Midterm 1 (2)

A  determine the author’s background

B  evaluate the author’s sources

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  dictionaries

B  human sources

C  encyclopedias

D  government documents

A  show your work to someone else for their honest opinion

B  hand it in only once it is perfect

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

D  edit your work for grammatical mistakes

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  choose and broaden your topic

B  write a sentence that expresses your claim

C  know yourself

D  know your audience

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

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

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

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

A  it is a persuasive argument

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

C  it agrees with my views

D  it is well written or well spoken

A  take what is unclear and make it clear

B  be charitable

C  try to use as many words as the original argument

D  be accurate and don’t misrepresent

A  put the conclusion first

B  number the steps of the argument

C  write in complete sentences

D  fill in missing premises or conclusions

A  appeal to ignorance

B  loaded question

C  false alternatives

D  in appropriate appeal to authority

A  hasty generalization

B  inconsistency

C  weak analogy

D  slippery slope

A  bandwagon argument

B  straw man

C  scare tactics

D  red herring

A  a personal attack (ad hominem)

B  two wrongs make a right

C  look who’s talking (tu quoque)

D  attacking the motive

A  given that

B  therefore

C  for

D  since

A  because

B  thus

C  consequently

D  if follows that

A  a conditional statement

B  an illustration

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

D  a report

A  Anita Roddick

B  Gandhi

C  Mandala

D  Mohammed Yunus

A  Mandela

B  Gandhi

C  Anita Roddick

D  Muhammed Yunus

A  attention

B  none of these

C  patience

D  explicitness

A  attention

B  explicitness

C  patience

D  none of these

A  attention

B  explicitness

C  patience

D  none of these

A  ethics and sex

B  ethics and money

C  ethics and work

D  ethics and what we eat

A  ethics and work

B  ethics and sex

C  ethics and what we eat

D  ethics and money

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

B  Weston maintains that dilemmas are indeed unsolvable

C  Weston uses Sartre’s young friend as an example

D  Weston uses Heinz’s dilemma as an example

A  all of these

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

C  a problem with two sharply opposed options

D  thought to be impossible to solve

A  view problems as a growth opportunity to be welcomed

B  none of these

C  ask if the problem can be prevented

D  revisit outlying parts of the problem

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  full steam ahead method

B  random word method

C  exaggeration

D  reversal

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 was an improvisation and not planned in his original speech

B  it is an excellent example of proclaiming a moral vision

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

D  all of these are true

A  it is a positive and appealing longer term alternative

B  it finds a way of enthusiastically going forward together

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

B  finding the best balance between values at stake

C  trying to take into account the values on all sides

D  picking the side you personally like the best

A  all of these are true

B  utilitarianism argues in favor of assisted suicide

C  virtue theory argues against assisted suicide

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

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

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

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

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 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 focuses on shared interests rather than hard-line positions

B  it makes the problem the problem

C  it is legalistic and judgmental

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

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

B  virtues are traits that express and fulfill our rational nature

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

D  all of these are true

A  be quiet

B  be a color that blends in with the surroundings

C  not be frightened by loud noises

D  like to hunt

A  moral and legal rights of the individual

B  Kant’s Categorical Imperative

C  reduction of social pain and suffering

D  equality for individuals regardless of gender, race or class

A  regards persons as supremely valuable

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

C  advocated by Martin Buber

D  advocated by Immanuel Kant

A  it is concerned with the well being of others

B  it is short term

C  it is a rational aim

D  it is essentially social

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  originated with Jeremy Bentham and John Stuart Mill

D  focuses on happiness

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 thinks for himself

B  Abraham bargains with God,

C  God listened to Abraham

D  Abraham agrees that Sodom should be destroyed

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

B  the main point of the story is not clear

C  women were considered property of their fathers or husbands

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

A  not eating shrimp and lobster

B  not eating bacon

C  all of these

D  not wearing garments made out of blended material

A  Jean Valjean stealing to feed a starving child

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

C  lying to shelter fugitives from the Nazis

D  lying to hide fugitive slaves

A  rules may conflict

B  rules make life simpler

C  rules are rough guides and have exceptions

D  rules replace the need to think

A  welcome challenges

B  welcome change

C  pursue the facts

D  limit your experience to what you know is true

A  aim to live more comfortably

B  seek out challenges

C  let challenges stretch your mind

D  seek out people with whom you do not agree

A  relativism

B  offhand self justification

C  sound ethical thinking

D  dogmatism

A  relativism

B  sound ethical thinking

C  dogmatism

D  offhand self-justification

A  using categorical language when describing ethical issues

B  keeping an open mind

C  avoiding name calling

D  avoiding bumper sticker simplicity

A  thinking systematically

B  thinking creatively

C  thinking simplistically

D  thinking constructively