Midterm 1 (2)

A  evaluate the author’s sources

B  ascertain the author’s bias and purpose

C  determine the author’s background

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

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

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

C  well known facts and quotes do not need citation

D  direct quotes requires a citation

A  government documents

B  encyclopedias

C  dictionaries

D  human sources

A  edit your work for grammatical mistakes

B  show your work to someone else for their honest opinion

C  hand it in only once it is perfect

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

A  limit your thesis statement to what you will defend

B  include some detail on how you will defend your thesis

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

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

A  know yourself

B  choose and broaden your topic

C  write a sentence that expresses your claim

D  know your audience

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

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

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

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 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  be accurate and don’t misrepresent

B  take what is unclear and make it clear

C  be charitable

D  try to use as many words as the original argument

A  number the steps of the argument

B  put the conclusion first

C  fill in missing premises or conclusions

D  write in complete sentences

A  loaded question

B  false alternatives

C  appeal to ignorance

D  in appropriate appeal to authority

A  inconsistency

B  hasty generalization

C  slippery slope

D  weak analogy

A  scare tactics

B  bandwagon argument

C  red herring

D  straw man

A  look who’s talking (tu quoque)

B  a personal attack (ad hominem)

C  two wrongs make a right

D  attacking the motive

A  therefore

B  given that

C  since

D  for

A  consequently

B  if follows that

C  because

D  thus

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

B  an illustration

C  a conditional statement

D  a report

A  Mohammed Yunus

B  Anita Roddick

C  Gandhi

D  Mandala

A  Anita Roddick

B  Muhammed Yunus

C  Mandela

D  Gandhi

A  explicitness

B  attention

C  patience

D  none of these

A  attention

B  patience

C  explicitness

D  none of these

A  explicitness

B  patience

C  none of these

D  attention

A  ethics and work

B  ethics and money

C  ethics and what we eat

D  ethics and sex

A  ethics and money

B  ethics and work

C  ethics and what we eat

D  ethics and sex

A  Weston maintains that dilemmas are indeed unsolvable

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

C  Weston uses Sartre’s young friend as an example

D  Weston uses Heinz’s dilemma as an example

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

B  thought to be impossible to solve

C  all of these

D  a problem with two sharply opposed options

A  none of these

B  revisit outlying parts of the problem

C  ask if the problem can be prevented

D  view problems as a growth opportunity to be welcomed

A  homelessness in other cultures

B  abortion and animal research in Japan

C  carefully administered hallucinogenic drugs

D  seven generation decision making of the American Indians

A  full steam ahead method

B  random word method

C  exaggeration

D  reversal

A  it is essential for practical problem solving

B  it helps solve ethical problems by going beyond the norm

C  it seeks to reframe the problem

D  it seeks to limit the possibilities

A  all of these are true

B  it is an excellent example of proclaiming a moral vision

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

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 finds a way of enthusiastically going forward together

C  it is a positive and appealing longer term alternative

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

A  picking the side you personally like the best

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

C  trying to take into account the values on all sides

D  finding the best balance between values at stake

A  utilitarianism argues in favor of assisted suicide

B  all of these are true

C  Kant (Ethics of the person) argues against 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  the media tends to minimize “either/or” thinking

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 makes the problem the problem

C  it is legalistic and judgmental

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

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

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

C  virtues are traits that express and fulfill our rational nature

D  all of these are true

A  not be frightened by loud noises

B  be a color that blends in with the surroundings

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  advocated by Martin Buber

B  advocated by Immanuel Kant

C  regards persons as supremely valuable

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 concerned with the well being of others

C  it is essentially social

D  it is short term

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

B  originated with Jeremy Bentham and John Stuart Mill

C  focuses on happiness

D  seeks the greatest good of the smallest number

A  describe the legitimate expectations of ourselves and others

B  include greed, lust, and gluttony

C  include fairness, equality, responsibility, and respect

D  may be organized into ethical theories

A  God listened to Abraham

B  Abraham thinks for himself

C  Abraham bargains with God,

D  Abraham agrees that Sodom should be destroyed

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

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

C  women were considered property of their fathers or husbands

D  the main point of the story is not clear

A  not eating bacon

B  not eating shrimp and lobster

C  not wearing garments made out of blended material

D  all of these

A  Jean Valjean stealing to feed a starving child

B  lying to shelter fugitives from the Nazis

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

D  lying to hide fugitive slaves

A  rules replace the need to think

B  rules make life simpler

C  rules are rough guides and have exceptions

D  rules may conflict

A  pursue the facts

B  welcome change

C  welcome challenges

D  limit your experience to what you know is true

A  seek out people with whom you do not agree

B  aim to live more comfortably

C  seek out challenges

D  let challenges stretch your mind

A  sound ethical thinking

B  dogmatism

C  relativism

D  offhand self justification

A  sound ethical thinking

B  relativism

C  dogmatism

D  offhand self-justification

A  using categorical language when describing ethical issues

B  avoiding bumper sticker simplicity

C  keeping an open mind

D  avoiding name calling

A  thinking constructively

B  thinking simplistically

C  thinking systematically

D  thinking creatively