Midterm 1 (2)

A  ascertain the author’s bias and purpose

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

C  evaluate the author’s sources

D  determine the author’s background

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

B  direct quotes requires a citation

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

D  well known facts and quotes do not need citation

A  government documents

B  human sources

C  dictionaries

D  encyclopedias

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

B  hand it in only once it is perfect

C  edit your work for grammatical mistakes

D  show your work to someone else for their honest opinion

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

B  limit your thesis statement to what you will defend

C  include some detail on how you will defend your thesis

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

A  know yourself

B  choose and broaden your topic

C  write a sentence that expresses your claim

D  know your audience

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 attack the motives of the opposition

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

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  be accurate and don’t misrepresent

D  try to use as many words as the original argument

A  put the conclusion first

B  write in complete sentences

C  number the steps of the argument

D  fill in missing premises or conclusions

A  appeal to ignorance

B  in appropriate appeal to authority

C  loaded question

D  false alternatives

A  inconsistency

B  slippery slope

C  weak analogy

D  hasty generalization

A  scare tactics

B  red herring

C  straw man

D  bandwagon argument

A  look who’s talking (tu quoque)

B  two wrongs make a right

C  a personal attack (ad hominem)

D  attacking the motive

A  for

B  therefore

C  given that

D  since

A  because

B  consequently

C  thus

D  if follows that

A  an illustration

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

C  a report

D  a conditional statement

A  Anita Roddick

B  Mohammed Yunus

C  Mandala

D  Gandhi

A  Muhammed Yunus

B  Gandhi

C  Anita Roddick

D  Mandela

A  patience

B  attention

C  none of these

D  explicitness

A  attention

B  patience

C  explicitness

D  none of these

A  explicitness

B  none of these

C  attention

D  patience

A  ethics and money

B  ethics and work

C  ethics and what we eat

D  ethics and sex

A  ethics and money

B  ethics and work

C  ethics and sex

D  ethics and what we eat

A  Weston maintains that dilemmas are indeed unsolvable

B  Weston uses Heinz’s dilemma as an example

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

D  Weston uses Sartre’s young friend as an example

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

B  thought to be impossible to solve

C  a problem with two sharply opposed options

D  all of these

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  abortion and animal research in Japan

B  carefully administered hallucinogenic drugs

C  seven generation decision making of the American Indians

D  homelessness in other cultures

A  reversal

B  exaggeration

C  full steam ahead method

D  random word method

A  it seeks to reframe the problem

B  it is essential for practical problem solving

C  it helps solve ethical problems by going beyond the norm

D  it seeks to limit the possibilities

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

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

C  all of these are true

D  it is an excellent example of proclaiming a moral vision

A  it looks forward to a future and more complete resolution

B  it is a positive and appealing longer term alternative

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

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  trying to take into account the values on all sides

C  finding the best balance between values at stake

D  picking the side you personally like the best

A  all of these are true

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

C  virtue theory argues against assisted suicide

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  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 presents polarizing and irresolvable positions

B  it is an adversarial “winner take all” approach

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

D  it is an overly simplistic and extreme approach

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

B  it is legalistic and judgmental

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

D  it makes the problem the problem

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

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

C  all of these are true

D  virtues are traits that express and fulfill our rational nature

A  be quiet

B  like to hunt

C  be a color that blends in with the surroundings

D  not be frightened by loud noises

A  Kant’s Categorical Imperative

B  moral and legal rights of the individual

C  equality for individuals regardless of gender, race or class

D  reduction of social pain and suffering

A  regards persons as supremely valuable

B  advocated by Immanuel Kant

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 a rational aim

B  it is concerned with the well being of others

C  it is short term

D  it is essentially social

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

B  seeks the greatest good of the smallest number

C  originated with Jeremy Bentham and John Stuart Mill

D  focuses on happiness

A  may be organized into ethical theories

B  describe the legitimate expectations of ourselves and others

C  include greed, lust, and gluttony

D  include fairness, equality, responsibility, and respect

A  Abraham agrees that Sodom should be destroyed

B  Abraham thinks for himself

C  God listened to Abraham

D  Abraham bargains with God,

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 bacon

B  all of these

C  not eating shrimp and lobster

D  not wearing garments made out of blended material

A  lying to shelter fugitives from the Nazis

B  Jean Valjean stealing to feed a starving child

C  lying to hide fugitive slaves

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

A  rules are rough guides and have exceptions

B  rules may conflict

C  rules make life simpler

D  rules replace the need to think

A  limit your experience to what you know is true

B  welcome change

C  welcome challenges

D  pursue the facts

A  seek out challenges

B  seek out people with whom you do not agree

C  aim to live more comfortably

D  let challenges stretch your mind

A  relativism

B  sound ethical thinking

C  offhand self justification

D  dogmatism

A  offhand self-justification

B  sound ethical thinking

C  relativism

D  dogmatism

A  avoiding name calling

B  using categorical language when describing ethical issues

C  avoiding bumper sticker simplicity

D  keeping an open mind

A  thinking simplistically

B  thinking systematically

C  thinking creatively

D  thinking constructively