Resources in Education
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Page : 756 pages
File Size : 33,6 MB
Release : 2001
Category : Education
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Author :
Publisher :
Page : 756 pages
File Size : 33,6 MB
Release : 2001
Category : Education
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Author :
Publisher :
Page : 1262 pages
File Size : 13,29 MB
Release : 1974
Category : Education
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Author : Lionel D. Lyles
Publisher : iUniverse
Page : 491 pages
File Size : 44,56 MB
Release : 2024-04-08
Category : History
ISBN : 1663260222
For 10,000 years before any European immigrants arrived on the North American Continent, Native American Indians engaged in a communal lifestyle. From 1600 to 1791, American Colonists established a thriving home production economy, and having ownership of their tools, or means of production, they produced everything they needed to survive. They were self-reliant, and the American Colonists sold their excess goods to merchants, who resold them for a profit. By 1791, the merchants were able to start the first textile factories as a result, which brought an abrupt end to the home production economy, and the beginning of American Capitalism. Former independent colonists were now forced into the textile factory, and the first wage contract appeared in America. The wage contract also set in motion a contradiction between the capitalist owners of the means of production and the new American Working Class. The wage contract allowed the owners of working class labor, and the instruments of production, to evolve into an American Ruling Class, and the producers of all commodities and wealth became the American Working Class People wage-workers class. Because of their divergent interests, the two classes formed a class contradiction, and the latter became known as the capitalist American Ruling Class Opposite and the American Working Class Opposite (People) wage-workers. This development occurred mainly in the northern factory economy, while in the South, uncompensated African Slave Labor was dominant, which was owned by an American Slaveholding Class. By 1860, the contradiction between the capitalist American Ruling Class Opposite owner of the wage labor system came into a head-on contradiction with uncompensated African Slave Labor, and a bloody Civil War was fought to determine which type of means of production would prevail and dominate during the 20th Century? The South was defeated, and the wage contract system became nationalized. Therefore, throughout the twentieth Century, including the beginning of the new Millennium, the capitalist American Ruling Class Opposite expropriated the labor’s product of the American Working Class Opposite (People) wage-workers, which resulted in this class accumulation of multiple-billions of dollars of Surplus-Value, and simultaneously this loss translated into the American Working Class Opposite (People) wage-workers’ increasing alienation, estrangement, loss self-identity, self-expression, and freedom.
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Page : 464 pages
File Size : 33,94 MB
Release : 1979
Category : Education
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Author : United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies
Publisher :
Page : 978 pages
File Size : 33,92 MB
Release : 1990
Category : United States
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Author : United States. Congress. House. Committee on Science, Space, and Technology. Subcommittee on Science, Research, and Technology
Publisher :
Page : 254 pages
File Size : 50,72 MB
Release : 1990
Category : Educational law and legislation
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Author :
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Page : 154 pages
File Size : 31,98 MB
Release : 1987
Category : Advanced placement programs (Education)
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Author : Fund for the Improvement of Postsecondary Education
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Page : 148 pages
File Size : 32,41 MB
Release : 1979
Category : Education, Higher
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Author : New York (State).
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Page : 429 pages
File Size : 46,78 MB
Release :
Category : Law
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Author : Franklin P. Wilbur
Publisher :
Page : 76 pages
File Size : 13,46 MB
Release : 1988
Category : Advanced placement programs (Education)
ISBN :
Descriptions of school-college partnership efforts are presented, and 11 ways that schools and colleges can work together to benefit high school students are identified for school principals. The information was obtained in 1986 via the National Survey of School-College Partnerships, a copy of which is appended. Approximately 85 programs are described and high school and college contact persons are identified. The programs are grouped under the following categories: inservice education/faculty development/academic alliances; programs offering college-level instruction to precollege students; minority, disadvantaged, and "at-risk" students; gifted and talented students; articulation programs; research on teaching and learning; adopt-a-school; consortia; coordination of collaborative activities; national writing project; and miscellaneous cooperative programs. (SW)