Midterm 1 (2)

A  ascertain the author’s bias and purpose

B  evaluate the author’s sources

C  determine the author’s background

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

A  direct quotes requires a citation

B  statistics, surveys, obscure facts, and unique descriptions or examples need 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  human sources

B  dictionaries

C  government documents

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

C  include some detail on how you will defend your thesis

D  limit your thesis statement to what you will defend

A  choose and broaden your topic

B  know your audience

C  know yourself

D  write a sentence that expresses your claim

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

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 refute or weaken arguments with countervailing evidence

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

B  it is well written or well spoken

C  it agrees with my views

D  it is a persuasive argument

A  be charitable

B  try to use as many words as the original argument

C  take what is unclear and make it clear

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  false alternatives

B  in appropriate appeal to authority

C  appeal to ignorance

D  loaded question

A  slippery slope

B  hasty generalization

C  inconsistency

D  weak analogy

A  straw man

B  red herring

C  bandwagon argument

D  scare tactics

A  a personal attack (ad hominem)

B  attacking the motive

C  look who’s talking (tu quoque)

D  two wrongs make a right

A  therefore

B  given that

C  for

D  since

A  consequently

B  if follows that

C  thus

D  because

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

B  an illustration

C  a report

D  a conditional statement

A  Gandhi

B  Anita Roddick

C  Mohammed Yunus

D  Mandala

A  Gandhi

B  Anita Roddick

C  Muhammed Yunus

D  Mandela

A  attention

B  explicitness

C  none of these

D  patience

A  patience

B  explicitness

C  attention

D  none of these

A  attention

B  explicitness

C  patience

D  none of these

A  ethics and work

B  ethics and money

C  ethics and what we eat

D  ethics and sex

A  ethics and what we eat

B  ethics and money

C  ethics and sex

D  ethics and work

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

B  Weston maintains that dilemmas are indeed unsolvable

C  Weston uses Sartre’s young friend as an example

D  Weston uses Heinz’s dilemma as an example

A  all of these

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

C  thought to be impossible to solve

D  a problem with two sharply opposed options

A  revisit outlying parts of the problem

B  ask if the problem can be prevented

C  none of these

D  view problems as a growth opportunity to be welcomed

A  seven generation decision making of the American Indians

B  abortion and animal research in Japan

C  homelessness in other cultures

D  carefully administered hallucinogenic drugs

A  reversal

B  exaggeration

C  full steam ahead method

D  random word method

A  it seeks to limit the possibilities

B  it helps solve ethical problems by going beyond the norm

C  it is essential for practical problem solving

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 is an excellent example of proclaiming a moral vision

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

A  it looks forward to a future and more complete resolution

B  it is a positive and appealing longer term alternative

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  trying to take into account the values on all sides

B  picking the side you personally like the best

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

D  finding the best balance between values at stake

A  virtue theory argues against assisted suicide

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

C  utilitarianism argues in favor of assisted suicide

D  all of these are true

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

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  it is an adversarial “winner take all” approach

B  it is an overly simplistic and extreme approach

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

D  it presents polarizing and irresolvable positions

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

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

C  it makes the problem the problem

D  it is legalistic and judgmental

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  not be frightened by loud noises

B  like to hunt

C  be a color that blends in with the surroundings

D  be quiet

A  equality for individuals regardless of gender, race or class

B  Kant’s Categorical Imperative

C  moral and legal rights of the individual

D  reduction of social pain and suffering

A  advocated by Martin Buber

B  advocated by Immanuel Kant

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

D  regards persons as supremely valuable

A  it is essentially social

B  it is short term

C  it is concerned with the well being of others

D  it is a rational aim

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  include fairness, equality, responsibility, and respect

C  include greed, lust, and gluttony

D  describe the legitimate expectations of ourselves and others

A  God listened to Abraham

B  Abraham bargains with God,

C  Abraham agrees that Sodom should be destroyed

D  Abraham thinks for himself

A  women were considered property of their fathers or husbands

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

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

D  the main point of the story is not clear

A  not eating bacon

B  all of these

C  not wearing garments made out of blended material

D  not eating shrimp and lobster

A  lying to shelter fugitives from the Nazis

B  lying to hide fugitive slaves

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

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  pursue the facts

B  limit your experience to what you know is true

C  welcome challenges

D  welcome change

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  offhand self justification

C  relativism

D  sound ethical thinking

A  sound ethical thinking

B  offhand self-justification

C  dogmatism

D  relativism

A  keeping an open mind

B  avoiding name calling

C  avoiding bumper sticker simplicity

D  using categorical language when describing ethical issues

A  thinking constructively

B  thinking simplistically

C  thinking creatively

D  thinking systematically