Student Assessment Submission and Declaration

When submitting evidence for assessment, you must sign a declaration confirming that the
work is your own.

ESL ID
Student name:
BSU ID

Submission Deadline 08/07/2022

Module name and code

Basic Statistics and ICT skills (BMAF006-20)

Contribution to Module Marks 100%

Task1: The Impact of Covid-19 on Health,

Topic
Economic and Social care’

Word Count Equivalent to 3,000 words

Assessment outline (from the Module

Individual Written Report
specification):

Type of Assignment Report

Lecturer’s Name

Plagiarism: Plagiarism is a form of cheating. Plagiarism must be avoided at all costs and
students who break the rules, however innocently, may be penalised. It is your
responsibility to ensure that you understand correct referencing practices. As a university
level student, you are expected to use appropriate references throughout and keep carefully
detailed notes of all your sources of materials for material you have used in your work,
including any material downloaded from the Internet. Please consult the relevant unit
lecturer or your course tutor if you need any further advice.

Student declaration

I certify that the assignment submission is entirely my own work. I fully understand the
consequences of plagiarism. I understand that making a false declaration is a form of malpractice.
 Student signature:
Date:

Task 1:

1. Introduction

(Hints: A brief paragraph to introduce what your essay is about and how you will
cover it).

We have a long history of pandemics. But the severity and fatality of COVID-19 concern
the entire world and attracted the R&D, media, and billions of people worldwide.

The impacts of COVID-19 to date have been significant on health, the economy and
society. As with many other diseases, COVID-19 has a more severe impact on vulnerable
groups, including older people, people with disabilities, ethnic minorities and those living in
deprived areas. Allowing the virus to grow exponentially would lead to impacts, in terms of
loss of life and ill health, that would be considered intolerable for society (Zaman and
Thierry, 2021)

2. COVID-19 Scenario in the UK in general

(Hints: You need to present some statistics here using a line chart based on the
excel file named “Coronavirus Death”. You need to comment on the line chart (the
sharp increase and the decline. Add Lockdown and New variant in your
explanation)

Welbeing Impact of COVID-19

The COVID-19 pandemic in the United Kingdom is a part of the worldwide

pandemic of coronavirus disease 2019 (COVID-19) caused by severe acute respiratory
syndrome coronavirus 2 (SARS-CoV-2). In the United Kingdom, it has resulted in
22,215,152 confirmed cases and 176,596 deaths. (Ritchie et al., 2020)

The number of cases is the second most in Europe and fourth-highest worldwide. The

176,596[2] deaths among people who had recently tested positive is the world's seventh-
highest death toll and 28th-highest death rate by population. This is Europe's second-
highest death toll after Russia, and 20th-highest death rate.
Source: (ONS, 2022)

It presents a sectoral path of output consistent with the OBR’s central forecast. This
estimates that overall output will fall 7% through November, with consumer facing sectors
again most affected. For example, accommodation and food services fall 68% below
January levels in November and see an overall fall in GDP between January 2020 and
March 2021 of 26%.
 3. The impact of COVID-19
a. impact on healthcare (Hints: You should create a pie chart to show the
death ratio. You have to use the data provided in the excel file named
“Coronavirus cases.” Also, you can refer to your own experience in this
area).

There were an estimated 633,000 people with COVID-19 in the community in England in
the week ending 21 November and prevalence remains high throughout much of the
country. The introduction of tiers in October was associated with a slowing of infections in
many areas and a reduction in some, but overall growth in cases and hospital admissions
remained positive and it was necessary to move to national restrictions on 5 November to
ensure that growth was reversed, and prevalence started to fall nationwide. The
introduction of a new, strengthened tier system is designed to keep R below 1 so that
prevalence continues to fall, the significant impacts of the virus are reduced, and so that,
ultimately, fewer restrictions are required.

Region name Number of

deaths
North West 1,950
Yorkshire and the Humber 1,350
North East 711
East 1,172
West Midlands 1,317
East Midlands 1,099
South East 1,616
London 1,112
South West 1,168
 b. impact on the economy in the UK (Hints: You should show a bar chart
for the monthly unemployment figures in 2021. You have to use the data
provided in the excel file named “Unemployment Data”. (You can refer to
your own experience).

The economic impact of the global COVID-19 pandemic on the United Kingdom has been
largely disruptive. It has adversely affected travel, financial markets, employment, a
number of industries, and shipping.

The COVID-19 pandemic has shown how vulnerabilities in health systems can have
profound implications for health, economic progress, trust in governments, and social
cohesion. (OECD, 2021)

The decline was, however, much less severe than during the first
lockdown, as consumers and businesses had adapted over the previous
year. A strong recovery in spring 2021 led to a rebound in GDP, although
growth slowed in the summer and autumn. As of October 2021, GDP was
still 0.5% lower than before the pandemic.(Harari, Keep and Brien, 2022)

c. impact on social life (Hints: You should insert a relevant picture here.
Also, you can refer your own experience).

The introduction of tiers will have an impact on everybody’s lives as a result of reduced
mobility and socialising due to the restrictions in place. People will not be able to
undertake all the activities they ordinarily would, such as meeting friends and family and
other recreation activities.
 The coronavirus pandemic has impacted the economy in many ways.
From lockdown restrictions shutting down many businesses to limits on
mobility, the economic impact has been severe.
In October 2021, Skills for Care published its latest ‘state of the adult social care sector
and workforce in England’. The report was based on information collected in
September/October 2021 so well into the Covid-19 pandemic. The report’s findings,
specifically linked to social workers, can be found in the connected publication The
workforce employed by adult services departments in England. This found (reference table
T9):

 Councils employed 15,655 social workers (permanent and

temporary) in adults’ services as of September 2021. This was 1.5%
less from the previous year. The number of social work jobs in local
authorities also fell from 17,455 to 17,280 over the same period.
 The vacancy rate for adult social workers increased for the first time
in six years, from 7.5% to 9.5%.
 Staff turnover went from 13.6% to 15%, as 2,355 people left their
roles in 2020-21, compared with 2,155 the previous year.

Task 2:

(Hints: Add a screenshot of the Excel sheet. Insert it in your MS Word file. You
need to use the excel file named "Task 2" and complete the exercises in it. Based
on the exercise, fill up the excel chart to identify your skill gaps).
Task 3:

(Hints: Add screenshot of the PowerPoint. Insert it in your MS word file. Create a
PowerPoint presentation through which you evaluate online learning (Pros and
Cons).
Conclusion:
(Hints: You need to provide a summary of your essay and explain your own
opinion).

References:

(Hints: Add 10-12 reference. Follow Harvard Referencing Style)

References: (Task 1 2 3)

‘COVID-19 pandemic in the United Kingdom’ (2022) Wikipedia. Available at:

https://en.wikipedia.org/w/index.php?title=COVID-
19_pandemic_in_the_United_Kingdom&oldid=1086568165 (Accessed: 11 May 2022).

Harari, D., Keep, M. and Brien, P. (2021) ‘Coronavirus: Economic impact’. Available at:
https://commonslibrary.parliament.uk/research-briefings/cbp-8866/ (Accessed: 10 May
2022).

Harari, D., Keep, M. and Brien, P. (2022) ‘Coronavirus: Economic impact’. Available at:
https://commonslibrary.parliament.uk/research-briefings/cbp-8866/ (Accessed: 11 May
2022).

HM Government (2021) ‘Analysis of the health, economic and social effects of COVID-19
and the approach to tiering’.

Moon, J.A. (1999) Learning Journals: A Handbook for Reflective Practice and Professional
Development, Routledge & CRC Press. Available at: https://www.routledge.com/Learning-
Journals-A-Handbook-for-Reflective-Practice-and-Professional-Development/Moon-Moon/p/
book/9780415403757 (Accessed: 24 April 2022).

OECD (2021) The impact of COVID-19 on health and health systems . Available at:
https://www.oecd.org/health/covid-19.htm?msclkid=a5a570e6d10911ec8e959cfb14a7d82d
(Accessed: 11 May 2022).

ONS (2022) Deaths registered weekly in England and Wales, provisional: week ending 21
January 2022. Available at:
https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/
deaths/bulletins/deathsregisteredweeklyinenglandandwalesprovisional/
weekending21january2022?msclkid=d1c46f4fd10611ecb5b6a45d534e58ce (Accessed: 11
May 2022).

Ritchie, H. et al. (2020) ‘Coronavirus Pandemic (COVID-19)’, Our World in Data [Preprint].
Available at: https://ourworldindata.org/coronavirus (Accessed: 11 May 2022).

The Economic Times (2022) What is E-learning? Definition of E-learning, E-learning

Meaning, The Economic Times. Available at:
https://economictimes.indiatimes.com/definition/e-learning (Accessed: 10 May 2022).

WHO, R. (2021) Impact of COVID-19 on people’s livelihoods, their health and our food
systems. Available at: https://www.who.int/news/item/13-10-2020-impact-of-covid-19-on-
people's-livelihoods-their-health-and-our-food-systems (Accessed: 10 May 2022).

Zaman, R. and Thierry (2021) ‘SIMULATING THE SPREAD OF COVID-19: A CASE STUDY ON
WUHAN’.