Attach to Form 990 or Form 990-EZ.
Information about Schedule A (Form 990 or 990-EZ) and its instructions is at www.irs.gov/form990.
| (i)Name of supported organization | (ii) EIN | (iii) Type of organization (described on lines 1- 9 above or IRC section (see instructions)) | (iv) Is the organization listed in your governing document? | (v) Amount of monetary support (see instructions) | (vi) Amount of other support (see instructions) | |
|---|---|---|---|---|---|---|
| Yes | No | |||||
| Total | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") .... | ||||||
| 2 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf....... | ||||||
| 3 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 4 | Total. Add lines 1 through 3 | ||||||
| 5 | The portion of total contributions by each person (other than a governmental unit or publicly supported organization) included on line 1 that exceeds 2% of the amount shown on line 11, column (f).. | ||||||
| 6 | Public support. Subtract line 5 from line 4. | ||||||
Calendar year
(or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | ||||||
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | ||||||
| 9 | Net income from unrelated business activities, whether or not the business is regularly carried on.. | ||||||
| 10 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.).. | ||||||
| 11 | Total support Add lines 7 through 10. | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") . | ||||||
| 2 | Gross receipts from admissions, merchandise sold or services performed, or facilities furnished in any activity that is related to the organization's tax-exempt purpose...... | ||||||
| 3 | Gross receipts from activities that are not an unrelated trade or business under section 513.. | ||||||
| 4 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf... | ||||||
| 5 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 6 | Total. Add lines 1 through 5. | ||||||
| 7a | Amounts included on lines 1, 2, and 3 received from disqualified persons... | ||||||
| b | Amounts included on lines 2 and 3 received from other than disqualified persons that exceed the greater of $5,000 or 1% of the amount on line 13 for the year. | ||||||
| c | Add lines 7a and 7b.. | ||||||
| 8 | Public support (Subtract line 7c from line 6.) | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 9 | Amounts from line 6... | ||||||
| 10a | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources.. | ||||||
| b | Unrelated business taxable income (less section 511 taxes) from businesses acquired after June 30, 1975. | ||||||
| c | Add lines 10a and 10b. | ||||||
| 11 | Net income from unrelated business activities not included in line 10b, whether or not the business is regularly carried on. | ||||||
| 12 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.) .. | ||||||
| 13 | Total support. (Add lines 9, 10c, 11, and 12.).. | ||||||
| Section A - Adjusted Net Income | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Net short-term capital gain | 1 | ||||
| 2 | Recoveries of prior-year distributions | 2 | ||||
| 3 | Other gross income (see instructions) | 3 | ||||
| 4 | Add lines 1 through 3 | 4 | ||||
| 5 | Depreciation and depletion | 5 | ||||
| 6 | Portion of operating expenses paid or incurred for production or collection of gross income or for management, conservation, or maintenance of property held for production of income (see instructions) | 6 | ||||
| 7 | Other expenses (see instructions) | 7 | ||||
| 8 | Adjusted Net Income (subtract lines 5, 6 and 7 from line 4) | 8 | ||||
| Section B - Minimum Asset Amount | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Aggregate fair market value of all non-exempt-use assets (see instructions for short tax year or assets held for part of year): | 1 | ||||
| a | Average monthly value of securities | 1a | ||||
| b | Average monthly cash balances | 1b | ||||
| c | Fair market value of other non-exempt-use assets | 1c | ||||
| d | Total (add lines 1a, 1b, and 1c) | 1d | ||||
| e | Discount claimed for blockage or other factors (explain in detail in Part VI): | |||||
| 2 | Acquisition indebtedness applicable to non-exempt use assets | 2 | ||||
| 3 | Subtract line 2 from line 1d | 3 | ||||
| 4 | Cash deemed held for exempt use. Enter 1-1/2% of line 3 (for greater amount, see instructions). | 4 | ||||
| 5 | Net value of non-exempt-use assets (subtract line 4 from line 3) | 5 | ||||
| 6 | Multiply line 5 by .035 | 6 | ||||
| 7 | Recoveries of prior-year distributions | 7 | ||||
| 8 | Minimum Asset Amount (add line 7 to line 6) | 8 | ||||
| Section C - Distributable Amount | Current Year | |||||
| 1 | Adjusted net income for prior year (from Section A, line 8, Column A) | 1 | ||||
| 2 | Enter 85% of line 1 | 2 | ||||
| 3 | Minimum asset amount for prior year (from Section B, line 8, Column A) | 3 | ||||
| 4 | Enter greater of line 2 or line 3 | 4 | ||||
| 5 | Income tax imposed in prior year | 5 | ||||
| 6 | Distributable Amount. Subtract line 5 from line 4, unless subject to emergency temporary reduction (see instructions) | 6 | ||||
| 7 | Check here if the current year is the organization's first as a non-functionally-integrated Type III supporting organization (see instructions) | |||||
| Section D - Distributions | Current Year | |
|---|---|---|
| 1 Amounts paid to supported organizations to accomplish exempt purposes | ||
|
2
Amounts paid to perform activity that directly furthers exempt purposes of supported organizations, in excess of income from activity |
||
| 3 Administrative expenses paid to accomplish exempt purposes of supported organizations | ||
| 4 Amounts paid to acquire exempt-use assets | ||
| 5 Qualified set-aside amounts (prior IRS approval required) | ||
| 6 Other distributions (describe in Part VI). See instructions | ||
| 7Total annual distributions. Add lines 1 through 6. | ||
|
8
Distributions to attentive supported organizations to which the organization is responsive (provide details in Part VI). See instructions |
||
| 9 Distributable amount for 2014 from Section C, line 6 | ||
| 10 Line 8 amount divided by Line 9 amount | ||
| Section E - Distribution Allocations (see instructions) |
(i) Excess Distributions |
(ii) Underdistributions Pre-2014 |
(iii) Distributable Amount for 2014 |
|
|---|---|---|---|---|
|
1
Distributable amount for 2014 from Section C, line 6 |
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|
2
Underdistributions, if any, for years prior to 2014 (reasonable cause required--see instructions) |
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| 3 Excess distributions carryover, if any, to 2014: | ||||
| a From 2009.......X | ||||
| b From 2010.......X | ||||
| c From 2011.......X | ||||
| d From 2012.......X | ||||
| e From 2013....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2014 distributable amount | ||||
|
i
Carryover from 2009 not applied (see instructions) |
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| j Remainder. Subtract lines 3g, 3h, and 3i from 3f. | ||||
| 4Distributions for 2014 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2014 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from 4. | ||||
|
5
Remaining underdistributions for years prior to 2014, if any. Subtract lines 3g and 4a from line 2 (if amount greater than zero, see instructions) |
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|
6
Remaining underdistributions for 2014. Subtract lines 3h and 4b from line 1 (if amount greater than zero, see instructions) |
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7 Excess distributions carryover to 2015. Add lines 3j and 4c. |
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| 8 Breakdown of line 7: | ||||
| a From 2010.......X | ||||
| b From 2011.......X | ||||
| c From 2012.......X | ||||
| d From 2013....... | ||||
| e From 2014....... | ||||
| Facts And Circumstances Test |
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| SCHEDULE E PART I LINE 3 | THE UNIVERSITY PUBLICIZES ITS RACIALLY NONDISCRIMINATORY POLICY VIA NEWSPAPER NOTICES AND MEDIA. ADDITIONALLY, THE UNIVERSITY POSTS ITS POLICY IN PUBLIC AREAS AND INCLUDES THE POlICY IN LITERATURE PROMOTING THE UNIVERSITY. |
| SCHEDULE E PART I LINE 6A | EXPLANATION OF GOVERNMENT FINANCIAL AID THE UNIVERSITY RECEIVES FINANCIAL ASSISTANCE FROM THE FOLLOWING PROGRAMS: FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANTS (FSEOG), FEDERAL PELL GRANTS, FEDERAL WORK STUDY PROGRAM, FEDERAL PERKINS LOANS, GEORGIA HOPE SCHOLARSHIP PROGRAM & THE GEORGIA LEAP GRANT PROGRAM. |
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Attach to Form 990 or 990-EZ.
Information about Schedule O (Form 990 or 990-EZ) and its instructions is at| Return Reference | Explanation |
|---|---|
| FORM 990 PART III LINE 4A | The College of Chiropractic The Mission of the Life University College of Chiropractic, centered on the Vertebral Subluxation Complex, is to educate, mentor and graduate skilled and compassionate Doctors of Chiropractic to be primary care clinicians, physicians, teachers, and professionals, using the University's core life proficiencies as their foundation. Program Activities The College of Chiropractic endured many changes during the 2014-2015 cycle. The former dean resigned and a new dean was appointed to the position in October 2014. The program hired an Associate Dean in January 2015 and an Assistant Dean of Clinics in April 2015. There was restructuring in the academic areas amongst the Division Chairs and Clinic Directors. Three main foci were the new curriculum and facility planning, incorporating behavioral assessments, and outcomes assessment of the current curriculum. New Curriculum for the College of Chiropractic The DCP had initially submitted and received approval for a substantive change with the CCE Council for a new delivery and methodology of the DCP curriculum. Developmental activities to change the curriculum culminated in recommendations to the curriculum committee as well as recommendations to administration for additional facility needs. The program retained the consulting services of Go Long Consulting, LLC to assist the University with the establishment of a behavioral assessments and signature assessments for Life's College of Chiropractic. The focus of the signature assessments began with helping faculty learn to create behavioral statements and anchors for each for the CCE meta-competencies statements, components, and outcomes. Seven faculty groups were created that represented the seven CCE meta-competencies. The consulting group met with the groups twice to work on this endeavor. Faculty are now aware of the components and outcomes of the CCE meta-competencies and will continue to work on creating assessments that focus on them. Given the significant additional need for facilities to accommodate the new curriculum, several unanswered questions for the DCP curriculum committee, and immediate needs and prioritization of several projects in the Life University 2020 Strategic Plan, the Board of Trustees at their last meeting requested the DCP re-examine at the approach of curricular redesign and possibilities within the current curricular structure that does not have a significant need for new facilities. The DCP will be creating options to present to the Board of Trustees that provides for a more intense faculty involvement and how elements of the proposed curriculum can be incorporated into the current structure. A new consulting firm was hired to work with the program on designing signature assessments and behavioral assessments for the EEC. Faculty were involved in training sessions with the consulting firm to learn about the new process and steps required to create the assessments. Faculty workgroups were created to create signature assessments and anchors as they relate to the CCE MetaCompetencies. Several retreats were had with the Curriculum Development Team to discuss administrative action steps to support the faculty in the development of the EEC. The Curriculum Development Team consist of the Dean, Associate Dean, Assistant Dean of Clinics, Faculty Senate President, Chair of the Curriculum Committee, Division Chairs and a Clinic Director. Virtual Dissection Lab In April 2015, the College of Chiropractic transitioned from a wet gross anatomy lab to a virtual dissection lab. The purpose of the conversion was to create an environment that eliminated chemicals and was more eco-friendly and that provided an opportunity for every student to learn anatomy at their own pace. The lab consists of eight Anatomage tables which makes LIFE currently have more anatomy tables than any institution in the world. As a result of this transition, Life University was invited to the 2nd Annual User's Group Conference in San Francisco to present information on how the program is currently using the Anatomage tables in the virtual dissection lab. There were constituents from all around the world attending the conference. Life University was the only chiropractic program invited to present. After the presentation, Dr. Jack Choi, President of Anatomage, was so impressed that he asked to visit the campus and take a look at the Anatomage lab for himself. Once he arrived on campus, he had an opportunity to speak with upper administration and has proposed that his company and Life University work collaboratively on multiple utilizations of the table as well as creating software that was specific to the program and the chiropractic profession. Other The College of Chiropractic took 2 students to Washington, DC to participate in the annual Senate Health Fair. While attending the fair for 2 days, approximately 400 people were screened using thermography to determine if there was a potential need for chiropractic care. An Alternative Admission Track (AAT) Success Coordinator was hired in January 2015 to provide additional support to students that are admitted under CCE Policy 7 Alternative Admissions Track Program (AATP). The Alternative Admissions Track (AAT) Success Coordinator provides management of the AAT program and related activities specifically for the College of Chiropractic. Responsibilities include development and coordination of a comprehensive AAT program and providing support functions for AAT students. The coordinator functions as the primary college contact and support personnel for AAT students. They assist AAT students with navigation in the academic/clinical experience while working collaboratively to develop proactive strategies and provide guidance for academic/clinical programs, social integration, and access to institutional resources. College of Chiropractic Clinic System The mission of the Life University Clinic System is to improve the health and wellbeing of people in the communities we serve by providing chiropractic care and other health services, centered on the Vertebral Subluxation Complex. We will maintain excellence in the educational standards of our teaching clinics, and encourage all constituents of our clinics to actively participate in their own health and wellness care, and to actively participate in health and wellness programs that reach out to others in our communities. Clinical operations incorporate of a variety of chiropractic services provided to the general public inclusive of complementary services provided to a range of special populations. The clinic system is composed of several types of clinical experiences. The clinical education and patient care delivery is stratified into three levels. The educational goals and objectives are clearly spelled out for each level, and assessment tools developed to ensure that appropriate competencies are measured and outcomes utilized to improve the clinical program. The Life University Clinic System prepared and executed the implementation of the Electronic Health Records throughout the clinic system. The Electronic Health System was fully implemented throughout the clinic system in 2015. This implementation created a greater consistency for patient care and intern education. It also creates an almost paperless environment due to the limited use of paper forms. Level I Experience: The Level I clinic experience includes quarters one through nine and is where basic competencies are developing in an environment where there is close faculty supervision. The majority of patients in a Level I clinic are not expected to be complex cases. Level I Clinic: The Campus Center for Health and Optimum Performance provides health care services for the Life University student community and provided over 27,000 patient visits at no charge. The Campus Center for Health and Optimum Performance 1269 Barclay Circle Marietta, GA 30060 Level II Experience: The Level II clinic experience includes quarters ten through twelve. Students continue to develop competency and critical thinking skills, and also focus on developing competency in patient management. Although competency development continues, the student now has access to a larger volume and variety of patients with a range of conditions. The outpatient facility provided for over 52,000 patient visits with 50% of the care provided at no charge. Level II Clinic: The Center for Health and Optimum Performance provides health care services to the general public in a fee-for-service environment. The Center for Health and Optimum Performance 1415 Barclay Circle Marietta, GA 30060 Level III Experiences: Level III clinic encompasses the final quarters of the clinical education program. In Level III the student experiences integration into broader health care environments. These experiences are provided through a variety of programs; these programs may include field doctor's office experiences, international satellite |
| FORM 990 PART III LINEs 4B, 4C & 4D | The College of Graduate and Undergraduate Studies Sport Health Science Department The mission of the Department of Sport Health Science at Life University is to educate and prepare students for careers in fields related to fitness, health, and sport. We seek to provide a depth of education as well as the specialized skills and sense of creative independence that will allow graduate students to practice in, and contribute to, a profession or field of scholarship. Program Activities Academic Planning Initiatives included accreditation activities for the Master of Athletic Training (MAT) program and were finalized at the beginning of October 2014. This has been a three-year process; one year planning and development and two years for the self-study. The MAT program became an CAATE accredited graduate level Athletic Training Program. Two distinct success items within that program were 1) we were able to hire a dedicated clinical education coordinator that has since been able to triple our clinical rotation sites to meet the needs of our students developing enriching clinical experiences thus improving the skill level of students; and 2) 5 of 6 students passed the BOC exam (athletic trainers board exam) on the first attempt (83%) and 100% of the graduates 6 of 6 are employed. - Donald Fuller, Ph.D.- served as lab instructor for the Southeast Athletic Trainers Association (SEATA) student conference. Attended the NATA conference with 6 graduate students. He also attended the Athletic Trainers Educator Meeting. - Karen Pfeifer, M.S., ATC - served as lab instructor for the Southeast Athletic Trainers Association (SEATA) student conference. She also attended the Athletic Trainers Educator Meeting. - Jeff Rupp, Ph.D. - Supervised one master's student thesis, served as a reviewer for Journal of Physical Education and Recreation, and is a Fellow American College of Sports Medicine. - Catherine Faust, Ph.D. - Hosted the USATF Coaches Clinic, Conducted a Track and Field Combine study that utilized 16 graduate students collecting physiological data of young, track and field athletes. Attended ACSM National Conference. Presented at Wenzhou University on LU's academic program along with Dr. Lim. - Mark Kovacs, Ph.D. - Lead Advisor for Master's student research projects in the Athletic Training Program (MAT); Auburn University College of Education Outstanding Young Alumni Award -Top Alumni Award in the entire college (2015); US Olympic Committee (USOC) "Doc" Councilman Award For Sport Science in Coaching (2014); Journal of Medicine & Science in Tennis Best Research Study for "Injury Trends in American Competitive Junior Tennis Players" (2014); ResearchGate most viewed researcher from Life University each week in 2015; Kovacs, M.S. The Flexible Stretching Strap Workbook. Ulysses Press. 2015 (Book Publication). Peer Reviewed Book Chapter: Ellenbecker, T.S. Kovacs, M. & E. Paul Roetert. Tennis - Sport-Specific Training Consideration. In: Liebenson, C. (Editor) Functional Training Handbook. Philadelphia, PA (2014). Peer-Reviewed Scientific Publications: Kovacs, M.S. Mundie, E., Eng, D., Bramblett, J., Kovacs, M. & Hosek, R.. How Did The Top 100 Professional Tennis Players (ATP) Succeed: An Analysis of Ranking Milestones. Journal of Medicine and Science in Tennis, 20(2), 50-57, 2015. Lopez-Samanes, A. Ortega Fonseca, J.F., Fernandez Elias, V.E., Borreani, S. Mate-Munoz, J.L., Kovacs, MS. Nutritional Ergogenic Aids in Tennis: A Review. Strength & Conditioning Journal, 37(3), 1-11, 2015. Fernandez-Fernandez, J. Sanz-Rivas, D. Kovacs, M. S., Moya, M. In-Season Effect of a Combined Repeated Sprint and Explosive Strength Training Program on Elite Junior Tennis Players. Journal of Strength and Conditioning Research, 29(2): 351-357, 2015. Kovacs, M.S. & Baker, L.B. Recovery Interventions and Strategies For Improved Tennis Performance. British Journal of Sports Medicine, 48, 18-21, 2014. Scientific Abstracts Presentations: M.S. Kovacs, E. Mundie, D. Eng, J. Bramblett, MJ. Kovacs, R. Hosak (July 2015). How Did The Top 100 Women's Tennis Association (WTA). Tennis Players Succeed: An Analysis Of Player Rankings. National Strength and Conditioning Association (NSCA), Orlando, FL. M.S. Kovacs, E. Mundie, D. Eng, J. Bramblett, MJ. Kovacs, R. Hosak (June 2015). How Did The Top 100 Association of Tennis Professionals (ATP). Tennis Players Succeed: An Analysis Of Player Rankings. American College of Sports Medicine Annual Meeting, San Diego, CA. ) Finding The Extra Edge In Coaching: Applying the Best Science To Improve Performance. Served on the NCAA Sport Nutrition Taskforce, 30% Protein Rule, Nutrition vs Supplement Labels. Presented at the Society of Tennis Medicine and Science (STMS) World Congress (Rome, Italy): Applied Recovery Techniques For Tennis; and Training The High Performance Tennis Player. USTA Annual Meeting - Top 100 Player Pathway Study. NCAA Soccer Summit: Periodization and Planning For Soccer, and Early Specialization in Soccer. Professional Tennis Coaches Association World Congress, Austria: Tennis Specific Movement, Tennis Serve, and Tennis Specific Fitness and Sport Science. Sport Science Conference in Mexico: The Serve; and Physical Fitness Training For Athletes. STMS/iTPA Tennis Medicine & Performance Conference: The Tennis Serve: Mechanics, Performance & injury; and Demographic Performance Data From Elite Junior Tennis Players. NSCA National Conference: Training the Overhead Athlete: Training Beyond the Upper Extremities - Keith Rau, D.C. - Extremity Adjusting, hosted and taught in SHS program, Life University Fall CE Event; Extremity Adjusting, Chiropractic & Beyond; CCEP Module, Global, Long Beach, CA; CCEP Module, Advance Principles of Upper Extremity. Psychology department (transitioned to Positive Human Development and Social Change (PHDSC)). The Psychology program provides students with an education from a holistic orientation, with particular emphasis on building practical skills utilizing basic psychological principles to enhance human performance potential and develop characteristics that will prepare them to be the future transformational leaders of tomorrow. Program activities The psychology program continues to expand its offerings. The most significant accomplishment was the successful initiation Fall, 2014 of the Master of Positive Psychology (MSPP) Contemplative and Secular Ethics and Coaching track, with the first student graduating spring of 2015. Feedback from the students has been very positive, especially related to the residential component of the online program. Too, a very prominent positive psychologist, Corey Keyes, spoke at LIFE. The turn out was very good and the feedback related to the talk was excellent. We plan on continuing the speaker series next year. We continue to offer several online courses to students and are implementing a fully online psychology BS degree starting Fall, 2015. We now have a Director of Distance Learning, and continue to strive to create a quality online experience for the students. For example, collaborate training has been provided to faculty to enhance online discourse. We will continue to offer the campus based BS in psychology also. Dr. Ozawa de-Silva and Dr. Karlin are Associate Directors of the Center for Compassion, Integrity, and Secular Ethics and are extensively involved in several outreach projects including a prospectus to start an academic program at Arrendale prison (the Chillon Project), Global Dialogues, and Children in the Crossfire. Dr. Karlin co-created a new course with Dr. Meigs titled "Secular Ethics and Environment." This is particularly notable since this course will be team taught by faculty from two different disciplines--Environmental Science and Psychology, thus making for a potentially richer learning experience for students. Several faculty have attended or presented at conferences. The most notable one is IPPA (International Positive Psychology Association), because it gave us an opportunity to showcase our faculty, their research, and our MSPP program. Both Dr. Ozawa-de Silva and Dr. Shook presented and Dr. Ozawa de-Silva lead a preconference workshop. Dr. Samples also attended. There were approximately 1300 positive psychologists and students from around the world present at this conference. Mr. Parsons received the Georgia Excellence Award for Executive Coaching by the US Commerce & Trade Research Institute. He is also a Board Certified Coach (BCC) via Center for Credentialing and Education (CCE). Business Department The mission of the Business program is to provide the educational concepts, skills and values for students to become successful in a business career or as an entrepreneur. Students will attain foundational Business core concepts with a focus on leadership in management. The students will apply the concepts of diversity, global initiatives, ethics in business, and developing or reinventing an organization for society's benefit throughout the p |
| FORM 990, PART VI, SECTION B, LINE 11 | THE AUDIT AND FINANCE COMMITTEE OF THE BOARD OF TRUSTEES IS PROVIDED A COPY OF FORM 990, PRIOR TO FILING, FOR ITS REVIEW AND APPROVAL. The full Board of Trustees is provided a copy at the next regularly scheduled Board meeting. |
| FORM 990, PART VI, SECTION B, LINE 12C | AS PART OF THE ORGANIZATION'S INTERNAL CONTROL PROCEDURES, DISCUSSIONS WITH ALL OFFICERS, TRUSTEES, AND KEY EMPLOYEES ARE MADE TO MONITOR AND ENFORCE COMPLIANCE. |
| FORM 990, PART VI, SECTION B, LINE 15A & 15B | THE INDEPENDENT BOARD MEMBERS REVIEW AND APPROVE EXECUTIVE COMPENSATION MATTERS. |
| FORM 990, PART VI, SECTION C, LINE 19 | DOCUMENTS THAT ARE REQUIRED BY LAW TO BE MADE AVAILABLE TO THE PUBLIC ARE AVAILABLE VIA GUIDESTAR.ORG. ALL OTHER GOVERNING AND CONFLICTS OF INTEREST DOCUMENTS ARE AVAILABLE UPON REQUEST. |
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