Midterm 1 (2)

A  ascertain the author’s bias and purpose

B  evaluate the author’s sources

C  determine the author’s background

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

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  human sources

B  encyclopedias

C  dictionaries

D  government documents

A  show your work to someone else for their honest opinion

B  hand it in only once it is perfect

C  edit your work for grammatical mistakes

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  limit your thesis statement to what you will defend

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

D  include some detail on how you will defend your thesis

A  know yourself

B  know your audience

C  write a sentence that expresses your claim

D  choose and broaden your topic

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 is a persuasive argument

B  it agrees with my views

C  it is well written or well spoken

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

A  take what is unclear and make it clear

B  try to use as many words as the original argument

C  be accurate and don’t misrepresent

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  inconsistency

B  slippery slope

C  weak analogy

D  hasty generalization

A  red herring

B  scare tactics

C  straw man

D  bandwagon argument

A  a personal attack (ad hominem)

B  look who’s talking (tu quoque)

C  two wrongs make a right

D  attacking the motive

A  since

B  given that

C  for

D  therefore

A  thus

B  because

C  if follows that

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  Mandala

C  Mohammed Yunus

D  Anita Roddick

A  Gandhi

B  Mandela

C  Muhammed Yunus

D  Anita Roddick

A  none of these

B  attention

C  patience

D  explicitness

A  none of these

B  attention

C  patience

D  explicitness

A  explicitness

B  attention

C  patience

D  none of these

A  ethics and money

B  ethics and sex

C  ethics and work

D  ethics and what we eat

A  ethics and money

B  ethics and sex

C  ethics and work

D  ethics and what we eat

A  Weston maintains that dilemmas are indeed unsolvable

B  Weston uses Heinz’s dilemma as an example

C  Weston uses Sartre’s young friend as an example

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

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

B  a problem with two sharply opposed options

C  thought to be impossible to solve

D  all of these

A  revisit outlying parts of the problem

B  view problems as a growth opportunity to be welcomed

C  none of these

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  exaggeration

B  reversal

C  random word method

D  full steam ahead method

A  it seeks to reframe the problem

B  it is essential for practical problem solving

C  it seeks to limit the possibilities

D  it helps solve ethical problems by going beyond the norm

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

B  it is an excellent example of proclaiming a moral vision

C  all of these are true

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 is a positive and appealing longer term alternative

C  it looks forward to a future and more complete resolution

D  it finds a way of enthusiastically going forward together

A  trying to take into account the values on all sides

B  picking the side you personally like the best

C  finding the best balance between values at stake

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

A  utilitarianism argues in favor of assisted suicide

B  virtue theory argues against assisted suicide

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

D  all of these are true

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

B  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

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  it is an overly simplistic and extreme approach

C  it presents polarizing and irresolvable positions

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

A  it makes the problem the problem

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 is legalistic and judgmental

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

B  all of these are true

C  virtues are traits that express and fulfill our rational nature

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  moral and legal rights of the individual

B  equality for individuals regardless of gender, race or class

C  Kant’s Categorical Imperative

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  advocated by Immanuel Kant

C  regards persons as supremely valuable

D  advocated by Martin Buber

A  it is short term

B  it is essentially social

C  it is a rational aim

D  it is concerned with the well being of others

A  originated with Jeremy Bentham and John Stuart Mill

B  seeks the greatest good of the smallest number

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

D  focuses on happiness

A  may be organized into ethical theories

B  include greed, lust, and gluttony

C  include fairness, equality, responsibility, and respect

D  describe the legitimate expectations of ourselves and others

A  Abraham bargains with God,

B  Abraham agrees that Sodom should be destroyed

C  Abraham thinks for himself

D  God listened to Abraham

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

B  the main point of the story is not clear

C  women were considered property of their fathers or husbands

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

A  all of these

B  not eating shrimp and lobster

C  not wearing garments made out of blended material

D  not eating bacon

A  lying to shelter fugitives from the Nazis

B  lying to hide fugitive slaves

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

D  Jean Valjean stealing to feed a starving child

A  rules are rough guides and have exceptions

B  rules replace the need to think

C  rules make life simpler

D  rules may conflict

A  pursue the facts

B  limit your experience to what you know is true

C  welcome challenges

D  welcome change

A  seek out people with whom you do not agree

B  seek out challenges

C  aim to live more comfortably

D  let challenges stretch your mind

A  relativism

B  offhand self justification

C  dogmatism

D  sound ethical thinking

A  relativism

B  sound ethical thinking

C  offhand self-justification

D  dogmatism

A  avoiding bumper sticker simplicity

B  avoiding name calling

C  keeping an open mind

D  using categorical language when describing ethical issues

A  thinking simplistically

B  thinking creatively

C  thinking constructively

D  thinking systematically