The Issue Of National Debt - 941 Words

According to brilling.com the U.S. national debt is increasing at an alarming rate of 2.35 billion dollars a day, witch comes out to be about 56,694 dollars per U.S. citizen. One of the major controversies over the national debt is who started the escalation and when did it begin? All over the internet there are websites dedicated to showing the national debt and â€Å"expanding† peoples knowledge on some of the more recent information leaked from news channels and websites. Brilling.com is a perfect example, when you first visit this website you will notice at the very top of the page there is a debt clock that shows the â€Å"current† U.S. national debt. As you look a little farther down the page you find the â€Å"current† population of the U.S. and each citizens part of the national debt. After scrolling down a little you will find that the last section of the website is dedicated to an outdated(1999-2013) list of articles relating to the national debt. One of the articles on brilling.com states that the national debt was raised more under Obama’s presidency compared to Bush’s presidency. This cbs news article from 2012 states that as of March 19, 2012 the national debt had gone up more in Obama’s three year and two month term (4.939 trillion increase) compared to Bush’s eight year term(4.899 trillion increase). If the absurd amount of money the national debt increases by each day wasn’t enough for you cbs news states that as of 2012 the U.S. national debt exceeds the U.S.’s grossShow MoreRelatedNational Debt : The Biggest Issue Of The Global Politics1270 Words   |  6 PagesNational debt is the biggest issue in the global politics. As we scrutinize the US national debt and its history; we can answer the most common questions from fellow citizens in the US on the National debt: what causes the national debt? Who do we owe money to? And how can the Government pay off the debt entirely? I stron gly believe the national debt should be a major concern to all American citizens and tax payers, because they contribute to government spending a great deal. In 1790, Alexander HamiltonRead MoreFixing The National Debt Is A Coservercal Issue Within Our Government1396 Words   |  6 PagesFixing the national debt is a coservercal issue within our government. Since the two parties have opposing views on how to fix it, it creates gridlock on the process of creating a plan to reduce it. (Perdue, 2015) Our federal government debt has extensively tripled since the year 2000 (see appendix A) (Historical Debt Outstanding Annual 2000-2015,2015), today our debt is a tad bit over nineteen billion. (U.S.NationalDebtClock.org , 2016) We have arrived at his point through the imbalance betweenRead MoreWhy Liberals Are Losing The National Debt Argument1633 Words   |  7 Pagescan post whatever they want, whether it is deemed to be accurate or not. In using the topic of national debt in the Unite d States as a guide, I was able to analyze plausible sources and compare them to inaccurate sources. Journalist, Brandon Greife, in his article, â€Å"Liberals are Losing the National Debt Argument,† elaborates on the topic of what liberals are accomplishing when it comes to national debt but his purpose is to tell readers about how liberals are going about doing that and voice hisRead MoreA National Debt Is The Difference Between The Government s Budget And Deficit And The Expenditures1291 Words   |  6 Pagesway, a national debt is the difference between the government’s budget/deficit and the expenditures. The U.S. federal debt was set up by the first Treasury Secretary, Alexander Hamilton. Our initial debt incurred during the American Revolutionary War. Over the following 45 years, the debt grew. Although, the national debt actually shrank to zero by January 1835, under President Andrew Jackson, it quickly grew into the millions again, soon after. The American Ci vil War resulted in dramatic debt growthRead MoreThe Revolutionary Era Of The United States1600 Words   |  7 Pagesthat would arise as a part of the union following the revolutionary war. The purpose of the constitution was made for the improvement of the framework of the union. Alexander Hamilton was the primary leader on the issue of a public credit system and the abolishment of the national debt they had to get themselves out of. Hamilton wrote a number of reports to the newly formed House of Representatives, offering solutions to the problems the union was facing after the revolutionary era. In his firstRead MoreSolution Of Debt Crises And Long Term Effects1618 Words   |  7 Pages Explanation of Debt Crises and long term effects (10 points) 2. 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For many years, the United States has implemented policies that failed to address mandatory spending costs, which, unfortunately continue to outpace the national economy. FurthermoreRead MoreEssay On Tax Relief1522 Words   |  7 PagesEnjoy Instant Tax Relief With Professional Help From National Tax Attorney Nobody wants insecurity in their lives. Especially monetary insecurity. Everybody wants to live a happy and prosperous life. However life can change unexpectedly, just one error or miscalculation, perhaps a bad investment, and you might find yourself in debt, maybe even with penalties. Something that can become a very serious financial issue. People in Brookings, like all cities across America, have fiscal responsibility for

The Value Of A Nation s Output Essay - 1835 Words

The idea of â€Å"not having enough† daunts us humans – in fact, we came up with economics, the study of scarcity. Beyond studying the allocation of resources, economists also aim to measure output and productivity. The measure of output has become highly relevant today and it is treated as a ‘score’ between economies. Intuitively, the higher the output, the better. A nation’s output is measured as their gross domestic product, which takes into the account the spending of households, firms, governments, and net exports. The gross domestic product (GDP) is believed to be the best measure to reflect the standard of living. However, it lacks accuracy in the sense that non-monetary elements are not taken into account, which means that countries with high GDP may have a poor natural ecosystem or work ethic. For this reason, economic growth should not be pursued continuously at the expense of real quality of life, especially in developed nations. Economist E.J. Mishan, well known for his skepticism towards economic growth, strongly believes that we are at the brink and the end of economic growth is near. In his book â€Å"The Economic Growth Debate,† he stated: â€Å"anyone having the slightest familiarity with the physics of heat, energy and matter will realize that, in terms of historical time, the end of economic growth, as we currently experience it, cannot be that far off† (Mishan, 1977). Mishan also noticed that pursuing economic growth in developed nations does more harm than good to theShow MoreRelatedThe Gross Domestic Product ( Gdp )974 Words   |  4 Pagesmonetary value of all the finished goods and services produced within a country s geographic borders in a determined period of time. It is used as a quantitative measure of the total economic activity of a nation, and it is usually calculated on an annual basis. The GDP can be determined in three different ways: output or production measure, income measure, and expenditure measure. 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Claims to Equality Langston Hughes’ Utilization of the Word “I” Free Essays

The black man has struggled for a long time to be considered equal to the white man.   Being called â€Å"African American†, and being given the same rights as other ethnicities in America, is the legitimization of his claim to his American heritage.   â€Å"I, Too† and â€Å"Theme for English B† are some of the poems written by Langston Hughes, an African American poet and writer who is interested in putting a higher stake on the claim by creating poetry which boosts the place of the black man in literature. We will write a custom essay sample on Claims to Equality: Langston Hughes’ Utilization of the Word â€Å"I† or any similar topic only for you Order Now    â€Å"I, Too† and â€Å"Theme for English B† proclaim the equality of the black man to the white man, but while â€Å"I, Too† sounds like one man conversing with anyone, â€Å"Theme for English B† is addressing the white man directly, in the person of the professor. â€Å"I, Too† may seem like one side of a conversation, but the determination to be recognized as an equal is not any weaker.   There is a quiet confidence in the narrator when he says â€Å"Besides/ they’ll see how beautiful I am/ and be ashamed– /I, too, am America† (Hughes, I. Too lines 15-18).   The â€Å"besides† at the beginning of the stanza makes it conversational and relaxed.   In the first stanza, the narrator says â€Å"but I laugh/and eat well/and grow strong (Hughes, I. Too lines 5-7)† in response to the segregation that black people are suffering.   Though the poem may sound relaxed, the â€Å"treatment† is â€Å"not casual† because it â€Å"speaks of the oppression of the black people and relates to any oppressed group in America† (Mitchell and Henderson 28). Though the laugh that the narrator uses to respond to adversities seems to be too carefree on his part, he is not without a plan.   After all, he talks about getting stronger.   The fight to equality here is not loud, but quieter and more planned.   It can be as serious as an underground plan for a protest or as simple as improving oneself in order to show that black people are equal to any other race.   The poem itself is testament to that quiet move to prove equality.   Hughes uses the â€Å"I† in his poem not to limit the poem or to become â€Å"introspective†, but like Anglo-American poet, Walt Whitman, to expand. â€Å"Theme for English B† is a more direct claim to equality, made possible through the narrator’s letter to his white professor.   It is a man’s claim to his inheritance, despite being considered by others as unworthy of it because he does not have the expected qualities of an heir.   â€Å"Theme for English B† is said â€Å"to explode the notion of a racially pure self despite the white writing instructor’s insistence on it in the text’s opening exhortation† (Jarraway 833).   The first stanza is the writing instructor’s assignment:   â€Å"Go home and write/ a page tonight./ And let that page come out of you—/ Then, it will be true† (Hughes, Theme for English B lines 1-4). The rest of the poem is the response of the narrator, who believes that since he is young and the only black student in his university, his ideas may be considered unlike those of his professor’s and his classmates’; the ideas, after all, come from a different background.   However, he still believes that no matter how different he is to his writing instructor, they are the same – equal:  Ã‚   â€Å"But it will be/ a part of you, instructor. / You are white—/ yet a part of me, as I am a part of you./ That’s American./ Sometimes perhaps you don’t want to be a part of me./ Nor do I often want to be a part of you. But we are, that’s true!† (Hughes, Theme for English B lines 28-35)   Equality is not limited to being alike because no matter how their colors are different, the professor and the narrator are both Americans, and of course, both human.   The poem is about equality in America, but it can well be equality in the wo rld with the narrator declaring himself as a human being with human traits and rights. The two poems from Langston Hughes’ collection of poetry, which speaks about how black people live, struggle and celebrate, are similar in their objective to describe a narrator that moves forward in his goal of being recognized as an equal.   Though Hughes makes use of the â€Å"I† in the wider sense of the word, his writings are also very autobiographical in the sense that his narrators reveal his own views on the state of black America.  Ã‚   What makes his poetry wider and less introspective is the importance of the topics themselves, and their effects on many people and to societal change. The two narrators’ uses of â€Å"I† differ in energy and mood.   The narrator in â€Å"I, Too† claims equality but has a more passive role in the quest for that recognition.   Nevertheless, he has a positive attitude and does not let discrimination destroy him; instead, he strives to be stronger in order to prove himself equal.   On the other hand, the narrator in â€Å"Theme for English B† uses â€Å"I† in relation to â€Å"you†, the other, the white man.   He uses the two pronouns to emphasize the similarity underneath the surface.   Instead of staying put and reacting towards discrimination and segregation, he actively confronts the professor who represents white people. Langston Hughes’ has effectively used â€Å"I† to strongly claim the black man’s rights in America.   In the two poems â€Å"I, Too† and â€Å"Theme for English B,† he shows that no matter how the black man declares his equality, be it passive or active, he is undoubtedly equal to any other man from any other race despite outward differences. Works Cited Hughes, Langston. â€Å"I. Too.† n.d. Hughes, Langston. â€Å"Theme for English B.† n.d. Jarraway, David R. â€Å"Montage of an Otherness Deferred: Dreaming Subjectivity in Langston Hughes.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Literature, Vol. 68, No. 4 (December 1996): 819-847. Mitchell, Arlene Harris and Darwin L. Henderson. â€Å"Black Poetry: Versatility of Voice.† The English   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Journal, Vol. 79, No. 4 (April 1990): 23-28. How to cite Claims to Equality: Langston Hughes’ Utilization of the Word â€Å"I†, Essay examples