Midterm 1 (2)

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

B  ascertain the author’s bias and purpose

C  determine the author’s background

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

D  well known facts and quotes do not need citation

A  dictionaries

B  human sources

C  encyclopedias

D  government documents

A  hand it in only once it is perfect

B  show your work to someone else for their honest opinion

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  limit your thesis statement to what you will defend

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

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 refute or weaken arguments with countervailing evidence

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

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

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

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  try to use as many words as the original argument

B  be charitable

C  take what is unclear and make it clear

D  be accurate and don’t misrepresent

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  in appropriate appeal to authority

B  false alternatives

C  appeal to ignorance

D  loaded question

A  slippery slope

B  weak analogy

C  inconsistency

D  hasty generalization

A  red herring

B  bandwagon argument

C  scare tactics

D  straw man

A  look who’s talking (tu quoque)

B  two wrongs make a right

C  a personal attack (ad hominem)

D  attacking the motive

A  therefore

B  for

C  given that

D  since

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  Mohammed Yunus

C  Mandala

D  Anita Roddick

A  Anita Roddick

B  Gandhi

C  Mandela

D  Muhammed Yunus

A  explicitness

B  attention

C  patience

D  none of these

A  none of these

B  attention

C  patience

D  explicitness

A  none of these

B  explicitness

C  attention

D  patience

A  ethics and work

B  ethics and what we eat

C  ethics and money

D  ethics and sex

A  ethics and sex

B  ethics and work

C  ethics and what we eat

D  ethics and money

A  Weston uses Heinz’s dilemma as an example

B  Weston uses Sartre’s young friend as an example

C  Weston maintains that dilemmas are indeed unsolvable

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

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

B  a problem with two sharply opposed options

C  all of these

D  thought to be impossible to solve

A  ask if the problem can be prevented

B  revisit outlying parts of the problem

C  view problems as a growth opportunity to be welcomed

D  none of these

A  seven generation decision making of the American Indians

B  abortion and animal research in Japan

C  carefully administered hallucinogenic drugs

D  homelessness in other cultures

A  exaggeration

B  reversal

C  full steam ahead method

D  random word method

A  it is essential for practical problem solving

B  it helps solve ethical problems by going beyond the norm

C  it seeks to limit the possibilities

D  it seeks to reframe the problem

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

B  all of these are true

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

D  it is an excellent example of proclaiming a moral vision

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

B  it is a positive and appealing longer term alternative

C  it finds a way of enthusiastically going forward together

D  it looks forward to a future and more complete resolution

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

B  finding the best balance between values at stake

C  trying to take into account the values on all sides

D  picking the side you personally like the best

A  virtue theory argues against assisted suicide

B  all of these are true

C  utilitarianism argues in favor of assisted suicide

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

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

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

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

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

B  it presents polarizing and irresolvable positions

C  it is an adversarial “winner take all” approach

D  it is an overly simplistic and extreme approach

A  it is legalistic and judgmental

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

C  it makes the problem the problem

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

A  all of these are true

B  virtues are traits that express and fulfill our rational nature

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

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

A  be quiet

B  be a color that blends in with the surroundings

C  like to hunt

D  not be frightened by loud noises

A  reduction of social pain and suffering

B  moral and legal rights of the individual

C  equality for individuals regardless of gender, race or class

D  Kant’s Categorical Imperative

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

B  advocated by Immanuel Kant

C  advocated by Martin Buber

D  regards persons as supremely valuable

A  it is short term

B  it is a rational aim

C  it is essentially social

D  it is concerned with the well being of others

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  include fairness, equality, responsibility, and respect

B  may be organized into ethical theories

C  include greed, lust, and gluttony

D  describe the legitimate expectations of ourselves and others

A  Abraham agrees that Sodom should be destroyed

B  God listened to Abraham

C  Abraham thinks for himself

D  Abraham bargains with God,

A  the main point of the story is not clear

B  women were considered property of their fathers or husbands

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 eating shrimp and lobster

B  all of these

C  not eating bacon

D  not wearing garments made out of blended material

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 make life simpler

B  rules are rough guides and have exceptions

C  rules may conflict

D  rules replace the need to think

A  pursue the facts

B  welcome change

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  relativism

B  dogmatism

C  sound ethical thinking

D  offhand self justification

A  relativism

B  sound ethical thinking

C  offhand self-justification

D  dogmatism

A  using categorical language when describing ethical issues

B  avoiding bumper sticker simplicity

C  keeping an open mind

D  avoiding name calling

A  thinking simplistically

B  thinking creatively

C  thinking constructively

D  thinking systematically