William Penn, the founding character of the colony of Pennsylvania was a Quaker-Whig who sought the opportunity for religious choice and absence of oppression which he faced in England. When determining the founding principles for Pennsylvania Penn relied on self-governance and freedom of religion and religious practices.
Initially, the settlers of Pennslyvania and Penn were in agreement about the structure of government needed in the colony, however, over time the representative body sought the right to pass laws over the people living the town, something Penn opposed. None the less, Penn endorsed representative government over self-governance and agreed to the passage of laws in the colony.
Bills can be forced out of a committee by a discharge petition signed by a majority of house members.
<span>Answer: D</span>
The labor market changed radically. Peacetime conflicts with respect to race and labor took on a special dimension because of the pressure for national unity. The Hollywood film industry was important for propaganda. Every aspect of life from politics to personal savings changed when put on a wartime footing. This was achieved by tens of millions of workers moving from low to high productivity jobs in industrial centers. Millions of students, retirees, housewives, and unemployed moved into the active labor force. Hours worked increased as leisure activities declined sharply.
Gasoline, meat, and clothing were tightly rationed. Most families were allocated 3 US gallons of gasoline a week, which sharply curtailed driving for any purpose. Production of most durable goods, like cars, new housing, vacuum cleaners, and kitchen appliances, was banned until the war ended.In industrial areas housing was in short supply as people doubled up and lived in cramped quarters. Prices and wages were controlled. Americans saved a high portion of their incomes, which led to renewed growth after the war.
Answer:
Poor education by family support.
Explanation:
1. Many poor communicate members do not have education. Younger generations look up to their elders and see, "well they didnt go to school, they didnt finish high school, they didnt go to college, and their life is fine" They view education as a option, as a waste of time. There's no value of education in their household. None of their families continue education so they have no mental, financial support.
2. Access to education and programs in the community that shows and values education as something to strive for and meant for them. There needs to be proof in a sense that education should be valued. May it be after school programs, libraries, clubs programs.
3. The first step should be support. Should be guidance in a sense that education should've valued in the household. Where homework is a learning process of metal brain workout rather than a burden and waste of time. Families needs mentally value education in theri homes first.