Western European superiority - better than Indians, the Chinese and Term Paper

Western European superiority - better than Indians, the Chinese and European neighbors- imperialist conquests and World War I - Term Paper Example The western part involved the N.E part of Belgium and France, whilst Netherlands opted to remain neutral throughout the war, and the British Empire as well, battling out with the then Prussia (Perry, et al 365). Scholars indicate that Western Europe forged ahead of other parts of Europe, and the world, including Asia. The western front had a b added advantage over the other parts as the part was better off in terms of use of artillery, firearms, armed ships and fortifications (Perry, et al 365). By the year 1800, the western front had managed to conquer numerous states as well as control major trade routes in Asia, particularly taking over Americans. Western Europe was well placed before the 1800, as opposed to China, Japan and the Ottoman Empire, as these countries had not had the expertise to use firearms to their advantage and the gun power technology (Bulliet, et al 268). The Ottoman cannons are indicated to be of poor quality and had to be re-melted for use (Bulliet , et al 268) . The military weapons for instance in Vietnam by 1572, were not worth re-using (Bulliet, et al 743). This fact places the Western empire at a better place than her counterparts, to an extent that the empire was exporting weapons to the Ottoman. In the case of Asia, Adas indicates that Asia was no exceptional, as they hired Western European militants to help them in the tactics of gun making and military organization (137). Among these military expertises include Napoleonic officers and the gun founders of the time (Perry et al 366). This is a clear evidence of the Western Front superiority that they were enjoying at the time- early 1800s. Despite the fact that China was more economically able as contrasted to the Western Front, its military prowess placed her at a better stance over other states (Adas 138). Though, at a later stage other countries outside the Western Empire began to develop in terms of military technology, for instance Japan and the volley fire, all these tactics a ccording to Selin lagged behind that of Western Front (2276). The military competition caused a lot of tension and instability in Europe. Adas also indicates that the able powers also become competitive economically (133). The ‘military able’ countries sustained productivity; thus, competition in Europe. Adas indicates that India joined in the arms race, and wanted to adopt the modern and sophisticated weapons and military tactics. This competition for arms led to clear warfare in the world, as all countries wanted to be prepared to deal with both local and foreign rivals (165). In a nutshell, one would argue that war was visualized as the path to prowess and prowess; thus, almost all countries globally flexed their muscles towards the arms race. Almost all leaders wanted to be likened to kings of military ability, notable example Louis XIV at Versailles, all in the battle to join in a ‘royal sport’ –war (Louis-XIV & Sonnino 173). Western Europe conq uered small states into her territory, and was continually on the move to outdo their military counterparts. Adas indicates that the efforts by Western Europe to advance in military technology, the move led to countries funding their armies, navies, all in an endeavor to improve it logistics and military techniques (134). Since the move to upgrade their military technique by various states did not last a day, Western Europe retained her position at the top of the world’s military league. However, it is important to note that Western Europeans considered themselves better than Indians, the Chinese and European neighbors, as the Western Empire did not face some of the challenges that the other countries were facing.

BSC (Hons) Social Work. Cross-Cultural Perspectives on society Essay

BSC (Hons) Social Work. Cross-Cultural Perspectives on society - Essay Example use practitioners and clients no longer speak the same language nor do they share similar/comparable cultural references and worldviews (Hawkins, Fook and Ryan, 2001). From an ethical perspective, multiculturalism has made negotiations through the ethical minefields of social work all the more treacherous. Suffice to say, as Bisman (2004) points out, the contemporary British social worker can no longer be guided by the ethical guidelines which inform professional British social work but needs to adopt a more universal, a-cultural ethical approach which acknowledges and respects the ethnic/cultural ethics of clients. From the theoretical perspective, this means that not only is a more multicultural professional ethics guideline required but that interventions strategies which address the challenges posed by the increasingly cross-cultural nature of the practice need to be developed (Walker, 2001; Scourfield, 2002). Not only has multiculturalism complicated the work of the British social worker from all of the theoretical, ethical and cultural perspectives, but contemporary social worker can find him/herself in a position wherein legal restrictions and regulations clash with professional duties and obligations. Given that since 1998 population and demographic changes across Britain were a direct result of the inflow of refugees and asylum seekers (Rees and Boden, 2006), social workers often find themselves in a situation wherein both their professional ethics and training dictate the imperatives of their extending help to members of this group while the law effectively constrains their ability to do so. In other words, considering that likelihood of the British social worker’s having, not only to counsel and help an ethnically diverse clientele but both refugees and asylum seekers as well, the chances of coming into contact with illegal immigrants who, despite their status are in dire ne ed of help, are high. As I discovered through personal professional