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  direct quotes requires a citation

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

C  well known facts and quotes do not need citation

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

A  human sources

B  encyclopedias

C  dictionaries

D  government documents

A  hand it in only once it is perfect

B  edit your work for grammatical mistakes

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

D  show your work to someone else for their honest opinion

A  limit your thesis statement to what you will defend

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  include some detail on how you will defend your thesis

A  write a sentence that expresses your claim

B  choose and broaden your topic

C  know your audience

D  know yourself

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

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

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

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 is a persuasive argument

C  it agrees with my views

D  it is well written or well spoken

A  be charitable

B  try to use as many words as the original argument

C  take what is unclear and make it clear

D  be accurate and don’t misrepresent

A  put the conclusion first

B  write in complete sentences

C  fill in missing premises or conclusions

D  number the steps of the argument

A  in appropriate appeal to authority

B  false alternatives

C  loaded question

D  appeal to ignorance

A  weak analogy

B  inconsistency

C  slippery slope

D  hasty generalization

A  scare tactics

B  straw man

C  bandwagon argument

D  red herring

A  two wrongs make a right

B  look who’s talking (tu quoque)

C  attacking the motive

D  a personal attack (ad hominem)

A  therefore

B  since

C  given that

D  for

A  because

B  consequently

C  if follows that

D  thus

A  an illustration

B  a conditional statement

C  a report

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

A  Anita Roddick

B  Mohammed Yunus

C  Mandala

D  Gandhi

A  Mandela

B  Gandhi

C  Muhammed Yunus

D  Anita Roddick

A  patience

B  attention

C  explicitness

D  none of these

A  patience

B  explicitness

C  attention

D  none of these

A  explicitness

B  attention

C  patience

D  none of these

A  ethics and money

B  ethics and work

C  ethics and what we eat

D  ethics and sex

A  ethics and what we eat

B  ethics and sex

C  ethics and money

D  ethics and work

A  Weston uses Sartre’s young friend as an example

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

C  Weston maintains that dilemmas are indeed unsolvable

D  Weston uses Heinz’s dilemma as an example

A  all of these

B  thought to be impossible to solve

C  a problem with two sharply opposed options

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

A  ask if the problem can be prevented

B  revisit outlying parts of the problem

C  none of these

D  view problems as a growth opportunity to be welcomed

A  seven generation decision making of the American Indians

B  homelessness in other cultures

C  carefully administered hallucinogenic drugs

D  abortion and animal research in Japan

A  exaggeration

B  reversal

C  full steam ahead method

D  random word method

A  it seeks to limit the possibilities

B  it is essential for practical problem solving

C  it seeks to reframe the problem

D  it helps solve ethical problems by going beyond the norm

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

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

C  all of these are true

D  it is an excellent example of proclaiming a moral vision

A  it finds a way of enthusiastically going forward together

B  it is a positive and appealing longer term alternative

C  it looks forward to a future and more complete resolution

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

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  picking the side you personally like the best

D  trying to take into account the values on all sides

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

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

C  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

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

A  it is an adversarial “winner take all” approach

B  it is an overly simplistic and extreme approach

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

D  it presents polarizing and irresolvable positions

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

B  it makes the problem the problem

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

D  it is legalistic and judgmental

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

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

C  virtues are traits that express and fulfill our rational nature

D  all of these are true

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  reduction of social pain and suffering

B  moral and legal rights of the individual

C  Kant’s Categorical Imperative

D  equality for individuals regardless of gender, race or class

A  advocated by Martin Buber

B  regards persons as supremely valuable

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

D  advocated by Immanuel Kant

A  it is short term

B  it is essentially social

C  it is concerned with the well being of others

D  it is a rational aim

A  focuses on happiness

B  originated with Jeremy Bentham and John Stuart Mill

C  seeks the greatest good of the smallest number

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

A  include fairness, equality, responsibility, and respect

B  may be organized into ethical theories

C  describe the legitimate expectations of ourselves and others

D  include greed, lust, and gluttony

A  Abraham agrees that Sodom should be destroyed

B  God listened to Abraham

C  Abraham bargains with God,

D  Abraham thinks for himself

A  women were considered property of their fathers or husbands

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

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

D  the main point of the story is not clear

A  not wearing garments made out of blended material

B  all of these

C  not eating shrimp and lobster

D  not eating bacon

A  Jean Valjean stealing to feed a starving child

B  lying to hide fugitive slaves

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

D  lying to shelter fugitives from the Nazis

A  rules are rough guides and have exceptions

B  rules make life simpler

C  rules replace the need to think

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  aim to live more comfortably

B  seek out challenges

C  seek out people with whom you do not agree

D  let challenges stretch your mind

A  offhand self justification

B  sound ethical thinking

C  relativism

D  dogmatism

A  dogmatism

B  sound ethical thinking

C  relativism

D  offhand self-justification

A  using categorical language when describing ethical issues

B  avoiding name calling

C  keeping an open mind

D  avoiding bumper sticker simplicity

A  thinking constructively

B  thinking systematically

C  thinking simplistically

D  thinking creatively