactions with their children.

• Showing people how to do it is better than telling them how to do it.

• Reach as many families as possible.

• Evaluation informs ongoing Shared Reading development.

(Why shared reading?" 000, p. )

At Home the project trains teachers and parents how to apply the principles. Fun, predictable children's books, read by culturally diverse Deaf readers are video taped. Deaf tutors visit homes once a week with a tape and demonstrate how to sign the stories. The family uses tapes and books along with a guide of activities for parents to practice the story throughout the week. (Schleper, 17) At School the fifteen principals enhance the framework for teaching reading in the regular education classroom and make it appropriate and effective for deaf students. A lesson plan for Shared Reading for Deaf students showed that concepts about print (directionality and punctuation) as well as highlighting new or difficult vocabulary are taught using ASL and finger spelling to connect print to concept. The teacher uses ASL in role-playing and discussion of the story to help make what is implied explicit. Many regular education teachers will recognize activities such as Author's Chair and K-W-L charts in this Shared Reading lesson plan developed for Deaf students. (Love, 18)

English as a Second Language strategies can provide extra meaning and context clues for Deaf students also. According to Gail Brand, Northwest Indian College American Sign Language instructor, hands on activities that utilize pictures and objects to increase comprehension of new vocabulary are common to ESL lessons. An effective ESL lesson makes a contextual and visual map or pattern for ESL students to use. Based on the assumption that Deaf students will often be strong visual and contextual learners it is clear that ESL strategies will be common in effective reading instruction for Deaf students.

Students in the regular education classroom could benefit from these modifications for Deaf students. Teaching finger spelling and ASL to all students in the classroom has several advantages. Using movement when teaching helps the brain remember the sounds and words being spoken. ASL is the fourth most used language in the United States. Regular education students that leave school with a skill such as "speaking" a second language will experience a higher quality of life. Deaf students will experience social and emotional benefits and feel included and more alike their peers than different. (Smith, el al., 18)

Phonological Awareness

Phonological awareness is the ability to isolate individual sounds (phonemes) in spoken words. (Cunningham & Allington, 1) Children with phonological awareness understand how to use visual (alphabetic) cues along with meaning and structure cues. It allows an emergent reader to connect sounds to letters, decode words and ultimately derive meaning from print. The visual processing is as important for Deaf children as it is for Hearing children. David Dolman, Ph.D., the coordinator of the deaf education program at Barton College, in Wilson, North Carolina compiled a list of activities to teach phonemic awareness to Deaf children. Most of the phonological awareness activities listed, such as counting syllables, exploring alphabet books and making letter books, take place in a regular education Kindergarten that uses the components of a balanced literacy approach. Two of the activities geared specifically towards Deaf students are

"The IBM Speech Viewer, a tool that transforms spoken words and sounds into graphics provides a wide variety of phonological awareness activities presented in an engaging, interactive way. These include counting syllables in words, identifying beginning and ending sounds, blending sounds, demonstrating alliteration and syllable deletion and rhyming." and

"With a tactile-kinesthetic phonics strategy, deaf readers use their tactile-kinesthetic knowledge of how the letters of the alphabet are pronounced to sound out unfamiliar words. While word recognition for hearing readers depends on auditory feedback, deaf readers match the tactile sensations produced in the vocal tract by pronouncing the unfamiliar work with meaning previously attached to that vocalization. Comprehensive speech training is prerequisite of the successful use of this strategy." (Dolman Ph.D., 000, p. )

A study in the United Kingdom found that some Deaf children could develop phonological awareness through experiences with language. "Young deaf children had to pick a nonsense word that 'sounded' like the name of a picture. For example, under a picture of a door was a list of nonsense words from which the correct homophone had to be picked. The children's accuracy rate was 64 percent, which was far above the 5 percent chance level." (Stern, 001, p. ) With a significant amount of experience with literacy, phonological structures will develop for both sign and oral languages.

Miscue Analysis

Miscue analysis and Running Records, familiar to regular educators, are strategies used to determine which cueing systems a student is using to read text. The student reads the text and the teacher records and codes any errors they make. Coded errors include substitutions, repetition, omission and insertion. When the codes are analyzed the cueing systems are revealed. With this information the teacher can design further instruction to expand on these strategies and strengthen others the student doesn't use too well.

This strategy has been modified for Deaf readers to accommodate a number of additional reading behaviors Deaf readers have. Other types of errors are analyzed such as the use of finger spelling, sign choice and word segmentation. The student is videotaped as the teacher writes in code exactly what the reader signed and said in response to the text. The teacher views the tape later to record any additional behaviors, analyzes the miscues and plans for further instruction.

"In doing this, we have been struck by the wealth of cueing systems available to our students form both spoken and signed language. We understand better the ways deaf readers are different from their reading peers, and equally important, their profound similarities." (Gennaoui & Chaleff, 000, p. 5)

Personal Connection

My mother was a vocational rehabilitation counselor for the hearing impaired while I was growing up. Consequently, at an early age, people who were deaf or hearing impaired were a part of my life and though my mother never learned sign language she was able to work with persons who were deaf or hearing impaired and help them with job training and job searching. Her work helped me understand I can teach these special students in my regular education classroom.

Because of my personal experience, I have become familiar with some characteristics of deaf and hearing-impaired students such as poor speech production and voice quality. Some strategies, such as peer support and accommodated seating arrangements are part of my regular education classroom management but I have never had the pleasure of teaching a Deaf child. Presently, I am on the way to fulfilling a childhood dream to learn American Sign Language by taking my first course this semester.

As a reading specialist, I have grown more curious about phonological awareness and profoundly deaf students. When finding solutions to reading problems for Deaf students, all aspects of language acquisition need to be evaluated as well as the role that Deaf culture may play. The strategies described here and many others I found when doing research, made me realize how lucky everyone involved would be if my regular education school or, in my case, a reading program, included Deaf students.

References

Armbruster, Ph.D, B. B., Lehr, F., & Osborn, M.Ed., J. (001). Put reading first The research building blocks for teaching children to read. Jessup, MD National Institute for Literacy at ED Pubs.

Clay, M. M. (1). Reading recovery A guidebook for teachers in training (1st ed.). Portsmouth, NH Heinemann.

Cunningham, P. M., & Allington, R. L. (1). Classrooms that work They can all read and write (nd ed.). New York Longman.

Love, P. (18). Shared reading first steps for Kindergarten and first grade. In Reading comprehension strategies. Retrieved 4, 00, from http//www.deafed.net/PublishedDocs/b04.htm

Schleper, D. R. (16). Principles for reading to deaf children. In Gallaudet University Laurent Clerc National Deaf Education Center. Retrieved , , from http//clerccenter.gallaudet.edu/Literacy/srp/15princ.html

Schleper, D. R. (17). The shared reading project. In Gallaudet University Laurent Clerc National Deaf Education Center. Retrieved , , from http//clerccenter.gallaudet.edu/Literacy/srp/srpbrochure.html

Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (18). Teaching students with special needs in inclusive settings (nd ed.). Needham Heights, MA Allyn & Bacon.

Why shared reading?. (000). In Gallaudet University Laurent Clerc National Deaf Education Center. Retrieved April , 00, from http//clerccenter.gallaudet.edu/Literacy/srp/whysharedreading.html

Dolman Ph.D., D. (000, Fall). To construct meaning from print. Odyssey, (1), 4. Retrieved March , 00, from http//clerccenter.gallaudet.edu/Odyssey/Fall000/index.html

Stern, A. (001, June). Deafness and reading. Literacy Today Retrieved March , 00, from http//www.literacytrust.org.uk/pubs/stern.htm

Gennaoui, M., & Chaleff, C. (000, Fall). Miscue analysis for deaf readers. Odyssey, (1), 1-6. Retrieved March , 00, from http//clerccenter.gallaudet.edu/Odyssey/Fall000/index.html

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Fear paper

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Fear Paper

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I remember one sunny day when I was in 6th grade. It was the day my dad told me I was getting a dirt bike. So we went to Honda factory on 8 and I picked one out it was a Honda Xr 100 R. My dirt bike is white. The seat on the dirt bike is red with white writing saying Xr 100. It has stickers on the white gas tank that says XR in white, red, and black. We put it in the back of his truck, and we bought it home that day.

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We took it out and then he taught me how to ride it. How to use the cultch and when o shift by the engines noise. I got really good at that so then I asked him if I could bring it over to my next door neighbor's house. So we cold rid together since he has a dirt bike. His dirt bike is a Yamaha 80. It was silver with a black seat. My dad said yes. So I took my dirt bike over to Steve's house and he has a big back yard it is an acre from the front yard all the way until the fence in the back yard the same size as mine but mine has a lot of trees his back yard does not have many trees at all. I started out riding mine. I was doing really good riding smooth feeding the clutch right. Then I went on Steve's bike which is smaller then mine. He rode mine I rode his. I was doing well on his. Then we where flying around in his backyard and all oh the sudden I went to hit the brakes ad they did not work I kept on hitting and slamming my foot on to the brake lever on the right side right by the foot pegs. I did not stop and bam! I hit the fence head first, I was really scared right before I hit the fence because I thought I was going to get really hurt. I was aright until I was going to get up my arm just glazed the tire. The throttle was jammed into the ground and it was turned backwards which made the tire move. I got up with my arm badly burned. So I run to my house trying to get gauze on it, ice, and all that medical stuff. I tried to hide it from my dad so he did not get mad. Then I could not take the pain anymore so I got my dad, and he cleaned it out really good and wrapped it up for me. My dad did not want to tell me mom about it. Since my mom did not want me to get my dirt bike in the first place. She was just worried and she was wondering if I was ok.

I was fine and to this day I still ride it ad I have only crashed two other times after that the other two crashes where not bad at all. I was scared from that crash because I could have died from hitting the fence head first.

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MBA

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My immediate goal is to enroll an MBA program to prepare me for new challenges in business environment. I am confident that the superior education offered by Drexel University will allow for professional growth, while I concurrently fulfill my potential as a contributing member of society.

Growing up on a kibbutz in Israel provided me with a unique way of life. I was fortunate to watch my community evolve from an agrarian based, relatively isolated society into the modern, technologically savvy place that it is today. Being raised in such an environment, a strong work ethic was instilled in my peers and myself at an early age.

While the kibbutz society grew and matured, so to did I. In high school, I relished my classes in Mathematics, English, and History, as well as those in Mechanics and Physics. My interest in technology was evident as I was continually creating new devices or fixing old ones.

After high school I volunteered to serve for one year as a youth guide in Jerusalem. It was a great experience and I discovered that I enjoy the ability to lead while also cooperating with others. I proceeded to develop my leadership skills in the Israeli Navy. As Chief Engineer on a missile ship, I found the opportunity to combine my technical interests with my emerging management skills. I came to realize that leadership was something that I wanted to be a part of in a much larger capacity.

Following my service in the military, I embarked on a trip that took me through Europe, to the Far East, and opened my eyes to a plethora of cultures. Upon my return to Israel, I entered college, earning a Bachelors degree in Business, specifically focused on Economics and Management. Studying these subjects gave me the skills that I would need as I entered the business world.

I was enthusiastic to make use of my studies. I was hired as the general manger for Baligan, a manufacturing company that sold and installed playground equipment and garden furniture. During the nearly four years that I was employed at Baligan, I was able to make use of the skills that I learned both in the military and through my undergraduate education.

I moved to the United States in order to further pursue my career goals in business and to complete an MBA degree. As a senior manager at a well-established tour operator, I enjoy combining my professional knowledge and skills with my passion for travel. However, to accomplish my career goals, I must enhance my general business knowledge. I hope to augment my skills, especially in the areas of finance, marketing, and entrepreneurship. I am also aware that I have much to learn about American business practices. Since dealing with many aspects of international business will be an integral as part of my future career, it is essential that I fill in these gaps.

Drexel University's MBA program will provide me with the training to achieve both personal and career ambitions. I am attracted by the inventiveness and uniqueness of its entrepreneurial and finance programs, and believe that I will increase my practical business knowledge by interacting with my classmates. I value the fact that at Drexel, education does not stop at the classroom, but rather continues through extracurricular activities. I feel that a business school should balance theory with real-world application, and Drexels curriculum and opportunities for hands-on training through associations, and field study provides such balance.

I am also drawn to Drexel because of the schools emphasis on teamwork and technology, reflected by its exciting courses and programs. Additionally, the schools profusion of student groups and its flexible program will allow me to shape my course of study directly to my career interests. It is precisely this flexibility upon which I plan to draw while at school and in the future.

Above all, a Drexel MBA will help me strengthen both the practical and specific business knowledge and skills necessary to facilitate a stronger in a multinational, American-based firm. Such a position, in turn, will prepare me to accomplish my long-standing ambition of establishing my own company. Through further development of technical knowledge and managerial skills, Drexel University's MBA program will allow me to make a concrete and substantial contribution to my business environment.

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SUV's

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Television news, due primarily to its obsession with crime and violence, definitely has a negative impact upon our society. TV news is basically an oxymoron; giving us the skin of the truth stuffed with a lie. A news program should be focused on the facts, with perhaps some objective analysis. However, for business purposes, TV news broadcasts use dramatic, usually violent stories and images to capture and maintain an audience, under the pretense of keeping it informed. What we see and hear on the news affects us both consciously and subconsciously, and sends us about our lives unnecessarily fearing the remote dangers that we see excessively portrayed on the evening news. This fact is especially true for children, who are defenseless against this onslaught of violence being brought into our very living rooms in the guise of informative reporting. One can argue that all news shows are in fact re-creations", such as the case with The Wolf Blitzer Show which aired February rd at 1 o'clock on CNN. The so called "re-presentation comes to you in two forms language and pictures. The question then arises what do viewers need to know to properly defend themselves against the fast paced medium that is TV news.

Why is it that bad news is the only news? Is that all the public finds interest in? JonBenet Ramsey is a perfect example; a beautiful little girl with so much going for her, yet not deemed worthy of any media attention until her tragic murder made her a household name. To see the latest horror / thriller, theres no need to go to your local theater; its on television at 10 PM. Yet the news isnt completely at fault; the people (like myself) who complain that these stories are plethoric are the very people who tune in to watch them every evening.

"Fire gives visual form to the idea of consumption, disappearance, death- the thing that is burned is actually taken away by the fire. It is at this very basic level that fire makes a good subject for television news."(Postman, p.8) Recently in a Rhode Island nightclub, a fire caused by pyrotechnics engulfed the club killing at least 0 people and injuring 100's more. This image of change easily makes its way onto TV news. The Wolf Blitzer Show focused on the hear today gone tomorrow aspect of fire. Wolf Blitzer, the anchor of the show, steered clear from being a "talking heads" or a person who simply appears in front of the camera and speaks. "When talking heads appear on television there is nothing to record or document, no change in process."(Postman,p.54)

The long-standing news producer motto, if it bleeds, it leads, is alive and well, and the network broadcasts are no better than the locals are. The world news shows are virtually indistinguishable from local news, both leading with blood and guts. Clearly, advertising revenue and the constant pressure to keep the viewers tuned to the station are the driving forces behind the dumping down of TV news. News producers must figure that if they can scare the wits out of people, the people will be more inclined to watch the disproportionate prominence of gore and violence on daily TV news broadcasts. In a way, we experience vicariously the very things we dread. These stories are a highly charged, visceral experience for viewers, and when one of them breaks, there isnt a TV station thats not covering it or a person that isnt talking about it. Journalistically, violent crime pays; its cheap to report and it grabs attention.

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In fact, crime coverage seems to dominate the available news time. Politics, education, the environment and business average just seconds of attention (excluding, of course, now with the situation in Iraq). This overabundance of crime and violence on TV news inflates the publics fears for personal safety. It is clear that images have immense power to influence behavior, for good or ill. People, for the most part, believe that TV news is an accurate reflection of reality. They become frightened of the cities they live in, and fear that criminals will harm them or their loved ones. On the Wolf Blizter show the situation in Iraq is known as "Showdown Iraq" which creates the illusion to keeping the public informed. Important news events such as the situation in Iraq are lost by TV's visual reportage. This concern seems to be driven more by media coverage than by ones personal experiences. The more you watch TV, the more fearful you become especially in a post -11 New York. Also, and perhaps more importantly, I think it possible for one to witness so many news reports of senseless acts of violence, brutal murders, and demented killers that he or she becomes desensitized to the point of no longer feeling compassion for the victims or their families. For these reasons, it is imperative that viewers come to their screens with a mind of their own. Not necessarily with preconceived perceptions and prejudices, but rather with a critical awareness that will help determine how they see and interpret things.

Television news is dangerous to our childrens emotional and psychological health. Graphic coverage of wars, bombings, murders and natural disasters can quite possibly lead to nightmares, depression and other lasting reactions. As adults, we can make concrete choices about what we watch and where we get our information. Our children cant; they are innocent and more impressionable. We have the ability to tell the difference between reality and deception; our children dont. The world presented to them on TV is usually a lot scarier than the world they actually live in. Crime statistics go down, yet coverage of crime on TV news increases.

Television news seems compelled to inform its viewers of all of the latest crimes, tragedies, and disasters, as though these are the only stories worth presenting. But is this really news, and is it a responsible thing for the networks to be doing, or is it a blatant abuse of power? The journalistic powers that be could make better use of their resources by at least reporting an imminent threat, to which perhaps the viewers could react (and possibly help deter), rather than to simply show us the devastation that has already occurred, solely for its entertainment value. It is a spiritual law that whatever is focused upon increases; we sow what we reap. Hence, violence begets violence; fear begets fear; and the dismal world depicted on the evening news becomes a self-fulfilling one.

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In contrast with these families, it can be taken in to account that a Marxist would have disapproved of these differences and a Social Darwinist would have approved. In other words, a Marxist would try and change the differences in these painting and make them more equal, while a Social Darwinist would prefer that they remain as they are, separated into the ways.

A Marxist is someone who would want to help people. Each member of the family provides whatever help they can to help the family and they all benefit equally from it. For example, it looks like in the one painting with the poor family; they are all helping out each other and have a system going. Someone's tending to the children with someone else is cleaning the dishes. They're all helping each other out. In these two paintings, a Marxist would see that there is a problem with the class segregation. Basically that the bourgeoisie had reduced everything as a matter of money. For example, like in the one picture with the small upper class family, they're sitting in a room with expensive furniture and they're dressed with elegant clothing and such. They're not helping each other out, and that's what a Marxist would see as a difference. Marxist would also try to help these conditions in that everyone would have a job and equally share the money, this way the wealth would equal out causing them not to be as segregated. Again, they would all be helping each other.

A Social Darwinist is opposite what a Marxist is, a Social Darwinist is someone who believes in the survival of the fittest. They believe that the poor should die, for the poor were the "ill-fated and weak" with the rich were the "prosperous and strong". A Social Darwinist would see the painting with the upper class and see that they were the strong ones and that they deserve to be where they're at. Then the Social Darwinist would look at the next picture and see that it's a big poor family. They would automatically see that the difference is that the poor are the weak and obviously do deserve to survive. A Social Darwinist wouldn't help these poor people or anything because they strictly believe in survival of the fittest.

In conclusion, a Marxist and Social Darwinist are opposites in thinking and thus have very different views on how to account for the differences in the conditions of these two different families. Thus, a Marxist would want people helping people instead of people fending for themselves and survival of the fittest

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