Midterm 1 (2)

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

B  ascertain the author’s bias and purpose

C  determine the author’s background

D  evaluate the author’s sources

A  well known facts and quotes do not need citation

B  direct quotes requires a citation

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

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

A  government documents

B  encyclopedias

C  human sources

D  dictionaries

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

B  show your work to someone else for their honest opinion

C  hand it in only once it is perfect

D  edit your work for grammatical mistakes

A  include some detail on how you will defend your thesis

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

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

D  limit your thesis statement to what you will defend

A  choose and broaden your topic

B  know yourself

C  write a sentence that expresses your claim

D  know your audience

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

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

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

B  it agrees with my views

C  it is well written or well spoken

D  it is a persuasive argument

A  take what is unclear and make it clear

B  be accurate and don’t misrepresent

C  try to use as many words as the original argument

D  be charitable

A  put the conclusion first

B  number the steps of the argument

C  fill in missing premises or conclusions

D  write in complete sentences

A  appeal to ignorance

B  in appropriate appeal to authority

C  false alternatives

D  loaded question

A  slippery slope

B  hasty generalization

C  weak analogy

D  inconsistency

A  straw man

B  red herring

C  scare tactics

D  bandwagon argument

A  attacking the motive

B  two wrongs make a right

C  a personal attack (ad hominem)

D  look who’s talking (tu quoque)

A  since

B  therefore

C  given that

D  for

A  because

B  thus

C  consequently

D  if follows that

A  a report

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

C  a conditional statement

D  an illustration

A  Anita Roddick

B  Mandala

C  Gandhi

D  Mohammed Yunus

A  Mandela

B  Anita Roddick

C  Muhammed Yunus

D  Gandhi

A  attention

B  explicitness

C  none of these

D  patience

A  attention

B  patience

C  explicitness

D  none of these

A  none of these

B  explicitness

C  patience

D  attention

A  ethics and money

B  ethics and what we eat

C  ethics and sex

D  ethics and work

A  ethics and sex

B  ethics and money

C  ethics and work

D  ethics and what we eat

A  Weston uses Sartre’s young friend as an example

B  Weston uses Heinz’s dilemma as an example

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

D  Weston maintains that dilemmas are indeed unsolvable

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

B  a problem with two sharply opposed options

C  all of these

D  thought to be impossible to solve

A  revisit outlying parts of the problem

B  ask if the problem can be prevented

C  none of these

D  view problems as a growth opportunity to be welcomed

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  reversal

B  full steam ahead method

C  exaggeration

D  random word method

A  it seeks to limit the possibilities

B  it helps solve ethical problems by going beyond the norm

C  it is essential for practical problem solving

D  it seeks to reframe the problem

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

B  all of these are true

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

D  it is an excellent example of proclaiming a moral vision

A  it looks forward to a future and more complete resolution

B  it is a positive and appealing longer term alternative

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

D  it finds a way of enthusiastically going forward together

A  finding the best balance between values at stake

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

C  trying to take into account the values on all sides

D  picking the side you personally like the best

A  utilitarianism argues in favor of assisted suicide

B  all of these are true

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

D  virtue theory argues against assisted suicide

A  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

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

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

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

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 is legalistic and judgmental

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

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

D  it makes the problem the problem

A  virtues are traits that express and fulfill our rational nature

B  all of these are true

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

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

A  be a color that blends in with the surroundings

B  not be frightened by loud noises

C  be quiet

D  like to hunt

A  equality for individuals regardless of gender, race or class

B  Kant’s Categorical Imperative

C  moral and legal rights of the individual

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  regards persons as supremely valuable

C  advocated by Immanuel Kant

D  advocated by Martin Buber

A  it is short term

B  it is a rational aim

C  it is essentially social

D  it is concerned with the well being of others

A  originated with Jeremy Bentham and John Stuart Mill

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

C  focuses on happiness

D  seeks the greatest good of the smallest number

A  may be organized into ethical theories

B  describe the legitimate expectations of ourselves and others

C  include fairness, equality, responsibility, and respect

D  include greed, lust, and gluttony

A  Abraham bargains with God,

B  God listened to Abraham

C  Abraham agrees that Sodom should be destroyed

D  Abraham thinks for himself

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

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

C  the main point of the story is not clear

D  women were considered property of their fathers or husbands

A  not eating shrimp and lobster

B  not wearing garments made out of blended material

C  all of these

D  not eating bacon

A  lying to shelter fugitives from the Nazis

B  Jean Valjean stealing to feed a starving child

C  lying to hide fugitive slaves

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

A  rules may conflict

B  rules are rough guides and have exceptions

C  rules make life simpler

D  rules replace the need to think

A  welcome challenges

B  welcome change

C  limit your experience to what you know is true

D  pursue the facts

A  let challenges stretch your mind

B  seek out people with whom you do not agree

C  seek out challenges

D  aim to live more comfortably

A  offhand self justification

B  sound ethical thinking

C  relativism

D  dogmatism

A  sound ethical thinking

B  dogmatism

C  offhand self-justification

D  relativism

A  keeping an open mind

B  avoiding bumper sticker simplicity

C  avoiding name calling

D  using categorical language when describing ethical issues

A  thinking systematically

B  thinking simplistically

C  thinking constructively

D  thinking creatively