Suppose you having an argument with your roommate about whether the federal government should subsidize the production of food. your roommate argues that because food is something that is unambiguously good (unlike liquor, guns, and drugs, which may be considered inherently evil by some members of society), we simply cannot have too much of it. that is, because food is clearly good, having more of it must always improve our economic well-being. is it true that you cannot have too much of a good thing? conversely, is it possible to overproduce unambiguously good things such as food, clothing, and shelter? why or why not?

Study the following facts: 1915—state education committee banned the french language in public schools (corporal punishment was allowable to deter the act of speaking french). 1916—compulsory attendance: all louisiana children must attend school until the age of 16 years. 1918—louisiana legislative act 114 stated that german could not be spoken on streets, taught in schools, or printed in newspapers (reaction to german aggression in world war i). 1921—repeal of act 114 . 1921—constitutional amendment stated languages other than english were prohibited in public schools. from the information above, answer the following questions to yourself. how did the above legislative laws affect the ethnic cultures generations later? describe the opportunity cost in economic and cultural terms of these legislative decisions. should efforts be made to preserve or revive the cultural traits of unique ethnic cultures in louisiana? assignment research current efforts and organizations that are actively engaged in cultural preservation. create a poster or powerpoint® describing the methods and strategies being employed in the preservation efforts (e. g., french immersion, german fest, codofil, cafa).