Fundamental concepts of the IASB framework

Fundamental concepts of the IASB framework The International Accounting Standard Board herein referred to as the IASB, sets forth standards that outlined in its Framework for the Preparation and Presentation of Financial Statements. The IASB framework applies to general-purpose financial statements. That is, the primary financial statements (income statement, balance sheet, etc.) and the accompanying notes but not additional financial or nonfinancial information, such as directors reports, management discussion and analysis, etc. The IASB framework because of its more limited scope, discusses objectives in the context of business entities only (IFRSs and US, 2007). The IASB framework starts with a broad focus, by discussing the objectives in terms of information useful to a wide range of users in making economic decisions. It lists a wide variety of present and potential users. The IASB framework narrows that focus to a particular group of users. Reasons given include pragmatic reasons (for example, a focus to avoid being vague or highly abstract) and that meeting the information needs of that particular group of users is likely to meet most of the needs of other users. The objectives of financial statements/reports have significant implications for other parts of the framework. For example, objectives affect the elements, in particular the definitions of liabilities and equity. If the objective of financial reporting is to provide information useful to shareholders in making economic decisions, this points toward defining equity narrowly (for example, common shareholders only). Shareholders are interested in the effect of transactions or events on the value of their shares (for example, dilution). In contrast, if the objective of financial reporting is to provide information to a range of users (for example, shareholders, lenders, suppliers, and various other users), this points toward a focus on reporting the effect of transactions or events on the entity, not on the financial position of one particular group of users. Fundamental Concepts Underlying Assumptions The IASB framework prominently features two underlying assumptions: the accrual basis and the going-concern basis. Accrual accounting and related concepts are reviewed extensively. In contrast, the going-concern basis is disclosed in a footnote only. Qualitative Characteristics The IASB framework discusses qualitative characteristics of financial information in terms of attributes that make the information provided useful to users in making economic decisions. The IASB framework discusses fundamental qualitative characteristics, qualitative characteristics and pervasive constraints, an outline of each follows this paragraph. The IASB framework also discusses constraints, such as cost-benefit considerations, and the trade-off between the various qualitative characteristics, such as relevance, and reliability. The IASB framework states that the exercise of prudence or conservatism does not allow the deliberate understatement of net assets and profits. The Boards have identified two characteristics that it has determined to be fundamental qualitative characteristics. Those are: relevance and faithful representation. The definitions are below: Relevant Financial Reporting information that has predictive value or confirmatory value. Faithful Representation Financial reporting complete and free from material error and neutral. The Boards have identified enhancing qualitative characteristics to be: comparability, verifiability, timelines, and understandability. The pervasive constraints identified by the Board: materiality and costs (Conceptual framework for, Chapter 2 2008). In the IASB framework the assets definition has a central role, in that all other element definitions are based upon the definition of assets. That asset primacy is not because information about assets is the most important financial information. Rather, it is because, for a set of definitions of elements of articulated financial statements to be internally consistent and avoid circularity, it has to start by defining one of the elements and base the rest of the definitions upon that definition. Capital and Capital Maintenance The concepts of capital and capital maintenance concern how an entity defines its capital (that is, its store of wealth) for the purposes of distinguishing between an entitys return on capital and its return of capital. The IASB conceptual framework briefly discusses two concepts of capital (and their associated capital maintenance concepts): financial and physical (or operating capability). It does not specify which of the two concepts should be adopted, other than to say that the selection of the appropriate concept of capital are based upon on the needs of users of financial statements. Pros and Cons of Principles Based-System The inherent characteristic of a principles-based framework is the potential of different interpretations for similar transactions. Proponents of worldwide adoption of IFRS work to ensure assure that similar transactions would obtain the same treatment by companies around the world, resulting in globally comparable financial statements. A principle-based system addresses a broad area of accounting that remains consistent with a clear Conceptual Framework. The major benefit of principles-based accounting is that the guidelines can be applied in a variety of situations/industries that avoids the need for managers to manipulate statements to fit a certain requirement (Toppe, Myring, 2009). In principles-based accounting the guidelines are set but not necessarily dictated for every situation, which is one of the major concerns pertaining to this type of accounting system. This situation implies second-guessing and creates uncertainty and requires extensive disclosures in the financial statements. A lack of precise guidelines could create inconsistencies in the application of standards across organizations. For example sometimes financial information can be inconsistent from one company to the next in the same industry thereby damaging the ability for comparability (Doupnik, Perera, 2009). In a principle-based accounting system, the areas of interpretation or discussion are clarified by the standards-setting board, and provide fewer exceptions than a rules-based system. However, IFRS include positions and guidance are considered as sets of rules instead of sets of principles. Stated below are some of the underlying concepts of IFRS that provide a flavor of impacts on the financial statements and therefore on the conduct of businesses. à ¢Ã¢â€š ¬Ã‚ ¢ Consolidation IFRS favors a control model whereas U.S. GAAP prefers a risks-and-rewards model. Some entities consolidated in accordance with FIN 46(R) may have to be shown separately under IFRS. à ¢Ã¢â€š ¬Ã‚ ¢ Statement of Income Under IFRS, extraordinary items are not segregated in the income statement, while, under US GAAP, they are shown below the net income. à ¢Ã¢â€š ¬Ã‚ ¢ Inventory Under IFRS, LIFO (a historical method of recording the value of inventory, a firm records the last units purchased as the first units sold) cannot be used whereas under U.S. GAAP, companies have the choice between LIFO and FIFO (is a common method for recording the value of inventory). à ¢Ã¢â€š ¬Ã‚ ¢ Earning-per-Share Under IFRS, the earning-per-share calculation does not average the individual interim period calculations, whereas under U.S. GAAP the computation averages the individual interim period incremental shares. à ¢Ã¢â€š ¬Ã‚ ¢ Development costs These costs are capitalized under IFRS if certain criteria are met. Under U.S. GAAP development costs are expensed. FASB The Financial Accounting Standard Board herein referred to as the FASB, sets forth standards that outlined in its collection of Concept Statements. The FASB framework applies to general-purpose external financial reporting. This includes not only the financial statements but also other financial and nonfinancial information. Examples include other financial and nonfinancial information contained in company annual reports, company prospectuses and service performance information in the annual reports of non-business entities (IFRSs and US, 2007). Objectives The FASB framework contains two statements on objectives-one relating to business entities (Concepts Statement 1) and another relating to non-business entities. Measurement Measurement is one of the most underdeveloped areas of the two frameworks. Both the IASB and FASB frameworks contain lists of measurement attributes used in practice. Those lists are broadly consistent, and are composed of historical cost, current cost, gross or net realizable (settlement) value, current market value and present value. Both frameworks indicate that the use of different measurement attributes will continue. However, neither provides guidance on how to choose between the different measurements attributes that exist. In other words, the framework lacks fully developed measurement concepts. Those measurement concepts would need to cover both initial measurement and subsequent measurement. Subsequent measurement includes revaluations, impairment and depreciation. The Boards also will need to consider whether the conceptual framework should include not just measurement concepts but also guidance on the techniques of measurement. For example, the FASB conceptual framework includes Concepts Statement 7, on the use of cash flow information and the present value measurement technique to estimate fair value for the purposes of initial recognition and fresh-start accounting. One cross-cutting measurement issue seems to be the unit of account-whether items are grouped at some level of aggregation rather than measured individually (Leuz, 2003). Display-Presentation and Disclosure The display section of the conceptual framework would cover concepts for determining both in which and how recognized information are presented in the primary financial statements and what information are disclosed in the notes or elsewhere in the financial reports. At present, neither framework explicitly sets out definitive concepts of display. Some discussion of presentation and disclosure in the frameworks (for example, both frameworks contain discussion of how information is reported to meet the objectives of financial reporting, by briefly describing the statements that comprise a full set of financial statements and the roles of notes and supplementary information). However, that commentary needs to be pulled together and developed further, to develop concepts of presentation and disclosure useful to the Boards in setting standards for presentation and disclosure (Benston, Bromwich, Wagenhofer, 2006). Fundamental Concepts Underlying Assumptions The accrual basis and the going-concern basis are not listed as underlying assumptions in the FASB framework. Qualitative Characteristics Both frameworks discuss qualitative characteristics of financial information in terms of attributes that make the information provided useful to users in making economic decisions. Both frameworks have similar qualitative characteristics, for example, understandability, relevance, reliability and comparability. Both discuss constraints, such as cost-benefit considerations, and the trade-off between the various qualitative characteristics, such as relevance and reliability. However, there are some differences between the two frameworks. For example, the FASB Concepts Statements set out the characteristics in a hierarchy, treating understandability as a user-specific quality separate from the others, relevance and reliability as the primary qualities and comparability as a secondary quality. In contrast, the IASB framework treats all four as primary qualitative characteristics. Some improvements could be made to the qualitative characteristics of both frameworks. For example, both include neutrality but also prudence or conservatism. Although both frameworks state that the exercise of prudence or conservatism does not allow the deliberate understatement of net assets and profits, some argue that any concept of prudence or conservatism is inconsistent with the concept of neutrality. Discussions with constituents of both Boards suggest that important qualitative characteristics common to both frameworks may be misunderstood. For example, some constituents seem to equate reliability with auditability or verifiability, overlooking the frameworks meaning of correspondence between the accounting information and the real-world economic conditions or events that it purports to represent. Misunderstandings and other difficulties with reliability seem to cut across several present and potential projects at one or both Boards, including revenue recognition, insurance contracts, and fair value measurement (IASB, 2006). Conceptual Framework Project Exposure Draft Some History The first steps taken were to update existing concepts to reflect changes in markets, practices and the economic environment that have occurred in recent years. It was concluded early in the joint project that major reconsideration to all areas of the IASB and FASB frameworks were not needed. They were largely similar. The focus was directed on improving and reaching a convergence between the existing frameworks of each. The convergence process began with a series of exposure drafts. The exposure drafts relating to the joint conceptual framework project are a product of a shared goal of the International Accounting Standards Board (IASB) and the U.S. Financial Accounting Standards Board (FASB), herein referred to as the Boards. Their shared goal is to develop a common conceptual framework for financial reporting. The exposure drafts are open for public comment. All comments received by FASB are public information and have been posted on their website. The first discussion paper issued in July 2006 eventually became the first in a series of joint publications that ultimately became the first exposure draft. To date there has been many subsequent drafts published on not only the conceptual framework but also on subsequent issues such as Disclosures, Borrowing Costs, Discontinued Operations, Revenue Recognition, Consolidation, Fair Value Management, Liabilities and many others. As part of the IASBs due process, the Boards consult with practitioners by publishing discussion papers and Exposure Drafts on each of the proposed chapters of the common framework. The new framework is anticipated to be a single document rather than a series of Concept Statements as is the current FASB framework. The Current Exposure Draft- Conceptual Framework for Financial Reporting The latest conceptual framework exposure draft published in May 2008 and like its predecessor was open for public comment. It is anticipated that an additional exposure draft on the topic will follow incorporating inputs from various sources and changes needed after future exposure drafts are published on the various topics such as revenue recognition, liabilities, and disclosures among others. Differences between GAAP and IFRS The most common question one could expect to have regarding the new framework is what are the changes? The potential impact and resulting costs on businesses could be huge is there is a large shift away from the current FASB standards. A huge shift appears unlikely as the two are basing their shared framework largely upon the current FASB concept statements, athough there will be some differences. Some of those be addressed in the pages that follow. This list is not by any means an all-inclusive list of the difference, merely a highlight of some of the more notable difference. These differences are subject to change in the future with publication of new exposure drafts concerning the conceptual framework. An an excellent article published by Deloitte that can found at the following link: http://www.pwc.com/en_US/us/issues/ifrs-reporting/assets/ifrs_usgaapsep09.pdf. This article is a more comprehensive list of the differences between IFRS and GAAP that exceeds the scope of this resear ch paper (Conceptual framework for, para.BC1.3 2008), (Current situation and, 2010). Authoritative Status of the Framework Currently FASBs Concept Statements have the same authority as articles and textbook These are surpassed in authority by common accounting practices. The International Financial Reporting Standards (IFRS) requires entities preparing financial statements under its authority to consider the IASB Framework when there is no standard or interpretation that specifically applies to an event, transaction or similar issue. This would give more authority to the material sourced by the preparers of United States financial statements (Conceptual framework for 2008). General Purpose Financial Reporting The focus of the IASB Framework is on the preparation of financial statements. Currently FASB Statement of Concepts focuses on financial reporting. The disparity between the two becomes less when one considers that the primary focus of FASBs conceptual framework is on the financial statements (Conceptual framework for, para.BC1.3 2008). First-time Adoption Full retrospective application of IFRSs in force at the time of adoption. FASV has no specific standard for first-time adopters. The general practice of U.S. GAAP has been full retrospection application unless a specific standard states otherwise (IFRSs and US, 2007). Consolidation IFRS favors a control model whereas U.S. GAAP prefers a risks-and-rewards model. Some entities consolidated in accordance with FIN 46(R) may have to be shown separately under  IFRS (Forgeas, 2008). Statement of Income Under IFRS, extraordinary items are not segregated in the income statement, while, under US GAAP, they are shown below the net income (Forgeas, 2008). Inventory Under IFRS, LIFO (a historical method of recording the value of inventory, a firm records the last units purchased as the first units sold) cannot be used while under U.S. GAAP, companies have the choice between LIFO and FIFO (is a common method for recording the value of inventory) (Forgeas, 2008). Earning-per-Share Under IFRS, the earning-per-share calculation does not average the individual interim period calculations, whereas under U.S. GAAP the computation averages the individual interim period incremental shares (Forgeas, 2008). Development costs These costs are under IFRS if certain criteria are met, while they are expensed under U.S. GAAP (Forgeas, 2008). Similarities between IFRS and GAAP Below is a list of a few of the similarities between IFRS and GAAP. This list, as with the list of differences, is not an all-inclusive list but a selection of a few of the similarities. Entity Perspective The Boards are similar on the topic of users of financial statements. They both agree that the list of potential users is broad and includes investors, lenders, creditors, employees, suppliers, customers, governments and governmental agencies. They address the entity perspective as the corporation possessing a distinct separateness from its sources of capital providers (Conceptual framework for, para.BC1.11 2008). Primary User Group Again the topic of who the primary users of financial statements are is essentially the same of both Boards. IASB Framework, paragraph 10 says: As investors are providers of risk capital to the entity, the provision of financial statements that meet their needs will also meet most of the needs of other users that financial statements can satisfy. FASB Concepts Statement One focuses on the users of financial information being those whom use the information for investment and credit decisions (Conceptual framework for, para.BC1.3 2008).

Final Exam Review

The treaty was significant because it gave Florida to the United States and created a boundary line between Spanish territory and the US, which solved rewriter disputes about the Louisiana Purchase up until the Noncommercial n War. 2. The Bank Veto (1832) On July 10, 1 832 Jackson vetoed the recharging bill for the bank of the United States in a message that appealed both to state bankers and to foes of all banks.Henry Clay convinced Nicholas Fiddle, President of the Bank, to apply to congress for a new charter, even though the current one wouldn't expire for another 4 years, in order to create an issue to use against Jackson in the presidential campaign of 1832. His plan backfired. Congress failed to override Jackson's veto and afterwards Jackson went on to story the National Bank.Jackson won the campaign and the Bank war, but he left the impression that the Democrats had played fast and loose with the Nat ion's credit system. By the end of Jackson's presidency the country was in th e economic panic of 1837. (page 264265) 3. Gag Rule (Passed in 1 836) The third resolution of the Pinkeye Resolutions. Northern abolitionists were using new advances in the printing industry were able to spread more than a million pieces of antislavery literature, much of which went to the south via US mail.Southern slave owners insisted that they were enticing the slaves to revolt, abolitionist tracts were burned and the President Van Burn was the President at the time not Jackson (Jackson was the president that allowed the US postmasters to censor the mail, and the gag rule was passed during his presidency in 1 836, the campaign by the abolitionists continue past his presidency and into Van Burns presidency, who took office March, 1837. Allowed for US postmasters to censor the mail. The gag rule was first passed in 1836 and was debated heavily through 1844.It said that any antislavery petitions would be automatically tabled with o discussion, as the abolitionists were viewed as fa natics. 4. John Tyler (1841) The 10th President of the United States. Became president in 1841, after William Henry Harrison died, and was the first UP to do this. Was known as â€Å"his accidence'. Tyler used the negative power of presidential veto t stymie the Whig program. In the end Clay (leader of the Whig) had no nation I bank, no funds for internal improvements, and only a slightly higher tariff.Although Clays leadership of the Whig was strengthened, Tyler had deprived that leadership of meaning by denying the Whig the legislative fruits of their victory in 1840 . Willow Proviso (1846) In August David Willow, a Pennsylvania democrat, offered an amendment to an appropriations bill for the Mexican war, that any territory gained would be free of slavery. He stated that this was to preserve t freedom of White people, and thereby infuriated southern shallowness, due t the implication that the mere proximity of slavery was degrading and that hi et southerners were a degraded peopl e.The proviso was consistently rejected a ND never became law. The debate began a deep distrust between northerners a southerners. Led to the Compromise of 1850 and the Free Soil party being established. . Free Soil Party (1 8481 854) Formed by dissidents Of the Whig, Old Liberty Party, and a few Northern Democrats. Vowed to keep new territories free. The motto said that free labor couldn't compete with bonded labor. Nominated M artic Van Burn for candidacy but lost to Taylor in election. The party distanced itself from abolitionism and avoided the moral problems implicit in slavery.Members emphasized instead the threat slavery would pose to free white labor and northern businessmen in the new western territories. The Compromise of 1850 temporarily neutralized the issue of slavery, and the Free Soil Party became nominated by ardent antislavery leaders. The party ran John P. Hale in the 1852 presidential election , but its share of the popular vote shrank to less than 5%. However, tw o years later, after enormous outrage over the Canebrake's Act of 1854, the remains of the Free Soil party helped form the Republican Party. 7.Compromise of 1850 (1850) If California was accepted as a free slave State into the union then there would be 16 free states and 15 slave states and the southerners saw their power slipping away. President Taylor owned slaves b UT sought a continental empire, he vowed to stand up to anything that threaten d he Union. 5 steps Henry Clay came in with his last great compromise and suggested Admit California as a free state, as it's residents clearly preferred. B. Allow the residents of the New Mexico and Utah territories to decide the slave ray issue for themselves End the Slave trade in the district of Columbia d.Pass a new fugitive state law that said that if a slave had escaped to another s Tate, then they were to be returned to their owners. Set the boundary between Texas and New Mexico and pay Texas $10 million f or the territory given up t o New Mexico. The compromise was initially rejected, however Stephen Douglas kept it alive, earning the future of the union if it did not pass. He broke it up into smaller bills, know wing that it would never pass as a package. Douglas engineered a majority vote for the compromise and President Fillmore signed it. 14. 15. Uncle Tom's cabin (1851) A novel written by Harriet Beechen Stows about southern slavery that caused a firestorm of controversy. Tom in the book is s old with 2 other mulatto slaves who escape. The presence of mulatto slaves indict the widespread interracial and extramarital sex that northerners, in the midst of a religious revival, viewed as a terrible sin. Tom is beaten to death by his master Leggier, when Tom refuses to whip another slave. By the time of the Civil War the book had sold an unprecedented 3 million copies and thousands more in Europe.The book gave slavery a face and transformed the abolitionist movement from being viewed as extremist to most northe rners to the edge o respectability. To the southerners the book was a damnable lie, a political trap CT disguised as literature. Despite the book's reception in the north, African Americans in the north continued to face voting restrictions, segregation, and official harassment. Canebrake's Act (1854) In January 1 854 Stephen Douglas rewrote his railroad proposal that would've called for a transcontinental railroad and a to establish a government in the Nebraska territory.Since the railroad would've been a northern route instead of a southern route, and because the new terrier Tory was above the Missouri compromise line southern senators rejected it. Dough altered the bill to split the territory into two, Kansas a slave state and Nebraska AAA free state, but left the actual decision of slavery up to the residents of the territories, it also repealed the Missouri compromise. This threatened the laypeople, but President Pierce backed the bill which garnered enough sup port from northe rn democrats that it did pass. Was the catalyst for a brand new party, Lincoln Republican party.Most explosive piece of legislation in history†¦ IT lead to Bleeding Kansas! 16. 17. 18. John Brown (1859) Was a political terrorist and an abolitionist that led groups of volunteers in Bleeding Kansas. He attempted to raid the arsenal at Harpers F err to start a slave revolt in 1859. This was put down by the Marines (led by future Confederate commander Robert E Lee) and Brown was sentenced to death by hanging. The Harpers Ferry raid in 1859 resulted in Southern calling for the f deader slave codes to be taken down and it escalated tensions, that a year later, led t o secession and the American Civil War.Federal Slave Code (Around 1 860) Southerners demand to make Dried Scott ruling an official law to protect slavery in territories was the driving force behind the Federal Slave Codes. Effectively would have made it possible for shallowness to travel at will while their slaves remaine d property, regardless of the local laws. Most import Tanta as an issue that the Democrats would split over in 1 860, removing their national unity and hastening the coming of the Civil War. Intimate (September 17, 1 862) Also commonly referred to as the Battle Of Sharpeners. Final Exam Review The treaty was significant because it gave Florida to the United States and created a boundary line between Spanish territory and the US, which solved rewriter disputes about the Louisiana Purchase up until the Noncommercial n War. 2. The Bank Veto (1832) On July 10, 1 832 Jackson vetoed the recharging bill for the bank of the United States in a message that appealed both to state bankers and to foes of all banks.Henry Clay convinced Nicholas Fiddle, President of the Bank, to apply to congress for a new charter, even though the current one wouldn't expire for another 4 years, in order to create an issue to use against Jackson in the presidential campaign of 1832. His plan backfired. Congress failed to override Jackson's veto and afterwards Jackson went on to story the National Bank.Jackson won the campaign and the Bank war, but he left the impression that the Democrats had played fast and loose with the Nat ion's credit system. By the end of Jackson's presidency the country was in th e economic panic of 1837. (page 264265) 3. Gag Rule (Passed in 1 836) The third resolution of the Pinkeye Resolutions. Northern abolitionists were using new advances in the printing industry were able to spread more than a million pieces of antislavery literature, much of which went to the south via US mail.Southern slave owners insisted that they were enticing the slaves to revolt, abolitionist tracts were burned and the President Van Burn was the President at the time not Jackson (Jackson was the president that allowed the US postmasters to censor the mail, and the gag rule was passed during his presidency in 1 836, the campaign by the abolitionists continue past his presidency and into Van Burns presidency, who took office March, 1837. Allowed for US postmasters to censor the mail. The gag rule was first passed in 1836 and was debated heavily through 1844.It said that any antislavery petitions would be automatically tabled with o discussion, as the abolitionists were viewed as fa natics. 4. John Tyler (1841) The 10th President of the United States. Became president in 1841, after William Henry Harrison died, and was the first UP to do this. Was known as â€Å"his accidence'. Tyler used the negative power of presidential veto t stymie the Whig program. In the end Clay (leader of the Whig) had no nation I bank, no funds for internal improvements, and only a slightly higher tariff.Although Clays leadership of the Whig was strengthened, Tyler had deprived that leadership of meaning by denying the Whig the legislative fruits of their victory in 1840 . Willow Proviso (1846) In August David Willow, a Pennsylvania democrat, offered an amendment to an appropriations bill for the Mexican war, that any territory gained would be free of slavery. He stated that this was to preserve t freedom of White people, and thereby infuriated southern shallowness, due t the implication that the mere proximity of slavery was degrading and that hi et southerners were a degraded peopl e.The proviso was consistently rejected a ND never became law. The debate began a deep distrust between northerners a southerners. Led to the Compromise of 1850 and the Free Soil party being established. . Free Soil Party (1 8481 854) Formed by dissidents Of the Whig, Old Liberty Party, and a few Northern Democrats. Vowed to keep new territories free. The motto said that free labor couldn't compete with bonded labor. Nominated M artic Van Burn for candidacy but lost to Taylor in election. The party distanced itself from abolitionism and avoided the moral problems implicit in slavery.Members emphasized instead the threat slavery would pose to free white labor and northern businessmen in the new western territories. The Compromise of 1850 temporarily neutralized the issue of slavery, and the Free Soil Party became nominated by ardent antislavery leaders. The party ran John P. Hale in the 1852 presidential election , but its share of the popular vote shrank to less than 5%. However, tw o years later, after enormous outrage over the Canebrake's Act of 1854, the remains of the Free Soil party helped form the Republican Party. 7.Compromise of 1850 (1850) If California was accepted as a free slave State into the union then there would be 16 free states and 15 slave states and the southerners saw their power slipping away. President Taylor owned slaves b UT sought a continental empire, he vowed to stand up to anything that threaten d he Union. 5 steps Henry Clay came in with his last great compromise and suggested Admit California as a free state, as it's residents clearly preferred. B. Allow the residents of the New Mexico and Utah territories to decide the slave ray issue for themselves End the Slave trade in the district of Columbia d.Pass a new fugitive state law that said that if a slave had escaped to another s Tate, then they were to be returned to their owners. Set the boundary between Texas and New Mexico and pay Texas $10 million f or the territory given up t o New Mexico. The compromise was initially rejected, however Stephen Douglas kept it alive, earning the future of the union if it did not pass. He broke it up into smaller bills, know wing that it would never pass as a package. Douglas engineered a majority vote for the compromise and President Fillmore signed it. 14. 15. Uncle Tom's cabin (1851) A novel written by Harriet Beechen Stows about southern slavery that caused a firestorm of controversy. Tom in the book is s old with 2 other mulatto slaves who escape. The presence of mulatto slaves indict the widespread interracial and extramarital sex that northerners, in the midst of a religious revival, viewed as a terrible sin. Tom is beaten to death by his master Leggier, when Tom refuses to whip another slave. By the time of the Civil War the book had sold an unprecedented 3 million copies and thousands more in Europe.The book gave slavery a face and transformed the abolitionist movement from being viewed as extremist to most northe rners to the edge o respectability. To the southerners the book was a damnable lie, a political trap CT disguised as literature. Despite the book's reception in the north, African Americans in the north continued to face voting restrictions, segregation, and official harassment. Canebrake's Act (1854) In January 1 854 Stephen Douglas rewrote his railroad proposal that would've called for a transcontinental railroad and a to establish a government in the Nebraska territory.Since the railroad would've been a northern route instead of a southern route, and because the new terrier Tory was above the Missouri compromise line southern senators rejected it. Dough altered the bill to split the territory into two, Kansas a slave state and Nebraska AAA free state, but left the actual decision of slavery up to the residents of the territories, it also repealed the Missouri compromise. This threatened the laypeople, but President Pierce backed the bill which garnered enough sup port from northe rn democrats that it did pass. Was the catalyst for a brand new party, Lincoln Republican party.Most explosive piece of legislation in history†¦ IT lead to Bleeding Kansas! 16. 17. 18. John Brown (1859) Was a political terrorist and an abolitionist that led groups of volunteers in Bleeding Kansas. He attempted to raid the arsenal at Harpers F err to start a slave revolt in 1859. This was put down by the Marines (led by future Confederate commander Robert E Lee) and Brown was sentenced to death by hanging. The Harpers Ferry raid in 1859 resulted in Southern calling for the f deader slave codes to be taken down and it escalated tensions, that a year later, led t o secession and the American Civil War.Federal Slave Code (Around 1 860) Southerners demand to make Dried Scott ruling an official law to protect slavery in territories was the driving force behind the Federal Slave Codes. Effectively would have made it possible for shallowness to travel at will while their slaves remaine d property, regardless of the local laws. Most import Tanta as an issue that the Democrats would split over in 1 860, removing their national unity and hastening the coming of the Civil War. Intimate (September 17, 1 862) Also commonly referred to as the Battle Of Sharpeners.

Haven Answers

Page 1, Questions 10-20: ———————— 1: A standard drink is: A 16-ounce beer B 12-ounce malt beverage C 6-ounce glass of wine ->D none of the above 2: As found in recent studies, people who think they are drinking alcohol (but are not) report: A feeling sad B feeling aggressive ->C finding other people more attractive D all of the above 3: Effects in judgment are caused by alcohol’s impact on which part of the brain: A nucleus accumbens ->B frontal lobes C hypothalamus D none of the above : How many standard drinks does it take before learning (the ability to take in new information) may be affected: ->A as few as one or two drinks B as few as two or three drinks C as few as three or four drinks D none of the above 5: Which of the following statements reflects what is generally found to be true on college campuses: A athletes tend to drink less than non-athletes B members of Greek-letter organizations tend to drink less than non-Greeks C underage students tend to drink less often than students of legal drinking age ->D none of the above : The possibility of alcohol having a long-term effect on the ability to learn and to make decisions is increased by: A drinking as teenagers B drinking as young adults C repeated heavy drinking ->D all of the above 7: Based on recent studies at American colleges, what percentage of students choose not to drink: A 5% B 10% C 15% ->D 20% 8: Which of the following factors increases the concentration of alcohol someone consumes from drinking one standard drink: A weighing more B eating certain foods ->C having less body water D none of the above : A blackout is: A passing out ->B not being able to form new memories about what happened when drinking C being able to remember what happened when prompted D none of the above 10: Which of the following is NOT true about hazing: A it is illegal in most states B it often involves alcohol ->C it is a good way to build unity among n ew members D a and c Page 2, Questions 10-20: ———————— 11: Alcohol’s negative effect on academic performance is because of: A interference with the ability to process new information B hangovers leading to missed classesC memory difficulty ->D all of the above 12: Someone would report experiencing energized or stimulated at the following blood alcohol concentration (even though in actuality their brain activity may be slowing down): ->A 0. 01-0. 05% B 0. 05-0. 10% C 0. 10-0. 15% D none of the above 13: Adolescent alcohol abusers have shown impairments in cognitive functions: A through the first 24 hours after their last drink B for at least 3 days after their last drink C for at least 1 week after their last drink ->D for at least 3 weeks after their last drink 4: Which of the following is a potential warning sign that someone is addicted to alcohol: A an increased tolerance to the effects of alcohol B experiencing black outs C drinking alone ->D all of the above 15: Women absorb alcohol faster than men because: A they tend to weigh less B they have less of a needed enzyme in their stomach C they have less body water ->D all of the above 16: If someone is showing signs of an alcohol overdose, you should: A have them take a cold shower ->B not leave them alone C get them something to eatD all of the above 17: Which of the following decreases the chances of an alcohol overdose: A eating before and during drinking B setting a personal limit of how many drinks will be consumed C alternating your drinks with non-alcoholic beverages ->D all of the above 18: High-risk drinking is defined as: A 4 or more drinks on an occasion for women B 5 or more drinking on an occasion for men C neither a or b ->D both a and b 19: Which part(s) of the brain, when impaired by alcohol, play an important role in learning: A nucleus accumbensB hypothalamus ->C hippocampus D all of the above 20: Which of the following is affec ted by alcohol consumption: A decision-making and judgment B motivation and attention C learning and memory ->D all of the above Page 2, Questions 20-30: ———————— 21: What percentage of alcohol consumed each year in the U. S. is consumed by people who are underage: A 10% B 15% ->C 20% D none of the above 22: Which of the following statements is NOT true: A men are more likely to be high-risk drinkers than women >B students from the Southeast are more likely to be high-risk drinkers than students from the Northeast C white men are more likely to be high-risk drinkers than black men D women are less likely to be high-risk drinkers than men 23: Alcohol can increase the chances of: A contracting a sexually-transmitted disease B having sex unwillingly or with an unwilling partner C damaging relationships ->D all of the above 24: What proportion of frequent high-risk drinkers report having driven after drinking: A 17% B 37% ->C 57% D none of the above 25: Which of the following is true:A the percentage of American college students who are frequent high-risk drinkers has increased over the years B the percentage of American college students who are non-drinkers has increased over the years ->C both a and b D neither a or b 26: When partying, someone can reduce their risk of experiencing negative consequences caused by alcohol by: A keeping track of how many drinks they have had B making sure someone who isn’t drinking controls the car keys C using cups or glasses that contain ordinary/standard sizes of drinks ->D all of the above 7: Alcohol-induced blackouts are the result of alcohol’s effect on which part of the brain: ->A hippocampus B frontal lobes C hypothalamus D all of the above 28: How quickly does the body eliminate, or get rid of, alcohol: ->A 0. 015% per hour B 0. 025% per hour C 0. 15% per hour D none of the above 29: It is illegal to drive if someone of legal drinking age has a blood al cohol concentration (BAC) of: A . 04% or above B . 06% or above ->C . 08% or above D 1. 0% or above 30: Which of the following is a sign of an alcohol overdose: A impairments in balance B difficulty breathingC unconsciousness ->D all of the above Page 3, Questions 30-40: ———————— 31: When alcohol is involved in a possible sexual assault: A the person who committed the sexual assault cannot be held fully accountable for their actions B the person who experienced the sexual assault must bear some responsibility for what happened ->C alcohol consumption does not change the nature of the crime D both a and b 32: In a national study, what proportion of students reported having their sleep or studying disrupted by someone who was consuming alcohol: A 1 out of 10B 1 out of 5 ->C 2 out of 3 D 4 out of 5 33: A key contributor to a headache as a symptom of a hangover is: A the increased stimulation related to alcohol’s effect on t he nucleus accumbens B the loss of balance related to alcohol’s effect on the cerebellum C dehydration related to alcohol’s effect on the hypothalamus ->D all of the above 34: In the past decade, the proportion of students who drink with the intention of getting drunk has: A decreased B remained the same ->C increased D is unknown 5: About what percentage of sexual assaults (including rapes) on college campuses involve the use of alcohol by either or all people involved: A 30% B 40% C 50% ->D 60% 36: Alcohol addiction is: A a physiological and psychological dependency on alcohol B another name for alcoholism C a disease ->D all of the above 37: Drugs such as GHB and Rohypnol when combined with alcohol can: A cause sedation and amnesia B cause unconsciousness or even death C increase one’s vulnerability to sexual assault ->D all of the above 8: In one study, researchers found that students were actually consuming more alcohol than they realized when they were dri nking wine or mixed drinks. How much more alcohol were students consuming than they realized when they had mixed drinks? A 22% B 42% C 72% ->D 92% 39: It is most accurate to say that growing up in a home where parents drank excessively: ->A affects attitudes toward alcohol but it is difficult to predict how B leads to abstinence C leads to alcohol abuse D has no effect on attitudes toward alcohol 40: Drinking games can make it difficult to drink safely because: A there is a competitive aspect involvedB it is hard to keep track of how much alcohol has been consumed C they disrupt plans to pace drinking ->D all of the above *Q1) Which of the following is NOT true: a) hazing is illegal in most states –>b) taking someone else's prescription drugs is safe since they are legal drugs c) mixing prescription drugs and alcohol is dangerous d) a and c *Q1. 1) Which of the following is NOT true: a) taking someone else's prescription drugs is safe since they are legal drugs b) hazing is n ot illegal in most states c) mixing prescription drugs and alcohol is dangerous –>d) a and bQ2) About what percentage of sexual assaults (including rapes) on college campuses involve the use of alcohol by perpetrator, victim, or both: a) 20% b) 30% c) 40% –>d) 50% Q3) In a national study, what proportion of students reported having their sleep or studying disrupted by someone who was consuming alcohol: a) 1 out of 5 b) 2 out of 5 –>c) 2 out of 3 d) none of the above Q4) To reduce the risk of an alcohol overdose, one should: a) keep track of how many drinks they have had b) be aware of their BAC level to reduce their risk c) know what and how much they are drinking ->d) all of the above *Q5) Which part(s) of the brain, when impaired by alcohol, play an important role in learning: –>a) frontal lobes b) nucleus accumbens c) hypothalamus d) all of the above *Q5. 1) Which part(s) of the brain, when impaired by alcohol, play an important role in learning: a) nu cleus accumbens b) hypothalamus –>c) hippocampus d) all of the above *Q5. 2) Which part(s) of the brain, when impaired by alcohol, play an important role in learning: a) hippocampus and hypothalamus –>b) frontal lobes and hippocampus c) hypothalamus and frontal lobes ) nucleus accumbens and hippocampus *Q6) A key contributor to a headache as a symptom of a hangover is: a) the increased stimulation related to alcohol's effect on the nucleus accumbens b) the inability to form new memories related to alcohol's effect on the frontal lobes c) the loss of balance related to alcohol's effect on the cerebellum –>d) none of the above *Q6. 1) A key contributor to a headache as a symptom of a hangover is: a) the increased stimulation related to alcohol's effect on the nucleus accumbens –>b) dehydration related to alcohol's effect on the hypothalamus c) the oss of balance related to alcohol's effect on the cerebellum d) all of the above Q7) Women absorb alcohol faste r than men because: a) they tend to weigh less b) they have more of an enzyme in their stomach c) they have more body water –>d) all of the above *Q8) Which of the following factors influences blood alcohol concentration (BAC): a) vomiting b) eating certain foods –>c) weight d) all of the above *Q8. 1) Which of the following factors influences blood alcohol concentration (BAC): a) height –>b) weight c) vomiting d) all of the aboveQ9) Sign(s) of an alcohol overdose include: a) skin being bright red and hot –>b) being in a semiconscious state c) breathing being abnormally fast d) a and b *Q10) What percentage of alcohol consumed each year in the U. S. is consumed by people who are underage: a) 10% –>b) 20% c) 30% d) none of the above *Q10. 1) What percentage of alcohol consumed each year in the U. S. is consumed by people who are underage: a) 10% b) 15% –>c) 20% d) none of the above *Q10. 2) What percentage of alcohol consumed each year in the U. S. s consumed by people who are underage: a) 5% b) 10% c) 15% –>d) none of the above *Q11) When partying, someone can reduce their risk by: a) knowing how much alcohol someone has put in their mixed drink b) never leaving the drink unattended c) alternating your drinks with non-alcoholic drinks –>d) all of the above *Q11. 1) When partying, tips for staying safe include: a) keeping track of how many drinks have been consumed b) never leaving the drink unattended c) avoid rapid increases in BAC levels –>d) all of the above Q12) Students on spring break: ) are not legally accountable for their actions out of their campus jurisdiction –>b) may drink more heavily or in a riskier way than usual because they are in a different setting surrounded by new people c) both a and b d) neither a or b Q13) Attitudes about drinking can be influenced by the home environment if: a) a parent is an alcoholic b) both parents abstain from drinking c) drinking alcohol was co mmon but in moderation –>d) all of the above Q14) Which of the following is NOT a characteristic that may predispose someone (or increase their susceptibility) to alcohol addiction: –>a) gender ) genetic makeup c) the age at which a person first uses alcohol d) brain chemistry Q15) High-risk drinking is defined differently for women (4 drinks in an occasion) than for men (5 drinks in an occasion) because: a) women have less of an enzyme in their stomach b) women absorb alcohol faster than men c) women tend to weigh less than men –>d) all of the above Q16) Effects in judgment are caused by alcohol's impact on which part of the brain: a) hypothalamus b) cerebellum –>c) frontal lobes d) none of the above Q17) Which of the following is a consequence of alcohol consumption: a) reduced inhibitions ) poor decision-making c) reduced ability to form new memories –>d) all of the above Q18) In order to help a person keep track of one's blood alcohol concentra tion (BAC), one should: a) know exactly what they are drinking b) should consider the size of the cup c) keep track of how much they have had to drink –>d) all of the above *Q19) A blackout: a) typically occurs at a BAC of 0. 05-0. 10% –>b) is when a person is unable to remember what they did while they were drinking c) is caused by an impairment of the frontal lobes d) all of the above *Q19. 1) A blackout: ) typically occurs at a BAC of 0. 10-0. 15% b) is when a person is unable to form new memories about what happened while they were drinking c) is caused by an impairment of the hippocampus –>d) all of the above *Q19. 2) A blackout is: a) passing out –>b) not being able to form new memories about what happened when drinking c) being able to remember wat happened when prompted d) none of the above Q20) Which of the following is a potential warning sign that someone is addicted to alcohol: a) drinking more than intended b) thinking about drinking througho ut the day c) lying about drinking ->d) all of the above Q21) The long-term damage to the ability to learn and remember can happen at what level of drinking: a) as few as two drinks a week –>b) as few as three drinks per day c) as few as six drinks per day d) none of the above *Q22) Which of the following is true about learning: a) it is not influenced by the individual student –>b) learning can be affected by other students' consumption of alcohol c) it typically takes five to six drinks to interfere with the ability to take in new information d) all of the above *Q22. 1) Which of the following is true about learning: ) it may take as few as one or two drinks of alcohol to interfere with the ability to take in new information b) it is strongly influenced by the individual learner c) learning can be affected by other students' consumption of alcohol –>d) all of the above Q23) How quickly does the body eliminate, or get rid of, alcohol: –>a) 0. 015% per ho ur b) 0. 025% per hour c) 0. 15% per hour d) none of the above Q24) Adolescent alcohol abusers have shown impairments in cognitive functions: a) through the first 24 hours after their last drink b) through the first 48 hours after their last drink ) for at least 5 days after their last drink –>d) for at least 3 weeks after their last drink Q25) In general, as alcohol consumption goes up: a) students' grades tend to come down b) students are more likely to miss class c) students are more likely to get behind in their school work –>d) all of the above *Q26) When combined with alcohol, GHB and Rohypnol can cause a) a temporary increase in one's sex drive, thereby making one more likely to want sex b) one to be more aggressive, thereby more likely to make sexual advances –>c) sedation and amnesia, making one vulnerable to sexual assault d) none of the above Q26. 1) GHB and Rohypnol, especially when combined with alcohol: a) decrease inhibitions, thereby making one m ore likely to want sex –>b) cause severe sedation, making one vulnerable to sexual assault c) make others appear more attractive, thereby making one more interested in sex d) none of the above Q27) What is the percentage of American college students who are frequent high-risk drinkers: –>a) 23% b) 33% c) 43% d) none of the above *Q28) A standard drink is: a) 12-ounce beer, 5-ounce glass of wine, or 2 ounces of liquor b) 16-ounce beer, 6-ounce glass of wine, or 1. ounces of liquor –>c) 12-ounce beer, 5-ounce glass of wine, or 1. 5 ounces of liquor d) 12-ounce beer, 5-ounce malt beverage, or 2 ounces of liquor *Q28. 1) A standard drink is: a) 16-ounce beer b) 12-ounce malt beverage c) 6-ounce glass of wine –>d) none of the above *Q28. 2) A standard drink is: a) 12-ounce beer b) 5-ounce glass of wine c) 1. 5 ounces of liquor –>d) all of the above *Q28. 3) A standard drink is: a) 12 oz. beer (5% alcohol), 12 oz. wine cooler (4% alcohol), 3 oz. liquor ( 40% alcohol) –>b) 12 oz. beer (5% alcohol), 5 oz. wine (12% alcohol), 1. oz. liquor (40% alcohol) c) 16 oz. beer (5% alcohol), 5 oz. wine (12% alcohol), 3 oz. liquor (40% alcohol) d) 12 oz. malt liquor (6% alcohol), 12 oz. wine (12% alcohol), 1. 5 oz. liquor (30% alcohol) e) 16 oz. beer (5% alcohol), 5 oz wine (10% alcohol), 1. 5 oz. liquor 40% alcohol) Q29) Based on recent studies at American colleges, what percentage of students choose not to drink: a) 15% –>b) 20% c) 25% d) None of the above Q30) Someone with a blood alcohol concentration (BAC) range of 0. 10-0. 15 would experience which of the following: a) slurred speech ) problems with motor coordination c) a lack of awareness of how impaired they are –>d) all of the above Q31) Which of the following is true about someone experiencing a potential alcohol overdose: a) the best thing to do is sleep it off b) they should eat something to absorb the alcohol –>c) they may still have alcohol in their syst em that is getting absorbed d) all of the above Q32) Which of the following statements is NOT true: a) white men are more likely to be high-risk drinkers than black men b) men are more likely to be high-risk drinkers than women ->c) students from the Southeast are more likely to be high-risk drinkers than students from the Northeast d) women are less likely to be high-risk drinkers than men *Q33) Although drinking has been common on college campuses for a long time: a) the percentage of non- drinkers has increased b) the proportion of students who drink with the intention of getting drunk has increased –>c) both a and b d) neither a or b *Q33. 1) Although drinking has been common on college campuses for many years: a) the percentage of non- drinkers has decreased ->b) the proportion of students who drink with the intention of getting drunk has increased c) both a and b d) neither a or b *Q34) Which of the following statement(s) reflect what is generally found to be true on co llege campuses: a) members of Greek-letter organizations tend to drink more than non-Greeks b) athletes tend to drink more than non-athletes c) underage students tend to drink less often than students of legal drinking age –>d) all of the above *Q34. 1) Which of the following statement(s) reflect what is generally found to be true on college campuses: a) athletes tend to drink less than non-athletes ->b) members of Greek-letter organizations tend to drink more than non-Greeks c) underage students tend to drink more often than students of legal drinking age d) b and c *Q34. 2) Which of the following statements reflects what is generally found to be true on college campuses: a) athletes tend to drink less than non-athletes b) members of Greek-letter organizations tend to drink less than non-Greeks –>c) underage students tend to drink less often than students of legal drinking age d) none of the above Q35) Alcohol can increase the chances of: a) having sex unwillingly or with an unwilling partner b) contracting a sexually-transmitted disease –>c) both a and b d) neither a or b *Q35. 1) Alcohol can increase the chances of: a) contracting a sexually-transmitted disease b) having sex unwillingly or with an unwilling partner c) damaging relationships –>d) all of the above Q36) Alcohol-induced blackouts are the result of alcohol's effect on which part of the brain: a) frontal lobes –>b) hippocampus c) hypothalamus d) cerebellumQ37) When alcohol is involved in a possible sexual assault: a) there are lighter penalties because alcohol was involved –>b) the nature of the crime does not change c) the higher the BAC level, the more able some one is to give consent d) both a and c *Q38) As found in recent studies, people who think they are drinking alcohol (but are not) report: a) feeling happier b) feeling sexier c) finding other people more attractive –>d) all of the above *Q38. 1) As found in recent studies, people who thin k they are drinking alcohol (but are not) report: a) feeling sad –>b) finding other people more attractive ) feeling aggressive d) all of the above Q39) It is illegal to drive if someone of legal drinking age has a blood alcohol concentration (BAC) of: a) . 05% or above b) . 06% or above c) . 07% or above –>d) . 08% or above *Q40) Which of the following is true about drinking and driving: a) as long as someone is under the legal limit it is safe to drive –>b) it is one of the leading causes of death among college campuses c) no matter who you are, it is legal to drive with a BAC of less than 0. 08 d) all of the above *Q40. 1) Which of the following is NOT true about drinking and driving: a) it s one of the leading causes of death among college students –>b) as long as someone is under the legal limit it is safe to drive c) if under 21, it is illegal to drive with any measurable amount of alcohol in one's blood system d) b and c Q41) Based on recent studie s at American colleges, what percentage of students consume alcohol at least once during a typical month: a) 50-60% b) 60-70% –>c) 70-80% d) 80-90% Q42) Research shows that the brain: a) has essentially finished developing prior to puberty b) has essentially finished developing by the 18 years of age –>c) continues to develop into young adulthood ) none of the above Q43) In all states, for someone who is under 21, it is illegal to drive if their blood alcohol concentration (BAC) is: –>a) greater than 0 b) 0. 04% or above c) 0. 06% or above d) 0. 08% or above Q44) High-risk drinking is defined as: a) 5 or more drinks on an occasion for women b) 6 or more drinks on an occasion for men –>c) neither a or b d) both a and b Q45) The initial effect of pleasant comfortable feelings is caused by alcohol's impact on which part of the brain: –>a) nucleus accumbens b) frontal lobes c) hypothalamus d) none of the aboveQ46) About what percentage of rapes on coll ege campuses involve the use of alcohol by either or all people involved: a) 30% b) 60% –>c) 90% d) none of the above Q47) Alcohol addiction is: a) a physiological and psychological dependency on alcohol b) another name for alcoholism c) a disease –>d) all of the above *Q48) It is most accurate to say that growing up in a home where alcohol use was strictly forbidden: a) leads to abstinence b) leads to alcohol abuse c) has no effect on attitudes toward alcohol –>d) affects attitudes toward alcohol but it is difficult to predict how *Q48. ) It is most accurate to say that growing up in a home where parents drank excessively: –>a) affects attitudes toward alcohol but it is difficult to predict how b) leads to abstinence c) leads to alcohol abuse d) has no effect on attitudes toward alcohol Q49) Alcohol's negative effect on academic performance is because of: a) interference with the ability to process new information b) hangovers leading to missed classes c ) memory difficulty –>d) all of the above Q50) What is the primary way that the body eliminates, or gets rid of, alcohol: a) stomach –>b) through the liver c) both a and b ) neither a or b Q51) Light beer†¦ –>a) Has less calories than regular beer. b) Has less alcohol than regular beer. c) Has less carbs than regular beer. d) Has less calories and carbs than regular beer. e) Has less calories, carbs, and alcohol than regular beer. Q52) â€Å"Proof† is.. a) The percentage of alcohol in a drink (twice the alcohol content). b) ID showing that you're 21. –>c) The content of alcohol in a drink (twice the percent). d) How much of a certain type of alcohol you can drink until you BAC is too high. e) The year the alcohol was bottled. Q53) The following factors can influence you BAC: ->a) Sex, weight, how much food you've eaten before drinking b) Sex, weight, family history c) Sex, family history type of alcohol you're drinking d) Weight, family histor y, how much food you've eaten before drinking e) Weight, family history, type of alcohol you're drinking Q54) â€Å"BAC† stands for: a) The breath test that police give a driver if they suspect him/her of driving under the influence –>b) Blood Alcohol Concentration c) Blood Absolute Content d) Breathe Alcohol Concentration e) Blood Absolute Concentration Q55) You can keep your BAC from getting too high by: a) Eating greasy foods. b) Vomiting c) Taking a shower ) Getting some fresh air –>e) Pacing your drinks Q56) If alcohol has an effect on the frontal lobes, you might see a difference in which of the following list of functions? a) Impulse control, walking, planning, and memory formation. b) Impulse control, decision-making, speaking clearly, and memory formation. c) Impulse control, walking, speaking clearly, and planning. d) Walking, decision-making, planning, and memory formation. –>e) Impulse control, decision-making, planning, and memory formation. Q57) Not being able to remember what happened at a party could be due to alcohol's impact on the: a) premotor cortex b) temporal lobes ) cerebral cortex d) frontal lobes –>e) hippocampus Q58) Some of the possible effects of hangovers are: a) nausea, fatigue, and forgetting what happened the night before. b) headache, hunger, and sensitivity to light. –>c) nausea, fatigue, and sensitivity to light. d) nausea, hunger, and fatigue. e) dehydration, fatigue, and forgetting what happened the night before. Q59) The more alcohol you drink, the more fluid you lose – and the more fluid you lose, the worse your hangover headache. –>a) True b) False Q60) Which of the following influences the likelihood that a student will drink heavily while in college: a) sex ) race/ethnicity c) geographic location of the school –>d) all of the above Q61) If someone is showing signs of an alcohol overdose, you should: –>a) not leave them alone b) get them something to eat c) have them take a cold shower d) all of the above Q62) If a man and a woman who weigh the same consume the same amount of alcohol: a) the man's BAC will be higher in part because men have more body water –>b) the women's BAC will be higher in part because men have more body water c) the man's BAC will be higher in part because men have less body water d) their BAC levels would be the same Q63) In one study, researchers found that students were actually consuming more alcohol than they realized when they were drinking wine or mixed drinks. How much more alcohol were students consuming than they realized when they had wine? a) 13% b) 23% –>c) 53% d) 73% *Q63. 1) In one study, researchers found that students were actually consuming more alcohol than they realized when they were drinking wine or mixed drinks. How much more alcohol were students consuming than they realized when they had mixed drinks? a) 22% b) 42% c) 72% –>d) 92%Q64) In a recent study, approxi mately what percentage of college students at a major university reported having experienced a blackout: a) 15% b) 25% –>c) 45% d) 55% Q65) Which of the following is affected by alcohol consumption: a) learning and memory b) decision-making and judgment c) motivation and attention –>d) all of the above Q66) Which of the following is NOT true about sexual assault: a) the higher the BAC level, the less able someone is to give consent b) the person who experienced the sexual assault, if drinking, is partially responsible for what happened c) not saying â€Å"no† is equivalent to giving consent ->d) both b and c Q67) Which of the following should increase your concern that someone has a possible addiction to alcohol: a) they participate less in activities they used to enjoy b) they become more isolated c) they seem to be more insensitive to the effects of their drinking on others –>d) all of the above Q68) Alcohol contributes to which of the following: a) vio lence b) riots c) hazing –>d) all of the above Q69) In a national study, what proportion of students reported being pushed, hit, or assaulted by someone who was consuming alcohol: a) 1 out of 20 ->b) 1 out of 10 c) 1 out of 5 d) none of the above Q70) Which of the following decreases the chances of an alcohol overdose: a) alternating your drinks with non-alcoholic beverages b) setting a personal limit of how many drinks will be consumed c) eating before and during drinking –>d) all of the above Q71) Memory, judgment, and decision-making are first impaired at which of the following blood alcohol concentration (BAC) levels: a) 0. 01-0. 05% –>b) 0. 05-0. 10% c) 0. 10-0. 15% d) none of the above Q72) Which of the following is NOT true about hazing: ) it is illegal in most states b) it often involves alcohol –>c) it is a good way to build unity among new members d) a and c Q73) Drinking games can make it difficult to drink safely because: a) there is a competi tive aspect involved b) it is hard to keep track of how much alcohol has been consumed c) they disrupt plans to pace drinking –>d) all of the above Q74) Which of the following is a sign of an alcohol overdose: a) impairments in balance b) difficulty breathing c) unconsciousness –>d) all of the aboveQ75) How many standard drinks does it take before learning (the ability to take in new information) may be affected: –>a) as few as one or two drinks b) as few as two or three drinks c) as few as three or four drinks d) none of the above Q76) The possibility of alcohol having a long-term effect on the ability to learn and to make decisions is increased by: a) drinking as teenagers b) drinking as young adults c) repeated heavy drinking –>d) all of the above Q77) In the past decade, the proportion of students who drink with the intention of getting drunk has: a) decreased ) remained the same –>c) increased d) is unknown Q78) Which of the following factors increases the concentration of alcohol someone consumes from drinking one standard drink: a) weighing more b) eating certain foods –>c) having less body water d) none of the above Q79) What proportion of frequent high-risk drinkers report having driven after drinking: a) 17% b) 37% –>c) 57% d) none of the above Q80) Drugs such as GHB and Rohypnol when combined with alcohol can: a) cause sedation and amnesia b) cause unconsciousness or even death c) increase one’s vulnerability to sexual assault ->d) all of the above Q81) Someone would report experiencing energized or stimulated at the following blood alcohol concentration (even though in actuality their brain activity may be slowing down): –>a) 0. 01-0. 05% b) 0. 05-0. 10% c) 0. 10-0. 15% d) none of the above Q82) Which of the following is true: a) the percentage of American college students who are frequent high-risk drinkers has increased over the years b) the percentage of American college students who are non-drinkers has increased over the years –>c) both a and b d) neither a or b

The Berlin Wall Essay examples - 925 Words

The Berlin Wall The Berlin Wall, built in August of 1961, was s physical symbol of the political and emotional divisions of Germany. The Wall was built because of a long lasting suspicion among the Soviet Union on one side and Western Europe and the United States on the other. Once World War II was over, these Allies no longer had a common purpose to hold them together. Their differences became less hidden and more irreconcilable. The Western Allies quickly realized they couldnt kick a dog when its already down, and that Germany was in desperate need of help. Therefore, the Allies aim was to rebuild Germanys economy. The Soviet Union disagreed with this plan immensely, and instead they became busy with setting up Communist†¦show more content†¦Families were separated, for the Wall had run through parks, public areas, and even buildings. The Wall did not hold them back from freedom. According to reports, official figures show that more than 400 people died trying to flee. Human-rights activi sts say that the true figure could be closer to 800. Many of these escape attempts were dramatic. People leapt form windows, tunneled and crept through sewers, rammed through the gates in steel-plated trucks, crawled through mud, and swam the icy waters of the citys rivers and canals. Even though the Wall created international crises, divided families, and spawned villains and gangsters, it also produced its heroes. Brave men and women who lived in the shadow of the Wall found ways to elude Communism. Escape soon became harder. The barbed wire was replaced with concrete slabs. Waterways were blocked by underground fences. Windows along the borders had bricks instead of glass. Getting across became increasingly difficult, and it required ingenuity as well as determination. In the first year alone, 14 attempts were made to breach the wall through driving into it.Show MoreRelatedThe Berlin Wall Of Berlin1488 Words   |  6 Pagesof the Berlin wall brought Germany closer together as on e country. The east side of Berlin was communist, whereas the west side was socialist/democratic. The Berlin wall was often referred to as a symbol of the cold war and the inner conflict of Germany. It showed the different ideologies of the USA and USSR and their systems of government. Officially known as the â€Å"Anti-Fascist-Protective Wall† by the east, and the â€Å"Wall of Shame† by the West, it physically divided the city of Berlin from AugustRead MoreBerlin : The Berlin Wall2048 Words   |  9 PagesMatthew Chang November 16, 2014 Berlin Paper: The Berlin Wall Overview After the conclusion of World War II, Germany was split into four sections, each occupied by the respective nations of France, Britain, America, and the Soviet Union. The Western nations of France, Britain, and the United States joined together and formed West Germany, while the communist U.S.S.R. maintained its own grip on East Germany. The capital of Germany, Berlin, was likewise divided into four sections occupied by theRead MoreThe Berlin Wall667 Words   |  3 PagesThe Berlin Wall was constructed on August 13, 1961. The reason for this was to separate West and East Germany. People in East Germany received the short end of the stick because â€Å"to live in East Germany behind the Berlin Wall meant to live in fear and distrust† (Wagner). The Stasi (state security service) monitored citizens for fear of rebellion. Many students and college graduates tried to cross over but only a few were successful. Those who were not were fined, prosecuted, or even murdered. TheRead MoreBerlin Wall6826 Words   |  28 PagesGermany Berlin was divided by a barrier that was patrolled day and night by armed soldiers and guard dogs. On August 13, 1961 shortly after midnight police and soldiers in the Communist controlled Berlin moved quickly to set up barriers. Berliners woke to find their city divided into east and west sectors. A communist nation led by the Soviet Union was in control of East Berlin. While West Berlin was controlled by a democratic nation led by the United States (Epler, 1992). The Berlin Wall knownRead MoreThe Berlin Wall And The End Of The Wall1337 Words   |  6 PagesThe Berlin Wall was a fortification established in 1961 in order to separate East Berlin from West Berlin. The wall separated people from their work, home, and family, and the results were devastating. The events that surrounded the destruction of the wall proved that men seek freedom by nature. Many parallels can be drawn from the fall of the wall in 1989 to the end of the embargo that the United States had on Cuba for roughly half a century. Germany was split four ways (see picture to the left)Read MoreThe City Of Berlin And The Creation Of The Berlin Wall1447 Words   |  6 Pagesunderstand the effects on the city of Berlin with the creation of the Berlin Wall. The Berlin Wall has played an extremely important role in the life of millions of people. This 155km Wall has defined the fate of German people that have been separated by the Wall for a very long time. On 12th and 13th of August 1961, leaders Walter Ulbrict and Nikita Khrushchev built a wall around Berlin to prevent East Berlin citizens from leaving. At first the incarnation of the wall was just a barbed wire fence untilRead MoreThe Fall of the Berlin Wall757 Words   |  3 Pages The Fall of the Berlin The Berlin wall is a very significant point within history. It began quickly after World War II; Berlin was separated and conquered into four different zones. Each part was owned by Great Britian, France, the United States, or the Soviet Union. Eventually three of these zones (owned by the United States, Great Britain, and France) combined to become West Germany. The Soviet Union hastily followed after these three zones but instead became East Germany. The difference betweenRead MoreThe Fall of the Berlin Wall1382 Words   |  6 PagesGermany (Holzner, World Book, 264). Although this solution seemed pragmatic at the time, a vicious philosophical war between the capitalistic West Germany and the communistic East Germany led to one of the most important events in history: The Berlin Wall. Communism is a method of societal and political order that was a key force in world politics for most of the 20th century. In theory, it would generate a classless culture of wealth and free will. As a movement, communalism desired to conquerRead MoreBerlin Wall in Germany1562 Words   |  7 PagesAbstract This assignment is submitted as partial requirement of Global Trade. This report depicts the sequences of Berlin Wall. The Berlin Wall, erected November 13, 1961, served to separate communist East Germany from Western influences. Intended to protect East Germans, the wall actually was erected to prevent them from leaving the country. The Wall finally came down August 13, 1989, reuniting families and symbolizing the end of the cold war was near. The initial plans for Allied occupationRead MoreThe Fall Of The Berlin Wall Essay1717 Words   |  7 Pages The Fall of the Berlin Wall Berlin Marcelin Chattahoochee Technical College The Berlin Wall is a historical symbol of the Cold War and the fall of the Berlin Wall is a symbol of the end of the Cold War. And also, the Berlin Wall played a great role in the life of millions of people and defined the fate of German people, which put them apart by the Wall for a long period of time. Sixteen years