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  direct quotes requires a citation

B  well known facts and quotes do not need citation

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

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

A  dictionaries

B  human sources

C  government documents

D  encyclopedias

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  limit your thesis statement to what you will defend

B  include some detail on how you will defend your thesis

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

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

A  choose and broaden your topic

B  write a sentence that expresses your claim

C  know your audience

D  know yourself

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

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 a weak claim by reducing it to absurdity

A  it agrees with my views

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

C  it is a persuasive argument

D  it is well written or well spoken

A  be accurate and don’t misrepresent

B  be charitable

C  take what is unclear and make it clear

D  try to use as many words as the original argument

A  number the steps of the argument

B  fill in missing premises or conclusions

C  put the conclusion first

D  write in complete sentences

A  in appropriate appeal to authority

B  loaded question

C  false alternatives

D  appeal to ignorance

A  weak analogy

B  hasty generalization

C  slippery slope

D  inconsistency

A  straw man

B  bandwagon argument

C  scare tactics

D  red herring

A  two wrongs make a right

B  attacking the motive

C  a personal attack (ad hominem)

D  look who’s talking (tu quoque)

A  since

B  for

C  therefore

D  given that

A  thus

B  because

C  consequently

D  if follows that

A  an illustration

B  a conditional statement

C  a report

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

A  Gandhi

B  Anita Roddick

C  Mohammed Yunus

D  Mandala

A  Mandela

B  Gandhi

C  Muhammed Yunus

D  Anita Roddick

A  attention

B  patience

C  explicitness

D  none of these

A  none of these

B  patience

C  explicitness

D  attention

A  patience

B  explicitness

C  attention

D  none of these

A  ethics and sex

B  ethics and what we eat

C  ethics and work

D  ethics and money

A  ethics and sex

B  ethics and work

C  ethics and what we eat

D  ethics and money

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

B  Weston uses Sartre’s young friend as an example

C  Weston uses Heinz’s dilemma as an example

D  Weston maintains that dilemmas are indeed unsolvable

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

B  all of these

C  thought to be impossible to solve

D  a problem with two sharply opposed options

A  view problems as a growth opportunity to be welcomed

B  ask if the problem can be prevented

C  none of these

D  revisit outlying parts of the problem

A  homelessness in other cultures

B  carefully administered hallucinogenic drugs

C  abortion and animal research in Japan

D  seven generation decision making of the American Indians

A  reversal

B  full steam ahead method

C  exaggeration

D  random word method

A  it is essential for practical problem solving

B  it seeks to limit the possibilities

C  it helps solve ethical problems by going beyond the norm

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

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  picking the side you personally like the best

B  trying to take into account the values on all sides

C  finding the best balance between values at stake

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

A  all of these are true

B  utilitarianism argues in favor of assisted suicide

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

D  virtue theory argues against assisted suicide

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

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

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

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 is an adversarial “winner take all” approach

C  it is an overly simplistic and extreme approach

D  it presents polarizing and irresolvable positions

A  it is legalistic and judgmental

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

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

D  it makes the problem the problem

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  be quiet

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  regards persons as supremely valuable

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

C  advocated by Martin Buber

D  advocated by Immanuel Kant

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  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  originated with Jeremy Bentham and John Stuart Mill

D  focuses on happiness

A  include greed, lust, and gluttony

B  include fairness, equality, responsibility, and respect

C  describe the legitimate expectations of ourselves and others

D  may be organized into ethical theories

A  Abraham bargains with God,

B  God listened to Abraham

C  Abraham thinks for himself

D  Abraham agrees that Sodom should be destroyed

A  women were considered property of their fathers or husbands

B  the main point of the story is not clear

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

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

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 shelter fugitives from the Nazis

B  Jean Valjean stealing to feed a starving child

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

D  lying to hide fugitive slaves

A  rules are rough guides and have exceptions

B  rules make life simpler

C  rules may conflict

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 people with whom you do not agree

B  aim to live more comfortably

C  let challenges stretch your mind

D  seek out challenges

A  dogmatism

B  sound ethical thinking

C  relativism

D  offhand self justification

A  offhand self-justification

B  dogmatism

C  sound ethical thinking

D  relativism

A  using categorical language when describing ethical issues

B  avoiding name calling

C  keeping an open mind

D  avoiding bumper sticker simplicity

A  thinking constructively

B  thinking simplistically

C  thinking systematically

D  thinking creatively