Btec

In: Business and Management

Submitted By evanias
Words 976
Pages 4
Task 2 – Criteria covered for P2

Capital Income -

Capital income is an increase in value of capital assets employed in a business that would make it more expensive than the original price itself. For example, a woman bought a diamond that cost $3000, the next year, she decided to sell it for $4000 to a friend, the $1000 difference is called the capital income.

There is also capital loss in a business, it occurs when there is a decrease of value in the capital assets, where the selling price will be lower than the original price itself. For example, a man bought a $200 phone, the next year, he decided to sell it for $100. The $100 difference is called the capital loss.

The capital income could be a short term or long term. A short term capital income is an asset held in a business for exactly a year or less while a long term capital income is held for more than a year and they all must be claimed on income taxes. For example, I bought a limited edition car for $10000. After 5 years, average selling price of this car increases to $15000 in the market due to increasing demand. So I decided to sell it after 5 years. I am not required to pay any taxes charged on the increase of value, but I only have to pay a tax on the long term capital income.

Revenue income –

Revenue income also known as REVs is the amount of money a company receives over a period of time, you can know the revenue income by knowing the selling price and quantity sold. For example, I sold 10 handbags in a day, each of them cost $100. Total revenue income is 10 times $100, which is $1000.

Revenue is known as “top line” in accounting, because it is displayed first line on a company’s income statement. By subtracting the expenses from the revenue, you can the profit that the company makes.

There are two different ways to calculate the revenue income in a business.
There is…...

Similar Documents

Btec

...BTEC National Diploma in Business Assignment Brief Unit: 9 CREATIVE PRODUCT PROMOTIONS P2 Version 2 The role of promotion within the marketing for coca cola Clarawiniferd Mesode ( IBSIA) Due date: 31 November 2011 TABLE OF CONTENT PAGES Introduction 3 P2 4/15 Introduction Task 2 p2 was to describe the brand image and how this image is supported through the promotional campaign for one of the company I chose at p1 and I chose Coca cola business or company and we also had to describe the role of promotion within the marketing mix of the promotional mix of the campaign I selected. This was quite an interesting assignment to do and was not difficult as I imagine it to be. Task 2 Promotional objectives * Raising awareness of product. Coca cola raised awareness with the company profile by going all green and also helps increase it sells and more awareness fort his company and its products. * Creating distinctive market presence Global Footprint is a good example of that when it comes to international presence; Coca-Cola easily trumps its rival Pepsi. Coca-Cola's larger global footprint exposes it more too international economic forces, particularly in the developing world. While this led to strong growth through much of the decade, weakness in emerging market economies could easily slow this momentum. Furthermore, because Coke......

Words: 2686 - Pages: 11

D2 Mr Grinrod Btec Business

...However a test might be reliable without it being valid. For example, let's say you go to class and your teacher says that he or she has learned that the weight of your head determines the likelihood of you getting cancer. So, each day at the beginning of class the teacher weighs everybody's head on a scale. This continues for one week. Across each day of the week, the weight of your head is going to remain approximately the same; thus we can conclude that the test is reliable. This sourced from the btec business book. Define validity Validity asks whether the research measured what it intended to. Validity implies reliability: a valid measure must be reliable. But reliability does not necessarily imply validity: a reliable measure need not be valid. Validity is usually considered more important than reliability because if an instrument doesn't accurately measure what if it is supposed to; there is no reason to use it if it measures reliably This sourced from the btec business book. It is very important that my company have valid research so we can have the right aims and objectives in regards to my product of gluten free chocolate bar. The cost of my bar is also very important as the research I have done would tell me what price I should price the chocolate bar at. The research has to be very reliable to tell me how many people who are going to be interested in my chocolate bar. In my market research I would expect Starbucks to spend a lot of money to ensure......

Words: 475 - Pages: 2

Btec Level 2 Medium Merit

...equivalent to A-level, BTEC National Diploma or NVQ Level 3 standard. Scotland[edit] National Certificate courses in Scotland are a one-year course offered by Technical Colleges. They are typically used to progress on to a Higher National Certificate or similar degree course, although a National Certificate is still a recognised qualification on its own. [1] Africa[edit] Mauritius[edit] Main article: National Certificate (Mauritius) In Mauritius, the National Certificate is a vocational qualification, with a level mapped to the National Qualifications Framework (NQF). References[edit] 1. Jump up ^ SCQF (Scottish Credit and Qualifications Framework) - Kilmarnock College See also[edit] * Education in the Republic of Ireland * Education in Scotland [hide] * v * t * eNational Qualifications Framework in England and Wales and Northern Ireland | | For higher levels, compare with the FHEQ system. | | Level 8 | City & Guilds Fellowship, | | Level 7 | City & Guilds Membership, National Diploma*, BTEC Advanced Professional Diploma*, Level 5 NVQ | | Level 6 | City & Guilds Associateship, City & Guilds Graduateship, NEBOSH National Diploma, National Diploma*, BTEC Advanced Professional Diploma*, Level 5 NVQ | | Level 5 | Higher National Diploma, Higher National Certificate, Level 4 NVQ | | Level 4 | City & Guilds Licentiateship, Level 4 NVQ | | Level 3 | BTEC Extended Diploma, BTEC National......

Words: 687 - Pages: 3

Btec Level 2 Unit 1

... St Cuthbert Mayne COURSE: BTEC Extended Diploma in Business (QCF) COHORT: 2014 - 2016 UNIT: 1 – The Business Environment (10 Credits) ASSIGNMENT 1 – Two Businesses on our Doorstep Learner Outcomes: 1. Know the range of different businesses and their ownership 2. Understand how businesses are organised to achieve their purposes Scenario: You work as a junior journalist for the local newspaper which is planning to run a feature article on local businesses Task: 1. Learners must describe (P1) the type of business, purpose and ownership of two contrasting businesses 2. Learners must describe (P2), explain (M1) the different stakeholders who influence the purpose of two contrasting businesses 3. Learners must describe (P3) how two businesses are organised 4. Learners must explain (P4) how their style of organisation helps them to fulfil their purpose 5. Learners evaluate (D1) the influence different stakeholders exert in one organisation TIP – Include the following: Range of different businesses Local, National, International, Global, Public, Private Not for profit/voluntary Sectors of business activity (primary, secondary, tertiary) Business purposes Supply of products or services, Difference between profit and not-for profit organisations Ownership Public, private & voluntary sectors Types of ownership (sole trader, partnerships, private and public limited companies, government agencies, worker cooperatives, charitable trusts) Main...

Words: 964 - Pages: 4

Btec

...Unit 1 The business environment BTEC National Business Stretch and support E1 Views of different stakeholders M1 requires learners to explain the points of view of different stakeholders seeking to influence the aims and objectives of two contrasting organisations. In order to achieve M1 it is important that learners have a thorough understanding of the following points: • What are the aims and objectives of each organisation? • Who are the stakeholders for each organisation? • What does each stakeholder seek to achieve? • How will each stakeholder be able to achieve their own goals? By answering each of these questions learners will be able to focus on how and why stakeholders will try to influence the aims and objectives of each organisation. Provide an empty version of the table below for learners to complete by noting two objectives for each stakeholder in their chosen business. How many of them are the same and how many differ? For example, an objective for an employee in one business might be good working conditions, whilst in the other it might be higher wages. How will these stakeholder objectives influence the organisation’s objectives? Corner shop Stakeholder Manager Employees Customers Convenience: opening from early morning until late evening Range of products: needs to sell necessities, e.g. toilet paper Convenience: likely to be easily accessible to local customers Range of products: needs to sell fashionable goods and services Objective 1 Objective 2......

Words: 769 - Pages: 4

Btec

...Unit 4: Unit code: QCF Level 3: Credit value: Business Communication H/502/5413 BTEC National 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to show learners that the collection and management of business information, and the successful communication of that information throughout a business, is critical for the future prosperity of the organisation. Unit introduction A business needs accurate and relevant information from internal and external sources in order to operate profitably. Proper collection of data creates an environment where informed decisions can be taken for the benefit of the business. In order to manage information effectively, there must be good communication systems within the organisation. Staff must possess good verbal and written skills in order to communicate and share information Business information can be used to obtain competitive advantage and promote efficiency. Organisations generate information internally, recording details of products manufactured, purchased and sold, and their associated costs. Businesses use information to manage not only what is currently happening in the organisation but also to plan for the future and ensure their survival. Information is collected, stored, manipulated, analysed and reported to those who need to use it. People need to become skilled manipulators and users of information to ensure organisations become more efficient and succeed in achieving their stated purposes. Since......

Words: 3972 - Pages: 16

Btec P1 Coca-Cola

...used to market products in two organisations. Coca-Cola; - Product Development - Branding Based in America, Coca-Cola have been selling beverages for 125 years and to this day they now have more than 500 brands and 3,500 beverage products and sell 1.7 billion servings per day in over 200 countries. In 2010 they turned over $35,119 million. Its slogan is ‘Enjoy!’ http://www.thecocacolacompany.com/ourcompany/ar/pdf/TCCC_2010_Annual_Review.pdf Product Development as a marketing technique is where a business develops a new product to sell to existing customers. Such as, if a customer buys a Playstation game and then buys the expansion pack that offers more content this would be an example of product development. - Business Studies BTEC Book Level 3 – (Bevan, Coupland-Smith, Dransfield, Goymer, Richards) 2010 Coca-Cola do this by expanding their beverage portfolio, producing products like, Fanta, Sprite, Powerade and more recently Minute Maid Juices. Also by aiming existing products to a new target market, for example Coke Zero and Diet Coke. Diet Coke is targeted at and marketed to a female audience. In the advertisements for Diet Coke they feature attractive men looking at the women drinking the product, this appeals to the female market because they can still enjoy the taste of coke, minus the calories. Coca-Cola has introduced Coke Zero to appeal to male consumers, which has now been selling for 5 years. Although the product is almost exactly the same, they......

Words: 327 - Pages: 2

Btec Business Level 3

...BTEC Level 3 in Business – Unit 1 – The Business Environment Context Think of a business as a ship on the high seas. The captain and crew of the ship are steering the ship on its journey but the ship is also affected by other influences such as the weather, tides and currents. The captain and crew have no control over these but they must be able to respond effectively to the intervention of events such as a storm in order for the ship to successfully complete its voyage. Just like a ship has to respond to the influences of its environment (the ocean) a business must also react to a number of factors that will be beyond its control. These can come from hugely varied sources, from the weather to a war on the other side of the world. The economy and government attempts to control it are more obvious influences on business activities but how each business will be affected are vastly different. During this unit you will investigate the differences in businesses; how they are run organised and influenced. Why certain businesses are organised in different ways and which individuals and organisations are interested in the progress of different businesses. By the end of this unit you should understand: • The range of different businesses and their ownership. • How businesses are organised to achieve their purposes. • The impact of the economic environment on business. • How political, legal and social factors impact on a business. Scenario A bank......

Words: 944 - Pages: 4

Btec Business

...Assignment brief – QCF BTEC (Level 3)Assignment front sheet | Qualification | Unit number and title | BTEC Level 3 90 Credit Diploma in Business | Unit 2 Business Resources | Learner name | Assessor name | | Rasheed Adedokun, Michael Boadu | Date issued | Hand in deadline | Submitted on | 8.12.14 | 18.12.14 | | | | Assignment title | Business Resources ;- Assignment 2 | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | Criteria reference | To achieve the criteria the evidence must show that the learner is able to: | | Task no. | | Evidence | P5 | Interpret the contents of a trading and profit and loss account and balance sheet for a selected organisation | | 1 | | | P6 | Illustrate the use of budgets as a means of exercising financial control of a selected company | | 1 | | | P7 | Illustrate the financial state of a given business | | 2 | | | M3 | Interpret the contents of a trading and profit and loss account and balance sheet for a selected company explaining how accounting ratios can be used to monitor the financial performance of an organisation | | 2 | | | M4 | Analyse the reasons why costs need to be controlled to budget | | 1 | | | D2 | Evaluate the adequacy of accounting ratios as a means of monitoring the state of the business in a selected organisation. | | 2 | | | D3 | Evaluate the problems...

Words: 3189 - Pages: 13

Btec Assignment

...Assignment Front Sheet Qualification Unit Number and Title Pearson BTEC Level 5 HND Diploma Business Y-601-1259 / Unit 19 / Marketing Planning Student Name Student No. Assessor name TOM FARNSWORTH Date of Issue Completion date 16th February 2015 Assignment title Learning outcome 1 Be able to compile marketing audits 27th March 2015 Unit 19: Marketing Planning Assessment criteria In this assessment you will have the opportunity to present evidence that shows you are able to Task No. 1.1 Review changing perspectives in marketing planning Evaluate an organization’s capability for planning its future marketing activity Examine techniques for organizational auditing and for analysing external factors that affect marketing planning Carry out organizational auditing and analysis of external factors that affect marketing planning in a given situation Assess the main barriers to marketing planning Examine how organizations may overcome barriers to marketing planning Write a marketing plan for a product or a service Explain why marketing planning is essential in the strategic planning process for an organization Examine techniques for new product development 2 (b) 1.2 1.3 1.4 2 3 Understand the main barriers to marketing planning Be able to formulate a marketing plan for a product or service Submitted on 2.1 2.2 3.1 3.2 3.3 Evidence (Page no) 1 (b) 1...

Words: 5273 - Pages: 22

Business Btec Level 3

...aims are all needed as these businesses are restricted to how much money they are given by the government. --------------------------------- [ 1 ]. http://www.businessdictionary.com/definition/organizational-structure.html [ 2 ]. http://knowhownonprofit.org/organisation/orgdev/structure-and-culture/structure [ 3 ]. http://study.com/academy/lesson/matrix-organizational-structure-advantages-disadvantages-examples.html [ 4 ]. PDF – Chief Veterinarian – RSCPCA Victoria [ 5 ]. http://www.businessdictionary.com/definition/span-of-control.html [ 6 ]. www.businesscasestudies.co.uk [ 7 ]. http://businesscasestudies.co.uk/syngenta/developing-an-effective-organisational-structure/organisational-structure.html#axzz3oSWIuZpH [ 8 ]. Business BTEC Level 3 Book [ 9 ]. http://www.learnmarketing.net/smart.htm [ 10 ]. http://www.asdasupplier.com/about-us/about-asda [ 11 ]. PDF - http://www.rspca.org.uk/servlet/Satellite [ 12 ]. http://govolunteer.com.au/Organisation/Details/2159 [ 13 ]. http://www.rspca.org.uk/utilities/aboutus/mission [ 14 ]. http://businesscasestudies.co.uk/asda/meeting-stakeholder-needs-through-community-involvement/mission-purpose-and-values.html#axzz3pCl0xm3E...

Words: 2790 - Pages: 12

Btec Research Project

... Task 3.1 1. Formative Evaluations Formative assessment including diagnostic testing is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.[1] It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance.[2] It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability. http://en.wikipedia.org/wiki/Formative_assessment In task 2.2, we checked with the Project supervisor which is actually our BTEC course tutor. This is a form of Formative Evaluation. It was done at the six weeks of our ten week cycle project. The purpose of this is to find out is things in order before continue the project as plan. 2. Summative Evaluations Summative assessment (or summative evaluation) refers to the assessment of participants where the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes the participants development at a particular time. Summative assessment is widely taught in educational programs in the United States.[citation needed] Scriven claims that while all assessment techniques can be summative, only some are formative. ......

Words: 2760 - Pages: 12

Btec Research Project

... Task 3.1 1. Formative Evaluations Formative assessment including diagnostic testing is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.[1] It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance.[2] It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability. http://en.wikipedia.org/wiki/Formative_assessment In task 2.2, we checked with the Project supervisor which is actually our BTEC course tutor. This is a form of Formative Evaluation. It was done at the six weeks of our ten week cycle project. The purpose of this is to find out is things in order before continue the project as plan. 2. Summative Evaluations Summative assessment (or summative evaluation) refers to the assessment of participants where the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes the participants development at a particular time. Summative assessment is widely taught in educational programs in the United States.[citation needed] Scriven claims that while all assessment techniques can be summative, only some are formative. ......

Words: 2760 - Pages: 12

Btec Business Unit 10 D1

...BTEC BUSINESS LEVEL 3 | UNIT 10 | D1 (D1) Evaluate the effectiveness of the use of techniques in marketing products in one organisation  In this assignment I will evaluate how effective the techniques are when used for the new McDonalds products. Marketing techniques is a useful tool to market McDonald’s products; however their usefulness can be criticized. I will also discuss the validity and reliability of the data used to evaluate the effectiveness of the marketing techniques. Market Penetration McDonalds uses market penetration technique to market its products to existing target markets. The whole point is to sell more of the existing products to current market segments. McDonalds is a fast food outlet and provides goods at a very cheap price therefore its main target market is students and young professionals, McDonalds has used market penetration to encourage its market segment to buy more and has therefore introduced offers such as a free hamburger, cheeseburger or McFlurry with the purchase of an extra value meal. McDonalds also offers saver menu meals which come at a cheaper price and are offered to all customers. The advantage of this technique is that customers will buy McDonalds products more regularly and in bigger quantities, which will increase sales and therefore profit. The offers mentioned above will generate demand for the products and increase market share, however there are drawbacks to this type of marketing strategy. The disadvantage of such a......

Words: 1589 - Pages: 7

Btec Business

...| Marketing Techniques | Reference | Introduction to marketing | Assignment No | 1 of 4 | Hand out | 13/10/15 | Duration | 3 weeks | Hand in | 6/11/15 | | | | | | | | | Learner | | | | Course | BTEC Level 3 subsidiary Diploma in Business | | | Framework | QCF | Level | 3 | | | No: Unit | 3 introduction to marketing | | | Assessor(s) | Anna Price | | | Internal Verifier | | Dated | | | Filton campus | Lead IV | | Dated | | | 50519 | | | | | | Learning Outcomes | LO 1 | Know the role of marketing in organisations | Targeted grading criteria | | Met? | To achieve the criteria the evidence must show that the learner is able to: | Task number | P1 | | Describe how marketing techniques are used to market products in two organisations | 1 | P2 | | Describe the limitations and constraints of marketing | 1 | M1 | | Compare marketing techniques used in marketing products in two organisations | 1 | D1 | | Evaluate the effectiveness of the use of techniques in marketing products in one organisation | 1 | | Task Sheet Vocational scenario You are applying for a job as a marketing assistant at a local marketing agency. As part of the recruitment process, you have to demonstrate how well you can evaluate the marketing techniques used in organisations, using two of the firm’s client organisations as examples. You have been asked to present your findings in a report. Choose one organisation from each of...

Words: 1028 - Pages: 5