Business News Quiz 15.02.2013

1. Which high-street bank has said it will cut 3,700 jobs following a strategic review, as it aims to reduce costs by £1.7bn.
Natwest ( ) Barclay’s ( ) HSBC ( ) Lloyd’s TSB ( )

2. What 2 airlines are planning to merge to form one of the world's biggest airlines, according to media and newswire sources? 
KLM & Delta ( ) Lufthansa & Qatar ( ) British Airways & Virgin Atlantic ( ) American Airlines & US Airways ( )

3. Which supermarket’s Value Spaghetti Bolognese contains 60% horsemeat, DNA tests by the retailer have found?
Tesco ( ) ASDA ( ) Waitrose ( ) Sainsbury ( )

4. The rate of UK consumer price inflation remained unchanged at what level, for the fourth consecutive month in January, official data has shown?
3.5% ( ) 2.7% ( ) 4.5% ( ) 3.7% ( )

5. Luxury smartphone maker Vertu has launched its first Android-operated handset. The Vertu Ti costs how much? And is made at the firm's headquarters in Church Crookham, Hampshire? £8,994 ( ) £16,994 ( ) £18,994 ( ) £6,994 ( )

6. Which Leeds-based high street retailer, which has around 120 stores and employs some 2,500 staff, has entered administration?
Republic ( ) ASDA ( ) ARK ( ) Northern Foods ( )

7. Which carmaker has reported a net loss of 5bn euros ($6.7bn; £4.3bn) for 2012, compared with a 588m euro profit a year earlier? 
Vauxhall ( ) Peugeot Citroen ( ) Ford ( ) BMW( )

8. Who is trialling a new TV and film streaming service called Clubcard TV. The free on-demand service will allow the supermarket's 15 million loyalty card holders to access TV shows and films online?
Staples ( ) Tesco ( ) Boots ( ) Sainsbury ( )

9. Apple’s boss has called a lawsuit brought by activist shareholder David Einhorn a "silly sideshow". But he said the board is discussing Mr Einhorn's proposal to help shareholders get a better return on their investment despite so much of the computing giant's money sitting idle in cash. Who is Apple’s boss?
Tim Ford ( ) Tim Cook ( ) Steve Jobs ( ) Steve Wozniack ( )

10. Global sales of which technology product fell in 2012 compared with the previous year, according to a report from research company Gartner? 
Computer games ( ) Tablet’s ( ) Mobile phones ( ) Laptops ( )

Answers –
1 – http://www.bbc.co.uk/news/business-21423691
2–  http://www.bbc.co.uk/news/business-21454925
3 – http://www.bbc.co.uk/news/uk-21418342
4 – http://www.bbc.co.uk/news/business-21425939
5 – http://www.bbc.co.uk/news/technology-21387371
6 – http://www.bbc.co.uk/news/business-21431753
7 – http://www.bbc.co.uk/news/business-21439941
8 – http://www.bbc.co.uk/news/technology-21429675
9 – http://www.bbc.co.uk/news/business-21442296
10 – http://www.bbc.co.uk/news/technology-21441953

Donna Jestin

Secondary Business - Cash flow 'The bucket'

Level 2 BTEC: Unit 2 - Finance for business

Type of external assessment	This unit is externally assessed using an onscreen test. Edexcel sets and marks the test. The assessment must be taken by the learner under examination conditions.
Length of assessment	The external assessment will be 1 hour
No. of marks	50
Assessment availability	On demand
First assessment availability	November 2013

With the change in the Level 2 specification, the emphasis has changed, putting more pressure on the students to memorise and apply the information they have learnt, for an extended period of time. The major change for this qualification is the emergence of the online testing (or exam!) outlined above. From my point of view as a head of department, I am not sure that this online test will meet the needs of my weakest students and so I have developed some simple image based learning tools for them to help understand the key ideas of finance.

Cash flow: ‘The bucket’

Using the idea of a bucket filling up and emptying, the students can visualise the main components of cash flow. The 3 main areas to focus on are: Inflows, outflows and overall balance.

The attached worksheet is helpful to show the key idea: Inflow needs to be more than outflow or the business will struggle. It allows the students to visualise the different inflows which a business (A hairdressers in the example) would come across. The student can then identify where a business will need to pay money out, whether this is on a regular basis or as a one off. (Bringing in fixed and variable costs)

The worksheet can be altered for more relevant, new or specific examples and can be reproduced to cover varying industries.

The students can then be introduced to ways in which the business may cope with a negative balance between the inflow and outflows.

Cash flow forecasting – learners should: (Achieved)

•  be able to identify inflows and outflows
• explain the purpose of a cash flow forecast, including that it identifies the flow of cash through a business over a period of time
• understand the sources of cash coming into the business (inflows)
• understand the sources and destination of cash leaving the business (outflows)
• identify the impact of timings of inflows and outflows
• understand the benefits of using a cash flow forecast to plan for success in a business (e.g. to produce new goods/services, invest in new resources, expand/reduce activities) and explain the associated risks to businesses of not completing a cash flow forecast
• complete a cash flow forecast from given information, showing individual and total inflows, individual and total outflows, net inflows and outflows, and opening and closing balances
• analyse a business’ finances based on cash flow information and identify possible issues for the business from any cash surplus or deficit

For the cash flow attachment worksheet please click here.

Andrew Dean 

Health and Social Care - Suspecting Abuse in Vulnerable Adults

What should care workers do if they suspect abuse?
Most people working in health and social care settings are familiar with the terms ‘abuse’ and ‘vulnerable adult’, but what should a care worker do if they suspect a vulnerable adult is being abused?

Who are vulnerable adults?
A vulnerable adult is a person aged 18 or over who is:

• In need of community care services by reason of their age, or their mental or other disability
• Unable to take care of him or herself
• And is unable to protect him or herself against significant harm or exploitation

This definition includes older people, adults of working age who may have a learning disability, mental health issues or any other condition which makes them temporarily or permanently vulnerable.  It is the inability to protect themselves from significant harm or exploitation that makes individuals vulnerable to abuse.

Abuse is the intentional harm done to another person through mistreatment or ill-treatment, or failing to act to prevent harm.  It affects all groups, all social classes, both genders; all ages; all abilities, all cultures and ethnic groups.  

How might a care worker spot abuse?
It is not easy to identify abuse; being one reason it is so prevalent.  However, there are actions care workers can take to minimise or preclude abuse being inflicted on individuals in their care.

1. Be aware of the potential for abuse.  Is the individual living in an environment where there has been, or is, domestic violence, drug or alcohol misuse, or financial strains?
   
   
2. Share any concerns they might have that an individual is being abused.  Things to look out for include:
   - Physical abuse: burn or scald marks, bruising or unexplained bone fractures and other injuries
   - Psychological and emotional abuse: poor or a loss of confidence, or appearing frightened or worried.
   - Material and financial abuse: possessions going missing or being ‘borrowed’, not having any money or another person having access to their bank account
   - Neglect or omission: is the individual clean and dressed appropriately for their age, gender or the weather? Are they hungry or showing signs of dehydration or malnutrition?
   - Sexual: are they in pain sitting or walking with a strange gait?
   - Discriminatory: are they being treated with the same consideration as other people of a different ethnic or cultural background, or because of their sexuality?
   - Institutional: do any of the above occur in a hospital, care home or other institution where they are living or being treated?
   
   
3. If a care worker suspects abuse they should record their suspicions and tell someone – usually their line manager
   
   
4. Make sure that any reporting is followed up.  Ask if it was investigated
   
   
5. Most importantly, do something – don’t just do nothing if you suspect abuse 

John Rowe works for the Open University and has a wealth of practice experience in health and social care settings.

Health and Social Care - What care workers can do when consent is witheld

Why is consent sometimes withheld, and what can care workers do to establish consent?

This blog expands on issues around consent that candidates studying Levels 2 and 3 of the Health and Social Care Diploma, BTEC Health and Social Care, Dementia Care units and other courses relevant to the field of health and social care will encounter.

What is consent?
Consent is giving permission to do something. In health and social care settings it usually means that the individual gives consent to take part in an activity or to accept some kind of care or treatment.

It is important to remember that:

• It is a legal requirement that consent is established before any intervention or care-giving activity takes place
• Establishing consent is one way care workers can demonstrate they respect the individual and the individual’s personal dignity
• The process of establishing consent is instrumental to developing trust between care worker and the individual 
• The individual is more likely to want to take part in an activity they have given permission for

Consent can be given in a number of ways: verbally, in writing or through actions.  The individual might also allow another person to do something with or to them, perhaps by raising an arm to be supported when dressing, and thereby imply consent.  Informed consent is given when the individual understands what they are consenting to.

However, it is not always possible to readily establish informed consent, and in some circumstances, consent might be withheld.  

Why would consent be withheld?
Individuals might withhold their permission for an action to be performed because care workers:

• Do not understand the individual’s needs, condition or capacity to make decisions 
• Do not have the relevant information or be able to impart information in a form that is understandable to the individual
• Do not themselves understand available options, and potential or actual risks to the individual

What can care workers do to establish consent when it is withheld? 

1. Ensure they understand and act on understanding of the health status or condition of the individual
2. Ensure they understand the individual’s needs and preferences
3. Ensure they understand the individual’s ability to make decisions
4. Ensure they have available the relevant information in a form that the individual can understand
5. Ensure they themselves understand the information and options open to the individual
6. Listen to the individual and observe for other responses 

Conclusion
Consent is giving permission for something.  Sometimes permission is withheld but there are actions that care workers can take to establish consent where it is withheld.  These actions are in keeping with an approach to care that respects the individual, improves care and sits securely within the legal framework for practice.

John Rowe works for the Open University and has a wealth of practice experience in health and social care settings.

Secondary Business - BTEC Level 3

Which businesses should I use for BTEC Level 3?

When writing an interesting and realistic assignment, it can be difficult to use the right businesses and organisations. Which ones are the best to use? Some may prefer to use businesses that boys ‘like’ and relate to, such as Apple or McDonalds, others may prefer businesses which give a range of resources and information.

I solve this issue by using Wimbledon Tennis Museum and Thorpe Park. They tick nearly all the boxes; fun, interesting, good venue for a trip, cross unit relevance and the boys like them!

Thorpe Park is a superb business to use. As part of the Merlin group, leading the way in theme park entertainment. The trip itself is easy to organise, with the student pack available on their website: (http://www.thorpepark.com/misc/student-pack.aspx).

The students can do some preliminary research before they go, perhaps writing questionnaires to give to staff, or investigating the size and scale of the business. During the day the students can attend pre-booked sessions on HR, Marketing and Promotion, ICT and Thorpe Park as a business. These give the students the exact information they need to complete the tasks in their assignment.

Thorpe Park can be used for a range of units especially:

• Unit 1: The Business Environment
• Unit 2: Business Resources
• Unit 3: Introduction to Marketing
• Unit 10: Market research in business
• Unit 16: Human Resource Management in Business

Wimbledon Tennis Museum is an excellent contrast to Thorpe Park and offers the students an organisation they may hear and see a lot on television but one which they know relatively little about. A trip to Wimbledon gives the students access to a tour of the grounds (including centre court!) as well as visiting the museum itself. (http://www.wimbledon.com/visiting/education/secondary).

Specific talks from the staff can be booked and the students have enjoyed it each time I have been.  The Marketing and Customer Service talks link nicely with Units 1, 2 and 3. Both trips are well priced and easy to access through public transport.

And the best bit? You will enjoy this as much as the students!

Mr A. Dean 
Head of Business and Enterprise, The John Fisher School and author of Collins BTEC National Business resources

Health and Social Care - Benefits of Active Participation

This blog is for candidates studying Levels 2 and 3 of the Health and Social Care Diploma, BTEC Health and Social Care, Dementia Care units and other courses relevant to the field of health and social care

What is active participation?

Active participation is defined by Edexcel (2010), the body that sets the specifications for the Levels 2 and 3 Health and Social Care Diplomas, as recognising an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is an active partner in their own care or support rather than a passive recipient.  This definition accentuates two key principles underpinning care: the rights of the individual and the independence or autonomy of the individual.

Many people who experience health and social care, especially individuals with significant needs, are marginalised, excluded and disenfranchised.  They are not given the same opportunity to have a say in how they live their lives as most other people in the general community; their choices in what they do are severely limited.

What are the benefits of active participation for the individual?

Active participation is an approach that enables individuals to be included in their care and have a greater say in how they live their life in ways that matter to them.

The benefits of active participation can be divided into primary benefits and secondary benefits.

Primary benefits include:

1. Physical benefits including greater activity levels.
2. Increased independence and autonomy in what people do.
3. An opportunity for individuals in health and social care settings to have a say in matters of direct concern to their lives.
4. Increased opportunities for social contact and interpersonal relationships.
5. Encouraging involvement and self-awareness.  Individuals become more involved in the community and more aware of opportunities and what they can hope for themselves. 
6. Increased opportunities for learning and development of important skills, knowledge, education and employment.
7. Enhanced well-being, with increases in self-confidence, self-esteem and self-belief.

The benefits of active participation include the above primary benefits where the individual gains from its application in the real world of health and social care practice, but there are also some secondary benefits.

The secondary benefits can be described as benefits that occur as a result of active participation, but are not a direct aim of active participation.  These include:

1. Decreasing the likelihood of abuse. As the individual engages positively by actively participating is area of their life, such as in personal care, the scope for abuse by others is reduced.  
2. Decreasing vulnerability. As individuals gain in their self-confidence and self-esteem they are less prone to exploitation and harm from others

Conclusion
Active participation is an approach that empowers individuals in the activities and relationships of everyday life leading to them living as independently as possible. The importance to the individual as an active partner in their own care or support is that it brings physical, psychological, relational and over all wellbeing benefits.

John Rowe works for the Open University and has a wealth of practice experience in health and social care settings.