Social Movements During The Vietnam War - 1709 Words

Throughout history, the majority of U.S. citizens have always supported their country’s involvement in wars because it has always benefitted them through economic booms and unifying effects on the nation. However, one of the most important social movements in American history was the Antiwar Movement, which took place from the 1950s to 1970s but mainly during the 1960s when the U.S. was involved in the Vietnam War (Kowalski). Most protests involved â€Å"teach-ins† at universities or draft card burnings (Kowalski). In April of 1967, the Student Mobilization Committee organized a mass card burning in Sheep’s Meadow, NY and in October of 1967, one of the largest antiwar marches took place in Washington D.C. (Galt, â€Å"Putting Principles Behind†). The movement was about trying to convince the U.S. government that involvement in the Vietnam War was not worth the deaths of thousands of Americans and to back out of the war (Galt, â€Å"A War in Asia†). Mostly college students and middle class white Americans were involved in the antiwar protests (Baron, Scinta). African Americans were also against the war, but were preoccupied with fighting for their own civil rights at the same time (Galt, â€Å"Putting Principles Behind Bars†). Those against the war were known as doves for their peaceful nature and those supporting the war, mainly WW2 veterans, were called hawks because of their predatory nature (Galt, â€Å"A War in Asia†). Women were also involved, serving as nurses and counselors for veterans andShow MoreRelatedEugene McCarthy ´s Speech Against the Vietnam War1305 Words   |  6 Pagesagainst the Vietnam War? From the early 1960s up until the year 1973, America was going through the Anti-War Movement. The movement had many leaders, supporters, and followers, including Martin Luther King Jr., Eugene McCarthy, and Robert F. Kennedy. The Anti-War Movement took place in order to demand the government put an end to U.S. involvement in Southeast Asia and to stop the escalation of the Vietnam War. On December 2 of 1967, Eugene McCarthy gave his â€Å"Denouncing the Vietnam War† speech in theRead MoreEssay about Analyzing the Civil Rights Movement and the Vietnam War727 Words   |  3 PagesAnalyzing the Civil Rights Movement and the Vietnam War In order to validate the statement, â€Å"The years from 1952 to 1975 in U.S. history were marked by tremendous political and social turmoil that led to major changes in American society,† one would have to evaluate the role played by the Civil Rights Movement and the Vietnam War in bringing about and contributing to those changes. The purpose of this essay is to evaluate whether or not the Vietnam War and the Civil Rights Movement indeed contributedRead MorePresident John F. Kennedy : A War On Poverty And The So Called Great Society1021 Words   |  5 Pagesdomestic program. During his presidency, he was not able to implement his promises successfully. â€Å"Without a clear Democratic majority in Congress he was unable to increase federal aid to education, provide health insurance for the aged, create a cabinet-level department of urban affairs, or expand civil rights† (Tindall and Shi 1050). His successor Johnson, committed to New Deal Democratic Liberalism, launch ed a War on Poverty and the so-called Great Society, a large array of social reform programsRead MoreLosing Vietnam On The Home Front1672 Words   |  7 Pages Losing Vietnam on the Home-front Forty six years have passed since the United States officially stopped their involvement in Vietnam. Not since the Civil war had the country been so torn. Every American family was impacted, losing husbands, sons, and daughters. Over fifty thousand Americans were killed and many more still suffer deep physical and emotional scars . 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The U.S. involvement in Vietnam began with Harry Truman aiding the French in an imperial war from 1946-1954Read MoreDomestic Changes After Cold War1071 Words   |  5 PagesThe Cold War, lasting from 1945 to 1991, was a period of time where the United States undertook a numerous amount of social, physical, and domestic changes. As the nations economy prospered due to the war, the citizens grew more comfortable with certain social modifications. In other words, the American state of mind changed which left the country vulnerable to various changes in domesticity. As the country furthered from the likelihood of econom ic depression, birth rates increased as well as marriagesRead MoreThe Vietnam War: A Brief Analysis1396 Words   |  6 Pages Still, even though the Cold War is over, there are many reasons why the history of the Vietnam War should remain fresh and the effort to grasp both the war and the antiwar opposition remain essential. The Vietnam War is, of course, an episode in military history. The episode’s setting is during the Cold War in Vietnam and the central theme of the episode was to pit capitalism and or democracy against communism. In light of this, the movement against the Vietnam War could be said as one of the greatestRead MoreHow Music Affected the Anti-Vietnam Movement1226 Words   |  5 Pagesconflict is big enough, war. There have been many great battles and wars in the past, but one of the most controversial and protested war in human history was the Vietnam War. As World War II ended, the young males returned to their homes. They began families which brought a s ignificant number of new children into the world. This dramatic increase in the number of births is called the Baby Boom. The Baby Boomers were new generation of people. As the world started to recover from the war, time passed, butRead MoreSocial Changes During The 1960 S1254 Words   |  6 Pagesthe social, political, and economic spectrums. These social changes involved challenges to the conservative status quo of the time. Parts that contributed to this social revolution were new developments in the Feminist Movement, the Civil Rights Movement, and a rebellious counterculture. The political changes of this time period were embodied by the continuation and extension of the Vietnam War, new laws pertaining to civil rights, and the emergence of a the New Left. Economic changes during the

Clientelism, Tribalism, and Ethnic Conflict in Africa Free Essays

string(26) " trade and other bonuses\." In this essay I will firstly examine and break down the components of the question. I will separate and clarify the meaning of Clientelism, Tribalism and Ethnic Conflict and deal with each of these as separate enterties. Although I will argue each of them on a separate basis. We will write a custom essay sample on Clientelism, Tribalism, and Ethnic Conflict in Africa or any similar topic only for you Order Now I aim also to show the complex interlinked relationships between the three themes, and argue that because of this the central argument of the question is not easily agreed or disagreed with. My main argument however, will be to disagree with the central question and advocate that Clientelism was a part of Africa’s tradition long before any notion of modernity and colonial influence was present in the continent. I will provide empirical evidence, which supports the inherent presence of Clientelism, and also show how it has strong links with Tribalism, in both its history and modern perpetuation. Tribalism however is a different matter and I agree with the central statement and advocate that modern African tribalism and notions of ethnicity were mainly a direct result of colonial imposed modernity restructuring. For the final part of my answer I will provide an argument that African ethnic conflict lies somewhere between the two extremes, that it was present in African society before colonial modernity and it was further exacerbated by the restructuring that colonialism brought about. In my conclusion I will further justify my arguments and advocate a thesis for future development in Africa on tribalism, ethnic conflict and clientelism. Whether clientelism, tribalism and ethnic conflict were a product not of tradition but of modernity in Africa and a type of development is a difficult and complex question in many respects, but one to which I have a strong argument. To study this it would be practical to firstly define what I shall mean by modernity and â€Å"the type of development† in relation to the main statement, as it will form the crux of my argument. By modernity and type of development in Africa I will be focusing on colonialism and justifying whether clientelism, tribalism and ethnic conflict were present before the arrival of colonialization or whether they emerged from the new society that restructuring colonial development brought with it. I believe through looking at African society in its modern context and studying empirical data that it is evident to determine whether the three main themes of this essay where present before or a after product. What is not so clear however is the complex linkages between and the contexts they operate in. I advocate for instance that it is impossible to separate out clientelism from tribalism, and that ethnic conflict is closely related to both of these. Due to this in order to justify and construct my argument I must separate out clientelism, tribalism and ethnic conflict and study them individually. Clientelism To determine from what circumstances Clientelism in African emanated it is important to define the term itself and what it means in African society. Clientelism is also known as patron-client relations/politics, and in its modern form is highly evident in African society. This clientelism is an exchange between actors who have unequal balance of power, one being weaker, and the other being stronger. It is the patron who is the more powerful and the client who is normally the weaker of the two. The exchange between client and patron is formed when the more powerful patron offers something, be it scarce resources or protection to the weaker client. This weaker client offers something back in return, perhaps support or other services to the patron who is in a more dominant position. † bound up with important ties of reprocity linking those who are related within networks of vertical relationships. Clientelism can be viewed on both micro and macro levels as a phenomenon of African society (although it is evident elsewhere),and to assess from where this Clientelism originated from it is necessary to see where it is present in modern society. In modern day Africa these patron -client relationships are most visible in the political arena. I argue that clientelism although it is pervasive in African politics did not emerge as a direct result of colonisation, which most people would view as the birthplace of modern African politics and political institutions as a result of the restructuring of African society. Instead I advocate that Clientelism, although present in modern day politics was in place well before the colonial era and was present in tradition and the era before any notion of modernity was in Africa. I believe clientelism was evident in the traditional African way of life. Pre-Colonial African society was in terms stateless. There was no formal state. African society was based around a system of patron-client relationships, which were the fundamental core of society. Where there was no state there was no other system, in a vast continent holding various competing tribes and peoples in order for there to be a ‘society’ arbitrating, protecting and trade were all centred around these unequal deals between various networks. â€Å"The power relations of pre-colonial Africa were typically of patrons and clients. ‘Big Men’ presided over intricate networks of clientage involving reciprocal but unequal relations with ‘small boys’, as well as power over women and children and those held in the diverse forms and degrees of servitude of pawnship and slavery. 2 Patron-client networks as evident today I argue are based around extended family (and later as I will discuss) tribal loyalties evident from traditional African life. â€Å"African communities were pervaded by relations of domination and dependence, based on patriarchal power exercised across differences of genders and generations, lineages and clans, languages and cultures. â€Å"3 The arrival of Colonialism and modernity had utilised these already existing patron-client relationships and used them for their own ends. The colonial administrators sought chief headmen and perpetuated clientelism by supplementing their meagre salaries and earnings they gained from their official positions with monies gained from trade and other bonuses. You read "Clientelism, Tribalism, and Ethnic Conflict in Africa" in category "Papers" (Berman) â€Å"Chiefs and headmen were the essential linkage between the colonial state and African societies. This relationship typically took on a patron-client form, and had several important and contradictory consequences. â€Å"4 So I argue rather than colonialism creating these patron client linkages it merely utilised them. I believe that clientelism at it is today stemmed from the traditional African societies. So to reiterate African society pre-colonial era although traditional was not so natural and traditionally uncorrupted to be devoid of the practice of clientelism that we so readily see as corruption today. That is was present and a working framework for society. â€Å"The other runs the risk, in reaction, of idealising the virtues of a pre-colonial era supposedly devoid of corruption, the growth of which is supposed to have been caused by the perversion of the social order induced by the arrival of the colonialist Europeans. â€Å"5 I argue that modernity and the formation of formal political institutions and frameworks of power merely perpetuated Clientelism and provided new avenues for the patron-client relationships based on new networks of power. What had always gone on before merely was allowed to operate in a new arena. African politics became â€Å"politics of the belly†, where individuals used public office for private gain. The scarcity of resources in Africa being as it is, if one person holds an office where he/she controls resources or power politics becomes a way of utilising patron-client networks to distribute these resources and gain support and power. made patron/client relations not only the fundamental mode of access to the state and its resources, but also, as in pre-colonial society, the fundamental relationship between ordinary people and those with wealth or power. † As before in pre-colonial society clientelism formed the basis of a persons power through the number of people he had domination and arrangements over, now in politics a persons political power is based on how many people pledge support through reciprocal client-patron networks in return for favours. Clientelism hasn’t been formed it has merely morphed into a new generation of deals. â€Å"Where land was plentiful and populations small, wealth and power were measured in control of people, in having a large following of family and non-kin dependants. â€Å"7 In politics this clientelism has become diverse, not created by modernity but adapted for its use in formal political positions. Peter Ekeh (1975) described this as being the formation in African society of two publics, where Clientelism has been and always is the norm. That the same political actors act in both systems of a Civic public and the Primordial public. The citizen in the Civic public works in the beaurocratic institutions of the state, in a supposedly amoral system. The citizen takes from his position and gives nothing in return. This is through clientelism and a network of contacts where state resources and power can be distributed in this way. However the same person in his Primordial public, largely associated with ethnic tribalism and belonging to an extended family/ community, gives out and gets nothing in return. Due to the kinship of this the actor is expected to do good for his own community, by using his political position. The key idea in Ekeh’s case then is that the ‘good man channels part of the largesse of the civic public to the primordial public. ‘ This shows the complex links between the old clientelism networks and what I will argue as the more modern artificial tribal relationships in African society. Tribalism Tribalism in its present form in Africa however is not a traditional aspect of African culture I argue as Clientelism had been, but a product of the development imposed on the region by Colonialism. Colonialism and the social and economic changes it brought with it ‘created’ the sense of tribalism and strong ethnic identities that are present in modern Africa. That tribes were not traditionally based but created in a means to gain power, resources and recognition in the process of colonial modernising. â€Å"The accumulating weight of evidence shows that African ethnicity and its relationship to politics is new not old: a response to capitalist modernity shaped by similar forces to those related to the development of ethnic nationalism in Europe since the late nineteenth century. † This is not to say there were not tribes in the pre-colonial era, but I believe what tribes existed there were, not so ethnically divided. That the tribes were various groups of mixed race and language peoples who were in a constant state of flux, without the fixed ethnic boundaries one finds today. â€Å"Pre-colonial political and socio-cultural boundaries were marked by fuzziness and flexibility; and Africans existed within a reality of multiple, overlapping and alternative collective identities. â€Å"9 What created these tribal identities therefore if they were not present in traditional African society was the arrival of colonialism. Europeans were of the assumption that African tribes were the basis of society. That the tribes had neat compact boundaries and consisted of culturally identical peoples. This assumption I argue was the basis for tribal creation, as the missionaries especially and other state institutions sought to formalise and categorise these tribal units. The recording of culture and the teaching to a whole area of a ‘supposedly’ local language, which in many cases was merely a local dialect, began to bring differing peoples together. This wiped out some cultural differences and creating false collectives of tribal peoples often not historically related, but brought together by colonial boundaries. â€Å"The ideology and culture of colonialism, especially in the imagining of African societies by colonial officials and European missionaries, provided the dominant cognitive context moulding the invention of tribes and their customs by Africans themselves. â€Å"10 If the colonial rulers and administration could claim links with these tribes then, through working with the ‘traditional’ ruling groups in Africa they gained legitimacy in their operations and ruling of the area. By working with these fixed tribes, the colonial rulers could fragment and control the local populace by breaking it down into smaller loyal groups. In reality the creation of tribes made it easier for the colonial beaurocracy to rule. â€Å"Each administrative unit ideally contained a single culturally and linguistically homogenous ‘tribe’ in which people continued to live within the indigenous institutions and were subject to ‘tribal discipline’ through local structures of authority. â€Å"11 Although this was a key issue in the creation of Africa tribalism however, I believe that the stronger reason for the formation of tribes was for political gain and recognition. Due to this European notion of African tribalism, in order to hold power with the colonial administration actors must be part of a clearly fixed ethnic group. This created political tribalism, which was the creation of ethnicities by elite groups in African society to gain access to resources and to seek the foundations for a conservative modernisation. In short it was the manipulation of tribal ethnic identities by Africans themselves for political and economic gains in the face of colonial changes. † Ethnic collective action’, according to Mozaffar, ‘is predominantly a process of strategic political interaction between self-interested actors with divergent interests’. 12 Ethnic Conflict Ethnic Conflict has both strong links with tribalism and clientelism in Africa. I believe its origin is not so easy to pinpoint as it has been for tribalism and patron-client relations but that ethnic conflict is merely a product of the two. It was evident in pre-colonial society and was heightened and exacerbated by the modern formation of tribes in the colonial era as I have previously described. Ethnic Conflict was present in traditional African society. African society had never been egalitarian in nature, and a society in which there are unequal power relations is ultimately to have conflict in its midst. † Pre-colonial societies were thus full of conflict and competition, instability and change. † What I believe was created by the form of colonial development placed on Africa was the increase in ethnic tensions as new tribes and identities were created. Resources in Africa are still scarce and the modern beaurocratic frame work and political distribution of power has led to ethnic conflict becoming more fierce and modern in its use of warfare and state apparatus. The tribal divisions between the Hutus and Tutsis and the ensuing Rwandan war and genocide are examples of this. As the colonial era ‘created’ false country borders this conflict now often seeps out between neighbouring countries, comprising of different tribal identities over land and resources. I believe the colonial era did not create tribal conflict but merely change the scale that it is played out upon and provided it with state apparatus, militia, armies that now take conflict into a modern era, on a wider and more devastating scale. Conclusion It is clear to see then that tribalism, ethnic conflict and clientelism, although intricately related all have different origins. I advocate however that they were all evident in some way or form before any type of modernity was present in Africa. Although I believe Clientelism and ethnic conflict were not created by the development in the colonial era they were not solved or prevented by colonial restructuring. They still persist today. Ethic conflict I argue was present before the arrival of the Europeans in Africa on a localised scale as fighting between the complex and varied tribes on the continent. With the arrival of colonialism I believe it was merely aggravated by the adaptation of formal tribes and the struggle in politics for scarce resources, power and recognition. I argue that it has merely adapted and become a more serious problem as the apparatus of state have been used to fight wars etc. The conflict now envelops far larger groups of people and even countries constructed by the colonial boundaries of ethnicity and country. Clientelism is pervasive throughout African politics. It is our normative viewing of clientelism today, as corruption in Africa that I believe has led to some believing it was is not in existence in pre-colonial society but a product of the introduction of formal politics and modernity in Africa. of idealising the virtues of a pre-colonial era supposedly devoid of corruption, the growth of which is supposed to have been caused by the perversion of the social order induced by the arrival of colonialist Europeans. † What I believe we must consider however that we are applying the principles of the old African order rather to a new context of modern development and democratic politics, etc where impartiality is presupposed. This is what makes us view clientelism as a modern phenomenon rather than its rightful place as a traditional form of dealings in African society. This is the opposite with tribalism, where many suppose it as a traditional part of African society. It was this European view of tribalism that thought of it as such, however closer examination reveals it to be a politically dynamic and deliberately constructed phenomenon. It was not a traditional aspect of society that was carried over into colonial modernity but a means by which if African created a concrete identity they could gain power and resources in a system which colonialism brought about. How to cite Clientelism, Tribalism, and Ethnic Conflict in Africa, Papers

Childhood Development among Teachers †MyAssignmenthelp.com

Question: Discuss about the Understanding Childhood Development among Teachers. Answer: Introduction A clear understanding of early childhood development is essential for teachers, institutions, and families to ensure the factors that influence childhood development the most and work on them. The work by Jackson and Needham (2014) explains the impact of the engagement of parents in the education of their young children. The key ideas learned from week seven readings and discussions include: the involvement of parents in the education of their children as partners, the nature and impact of the support offered by the parents and families of the children in the quality of the education, the impact of the involvement of families in childhood education and the overall impact of such collaborations (Jackson Needham, 2014). This activity inclines my thoughts in favour of Vygotskys Theory that emphasizes the crucial role of social interactions in cognitive development. My ideas have been extended and re-modelled from the assumption that children gain the most from what they learn in school to the reality of their main source of learning being the environment and communities, and their social interactions with the same. My understanding of Jean Piagets explanations of development is challenged where I realize that no complete development is comprehensive without the consideration of the social interactions that contribute to such development REF. As a result, I believe there is need for further research for the solid establishment of the impact of social interactions in learning and the extent of improvement in learning that such social interactions provide. This study and the information gathered from the study impacts on my practice and research that focuses on the most effective and positive strategies required for the healthy upbringing of children. The additional information on the importance of parents in the learning process of their children contributes to my research on how to get through to parents to encourage positive upbringing methods for the health development of their children. I have new effective areas of focus for a successful project. The experiences of a child in their living, growing, and learning environments determined their early childhood development. According to WHO Commission and the social determinant of health by Human Early Partnership (2010), different situations expose the child to different windows of childhood development. Discovery: The existing situation consists of evidence of success among organizations that focus on the involvement of families, and other parties through slid collaborative partnerships. The root of the partnerships is the need for the various agencies to come together and share information and ideas that are relevant to their field (Munt, 2003). Dream: Since most of the collaborative networks are not solid, there are efforts to develop solid relationships through negotiation and more formal commitment policies, and the development of new skills. Design: The envisioned design is that which involves networking through negotiations, openness to contributions, and support of new ideas. They also include cooperation through the matching up of needs to eliminate duplication. There is also coordination, coalition, and multi-sector collaboration using a shared vision. Delivery: The achievements and sustainability efforts constitute the deliverables. The group work and collaborations in research have taught me how to work together towards relevant conclusions. I shall benefit from what I have learned as an educational leader someday where major decisions need discussions with various parties for the arrival to the most relevant conclusions. I have also come to understand the importance of collective group research and its impact in strengthening case studies during research. When the various ideas and research items from various members of the group are put together, the different points of views are married to make s strong and relevant conclusion. Taking what I have learned during the semester, I shall specifically focus on childhood education as a part of my career. I shall also emphasize on special consideration to childhood education during my practice. In addition to that, I shall emphasize on the importance of comprehensive discussions prior to making major decisions because of the objectivity and diversity of perspectives found in group opinions, points of views, research, and propositions during discussions. Building resilience of the child during their early years is essential for their future development which consists of challenges, disappointments and rewards. This reading and discussion looks into the provision of a positive learning environment to enhance resilience, the impact of classroom practice and relationships in modelling the behaviour and language of the children, teaching social skills and self-regulation, the provision of structures and choices, and impartation of play skills among the children. It also consists of parent-school collaborations and awareness of the social learning environment of the children (Garvis Pendergast, 2017). The research work gets me thinking about the importance of structuring the education of children through monitored play and social interactions for the identifications of the strengths or weaknesses of the child. The information gathered is that the teachers use for the improvement of the system through special attention and interactions with the different children to build their resilience. I also come to realize the importance and impact of resilience impartation during childhood. The involvement of parents also gives an accurate analysis of the needs of the children in the building of their resilience. This module impacts my approach and attitude towards childhood learning in terms of the best approach to use. I am inclined towards the Reggio Emilia approach, an approach I came across during me research. The approach takes into consideration the importance of child-centred learning approaches and the involvement of families in the learning process. I now consider children as small vessels with numerous options which they can choose to exploit that various opportunities and possibilities throughout their lifetime (Moore, 2011; Lai, 2009). The key ideas gathered from this reading and discussions include the nature and impact of engagement of school curriculums with the parents, the resultant partnerships with the parents, the empowerment of such parents, and the importance and impact of the support of senior levels of the government. Only through a collaborative effort with the community and the government can the successful achievement of community-based education be a success. The need for the integration comes from the changing demographics in how Australian children are raised. The result is a negative outcome in the social and development and outcomes. The environments that influence childhood development the most include the relational community, civil society, and ECD services and programs. The environments of influence cut across the personal space of the child, then the family, the residential area, the region, the nation, and the global environment. The economic and policy characteristics of the various spheres affect the way that the environments shape childhood behaviours and personalities(Human Early Learning Partnership, 2010). The child gets their identity from the community identity which encultures them with the processes through the programs and services provided by the communities. As a teacher, the information gained from learning childhood development including the understanding that learning during childhood happens in all childhood activities is essential for the application of the most suitable teaching approaches. The proper investment in the early development of children helps in securing a successful and sustainable economic environment in the future. According to research, the learning space, guidance during interactions with the environment and other people, and the other children are essential in the success of the outcome of their learning process. There is also the alteration on my perspective of the cultural and educational backgrounds in shaping the mindsets of children which in turn affects their reception to change, abilities, and willingness to take risks. Conclusion The child gets their identity from the community identity which encultures them with the processes through the programs and services provided by the communities. There are also myths that come with communities in which children grow and shape their mindsets. One such myth is the belief that boys are inherently good at mathematics. There is even follow-up evidence that shows that boys have been performing better at mathematics than girls over the last 100 years. The environments that influence childhood development the most include the relational community, civil society, and ECD services and programs and must be considered for the best education and provision of opportunities for the children. References Dodge, D. (2007). Human Capital, Early Childhood Development and Economic Growth. Retrieved from Encyclopedia of Early Childhood Development: https://www.child-encyclopedia.com/importance-early-childhood-development/according-experts/human-capital-early-childhood-development Garvis, S., Pendergast, D. (2017). Health and Wellbeing in Childhood. New York: Cambridge University Press. Geake, J. (2008). Neuromythologies in education. Educational Research, 123-133. doi:10.1080/00131880802082518 Heckman, J. J., Schultz, H. (2007). Invest in the Very Young. Encyclopedia of Early Childhood Development. Hochanadel, A., Finamore, D. (2015). Fixed And Growth Mindset In Education And How Grit Helps Students Persist In The Face Of Adversity. Journal of International Education Research11.1, 11(1), 48-50. Human Early Learning Partnership. (2010, 1 12). What influences Early Child Development? Retrieved from YouTube: https://www.youtube.com/watch?v=rbcO4UmJbTs Jackson, D., Needham, M. (2014). Engaging with Parents in Early Years Settings. Sydney: Sage. Lai, Y. (2009). Reconsidering the education of gifted young children with the Reggio Emilia approach. Exceptionality education international, 19(3), 96-110. Moore, L. (2011). Learning and teaching in the early childhood years. Educating Young Children , 17(1), 37-41. Munt, R. (2003). Building Collaboration. Stronger Families Learning Exchange Bulletin, 6-8. Retrieved from WayBack Machine: https://web.archive.org/web/20150406035323/https://www.aifs.gov.au/sf/pubs/bull3/rm.html The New York State Education Department. (2006). New York State Prekindergarten Foundation for the Common Core. New York: The New York State Education Department. Yeager, D. S., Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. EducationalPsychologist, 302314.