Midterm 1 (2)

A  determine the author’s background

B  ascertain the author’s bias and purpose

C  evaluate the author’s sources

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

A  well known facts and quotes do not need citation

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

C  direct quotes requires a citation

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

A  encyclopedias

B  government documents

C  human sources

D  dictionaries

A  hand it in only once it is perfect

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  edit your work for grammatical mistakes

A  limit your thesis statement to what you will defend

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

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

D  include some detail on how you will defend your thesis

A  write a sentence that expresses your claim

B  choose and broaden your topic

C  know yourself

D  know your audience

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

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

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

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

A  it is well written or well spoken

B  it agrees with my views

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

D  it is a persuasive argument

A  be accurate and don’t misrepresent

B  try to use as many words as the original argument

C  take what is unclear and make it clear

D  be charitable

A  write in complete sentences

B  number the steps of the argument

C  fill in missing premises or conclusions

D  put the conclusion first

A  false alternatives

B  appeal to ignorance

C  loaded question

D  in appropriate appeal to authority

A  hasty generalization

B  inconsistency

C  slippery slope

D  weak analogy

A  bandwagon argument

B  scare tactics

C  straw man

D  red herring

A  two wrongs make a right

B  attacking the motive

C  look who’s talking (tu quoque)

D  a personal attack (ad hominem)

A  since

B  therefore

C  for

D  given that

A  thus

B  if follows that

C  because

D  consequently

A  an illustration

B  a conditional statement

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

D  a report

A  Gandhi

B  Anita Roddick

C  Mohammed Yunus

D  Mandala

A  Muhammed Yunus

B  Mandela

C  Gandhi

D  Anita Roddick

A  explicitness

B  none of these

C  patience

D  attention

A  attention

B  explicitness

C  none of these

D  patience

A  attention

B  none of these

C  explicitness

D  patience

A  ethics and sex

B  ethics and work

C  ethics and what we eat

D  ethics and money

A  ethics and money

B  ethics and sex

C  ethics and what we eat

D  ethics and work

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  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  view problems as a growth opportunity to be welcomed

D  none of these

A  seven generation decision making of the American Indians

B  abortion and animal research in Japan

C  homelessness in other cultures

D  carefully administered hallucinogenic drugs

A  full steam ahead method

B  exaggeration

C  reversal

D  random word method

A  it helps solve ethical problems by going beyond the norm

B  it seeks to limit the possibilities

C  it is essential for practical problem solving

D  it seeks to reframe the problem

A  all of these are true

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

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

B  it looks forward to a future and more complete resolution

C  it finds a way of enthusiastically going forward together

D  it is a positive and appealing longer term alternative

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  picking the side you personally like the best

D  trying to take into account the values on all sides

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

B  virtue theory argues against assisted suicide

C  all of these are true

D  utilitarianism argues in favor of 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  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

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

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 focuses on shared interests rather than hard-line positions

C  it is legalistic and judgmental

D  it makes the problem the problem

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

B  all of these are true

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

D  virtues are traits that express and fulfill our rational nature

A  be a color that blends in with the surroundings

B  like to hunt

C  be quiet

D  not be frightened by loud noises

A  equality for individuals regardless of gender, race or class

B  Kant’s Categorical Imperative

C  moral and legal rights of the individual

D  reduction of social pain and suffering

A  advocated by Immanuel Kant

B  regards persons as supremely valuable

C  advocated by Martin Buber

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 short term

C  it is essentially social

D  it is concerned with the well being of others

A  focuses on happiness

B  originated with Jeremy Bentham and John Stuart Mill

C  seeks the greatest good of the smallest number

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

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  Abraham thinks for himself

C  Abraham agrees that Sodom should be destroyed

D  God listened to Abraham

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 shrimp and lobster

B  not eating bacon

C  not wearing garments made out of blended material

D  all of these

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

B  lying to shelter fugitives from the Nazis

C  Jean Valjean stealing to feed a starving child

D  lying to hide fugitive slaves

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  aim to live more comfortably

C  let challenges stretch your mind

D  seek out challenges

A  offhand self justification

B  dogmatism

C  sound ethical thinking

D  relativism

A  dogmatism

B  sound ethical thinking

C  offhand self-justification

D  relativism

A  avoiding name calling

B  avoiding bumper sticker simplicity

C  using categorical language when describing ethical issues

D  keeping an open mind

A  thinking constructively

B  thinking creatively

C  thinking systematically

D  thinking simplistically