Midterm 1 (2)

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

B  evaluate the author’s sources

C  determine the author’s background

D  ascertain the author’s bias and purpose

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

B  direct quotes requires a citation

C  well known facts and quotes do not need citation

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

A  human sources

B  government documents

C  encyclopedias

D  dictionaries

A  hand it in only once it is perfect

B  edit your work for grammatical mistakes

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

D  show your work to someone else for their honest opinion

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  include some detail on how you will defend your thesis

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

A  write a sentence that expresses your claim

B  know your audience

C  choose and broaden your topic

D  know yourself

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

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 attack the motives of the opposition

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

B  it is well written or well spoken

C  it is a persuasive argument

D  it agrees with my views

A  be charitable

B  be accurate and don’t misrepresent

C  take what is unclear and make it clear

D  try to use as many words as the original argument

A  fill in missing premises or conclusions

B  write in complete sentences

C  put the conclusion first

D  number the steps of the argument

A  false alternatives

B  loaded question

C  appeal to ignorance

D  in appropriate appeal to authority

A  weak analogy

B  slippery slope

C  inconsistency

D  hasty generalization

A  red herring

B  straw man

C  scare tactics

D  bandwagon argument

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  since

C  therefore

D  for

A  if follows that

B  thus

C  consequently

D  because

A  a report

B  an illustration

C  a conditional statement

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

A  Gandhi

B  Anita Roddick

C  Mandala

D  Mohammed Yunus

A  Gandhi

B  Muhammed Yunus

C  Mandela

D  Anita Roddick

A  none of these

B  explicitness

C  attention

D  patience

A  patience

B  attention

C  explicitness

D  none of these

A  attention

B  none of these

C  explicitness

D  patience

A  ethics and sex

B  ethics and what we eat

C  ethics and work

D  ethics and money

A  ethics and what we eat

B  ethics and sex

C  ethics and work

D  ethics and money

A  Weston uses Sartre’s young friend as an example

B  Weston maintains that dilemmas are indeed unsolvable

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

D  Weston uses Heinz’s dilemma as an example

A  all of these

B  thought to be impossible to solve

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

D  a problem with two sharply opposed options

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  carefully administered hallucinogenic drugs

B  homelessness in other cultures

C  abortion and animal research in Japan

D  seven generation decision making of the American Indians

A  exaggeration

B  random word method

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 was an improvisation and not planned in his original speech

B  it is an excellent example of proclaiming a moral vision

C  all of these are true

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

A  it is a positive and appealing longer term alternative

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

C  it looks forward to a future and more complete resolution

D  it finds a way of enthusiastically going forward together

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

B  picking the side you personally like the best

C  finding the best balance between values at stake

D  trying to take into account the values on all sides

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  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

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

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 adversarial “winner take all” approach

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

C  it is an overly simplistic and extreme approach

D  it presents polarizing and irresolvable positions

A  it makes the problem the problem

B  it is legalistic and judgmental

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

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

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  be quiet

C  not be frightened by loud noises

D  like to hunt

A  Kant’s Categorical Imperative

B  moral and legal rights of the individual

C  reduction of social pain and suffering

D  equality for individuals regardless of gender, race or class

A  advocated by Immanuel Kant

B  regards persons as supremely valuable

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

D  advocated by Martin Buber

A  it is concerned with the well being of others

B  it is essentially social

C  it is short term

D  it is a rational aim

A  seeks the greatest good of the smallest number

B  focuses on happiness

C  originated with Jeremy Bentham and John Stuart Mill

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  include greed, lust, and gluttony

C  may be organized into ethical theories

D  include fairness, equality, responsibility, and respect

A  Abraham bargains with God,

B  Abraham agrees that Sodom should be destroyed

C  God listened to Abraham

D  Abraham thinks for himself

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

B  women were considered property of their fathers or husbands

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

D  the main point of the story is not clear

A  not eating shrimp and lobster

B  not wearing garments made out of blended material

C  not eating bacon

D  all of these

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

B  lying to hide fugitive slaves

C  Jean Valjean stealing to feed a starving child

D  lying to shelter fugitives from the Nazis

A  rules replace the need to think

B  rules make life simpler

C  rules may conflict

D  rules are rough guides and have exceptions

A  welcome change

B  pursue the facts

C  welcome challenges

D  limit your experience to what you know is true

A  seek out challenges

B  seek out people with whom you do not agree

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  sound ethical thinking

D  offhand self-justification

A  avoiding name calling

B  keeping an open mind

C  using categorical language when describing ethical issues

D  avoiding bumper sticker simplicity

A  thinking simplistically

B  thinking creatively

C  thinking systematically

D  thinking constructively