Sale of Goods Act 1979 Summary

Sale of Goods Act 1979 Summary INTRODUCTION The Sale of Goods Act 1979, is the law that protects consumers. The purpose of this Act is that it requires goods to be as described, of acceptable standards and fit for purpose, for their essential use. All goods that a sold, must match that of the sample shown in that of brochures, stores or showrooms. It is only not required to be acceptable quality if the consumer noticed any deformity or issue with the product before he/she made a purchase. So if the consumer was to analyse the merchandise, but neglected the opportunity to examine for any faults, and that they were not of acceptable quality; the absence of value would have been evident on a sensible examination of the product(s), the consumer will not have the capacity to contend that the products were not of a sufficient value. Section 12 the Act On the 1st of October 2015, the Consumer Rights Act enforced to supplant the Sale of Goods Act 1979. Any consumer who made a faulty product(s) purchase prior to this Act coming into action, can still make a claim under the Sales of Goods Act 1979. The Consumer Rights Acts has made significant amendments to the consumers rights to return any faulty products purchased and the right to return, repair or request a replacement on faulty purchases, as well as giving the right when buying any digital merchandise.[1] S.12 of the Sales of Goods Act states that, In a contract of sale, there is an implied term on the part of the seller that in the case of a sale he has a right to sell the goods, and in the case an agreement to sell he will have such a right at the time when the property is to pass.[2] What this quote is implying is that the vendor is not required to be the legitimate proprietor of the products, as long as he has the specialty to offer the service, as he has the right to sell and not the modification of the product. Under the Unfair Contract Terms Act 1977, S.12 cannot be subject to an exclusion clause comparable to the other implied terms that can. S6 (1a) obligation for rupture of the commitments emerging under S.12 cant be avoided or confined by reference to any agreement term, subject to the agreements excepted in that Act. As under S.12 (5A), it affirms that the commitment under S.12 is a legally binding condition, and the lawful premise of which is that there has been a cumulative dissatisfaction of thought or, all the more particularly, as the supplier did not have the right to sell. In Rowland v Divall, even if the seller had the right to/not to sell at the time the contract was made, it may still contain an implied or express term that will require the seller at the time of the contract to have the right to sell, as demonstrated in the case of Barber v NWS Bank Ltd [1996]. Unlike the other implied terms, in Rowland v Divall; a breach of S.12 and S.11 doesnt have an application and the consumer doesnt lose the right to reject the goods by accepting them. The reason being, it is viewed as a complete failure of not taking into account of any thoughts. It is only acceptable and right that a person shouldnt have a right to sell. The Court of Appeal concluded that there has been a failure of consideration. LJ Scrutton discarded the vendors protest, so far as it identified with dismissal as contradict to rescission ab initio, by declaring that it scarcely lay in the dealers mouth, to grumble of the purchasers powerlessness to give back the merchandise, when this very breach originated from the vendors breach of S.12(1).[3] The claimant had anticipated proprietorship, not usage. The four months usage was viewed as unessential and wasnt taken into consideration during this time. S.12(1) may be interpreted as implying that the vendor must have the ability to give responsibility for products to the purchaser, yet in the event that the merchandise must be sold by encroaching an exchange stamp, the dealer has no privilege to offer for the reasons for S.12(1). In Niblett v Confectioners Materials Co Ltd, the seller had no right to sell the goods that they owned as it infringed on Nestles trademark. It was held that they had no right to sell the goods, even though they had the absolute legal interests in the goods. An agent doesnt own the product, however, derives associate authority or right to sell. Possession could also be loaded down by third party rights, by any means of opposing a right to sell. As established in the case of J Barry Winsor Associates Ltd v Belgo Canadian Manufacturing Co Ltd to necessarily have to be that they may or may not have a legal interest in that of the goods they are selling. It is infringed if the seller doesnt have the right to sell, at the time the property passed. So there wouldnt be a breach of S12. Basically, this would seem to face the privilege to the broad free utilisation of the merchandise without the purchaser making recompense for the frequently broad use he has gotten, regardless of such instituting thoughts inside most acknowledged definitions. The Law Reform Act 1943 S.1(3), empowers a gathering to recuperate a sum for a valuable benefit presented before release as a special case to the full recuperation standard, and there would appear to be a further irregularity with different arrangements of the Sale of Goods Act.[4] While there have been talks on improving the regulation, it is said that it is hard to change the law since evaluating the purchasers advantage through ownership would be troublesome and questionable. Diminishing any claims will add up to the purchaser paying the merchant for utilisation of another persons products. The Law Reform Committee contended that a remittance ought to be made for use by the pure purchaser in such circumstances. CONCLUSION S.12 of the Act demonstrates the connection between the purchaser and dealer and covers issues, such as the right and obligations and the genuine accentuation ought to be centred on the injustice of the consumer having the pleasure to use products, with the handy ramifications being that they acquire full compensation in case of a breach. This has proven to be more difficult for a consumer to prove their case, especially if the product has been in their possession for a long period of time. BIBILIOGRAPHY Genie T, Consumer Law In A Nutshell (Consumer Genie, 2017) accessed 26 February 2017 Poole J, Casebook On Contract Law (1st edn, Oxford Univ Press 2016) Bridge M, The Sale Of Goods (1st edn, Oxford University Press 1998) Collins D, Rowland V. Divall: Logical Fallacy? The Courts Interpretation Of Consumer Protection Is Both Confusing And Unfair (2014) 158 Solicitors Journal accessed 5 March 2017 Atiyah P, Adams J and MacQueen H, Atiyahs Sale Of Goods (12th edn, Longman 2010) Rowland V Divall (2017) accessed 5 March 2017 [1] The Genie, Consumer Law In A Nutshell (Consumer Genie, 2017) accessed 26 February 2017. [2] Jill Poole, Casebook On Contract Law (1st edn, Oxford Univ Press 2016). [3] Michael Bridge, The Sale Of Goods (1st edn, Oxford University Press 1998). [4] Daniel M Collins, Rowland V. Divall: Logical Fallacy? The Courts Interpretation Of Consumer Protection Is Both Confusing And Unfair (2014) 158 Solicitors Journal accessed 5 March 2017.

Bioterrorism and Science: The Censorship of Scientific Journals Will Do More Harm than Good :: Essays Papers

Bioterrorism and Science: The Censorship of Scientific Journals Will Do More Harm than Good Science is based on the open communication of research and information. Scientists often build on the work and results that their colleagues have published in scientific journals. This process of incremental development prevents scientists from â€Å"reinventing the wheel† before continuing forward with original research. It stands, therefore, that the publication and distribution of research is necessary for future research to be productive. However, the dissemination of research has an adverse side effect in the current world. Scientific journals not only inform scientists about recent developments in their field of research, they also inform terrorists. It is possible for terrorists to use the same information found in scientific journals, intended for the benefit of the scientific community, to harm other people. The September 11th attacks force journal editors and reviewers to consider whether censorship is necessary to prevent further, more severe, terrorist attac ks. I believe, however, that broad censorship of scientific journals will hurt our own efforts at biodefense and health care more than it will hinder terrorists looking to make biological agents. In order to understand the current anxiety over bioterrorism we must look at the history of terrorism, both biological and conventional. Bioterrorism was a worry of American scientists and policy makers long before the attacks on September 11th. It has been estimated that, during the Cold War, the Soviet Union employed as many as 60,000 people in a biowarfare research program ([Anonymous] 2000). Ex-Soviet biowarfare researchers have reported the development of a strain of plague resistant to 16 different antibiotics by the Biopreparat, a clandestine network of research facilities located in Russia and Kazakhstan (Dennis 2001). It is certain that the US government was aware of the Soviet interest in biowarfare and thus also had biowarfare and defense programs. It wasn’t until Iraq used chemical weapons against the Kurds that we thought a modern state would actually employ chemical or biological weapons. Then, in 1995, the Japanese cult Aum Shinrikyo released sarin gas on a subway, killing 12 ([Anonymous] 2001), and demonstrated that there was need for real concern about chemical and biological terrorism. In addition to the September 11th attacks, the American public was also subjected to anthrax attacks during the final months of 2001. As the first biological attacks on US soil in more than a decade, these emphasized that bioterrorism is still around and that the United States is still unprepared for a large-scale biological attack ([Anonymous] 2000).

Enabling Learning and Assessment Essay

Description, use and evaluation of two different assessment activities. Assessment is the process of checking what the learner has learnt against what has been taught. Assessments are used as a diagnostic tool to establish entry level behaviour / academic ability, to help diagnose any addition learning disabilities and to determine the learners preferred learning styles. Assessments acts to motivate learners, and create additional learning opportunities. It is also Used to provide constructive feedback. Assessments are used to grade learners course work and is used as a quality assurance mechanism both internal (standardisation meeting) and external (External Verification by Awarding Body). Assessments ensure that standards are maintained, certificates achievements, helps facilitate progression and predicts future performance / selection. Wilson (2008:114) states that ‘You may use assessment to identify specific needs of learners and assessments should be an integral component of your teaching and lesson plan.’ Norm referencing or normative – this is one a learner is assessed against each other –the learners’ abilities is measured/ compared against the learners. This method is very common in educational establishments. Criterion referencing –learner has achieved a particular standard – the learner can either to the tasks, answer the question or use occupationally competent. This method is used in NVQ/ QCF . This tends to be a pass or fail approach. This style of assessment measures what the learner can do and will be given the appropriate support and guidance to achieve. Ipsative assessment –this method of assessment relies on the individual learner self assessing –whether their knowledge performance or ability meets the standards set. This will be used at the end of the programme. The learner will summarise his learning at the end of programme Formative assessment – this is also known as continuous assessment. It will allow the learner to determine their progress and improve where necessary. This can act as a motivational tool to the learner. Kolb learning styles advocates formative assessment as this will aid personal development and progression after the course of study. Summative assessment – this tends to take the form of tests for exams at the end of study. This tends to be a more formal way of assessing. The learner is tested on their skills and knowledge that once the learning has been completed. This form of assessment tends to put enormous pressure on  the learner and success is dependent on the final outcome of the test. Many learners find this quite anxious leading to learner apprehension. Observing a learner in their place of work would enable me to determine their level of occupational competence. As a health and social care assessor/ tutor, this form of assessment works best, any areas of discrepancy would be addressed when providing the learner with feedback. Observation assessment gives the learner the opportunity to demonstrate their knowledge and understanding. Wilson. (2008:114) states that ‘this is considered one of the best forms of assessment because there can be no doubts in the mind of the assessor that the learner knows how to do something.’ The learners tend to generally enjoy assignments due to the variety of each assignment. A marking guide for each assessment can be easily established for other tutors to mark and support learners. One has to be aware that Projects are learner driven and Assignments are tutor led. As a tutor, marking written questions requires a very detailed marking assessment (Reliability) plan to ensure transparency and fairness. Deciding what proportion of their work deserves what marks and areas relating to punctuation a, gramm ar and spelling needs to be address and shared with learners at the start of each written essay. In addition to the above, Oral questions allows me to directly assess the learners understanding of the subject matter (Authenticity). I have used this method when conducting Observations and when providing feed back to learners after they have completed their multiple Choice/ short answers. Some learners find it difficult to understand what is required from them when posed as a written question. By verbally repeating the question or re-phrasing the questions will give the learner the opportunity to add to their original answer (Differentiation). One has to be aware not to used leading or closed questions. As a tutor I need to be aware not to lead the learner and authenticity of the learner work can be questioned. With the learner permission, digital Dictaphones are often used which can be used to check authenticity (learners’ words and voice can be heard and validated). Learners tend to benefit from formative assessment activities throughout the duration of their course as it would provide opportunities to build on their strengths and provide additional opportunities to learn from their mistakes. A good assessment model should consist of the following clearly defined stages: Decide the intended learning Outcomes: Devise the assessment  task(s): Devise the learning activities. Reliability is an important element of all assessment models as it should ensure that assessors/ tutors acting independently using the same criteria and marking scheme would come to exactly the same judgement about a given piece of work. Explicit learning outcomes tend lead to achieving reliability as all assessors / tutors and learners follow the same learning outcomes. Reliability should: Ensure that same work should be awarded the same score .Secondly, Examiners / assessors award the same score to the same script if they score it again on a subsequent occasion. Finally, ensure that student get the same score in the test when it is administered at different times. Reliability can be increased by introducing a marking scheme for assessors especially for those assessments which have traditionally low reliabilities i.e. essays. It will not ensure that the essay will be marked in exactly the same way but will ensure the basis of the marking will be the same i.e. looking for the same things in each essay leading to increased reliability. Validity – Does the assessed task actually assess what you want to it to? There are different types of Validity .Content validity: Ensuring that the aims of the curriculum are in keeping with what the learner needs to know. One has to make sure that the learning objectives are remains closely linked to the learners desired learning outcomes otherwise the quality of the whole course could be brought into question. Secondly, Construct validity: ensuring that the assessment is closely linked to the desired learning outcomes of the course. Finally, Predictive validity: Ensuring that the performance of a student on assessments is closely related to their future performance on the predictive measure. Francis & Gould (2009:87) stated ‘The way in which the required information is delivered can also make a significant difference to the way in which it is received’ Reflect on feedback in assessment to inform learners’ progress and achievement Feedback is a process involving the tutor and learner. It is an opportunity for both parties to give constructive advice on their strengths and addressing weaknesses, as well as offering guidance and support, in order for future development to occur. Having a good rapport with your learner, helps in the feedback process. Francis & Gould (2009:87) stated ‘The most obvious of these is to have a good knowledge of the learners-their  previous knowledge and experience, their current levels of understanding, their aptitude for the subject’. The ‘Feedback Sandwich’ is a popular method of giving feedback whereby the tutor opens with a positive statement (reassures and relaxes learner) followed by a developmental statement (contribution from learner is sort during this stage) including area of concern, ending with a motivational closing statement (learner to identify their own are as of development). Francis & Gould (2009:105) stated ‘Good feedback acknowledges what the learner is doing correctly and identifies clearly and concisely what can be done to further improve performance’. This can be used as part of the learner assessment process. This can be either an informal or formal format. I tend to give weekly informal feedback after an assignment has been submitted followed by a formal 12 week Progress review. One must be aware of ‘telling ‘or ‘asking’ approaches during feedback. ‘Telling ‘has the advantage in providing a quick / direct response and giving confidence to inexperienced learners in the short term. In the long term the learners confidence may be eroded leading to over dependency on the tutor. ‘Asking ‘approaches invites the learners to self evaluate their progress and arrive at their own conclusions leading to a more independent learner (used at 12 week reviews ) . Insecure and timid learners may find this approach to feedback intimidating especially if they have difficulty evaluating and analysing their work. I have used the Telling approach to a new learner who required a quick and direct first feedback review in order to focus them on the task at hand. Francis & Gould (2009:107) stated ‘†¦A general rule we should try an ‘wean ‘learners away from reliance on the teacher and help them become more independent in their learning and performance of the skill’ Feedback could be either verbal or written. Feedback requires good communication skills and a diplomatic nature and approach. It will also test your listening, objectivity and explaining skills. Good feedback should: Delivered promptly after an assessment, Be a two way process between learner and tutor, Motivational in nature, where by the learners self esteem and confidence is not adversely affected, Specific and to the point- as a tutor, one has to be aware not to digress and remain objective , Choice and solutions can be explored during feedback, focus on things that can be changed i.e. behaviour and finally Positive and Constructive whereby the learner feels that the required changes can be  achieved. Francis & Gould (2009:105) stated ‘Feedback, whatever the purpose, should be constructive.’ During a recent observation assessment with one of my learners, I provided verbal feedback on what I had observed, in which my positive but constructive feedback was generally well received. I focussed on the positive elements of the observation, highlighting the assessment criteria that I thought were met, followed by area that I thought could be improved on. The learner commented that she had not realised that she had covered so many assessment criteria’s and had had conducted herself in such a positive and professional manner. As A result of receiving such positive feedback which highlighted areas of her strengths and weaknesses, she has improved the quality and frequency of her written assignments. How feedback from others informs owns professional practice. I have recently received feedback from my line manager (Internal verifier), conducting a learner 12 week review on their progress to date. On the whole, my line manager thought I had conducted a good learner review, providing constructive but encouraging feedback on assignments submitted, workshops participation and attendance. My overall preparation (copies of comments on previous feedback/ assignments) for the review was deemed satisfactory and I had covered all the areas of the Diploma (ERR, Technical certificate, Functional skills), highlighted areas of achievement and what remains outstanding. My line manager stated that I should record more of the Information , Advice and Guidance (IAG) that I verbally gave to my learners (i.e. referencing the need for the learner to read specific company policies and procedures, visit certain websites and recommended reading materials ISBN). In addition to the above, my line manager requested that the learner wrote a comment in the learner section of the review as well as having the learners’ manager comment on the review also. I have now incorporated these recommendations into my most recent reviews ensuring that learners ‘own their feedback’. Seeking the comments and signatures of the learners’ manager is a little more problematic often having to arrange a separate visit solely for this purpose. In summary, effective assessment should ensure Consistent outcomes , Accessible to learners whereby learners can access assessments and follow systems of equality and inclusion, Detailed assessments covering all areas of the curriculum, Earned by learner and they have achieved award and Transparent , clear and meaningful to all parties.  (CADET). The assessment process informs me of the progress of the learner, whether my teaching is effective to all learners and finally whether my assessments are effective in relation to validity, authenticity and reliability. Following the above CADET model, I feel that my current assessment and feedback methodology meet the required standard. References: Boud, D (1995) Enhancing Learning Through self assessments, London. Kogan Page. Honey, P and A. Mumford (1982/1992) The Manual of learning styles, Maidenhead: Peter Honey Publications. Wilson, L (2008), Practical Teaching: A Guide to PTLLS & CTLLS. London. Cengage Learning. EMEA. Francis. M & Gould. J (2009) Achieving your PTLLS Award: a practical guide to successful Teaching in the lifelong sector. London. Sage Publication Hillier, Y. (2005) Reflective teaching in further and adult education .London. Continuum. Wilson. L (2008) Practical Teaching: A Guide to PTLLS and CTLLS. London. Cengage. EMEA.

Benefits Of Non Profit Organization - 3382 Words

Non-Profit Organization PeaceTree is an international non-profit organization that advocates for protecting the natural environment (Laurate Education, 2013). This medium-sized organization is located on the second floor of the building in the downtown neighborhood. The company’s budget is approximately $2 million. Regarding the cost-benefit analysis approach, it appears to be heavily emphasized in the PeaceTree’s budget. The benefits of PeaceTree should be identified as absolutely apparent over the past few years. In respect to environmental concerns, it becomes evident that the extending environmental impact upon businesses and neighbors is a real challenge. This is especially true in Delaware where where commercial businesses have†¦show more content†¦The study largely gravitates towards maintaining a due recycling program and elaborating on most optimal recycling strategies, which would give the chance to keep maintenance costs and taxes down for business owners in the City of New Harbor. This study also explores how cultural differences and the knowledge itself that business owners bring to recycling can result in two-fold outcomes; the ambiguity consists in enabling, on the one hand, some organizations to overcome barriers to participation and decreasing, on the other hand, others companies’ ability to overcome barriers to participation in the City of New Harbor, Delaware (Brown, 2013). Thus, recycling activities are fully prepared in order to ensure that the effects of recycling concept are injected into business owners’ perspective. In the late 1990s, hospitality industry companies did not express concerns about environmental impacts and sustainable techniques necessary to reduce the solid waste (Radwan et al., 2010; Pirani Arafat, 2014). Currently, recycling policies, strongly associated with recovery-oriented practices, refer to the collection and reuse of waste materials by business owners. Singh and Lee (2014) distinguish the importance of recycling programs. In particular, they claim that materials for converting into new objects can be accumulated separately fromShow MoreRelatedThe Work For The Government Essay1449 Words   |  6 Pages15th of the month. Pay and benefits. As mention in the book, the pay government employees get is usually less than the one for employees in the private industry. Mostly in the management level, but the benefits given by the government are what makes up for the gap in payment. When taking the benefits under consideration, the government employee may earn more than people in the private sector. I used to be in the military and the pay was not that great, but the benefits make so much for it. If I everRead MoreNon Profit Organizations Rules And Regulations1414 Words   |  6 Pagesmoved to the state. After learning about non-profit organization in accounting 561, I have done the research to tell you about non-profit organizations rules and regulations in Vietnam such as types of organizations, tax laws, public benefit status and more. First off, let’s define the term nonprofit organization. The legal definitions for nonprofit is a tax-exempt organization that serves the public interest. In general, the purpose of this type of organization must be charitable, educational, scientificRead MoreNon-Profit Organizations Essay923 Words   |  4 PagesIn today’s world there are hundreds of thousands of non-profit organizations (NPOs) established at the local, regional, national and international level, and their influence is increasing. Non-profit organizations even considered the third sector of the economy (the first two is the public and private, or commercial). It is believed that they have a special role in development of civil society. In those countries, which have largely shaped the system of legislative regulation of the sector (USA,Read MoreProfit vs Non Profit Hospitals1004 Words   |  5 Pages Profit vs. Non Profit Healthcare Organizations Prepared By: Milton Flores Table of Contents I. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 II. Definition of Non Profit Health Care Organization†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 III. Definition of Profit Health Care Organization†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 IV. Issues facing Non Profit and Profit Health Care Organizations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 V. Options to improve operations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreDifferent Views of the Comparison Between Non-profit and For Profit Organizations1427 Words   |  6 Pagesnot for profit organization and be exempted from all income taxes within that organization. Some examples of non-profit organizations are: hospitals, universities, political parties, religious organizations, and research for scientific studies. While on the other hand, for profit companies are any business that is owned by a person or a group of people. Some examples of for profit organizations are the following: private health organizations, product organizations, transport organizations, and manyRead MoreEssay On Marketing In Health Care1094 Words   |  5 PagesConc epts in Health Care and other Industries Proper marketing in healthcare is necessary in the sense that it helps healthcare organization to market their services, promote their products and services and improve the overall health of the community (Codourey, 2013). It is also a critical factor in improving delivery and quality of service provided by a healthcare organization, thus enhancing effectiveness and patient satisfaction in general. A variety of marketing techniques are employed in healthcareRead MoreAnalysed Contemporary Health Issue. Essay865 Words   |  4 Pagesdisease impacts the healthcare organization from a business point of view, whether differences do exist between how profit organizations and non-profit ones are impacted by the above disease, perspectives and responsibilities of financial management staff and the rules and regulations financial management could possibly address concerning diabetes. Both profit and nonprofit organizations are affected by diabetes in many different ways. The way non-profit organizations manage finances creates a uniqueRead MoreThe Tax Issue Regarding Volunteer Mileage Rate1321 Words   |  6 PagesEvery year we are faced with the undesirable task of filing taxes. While the non-profit sector may not necessarily be entrepreneurial in nature, it does not mean they are entirely exempt of the taxation burden especially for those who are employed receiving salaries versus those volunteering their time for free. I would like to discuss a tax issue regarding volunteer mileage rate. Volunteers who use their personal vehicle to perform work for a nonprofit are only allowed deducting 14 cents perRead MoreFraud Of Non Profit Organizations930 Words   |  4 Pageshave been skeptical of donating to a non-profit organization after hearing about fraud amongst an organization in the news. An organization that is perceived as fraudulent, it is hard for indivi duals to overcome their perception to donate to them if they believe their donation will be misused or misapplied. Some have even researched an organization and noticed that a small amount of their donations goes directly to their end cause, speculating that the organization might be fraudulent. However, in bothRead MoreThe Critical Areas Of Responsibility Of Non Profit Boards878 Words   |  4 Pagesis it important for non profit organizations to have established mission, Vision and values? Vision is organizations ultimate (main) aim and mission shows how they are going to accomplish this aim. Values show the integrity and the way organization members and staff works. These things are very important for a non profit organization to gain public trust. (Seel, 2014) 2.List and briefly describe the seven critical areas of responsibility of non profit boards. a. Establishing