Linking and Unlinking a Funding Source All money in your account is legally termed “electronic money”, which is recognised throughout the European Economic Area as a form of money suitable for use online. You can use a funding source as a way to pay us to obtain electronic money in your account or to receive withdrawals from your account, as further outlined in this user agreement (see in particular Adding or Withdrawing Money and Funding your Payment. You can link or unlink a credit card, debit card, a prepaid card (where available) a bank account or PayPal Credit (where available) to your PayPal account as a funding source. We may limit the availability of your funding sources to manage our risk. Please keep your funding source information current (e.g. credit card number and expiration date). If this information changes, we may update it using information and third-party sources available to us without any action on your part. If you do not want us to update your card information, you may contact your issuer to request this or remove your funding source from your PayPal account. If we update your funding source, we will keep any preference setting attached to that funding source. You may choose to confirm your card or bank account, so that we can verify that the card or bank account is valid and that you are its owner. We may allow you to do this by following the Link and Confirm Card process (for cards) or the Bank Confirmation process (for bank accounts) or other processes which we may notify to you or which we may publish from time to time. Your continuous permission for us to charge your funding sources By linking a funding source to your PayPal account, you give us continuous permission to automatically charge that funding source (subject to this user agreement and the terms of any mandate (e.g. bank direct debit) used by the provider of that funding source to set up and maintain that authority) for the required value of the electronic money: • to cover the payment amount (plus all transaction fees payable to us) when you use your account to send a payment to another user; and • to top up your account when you use the Add Funds functionality account interface. We may charge the funding source again if the previous attempt failed. If you cancel any continuous permission from your funding source, you will reimburse us for the value of any electronic money we’ve already issued for which a charge from that funding source remains outstanding. You can stop the permission by unlinking the funding source from your PayPal account. Risk of reversals to your funding source and when eCheques may arise When we receive a payment from your funding source we may store the resulting electronic money in your reserve account for as long as we have reason to believe that there is risk of reversal by the funding source provider. This is because we do not have all the information necessary to place the funds from your payment at your disposal in your PayPal balance while there is such a risk of reversal. When you instruct us to make a payment from your account to another user funded by a payment from your bank account and we store the resulting electronic money in this way, we call this type of payment from your bank account an “eCheque” payment. See Funding payments you send from your account below for how we use eCheques.
Monitoring and evaluation arrangements Monitoring of the targets and milestones identified within this Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy Vice-Chancellor (Academic). The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To date, we have already undertaken significant evaluation of the impact of our financial support and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their courses. We have recently commenced a longitudinal study to identify the impact of these interventions. We monitor annually the progression of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan and progression of students from the foundation year programmes. We are aware that a greater proportion of our foundation year students withdraw early and are working to identify any particular groups which may require intervention and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. EQUALITY AND DIVERSITY In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomes. Our strategic equality and diversity objectives are as follows: Enriching our culture of valuing and engaging people – staff and students feel valued and engaged in terms of equality, diversity and inclusion. Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood. Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics. Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behaviour. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to monitor closely and evaluate activities to consider the impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actions. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channels: ‘Student life’ and ‘Money’ pages on our website Talks and publications at Open and Applicant Days, and all on or off campus events Pre-entry information mailings and electronic communications to applicants and enquirers Public engagement events Displaying leaflets and guidance information in public places Staff advising students at recruitment fairs and open days or working with under- represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. CONSULTING WITH STUDENTS Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the SU’s membership of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. Table 7 - Targets and milestones Institution name: University of Central Lancashire Institution UKPRN: 10007141 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2017-18 2018-19 2019-20 2020-21 2021-22 T16a_01 Access Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the others, we do not plan extend the series of targets further until a more over-arching strategic review is undertaken
Are There Penalties for Early Distribution from a Xxxx XXX As indicated above, earnings on your contributions, as well as amounts contributed to a Xxxx XXX as a rollover from a Traditional IRA, that are distributed before certain events are subject to various taxes. Please see IRS Publication 590 for further information about Xxxx XXX rules and restrictions.
BID EVALUATION AND AWARD 13.1 The electronic signature shall be considered an offer on the part of the Bidder. Such offer shall be deemed accepted upon issuance by the Owners of purchase orders, contract award notifications, or other contract documents appropriate to the work.
Performance Assurance Seller agrees to deliver to Buyer Performance Assurance in a form acceptable to Buyer to secure its obligations under this Agreement, which Performance Assurance Seller shall maintain in full force and effect for the period posted with Buyer, as follows:
Dollar Limits Per Service Agreement Cost to diagnose, repair and/or replace - Geothermal and water source systems $1,500 Water cooled air conditioners, high velocity and hydronic systems $1,500 Concrete encased or concealed ductwork $500 Refrigerant lines $500 Appliances l Standard/Seller Coverage S Supreme Coverage l S Appliance color matchSM l S Built-in microwave l S Dishwasher l S Garbage disposal l S Range, oven, cooktop and vent hood l S Refrigerator - INCLUDING ICE MAKER! S Washer and dryer S Range, oven, cooktop, hood: handles, hinges, clocks, rotisseries, racks, knobs and dials, interior lining, glass/ceramic cooktops, self cleaning mechanisms and latch assemblies S Kitchen Refrigerator: handles, hinges, ice crusher, beverage dispenser and respective equipment S Built-in microwave: handles, hinges, interior lining, clocks and shelves, turntable platforms and rollers S Dishwasher: handles, hinges, racks, baskets, rollers, tub and interior lining, springs, latch assemblies and soap dispensers S Permits up to $250 per Service Agreement S Modifications up to $250 per Service Agreement S Haul away/disposal fees S Items under manufacturer’s warranty Excluded Items: ✖ Appliances not located in the primary kitchen (except washer and dryer) and duplicate appliances, unless additional refrigerator option(s) are purchased. ✖ Meat probe assemblies, door glass, sensi-heat burners will only be replaced with standard burners for range, oven, cooktop. ✖ Multimedia center including technology convenience items like LCD screens, Wi-Fi and cameras. ✖ Racks, hinges, shelves, interior thermal shells, food spoilage and freezers which are not an integral part of the kitchen refrigerator. ✖ Door glass, portable or counter top units, trim kits, meat probe assemblies, rotisseries for built-in microwave. ✖ Damage to clothing, plastic mini-tub, soap dispensers, filter screens, knobs, dials, hinges and lint screen for washer or dryer. ✖ Gas supply line to stove.
Return of Performance Bank Guarantee Payment on Order Instrument
Availability of Performance Order If, and to the extent that, a breach of this contract has been caused by a Relevant Force Majeure Event, the Non-affected Party shall not be entitled to a Performance Order except to secure performance by the Affected Party of its obligations under this Clause 17.
Long Term Cost Evaluation Criterion 4. READ CAREFULLY and see in the RFP document under "Proposal Scoring and Evaluation". Points will be assigned to this criterion based on your answer to this Attribute. Points are awarded if you agree not increase your catalog prices (as defined herein) more than X% annually over the previous year for the life of the contract, unless an exigent circumstance exists in the marketplace and the excess price increase which exceeds X% annually is supported by documentation provided by you and your suppliers and shared with TIPS, if requested. If you agree NOT to increase prices more than 5%, except when justified by supporting documentation, you are awarded 10 points; if 6% to 14%, except when justified by supporting documentation, you receive 1 to 9 points incrementally. Price increases 14% or greater, except when justified by supporting documentation, receive 0 points. increases will be 5% or less annually per question Required Confidentiality Claim Form Required Confidentiality Claim Form This completed form is required by TIPS. By submitting a response to this solicitation you agree to download from the “Attachments” section, complete according to the instructions on the form, then uploading the completed form, with any confidential attachments, if applicable, to the “Response Attachments” section titled “Confidentiality Form” in order to provide to TIPS the completed form titled, “CONFIDENTIALITY CLAIM FORM”. By completing this process, you provide us with the information we require to comply with the open record laws of the State of Texas as they may apply to your proposal submission. If you do not provide the form with your proposal, an award will not be made if your proposal is qualified for an award, until TIPS has an accurate, completed form from you. Read the form carefully before completing and if you have any questions, email Xxxx Xxxxxx at TIPS at xxxx.xxxxxx@xxxx-xxx.xxx 8 Choice of Law clauses with TIPS Members If the vendor is awarded a contract with TIPS under this solicitation, the vendor agrees to make any Choice of Law clauses in any contract or agreement entered into between the awarded vendor and with a TIPS member entity to read as follows: "Choice of law shall be the laws of the state where the customer resides" or words to that effect. 9
Long Term Cost Evaluation Criterion # 4 READ CAREFULLY and see in the RFP document under "Proposal Scoring and Evaluation". Points will be assigned to this criterion based on your answer to this Attribute. Points are awarded if you agree not i ncrease your catalog prices (as defined herein) more than X% annually over the previous year for years two and thr ee and potentially year four, unless an exigent circumstance exists in the marketplace and the excess price increase which exceeds X% annually is supported by documentation provided by you and your suppliers and shared with TIP S, if requested. If you agree NOT to increase prices more than 5%, except when justified by supporting documentati on, you are awarded 10 points; if 6% to 14%, except when justified by supporting documentation, you receive 1 to 9 points incrementally. Price increases 14% or greater, except when justified by supporting documentation, receive 0 points. increases will be 5% or less annually per question Required Confidentiality Claim Form Required Confidentiality Claim Form This completed form is required by TIPS. By submitting a response to this solicitation you agree to download from th e “Attachments” section, complete according to the instructions on the form, then uploading the completed form, wit h any confidential attachments, if applicable, to the “Response Attachments” section titled “Confidentiality Form” in order to provide to TIPS the completed form titled, “CONFIDENTIALITY CLAIM FORM”. By completing this process, you provide us with the information we require to comply with the open record laws of the State of Texas as they ma y apply to your proposal submission. If you do not provide the form with your proposal, an award will not be made if your proposal is qualified for an award, until TIPS has an accurate, completed form from you. Read the form carefully before completing and if you have any questions, email Xxxx Xxxxxx at TIPS at xxxx.xxxxxx@t xxx-xxx.xxx
