The process of nationalism had a greater impact on the world than the process of imperialism. The ideas and processes of nationalism and imperialism were both rooted in the notion of superiority. Although the processes for both became more intertwined during the 19th century, it is important to distinguish the two to understand how and why one process had a greater impact than the other. A great impact was felt through Europe and the world when imperialism views were strengthened by components of nationalism, which inspired a determination for global colonization. There was a lot of attention given to colonizing at that time for political and economic endeavors, as well as to educate and rule over supposedly uncivilized people groups. In some instances, colonizing occurred in the name of Christianity. Imperialism expanded throughout Europe and the world during the 19th century to create empires. Reasons for countries to colonize in the 19th century was to influence people in other lands, conquer those people, and demand direct rule over them. Also, to vie for economic power and prestige, and a desire to educate and govern groups of people that were considered backward. Because of the Industrial Revolution, Europe had the technological resources and superiority to colonize and command allegiance. Countries in the 19th century tried to expand their territories by dominating other lands for their resources to profit from those resources. For example, Europe took resources from India, like cotton, back to Europe where the English manufactured it into thread and cloth. After the process of using cotton to manufacture products, the English merchants exported the goods back to the Indian markets for a profit.
Not only that, imperialism processes were not easy to achieve and were often unsuccessful in the end. In fact, most of the time imperialist spent their energy subduing rebellions that arose in colonies they had acquired. Additionally, the intensity for imperialist to colonize induced strong feelings among the countries in Europe, causing rivalries with one another to worsen. European countries scrambled to colonize in Asia and Africa, but mainly in Africa. Europeans scrambled to colonize the last available land in the interior sections of the African continent from 1880 to 1914. For example, the Dutch were an established power in an area of Africa known as Cape Colony until the British had taken it from the Dutch. They had been a principal enemy to the British as the British Imperial authority grew. Also, in 1884 Britain and Portugal came close to going to war with Germany over the African colony, Congo. They also wanted free trade along the river. As a result, to regulate colonization, Europe attended the Berlin Conference to regulate power and trade in Africa. The rivalries among European countries eventually led to the onset of World War 1 in 1914. Another example of the imperial process that did not work well happened when imperialists ignored the importance of combining or not combining groups of people with differences together in one kingdom. People with different belief systems, such as those with different ethnic, linguistic, religious backgrounds did not always come together in harmony. For instance, Britain thought they could incorporate several kingdoms with cultural differences into one Nigerian kingdom. The end-result was tension in a newly blended kingdom.
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To further complicate the imperialistic processes, Europeans used Christianity to as a reason to colonize Africa in an effort to seize power globally. With the goal to seek power, “an attempt to augment political and regional influence, nations like Great Britain and France needed a justification for expansion.” There was the idea that Africans were uncivilized and uneducated, whereas the Europeans were far superior. “Essentially Christianity was a guise by which Western governments justified the exploitation and conquest of African nations.” Therefore, the imperialists were often unable to control or dominate regions with their influence or through direct rule successfully. Nationalism in the 19th century was an idea that a country could distinguish itself with a national identity. A strong sense of nationalism swept through Europe after the Napoleonic Wars. “With the rise of Napoleon Bonaparte and his conquests across Europe, these French ideas quickly spread to neighboring regions as country after country fell victim to Napoleon’s powerful army.” Napoleon inadvertently unified European countries into nations with his ideas of equal rights and nationalism. Although revolutions occurred, the results were rarely successful, but out of the revolutions and Napoleon’s conquests, there were people groups, like Czechs, Germans, Italians, Magyars, Poles, and Slavs who became aware of their national unity. Their intense sense of national unity occurred when they identified with one another culturally and linguistically. Subsequently, discontentment among the Italians and Germans also ignited a strong sense of unity after Napoleon conquered Italian and German states.
The European nations were inspired by ideas of liberty and nationalism consisting of traditions and common geographic spaces. Consequently, countries all over the world took pride in who they were. “Nationalism, with its ideas of patriotism and ethnic superiority, contributed to imperial ideas since it inspired competition among Europeans who desired greater national glory and pride,” including the United States. Europe and the United States obtained colonies and wealth through overseas acquisitions which were entangled with the impulse for national greatness. It is believed that nationalism was a natural occurrence while others believed nationalism was stimulated by governments. For instance, there were governments who increased patriotism through mandatory military service, honoring national heroes, or by implementing patriotism in school curriculums. There is also a belief that the growth of people in urban areas resulted in people wanting to identify as a nation. They wanted a sense of belongingness. In conclusion, imperialism and nationalism were interconnected in the 19th century. Both concepts were rooted in a belief that countries were more superior than others. In order for the more superior countries to advance their acquisitions politically, economically, and for the good of man, military force was used to acquire and colonize people groups. To differentiate the two processes, imperialism was a conquest for raw materials, wealth, land and to civilize native groups in other lands.
Imperialism was also about taking over with force, whether by military force or by forcing policy and control. As for nationalism, in many cases, was an outgrowth to those that were conquered. The greatest possible outcome to an unfortunate military force, Napoleon’s conquests, was the spread of nationalism throughout Europe and the world. Nationalism has had a greater and lasting impact on unifying countries into nations. It was nationalistic ambitions that inspired imperialism to grow, therefore nationalism had a greater impact on the world.
Child Advocacy Agency Paper: Troubled Youth/Youth Outreach
Association House of Chicago is a vital resource center to underserved, multicultural communities while providing collaborative programs. They have worked with Chicagoans since 1899 to help those lead more positive and productive lives. This makes it one of the oldest “settlement houses” in Chicago. They offer many services to families to meet immediate and long-term goals and serve every demographic and age group, from children and young adults to working parents and the elderly. Association House’s mission statement is “We serve a multi-cultural community by providing comprehensive, collaborative and effective programs in English and Spanish. We promote health and wellness and create opportunities for educational and economic advancement.”
Association House High School is just one of the programs offered at this agency. They understand that high school may not be the same journey for everyone, therefore, it is not a traditional high school. It is an Options school that offers students a second chance to earn a diploma. An opportunity for those who did not reach their goal in a traditional public school due to challenges such as impersonal classes, family challenges and any other. The high school program offers a second chance to 16 to 21 year olds who have been left behind by traditional public schools. The school’s personnel tailors their services to each student’s individual, social and family needs. The program includes Individualized instruction that is available through small class sizes and mentoring opportunities. Youth leadership development, offering students the opportunity to lead student organizations or create their own events.
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Development and life-skills training includes problem solving and conflict resolution, community and school involvement, family and peer relations, as well as internal and external referrals. Special Education and Counseling programs include Vocational Counseling and College Placement, Individualized Tutoring and Family Literacy Program. The Family Literacy Program targets children of students enrolled in the High School to address the struggles and success of two generations at once. They provide daily on-site child care, early childhood education, family activities, and parenting workshops. All while on a schedule that is similar to the high school schedule so the parents can be at ease. Extra-curricular activities are also available while providing youth with a safe, structured and educational environment after school. These after school programs and services include supplemental education services, gay straight alliance (GSA), student leadership, yearbook/literary magazine, basketball team, and student-teacher band and art classes. The Association House High School offers programs through mentoring and tutoring services to ensure students are well prepared for graduation and to help create pathways for college, trade school, or the workplace. Overall, their goal is “to prepare a successful, productive and compassionate members of a diverse, competitive and global society.”
Youth Outreach Service is an agency that is primarily focused on helping at-risk youth in the Chicago area to reach their potential. They care for teens that may be facing challenges at home, in school and in the community. By providing community-based support to the youth they help them meet challenges head on, discover their strengths and make healthy choices. They provides critical services in some of the neediest communities in and around Chicago. For many clients, the severity of their struggles are the reason why they are unable to succeed in life. YOS understands the challenges the youth may face so they create opportunities to help them grow. Their mission states “Youth Outreach Services promotes the strengths and abilities of youth and families by providing community-based services that empower and enrich each to face life’s challenges with confidence, competence and dignity.” Their goal is “to inspire positive development so clients and their families can face challenges with confidence with the ongoing support they need to thrive for a lifetime.” YOS provides comprehensive services from four different service areas depending on each client’s needs. These include Counseling, Prevention, Child Welfare and Juvenile Justice.
The Counseling services offered help youth learn how to overcome challenges and make necessary changes to live healthier lives. They believe that youth most often feel supported when they have a safe place to talk and deal with issues. All youth receive a comprehensive assessment and are matched to services that best meet their needs. Intervention services are delivered through a combination of individual, group and family counseling. Their behavioral health services include crisis intervention, substance use intervention, and mental health counseling to help youth and their families address and deal with challenges that affect their relationships at home, in the community and at school. The prevention services help youth and their families develop the skills and opportunities they need to pursue positive activities and make good choices. The Youth Prevention Education program addresses a potential threat before it becomes a problem as it is the best way to impact positive change. The substance abuse prevention curriculums designed to reduce the onset of the first experience with alcohol and other drugs, and to change youths’ perceptions about substance use.
The Pregnancy Prevention offers comprehensive sex education in school settings for middle and high school students. Abstinence education is their first method of education but program also covers effective contraception methods. The program uses multiple approaches to encourage youth to delay their first sexual experience, to reduce first time teenage pregnancy, to prevent second time births and sexually transmitted infections. Summer employment is also offers as a form of counseling to help them participate in positive environments. Some of YOS’s community partners include schools and educators, community organizations and social service agencies. They offering training workshops and assistance to support youth and families as they address and overcome difficult issues. The Child Welfare program prepares youth for independence while living in safe and stable homes. The Transitional Living Program serves youth ages 17 to 21 who are involved in the child welfare system. It helps them learn the life skills that are needed to seek higher educa¬tion, pursue a career and transition successfully into adulthood. They believe that a safe and nurturing environment is key to a child’s success and happiness. The Juvenile Justice services provide alternatives to detention, services to youth awaiting court, and support for youth reentering the community. They believe that by finding community-based alternatives to incarceration will help break the cycle of further involvement in the juvenile justice system. These detention alternatives include Evening Report Center (ERC), Day Reporting Program, and Diversion & Reentry Services.
BUILD is a respected and leading gang intervention, violence prevention, and youth development organization based on Chicago’s West Side. It has helped thousands of at-risk youth escape gangs and violence to become positive leaders of their communities. Their mission is “to engage at-risk youth in schools and on the streets to help them realize their potential and contribute to our communities.” They focus on hard-to-serve youth in some of the most challenging neighborhoods. They also focus on developing relationships and forming bonds with the youth in the program. By building trust and lasting bonds they let the kids know that they have an advocate, a support system and people with high expectations for them. Their programs include Growing hope: prevention, Saving lives: Intervention and Building futures: Education.
At the growing hope program the youth are engaged with a wide verity of school and community programs. These programs spark interest and help create positive habits, all while giving them a sense of accomplishment and empowerment. They are given the tools to make positive choices such as, academic assistance, life skills workshops and social activities. Some of the programs include, academic tutoring, leadership development, and sports. This prevention program help the youth become the next generation of leaders in their community.
