Midterm 1 (2)

A  determine the author’s background

B  evaluate the author’s sources

C  ascertain the author’s bias and purpose

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

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  well known facts and quotes do not need citation

D  direct quotes requires a citation

A  government documents

B  dictionaries

C  human sources

D  encyclopedias

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  include some detail on how you will defend your thesis

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

D  limit your thesis statement to what you will defend

A  know yourself

B  write a sentence that expresses your claim

C  know your audience

D  choose and broaden your topic

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

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

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

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  write in complete sentences

B  put the conclusion first

C  number the steps of the argument

D  fill in missing premises or conclusions

A  loaded question

B  appeal to ignorance

C  in appropriate appeal to authority

D  false alternatives

A  weak analogy

B  inconsistency

C  hasty generalization

D  slippery slope

A  scare tactics

B  bandwagon argument

C  straw man

D  red herring

A  look who’s talking (tu quoque)

B  a personal attack (ad hominem)

C  two wrongs make a right

D  attacking the motive

A  given that

B  for

C  since

D  therefore

A  because

B  consequently

C  thus

D  if follows that

A  a report

B  an illustration

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

D  a conditional statement

A  Anita Roddick

B  Mandala

C  Gandhi

D  Mohammed Yunus

A  Mandela

B  Gandhi

C  Muhammed Yunus

D  Anita Roddick

A  patience

B  attention

C  none of these

D  explicitness

A  none of these

B  explicitness

C  attention

D  patience

A  attention

B  none of these

C  patience

D  explicitness

A  ethics and work

B  ethics and sex

C  ethics and what we eat

D  ethics and money

A  ethics and money

B  ethics and work

C  ethics and what we eat

D  ethics and sex

A  Weston uses Heinz’s dilemma as an example

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

C  Weston uses Sartre’s young friend as an example

D  Weston maintains that dilemmas are indeed unsolvable

A  thought to be impossible to solve

B  all of these

C  a problem with two sharply opposed options

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

A  none of these

B  view problems as a growth opportunity to be welcomed

C  revisit outlying parts of the problem

D  ask if the problem can be prevented

A  homelessness in other cultures

B  carefully administered hallucinogenic drugs

C  seven generation decision making of the American Indians

D  abortion and animal research in Japan

A  full steam ahead method

B  reversal

C  exaggeration

D  random word method

A  it helps solve ethical problems by going beyond the norm

B  it is essential for practical problem solving

C  it seeks to reframe the problem

D  it seeks to limit the possibilities

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 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  trying to take into account the values on all sides

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

C  picking the side you personally like the best

D  finding the best balance between values at stake

A  utilitarianism argues in favor of assisted suicide

B  virtue theory argues against assisted suicide

C  all of these are true

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  the media tends to minimize “either/or” thinking

B  it presents polarizing and irresolvable positions

C  it is an overly simplistic and extreme approach

D  it is an adversarial “winner take all” approach

A  it is legalistic and judgmental

B  it makes the problem the problem

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

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

A  virtues are traits that express and fulfill our rational nature

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

C  all of these are true

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

A  like to hunt

B  be quiet

C  be a color that blends in with the surroundings

D  not be frightened by loud noises

A  moral and legal rights of the individual

B  reduction of social pain and suffering

C  Kant’s Categorical Imperative

D  equality for individuals regardless of gender, race or class

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

B  advocated by Immanuel Kant

C  regards persons as supremely valuable

D  advocated by Martin Buber

A  it is a rational aim

B  it is short term

C  it is concerned with the well being of others

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  focuses on happiness

D  originated with Jeremy Bentham and John Stuart Mill

A  include fairness, equality, responsibility, and respect

B  include greed, lust, and gluttony

C  may be organized into ethical theories

D  describe the legitimate expectations of ourselves and others

A  Abraham bargains with God,

B  Abraham agrees that Sodom should be destroyed

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

D  women were considered property of their fathers or husbands

A  not wearing garments made out of blended material

B  not eating bacon

C  all of these

D  not eating shrimp and lobster

A  lying to hide fugitive slaves

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

C  Jean Valjean stealing to feed a starving child

D  lying to shelter fugitives from the Nazis

A  rules are rough guides and have exceptions

B  rules make life simpler

C  rules replace the need to think

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 challenges

B  aim to live more comfortably

C  let challenges stretch your mind

D  seek out people with whom you do not agree

A  dogmatism

B  sound ethical thinking

C  relativism

D  offhand self justification

A  offhand self-justification

B  relativism

C  sound ethical thinking

D  dogmatism

A  keeping an open mind

B  avoiding name calling

C  using categorical language when describing ethical issues

D  avoiding bumper sticker simplicity

A  thinking constructively

B  thinking creatively

C  thinking systematically

D  thinking simplistically