Long Term Commitment. For Renminbi products which involve a long period of investment, if you redeem the investment before the maturity date or during the lock-up period (if applicable), you may incur a significant loss of principal where the proceeds may be substantially lower than the invested amount. You may also suffer from early surrender/withdrawal fees and charges as well as the loss of returns (where applicable) as a result of redemption before the maturity date or during lock-up period.
Long Term Commitment. For RMB products which involve a long period of investment, if you redeem the investment before the maturity date or during the lock-up period (if applicable), you may incur a significant loss of principal where the proceeds may be substantially lower than the invested amount. You may also suffer from early surrender/withdrawal fees and charges, as well as the loss of returns (where applicable) as a result of redemption before the maturity date or during the lock-up period.
Long Term Commitment. School understands that the Program and its curriculum build upon itself each year. To the extent funds are made available and appropriated for this purpose, School commits to administering the Program for a minimum of 3 years for an elementary school or jr. high/middle school, or 4 years for a high school. School understands that after this initial Program period, Program membership renews annually for a nominal membership fee required to maintain access to the Program's curriculum and resources. School understands that the annual membership fee may increase minimally over time as needed to support the same level of services provided by Hope Squad®.
Long Term Commitment. Commitment, according to Xxxxx and Xxxx (2007: 114), implies a determination to try for a goal or to keep trying for a goal, irrespective of whether the goal is assigned, anticipative or set by the participant(s). Dude (2012: 21) differentiates amongst three forms of commitment: affective, normative, and continuance commitment. According to the author, affective commitment refers to an individual’s desire to be part of the organization; normative commitment refers to an individual’s obligation to be part of the organization, and continuance commitment refers to an individual’s need to be part of the organization. The author emphasises that these three facets should be considered together and not as types of commitment. Xxxxx, Xx Xxxxx and Xxxx (2012: 303) concur with the above sentiment, and view partnering as a long-term commitment between two or more organizations for the purposes of achieving specific business objectives by maximizing the effectiveness of each participant’s resources. Xxxxxxxxx and Xxxxxxxx (2014) affirm that commitment may be described as the willingness of buyers and suppliers to exert effort on behalf of the relationship, which may occur in the form of an organization’s time, money, facilities, etc. These types of resources are often referred to as ‘asset specific’ resources, since they are directed specifically towards the other party. Xxxxxxxx and Xxxxxxxxxxx (2011: 518) aver that commitment is the extent to which one organisation believes the trust relationship is worth to maintain and promote, and that the two dimensions of commitment are continuance, which refers to a certain line of action, and affective, which is an emotional orientation. The authors further contend that commitment has consistently been identified as an important variable in understanding partnering. The influence of top decision makers is essential in a partnering proposition; hence, support from senior officials of potential partnering parties is crucial.
Long Term Commitment. The ECK should be supported by a community that will keep the ECK alive after the EC-funded Europeana Inside project ends. During the development of the ECK life after Europeana Inside should be taken into account. The vendors, aggregators and Europeana must agree to work together to continue the development of the ECK. There should be a development plan giving details about which features will be added after the project, who will contribute, and what the financial structure will be. Usage of the ECK should be monitored and evaluated. Also vendors and developers not in the project should be able to contribute. This last business requirement enables this deliverable to come full circle. Partner management is, to some extent, an individual stakeholder’s perspective on the important value network issues described in the context of use at the beginning of the deliverable. While the previous required business conditions depart mainly from individual stakeholders’ situations, partner management as an important business requirement makes it clear once more that the value network balances need to be kept in mind at all times. All relevant stakeholders, not only in the project but in the whole Europeana value network, can fulfil their own business requirements, e.g. their own strategic goals and planning, their own business models, and their own return on investment. Partner management from a stakeholder’s point of view facilitates the stakeholder to reach its business goals and requirements. Partner management from the whole value network perspective refers to the balancing act that reconciling all these business goals might entail. This must continuously be kept in mind when working out both functional software requirements and business requirements that are desirable for all stakeholders.
Long Term Commitment. NZEI Te Riu Roa, the Post Primary Teachers’ Association (PPTA), and the Ministry have committed to an Accord which takes an interest based joint approach to resolve a range of agreed issues. These include the roles para-professionals (including teacher aides) may hold, their career pathways and how they are funded (eg staffing entitlement or operations grant). The Ministry is also developing a comprehensive workforce strategy for all education roles, with the involvement of the NZEI Te Riu Roa. The parties agree that the Accord is the preferred governance mechanism for addressing the following issues: • Changes to the funding model for teacher aides such as to introduce a staffing entitlement model, which the parties consider will address issues such as uncertainty of work (i.e. both the drivers of insecurity such as the nature of the employment being linked to the attendance of students; and the symptoms such as variation of hours and/or number of weeks of employment and the prevalent use of fixed term agreements) • Career pathways, paid professional learning development (PLD), qualification acquisition and recognition, training opportunities and career progression for teacher aides. • The parties will agree a scope of work, for work relating to changes to the funding model (with specific focus on impacts for security of work) and the introduction of career pathways, PLD and qualifications as part of the terms of settlement. Dispute resolution If the parties cannot agree on an aspect of the pay equity bargaining they will seek the support of SSC/CTU processes to mediate the matter in the first instance. If the parties agree that more formal mediation is required they will seek to either use an agreed independent mediator or the Mediation Service of the Ministry for Business Employment and Innovation’s (MBIE) Employment Relations Service. The parties note that the NZEI Te Riu Roa ultimately reserve its right to revert to the legal process under existing law. Xxxx Xxxxxxx Xxxxx Xxxxxx Secretary for Education President, NZEI Xx Xxx Xxx Xxxxxxxx Xxxx President, NZSTA Witnessed by: Xxxx Xxxxxx Xxxxxxx Xxxxxxxx Deputy Commissioner President, NZCTU Workforce & Talent Management, SSC
