Midterm 1 (2)

A  ascertain the author’s bias and purpose

B  determine the author’s background

C  evaluate the author’s sources

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

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  dictionaries

C  encyclopedias

D  government documents

A  show your work to someone else for their honest opinion

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  hand it in only once it is perfect

A  include some detail on how you will defend your thesis

B  limit your thesis statement to what you will defend

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

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

A  write a sentence that expresses your claim

B  know yourself

C  choose and broaden your topic

D  know your audience

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

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

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

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

A  it agrees with my views

B  it is well written or well spoken

C  it is a persuasive argument

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

A  try to use as many words as the original argument

B  take what is unclear and make it clear

C  be charitable

D  be accurate and don’t misrepresent

A  put the conclusion first

B  write in complete sentences

C  number the steps of the argument

D  fill in missing premises or conclusions

A  false alternatives

B  in appropriate appeal to authority

C  loaded question

D  appeal to ignorance

A  slippery slope

B  weak analogy

C  inconsistency

D  hasty generalization

A  bandwagon argument

B  straw man

C  scare tactics

D  red herring

A  two wrongs make a right

B  attacking the motive

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  if follows that

C  thus

D  consequently

A  a conditional statement

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

C  an illustration

D  a report

A  Gandhi

B  Anita Roddick

C  Mandala

D  Mohammed Yunus

A  Muhammed Yunus

B  Gandhi

C  Anita Roddick

D  Mandela

A  attention

B  patience

C  none of these

D  explicitness

A  explicitness

B  none of these

C  patience

D  attention

A  attention

B  explicitness

C  none of these

D  patience

A  ethics and what we eat

B  ethics and sex

C  ethics and money

D  ethics and work

A  ethics and work

B  ethics and money

C  ethics and what we eat

D  ethics and sex

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  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  none of these

B  view problems as a growth opportunity to be welcomed

C  ask if the problem can be prevented

D  revisit outlying parts of the problem

A  carefully administered hallucinogenic drugs

B  homelessness in other cultures

C  seven generation decision making of the American Indians

D  abortion and animal research in Japan

A  reversal

B  full steam ahead method

C  exaggeration

D  random word method

A  it is essential for practical problem solving

B  it seeks to reframe the problem

C  it helps solve ethical problems by going beyond the norm

D  it seeks to limit the possibilities

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

B  all of these are true

C  it is an excellent example of proclaiming a moral vision

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

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

B  it finds a way of enthusiastically going forward together

C  it looks forward to a future and more complete resolution

D  it is a positive and appealing longer term alternative

A  trying to take into account the values on all sides

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  finding the best balance between values at stake

A  all of these are true

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

C  utilitarianism argues in favor of assisted suicide

D  virtue theory 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 presents polarizing and irresolvable positions

B  it is an overly simplistic and extreme approach

C  it is an adversarial “winner take all” approach

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

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

B  it is legalistic and judgmental

C  it makes the problem the problem

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

A  all of these are true

B  virtues are traits that express and fulfill our rational nature

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

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

A  be a color that blends in with the surroundings

B  not be frightened by loud noises

C  like to hunt

D  be quiet

A  reduction of social pain and suffering

B  equality for individuals regardless of gender, race or class

C  moral and legal rights of the individual

D  Kant’s Categorical Imperative

A  regards persons as supremely valuable

B  advocated by Immanuel Kant

C  advocated by Martin Buber

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

A  it is a rational aim

B  it is essentially social

C  it is short term

D  it is concerned with the well being of others

A  seeks the greatest good of the smallest number

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

C  focuses on happiness

D  originated with Jeremy Bentham and John Stuart Mill

A  include fairness, equality, responsibility, and respect

B  include greed, lust, and gluttony

C  may be organized into ethical theories

D  describe the legitimate expectations of ourselves and others

A  Abraham bargains with God,

B  Abraham thinks for himself

C  Abraham agrees that Sodom should be destroyed

D  God listened to Abraham

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

B  women were considered property of their fathers or husbands

C  the main point of the story is not clear

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

A  not eating shrimp and lobster

B  not wearing garments made out of blended material

C  not eating bacon

D  all of these

A  lying to shelter fugitives from the Nazis

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

C  Jean Valjean stealing to feed a starving child

D  lying to hide fugitive slaves

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  let challenges stretch your mind

D  aim to live more comfortably

A  sound ethical thinking

B  relativism

C  dogmatism

D  offhand self justification

A  sound ethical thinking

B  offhand self-justification

C  dogmatism

D  relativism

A  avoiding name calling

B  using categorical language when describing ethical issues

C  keeping an open mind

D  avoiding bumper sticker simplicity

A  thinking constructively

B  thinking creatively

C  thinking simplistically

D  thinking systematically