Resolución 93 del 28 de mayo de 2008: ¿Cuáles son los elementos con base en los que la Cámara de Comercio interpreta la exigencia de autenticación de firmas frente a los trámites presentados para registro?

Servicios registrales

DNA 93-1

Combined media on photographic paper. 40" x 30"

DNA 93-2

Combined media on photographic paper. 40" x 30" Private Collection

DNA 93-3

Combined media on photographic paper. 40" x 30" Private Collection

DNA 93-4

Combined media on photographic paper. 40" x 30" Private Collection

DNA 93-5

Combined media on photographic paper. 40" x 30" Private Collection

DNA 93-A1

Combined media on photographic paper. 40" x 30" (shaped) Private Collection

DNA 93-C1

Combined media on photographic paper. 39½" x 29" (shaped) Private Collection

DNA 93-G1

Combined media on photographic paper. 39½" x 29" (shaped) Private Collection

DNA 93-X1

Combined media on photographic paper. 30" x 40" (shaped) Private Collection

DNA 93-Y

Combined media on photographic paper. 40” x 27½” (shaped) Private Collection

Annual Report Fiscal Year 1992-93

The South Carolina State Ports Authority published an annual report with information about the board and senior management, independent auditor report, and financial statements. This annual report ceased after 2005, although they still publish annual financial statements.

Australian Indigenous students: addressing equity issues in assessment

This article provides the background and context to the important issue of assessment and equity in relation to Indigenous students in Australia. Questions about the validity and fairness of assessment are raised and ways forward are suggested by attending to assessment questions in relation to equity and culture-fair assessment. Patterns of under-achievement by Indigenous students are reflected in national benchmark data and international testing programmes like the Trends in International Mathematics and Science Sstudy and the Program for International Student Assessment. The argument developed views equity, in relation to assessment, as more of a sociocultural issue than a technical matter. It highlights how teachers need to distinguish the "funds of knowledge" that Indigenous students draw on and how teachers need to adopt culturally responsive pedagogy to open up the curriculum and assessment practice to allow for different ways of knowing and being.