Midterm 1 (2)

A  ascertain the author’s bias and purpose

B  evaluate the author’s sources

C  assume if it has been written and published that it is true

D  determine the author’s background

A  a paraphrase of another’s work does not need a citation

B  well known facts and quotes do not need citation

C  direct quotes requires a citation

D  statistics, surveys, obscure facts, and unique descriptions or examples need a citation

A  government documents

B  human sources

C  dictionaries

D  encyclopedias

A  consider what you have not written, i.e. what you have left out of your paper

B  hand it in only once it is perfect

C  edit your work for grammatical mistakes

D  show your work to someone else for their honest opinion

A  include some detail on how you will defend your thesis

B  limit your thesis statement to what you will defend

C  the thesis statement is the most important premise defending your conclusion

D  the more clearly, precisely, and up front you state your thesis the better

A  know yourself

B  write a sentence that expresses your claim

C  know your audience

D  choose and broaden your topic

A  determine if it is possible to refute or weaken arguments with countervailing evidence

B  determine if it is possible to attack the motives of the opposition

C  determine if it is possible to refute statements by citing counterexamples

D  determine if it is possible to refute a weak claim by reducing it to absurdity

A  it agrees with my views

B  it is a persuasive argument

C  it is logically correct, i.e. either deductively sound or inductively cogent

D  it is well written or well spoken

A  take what is unclear and make it clear

B  be charitable

C  be accurate and don’t misrepresent

D  try to use as many words as the original argument

A  number the steps of the argument

B  write in complete sentences

C  put the conclusion first

D  fill in missing premises or conclusions

A  appeal to ignorance

B  loaded question

C  false alternatives

D  in appropriate appeal to authority

A  inconsistency

B  slippery slope

C  hasty generalization

D  weak analogy

A  straw man

B  scare tactics

C  bandwagon argument

D  red herring

A  two wrongs make a right

B  attacking the motive

C  look who’s talking (tu quoque)

D  a personal attack (ad hominem)

A  given that

B  for

C  since

D  therefore

A  if follows that

B  because

C  consequently

D  thus

A  an illustration

B  a report

C  one or more premises which are intended to prove or support a conclusion

D  a conditional statement

A  Anita Roddick

B  Gandhi

C  Mandala

D  Mohammed Yunus

A  Mandela

B  Anita Roddick

C  Gandhi

D  Muhammed Yunus

A  attention

B  patience

C  none of these

D  explicitness

A  explicitness

B  patience

C  none of these

D  attention

A  patience

B  none of these

C  explicitness

D  attention

A  ethics and sex

B  ethics and work

C  ethics and money

D  ethics and what we eat

A  ethics and money

B  ethics and work

C  ethics and sex

D  ethics and what we eat

A  Weston suggests we assume problems, even “dilemmas,” are solvable

B  Weston maintains that dilemmas are indeed unsolvable

C  Weston uses Sartre’s young friend as an example

D  Weston uses Heinz’s dilemma as an example

A  all of these

B  each side’s “solution” is unacceptable to the other side

C  thought to be impossible to solve

D  a problem with two sharply opposed options

A  view problems as a growth opportunity to be welcomed

B  none of these

C  ask if the problem can be prevented

D  revisit outlying parts of the problem

A  homelessness in other cultures

B  seven generation decision making of the American Indians

C  abortion and animal research in Japan

D  carefully administered hallucinogenic drugs

A  random word method

B  full steam ahead method

C  reversal

D  exaggeration

A  it seeks to reframe the problem

B  it is essential for practical problem solving

C  it seeks to limit the possibilities

D  it helps solve ethical problems by going beyond the norm

A  it occurs at the end of his speech in the lasts only five minutes

B  it was an improvisation and not planned in his original speech

C  all of these are true

D  it is an excellent example of proclaiming a moral vision

A  it “pushes” us towards a moral minimum by nagging us to do something

B  it is a positive and appealing longer term alternative

C  it finds a way of enthusiastically going forward together

D  it looks forward to a future and more complete resolution

A  finding ways the underlying values and interests of both sides can be co-achieved

B  trying to take into account the values on all sides

C  picking the side you personally like the best

D  finding the best balance between values at stake

A  all of these are true

B  virtue theory argues against assisted suicide

C  Kant (Ethics of the person) argues against assisted suicide

D  utilitarianism argues in favor of assisted suicide

A  all pro-life advocates oppose abortion in all cases, even rape, incest, and when the life of the mother is at risk

B  all of us are both pro-life and pro-choice in a general sense

C  both pro-life and pro-choice share many essential values, although they may prioritize these values differently

D  many pro-choice advocates are conflicted about abortion and although they would not choose it for themselves think it is a necessary option for others

A  it is an adversarial “winner take all” approach

B  the media tends to minimize “either/or” thinking

C  it presents polarizing and irresolvable positions

D  it is an overly simplistic and extreme approach

A  it strives to get all sides as much as possible of what they want

B  it focuses on shared interests rather than hard-line positions

C  it is legalistic and judgmental

D  it makes the problem the problem

A  virtues are traits that express and fulfill our rational nature

B  by growing in these virtues we achieve our potential as humans

C  all of these are true

D  moral virtues are character traits that fulfill our essence as human beings

A  be quiet

B  like to hunt

C  be a color that blends in with the surroundings

D  not be frightened by loud noises

A  moral and legal rights of the individual

B  Kant’s Categorical Imperative

C  equality for individuals regardless of gender, race or class

D  reduction of social pain and suffering

A  believes individuals should be viewed as a “means to an end” and not “ends in themselves”

B  advocated by Immanuel Kant

C  advocated by Martin Buber

D  regards persons as supremely valuable

A  it is a rational aim

B  it is concerned with the well being of others

C  it is essentially social

D  it is short term

A  focuses on happiness

B  aims for the greatest balance of happiness over pain of suffering as a whole in the long run

C  originated with Jeremy Bentham and John Stuart Mill

D  seeks the greatest good of the smallest number

A  describe the legitimate expectations of ourselves and others

B  include fairness, equality, responsibility, and respect

C  include greed, lust, and gluttony

D  may be organized into ethical theories

A  Abraham agrees that Sodom should be destroyed

B  God listened to Abraham

C  Abraham thinks for himself

D  Abraham bargains with God,

A  the main point of the story is not clear

B  some of the values were different then than they are now

C  women were considered property of their fathers or husbands

D  the biblical prophet Ezekial says Sodom was destroyed because of their homosexuality

A  not wearing garments made out of blended material

B  not eating bacon

C  all of these

D  not eating shrimp and lobster

A  lying to get out of trouble for something you’ve done wrong

B  lying to shelter fugitives from the Nazis

C  Jean Valjean stealing to feed a starving child

D  lying to hide fugitive slaves

A  rules are rough guides and have exceptions

B  rules replace the need to think

C  rules make life simpler

D  rules may conflict

A  welcome change

B  welcome challenges

C  limit your experience to what you know is true

D  pursue the facts

A  seek out people with whom you do not agree

B  aim to live more comfortably

C  seek out challenges

D  let challenges stretch your mind

A  relativism

B  offhand self justification

C  dogmatism

D  sound ethical thinking

A  offhand self-justification

B  relativism

C  dogmatism

D  sound ethical thinking

A  avoiding bumper sticker simplicity

B  using categorical language when describing ethical issues

C  keeping an open mind

D  avoiding name calling

A  thinking systematically

B  thinking constructively

C  thinking simplistically

D  thinking creatively