Midterm 1 (2)

A  determine the author’s background

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

C  ascertain the author’s bias and purpose

D  evaluate the author’s sources

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

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

C  direct quotes requires a citation

D  well known facts and quotes do not need citation

A  human sources

B  encyclopedias

C  dictionaries

D  government documents

A  edit your work for grammatical mistakes

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

C  show your work to someone else for their honest opinion

D  hand it in only once it is perfect

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

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

C  include some detail on how you will defend your thesis

D  limit your thesis statement to what you will defend

A  choose and broaden your topic

B  know your audience

C  write a sentence that expresses your claim

D  know yourself

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

B  it is well written or well spoken

C  it agrees with my views

D  it is a persuasive argument

A  be charitable

B  try to use as many words as the original argument

C  be accurate and don’t misrepresent

D  take what is unclear and make it clear

A  fill in missing premises or conclusions

B  write in complete sentences

C  number the steps of the argument

D  put the conclusion first

A  false alternatives

B  loaded question

C  in appropriate appeal to authority

D  appeal to ignorance

A  slippery slope

B  weak analogy

C  inconsistency

D  hasty generalization

A  red herring

B  bandwagon argument

C  scare tactics

D  straw man

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  consequently

C  if follows that

D  because

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  Anita Roddick

B  Mandala

C  Mohammed Yunus

D  Gandhi

A  Muhammed Yunus

B  Mandela

C  Gandhi

D  Anita Roddick

A  explicitness

B  none of these

C  patience

D  attention

A  none of these

B  attention

C  patience

D  explicitness

A  explicitness

B  attention

C  patience

D  none of these

A  ethics and what we eat

B  ethics and work

C  ethics and sex

D  ethics and money

A  ethics and work

B  ethics and sex

C  ethics and what we eat

D  ethics and money

A  Weston uses Sartre’s young friend as an example

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

C  Weston uses Heinz’s dilemma as an example

D  Weston maintains that dilemmas are indeed unsolvable

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

B  a problem with two sharply opposed options

C  all of these

D  thought to be impossible to solve

A  view problems as a growth opportunity to be welcomed

B  none of these

C  revisit outlying parts of the problem

D  ask if the problem can be prevented

A  abortion and animal research in Japan

B  seven generation decision making of the American Indians

C  carefully administered hallucinogenic drugs

D  homelessness in other cultures

A  random word method

B  exaggeration

C  reversal

D  full steam ahead method

A  it seeks to limit the possibilities

B  it helps solve ethical problems by going beyond the norm

C  it seeks to reframe the problem

D  it is essential for practical problem solving

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 is a positive and appealing longer term alternative

B  it finds a way of enthusiastically going forward together

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

D  it looks forward to a future and more complete resolution

A  finding the best balance between values at stake

B  trying to take into account the values on all sides

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

D  picking the side you personally like the best

A  virtue theory argues against assisted suicide

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

C  utilitarianism argues in favor of assisted suicide

D  all of these are true

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

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

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

A  it is an overly simplistic and extreme approach

B  it presents polarizing and irresolvable positions

C  it is an adversarial “winner take all” approach

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

A  it is legalistic and judgmental

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 makes the problem the problem

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  equality for individuals regardless of gender, race or class

B  moral and legal rights of the individual

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  regards persons as supremely valuable

C  advocated by Martin Buber

D  advocated by Immanuel Kant

A  it is short term

B  it is a rational aim

C  it is essentially social

D  it is concerned with the well being of others

A  seeks the greatest good of the smallest number

B  originated with Jeremy Bentham and John Stuart Mill

C  focuses on happiness

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

A  include fairness, equality, responsibility, and respect

B  describe the legitimate expectations of ourselves and others

C  include greed, lust, and gluttony

D  may be organized into ethical theories

A  Abraham agrees that Sodom should be destroyed

B  Abraham bargains with God,

C  God listened to Abraham

D  Abraham thinks for himself

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  all of these

B  not eating bacon

C  not wearing garments made out of blended material

D  not eating shrimp and lobster

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 make life simpler

B  rules replace the need to think

C  rules are rough guides and have exceptions

D  rules may conflict

A  welcome change

B  pursue the facts

C  welcome challenges

D  limit your experience to what you know is true

A  seek out people with whom you do not agree

B  seek out challenges

C  let challenges stretch your mind

D  aim to live more comfortably

A  sound ethical thinking

B  relativism

C  offhand self justification

D  dogmatism

A  dogmatism

B  relativism

C  offhand self-justification

D  sound ethical thinking

A  using categorical language when describing ethical issues

B  keeping an open mind

C  avoiding bumper sticker simplicity

D  avoiding name calling

A  thinking constructively

B  thinking simplistically

C  thinking systematically

D  thinking creatively