Midterm 1 (2)

A  determine the author’s background

B  ascertain the author’s bias and purpose

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

D  evaluate the author’s sources

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  encyclopedias

B  dictionaries

C  human sources

D  government documents

A  show your work to someone else for their honest opinion

B  hand it in only once it is perfect

C  edit your work for grammatical mistakes

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

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 your audience

B  choose and broaden your topic

C  know yourself

D  write a sentence that expresses your claim

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

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

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 a persuasive argument

B  it agrees with my views

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

D  it is well written or well spoken

A  try to use as many words as the original argument

B  be charitable

C  be accurate and don’t misrepresent

D  take what is unclear and make it clear

A  write in complete sentences

B  number the steps of the argument

C  put the conclusion first

D  fill in missing premises or conclusions

A  false alternatives

B  appeal to ignorance

C  loaded question

D  in appropriate appeal to authority

A  hasty generalization

B  weak analogy

C  slippery slope

D  inconsistency

A  bandwagon argument

B  scare tactics

C  straw man

D  red herring

A  a personal attack (ad hominem)

B  attacking the motive

C  two wrongs make a right

D  look who’s talking (tu quoque)

A  since

B  given that

C  therefore

D  for

A  consequently

B  because

C  thus

D  if follows that

A  a conditional statement

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

C  a report

D  an illustration

A  Anita Roddick

B  Gandhi

C  Mohammed Yunus

D  Mandala

A  Gandhi

B  Mandela

C  Muhammed Yunus

D  Anita Roddick

A  attention

B  explicitness

C  patience

D  none of these

A  attention

B  explicitness

C  none of these

D  patience

A  patience

B  explicitness

C  attention

D  none of these

A  ethics and money

B  ethics and what we eat

C  ethics and sex

D  ethics and work

A  ethics and what we eat

B  ethics and sex

C  ethics and work

D  ethics and money

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

B  Weston uses Heinz’s dilemma as an example

C  Weston uses Sartre’s young friend as an example

D  Weston maintains that dilemmas are indeed unsolvable

A  all of these

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

C  a problem with two sharply opposed options

D  thought to be impossible to solve

A  none of these

B  revisit outlying parts of the problem

C  view problems as a growth opportunity to be welcomed

D  ask if the problem can be prevented

A  carefully administered hallucinogenic drugs

B  abortion and animal research in Japan

C  seven generation decision making of the American Indians

D  homelessness in other cultures

A  exaggeration

B  full steam ahead method

C  random word method

D  reversal

A  it seeks to reframe the problem

B  it helps solve ethical problems by going beyond the norm

C  it is essential for practical problem solving

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

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

A  it is a positive and appealing longer term alternative

B  it looks forward to a future and more complete resolution

C  it finds a way of enthusiastically going forward together

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

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  Kant (Ethics of the person) argues against assisted suicide

B  all of these are true

C  utilitarianism argues in favor of assisted suicide

D  virtue theory argues against assisted suicide

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

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

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  it is an adversarial “winner take all” approach

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

A  it makes the problem the problem

B  it is legalistic and judgmental

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  all of these are true

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

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

D  virtues are traits that express and fulfill our rational nature

A  like to hunt

B  be a color that blends in with the surroundings

C  not be frightened by loud noises

D  be quiet

A  moral and legal rights of the individual

B  Kant’s Categorical Imperative

C  equality for individuals regardless of gender, race or class

D  reduction of social pain and suffering

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 short term

B  it is essentially social

C  it is concerned with the well being of others

D  it is a rational aim

A  originated with Jeremy Bentham and John Stuart Mill

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

C  seeks the greatest good of the smallest number

D  focuses on happiness

A  may be organized into ethical theories

B  describe the legitimate expectations of ourselves and others

C  include fairness, equality, responsibility, and respect

D  include greed, lust, and gluttony

A  God listened to Abraham

B  Abraham thinks for himself

C  Abraham agrees that Sodom should be destroyed

D  Abraham bargains with God,

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  the main point of the story is not clear

D  women were considered property of their fathers or husbands

A  not eating bacon

B  not wearing garments made out of blended material

C  not eating shrimp and lobster

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  lying to hide fugitive slaves

D  Jean Valjean stealing to feed a starving child

A  rules make life simpler

B  rules are rough guides and have exceptions

C  rules replace the need to think

D  rules may conflict

A  welcome change

B  welcome challenges

C  limit your experience to what you know is true

D  pursue the facts

A  aim to live more comfortably

B  seek out people with whom you do not agree

C  seek out challenges

D  let challenges stretch your mind

A  offhand self justification

B  relativism

C  dogmatism

D  sound ethical thinking

A  dogmatism

B  sound ethical thinking

C  offhand self-justification

D  relativism

A  avoiding name calling

B  using categorical language when describing ethical issues

C  keeping an open mind

D  avoiding bumper sticker simplicity

A  thinking creatively

B  thinking constructively

C  thinking systematically

D  thinking simplistically