Accredited investor shall mean any person who comes within any of the following categories, or who the issuer reasonably believes comes within any of the following categories, at the time of the sale of the securities to that person: A The person's primary residence shall not be included as an asset; B Indebtedness that is secured by the person's primary residence, up to the estimated fair market value of the primary residence at the time of the sale of securities, shall not be included as a liability except that if the amount of such indebtedness outstanding at the time of sale of securities exceeds the amount outstanding 60 days before such time, other than as a result of the acquisition of the primary residence, the amount of such excess shall be included as a liability ; and C Indebtedness that is secured by the person's primary residence in excess of the estimated fair market value of the primary residence at the time of the sale of securities shall be included as a liability; ii Paragraph a 5 i of this section will not apply to any calculation of a person's net worth made in connection with a purchase of securities in accordance with a right to purchase such securities, provided that: A Such right was held by the person on July 20, ; B The person qualified as an accredited investor on the basis of net worth at the time the person acquired such right; and C The person held securities of the same issuerother than such right, on July 20,
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which Learning Programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria. The assessment criteria provide the specifications against which assessment judgements should be made.
In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again.
This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible. All assessments should be conducted in line with the following well documented principles of assessment: Additive multilingualism A form of bilingual education in which the language of instruction is not the 1st language of the children, and is not intended to replace it.
In an additive bilingual education programme the first language is maintained and supported, but the language of learning and teaching is taught alongside it. When the language of instruction is likely to replace the children's first language, this is called subtractive bilingualism.
Appropriate dress footnote in u std: Author The creator or originator of a piece of narrative, whether signed or written. Coherence The underlying logical relationship, which links ideas together.
Coherence is to do with ideas and meanings. A paragraph see definition below is coherent if all its sentences see definition below are connected logically so that they are easy to follow.
Cohesion Linking ideas by means of language e. Collage A form of art in which a variety of materials, such as photographs, fabric, objects, hand-drawn pieces, and printed text, are attached to a surface.
Learners can demonstrate their understanding of many themes and issues through the choice of materials and design elements of a collage. Colloquialism A word or expression used in everyday conversation but not in formal language. Ways of doing this can include use of space, head movements, eye gaze, body orientation and movements, etc.
Controlling idea An important or central concept, theme, or argument that is used to unify a signed, written, oral, or media text. Conventions Accepted practices or rules in the use of language. Some conventions help convey meaning e. Creative thinking The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner.Unit - Use and develop systems that promote communication Review the range of groups and individuals whose communication needs must be addressed in own job role The purpose of communication is to share important information – as well as relatively trivial conversation – with others.
§ Exemption from tax on corporations, certain trusts, etc. (a) Exemption from taxation. An organization described in subsection (c) or (d) or section (a) shall be exempt from taxation under this subtitle unless such exemption is denied under section or Dec 28, · How to Start a (c)(3) Nonprofit Organization.
In this Article: Article Summary Creating a Nonprofit Filing Documents Determining Finances Applying for Tax Exempt Status Organizing Your Corporation Community Q&A Have you always wanted to leave the world a better place than you found it?
When you start a c3 nonprofit organization, you'll contribute something positive to your . Unit Use and develop systems that promote communication (SHC51) UAN: F// GLH: 24 Relationship to NOS: This unit is linked to LMCS E1 HSC 4 Assessment requirements specified by a sector or regulatory body This unit must be assessed in accordance with Unit Use and develop systems that promote communication .
The Butterfly Unit. The Butterfly curriculum focuses on the life cycle of the butterfly, and the science kit includes: monarch butterfly caterpillars. 2 AFI 15 OCTOBER supporting Service’s activities to meet the intent of this instruction and to vet AF community requirements.
Waivers to this instruction require Air Force Vice Chief of Staff (AF/CVA) approval.