Midterm 1 (2)

A  evaluate the author’s sources

B  ascertain the author’s bias and purpose

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

D  determine the author’s background

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

B  well known facts and quotes do not need citation

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

D  direct quotes requires a citation

A  encyclopedias

B  government documents

C  dictionaries

D  human sources

A  show your work to someone else for their honest opinion

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

C  edit your work for grammatical mistakes

D  hand it in only once it is perfect

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

B  include some detail on how you will defend your thesis

C  limit your thesis statement to what you will defend

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

A  write a sentence that expresses your claim

B  know your audience

C  know yourself

D  choose and broaden your topic

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 a weak claim by reducing it to absurdity

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

A  it is well written or well spoken

B  it agrees with my views

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

D  it is a persuasive argument

A  be accurate and don’t misrepresent

B  try to use as many words as the original argument

C  be charitable

D  take what is unclear and make it clear

A  fill in missing premises or conclusions

B  write in complete sentences

C  put the conclusion first

D  number the steps of the argument

A  appeal to ignorance

B  false alternatives

C  in appropriate appeal to authority

D  loaded question

A  slippery slope

B  weak analogy

C  inconsistency

D  hasty generalization

A  scare tactics

B  red herring

C  bandwagon argument

D  straw man

A  a personal attack (ad hominem)

B  two wrongs make a right

C  attacking the motive

D  look who’s talking (tu quoque)

A  therefore

B  since

C  for

D  given that

A  because

B  consequently

C  if follows that

D  thus

A  an illustration

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

C  a conditional statement

D  a report

A  Anita Roddick

B  Gandhi

C  Mohammed Yunus

D  Mandala

A  Mandela

B  Muhammed Yunus

C  Gandhi

D  Anita Roddick

A  patience

B  none of these

C  attention

D  explicitness

A  none of these

B  patience

C  attention

D  explicitness

A  attention

B  none of these

C  patience

D  explicitness

A  ethics and sex

B  ethics and money

C  ethics and what we eat

D  ethics and work

A  ethics and sex

B  ethics and work

C  ethics and money

D  ethics and what we eat

A  Weston maintains that dilemmas are indeed unsolvable

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

C  Weston uses Heinz’s dilemma as an example

D  Weston uses Sartre’s young friend as an example

A  thought to be impossible to solve

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

C  all of these

D  a problem with two sharply opposed options

A  none of these

B  view problems as a growth opportunity to be welcomed

C  revisit outlying parts of the problem

D  ask if the problem can be prevented

A  homelessness in other cultures

B  carefully administered hallucinogenic drugs

C  seven generation decision making of the American Indians

D  abortion and animal research in Japan

A  full steam ahead method

B  random word method

C  reversal

D  exaggeration

A  it seeks to limit the possibilities

B  it helps solve ethical problems by going beyond the norm

C  it seeks to reframe the problem

D  it is essential for practical problem solving

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  it is an excellent example of proclaiming a moral vision

D  all of these are true

A  it is a positive and appealing longer term alternative

B  it looks forward to a future and more complete resolution

C  it finds a way of enthusiastically going forward together

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

A  finding the best balance between values at stake

B  picking the side you personally like the best

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

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  utilitarianism argues in favor of assisted suicide

D  Kant (Ethics of the person) argues against 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 overly simplistic and extreme approach

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

C  it is an adversarial “winner take all” approach

D  it presents polarizing and irresolvable positions

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

B  it is legalistic and judgmental

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

D  it makes the problem the problem

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

B  virtues are traits that express and fulfill our rational nature

C  all of these are true

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

A  be a color that blends in with the surroundings

B  like to hunt

C  not be frightened by loud noises

D  be quiet

A  equality for individuals regardless of gender, race or class

B  moral and legal rights of the individual

C  Kant’s Categorical Imperative

D  reduction of social pain and suffering

A  advocated by Immanuel Kant

B  advocated by Martin Buber

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

D  regards persons as supremely valuable

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  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  include greed, lust, and gluttony

B  include fairness, equality, responsibility, and respect

C  may be organized into ethical theories

D  describe the legitimate expectations of ourselves and others

A  Abraham agrees that Sodom should be destroyed

B  Abraham bargains with God,

C  God listened to Abraham

D  Abraham thinks for himself

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

B  women were considered property of their fathers or husbands

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 eating shrimp and lobster

B  all of these

C  not wearing garments made out of blended material

D  not eating bacon

A  lying to hide fugitive slaves

B  Jean Valjean stealing to feed a starving child

C  lying to shelter fugitives from the Nazis

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

A  rules make life simpler

B  rules may conflict

C  rules are rough guides and have exceptions

D  rules replace the need to think

A  limit your experience to what you know is true

B  pursue the facts

C  welcome challenges

D  welcome change

A  seek out challenges

B  seek out people with whom you do not agree

C  aim to live more comfortably

D  let challenges stretch your mind

A  sound ethical thinking

B  dogmatism

C  offhand self justification

D  relativism

A  relativism

B  dogmatism

C  offhand self-justification

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