This paper aims at exploring the ethical, moral and legal challenges of potential dual relationship as an advocate or otherwise a mediator. I will tell my opinions in the paper regarding the integration of advocacy and mediation process within the human services.
I will outline my philosophy and personal approach to advocating and mediating the Planned Parenthood Agency. However, advocacy and mediation are recurrently being integrated into various continuum of the human services field.
Dual Relationship challenges
A mediator is a neutral third party who assembles with two or more conflicting parties to encourage and enhance communication to come up with an agreement or conclusion over a conflict that exists between the parties. S/he does not act as the decision maker but as a peace maker, he gives a more conducive discussion environment to the two or more parties and leaves to the parties to make the final decisions.
Its the legal and ethical job as a mediator to ensure all communications remains confidential unless otherwise specified. This gives room to no doubts and guarantee mediators integrity, and accuracy is established between the conflicting groups (Barsky, 2007).
The mediator is expected not or never to be unfair to any party or force a party to come into concurrence with the other. Since mediators are impartial, their individual or personal beliefs and values sometimes can be a challenge.
Professionalism
As a professional mediator there are legal, moral and ethical matters that you have to tackle when handling the conflicting parties. A mediator has to guarantee each party comfort and know that their issues are fairly heard without biasness. Its very significant for the mediator to remain bias.
Personal Perception
Mediators and advocates are very fundamental to the human service field. Clients depend on the mediator to enlighten them of their rights and protection. Always the clients seek for advocate assistance due to their lack of laws and procedures to seek justice and protection and this is why mediators and advocates are there to provide this assistance.
Personal philosophy and approach
The services given at the Planned Parenthood Agencies are significant enough, mostly there are teens that are very young and have no idea on how to communicate with their parents. The means of communication is this stage is advocated and mediated on to ensure that the relationship between teens and parents remains intact and their grievances are highly accepted by the both parties (The Association of Attorney-Mediators, 2001).
If any of the conflicting parties gets unsatisfied with the biasness of the mediator, they are encouraged to seek different counsel to complete successfully their mediation process fairly and accurately. I also believe that every situation in conflicts is different and that people deserves to exploit a second chance.
Furthermore, these people need help and as a human service officer we are expected to help them accordingly. Its my personal philosophy that not everyone is badly if they are in a probation period. In sometime people go down the wrong direction in life and need to be helped to get back on track, this happens when we keenly listen onto their problems and help them to come up into a long lasting solution as they strengthen their relationships in life.
Conclusion
Mediating and advocating for clients is a significant service provided today in the human service field but it takes strong, knowledgeable and wise individuals to accomplish this job. As an advocate you find yourself standing up for a party and its interest but as a mediator you negotiate agreement without getting involved in the decision making.
A mediator strives for a positive outcome for both groups while keeping his/her values out of the equation. If one wishes to be a mediator he should look for an agency that offer services to clients that they believe in; its difficult to expect a mediator to be completely frozen to the world around him/her
References
Barsky, A. (2007). Conflict Resolution for the Helping Professions. Belmont: Wadsworth Publishing.
The Association of Attorney-Mediators. (2001). Association of Attorney-Mediators Ethical Guidelines for Mediators. Web.
Charles Dodgson, better known under his pen-name Lewis Carroll, created one of the most amazing and incredible stories and called it Alices Adventures in Wonderland. On the one hand, Alices Adventures in Wonderland introduces the world of puzzles and mysteries, which seem to be unclear and unreasonable for everyone except the inhabitants of Wonderland. On the other hand, it feels like each piece of the work has its purpose and peculiarity. The point is that puzzles and nonsense should not confuse but inspire people. It is wrong to accept something unclear or unusual as something bad or inappropriate, and this is one of the messages of the story. In Alices Adventures in Wonderland, all puzzles and cases of nonsense created by the society Alice has to live in turn out to be crucial lessons that may enrich a human soul, improve a human body, and change a human life according to the expectations soaring in the air.
From the very first lines of the story of Alices Adventures in Wonderland, the meeting with a White Rabbit, who was in a hurry and constantly taking his watch out of his waistcoat-pocket, proves that a number of interesting and strange things are waiting for the reader. It is the first puzzle to be gathered, the first answer to be given, and the first challenge to be overcome. What should it mean for Alice to meet a talking dressed rabbit? Is it a kind of new knowledge that should be grasped or a new task that should be complete? Lane offers to accept all cases all nonsense as a vital solution to the deep contradiction between an acceptance of madness and the exercise of reason (1030). The introduction of a nonsensical puzzle is an ability to find out the truth in a unique way. The rabbit is the sign that Alices normal life has to come to its end, and ordinary things may be changed and improved by certain complications. One of the first tasks for Alice is to comprehend who she is and her place in this world. Who in the world am I? Ah, thats the great puzzle (Carroll 72). She is bothered by this question, and to answer it, she has to face a new puzzle.
Carrolls obsession with puzzles is observed during all his life. He believes that puzzles provide a useful way for thinking about the two sides (Reynolds para.5). In the story, the main character has to change her size constantly, talk to strange people, answer stupid questions, and be ready to respond to personal madness. How puzzling all these changes are! Im never sure what Im going to be, from one minute to another (Carroll 100). All these actions seem to be irrational. With time, everything gets its sense. The outcomes of what has been done cannot be neglected. A person should be ready to take responsibility for all words told and all actions made. It is one of the main lessons of the novel. Alices story is a good chance to not just understand the main points made by each collection of reviews, but also understand those points well enough to draw a significant comparison between them (Rotunno 90). In other words, to make the best of this life, people have to be very attentive and try to watch between the lines to get to the essence.
Unfortunately, it is not an easy task to get to the essence of something. Alices story is a combination of mistakes and frustrations that bother the main character a lot. It teaches that no matter how many attempts are made to find out a clear solution, frustrations may come. Throesch explains the presence of such frustrations by means of the nonsense logic of the inhabitants (50) in the novel. The use of logic cannot make the story interesting for readers of different ages, and if logic is accompanied by jokes, riddles, and nonsensical puzzles, the worth of the story may be considerably improved. I cant go back to yesterday because I was a different person then (Carroll 141). This phrase shows that even simple things like the desire to go back to yesterday may be interpreted in a variety of ways. Alice cannot go back to the past, not because it is impossible, but because she was another that day, and it is the main challenge for her. Alice has a choice between two visions of nature nature as a forum for physical, moral and religious progression towards perfection, or nature as a violent, chaotic struggle for life in the face of extinction (Murphy 14). The peculiar feature of the novel is that the reader, as well as the main character, is able to make a choice and decide what kind of world is more preferable. The puzzles perform the role of an attendant means helps to choose the position and stick to it.
Alices Adventures in Wonderland may seem a very complicated story with a number of riddles, unclear dialogues, and strange characters. It contains interesting lessons, explanations, and ideas on how to survive in a world with its own expectations. The decisions that Alice should make and the puzzles that Alice tries to gather provoke her to become elder and move from one phase of her life to another. Well, I never heard it before, but it sounds uncommon nonsense (Carroll 143). This is what attracts Alice her readiness to solve problems, her fearlessness in front of the unknown, and her desire to know more even if it does not make sense. It is not an easy task, and Carroll offers a unique new way. Even if life seems to be a meaningless puzzle, people should not despair but try to figure out what this life is all about and whether it costs human attempts and efforts.
Detail-driven points:
Nonsense and puzzles of Alices story represent an ability to find out the truth in its unique way and take a lesson that is crucial for life. ( Who in the world am I? Ah, thats the great puzzle. (Carroll 72).)
A puzzle is a reason to think about different aspects of the same thing and pay attention to the details around. ( How puzzling all these changes are! Im never sure what Im going to be, from one minute to another. (Carroll 100). )
Alices story proves that people have choices and can use personal opinions to decide what to do and how to think. ( I cant go back to yesterday because I was a different person then. (Carroll 141).)
A person should never be afraid to make his/her own conclusions and efforts to prove the personal point of view. ( Well, I never heard it before, but it sounds uncommon nonsense. (Carroll 143). )
Lane, Christopher. Lewis Carroll and Psychoanalysis: Why Nothing Adds Up in Wonderland. International Journal of Psychoanalysis 92.4 (2011): 1029-1045. Print.
Murphy, Ruth. Darwin and 1860s Childrens Literature: Belief, Myth or Detritus. Journal of Literature and Science 5.2. (2012): 5-21. Print.
Reynolds, Kimberley. Understanding Alice. British Library. n.d. Web.
Throesch, Elizabeth. Nonsense in the Fourth Dimension of Literature: Hyperspace Philosophy, the New Mathematics, and the Alice Books. Alice Beyond Wonderland: Essays for the Twenty-First Century. Ed. Cristopher Hollingswort. Iowa City: University of Iowa Press, 2009. 37-52. Print.
Children from immigrant families make up the largest and the most rapidly growing group of children in the entire United States, with approximately 20% of all children speaking a language other than English when they are at home. Therefore, there is an inconsistent exposure of children to either English or their first language, which means that there could be potential challenges when it comes to teaching and communicating with bilingual children.
Bilingualism is defined as the ability of an individual to speak fluently in one language while also being successful in understanding another. To a great extent, bilingualism (especially among children) presents an opportunity to preserve the national culture and language, allows being more advanced in language learning, opens better career opportunities, and promotes cross-cultural communication.
When speaking about bilingualism, parents play a dominant role in choosing how to educate their children. However, because different families approach the matter differently, educators are challenged by an increasing need for developing a unified framework of efforts to teach bilingual children both at school and at home settings. The problem is significant due to the lack of parents knowledge about the importance of language development and the absence of efforts on the part of educators with regards to teaching bilingual children. To develop a unified approach towards teaching bilingual children, it is first important to answer the following research question: What challenges do parents face when raising bilingual children?
Hypothesis
Bilingual children face many challenges both at home and in the classroom. Similarly, their parents also struggle with determining which strategies will allow their children to learn two languages instead of focusing on one. Therefore, it can be hypothesized that the lack of unity in the efforts of parents and teachers regarding language development is the most problematic challenge that hinders childrens learning. In the modern learning environment where children are presented with innovative tools and methods of learning, overcoming the challenges of bilingualism is more than possible. Therefore, the main issue lies in developing a cohesive strategy that would combine the efforts of parents and educators regarding the language development of bilingual students.
Literature Review
The benefits of parents and school involvement
Research on the topic of raising bilingual children is not narrow; on the other hand, scholars working in the sphere of education have paid a lot of attention to the topic. First, it is noteworthy to mention the study conducted by Lee, Shetgiri, Barina, Tillitski, and Flores (2015) who focused on examining parental preferences with regards to raising Spanish/English bilingual children. By involving thirteen Spanish-primary-language parents into participation in focus groups, the researchers were able to determine that parents wanted their children to be fluent in both languages since they understood the benefits of bilingualism such as preservation of the native language and culture as well as better future career opportunities for their children.
The qualitative research showed that most of the parents decisions associated with raising their bilingual children depended on their prior parental experiences, the contribution of schools and family members. In general, parents selected for English-only schools and teaching children Spanish at home. Among the identified strategies, parents preferred making children read bilingual books and speak Spanish at home, with schools and pediatricians being used as resources for language learning.
The viewed by Lee et al. (2015) were supported by Quiroz, Snow, and Zhao (2010) conducted a prospective study related to interactive features that support improved vocabulary outcomes in children from Latino families. Particularly, researchers focused on the interactions between children and their mothers and whether they facilitated vocabulary acquisition.
For predicting childrens vocabulary outcomes, Quiroz et al. (2010) used home factors (e.g. literacy resources, immigration history, etc.) and the interactive language of fifty mother-child dyads. It was found that reading to a child and answering maternal questions during book sharing were significant predictors of childrens vocabulary acquisition in both English and Spanish. Moreover, the study found a negative correlation between language activities supporting English acquisition and Spanish outcomes, and vice versa.
Also, Mancilla-Martinez, Gamez, BanuVagh, and Lesaux (2016) supported the views of Lee et al. (2015) and Quiroz et al. (2010) which conducted a 2-phase study that had a goal of extending the existing research on parents reports measures of childrens productive vocabulary. Researchers drew participants from Head Start programs held in the US; in these programs, English was the primary teaching language.
All participants reported Spanish (or English-Spanish) as the language(s) they usually use at home-related settings. For measuring the productive vocabularies children had in both English and Spanish, the researchers used the MacArthur Communicative Development Inventories. Findings showed concurrent and discriminant validity, based on standardized measures of vocabulary, as measures of productive vocabulary for the growing population of bilingual children (Mancilla-Martinez et al., 2016, p. 1). This suggests that parent reports can be valid and cost-effective tools for vocabulary enhancement purposes of English-Spanish bilingual children.
Cultural preservation
Kim, Lee, and Lee (2015) examined Korean American parent-child relationships through bilingual child use. By applying the positioning theory, researchers aimed to analyze home interactions of three Korean American families with children aged 6-12 to investigate the dynamics of bilingual usage and the roles of parents and their children. It was found that interactions between children and their parents were characterized by complicated negotiations regarding the boundaries of parental authority through language changes between English and Korean as well as changes in speech levels between informal and formal in the Korean language.
Linguistic strategies were shown to either move away from the traditional hierarchical relationships or to remain true to the norms associated with the roles of traditional Korean households, which points to the changing patterns of language expectations.
Also, Kang (2012) focused on the Korean American context and explored the language ideologies and practices of Korean-immigrant parents with regards to the language development of their American-born children which is supported the view of Kim, Lee, and Lee (2015). By interviewing seven ethnic Korean families and their children aged 5-7, Kang (2012) found that Korean-immigrant parents wanted to pass their native language to their American-born children, which was largely associated with their language barrier as well as the perception that language plays the role of an individuals identity marker.
Language strategies such as language mixing and parental feedback served as catalysts for the integration of specific family language policies related to functions, forms, and Korean language teaching for American-born children from immigrant families.
Moreover, the results of Kang (2012) and Kim, Lee, and Lee (2015) were enhanced by Dixon, Zhao, Quiroz, and Shin (2012), which was investigated home, and community factors that influenced bilingual childrens ethnic language acquisition and development. Researchers focused on a sample of 282 Singaporean children whose mother tongues were Chinese, Malay, and Tamil, and who were also English language learners. Researchers achieved some interesting results.
First, the found a positive effect of parents speaking their ethnic languages and childrens ethnic vocabulary while speaking only English limited their vocabulary. Second, the language community strongly influenced childrens ethnic vocabulary acquisition. Third, the family income had different effects on vocabulary development depending on the language community. Fourth, watching TV programs in English predominantly hindered childrens ethnic language vocabulary. The mentioned findings point to the need for a sustained home and community support when it comes to teaching children their ethnic language.
Adjusting to childrens needs
Caesar and Wolf Nelson (2014) conducted a pilot study that focused on examining the effectiveness of home-school partnerships in the process of enhancing literacy skills of Spanish-speaking preschool children of migrant farmworkers. Nineteen children participated in the study (11 experimental and 8 control). Their parents were asked to provide labeled drawings of different family activities for assisting bilingual literacy instruction in the classroom.
The Early Literacy Skills Assessment scale was used for conducting pretest and posttest measures in English and Spanish. The results of the pilot study showed a significant improvement in pre- and posttest Spanish and English scores for the experimental group of children; however, the control group did not show an improvement in print and alphabetic knowledge. Such findings show that parental involvement in the form of parent-generated content for classroom learning may be a feasible approach; however, more research is needed regarding this topic.
Also, the view of Caesar and Wolf Nelson (2014) found similar results supported by Rodriguez (2015), which are explored strategies employed by Latino families with regards to raising their children bilingually in Spanish and English. Also, the researcher explored families rationale for bilingualism and the challenges they did not expect to meet during the implementation of their language teaching strategies.
Data for the research was acquired from comparative case studies over three years. To teach children how to maintain their native language, families were mostly planning to speak and support Spanish at home and other family settings while English was taught mostly at school. Among the three families involved in the research, two expressed concern with their children not being skilled enough in English by the time they started school, and only one family expected to meet the challenges that their child would face when learning and maintaining her native language. The findings of the research suggest that productive bilingualism attainment presented more difficulties compared to learning and being proficient in only English.
Bilingualism is positive
It is also important to mention the study conducted by De Houwer (2015) who examined the concept of harmonious bilingual development in young families. Harmonious bilingual development is defined as the experience of an individual to feel well and confident in situations associated with language contact regarding children and their families. The research is noteworthy for its contribution to systematic ethnographic studies into harmonious bilingual development. De Houwer (2015) proposed the following constituting elements of harmonious bilingual development:
using parent-child interactions in a single language;
childrens active use of two languages instead of one;
childrens relative equal proficiency in both languages.
It was asserted that positive attitudes towards early bilingualism in children contribute to the enhancement of the mentioned elements.
Overall, parents perceive their childrens bilingualism as a positive aspect that can provide them with more opportunities in the future, especially when it comes to careers. However, the most common explanation for developing bilingualism among children is associated with the preservation of the cultural and ethnic heritage. In the majority of cases, the involvement of parents in the development of bilingualism offers more benefit than harm, especially in instances when there is active and effective communication between children and their parents. The literature review showed that the notion of bilingualism could be approached from different perspectives; however, the key principle relates to adjusting to the childrens needs.
The implication for the Future and Discussion
Implementing change for improving the language outcomes of bilingual children requires the involvement of two types of stakeholders: families and educators. Because children face significant challenges when being taught in one language at school and encouraged to speak another at home, it is essential to develop a combined framework that will combine the efforts of parents and educators. At home, parents should understand the benefits of speaking both languages instead of one; similarly, educators should try integrating two languages in their teaching. The following strategies are proposed to be implemented at home:
Reading to the child for increasing his or her vocabulary in both languages.
Adding more exposure to the less preferred language in the household.
Joining playgroups and meetings in the local area.
Making learning fun: allowing the child to choose new books and games.
If necessary, hiring a tutor for reinforcing the childs grammar.
Make a need for the child to speak both languages.
The following strategies are recommended to be implemented at school:
Using group work to encourage children to communicate and collaborate with students from different cultures and backgrounds.
Adopting a content-based approach for language instruction to incorporate both languages for incorporating languages into every lesson.
Maintaining a positive relationship with all students to maintain better academic performance.
Setting clear expectations about the usage of both languages.
Allowing students to trans-language so that students can express themselves when needed (Wong, 2015).
Avoiding low grades for students that struggle differentiating between two languages.
The mentioned framework will allow students to exercise their language development both at home and in classrooms, without one language prevailing over another. The strategy can be implemented through educating parents and teachers on the tools of bilingualism development. Then, parents and teachers will be asked to integrate the strategies into their everyday interactions with bilingual students to see whether they will bring any benefit. It is important to measure pre- and post-implementation outcomes to determine whether the strategy brings any benefit.
Suggestion
When raising bilingual children, parents often face the challenge of not knowing what strategy will garb their needs the best. While there is no combined approach as to how bilingual children should be taught two languages, it is essential that parents participated in language development. It was found that the majority of families spoke one language at home and allows teaching another to schools. On the contrary, schools can often ignore the need for students to learn their native language and only focus on second language acquisition. For this reason, it was proposed to develop a two-sided approach to address the needs of bilingual children: while parents should encourage their children to speak a language other than the native, teachers must not ignore the linguistic heritage of their students and make changes in classroom instructions accordingly.
Conclusion
To conclude, there is a range of differences between bilingual children from the United States and those who speak only their native language. Having reviewed the most recent works on bilingualism in connection with children, one can confirm that the development of this ability presents a positive tendency which helps children to preserve their unique culture, promote equality, encourage the dialogue of cultures that is expected to bring positive results for the entire nation, and become specialists in demand.
As the given research indicates, the evidence that speaks in favor of the development of the specific learning strategy for children from immigrant families can be found in the works by many researchers working in the United States and other countries. Summarizing the data retrieved from credible academic sources, it is possible to confirm the hypothesis which regards the fragmentation of approaches used by educators and parents for language development to be one of the most urgent problems hurting academic performance and cognitive development of bilingual children. On that premise, a comprehensive strategy related to encouraging language development in bilinguals has been developed.
Among the steps that are proposed to be implemented at school and home, there is the use of gamification, putting emphasis on equalizing the use of two languages, and allowing children to trans-language if they need it. Therefore, the combination of practices used at school and home is supposed to help a child to strike the right balance between neglecting his or her native culture and the failure to adapt to new language situation. If implemented, this two-sided approach containing recommendations for educators and parents is expected to bring positive results.
References
Caesar, L., & Wolf Nelson, N. (2014). Parental involvement in language and literacy acquisition: A bilingual journaling approach. Child Language Teaching and Therapy, 30(3), 317-336.
De Houwer, A. (2015). Harmonious bilingual development: Young families well-being in language contact situation.International Journal of Bilingualism, 19(2), 169-184.
Dixon, L., Zhao, J., Quiroz, B., & Shin, J-Y. (2012). Home and community factors influencing bilingual childrens ethnic language vocabulary development. International Journal of Bilingualism, 16(4), 541-565.
Kang, H-S. (2012). Korean-immigrant parents support of their American-born childrens development and maintenance of the home language. Early Childhood Education Journal, 41, 431-438.
Kim, A., Lee, J-S.,& Lee, W. (2015). Examining Korean American parent-child relationships through bilingual language use. Journal of Family Communication, 15, 269-287.
Lee, M., Shetgiri, R., Barina, A., Tillitski, J., & Flores, G. (2015). Raising bilingual children: A qualitative study of parental attitudes, beliefs, and intended behaviors. Hispanic Journal of Behavioral Sciences, 37(4), 503-521.
Mancilla-Martinez, J., Gamez, P., BanuVagh, S., &Lesaux, N. (2016). Parent reports of young Spanish-English bilingual childrens productive vocabulary: A development and validation study. Language, Speech, and Hearing Services in Schools, 47, 1-15.
Quiroz, B., Snow, C., & Zhao, J. (2010). Vocabulary skills of Spanish-English bilinguals: Impact of mother-child language interactions and home language and literacy support. International Journal of Bilingualism, 14(4), 379-399.
Rodriguez, V. (2015).Families and educators supporting bilingualism in early childhood. School Community Journal, 25(2), 177-194.
Wong, K. (2015). Five fundamental strategies for bilingual learners. Web.
Charles Dodgson, better known under his pen-name Lewis Carroll, created one of the most amazing and incredible stories and called it Alices Adventures in Wonderland. On the one hand, Alices Adventures in Wonderland introduces the world of puzzles and mysteries, which seem to be unclear and unreasonable for everyone except the inhabitants of Wonderland. On the other hand, it feels like each piece of the work has its purpose and peculiarity. The point is that puzzles and nonsense should not confuse but inspire people. It is wrong to accept something unclear or unusual as something bad or inappropriate, and this is one of the messages of the story. In Alices Adventures in Wonderland, all puzzles and cases of nonsense created by the society Alice has to live in turn out to be crucial lessons that may enrich a human soul, improve a human body, and change a human life according to the expectations soaring in the air.
From the very first lines of the story of Alices Adventures in Wonderland, the meeting with a White Rabbit, who was in a hurry and constantly taking his watch out of his waistcoat-pocket, proves that a number of interesting and strange things are waiting for the reader. It is the first puzzle to be gathered, the first answer to be given, and the first challenge to be overcome. What should it mean for Alice to meet a talking dressed rabbit? Is it a kind of new knowledge that should be grasped or a new task that should be complete? Lane offers to accept all cases all nonsense as a vital solution to the deep contradiction between an acceptance of madness and the exercise of reason (1030). The introduction of a nonsensical puzzle is an ability to find out the truth in a unique way. The rabbit is the sign that Alices normal life has to come to its end, and ordinary things may be changed and improved by certain complications. One of the first tasks for Alice is to comprehend who she is and her place in this world. Who in the world am I? Ah, thats the great puzzle (Carroll 72). She is bothered by this question, and to answer it, she has to face a new puzzle.
Carrolls obsession with puzzles is observed during all his life. He believes that puzzles provide a useful way for thinking about the two sides (Reynolds para.5). In the story, the main character has to change her size constantly, talk to strange people, answer stupid questions, and be ready to respond to personal madness. How puzzling all these changes are! Im never sure what Im going to be, from one minute to another (Carroll 100). All these actions seem to be irrational. With time, everything gets its sense. The outcomes of what has been done cannot be neglected. A person should be ready to take responsibility for all words told and all actions made. It is one of the main lessons of the novel. Alices story is a good chance to not just understand the main points made by each collection of reviews, but also understand those points well enough to draw a significant comparison between them (Rotunno 90). In other words, to make the best of this life, people have to be very attentive and try to watch between the lines to get to the essence.
Unfortunately, it is not an easy task to get to the essence of something. Alices story is a combination of mistakes and frustrations that bother the main character a lot. It teaches that no matter how many attempts are made to find out a clear solution, frustrations may come. Throesch explains the presence of such frustrations by means of the nonsense logic of the inhabitants (50) in the novel. The use of logic cannot make the story interesting for readers of different ages, and if logic is accompanied by jokes, riddles, and nonsensical puzzles, the worth of the story may be considerably improved. I cant go back to yesterday because I was a different person then (Carroll 141). This phrase shows that even simple things like the desire to go back to yesterday may be interpreted in a variety of ways. Alice cannot go back to the past, not because it is impossible, but because she was another that day, and it is the main challenge for her. Alice has a choice between two visions of nature nature as a forum for physical, moral and religious progression towards perfection, or nature as a violent, chaotic struggle for life in the face of extinction (Murphy 14). The peculiar feature of the novel is that the reader, as well as the main character, is able to make a choice and decide what kind of world is more preferable. The puzzles perform the role of an attendant means helps to choose the position and stick to it.
Alices Adventures in Wonderland may seem a very complicated story with a number of riddles, unclear dialogues, and strange characters. It contains interesting lessons, explanations, and ideas on how to survive in a world with its own expectations. The decisions that Alice should make and the puzzles that Alice tries to gather provoke her to become elder and move from one phase of her life to another. Well, I never heard it before, but it sounds uncommon nonsense (Carroll 143). This is what attracts Alice her readiness to solve problems, her fearlessness in front of the unknown, and her desire to know more even if it does not make sense. It is not an easy task, and Carroll offers a unique new way. Even if life seems to be a meaningless puzzle, people should not despair but try to figure out what this life is all about and whether it costs human attempts and efforts.
Detail-driven points:
Nonsense and puzzles of Alices story represent an ability to find out the truth in its unique way and take a lesson that is crucial for life. ( Who in the world am I? Ah, thats the great puzzle. (Carroll 72).)
A puzzle is a reason to think about different aspects of the same thing and pay attention to the details around. ( How puzzling all these changes are! Im never sure what Im going to be, from one minute to another. (Carroll 100). )
Alices story proves that people have choices and can use personal opinions to decide what to do and how to think. ( I cant go back to yesterday because I was a different person then. (Carroll 141).)
A person should never be afraid to make his/her own conclusions and efforts to prove the personal point of view. ( Well, I never heard it before, but it sounds uncommon nonsense. (Carroll 143). )
Lane, Christopher. Lewis Carroll and Psychoanalysis: Why Nothing Adds Up in Wonderland. International Journal of Psychoanalysis 92.4 (2011): 1029-1045. Print.
Murphy, Ruth. Darwin and 1860s Childrens Literature: Belief, Myth or Detritus. Journal of Literature and Science 5.2. (2012): 5-21. Print.
Reynolds, Kimberley. Understanding Alice. British Library. n.d. Web.
Throesch, Elizabeth. Nonsense in the Fourth Dimension of Literature: Hyperspace Philosophy, the New Mathematics, and the Alice Books. Alice Beyond Wonderland: Essays for the Twenty-First Century. Ed. Cristopher Hollingswort. Iowa City: University of Iowa Press, 2009. 37-52. Print.
This paper aims at exploring the ethical, moral and legal challenges of potential dual relationship as an advocate or otherwise a mediator. I will tell my opinions in the paper regarding the integration of advocacy and mediation process within the human services.
I will outline my philosophy and personal approach to advocating and mediating the Planned Parenthood Agency. However, advocacy and mediation are recurrently being integrated into various continuum of the human services field.
Dual Relationship challenges
A mediator is a neutral third party who assembles with two or more conflicting parties to encourage and enhance communication to come up with an agreement or conclusion over a conflict that exists between the parties. S/he does not act as the decision maker but as a peace maker, he gives a more conducive discussion environment to the two or more parties and leaves to the parties to make the final decisions.
Its the legal and ethical job as a mediator to ensure all communications remains confidential unless otherwise specified. This gives room to no doubts and guarantee mediators integrity, and accuracy is established between the conflicting groups (Barsky, 2007).
The mediator is expected not or never to be unfair to any party or force a party to come into concurrence with the other. Since mediators are impartial, their individual or personal beliefs and values sometimes can be a challenge.
Professionalism
As a professional mediator there are legal, moral and ethical matters that you have to tackle when handling the conflicting parties. A mediator has to guarantee each party comfort and know that their issues are fairly heard without biasness. Its very significant for the mediator to remain bias.
Personal Perception
Mediators and advocates are very fundamental to the human service field. Clients depend on the mediator to enlighten them of their rights and protection. Always the clients seek for advocate assistance due to their lack of laws and procedures to seek justice and protection and this is why mediators and advocates are there to provide this assistance.
Personal philosophy and approach
The services given at the Planned Parenthood Agencies are significant enough, mostly there are teens that are very young and have no idea on how to communicate with their parents. The means of communication is this stage is advocated and mediated on to ensure that the relationship between teens and parents remains intact and their grievances are highly accepted by the both parties (The Association of Attorney-Mediators, 2001).
If any of the conflicting parties gets unsatisfied with the biasness of the mediator, they are encouraged to seek different counsel to complete successfully their mediation process fairly and accurately. I also believe that every situation in conflicts is different and that people deserves to exploit a second chance.
Furthermore, these people need help and as a human service officer we are expected to help them accordingly. Its my personal philosophy that not everyone is badly if they are in a probation period. In sometime people go down the wrong direction in life and need to be helped to get back on track, this happens when we keenly listen onto their problems and help them to come up into a long lasting solution as they strengthen their relationships in life.
Conclusion
Mediating and advocating for clients is a significant service provided today in the human service field but it takes strong, knowledgeable and wise individuals to accomplish this job. As an advocate you find yourself standing up for a party and its interest but as a mediator you negotiate agreement without getting involved in the decision making.
A mediator strives for a positive outcome for both groups while keeping his/her values out of the equation. If one wishes to be a mediator he should look for an agency that offer services to clients that they believe in; its difficult to expect a mediator to be completely frozen to the world around him/her
References
Barsky, A. (2007). Conflict Resolution for the Helping Professions. Belmont: Wadsworth Publishing.
The Association of Attorney-Mediators. (2001). Association of Attorney-Mediators Ethical Guidelines for Mediators. Web.
Juvenile justice concentrates on rehabilitative work rather than on punishment measures. Conforming to the rules and aims of juvenile justice presents many challenges to agencies that operate in juvenile system. There are issues concerned with court officials attitude and understanding of disadvantage that play an important role in juvenile justice (Rodriguez, 2012). The major concerns faced by juvenile agencies are mental health status of juveniles, difficulties with youth charged with status offences, and management of policies for youth concerned in both child welfare systems and juvenile justice.
Juveniles and Mental Health Issues
In recent years, the rates of juvenile crimes have decreased (Espinosa, Sorensen, & Lopez, 2013). However, they are still rather alarming. One of the possible reasons why many children and adolescents get engaged in criminal behavior is that young people are subject to mental health issues (Espinosa et al., 2013). As research results indicate, mental health problems may be a cause of out-of-risk placement for juvenile delinquents.
In their research, Liebenberg and Ungar (2014) investigate the risk levels for mental health problems in two groups of youth: one sampled from justice service, and another one sampled from mental health services. As a result of the study, researchers conclude that both groups have equal risk levels for mental disorders. However, the authors also note that levels of engagement in these two groups are different (Liebenberg & Ungar, 2014).
Young people who are engaged prevalently with justice services experience a smaller degree of engagement with mental health services. Therefore, a possible way of meeting this challenge is a mental health intervention that might distract young people from the engagement in delinquent behavior.
While mental health issues present a serious challenge by themselves, their combination with other adverse factors may lead to even more dramatic outcomes. For instance, the problem of neglect is rather closely related to the development of mental health difficulties (Ryan, Williams, & Courtney, 2013). According to research, adolescents who suffer from neglect are more exposed to substance abuse and mental health problems than their peers who not experience the lack of attention and care.
The Prevalence of Status Offenses in the Youth Justice Systems
Another problem faced by juvenile justice agencies is the persistence of so-called status offenses youngsters. This group consists of adolescents who break the law while being under eighteen years old, and thus, cannot be punished for their misbehavior justly. The cases that are defined as status offense include underage substance abuse, running away, truancy, and curfew violations (Cheely et al., 2012). A more serious type of status offense is failing to adhere to bailing conditions (Sprott, 2012). Researchers note that making adolescents exposed to complicated conditions at probation or bailing may lead to young peoples failure to conform to the policies as they collect more and more criminal charges (Sprott, 2012).
Status offenses frequently appear due to family, personal, or community difficulties with which a young person cannot cope. Sometimes, this type of problems appears because places of confinement cannot function at their best level, which results in adolescents ill behavior. To eliminate the occurrence of these issues, it is necessary to introduce family-centered alternatives to confinement places that will reduce government expenditure and decrease the number of cases in family courts. As a result, such measures will eventually lead to sustainable and meaningful support to adolescents and their families.
Youth Involved in Juvenile Justice and Child Welfare Systems
The third serious issue faced by juvenile justice agencies combines in itself the first two. Youngsters who appear on the threshold between child welfare and juvenile justice systems are called crossover youth or dually involved youth (Haight, Bidwell, Marshall, & Khatiwoda, 2014). This category is mostly represented by girls and youth of color. Adolescents belonging to crossover youth have a rather high risk of mental health disorders and status offenses issues (Whitted, Delavega, & Lennon-Dearing, 2013). Such youngsters usually experience neglect and abuse, which causes their disposition to delinquent behavior.
To eliminate the difficulties in the work of juvenile justice agencies, it is necessary to arrange collaboration between child welfare and juvenile justice systems that would lead to positive changes in work with crossover youth (Haight et al., 2014). When these two systems organize productive communication, they may bring about a lot of beneficial outcomes for adolescents.
Conclusion
There are many issues that limit the successful operation of juvenile justice agencies. Not only do these organizations deal with some of the most problematic age group of people but they also face a variety of challenges presented by the participants of justice system. Mental health issues that may have diverse causes and consequences present the greatest challenge for the specialists working in juvenile justice agencies.
The persistence of status offences is another critical point for these organizations specialists. Another challenge is that some youngsters are involved both in child welfare and juvenile justice systems. To eliminate the detrimental impact of these problems, it is crucial to develop and implement interventions that will help young people, their families, and juvenile justice agencies to create the world in which there would be fewer juvenile delinquency cases.
References
Cheely, C. A., Carpenter, L. A., Letourneau, E. J., Nicholas, J. S., Charles, J.,& King, L. B. (2012). The prevalence of youth with autism spectrum disorders in the criminal justice system. Journal of Autism and Developmental Disorders, 42(9), 1856-1862.
Espinosa, E. M., Sorensen, J. R., & Lopez, M. A. (2013). Youth pathways to placement: The influence of gender, mental health need and trauma on confinement in the juvenile justice system. Journal of Youth and Adolescence, 42(12), 1824-1836.
Haight, W. L., Bidwell, L. N., Marshall, J. M., & Khatiwoda, P. (2014). Implementing the Crossover Youth Practice Model in diverse contexts: Child welfare and juvenile justice professionals experiences of multisystem collaborations. Children and Youth Services Review, 39, 91-100.
Liebenberg, L., & Ungar, M. (2014). A comparison of service use among youth involved with juvenile justice and mental health. Children and Youth Services Review, 39, 117-122.
Rodriguez, N. (2012). Concentrated disadvantage and the incarceration of youth: Examining how context affects juvenile justice. Journal of Research in Crime and Delinquency, 50(2), 189-215.
Ryan, J. P., Williams, A. B., & Courtney, M. E. (2013). Adolescent neglect, juvenile delinquency and the risk of recidivism. Journal of Youth and Adolescence, 42(3), 454-465.
Sprott, J. B. (2012). The persistence of status offences in the youth justice system. Canadian Journal of Criminology and Criminal Justice, 54(3), 309-332.
Whitted, K. S., Delavega, E., & Lennon-Dearing, R. (2013). The youngest victims of violence: Examining the mental health needs of young children who are involved in the child welfare and juvenile justice systems. Child and Adolescent Social Work Journal, 30(3), 181-195.
DNA profiling is a widely known and used method in forensic science. This invention was a breakthrough for investigating criminal cases, since DNA comparisons made it possible to find the perpetrators of crimes and acquit the innocent more quickly and accurately. However, DNA profiling can be used as evidence only if other significant factors support the guilt or innocence of the suspect, since system failures or forensic professionals mistakes often lead to inaccurate results of the analysis.
DNA profiling has become one of the most significant discoveries in forensic science as it introduced a new method that allows detectives to solve crimes that could not be resolved earlier. This method appeared in the early 1980s, and the police found many criminals and were able to acquit the innocent by using it (Bright et al., 2019). For example, Sean Hodgson spent 27 years in prison for a murder he did not commit, and comparisons of his blood samples and spot at the crime scene showed that he is innocent (McGuire & Holt, 2017). Therefore, the essence of DNA profiling is to extract a DNA from biological substances left at the crime scene, such as saliva, blood, semen or hair. Types of analysis can vary depending on the availability of samples, suspects and other evidence.
The first advantage of DNA profiling is availability of different methods that are used for analysis, such as PCR, Mitochondrial DNA, STR and Y-chromosome analysis, since they allow scientist to examine even the smallest traces. PCR analysis allows scientists to select and copy data even from several skin cells or hair roots found at the crime scene (Mahajan et al., 2019). STR method evaluates specific areas (loci) that are found on nuclear DNA, which are unique to each person.
Mitochondrial DNA analysis provides data in the absence of nucleated cells, for example, in hair, teeth, or bones that are poorly preserved (Parker & Vronsky, 2017). The y-chromosome analysis only evaluates the male chromosome in cells, which allows the DNA of a suspect to be obtained from his parental relative (Parker & Vronsky 2017). Thus, these methods help to determine the identity of a person by extracting DNA from virtually any form of biological material, although each of them has its drawbacks.
Furthermore, there are various methods of using the obtained DNA, since, in many cases, the police do not have evidence pointing to a specific person. The simplest option is to take a sample from the suspect and compare it with the DNA found at the crime scene. The obtained data also can be compared database by using a computer program that detects matches. The UKs National DNA Database (NDNAD) was created in 1995 and is still in use today (Amankwaa & McCartney, 2019).
There is also a science of forensic epigenetics that can find the approximate age and gender of the unknown (Vidaki & Kayser, 2018). One of the less accurate, but still valid methods is to determine the DNA of a suspect by taking samples from his or her relatives (Parker & Vronsky, 2017). Consequently, multiple analysis methods provide data that is significant evidence in court.
Another benefit of DNA profiling is that it also used to find the identity of the victim, as well as the link between several crimes. In the first case, DNA profiling is a useful and essential tool if the victims body has been detected in the condition that makes it is impossible to identify a person. For example, if the body was mutilated as a result of a car accident or plane crash, fire, or in other circumstances. In this case, experts can take a DNA sample from the surviving tissues and compare them with the data in the database (Machado & Silva, 2019). This aspect is important both for the search for relatives of the deceased person and for the investigation of the crime, since the identity of the victim can indicate suspects.
Moreover, analysis of DNA from different crime scenes can also be useful for determining the connection between them. Such an analysis is necessary as a confirmation of the assumption of the activities of a serial killer, rapist or robber, since similar circumstances of the crimes cannot confidently state that they were committed by the same person. Such an analysis also can help solve unrelated crimes. For example, in Macedonia, a double murder of a married couple happened, and although DNA samples were taken at the crime scene, the offender was not identified.
However, five years later, a burglar suspect was arrested, and his DNA matched the blood left at the crime scene, as well as samples found during a double murder investigation (Jakovski et al., 2017). Consequently, the DNA profiling method helped investigate a crime that could have remained unsolved without this data.
An additional advantage of this method is a psychological effect of DNA profiling on a suspect. If the results of the analysis turned out to be blurry or not weighty enough to act as evidence in court, they can still help to get a confession. Most people are aware of the capabilities of forensic science to determine a persons identity by fingerprints and DNA, and they believe that the results of the analysis are indisputable evidence (Machado & Silva, 2019). For this reason, if a detective tells the suspect that the DNA at the crime scene coincides with his or her own, perhaps even partially, then this fact may force a person to confess. Thus, it can be noted that DNA profiling also has a psychological impact on solving crime.
However, DNA profiling also has several challenges for its use, the main of which are an inaccurate interpretation of samples, errors in identifying a suspect, and violation of data privacy. Modern technologies have become more sensitive, which is both a positive and negative aspect. Advanced technologies can extract DNA even from the smallest particles; therefore, quite often, samples from a crime scene can have cells not only of the criminal but also of another person who is irrelevant for the case.
According to Press (2019), scientists distinguish various DNA alleys that are displayed by peaks by analysing samples, and these peaks can be several, and they will be of different intensities. For example, on a knife that has become a murder weapon, particles of the epithelium of all the people who have been using it recently but not only the criminal can remain.
Furthermore, DNA can degrade over time or with proper storage and degradation. The samples are highly dependent on the environment in which they are found, the transportation conditions and even the storage status (Press, 2019). Also, if there is no well-qualified personnel to handle the testing and analysis, then there are high chances of the results not being viable. For this reason, the analysis can be distorted and incorrect and lead to an unfair decision. For instance, if the samples were damaged during transportation, then the criminals DNA also does not match one from the crime scene. Thus, a test cannot be the primary evidence of someones guilt or innocence.
Moreover, even if there is a persons DNA at the crime scene, he or she is not necessarily guilty. Firstly, a false accusation may arise due to a malfunction in the data system. For example, in 1999, Raymond Easton was accused of a robbery that occurred 200 miles from his residence due to DNA matching; however, Easton had Parkinsons disease and could not drive (McGuire & Holt, 2017). A match can also be detected due to the error of the expert who conducted the analysis. Such a case occurred in Manchester when test tubes with samples were mixed, and a young man was suspected of rape that occurred 400 km from him (McGuire & Holt, 2017).
Also, even if the DNA analysis was correct, the person could leave his or her mark sooner or later than the crime was committed, or the criminal intentionally left the DNA of another person. Therefore, many circumstances demonstrate that relying on DNA profiling in a court as reliable evidence is a wrong approach.
The collection and storage of DNA data can also cause ethical and legal concerns for citizens. Even if someone is proven innocent legally, his or her DNA information remains in the databases and can later be used for intrusion upon his or her privacy. In addition, in the event of a hacker attack on such a database, information can be stolen or changed to switch the data of the offender with an innocent person. At the same time, the maintenance of such a base by the state and the costs of analysis are financially disadvantageous, since, in Britain, the contribution of DNA profiling to crime detection is insignificant (Amankwaa & McCartney, 2019). Consequently, lawyers need to weigh the need to use confidential information in court.
In conclusion, multiple cases demonstrate that DNA profiling is a useful method for identifying a perpetrator or victim and disclosing crimes. Many effective methods of analysis allow police to find connections for building logical chains and solving even cold cases. However, at the same time, this method of analyses has many shortcomings, which are manifested in inaccuracies in determining the identity of suspects due to system failures, external or personal factors of employees. Consequently, DNA profiling can be used as evidence in court, but only if other significant factors support the guilt or innocence of the suspect.
References
Amankwaa, A. O., & Mccartney, C. (2019). The effectiveness of the UK national DNA database. Forensic Science International: Synergy, 1, 4555.
Bright, J.-A., Kelly, H., Kerr, Z., Mcgovern, C., Taylor, D., & Buckleton, J. S. (2019). The interpretation of forensic DNA profiles: an historical perspective. Journal of the Royal Society of New Zealand, 115.
Fernando, M., & Nilanga, U. (2019). Recent Advances in Forensic DNA Analysis: A Review. International Research Journal of Natural and Applied Sciences, 6(6), 18-30.
Jakovski, Z., Ajanovska, R. J., Stankov, A., Poposka, V., Bitoljanu, N., & Belakaposka, V. (2017). The power of forensic DNA data bases in solving crime cases. Forensic Science International: Genetics Supplement Series, 6, 275276.
Machado, H., & Silva, S. (2019). What influences public views on forensic DNA testing in the criminal field? A scoping review of quantitative evidence. Human Genomics, 13(23), 113.
Mahajan V., Padale V., Kudekar, D., More, B., Kulkarni, K. (2019). Hair a good source of DNA to solve the crime. Archives of Clinical and Biomedical Research, 3(2019), 287-295.
McGuire, M., & Holt, T. J. (2017). The Routledge handbook of technology, crime and justice. London: Routledge.
Parker, R. J., & Vronsky, P. (2017). Forensic analysis and Dna in criminal investigations: including cold cases solved. Paradise, Newfoundland: RJ Parker Publishing.
Vidaki, A., & Kayser, M. (2018). Recent progress, methods and perspectives in forensic epigenetics. Forensic Science International: Genetics, 37, 180195.
Any change in social life patterns has the potential to impact criminal patterns. With Covid-19, while shoplifting rates have declined by 75 percent in some places throughout America, the surge of the virus has resulted in Coronavirus-related scum (Deloitte, 2020). A significant number of criminal activities has shifted, and as technology advances, some of the potential future crimes will entail surveillance. Law enforcement agencies will have challenges with legal requirements and privacy issues in operating vehicles that demand law enforcement agency compliance (Fortenbery, 2016). Law enforcement agencies will be forced to regulate surveillance when conducting data collection and item transportation operations. Another potential criminal analysis issue will be DNA testing (Fortenbery, 2016). Technology advancements have combined several existing approaches in massively parallel sequencing (MPS). With the procedure, the capacity to sequence DNA has become more accurate and efficient, and criminals might use various evidence types and techniques to interfere with samples (Fortenbery, 2016). DNA processing advances combined with increased known sample databases will offer future criminal analysis challenges for law enforcement agencies.
One smartphone app that connects police departments with their constituents is SceneDoc, which enables police officers to gather notes, view constituents case files, issue citations, and complete FBR reports. The app provides a faster and more precise experience, richer information, and enhanced police safety while in the field (inTime, n.d.). The other law smartphone app that connect police to their constituents is USCop which provides law enforcement officers with over 1,400 content pages on training articles, case law resources, accident investigation formulas, law enforcement training modules, and pill identifiers, among others (inTime, n.d.). The other apps, by mention, comprise Miranda Warnings/Rights, PoliceOne App, First Aid App, Scanner 911, Notecam, InTime Scheduling App, Early Bird Alarm Clock, and Police Spanish Guide.
References
Deloitte. (2020). Future of criminal justice. Web.
To begin with, residents of Latin America have experienced numerous difficulties related to inequality: economic, social, racial, cultural, and political. Consequently, even after the independence of new nations, they still tended to be negatively influenced in their daily lives by cultural and social stereotypes and so-called norms. Individual leaders and a weak economy created new challenges for advancing politics and choosing reliable leaders. Overall, the repercussions of wars served as a constant issue on the path to independence to the nations located both in rural and urban parts of Latin America.
The end to the Spanish rule resulted in the destabilization of Viceroyalty, forcing people of new nations to choose their leaders and government for establishing an efficient legal system. Residents desired equity in their rights, no matter their race, gender, or culture, so they wanted to oversee & political and financial interests, provide justice to settlers and natives, and supervise the allocation of resources (Burkholder et al., 2018, p. 56). Still, it is crucial to note that political identity was a highly significant concern for creating new governments since the old regime needed to be replaced with new laws. However, the fact that numerous aspects of Spanish America were planned to be altered, it appeared to be challenging to achieve fruitful outcomes in all the tasks.
Another critical point is that the Spanish were intensely focused on creating and sustaining a democratic government prior to the new nations independence. However, as the multiracial society rejected such a perspective, it eventually became undemocratic (Burkholder et al., 2018). To be more exact, the government and political organizations were solely organized by the individual Spanish leaders. As a result, after gaining independence, new nations desired to alter the political aspects of the land entirely so that the members of the Spanish monarchy became simple citizens (Burkholder et al., 2018). By and whole, it was challenging to control every institution ruled by individual leaders and, therefore, some organizations remained untouched, which negatively impacted politics and the economy in Spanish America.
Furthermore, as the democratic practices still were not achieved, the political authority remained to be exercised. As a result, newly organized institutions were not supported and lost their significance to society since newly independent countries confronted centrifugal political threats (Burkholder et al., 2018, p. 191). The emergence of the strongmen, caudillos, resulted in the destabilization of formal institutions and, therefore, elections. However, the activities of strongmen focused on promoting political integration of the masses were negatively influencing state resources during the 1820s and 1830s (Burkholder et al., 2018, p. 191). Overall, even though the caudillos aim was crucial as they desired to enhance the political life of newly independent nations, strongmen contributed to the slowed pace of institution building.
The new nations also faced economic challenges due to the repercussions of wars. To be more exact, countries in Spanish America were economically devastated, along with the fact that the fiscal stresses of Spains wartime expenses exceeded regular sources of revenue (Burkholder et al., 2018, p. 197). The impact of strongmen on the resources of the new nations negatively impacted their chances of expanding trade, considering that limited resources reduced and constrained ambitions (Burkholder et al., 2018, p. 192). It is significant to mention that new countries also had considerable domestic debts, which limited their abilities to advance the economy.
To sum up, the new nations were coping with numerous difficulties all at once due to the negative repercussions of wars on their government and economy. As a result, not all people welcomed the new opportunities and remained undemocratic, which slowed the speed of political and economic aspects advancing. Furthermore, a weak economy of countries in Spanish America was a significant issue for new leaders since the domestic debts were enormous.
Bibliography
Burkholder, Mark A, Monica Rankin, and Lyman L. Johnson. 2018. Exploitation, Inequality, and Resistance: A History of Latin America since Columbus. New York: Oxford University Press.
According to Stavrianos, the response of China and Japan to western challenges was similar, but they later sought different ways which affected their modernization development (312). The western imperialism forced these two countries to re-evaluate their moves, as they had gone into isolation voluntarily in the 19th century. By the end of the 19th century, China and Japan had adopted the western reforms but they had different aims. China adopted the western style with the aim of preserving their culture while Japan on the other hand, went into modernization with all its might (Stavrianos 312). This led to Japan being recognized as a super power while China was at the verge of erupting into chaos.
China was evidently seen to respond slowly as compared to Japan, with a difference of decade(s). Japan sought western weapons at the end of the 16th century, and on the other hand, China sought the weapons at the beginning of the 17th century. Jesuit missionaries were invited by both countries but were exiled at different times; China in 1742 and Japan in 1612. China had a lot of fear on the negative influence western culture could bring in their traditions. They avoided seeking weapons from outside and even feared the effects Jesuits would bring to them, although they both (China and Japan) went into isolation in the middle of the 17th century (Strayer 18).
Industrialization brought about by the western culture, led to superiority of western military which forced china and Japan to forgo their isolation policies. China continued to be adamant to the changes and challenges posed, therefore the British declared war on them and later made them pay more. On the other hand, Japan learned from the mistakes made by china and instead adopted their policies. The policy Japan adopted reduced conflicts between them and the west and in turn they were given time to accept the demands made from west, a thing which did not happen with China (Teng 13).
China went into revolution in the mid 18th century and they opened their doors to western ideas, and laid strategies on how to industrialize China. This revolution however, threatened the interests of the west and led to collapse of revolutionaries, a thing which affected China for decades to come (Teng 14). The revolution in Japan was successful and hence they adopted a series of radical restructures. They worked alongside this phrase, what we must do, is to restructure Japanese kingdom and its people, and duplicate Europe in Japan and also the people of Japan to be much like the people of Europe (Strayer 19). In 1873, Japanese state modernized its industries and build new ones. Infrastructure in general was improved and expertises from advanced countries were brought to Japan.
The fruits of the response of China and Japan to western influence were realized later in the preceding centuries. Japan predicted the danger and or the intimidation of opting to go against the challenge of the west and acted quickly and in a mature way while China embraced the challenge with resistance. Japan opened its doors to rejuvenation while China on the other hand, welcomed the move of the west with cultural and traditional preservation in their minds. Japan used the western doctrine; experts, technology and the like, to their advantage. This made them powerfully grow as China plunged.
Finally, it is obvious even to date, that remorsefulness of China cost them a lot. The technology and the name Japan has can be traced back in the 16th and 17th century due to the measures and the response they took and showed respectively.
Works Cited
Stavrianos, L. A Global history: From Prehistory to the present, 6th Ed. Englewood Cliffs: Prentice hall, 1995. p. 612-314.
Strayer, S. The Making of the Modern world, 2nd Ed. New York: St. Martins Press, 1995. pp. 18-20.
Teng, S. Chinas response to the West. Cambridge: Harvard University Press, 1954. p. 13-4.