c

c
c
why is it that the government recognizes the important role of the
youth in nation building?
Brainwashing. Totalitarian governments try to remove the role of parents. And directly indoctrinate the
children to be good soldiers of the state.

USSR propaganda for example martyred a young boy called Pavlik Morozov. He essentially turned-in his
parents to the state.

http://en.wikipedia.org/wiki/Pavlik_Moro«
Pavel Trofimovich Morozov (Russian: ɉɚғɜɟɥ Ɍɪɨɮɢғɦɨɜɢɱ Ɇɨɪɨғɡɨɜ; November 14, 1918 ± September
3, 1932), better known by the diminutive Pavlik, was a Soviet youth glorified by Soviet propaganda as a
martyr. His story , dated to 1932, is that of a 13-year old boy who denounced his father to the authorities
and was in turn killed by his family. It was a Soviet morality tale: opposing the state was selfish and
reactionary, and state was a higher virtue than family love. His story was a subject of compulsory children
readings, songs, plays, a symphonic poem, a full-length opera and six biographies. The cult had a huge
impact on moral norms of generations of children.[1] There is very little original evidence related to the
story, much of it a hearsay provided by second-hand witnesses. According to modern research, the story
(denunciation, trial) is most likely false, although Pavlik was a real child who was killed. Morozov's story
was the basis of Bezhin Meadow, an unreleased film from 1937 that was directed by Sergei Eisenstein.

Other

1.The primary role of young people is to get a good education, to become the citizens of tomorrow. They
need to learn skills to do the jobs that their country's economy needs.

They also need to know how to read, write, think, understand, analyze, discuss the issues their country
faces. They need to learn its history, to be proud of its past, to understand its present, to chart the course
of its future.

Finally, young people can help to build a nation by becoming involved in social and political causes, such
as peace, human rights, and the environment.

2. The youth is the future of the nation. For example, the president was once a boy, he was once youth,
and he may not have been that interested in the welfare of the nation then, but he sure is now!! The youth
help build the nation by giving jobs to people, like teachers, pediatricians, Juvenile Delinquent instructors
(idk) the youth is what most people prepare their lives for«..

3. On top of being the future of our nation, they are also a 'tool' to show us how we ourselves act in
regards to the safety, welfare and raising of another, more fragile being. The way parents treat their
children is akin to the way a country treats inferior countries (in terms of economy, welfare, etc)

4. My knowledge is mostly limited to US history, but in the US youth made an important contribution
to the economy up until the Child Labor Act of 1916 was passed. Up until that time children could
perform almost any job that an adult could and did so for minimal wages. Having nearly every able-
bodied person working is akin to a "total mobilization" in the military sense - it produces the absolute
maximum output and allows for maximum growth of the economy.
c
c
c

Modern weapons have given youth a new and ominous role in nation building, that of being a
soldier. In previous times youth didn't possess the physical strength to be effective soldiers - swords
and spears are only as effective as their wielders are strong. The Kalashnikov type 47 rifle, Uzi
machine-pistol, and US M-16 rifle are all sufficiently light weight as to allow a 10 year old girl to fight
effectively on the modern battlefield.

5. You can certainly contribute to your community, which is part of your nation. Lots of teens participate in
clean-up efforts, housing rehabilitation (fix-up), literacy efforts (reading) and many, many other efforts.

Beware of movements to make your nation greater than other nations, or that promise that you will help
make your nation mightier, or stronger.

6.c
ccc
c
c

c
 
c 
c c c


cc c c c c
c c c cc
c


  c cc
c  c cc cc
c  
cc
c
c

c
c c

Muilding the youths: corner stone of nation buildingc

c c

c
My Staff on Jul 21, 2004, 19:00c

c
c

c
ccc
c c
 cc
c c
c c
c
c
c

cc c
c 
c
c
c
c


c  c
cc cc
c

 ccccc
c c
c
c cc ccc
c  c

c
 cc c

c
ccc 
c c
cc c

cc  c
c cc
c

c ccc
c
c c

cc
c c
c
cc
 c
 
c
c

c
cc
cc c c

c
cc
ccc
c
c
 c
c
cc
c c
c c c
cc c
 c
c
 c
 c

c  c 
c
c   c
 cc
c
c
! cccc

c
c
c  c 
c

c

c
ccc
"  c
#
cc c !c
 cc cc
 c
c
 
cc
c c

c
c
  c
cc c c c
c
ccc
c
c

cc
c
c
c
cc c c c c
ccc  
c

$c
c

%&
c

cc c
c

 
cc  c
c
c c
c
c

 ccc c
c

c
c
c
c c ccc
 c
 
c c
 cc
c" cc


cc
c

c
c c
c c
'ccc c
c
 c c

c


cc
c
#  c
c

c
c
c  c
c(c
   c c c
c
c

c c
c
c
c
c cc  c
c
 c 
cc
c

c
 
c c cc c cc
c

c
c 
c) cc
c c 

c
cc ccc
 c
c
 cc
c
c cc
c
c
c
 
c* c+ c
 c 
c
c
c
 c c
 c
c
 
c c
 c
c
 cc
c
 
c c
c
c
 
c cc
c
c
 
c c
cc
 c
c c
c

c
c 
cc
 
c c
c c c

 cc

ccc
c
 
c cc c
 c
 c
 c

c

  c
cc
cc 
c
 c c

 
cc
 cc
*

c
c c cc
c
 
c c
c c
 
c  c cc cc

c cc

 cc
(
c
c  c cc c
cc

c
c
c
c
c

c



c
c cc
cc
c
 
c 
c  c
c
c
c
   cc

c ccc c  cccc
c

c c
c
c  

c
  c
c c
c
c
c
c,c
c
c c c
cc

cc
c 
cc 
 c
c
cc cc
c
ccc  c
c 
 c
 c c
c cc
c 
cc
c
 
c
c
 
cc
c  c cc
c
c
c cc  c
c

c
 c
 cc
c
 
c
 ccc
ccc

c
cc c
  ccc c c
 c"
c 
c c c
c
c 
!c  cc 
c  
 
cccc
c  
cc
 
c
c

 
cc
c
c cc  c
 ccc
c c 
 
c cc
c
c
c c
c
c
cc
c c  
c cc
c
 
c 
cc+c

c
c   c-c c c
 c  cc
 c
c
c
  c c
c
 c

c
c
 .cc
/c%&
c

cc
cc  
 c c cc
c  c
cc

 0cc
c
Î c
c,
 c1c/c
c
cc  c-
cc
cc2 c*
c3 .c c
c
 c c
 cc c ccccc
c c
ccccc
c
 c*
c
cc,
c/c c
cc
c c cccc
c c

c c

c
cc
ccc c
c
c
 c  c
c
 
c 
c+c
c c
 c- c
c
cc 
c c 
c" c c
 c 
c
c
  
.c ccc
 c
c
 
cc
c
c
c  cc c

cc
c
 cc
c
c
 c
 ccc
c

ccc 
c* c ccc c
 
c
c


c c

c
c 
 c
 
c
c cc  
cc

c  c
c

c
c c

ccc !

!!

8
cc
c
cc4c+c
c

c
 cc c

 4cc  cc
 
 ccc
c
c cc
c c

c c 
 
c 
4c8
 c c   c  c
c

cc
cc cc c"  c  c
c4c*c
c

c  
c c cc
c
c cc c 4c
8
 c c
c c 4c8
cc
c  
c
4c*c
c
3


c
c
c5 
cc3
 
cc c c 
  c
c 
c c

c
c
c
cc 
cc
c cc 4c8
 c c

c6
c3
4c*c c c
c  
c
c
c c
 ccc  c
c
c
 
c 
4c


c c
c
  c 
 c
c   ccc

c

c 
cc
c
 cc c  ccc*
c
c c
c
c
c

ccc c" cccc
c
cc
c c
c c
" c
c cccc
c8
c
cc" 
c

cc c
cc
 
c
 c
c7c8  c9
 c:c

c7c2 

c2 c
c

 cc
 c
c
c
c
c

 c c cc
c
 
c c
 c c c cc
c
c

c
c
cc cc cc  
cccc c

c

6
cc
cc c c   c
c
c 
cc
c

 
c
c
c
 
c c
 c c   c
c
 c 
c

 c 
c cc
c cc
c
 c 
c
cc
c
c
c ccc
 
c
 c
 c c
 c c
 c
c 
cc
cc c
cc 
c
c
c
c c
c

7c cc
c+ 
c
c
cc-7cc.c c

 c cc
c-
 c c c
c c
c
cc 
c


c cc c
c c
c cc
 c 

c
c
c
c c
c

 c
c
c
c
 c
c
 .c
c c
c
c c
cc
 c c
c cc
c
c
c
cc
c cc
 
cc
c
cc c cc c
c c
 cc
c


c c c
ccc 
c
 
c
c 
cc

c cc
c c   cc
  c
c  cc

c

c
c c
c
cc cc 
cc
 
c

+c
c
c cc

 
c c c/ 
c 
cccc c c

c 
c
 c
cc c
 
 c
 
c 
c
c c
c
  cc

cc
c
c
c ccc
c
c c c
   c
c
c 
ccc
c c
c" 
c
 c
cc
 c cc c
c
c

c*
c
c
c
 c c
 ccc

c
c
 
!

·
c
c
 c

Nation-building
From Wikipedia, the free encyclopedia

[ation-building refers to the process of constructing or structuring a national identity using the power of
the state. This process aims at the unification of the people or peoples within the state so that it remains
politically stable and viable in the long run. Nation-building can involve the use of propaganda or major
infrastructure development to foster social harmony and economic growth.
c
c
c
Overview

Originally, nation-building referred to the efforts of newly-independent nations, notably the nations
of Africa, to reshape colonial territories that had been carved out by colonial powers without regard to
ethnic or other boundaries.[1][2] These reformed states would then become viable and coherent national
entities.

Nation-building included the creation of superficial national paraphernalia such

as flags, anthems, national days, national stadiums, national airlines, national languages, and national
myths. At a deeper level, national identity needed to be deliberately constructed by molding different
groups into a nation, especially since colonialism had used divide and rule tactics to maintain its
domination.

However, many new states were plagued by "tribalism", rivalry between ethnic groups within the nation.
This sometimes resulted in their near-disintegration, such as the attempt by Biafra to secede
from Nigeria in 1970, or the continuing demand of the Somali people in the Ogadenregion of Ethiopia for
complete independence. In Asia, the disintegration of India into Pakistan and Bangladesh is another
example where ethnic differences, aided by geographic distance, tore apart a post-colonial state.
The Rwandan genocide as well as the recurrent problems experienced by the Sudan can also be related
to a lack of ethnic, religious, or racial cohesion within the nation. It has often proved difficult to unite states
with similar ethnic but different colonial backgrounds. Whereas successful examples like Cameroon do
exist, failures likeSenegambia Confederation demonstrate the problems of
uniting Francophone and Anglophone territories.

Traditionally there has been some confusion between the use of the term ÷
÷÷ and that
of


÷ (the terms are sometimes used interchangeably in North America). Both have fairly
narrow and different definitions in political science, the former referring to national identity, the latter to the
institutions of the state. The debate has been clouded further by the existence of two very difference
schools of thinking on state-building. The first (prevalent in the media) portrays state-building as an
interventionist action by foreign countries. The second (more academic in origin and increasingly
accepted by international institutions) sees state-building as an indigenous process. For a discussion of
the definitional issues, see state-building and the papers by Whaites, CPC/IPA or ODI cited below.

The confusion over terminology has meant that more recently, nation-building has come to be used in a
completely different context, with reference to what has been succinctly described by its proponents as
"the use of armed force in the aftermath of a conflict to underpin an enduring transition to democracy." In
this sense nation-building, better referred to as state building, describes deliberate efforts by a foreign
power to construct or install the institutions of a national government, according to a model that may be
c
c
c
more familiar to the foreign power but is often considered foreign and even destabilising. In this sense,
state-building is typically characterised by massive investment, military occupation, transitional
government, and the use of propaganda to communicate governmental policy.
c

 c
 c

outh is the period between childhood and adulthood, described as the period of physical and
psychological development from the onset of puberty to maturity and early adulthood. Definitions of the
specific age range that constitutes youth vary. An individual's actual maturity may not correspond to their
chronological age, as immature individuals exist at all ages.

Age limits

The age in which a person is considered a "youth", and thus eligible for special treatment under the law
and throughout society varies around the world.

[5]
” "Youth... those persons between the ages of 15 and 24 years." - United Nations General Assembly
” "Time in a person's life between childhood and adulthood. The term "youth" in general refers to those
who are between the ages of 15 to 25." - World Bank.[6]
” The Commonwealth Youth Programme works with "young people (aged 15-29)."[7]
” "A person... under 21 years of age." - National Highway Traffic Safety Administration[8]
” "People between the ages of 14 and 21." - Wilson School District[9]
” "Youth; an individual from 13 through 19 years of age." - Alternative Homes for Youth, In
c

rr National Youth Leadership Council

From Wikipedia, the free encyclopedia

The [ational outh Leadership Council, or [ LC, is a national nonprofit organization located in Saint
Paul, Minnesota that promotesservice-learning in schools and communities across the United States.
Founded in 1983, NYLC is led by Dr. James Kielsmeier, and is the host of the annual National Service-
Learning Conference. The organization is a proponent of service-learning and national service in the
United States.[1]

History

Founded in 1983,[2] to "create a more just, sustainable, and peaceful world with young people, their
schools, and their communities through service-learning", the National Youth Leadership Council began
c
c
c
[3]
hosting the National Service-Learning Conference in 1989. In 1993 the organization became the main
[4]
training and technical assistance for the Corporation for National Service focused on service learning.

[edit]rograms

The annual National Service-Learning Conference draws approximately 3000 participants each year that
represent every state and 35 countries. NYLC led a student news team to the Presidents' Summit in 1997
and cosponsored the subsequent 2000 National Youth Summit in Orlando. NYLC programs have
included partnerships with schools, colleges, major corporations, government, faith-based organizations
and other nonprofits. According to USAID, between 1993 and 1996 NYLC created successful literacy,
vocational education, and public service programs for over 200 former militia and unemployed young
adults through the Somalia Youth Service Corps. The organization built an adventure and service-
learning training model for a residential camp near Nairobi that involved both in- and out-of-school youth
from rural urban areas.[5]

NYLC publishes an annual research publication, « ÷
 « 
÷

that seeks to document the

scope, scale, and impacts of service-learning. Five full editions are now in print, published every year
since 2004. Each edition features a series of topical research articles from leading scholars in the field as
well as qualitative profiles of several U.S. states and territories and, increasingly, state-by-state data on
[6]
service-learning and positive youth contributions.

In 2008, NYLC released the  
 ÷÷ 
÷ 

  
  
 that detail the eight
standards of quality service-learning, with three to five accompanying indicators for each standard. The
standards are the result of a national review process that began with research from the field and vetted
the previously-published 

÷
  ÷

 
 ÷÷ through a series of reactor panels to
arrive at the final document.[7]

NYLC recently launched the Generator School Network (GSN), a community of schools with staff
passionate about service-learning that have joined together to learn from each other and improve their
service-learning practice.Through the GSN, educators are able to connect with other schools and experts
in the field that share a common set of ideals. Members of the GSN are able to access exclusive
resources created both by NYLC and the larger service-learning community. These resources are tied
closely with the K-12 Service-Learning Standards for Quality Practice and the Service-Learning Cycle for
a unique approach to professional development.
c

c
c
c
c
c

c 
ccc


 cc c c

c c
c  cc

8

c
c
c ccc$cc
 c
c
c
cc
c cc
 c c c
cc

5 c/ c

+
c
c
c c cc
c
cc
c
c
 
c
c cc
c
" c
c
c

' ccc  cc
ù

ù


±
c
 
ccc  c c
c  
cc c
±cc
'  


cc  c 

 c
cc

c
c c
cc 

c
cc

c#
c c c
c cc;* cc 
c
c;cc
'



±8cc
c c
 
c
c c
c
c
 cc
c

c
c
c
 
$c
 c
ccc

 c
c

 cc c
c
 c
 c
cc
c
  c
c
cc

c   $c
ccc
 c
cc c
c
c
 cc
 cc
c c cc
 cc
c   c
c
 
c

c
c c

c c
cc
c cc
 c
c
c
c
 c


c c
" c
c
 cc
c c
cc c
c   c
c
c
cc
c
c ±cc
'  

  

8
;c
c
c
 c
c cc

c cc
 c
c  c

 c
c6
;c
 c
cc
+
c  c
ccc+4c
5  
c c
c  cc
+
c c
c cc cc$c
+
c
c
c
c  c c


c
ccc ccc
'
 


*
cc
c*c  c c
c
cc cc*c c c*c
c c
c c
c
 c  c cc  cc cc
'



c
c
c
7
cc
c cc
c*c
c

c
c
c
cc
c
c 
 c

'c 

c
c
c 
 c c
c
c
 c
c
c
c
c

 c c± 
±c c c
c
c
c6

cc  c c
c 
c

cc  c
c  c c
c cc

c+ 
c
cc c


 c5  c
c0cc
'

ù
 

8c
c
c  cc
 

c
cc

 
cc
 c
ccc
cc

cc 
c
c
c
 
cc
c
c  c

c
 c

c
c

cc
 

c
c
c
 c  c
cccc

c
cc
c
 
c c
c
c
c  
c c c
c
 
cc c
   c
 cccc 
c  c


c

c
c

 cc 
c
c
c
c

c
cc
 
c
c 
c

cccc 
c c<c

ccc
cc cc8cc
c

ccc
c  ccc
'

 !
 
"#



cc
c cc
c

c*cc
c
c
c
 c*cc c
c c
c
 ccc*c  c c
c
c
cc
'$

%$
&
'
  

6
c c c

c
c'  c
cccc
c
c

c
c
c+ 
c c
cc
c
c
 ccc
cccc

c
c
c
 cc
' 


2 c
c cc c c c
c
 c c 
c
c c+
c c c
c
c c


 c
c   
c
cc
c
c  
c
 cc
c 
cccc
'




*cc
c
cc
c cccc c
cc 

c
c
c c
cc
 cc 
cc
ccc
c c8

c*cccccc 
c
cc  c
c cc c c
c
c
cc"
c c
c
 
cc 
cc
' 

* c c
 c cc    
c cc c
c
c c
c
c
c c6
c
cc
  
c c c c 
c c  c

cc
'  
( 

Praisec
candcicillcrser c
A
  
c
c
c
c
’ eciscliscandcr elcencicnderesimaesc
 c
' 

 cJ


  
J   
c
c