Q&A Hero

Q: Utilitarianism is best described as an a. egoistic theory. b. deontological theory. c.teleological theory. d. relativistic theory.

Q: According to a utilitarian the preference I express by choosing to go to see the Cleveland Orchestra over going to a sports bar to watch a Cleveland Brown's game indicates that I value:a. Quantitative pleasures over aesthetic pleasureb. Qualitative pleasures over quantitative pleasure c. Quantitative pleasure over qualitative pleasured. Good judgment since the Brown's are not a very good team.

Q: Based on Kant's emphasis on reason, morality would apply to all of the following EXCEPTa. normal adultsb. children and the mentally challenged c. sentient being from another planetd. individuals from different cultures than ours

Q: According to Kant, if we want to know whether a given action is moral we should ask ourselves if a. the action has good consequencesb. that action is such that we could make it a rule that everyone should follow c. it results in my being better off, regardless of how others are affectedd. I feel the action is the morally correct one given the situation

Q: According to Kant, nothing can be called intrinsically good except a. right actionb. good consequences c. happinessd. a good will

Q: Tania is approached by an individual on the street who asks for a dollar. Tania, out of sympathy, gives the individual the money. On Kant's view, Tania's action isa. immoral since she does not know what will be done with the moneyb. moral since the individual is now better off than before the money was givenc. morally neutral since it was done for the wrong reason d. immoral since it was not done from a sense of duty

Q: Jim's seven year old daughter brings home an art project and excitedly shows her father. According toKant, when his daughter asks whether Jim likes what is clearly the ugliest art project ever Jim should a. lie and tell his daughter what a great artist she isb. avoid the question an offer to buy her ice-creamc. tell her the truth about the projectd. avoid having more children so he doesn"t fact these types of moral dilemmas

Q: The "spectator's perspective" isa. the best seat at a sporting eventb. an impartial perspective on a moral issuec. the view the majority of people have on a moral issued. the perspective we have once we have reflected on a moral issue

Q: Moral sense theorists hold that moral judgments are in many respects similar toa. aesthetic judgmentsb. scientific determinations c. legal judgmentsd. judgments based on our senses

Q: One of the lessons gained from the Huckleberry Finn example is a. social rules are usually morally correctb. we should feel guilty when going against social rulesc. feelings or intuitions can be a source of moral guidanced. always wear a life preserver when traveling on the Mississippi

Q: Steve holds the view that everyone ought to assist him in satisfying his goals and desires. Steve is best categorized as a (n)a. individual egoist b. universal relativist c. universal egoistd. psychological egoist

Q: The claim that psychological egoism is irrefutable as theory of human behavior makes the theory a. stronger since no counter argument can be givenb. weaker because it does not pass the fallibility test c. empirically verifiabled. a necessary basis for ethical egoism

Q: The difference between psychological egoism and ethical egoism is:a. ethical egoism says we are naturally egoistic, and psychological egoism says we should act egoistically.b. the two theories are essentially the same.c. psychological egoism holds that we are egoistic by nature, while ethical egoism states that we ought to be egoistic.d. ethical egoism is a psychological theory that states that we are naturally ethical, while psychological egoism tells us that we ought to adjust our psychology and act egoistically.

Q: One implication of accepting the premise that what is moral is moral in virtue of God's commanding it is that a. there must be a moral standard independent of Godb. there must be one Godc. what is moral is arbitraryd. God is not a necessary for there to be morality

Q: "President Obama's arguments for a public option to be included in the health care reform bill can"t possibly be good. After all, he has all of his medical needs taken care of by a private doctor". This argument commits which of the following fallacies:a. ad hominem fallacy b. strawman fallacyc. red herringd. fallacy of irrelevant reason

Q: Religion is best described as a source of___________ in ethics a. moral justification b. contention c. moral motivation d. moral reasoning

Q: Misrepresenting or distorting the argument of one's opponent in order to make it easier to attack is called a (an):a. ad hominem fallacyb. strawman fallacy c. red herringd.fallacy of irrelevant reason

Q: Darwinian theory and sentimentalism are a. incompatible theoriesb. contradictory theories c. contrary theoriesd. compatible theories

Q: According to the cultural relativist, a group that practices cannibalism is a. morally inferior to our ownb. morally superior to our ownc. neither morally inferior nor morally superior d. really hungry

Q: Describe how NCLB has affected the qualification criteria of paraeducators.

Q: Explain two of the most important areas about which teachers should communicate with paraeducators, especially when beginning their work together.

Q: Describe three types of ethical considerations involving work with paraeducators.

Q: List and explain six examples of supervisory responsibilities that teachers have related to working with paraeducators.

Q: Describe the primary noninstructional responsibilities of paraeducators.

Q: List, explain, and give examples of the two ways that paraeducators generally serve in special education and related services.

Q: Describe two guidelines to share with paraeducators regarding confidentiality.

Q: Describe three reasons for the increasing use of paraeducators in special education.

Q: Define and give an example of a paraeducator.

Q: Some professionals are concerned that paraeducators' attention to students may interfere with some teachers' sense of responsibility for providing instruction.

Q: Paraeducators sometimes find that their experiences as mothers within their cultures guide the expectations they set and ways of interacting with students.

Q: The trend towards inclusive classrooms is a factor that is causing the number of paraeducators in today's schools to increase.

Q: Paraeducators cannot function as a member of the instructional team.

Q: Ultimately, paraeducators should not assume nor bear sole responsibility for any part of a student's education.

Q: Paraeducators are not bound by the same guidelines as teachers regardingconfidentiality.

Q: Research shows that paraeducators report teachers as not being proficient in guiding their work.

Q: The most common tasks for paraeducators in special education relate to noninstructional duties.

Q: The No Child Left Behind Act has established parameters for paraeducator preparation, which has effectively raised the minimum standard of their qualifications.

Q: It is unethical for paraeducators to disagree with their supervisors.

Q: Which of the following is not a suggestion for communicating with your paraeducator? A. Create for each of you a planning agenda that is laminated and can be used repeatedly B. Use e-mail communications C. Use a clipboard agenda D. Ensure that paraeducators adhere to school policies

Q: What paraeducators instructionally should not do are clear and include all of the following exceptA. Write IEP goals and/or objectives for students with disabilities.B. Interpret data gathered in order to plan appropriate educational goals for students or to plan instruction.C. Make decisions about what instructional, behavioral, or other interventions or programs are needed by students.D. Help students find appropriate resources for an assigned project or paper.

Q: Paraeducators may observe student behavior, recording it as directed and giving the student rewards as directed by the teacher. Which type of responsibilities does this represent? A. Clerical duties B. Direct support for students C. Instructional delivery D. Counseling duties

Q: Paraeducators may assume an amount of lunchroom supervision, time-out monitoring, or playground duty. Which type of responsibilities does this represent? A. Clerical duties B. Direct support for students C. Instructional delivery D. Counseling duties

Q: Most job descriptions for paraeducators do not describe which of the following? A. Specific roles and responsibilities B. Number of working hours C. Qualifications for the job D. General expectations about working in schools

Q: Which of the following is not a task paraeducators are expected to perform? A. Provide general support to teachers and classrooms B. Provide one-on-one assistance to students with disabilities C. Support special education programs D. Design lesson plans and units

Q: All of the following are reasons for the increasing numbers of paraeducators in today's school except A. the trend towards inclusive practice B. The downsizing of support personnel C. The raising emphasis on early childhood programs D. The growth in programs to assist in transitioning

Q: What is reportedly the biggest obstacle to professional-paraeducator planning? A. parity B. training of the paraeducator C. available time to meet D. education of the paraeducator

Q: Which of the following is not a challenge regarding supervising paraeducators?A. the possibility of conflict arising between the teacher and paraeducatorB. many teachers are reluctant to delegate tasks or act in a supervisory capacityC. most special education teachers report not receiving any instruction on supervising paraprofessionalsD. the use of paraprofessionals to support instructions

Q: The following is true of paraeducators except A. the job of paraeducator is expected to be one of the fastest growing occupations in upcoming years B. some paraeducators have primary responsibility for writing IEP's C. in many circumstances, pareducators are considered to be the primary service providers D. most paraeducators work with special education and related services professionals

Q: Describe three common indicators of resistant behavior.

Q: Discuss three principles for successful negotiation as they relate to professional interactions in schools.

Q: Define and give examples of resistance.

Q: Discuss why education has not evolved a systemic means of considering conflict as part of the work environment nor developed models for resolving it.

Q: List and explain five potentially positive results from conflict.

Q: Define and give examples of conflict.

Q: Discuss, and give examples, when it would be appropriate to use a compromising style when addressing conflict, including the benefits and drawbacks of using this style.

Q: The sense of urgency for conflict resolution may vary by culture.

Q: The object of negotiation is for there to be one winner.

Q: Negotiation is a conflict management technique.

Q: Homeostasis may result from change fatigue.

Q: The school's master schedule is an example of conflict between individuals with the same goals.

Q: When a school's culture is collaborative, conflict is viewed as a normal occurrence.

Q: The collaborative style to responding is always the best approach when responding to conflict.

Q: A competitive conflict management style might be desirable when ethical issues are at stake.

Q: An accommodative style may make one feel taken advantage of by those involved in the conflict.

Q: Persuasion techniques are generally not helpful in addressing resistance.

Q: Which of the following is not a strategy for addressing difficult interactions in diverse groups? A. Use talk heavily B. Create options for using visual presentations C. Identify a shared emotion D. Make and respond to offers

Q: Which step in negotiation includes give-and-take among participants? A. Clarify issues B. Make and respond to offers C. Set expectations D. Discuss issues

Q: Which of the following is not a school administration and organizational variables that influence conflict? A. Principal leadership style B. Lack of clarity in procedures C. Pattern of communication among individuals D. A pattern of turning away from conflict

Q: All of the following are principles for successful negotiations except A. Focus on issues, not people, whenever you experience conflict. B. Keep the conflict focused on issues that have the potential to be agreed on. C. Begins with an orientationthat is, an explanation to all participants of the ground rules. D. Reduce the emotional component of the conflict.

Q: This conflict style is sometimes associated with the use of power, as people who use it might attempt to overpower others. A. Competitive B. Avoidance C. Accommodative D. Compromising

Q: Which is not true concerning IDEA and difficult interactions? A. Negotiation and mediation are part of IDEA. B. Mediation and dispute resolution are part of IDEA. C. Parents and school professionals are encouraged to use collaboration approaches. D. Parents and schools are not encouraged to use adversarial approaches.

Q: Which of the following may cause unclear communication that negatively affects personal interactions? A. Conflict between individuals with different goals B. Conflict between individuals with the same goals C. Conflict about power D. Conflict within individuals

Q: Lack of homeostasis is a potential fear underlying resistance and refers to A. a type of avoidance used in conflict mediation B. feeling threatened by the person initiating change C. the tendency to prefer sameness to change D. concerns about the loss of one's personal power from change

Q: Which of the following is not a common cause of conflict in schools? A. conflict between individuals with different goals B. conflict within individuals C. conflict about power D. conflict with school administrators

Q: A conflict response style where the discrepancy between one's goals and another's goals is ignored is known asA. accommodating styleB. avoidance styleC. collaborative styleD. competitive style

Q: Explain each of the steps involved in the behavioral model of consultation.

Q: Describe four suggestions for getting the most out of consultation, coaching, or mentoring.

Q: Discuss three benefits for consultation and coaching.

Q: List and explain four characteristics of consultation.

Q: Define and give examples of school consultation, coaching, and mentoring.