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3) Many antibiotics that are used today are semi-synthetic. Modification of the original antibiotic
is done to improve one or more of the following characteristics except ….
a) increased stability.
b) improved resistance to modifying enzymes.
c) decreased toxicity.
d) decreased absorption.
e) increased spectrum of activity.
Answer: d
Difficulty: Easy
Learning Objective: LO 24.2 Discuss the various modes of action of antimicrobial drugs, giving
several examples for each.
4) Ampicillin is a semi-synthetic antibiotic derivative of penicillin G. Ampicillin is acid-

resistant, whereas penicillin G is not resistant to acid. Why is this important?
a) Ampicillin is resistant to β-lactamases.

b) Ampicillin can be taken orally.
c) Ampicillin is effective against Gram-negative bacteria.
d) Ampicillin is less toxic.
e) Ampicillin is more stable in solution.
Answer: b
Difficulty: Easy
5) The mode of action of β-lactam antibiotics in bacteria is directed against:
a) cell membrane synthesis.

b) peptidoglycan synthesis.
c) protein synthesis.
d) transcription.
e) DNA replication.
Answer: b
Difficulty: Easy
6) The mode of action of aminoglycosides is to inhibit __________ synthesis.
a) protein
b) RNA
c) DNA
d) membrane
e) peptidoglycan
Answer: a
Difficulty: Easy
7) β-lactam antibiotics bind to proteins located within the cell wall known as penicillin-binding
proteins (PBPs). The enzymatic action of PBPs is to function as a(a)…
a) ATP kinase.
b) dehydrogenase.
c) transpeptidase.
d) hydrolase.
e) isomerase.
Answer: c
Difficulty: Medium
8) Many aminoglycosides are toxic to humans because they:
a) interfere with lipid synthesis in human cells.

b) disrupt kidney function.
c) interfere with protein synthesis in human cells.
d) cause the heart to beat abnormally.
e) block DNA replication in human cells.
Answer: b
Difficulty: Medium
9) Which one of the following classes of antibacterial drugs listed below does not target protein
synthesis?
a) aminoglycosides
b) macrolides
c) tetracylcines
d) rifamycins
e) chloramphenicols
Answer: d
Difficulty: Medium
10) The mode of action of quinolones is to inhibit:
a) protein synthesis.
b) DNA synthesis
c) cell wall synthesis.
d) amino acid transport.
e) transcription.
Answer: b
Difficulty: Easy
11) The mode of action of sulfa drugs is to inhibit …
a) peptidoglycan synthesis.
b) folic acid biosynthesis.
c) transcription.
d) tryptophan biosynthesis.
e) protein synthesis.
Answer: b
Difficulty: Easy
12) Azoles are a class of antifungal drugs that target ___________ biosynthesis, causing cell
membrane disruption.
a) sterol
b) glycerol
c) fatty acid
d) transport protein
e) folic acid
Answer: a
Difficulty: Medium
13) Metronidazole or “Flagyl” is commonly used to treat some _____________ infections.
a) viral
b) fungal
c)anaerobic bacterial
d) aerobic bacterial
e) ear
Answer: c
Difficulty: Medium
14) Acyclovir is a commonly used anti-herpes drug. It is a structural analog of dideoxyguanine.

You would expect this drug to interfere with …
a) viral capsid assembly.

b) viral RNA replication.
c) viral DNA replication.
d) transcription of viral DNA.
e) retroviral replication
Answer: c
Difficulty: Medium
15) Azidothymidine (AZT) is an antiviral drug used to treat HIV infections. AZT is somewhat
selective for use in HIV treatment because it has an affinity for the viral enzyme
a) RNA polymerase.
b) DNA polymerase.
c) topoisomerase.
d) reverse transcriptase.
e) neuraminidase.
Answer: d
Difficulty: Easy
16) Which one of the following classes of antibacterial drugs listed below does not target nucleic
acid synthesis?
a) sulfonamides
b) quinolones
c) tetracylcines
d) rifamycins
e) trimethoprim
Answer: d
Difficulty: Medium
17) Which one of the following classes of antibacterial drugs listed below does not target
peptidoglycan synthesis?
a) penicillin
b) quinolones
c) ampicillin
d) vancomycin
e) cephalosporin
Answer: b
Difficulty: Medium
18) Which one of the following classes of antibacterial drugs listed below does not target
peptidoglycan synthesis?
a) monobactams
b) kanamycin
c) bacitracin
d) vancomycin
e) carbapenems
Answer: b
Difficulty: Medium
19) Which one of the following classes of antibacterial drugs listed below does not target DNA
synthesis?
a) nalidixic acid
b) quinolones
c) oxolinic acid
d) rifamycins
e) ciproflaxin
Answer: d
Difficulty: Medium
20) Which one of the following classes of antibacterial drugs listed below does not target the 50S
ribosomal subunit activities?
a) sulfonamides
b) chloramphenicol
c) erythromycin
d) carbomycin
e) spectinomycin
Answer: a
Difficulty: Hard
21) Which one of the following classes of antibacterial drugs listed below does not target the 30S
ribosomal subunit activities?
a) tetracycline
b) doxycycline
c) oxytetracycline
d) carbomycin
e) all target the 30S ribosomal subunit
Answer: d
Difficulty: Hard
22) Which one of the following is not a mechanism of antimicrobial drug resistance?
a) enzymatic inactivation of the drug

b) removal of the drug from inside the cell
c) blocking the uptake of the drug into the cell
d) incorporation of the drug into cell material
e) alteration of the drug’s target site
Answer: d
Difficulty: Easy
Learning Objective: LO 24.3 Explain how microbes may become resistant to specific
antimicrobial drugs by natural and artificial means. Give examples of each process.
23) An R-plasmid was found in a strain of Salmonella typhi that conferred resistance to a β-
lactam antibiotic. Most likely, this plasmid contained a gene that encoded for a/an …
a) penicillin binding protein.

b) β-lactamase.
c) efflux pump.
d) phosphotransferase enzyme.
e) acetyltransferase enzyme.
Answer: b
Difficulty: Easy
24) Methicillin resistant Staphylococcus aureus (MRSA) has acquired the mecA gene from an
unknown source. This gene encodes for a methicillin resistant …
a) efflux protein.
b) penicillin-binding protein.
c) β-lactamase.
d) acetyltransferase.
e) porin.
Answer: b
Difficulty: Medium
25) The enzyme chloramphenicol _______________ is encoded by a gene commonly found on

some R-plasmids and covalently modifies chloramphenicol so it can longer bind to its target site.
a) phophoryltransferase
b) hydrolase
c) dehydrogenase
d) isomerase
e) acetyltransferase
Answer: e
Difficulty: Medium
26) The two most common ways drug resistant bacteria may develop in a person taking an
antimicrobial drug are :
a) the bacteria acquire an R-plasmid during this period of time and some of the bacteria
developed a resistance mutation.
b) the bacteria acquire an R-plasmid during this period of time and the person may be
immunocompromised.
c) some of the bacteria develop a resistance mutation and the person may be
immunocompromised.
d) the person may be immunocompromised and the person did not properly take the
antimicrobial drug.
e) the person did not properly take the antimicrobial drug and some of the bacteria developed a
resistance mutation.
Answer: d
Difficulty: Hard
27) Mutational resistance to an antimicrobial drug usually occurs …
a) only in the presence of the drug.

b) spontaneously in the absence of the drug.
c) in the presence of the drug and a mutagen.
d) as a result of horizontal gene transfer.
e) only in the presence of a mutagen.
Answer: b
Difficulty: Medium
28) Antimicrobial drug resistance due to the acquisition of new genes occurs in bacteria by the
following mechanism(s)
a) conjugation.
b) conjugation and transposition.
c) conjugation and transduction.
d) transduction and transposition.
e) conjugation, transposition, and transduction.
Answer: e
Difficulty: Medium
29) All of the following are approaches used to help reduce the incidence of antimicrobial drug
resistance except …
a) the use of very high concentrations of the drug.

b) use of a narrow spectrum antibiotic to treat a specific infection.
c) use of a combination of antibiotics.
d) good hygiene, such as frequent hand washing to prevent the spread of drug resistant microbes.
e) the use of antibiotics only when absolutely necessary.
Answer: a
Difficulty: Medium
30) The three main factors associated with the development of an epidemic are:
a) host factors, agent factors, and treatment factors.

b) host factors, treatment factors, and environmental factors.
c) treatment factors, agent factors, and environmental factors.
d) host factors, agent factors, and environmental factors.
e) host factors, agent factors, and risk factors.
Answer: d
Difficulty: Easy
Learning Objective: LO 24.4 Explain how infectious microbes may spread through a population
and the methods used to control this spread.
31) Control strategies that may be used to control yellow fever are:
a) vaccination and destruction of mosquito breeding grounds.

b) use of antibiotics and vaccination.
c) use of antibiotics and destruction of mosquito breeding grounds.
d) frequent hand washing and vaccination.
e) frequent hand washing and use of antibiotics.
Answer: a
Difficulty: Medium
32) The best way to prevent a cholera epidemic is:
a) prophylactic use of antibiotics.

b) frequent hand washing.
c) proper drinking water treatment.
d) quarantine of infected individuals.
e) vaccination.
Answer: c
Difficulty: Easy
33) The attack rate in a population of 200,000 individuals is estimated to be 10%. What is the
incidence?
a) 20
b) 100
c) 20,000
d) 5,000
e) 200,000
Answer: c
Difficulty: Medium
34) The smallpox vaccination used by Jenner is best described as a(an) …
a) attenuated vaccine.
b) subunit vaccine.
c) polysaccharide vaccine.
d) killed vaccine.
e) DNA vaccine.
Answer: a
Difficulty: Medium
Learning Objective: LO 24.5 Explain how vaccination is achieved and how it can be used to
prevent the spread of a disease within a population.
35) The first pertussis vaccine produced used killed whole cells of Bordetella pertussis. A major
problem with this vaccine was it …
a) would only produce weak immunity against the pathogen.

b) would only produce a cell-mediated immune response.
c) caused severe side-effects in some individuals.
d) required yearly booster shots.
e) was only effective in about half the population.
Answer: c
Difficulty: Easy
36) The reason for the severe side effects seen with the first pertussis vaccine was:
a) incorrect strains of B. pertussis were used

b) too much adjuvant was added
c) incorrect types of adjuvant were added
d) the virus was a live attenuated vaccine, and it replicated within the host
e) the microbial preparation was poorly prepared
Answer: e
Difficulty: Hard
37) Subunit vaccines are generally considered safer than attenuated vaccines because …
a) subunit vaccines do not require booster shots.

b) attenuated vaccines may permit viral growth and possible mutation.
c) attenuated vaccines only elicit a humoral immune response.
d) attenuated vaccines elicit a weak immune response.
e) subunit vaccines elicit both a humoral and cell-mediated immune response.
Answer: b
Difficulty: Hard
38) Attenuated vaccines are generally more effective than subunit vaccines because:
a) subunit vaccines do not require booster shots.
b) attenuated vaccines may permit viral growth with enhanced disease mimicry
c) attenuated vaccines only elicit a humoral immune response.
d) attenuated vaccines elicit a weak immune response.
e) subunit vaccines elicit both a humoral and cell-mediated immune response.
Answer: b
Difficulty: Hard
39) Conjugate vaccines are composed of ______________ linked to an immunogenic protein.
a) toxins
b) polysaccharide antigens
c) protein antigens
d) lipid antigens
e) DNA fragments
Answer: b
Difficulty: Easy
?
40) If ninety percent of a population is immune to a particular disease they protect the
susceptible ten percent by a concept known as:
a) acquired immunity.
b) herd immunity.
c) natural immunity.
d) artificial immunity.
e) passive immunity.
Answer: b
Difficulty: Easy
41) The original polio vaccine developed by Jonas Salk in 1952 was a(an) …
a) subunit vaccine.
b) acellular vaccine.
c) killed virus vaccine.
d) attenuated virus vaccine.
e) conjugate vaccine.
Answer: c
Difficulty: Easy
42) The World Health Organization has targeted this disease for eradication through vaccination
programs in small pockets of the world where the disease is still present.
a) AIDS
b) malaria
c) tuberculosis
d) yellow fever
e) polio
Answer: e
Difficulty: Easy
43) The Sabin polio vaccine developed to control wild-type polio spread was a(an) …
a) subunit vaccine.
b) acellular vaccine.
c) killed virus vaccine.
d) attenuated virus vaccine.
e) conjugate vaccine.
Answer: d
Difficulty: Easy
44) A hypothetical vaccine has a 2% “failure rate”. It has been administered to all but 12
children in a school with 1000 students. The disease the vaccine is designed to prevent is
introduced by a new student and spreads rapidly via the respiratory route. How many children
do you predict will fall ill by catching the diease from the sick child?
a) 12
b) 10
c) 20
d) 32
e) 120
Answer: d
Difficulty: Medium
45) How was vaccination developed by Jenner superior to the variolation practised in earlier
times?
a) Variolation was more painful

b) Variolation led to secondary infections at the immunization site
c) Variolation was either “kill” or “cure” as individuals actually contracted cowpox
d) Variolation was much more expensive
e) Variolation was disfiguring
Answer: c
Difficulty: Medium
Question Type: Multiple Select
46) Which of these factors led to the occurrence of plagues (epidemics of disease) in human
society? (Select all that apply)
a) Overall populations as large as those seen today

b) Domestication of animals
c) Travel to new parts of the world (and return home)
d) Establishment of towns
e) Bloodletting
Answer: b, c, d
Difficulty: Medium
Learning Objective: LO 24.1 Discuss the prevalence of bacterial disease throughout history,
giving examples of early medical treatments.
47) Drug resistance arises as bacteria acquire: (Select all that apply)
a) Novel metabolic pathways

b) Novel enzyme activities
c) Novel efflux pathways
d) Novel influx pathways
e) Altered drug binding sites
Answer: a, b, c, e
Difficulty: Medium
48) Sulfa drug resistance involves: (Select all that apply)
a) Alteration of an enzyme active site

b) Alteration in degrees of competitive inhibition
c) Alteration of PBP
d) Alteration of ribosomal protein structure
e) Transducing pahage activity
Answer: a, b
Difficulty: Hard
49) Mechanisma commonly associated with drug resistance development include: (Select all that
apply)
a) Plasmid acquisition through transformation

b) Bacteriophage spread
c) Recombination events
d) Transposon activity
e) F plasmid conjugation
Answer: a, c, d, e
Difficulty: Hard
50) An environment becomes more crowded with people and improved water lines and sewer
lines are constructed within the area. What do you predict in terms of the impact of these two
changes? (Select all that apply)
a) both will contribute to increased disease risk

b) neither will contribute to increased disease risk
c) increased population is a detrimental risk factor, enhanced separation of drinking and
waster water is an improvement so overall disease risk will depend upon mode of disease
transmission
d) increased population is not a detrimental risk factor, but separation of drinking and waster
water is detrimental, so disease risk will depend upon mode of disease transmission
e) the incidence of airborne disease spread will likely increase
Answer: c, e
Difficulty: Hard
51) Which vaccines are CDC-recommended for adults over 65 years of age? (Select all that
apply)
a) Influenza
b) Polio
c) MMR
d) Varicella
e) Pneumococcal
Answer: a, e
Difficulty: Medium
52) Which vaccines are CDC-recommended for 2 year old children? (Select all that apply)
a) Influenza
b) Polio
c) MMR
d) Varicella
e) Pneumococcal
Answer: a
Difficulty: Medium
53) Which vaccines are CDC-recommended for 15 month old children? (Select all that apply)
a) Influenza
b) Polio
c) MMR
d) Varicella
e) Pneumococcal
Answer: a, c, d, e
Difficulty: Medium
54) Which of these vaccines are subunit type? (Select all that apply)
a) Influenza
b) Diphtheria, tetanus, pertussis
c) MMR
d) Varicella
e) Pneumococcal
Answer: b, e
Difficulty: Hard
55) Which vaccines are attenuated type? (Select all that apply)
a) Influenza
c) MMR
d) Varicella
e) Pneumococcal
Answer: c, d
Difficulty: Hard
56) Which vaccines are recommended yearly? (Select all that apply)
a) Influenza
c) MMR
d) Varicella
e) Pneumococcal
Answer: a
Difficulty: Medium
Question Type: True/False
57) Bloodletting, or the intentional draining of blood from an ill individual, was a method
commonly used in the middle ages to cure disease.
Answer: True
Difficulty: Easy
Learning Objective: LO 24.1 Discuss the prevalence of bacterial disease throughout history,
giving examples of early medical treatments.
58) The use of antimicrobial drugs is directly linked to the development of antibiotic resistance.
Answer: True
Difficulty: Easy
59) For an antimicrobial drug to work properly, a person’s acquired immune response must be
functioning properly.
Answer: True
Difficulty: Easy
60) Unlike bacteria, viruses do not develop resistance to antiviral drugs.
Answer: False
Difficulty: Easy
61) The use of antibiotics in farm animals is believed to be a major contributor to the increased
number of antibiotic resistant microbes observed in human infections.
Answer: False
Difficulty: Medium
Section Reference: Section 24.3 How do microbes become drug-resistant?
62) Modern vaccines elicit effective immune responses in everyone that is vaccinated.
Answer: False
Difficulty: Easy
Section Reference: Section 24.5 What are vaccines and how are they used to control infectious
disease?
Question Type: Text Entry
63) Tetracylines are considered to be __________-_______________ antibiotics because they

show activity against a wide range of bacteria.
Answer: broad-spectrum
Difficulty: Easy
64) Proteins that remove antimicrobial drug from a cell by pumping them out are called
___________ pumps.
Answer: efflux
Difficulty: Easy
65) Some Gram-negative bacteria are able to block the transport of β-lactam antibiotics across
the outer membrane through the mutational alteration of _____________ which previously
allowed the transport of the antibiotic across the outer membrane.
Answer: porins
Difficulty: Easy
66) Gram-negative bacteria are naturally resistant to certain antibacterial drugs because the drug
is unable to cross the __________ ______________ of the microbe.
Answer: outer membrane
Difficulty: Medium
Section Reference: Section 24.3 How do microbes become drug-resistant?
67) The smallpox Vaccinia virus was a(n) ________________ vaccine.
Answer: attenuated, recombinant
Difficulty: Medium
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Citizen or
subject?
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Citizen or subject?
Author: Francis X. Hennessy
Release date: November 11, 2023 [eBook #72099]
Language: English
Original publication: New York: E. P. Dutton and Company, 1923
Credits: Tim Lindell and the Online Distributed Proofreading Team at

https://www.pgdp.net (This file was produced from images
generously made available by The Internet Archive)
*** START OF THE PROJECT GUTENBERG EBOOK CITIZEN OR

SUBJECT? ***
CITIZEN OR SUBJECT?
BY
FRANCIS X. HENNESSY
OF THE NEW YORK BAR
“... that this nation, under God, shall have a new birth of
freedom; and that government of the people, by the people,
for the people, shall not perish from the earth.”
NEW YORK
E. P. DUTTON & COMPANY
681 Fifth Avenue
Copyright, 1923
By E. P. Dutton & Company
All Rights Reserved
PRINTED IN THE UNITED STATES OF AMERICA

AUTHOR’S NOTE
Quotations from the Constitution of the United States are from the
“Literal Print,” Government Printing Office, Washington, D. C., 1920.
The abbreviation “Ell. Deb.” refers to Elliot’s Debates, 2nd Edition,
5 vols., J. B. Lippincott & Co., Philadelphia, 1866.
The “Federalist” is quoted from the Lodge Edition, G. P. Putnam’s
Sons, New York, 1894.
Wherever italics or capitals are used in a quotation and not directly
stated to be those of the original author, they are the italics and
capitals of the present writer.
Where the present writer interpolates his own words in a
quotation, they are included in square brackets.
PREFACE
Many Americans are interested in the Eighteenth Amendment.
Millions are interested in the American citizen.
It seems not to be known that the existence of one flatly denies the
existence of the other. This is not theory. It is plain statement of a
very simple fact. If there is an American citizen, the Amendment
never entered the Constitution. On the contrary, if the Amendment is
in the Constitution, there never has been an America or an American
citizen.
Throughout this book the nation of free men is called “America.”
This is done to distinguish the nation from the federation of states
already existing and known as the United States, when the whole
American people created the nation and continued the federation as
a subordinate part of one system of government. The federation of
states was proposed in 1777 and had complete existence in 1781.
The nation of men was created in 1788.
On January 14, 1922, there was opened at Williamsburg, Virginia,
the Marshall-Wythe School of Government and Citizenship. Judge
Alton B. Parker, former Chief Justice of the New York Court of
Appeals and a former candidate for President, delivered the opening
address on “American Constitutional Government.” His eloquent
address has since been made a public document and printed in the
Congressional Record. In it, he warned us of the danger to America
from those who do not understand our form of government and are
coming here to destroy it.
“As people of this class have been coming to us in large numbers
from nearly every quarter of the globe, we must take up the task of
so educating all classes of our vast population, as that they shall fully
understand the importance of maintaining, in its integrity, our
constitutional plan of government. They should be taught in the first
instance, why it was that the people, in the formative period of our
government, were bound to have, and did at last secure, a
government which the people could control despite their legislatures,
whether representing the states or the federal government.”
The existence of the Eighteenth Amendment is based on the
sheer assumption that we have not a government of that kind. By all
who have discussed the Amendment, whether for or against it, one
false assumption has been made. From that false assumption of all,
the advocates of the Amendment have drawn their conclusion. On
the conclusion is based the existence of the Amendment. The
conclusion itself is the direct negation of the simplest and most
important fact in America. Moreover, the conclusion itself means that
the Americans, twelve years after they “did at last secure” the kind of
government they “were bound to have” and of which Judge Parker
spoke, voluntarily created a “government” of the opposite kind and
made themselves its absolute “subjects.”
And the conclusion is correct, if the premise, which is the false
assumption of all, be true.
Of course, the assumption is absolutely untrue. But no one has
seen its simple and patent untruth. Wherefore, the first step in our
education is for us to acquire knowledge of the plain fact that it is
untrue. Because our leaders do not know the fact, we must go to
other teachers.
By the common false assumption, the early Americans—who “did
at last secure” the kind of government they “were bound to have”—
are now charged with having committed the most monumental
blunder in all history, a blunder which destroyed their entire
achievement.
Rest assured! They did not commit that blunder. They themselves
make that clear herein. In so doing, they teach us what, with Judge
Parker, we agree that we all must know, if America and the American
citizen are to remain. They are the best teachers in the world. They
know what they teach because they did it. They do not weary or
perplex us with theories or principles. Their teaching is the telling of
simple facts. Best of all, they tell us in their own simple words, while
they are talking to one another and engaged in the very
accomplishment of the facts they teach.
It is a mere incident of their teaching that they settle the plain fact
that the supposed Eighteenth Amendment is not in the Constitution.
It is our own candid belief that very few Americans will be found to
prefer the existence of the Amendment to the existence of America
itself. The early Americans make amazingly clear that there is no
America and no American citizen if the Amendment is in the
Constitution.
The nation of men, which we call America, and the subordinate
federation of states, which we call the United States, are bound
together in one dual system. They have a common name, “The
United States of America.” They have a common Constitution, with
national Articles for the men and federal Articles for the states. They
have a common government, national for the men and federal for the
states.
This is exactly the America of which Judge Parker spoke. We want
to keep it. The early Americans, who made it, will enable us to keep
it, if we listen to their teaching of the simple facts which they
accomplished. Such a result would be some credit to the supposed
Eighteenth Amendment. Even those most opposed to it would be
compelled to acknowledge that its brief imaginary existence awoke
us all to our first real concept of what America, the nation of free
men, really is.
Francis X. Hennessy.
342 Madison Avenue,
New York City.
March 17th, 1923.
CONTENTS
I. Subjects Become Citizens Page 1
The American must know what a citizen is—Otherwise he will
not remain a citizen—If the American citizen exists, there is no
Eighteenth Amendment—Americans of 1776 knew distinction
between “citizen” and “subject”—While legally “subjects,” they
had governed themselves as “citizens”—Attempt to govern them
as “subjects” causes Revolution—Declare American concept, no
government interference with human liberty unless “citizens”
grant government power—Make thirteen nations, each
composed of citizens—Its “citizens,” in “conventions,” constitute
each government by grant of power to interfere with human
liberty—“Democracy” and “Republic” distinguished—Revolution
to make American concept American law.
II. The State Governments Form a Page 17
Union of States
Revolution continues—Thirteen nations form league or
federation of states—Members of federation act through
respective attorneys-in-fact, state legislatures—Legislatures
constitute federal government and grant its federal powers to
govern states—Distinction between legislatures’ power to make
federal Articles and citizens’ power to make national Articles
under which men are governed—Citizens’ power exercised in
1776 and legislatures’ power in 1781—Revolution won,
establishing American concept as American law.
III. Americans Find the Need of a Page 25
Single Nation
Federation of states unsatisfactory—General government, with
only federal power to govern states, not able to secure what
whole American people want—They learn need of general
government with some enumerated national powers to govern
men.
IV. The Birth of the Nation Page 29
Philadelphia Convention assembles ostensibly to draft and
propose purely federal Articles—It drafts and proposes a
“Constitution” with both national and federal powers—First
Article is the constitution of American national government
because it grants all the enumerated powers to interfere with
human liberty of American citizens—Fifth and Seventh Articles
relate to the grant of national power, though neither grant it—
Other four Articles neither grant nor relate to grant of national
power—Fifth prescribes constitutional mode for its future grant
by American citizens in “conventions”—Also prescribes
constitutional mode for future grant of federal power by state
legislatures—Philadelphia knows and decides that legislatures
can never grant national power and Articles are sent to
“conventions” of “citizens,” as in 1776—Whole American people
become a nation—American citizen first exists on June 21,
1788, when American citizens make their only grant of national
powers—States and their citizens and constitutions and
governments are made subordinate to citizens of America—
These facts entirely forgotten in 1917.
V. The Consent of the Governed Page 55
Education of personal experience, from 1775 to 1790,
accurately taught science of government to average American—
It taught him that citizens only can grant government power to
interfere with human liberty, though legislatures can grant
federal power to govern states—Modern leaders lack that
practical education and the accurate knowledge it taught the
early American—Modern average American has sensed
something curious about making of Eighteenth Amendment—
That he may understand what he senses and know why there is
no such Amendment, must briefly consider the Constitution.
VI. The Conventions Give the Consent Page 64
In conventions, whole American people themselves make
Constitution—“Felt and acknowledged by all” that legislatures
could never make First Article because it constitutes
government of men—From early American, modern American
learns that grant of power to govern men is the constitution of
the government of men—Because First Article grants of that
kind are enumerated, American government known as
government of enumerated powers—Primal security to human
freedom that citizens, not legislatures, grant all power of that
kind—Because this primal security known to early Americans,
their “conventions” insist that Constitution (Tenth Amendment)
declare that every power of that kind not granted by American
citizens remains with American citizens—Our own leaders have
not known this security or understood that all ungranted powers
of that kind were reserved by American citizens to themselves.
VII. People or Government?— Page 80
Conventions or Legislatures?
American nation a society of men like any other society of men
—Herein called America to distinguish it from federation of
united states which can make and are governed by federal parts
of Constitution—Like any society of men, America created by its
original human members in their “conventions”—Their
knowledge of that fact becomes our knowledge—Supreme
Court knows and states it—Citizen of America distinct from state
citizen, though the same human being—Distinction vitally
important, as Supreme Court explains—Only citizens of America
can grant new power to interfere with their own human freedom
—All original American citizens know this—Many explain it to us,
Daniel Webster vehemently and clearly.
VIII. Philadelphia Answers Page 95
“Conventions, Not Legislatures”
Philadelphia knowledge and decision that legislatures of states,
members of the federation, cannot make Articles which create
government power to interfere with freedom of men, members of
the nation—The decision, based on knowledge of basic
American law, is embodied in Seventh Article and proposing
Resolution at Philadelphia in 1787—Human members of nation
described as “conventions” in Seventh Article—Story of Seventh
Article at Philadelphia—Madison asks searching question of any
American who thinks possible any other decision than the
Philadelphia decision—Now educated with the early Americans,
we give the same answer as that of Philadelphia, while our
leaders have given the opposite answer.
IX. The Fifth Article Names Only Page 110
“Conventions”
Philadelphia story of Fifth Article—Relates to future grants of
national power by American citizens but makes no grant—
Meaning to “conventions” must be meaning now—Madison
writes it at Philadelphia, and he and many others from
Philadelphia are in “conventions” who made it—Its Philadelphia
story from May 29 to September 10, 1787, one week before end
of Convention.
X. Ability of Legislatures Page 115
Remembered
Fifth Article in last Philadelphia week—Philadelphia, previously
concentrated on its own First Article, has so far forgotten that
future Articles will probably be federal, which legislatures can
make—Wherefore, legislatures not yet mentioned in tentative
Fifth Article—Madison and Hamilton recall probability that all
future Articles will be federal and suggest a Fifth Article which
mentions “legislatures” as well as “conventions”—Full record of
September 10, 1787, day of that Madison suggestion—Added
mention no support for modern error that Fifth Article a “grant”—
Moderns ignore that one supposed grantee is supposed grantor
and that “grant” would make Americans “subjects”—In language
of Fifth Article, Philadelphia finds no suggestion of modern error
and the Article, with its added mention of legislatures, is passed
without discussion—Having no suggestion of a “grant,” it is
known at Philadelphia to be constitutional mode of future
exercise of the two existing but different abilities of “legislatures”
and “conventions”—Madison, Wilson and Marshall on this fact—
Full Philadelphia story of September 15, when Fifth Article finally
considered—Defeat of Gerry’s motion to strike out “by
conventions in three-fourths thereof”—Modern error of thinking
and acting as if that motion had been carried.
XI. Conventions Create Government Page 141
of Men
“Conventions” of Seventh Article, making Constitution, know
same “conventions” of Fifth Article to be themselves, the
American citizens—Americans, in “conventions,” with American
concept that government exists solely to secure individual and
his freedom, read and make Fifth Article—Madison hits hard
modern concept of Bolshevist Russian and Eighteenth
Amendment American that human beings are made for kings or
legislatures or political entities—Conventions hear Madison
explain Fifth Article as prescribing procedure in which
“conventions” can again assemble constitutionally to exercise
their power and in which “legislatures” may act constitutionally in
making future federal Articles—Recognize its constitutional
mode as exact Revolutionary mode just followed by Madison
and others at Philadelphia and that future Congress should do
exactly what Philadelphia did and no more—Recognize Fifth
Article settles how each “convention” vote shall count as one
vote of American citizens and how many “convention” votes
shall be necessary and sufficient to make a future Article which
“conventions” of American citizens alone can make—Recognize
words “in three-fourths thereof” after word “conventions” most
important words in Fifth Article and a great security to individual
liberty—Average American now sees why Eighteenth
Amendment Tories seek escape from that security by asserting
Constitution created supreme will independent of American
citizens, i.e., will of state legislatures.
XII. Two Articles Name “Conventions” Page 171
From 1775 to 1789, all Americans aim to secure individual
welfare—With this one aim, “conventions” continue to read Fifth
Article and recognize statements of Fifth and Seventh, as to
“conventions,” identical in nature—Recognize both ordain
WHEN convention-made Articles, granting power to interfere
with individual freedom, shall validly constitute government of
American citizens—Recognize “conventions” of Seventh and
Fifth as whole American people of Preamble—Recall ability of
legislatures to make federal Articles and know mention of
“conventions” and “legislatures” grants no power to either—
State “legislatures” lesser reservee and “conventions” of
American citizens most important reservee in Tenth Amendment
—“Conventions” recognize two exceptions in Fifth Article, not as
exceptions from power granted therein, but as intentional refusal
to provide a constitutional mode in which existing ability may be
exercised to do what is mentioned in two exceptions
—“Conventions” finish reading Fifth Article and, from its clear
language, know it is not a grant of power but a constitutional
mode for the exercise of either of two existing powers, one
limited and the other unlimited.
XIII. Conventions Know “Conventions” Page 180
are “the People”
Americans, in their “conventions,” explain and support and
oppose the proposed Articles—Whether for or against the
Articles, their invariable and clear statements confirm the
“convention” knowledge that the Fifth is not a grant of power
either to themselves, “conventions,” or to the state
“legislatures”—Conventions check Fifth Article mention of
“legislatures” and “conventions” with statement that proposed
constitution is “one federal and national constitution”—Henry
insists that proposed Articles make the state legislatures weak,
enervated and defenseless—“Abolish the state legislatures at
once”—Wilson admits that the Articles take power from the state
legislatures and give them no new power—“The diminution is
necessary to the safety and prosperity of the people”—Madison
explains the importance of his words, “in three-fourths thereof,”
after the word “conventions,” as requiring more than a mere
majority of American citizens for new interference with individual
liberty—Hamilton states his own conviction that amendments
will be to the federal and not the national part of the Constitution
and emphasizes the legal necessity that grants of national
power must come from the people and not the legislatures
—“Conventions” reluctant to give even the enumerated national
powers of the First Article and insist on the Tenth Amendment
declaration that all other power of that kind is reserved by
themselves to themselves—“In their hands it remains secure.
They can delegate it in such proportions, to such bodies, at such
times, and under such limitations, as they think proper”—In
1907, the Supreme Court states, what the “conventions” knew,
that all powers not granted in the First Article are reserved to the
“conventions” of American citizens “and can be exercised only
by them or on further grant from them”—The “conventions,”
having secured the liberty of American citizens from all
government interference except under the First Article grants,
end their great work.
XIV. Seventeen Articles Respect Page 212
Human Freedom
Hamilton’s conviction, that all Amendments would be of the
federal kind which legislatures can make, verified by the
seventeen amendments prior to 1917—As Supreme Court has
repeatedly held, the first ten Amendments merely declared what
was already in Constitution—A relevant and important
declaration in the Tenth is that the entire Constitution gives no
power of any kind to state legislatures—Amazing modern Tory
concept that these ten Amendments are an American Magna
Charta or compact between a master government and its
“subjects”—Madison and Supreme Court on the “impious
doctrine” that Americans are “subjects”—Eleventh and Twelfth
Amendments have naught to do with individual freedom—
Thirteenth, Fourteenth and Fifteenth neither exercise nor create
government power to interfere with human liberty—On the
contrary, their purpose and effect are to make human liberty
universal—Sixteenth removes a federal limitation, in favor of the
states, from a power the “conventions” gave to Congress—
Seventeenth relates only to the election of Senators—When
1917 opens, Congress has no power to interfere with individual
liberty of American citizens which Congress did not have in 1790
—When 1917 opens, no legislatures, since July 4, 1776, have
dared to interfere with the individual liberty of the American
citizens outside the First Article grants or have dared to attempt
to create a new power so to interfere—When 1917 opens, we
have not become “subjects” but still are citizens of America.
XV. The Exiled Tory About to Return Page 231
When 1917 begins, relation of American citizen to all
governments in America and relations of governments to one
another just the same as in 1790—American government can
interfere with the American citizen on matters enumerated in the
First Article—No other governments can interfere with him at all
—The government of each state can interfere with its own
citizens, except as the American Constitution forbids, on matters
in which the citizens of each state give their own government
power to interfere—No government, either American
government or state government, can get any new power of that
kind except directly from its own citizens—No government can
get any power of that kind from other governments—New
federal power of American government can be granted by
members of federation, the states, acting through their
respective attorneys-in-fact, the state legislatures—State
legislatures are powerless to govern or to create power to
govern American citizen—In these respects, supremacy of
American citizens over all governments same in 1917 as in 1790
—1917 leaders did not know, what 1790 average American
knew, that Revolution had ended forever Tory law that
governments are master and Americans are “subjects.”
XVI. The Tory “Eighteenth Amendment” Page 239
December, 1917, closing month of America’s first year in World
War for human liberty—American citizens have but one
government, Congress, which can interfere with their human
liberty in any matter—Congress knows it cannot interfere by
making the command which is Section 1 of the Eighteenth
Amendment—Amazing Resolution in Senate that legislative
governments of state citizens be asked directly to interfere with
human liberty of American citizen in matter not enumerated in
First Article—Resolution asks some state governments to give
only American government a new enumerated power to interfere
with freedom of American citizen, the first new power of that kind
since June 21, 1788—Some leaders question “wisdom” of
Resolution—No leader questions power of any governments
(except Congress in the enumerated First Article matters) to
interfere with freedom of American citizen—No leader questions
power of any or all governments to give a new enumerated
power of that kind to the only American government or to any
government—No leader knows that, in 1917 as in 1787 and in
1790, only the “conventions” of American citizens can make the
command or the grant of power—House of Representatives
adds absurdity to absurdity—Adds to Resolution that state
governments, while interfering with liberty of American citizen
and granting only American government first new enumerated
power so to interfere, should also give themselves (the granting
governments) the very power they assume to exercise over
American citizens—Webb, explaining to the House his proposed
change in Section 2 of the Amendment, states this to be the
meaning and purpose of the change—Article IV contrasted with
absurd modern error, as to meaning of Article V—That modern
error is sole basis of Tory concept that any or all governments
could make Articles like First Article or supposed Eighteenth
Amendment—Article IV guarantees to citizens of each state that
their state government shall be republican, getting from them its
every power to interfere with their individual freedom—Senate
Resolution asks state governments, outside each state, to give
each state government power to interfere with the freedom of its
own citizens—Congress of 1917 acted on assumption that
Article V meant to enable Congress to suggest any desired
breach of the guarantee in the closing words of Article IV.
XVII. The Tory in the House Page 254
Despite our education with Americans from 1775 to 1790, in
1917, when Americans are at war for human liberty, the only
American government recognizes other governments (the state
legislatures) as an omnipotent Parliament with all American
citizens as “subjects”—Volstead Act is only statute in America,
interfering with individual liberty, which does not even pretend to
be founded on direct grant of power from its citizens to the
government which enacted it—Webb, in the House, states, “We
thought it wise to give both the Congress and the several states”
new power to command the American citizen on this matter not
enumerated in the First Article—His tribute to the state
governments, as master governments of American citizen,
exactly the tribute paid by Lloyd George to the power of the
Westminster Parliament over its “subjects”—Marshall, Hamilton,
Madison, the Virginia Convention of 1788, the Supreme Court
repeatedly and even in 1907, flatly deny the concept of Webb
and the 1917 Congress—Concept of latter merely repeats
mistake of government counsel on which Supreme Court dwelt
with emphasis in 1907—Ignores most important factor in Tenth
Amendment, “people” or “conventions”—From the early
Americans, “Who but the people can delegate powers? What
have the state governments to do with it?” and “How comes it,
sir, that these state governments dictate to their superiors—to
the majesty of the people?”—Webb reads to the House a Fifth
Article in which “conventions” does not appear—Madison tells
Webb and all of his Tory concept, “These gentlemen must here
be reminded of their error. They must be told that the ultimate
authority resides in the people alone, and that it will not depend
merely on the comparative ambition or address of the different
governments, whether either, or which of them, will be able to
enlarge its sphere of jurisdiction at the expense of the other”—
Webb closes in the House with an eloquent appeal to every
other follower of Mohammet.
XVIII. The Tory in the Senate Page 275
Calm and sound reasoning of Federalist, advocating the real
Constitution, contrasted with irrelevant personal abuse by those
supporting the imaginary new Constitution—Latter, because
facts and law make their Tory concept absurd, revive “impious
doctrine of Old World” that human beings were made for political
entities and governments—Senator Sheppard and his eloquent
claim that American citizens, like other machinery, must be kept

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4) Ampicillin is a semi-synthetic antibiotic derivative of penicillin G. Ampicillin is acid-

a) Ampicillin is resistant to β-lactamases.

5) The mode of action of β-lactam antibiotics in bacteria is directed against:

a) cell membrane synthesis.

8) Many aminoglycosides are toxic to humans because they:

a) interfere with lipid synthesis in human cells.

10) The mode of action of quinolones is to inhibit:

11) The mode of action of sulfa drugs is to inhibit …

13) Metronidazole or “Flagyl” is commonly used to treat some _____________ infections.

14) Acyclovir is a commonly used anti-herpes drug. It is a structural analog of dideoxyguanine.

a) viral capsid assembly.

a) enzymatic inactivation of the drug

a) penicillin binding protein.

25) The enzyme chloramphenicol _______________ is encoded by a gene commonly found on

27) Mutational resistance to an antimicrobial drug usually occurs …

a) only in the presence of the drug.

a) the use of very high concentrations of the drug.

a) host factors, agent factors, and treatment factors.

a) vaccination and destruction of mosquito breeding grounds.

a) prophylactic use of antibiotics.

34) The smallpox vaccination used by Jenner is best described as a(an) …

a) would only produce weak immunity against the pathogen.

a) incorrect strains of B. pertussis were used

a) subunit vaccines do not require booster shots.

39) Conjugate vaccines are composed of ______________ linked to an immunogenic protein.

a) Variolation was more painful

Question Type: Multiple Select

a) Overall populations as large as those seen today

a) Novel metabolic pathways

48) Sulfa drug resistance involves: (Select all that apply)

a) Alteration of an enzyme active site

a) Plasmid acquisition through transformation

a) both will contribute to increased disease risk

Question Type: True/False

60) Unlike bacteria, viruses do not develop resistance to antiviral drugs.

63) Tetracylines are considered to be __________-_______________ antibiotics because they

Answer: outer membrane

67) The smallpox Vaccinia virus was a(n) ________________ vaccine.

Answer: attenuated, recombinant

Title: Citizen or subject?

Author: Francis X. Hennessy

Release date: November 11, 2023 [eBook #72099]

Original publication: New York: E. P. Dutton and Company, 1923

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63) Tetracylines are considered to be -_____ antibiotics because they