Answer:
That sounds like the old Keynesian idea made popular during Franklin Roosevelt’s New Deal: Cut taxes and increase government spending to “prime the pump” during a recession; raise taxes and reduce spending to slow down an “overheated” economy. Keynesianism seemed to have been finally laid to rest in the 1980s when President Ronald Reagan argued for a tax cut on supply‐side grounds, and even liberal economists now agree that such fine‐tuning has little effect on the economy.
Explanation:
1. In a free country, money belongs to the people who earn it. The most fundamental reason to cut taxes is an understanding that wealth doesn’t just happen, it has to be produced. And those who produce it have a right to keep it. We may agree to give up a portion of the wealth we create in order to pay for such public goods as national defense and a system of justice. But we don’t give the government an unlimited claim on our money to use as it sees fit.
<span>Students could make posters and signs. Plus students could write letters to the president to end segregation.</span>
The assignment that requires of you to selecting how you will record what you find is to locate the best sources.
<h3>What is Information Literacy?</h3>
Information literacy is known to be a person's ability to be able to tell, find, evaluate, put together, use, and also to communicate information in any kind of formats.
Therefore, The assignment that requires of you to selecting how you will record what you find is to locate the best sources.
Learn more about Information Literacy from
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1) Understand and accept self - Don't avoid challenging things. Allow yourself to be challenged so you can find out what you can and cannot do. Also, learn to persist through adversity. This means to not give up at the first sign of difficulty. You might be surprised what you can accomplish by not giving up right away.
2) Effective choices - Align yourself with a mentor who is older than yourself. Most young people want to only associate with those of the same age, but people older than you can coach you and teach you in ways that help you to mature. Also, assume more responsibility. Don't always wait to be told to do things but start looking for things to do to help others without being told.
3) Mature relationships - A mature person can put others ahead of themselves, but an immature person is selfish. To develop mature relationships, start thinking of others first. Also, a mentor can help with this as well. Don't only hang around people of your own age. Seek out a friend or mentor who is a little (or a lot) older.
4) Achieve responsibility and independence - Learn to safely drive an automobile. This is a key activity that is a mark of responsibility and independence. You will become independent and responsible by doing this, or you won't be doing it for long. Take care of an animal. Having a pet that depends on you for care, feeding, exercise and friendship is a great way to learn responsibility.
5) Prepare for career - Do your research. The internet is the greatest tool for learning ever invented. There is no excuse for not reading up on the kind of work you think you would like to be doing. Don't wait! Many things that you would like to be doing in the future have youth-versions of that thing that you could start doing now. For example, if you'd like to be an engineer, start tinkering with things to see how they work and build some things you have designed too.
<em>The Declaration of Independence establishes the values of the United States of America. It says that "all men are created equal" and have the right to "life, liberty, and the pursuit of happiness." Further, it states the purpose of government is to protect these values.</em>
Elaboration/Explanation:
One big source for Jefferson was John Locke. Locke’s Second Treatise of Government built upon mutual respect for property rights. All free men own property and therefore deserve some rights. The more property, the more rights. Locke like Jefferson believed that kings only earned respect for their rights when they respected the rights and privileges of their subjects.
Jefferson, of course, took this further. He, Franklin, and some other founding fathers essentially ran in radical English circles. Therefore some rights were so important that they do not accrue according to property ownership. Hence, all men were created equal in some respects; even though major property holders were more equal. All men deserved the rights to life, liberty and the pursuit of happiness. Of course, Jefferson understood that large landholders exercised the rights of gentry to guide their poorer neighbors.
