Midterm 1 (2)

A  evaluate the author’s sources

B  determine the author’s background

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

D  ascertain the author’s bias and purpose

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  encyclopedias

B  government documents

C  dictionaries

D  human sources

A  edit your work for grammatical mistakes

B  hand it in only once it is perfect

C  show your work to someone else for their honest opinion

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

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

B  include some detail on how you will defend your thesis

C  limit your thesis statement to what you will defend

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

A  know yourself

B  know your audience

C  choose and broaden your topic

D  write a sentence that expresses your claim

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

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

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

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

A  it is a persuasive argument

B  it is well written or well spoken

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

D  it agrees with my views

A  try to use as many words as the original argument

B  be charitable

C  be accurate and don’t misrepresent

D  take what is unclear and make it clear

A  write in complete sentences

B  fill in missing premises or conclusions

C  number the steps of the argument

D  put the conclusion first

A  loaded question

B  in appropriate appeal to authority

C  false alternatives

D  appeal to ignorance

A  hasty generalization

B  weak analogy

C  inconsistency

D  slippery slope

A  red herring

B  scare tactics

C  straw man

D  bandwagon argument

A  two wrongs make a right

B  look who’s talking (tu quoque)

C  a personal attack (ad hominem)

D  attacking the motive

A  since

B  therefore

C  given that

D  for

A  thus

B  if follows that

C  consequently

D  because

A  an illustration

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

C  a report

D  a conditional statement

A  Anita Roddick

B  Mandala

C  Mohammed Yunus

D  Gandhi

A  Mandela

B  Muhammed Yunus

C  Anita Roddick

D  Gandhi

A  explicitness

B  none of these

C  patience

D  attention

A  none of these

B  patience

C  attention

D  explicitness

A  explicitness

B  patience

C  none of these

D  attention

A  ethics and sex

B  ethics and what we eat

C  ethics and work

D  ethics and money

A  ethics and what we eat

B  ethics and money

C  ethics and work

D  ethics and sex

A  Weston uses Heinz’s dilemma as an example

B  Weston maintains that dilemmas are indeed unsolvable

C  Weston uses Sartre’s young friend as an example

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

A  all of these

B  a problem with two sharply opposed options

C  thought to be impossible to solve

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  carefully administered hallucinogenic drugs

B  seven generation decision making of the American Indians

C  abortion and animal research in Japan

D  homelessness in other cultures

A  exaggeration

B  full steam ahead method

C  reversal

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 was an improvisation and not planned in his original speech

B  all of these are true

C  it is an excellent example of proclaiming a moral vision

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

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 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  finding the best balance between values at stake

D  picking the side you personally like the best

A  virtue theory argues against assisted suicide

B  utilitarianism argues in favor of assisted suicide

C  all of these are true

D  Kant (Ethics of the person) argues against 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  all pro-life advocates oppose abortion in all cases, even rape, incest, and when the life of the mother is at risk

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  the media tends to minimize “either/or” thinking

B  it is an overly simplistic and extreme approach

C  it presents polarizing and irresolvable positions

D  it is an adversarial “winner take all” 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 makes the problem the problem

D  it is legalistic and judgmental

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

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

C  all of these are true

D  virtues are traits that express and fulfill our rational nature

A  like to hunt

B  be quiet

C  not be frightened by loud noises

D  be a color that blends in with the surroundings

A  Kant’s Categorical Imperative

B  reduction of social pain and suffering

C  equality for individuals regardless of gender, race or class

D  moral and legal rights of the individual

A  advocated by Martin Buber

B  advocated by Immanuel Kant

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 essentially social

B  it is short term

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

D  seeks the greatest good of the smallest number

A  describe the legitimate expectations of ourselves and others

B  may be organized into ethical theories

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  women were considered property of their fathers or husbands

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

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 bacon

B  all of these

C  not wearing garments made out of blended material

D  not eating shrimp and lobster

A  Jean Valjean stealing to feed a starving child

B  lying to hide fugitive slaves

C  lying to shelter fugitives from the Nazis

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

A  rules replace the need to think

B  rules may conflict

C  rules make life simpler

D  rules are rough guides and have exceptions

A  limit your experience to what you know is true

B  welcome change

C  pursue the facts

D  welcome challenges

A  seek out challenges

B  aim to live more comfortably

C  let challenges stretch your mind

D  seek out people with whom you do not agree

A  offhand self justification

B  sound ethical thinking

C  relativism

D  dogmatism

A  relativism

B  offhand self-justification

C  sound ethical thinking

D  dogmatism

A  avoiding bumper sticker simplicity

B  avoiding name calling

C  using categorical language when describing ethical issues

D  keeping an open mind

A  thinking constructively

B  thinking simplistically

C  thinking creatively

D  thinking systematically