Examples/Cases Sample Clauses

Examples/Cases. Case studies in the double effect literature are used widely both to illustrate DER and to tease out conceptual problems. They do so in a number of disputed areas; concerning a morally relevant difference between intending and foreseeing (there are examples for and against); in the explanation of how DER might apply to cases; and in testing what feature of the case is doing moral work. Xxxxxxx Xxxx mentions two kinds of distinctions made by the literature; examples (and arguments) that distinguish between intending bad from foreseeing bad and those that distinguish intending good from foreseeing bad7. These are different kinds of distinctions and both are important to DER8. The first distinction would establish that intention is important and morally relevant whereas the second is both more controversial and central to DER in that it would establish that it is possible to foresee bad will occur while at the same time intending good. The plane and prisoner examples more clearly attempt to establish the first distinction and the rest the second kind. 6 I am reluctant to use the terms “evil effect” and “doctrine” of double effect since DER is also available to secular moral absolutists such as many deontologists. The most commonly cited absolute prohibition is the prohibition against murder, and I put aside questions of judicial killing, and permissible intentional killing in a just war in order to focus on the analysis of DER.
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Examples/Cases. The principal at School X regularly consulted with the Community of Schools (CoS) director and the instructional district team to seek guidance. Initially, the urgency was to focus on operations related to COVID-19 compliance. Over time, the school team spent more time participating in professional instructional development in order to be more proactive.
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Examples/Cases. At School VII, no wording changes were made to the school vision statement. The school principal and the team planned to update the school vision in 2022-2023 school year. This school focused on sending verbal messages that included the words safety and well-being for all.
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Examples/Cases. At School V, the school principal noticed that most guiding coalition team members were uneasy and sought answers. She took the opportunity to inspire them to lead in small steps, identify their strengths, and encourage them. Many team leaders could grow and become leaders in their support area. For example, the campus aide became the Technology or IT Support, when she had barely an email account in the past.
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Examples/Cases. At School VI, the school vision was developed as a collaborative effort among the instructional leadership team and local school leadership comprised of administrators, certificated and classified staff, and parents. Using a community and staff needs assessment, the school principal evaluated and identified the needs and developed a plan to ensure that students stayed connected. The instructional and leadership teams met regularly to ensure the plan's implementation and discuss the next steps.
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Examples/Cases. At School VIII, the school vision was adjusted to meet the needs of the constant instability of the district guidelines and policies. The initial focus was to ensure that students stayed connected by using technology and accessing the digital learning platform at this school. Once devices were made available and distributed, the focus shifted primarily toward distance learning practices. The vision emphasized accelerating learning with technological and digital support.
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Examples/Cases. In School XX, non-public agencies did not know how to provide behavior support to students virtually. The school principal visited the virtual classes to ensure everyone was present, but there was no opportunity to see every school employee working to the best of their abilities.
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Examples/Cases. The school principal and the leadership team at School XXX met virtually after school to discuss potential challenges and to develop strategies to implement the distance-learning program.
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Related to Examples/Cases

  • Screening After you sign and date the consent document, you will begin screening. The purpose of the screening is to find out if you meet all of the requirements to take part in the study. Procedures that will be completed during the study (including screening) are described below. If you do not meet the requirements, you will not be able to take part in the study. The study investigator or study staff will explain why. As part of screening, you must complete all of the items listed below: • Give your race, age, gender, and ethnicity • Give your medical history o You must review and confirm the information in your medical history questionnaire • Give your drug, alcohol, and tobacco use history • Give your past and current medication and treatment history. This includes any over-the-counter or prescription drugs, such as vitamins, dietary supplements, or herbal supplements, taken in the past 28 days • Height and weight will be measured • Physical exam will be done • Electrocardiogram (ECG) will be collected. An ECG measures the electrical activity of the heart • You may be tested for COVID-19 o Blood tests for human immunodeficiency virus (HIV), hepatitis B, and hepatitis C o Blood tests to see how your blood clots ▪ Fibrinogen ▪ PT/INR/aPTT o Blood tests for amylase and lipase (enzymes that help with digestion, Part B only) o Blood tests for a lipid (fats) panel (Part B only) ▪ Total cholesterol ▪ Triglycerides ▪ HDL ▪ Direct HDL o Blood tests to check your thyroid function (Part B and Part C only) ▪ TSH ▪ Free T4 o Urine to test for drugs of abuse (illegal and prescription) o Urine tests to check your albumin/ creatinine ratio o Females who have not had a period for at least 12 months in a row will have a blood hormone test to confirm they cannot have children • The study investigator may decide to do an alcohol breath test • The use of proper birth control will be reviewed (males only) • You will be asked “How do you feel?” HIV, hepatitis B, and hepatitis C will be tested at screening. If anyone is exposed to your blood during the study, you will have these tests done again. If you have a positive test, you cannot be in or remain in the study. HIV is the virus that causes acquired immunodeficiency syndrome (AIDS). If your HIV test is positive, you will be told about the results. It may take weeks or months after being infected with HIV for the test to be positive. The HIV test is not always right. Having certain infections or positive test results may have to be reported to the State Department of Health. This includes results for HIV, hepatitis, and other infections. If you have any questions about what information is required to be reported, please ask the study investigator or study staff. Although this testing is meant to be private, complete privacy cannot be guaranteed. For example, it is possible for a court of law to get health or study records without your permission.

  • Safety Objectives 55.1 The Parties recognise the potentially hazardous nature of the construction industry. To this end, the Parties to the Agreement are committed to continuous improvement in occupational health and safety standards through the implementation of an organisational framework which involves all Parties in protecting Employees’ health and safety. 55.2 In meeting these objectives, the Parties have agreed to consider a broad agenda through the consultative processes established by this Agreement. Such an agenda will include: (a) Measures designed to include the safe operation of plant and equipment; (b) Training issues including specific hazards, health and safety systems, and site induction; (c) Management of occupational health and safety through a comprehensive approach which aims to control hazards at their source, reduce the incidence and costs of occupational injuries and illnesses; and (d) Risk of fatigue (see clause 36.5). 55.3 The Employer will comply with all relevant work health and safety legislation, including the OHS Act, workers compensation legislation, regulations, codes of practice and relevant and appropriate Australian and Industry Standards as set out in Appendix F.

  • Weapons We have a zero tolerance of the possession of weapons (sword, knives etc) or firearms (guns etc) in the Room, Building or Common Property. If You are found in possession of weapons, firearms or implements associated with their use in the Room, Building or Common Property We will immediately terminate this agreement and inform the relevant UNSW and legal authorities.

  • Program Objectives Implement a rigorous constructability program following The University of Texas System, Office of Capital Projects Constructability Manual. Identify and document Project cost and schedule savings (targeted costs are 5% of construction costs). Clarification of Project goals, objectives.

  • Progressive Discipline Both parties endorse the principle of progressive discipline as applied to professionals.

  • Claims Review Population A description of the Population subject to the Claims Review.

  • Medications Psychotropic medications and medications associated with treating a diagnosed mental health condition.

  • EXTRA-CURRICULAR ACTIVITIES 1. In this Agreement, extra-curricular programs and activities include all those that are beyond the provincially prescribed and locally determined curricula of the school district. 2. The Board and the Association consider it desirable that teachers participate in extra-curricular activities, and recognize that participation in extra-curricular activities by the individual teacher is on a voluntary basis.

  • Outreach Activities a. The Agency shall conduct outreach activities for potential Clients to promote the availability of services. b. Outreach activities shall include, but are not limited to, participation in health fairs, community events, collaboration with other providers, and the posting of flyers for potential Clients. c. The Agency shall have an outreach plan and shall provide evidence of such arrangements to the Recipient upon request.

  • Technical Objections to Grievances It is the intent of both Parties of this Agreement that no grievance shall be defeated merely because of a technical error, other than time limitations in processing the grievance through the grievance procedure. To this end, an arbitration board shall have the power to allow all necessary amendments to the grievance and the power to waive formal procedural irregularities in the processing of a grievance, in order to determine the real matter in dispute and to render a decision according to equitable principles and the justice of the case.