(eBook PDF) BTEC Level 2 Technical Certificate

Adult Care pdf download

https://ebooksecure.com/product/ebook-pdf-btec-level-2-technical-
certificate-adult-care/

Download more ebook from https://ebooksecure.com

We believe these products will be a great fit for you. Click
the link to download now, or visit ebooksecure.com
to discover even more!

(eBook PDF) Edexcel A Level Further Mathematics Core

Year 2

http://ebooksecure.com/product/ebook-pdf-edexcel-a-level-further-
mathematics-core-year-2/

(eBook PDF) AQA A Level Chemistry (Year 1 and Year 2)

http://ebooksecure.com/product/ebook-pdf-aqa-a-level-chemistry-
year-1-and-year-2/

(eBook PDF) 2019 SCHWESER KAPLAN CFA LEVEL 2 STUDY

NOTES 1-5

http://ebooksecure.com/product/ebook-pdf-2019-schweser-kaplan-
cfa-level-2-study-notes-1-5/

(eBook PDF) BTEC Nationals Business Student Book 1

http://ebooksecure.com/product/ebook-pdf-btec-nationals-business-
student-book-1/
(eBook PDF) Routledge Course In Modern Mandarin Chinese
Level 2 (Simplified) (Volume 1)

http://ebooksecure.com/product/ebook-pdf-routledge-course-in-
modern-mandarin-chinese-level-2-simplified-volume-1/

(eBook PDF)Edexcel AS and A level Mathematics Pure

Mathematics Year 2 Practice Workbook

http://ebooksecure.com/product/ebook-pdfedexcel-as-and-a-level-
mathematics-pure-mathematics-year-2-practice-workbook/

Pearson Edexcel International A Level Economics Student

Book 2 1st Edition Tracey Joad - eBook PDF

https://ebooksecure.com/download/pearson-edexcel-international-a-
level-economics-student-book-2-ebook-pdf/

(eBook PDF) Translational Medicine in CNS Drug

Development, Volume 29

http://ebooksecure.com/product/ebook-pdf-translational-medicine-
in-cns-drug-development-volume-29/

Progress in Heterocyclic Chemistry Volume 29 1st

Edition - eBook PDF

https://ebooksecure.com/download/progress-in-heterocyclic-
chemistry-ebook-pdf/
 BTEC Level 2 Technical Certificate Adult Care Learner Handbook
BTEC Level 2 Technical Certificate BTEC Level 2 Technical Certificate

Adult Care Adult Care

Learner Handbook Learner Handbook
Support for your BTEC Level 2 Technical Certificate in Support for your assessment
Adult Care
Special features help you understand
what you will need to know and
This handbook is the ideal course companion. It
demonstrate to be successful in your
contains support for all the units in your Certificate
assessments.
and will enable you to:

• understand the importance of the six ‘Cs’: care, Building your technical skills
compassion, courage, communication, competence Work-related tasks and activities
and commitment throughout give you the opportunity
• develop the attributes and behaviours you need to to practise a range of technical and
support users of service in adult care settings professional skills.
• explore in detail key areas such as health, safety
and safeguarding Linking learning with the workplace
• learn and practise a broad range of skills including ‘Work focus’ page at the end of each
effective communication and reflective practice unit helps you develop the skills and
techniques. behaviours employers look for and
provides handy pointers to support
progress in your chosen career.

ActiveBook
This book includes access to a
digital ActiveBook version, ideal for
personalising your learning and
perfect for revision.

www.pearsonschoolsandfe.co.uk line digital

on
[email protected]
ed
n
ludes a

itio
n
inc

CVR_ADUL_HB_BTEC_7845_CVR.indd 1 12/09/2017 09:09

 BTEC Level 2 Technical Certificate

Adult Care
Learner Handbook

Carolyn Aldworth
Marilyn Billingham
Colette Burgess
Nicola Matthews

A01_BTEC_L2T_AC_SB_7845_PRE.indd 1 22/11/2017 10:35

 Published by Pearson Education Limited, 80 Strand, London, WC2R 0RL.
www.pearsonschoolsandfecolleges.co.uk
Copies of official specifications for all Pearson qualifications may be found on the website:
qualifications.pearson.com
Text © Pearson Education Ltd 2018
Typeset by Phoenix Photosetting, Chatham, Kent, UK
Original illustrations © Pearson Education Ltd 2018
Picture research by Aptara
Cover photo/illustration © Audrius Merfeldas, Dmitry Zimin, Green Apple, Naihei, Roman Sigaev,
Simonidadj/Shutterstock.com
The rights of Carolyn Aldworth, Marilyn Billingham, Colette Burgess and Nicola Matthews to be identified
as authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.

First published 2018

21 20 19 18
10 9 8 7 6 5 4 3 2 1
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN 978 1 292 19784 5 (Print)
ISBN 978 1 292 19773 9 (PDF)
Copyright notice
All rights reserved. No part of this publication may be reproduced in any form or by any means (including
photocopying or storing it in any medium by electronic means and whether or not transiently or
incidentally to some other use of this publication) without the written permission of the copyright owner,
except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the
terms of a licence issued by the Copyright Licensing Agency, Barnards Inn, 86 Fetter Lane, London
EC4A 1EN (www.cla.co.uk). Applications for the copyright owner’s written permission should be addressed
to the publisher.
Printed in Slovakia by Neografia
Acknowledgements
The authors and publisher would like to thank the following individuals and organisations for permission
to reproduce copyright material:
Photographs
(Key: b-bottom; c-centre; l-left; r-right; t-top)
123RF: Graham Oliver 002, Hongqi Zhang 016t, Noriko Cooper 17t, Auremar 17c, Alexander Raths 058,
Ammentorp 060, Pasiphae 063, Katarzyna Bialasiewicz 064, 065, 072, 110, Cathy Yeulet 098, Richardpinder
113, Famveldman 123br, Pasiphae 130, Ljupco 131, Kacso Sandor 139, Michael Simons 143tl, T.W. Van
Urk 143tr, Narongrit Dantragoon 151, Tyler Olson 152t;
Alamy Stock
UrbanImages 112b, PhotosIndia.com LLC 123cr, Paula Solloway 123bl,Photo: BsipImages
Disability Sa 086,128,
67photo 106,
Science
History Images 149, Westend61 GmbH 157, Phanie 164;
Prezant 074t; Pearson Education Ltd.: Getty Images: Dorling Kindersley 006, Steve
165, Jules Selmes 090; Photodisc, Inc.: MindStudio 029, Gareth Boden 042, Lord and Leverett 088, 159,
EdBockStock 016b, Photographee.eu 017b, Richard
008;123t, Smith:
Monkey 027; Shutterstock:
Business Graphbottles
Images 018, Alexander 007,
Raths 019, Filipe
B. Varela 043, Syda Productions 068, DGLimages 069, P Maxwell Photography 073, Belushi 079, Lighthunter
081, Rawpixel.com 091, Brian A. Jackson 094, Ocskay Mark 102, MichaelTaylor 111, Polkadot_Photo 112t,
Luxorphoto 123cl, Olesia Bilkei 136, Miriam Doerr Martin Frommherz 143br, A and N photography 143bl,
Ifong 153b, Andrei_R 167
All other images © Pearson Education
Websites
Pearson Education Limited is not responsible for the content of any external internet sites. It is essential
for tutors to preview each website before using it in class so as to ensure that the URL is still accurate,
relevant and appropriate. We suggest that tutors bookmark useful websites and consider enabling
students to access them through the school/college intranet.
Notes from the publisher
1.
In order to ensure that this resource offers high-quality support for the associated Pearson qualification,
it has been through a review process by the awarding body. This process confirms that this resource fully
covers the teaching and learning content of the specification or part of a specification at which it is aimed.
It also confirms that it demonstrates an appropriate balance between the development of subject skills,
knowledge and understanding, in addition to preparation for assessment.
Endorsement does not cover any guidance on assessment activities or processes (e.g. practice questions
or advice on how to answer assessment questions), included in the resource nor does it prescribe any
particular approach to the teaching or delivery of a related course.
While the publishers have made every attempt to ensure that advice on the qualification and its
assessment is accurate, the official specification and associated assessment guidance materials are the
only authoritative source of information and should always be referred to for definitive guidance.
Pearson examiners have not contributed to any sections in this resource relevant to examination papers
for which they have responsibility.
Examiners will not use endorsed resources as a source of material for any assessment set by Pearson.
Endorsement of a resource does not mean that the resource is required to achieve this Pearson
qualification, nor does it mean that it is the only suitable material available to support the qualification,
and any resource lists produced by the awarding body shall include this and other appropriate resources.
2.
Pearson has robust editorial processes, including answer and fact checks, to ensure the accuracy of the
content in this publication, and every effort is made to ensure this publication is free of errors. We are,
however, only human, and occasionally errors do occur. Pearson is not liable for any misunderstandings
that arise as a result of errors in this publication, but it is our priority to ensure that the content is
accurate. If you spot an error, please do contact us at [email protected] so we can make
sure it is corrected.

A01_BTEC_L2T_AC_SB_7845_PRE.indd 2 22/11/2017 10:35

 Contents

How to use this book IV

1 Principles and Practices of Working in Adult Care Settings

Marilyn Billingham 2

2 Communicate and Handle Information in Adult Care Settings

Nicola Matthews 58

3 Contribute to Health, Safety and Safeguarding in

Adult Care Settings Colette Burgess 98

4 Develop Professional Practice Skills for Work in

Adult Care Settings Carolyn Aldworth 136

Answers 171

Glossary 175

Index 179

III

A01_BTEC_L2T_AC_SB_7845_PRE.indd 3 22/11/2017 10:35

 How to use this book

This handbook is designed to support you in developing the skills and

knowledge to succeed in your BTEC Level 2 Technical course. It will help you
to feel confident in taking the next step and be ready for your dream job.
The skills you will develop during the course include practical skills that
you’ll need in your chosen occupation, as well as a range of ‘transferable’
skills and behaviours that will be useful for your own personal
development, whatever you do in life.
Your learning can be seen as a journey which moves through four phases.

Phase 1 Phase 2 Phase 3 Phase 4

You are introduced You explore the You apply your You reflect on your
to a topic or topic or concept knowledge and learning, evaluate
concept; you start through different skills to a practical your efforts,
to develop an methods (e.g. task designed to identify gaps in
awareness of what watching or demonstrate your your knowledge
learning and skills listening to a tutor understanding and look for ways
are required. or a professional and skills. to improve.
at work, research,
questioning,
analysis, critical
evaluation) and
form your own
understanding.

During each phase, you will use different learning strategies. As you go
through your course, these strategies will combine to help you secure the
essential knowledge and skills.
This handbook has been written using similar learning principles, strategies
and tools. It has been designed to support your learning journey, to give
you control over your own learning and to equip you with the knowledge,
understanding and tools to be successful in your future career or studies.

Getting to know the features

In this handbook, you’ll find lots of different features. They are there to
help you learn about the topics in your course in different ways and to help
you monitor and check your progress. Together these features help you:
• build your knowledge and technical skills
• understand how to succeed in your assessment
• link your learning to the workplace.
In addition, each individual feature has a specific purpose, designed to
support important learning strategies. For example, some features will:
• get you to question assumptions around what you are learning
• make you think beyond what you are reading about
• help you make connections across your learning and across units
• draw comparisons between the theory you are learning about and
realistic workplace environments
• help you develop some of the important skills you will need for the
workplace, including planning and completing tasks, working with
others, effective communication, adaptability and problem solving.
iV

A02_BTEC_L2T_AC_SB_7845_How_To_Use.indd 4 21/11/2017 10:08

 HOW TO USE THiS BOOK

Features to build your knowledge and technical skills

Key terms
Terms highlighted LIKE THIS , are ‘Key terms’. It is important that you
know what they mean because they relate directly to your chosen subject.
The first time they appear in the book, they will be explained. If you see
a highlighted Key term again after that and can’t quite remember its
definition, look in the Glossary towards the end of the book – they are
all listed there! Note that these key terms are used and explained in the
context of your specialist subject or the topic in which they appear, and are
not necessarily the same definitions you would find in a dictionary.
Practise
These work-related tasks or activities will allow you to practise some of
the technical or professional skills relating to the main content covered in
each unit.

Practise

Read the health and safety policy for your care setting. What are your
responsibilities if:
• the entrance area in your workplace hall is wet and slippery?
• a shelf is insecure and could fall down?
• the electric kettle seems faulty?

Skills and knowledge check

Regular ‘Skills and knowledge check’ boxes will help you to keep on track
with the knowledge and skills requirements for a unit. They will remind you
to go back and refresh your knowledge if you haven’t quite understood
what you need to know or demonstrate. Tick off each one when you are
confident you’ve nailed it.

Skills and knowledge check

I can be caring and compassionate.
I can wash my hands properly.
I can respond to a fire emergency.
I can report changes in a user of services’ condition.

I know how cognitive impairment can make an individual more vulnerable

to harm.
I know about the different agencies that protect vulnerable people
from harm.
I know about failings in adult care services and the improvement plans
in place.
I know what is expected of me in my job role as an adult care worker.

What if…?
Employers need to know that you are responsible and that you understand
the importance of what you are learning. These ‘What if…?’ scenarios will
help you to understand the real links between theory and what happens in
the workplace.
V

A02_BTEC_L2T_AC_SB_7845_How_To_Use.indd 5 21/11/2017 10:08

 B T E C L E V E L 2 T E C H N i C A L C E R T i F i C AT E A D U LT C A R E

What if…?

Nicki has been living in a small group residential care setting for
individuals with mental ill health. She is on medication that controls her
mood swings and is making good progress. She now takes responsibility for
most routine day-to-day activities independently. Soon she will be moving
into her own accommodation and wants to get a job. There is to be a care
planning meeting to discuss support for this transition.
1 Name two health or care workers who might be at the care
planning meeting.
2 Which care worker might help Nicki in her applications for work?
3 Describe the steps that the care team should take to update Nicki’s
care plan.
Link it up

For more on
communication Link it up
barriers relating to Although your BTEC Level 2 Technical is made up of several units, common
the environment themes are explored from different perspectives across the whole of your
and what you could course. Everything you learn and do during your course will help you in
do to remove them, your final assessment. This kind of assessment is called ‘synoptic’. It means
see B2 later in that you have the opportunity to apply all the knowledge and skills from
this unit.
the course to a practical, realistic work situation or task.
The ‘Link it up’ features show where information overlaps between units or
within the same unit, helping you to see where key points might support
your final assessment or help you gain a deeper understanding of a topic.
Step-by-step
This practical feature gives step-by-step descriptions of processes or tasks,
and might include a photo or artwork to illustrate each step. This will help
you to understand the key stages in the process and help you to practise
the process or technique yourself.

Checklist
These lists present information in a way that is helpful, practical and
interactive. You can check off the items listed to ensure you think about each
one individually, as well as how they relate to the topic as a collective list.

Features connected to your assessment

Your course is made up of several units. There are two different types
of unit:
• externally assessed
• internally assessed.
The features that support you in preparing for assessment are below. But
first, what is the difference between these two different types of unit?
Externally assessed units
These units give you the opportunity to present what you have learned
in the unit in a different way. They can be challenging, but will really give
you the opportunity to demonstrate your knowledge and understanding,
or your skills, in a direct way. For these units you will complete a task, set
by Pearson, in controlled conditions. This could take the form of an exam
or onscreen test, or it could be another type of task. You may have the
opportunity to research and prepare notes around a topic in advance,
which can be used when completing the assessment.

Vi

A02_BTEC_L2T_AC_SB_7845_How_To_Use.indd 6 21/11/2017 10:08

 HOW TO USE THiS BOOK

Internally assessed units

Internally assessed units involve you completing a series of assignments or
tasks, set and marked by your tutor. The assignments you complete could
allow you to demonstrate your learning in a number of different ways,
such as a report, a presentation, a video recording or observation
statements of you completing a practical task. Whatever the method, you
will need to make sure you have clear evidence of what you have achieved
and how you did it.
Ready for assessment
You will find these features in units that are internally assessed. They
include suggestions about what you could practise, or focus on, to complete
the assignment for the unit. They also explain how to gather evidence for
assessment from the workplace or from other tasks you have completed.

Ready for assessment

To do well in this unit you need to complete the Placement Experience

Assessment Workbook. This booklet is set out so that you can complete
communication tasks and have them signed off.
Make sure that you can:
• identify communication barriers and opportunities to reduce them
• recognise and use alternative forms of communication
• demonstrate that you can handle information confidentially and in line
with the policies of your care setting.
By reflecting on your experiences while you are on placement, you should
find that your understanding of why you are doing what you are doing
increases. This will help you and your users of services to have a more
effective professional relationship.
It is important that you think about how to make your communication more
effective, because communication is the basis of practical care.
Make sure that you reflect on your practice fully, examining the things that
went badly as well as the things that went well. By discussing the things
that did not go so well with more experienced staff on your placement, you
may learn some tips to help you improve your practice. This should help you
fill in form TC-AC 1 in your Placement Experience Assessment Workbook.
You may also like to include a short written piece explaining how you have
supported a user of services through a planned activity. Take time to think
about how you think this went.
Don’t forget to include evidence in your booklet, such as:
• plans • designs • notes • conversations.
The key things are to plan, to support the user of services and to reflect on
what happened.

Assessment practice
These features include questions similar to the ones you’ll find in your
external assessment, so you can get some experience answering them. Each
one relates to one or more Assessment Outcomes, as indicated in the top
right-hand corner of this feature box. Suggested answers are given at the
back of this book. Where Assessment practice features require you to carry
out your own research or give individual answers or opinions, however, no
answers are provided.

Vii

A02_BTEC_L2T_AC_SB_7845_How_To_Use.indd 7 21/11/2017 10:08

 B T E C L E V E L 2 T E C H N i C A L C E R T i F i C AT E A D U LT C A R E

Assessment practice AO1

You are working as a care assistant in a residential home for older people.
1 Identify two tasks that care assistants may be responsible for in this care
setting. (2 marks)
2 Describe the role of a care manager in this care setting. (2 marks)

Getting ready for assessment

This section will help you prepare for external assessment. It gives
information about what to expect in the final assessment, as well as
revision tips and practical advice on preparing for and sitting exams or a set
task. It provides a series of sample questions and answers that you might
find, including helpful feedback, or ‘verdicts’, on the answers and how they
could be improved.

Features that link your learning with the workplace

Each unit ends with a ‘Work focus’ section which links the learning from the
unit to particular skills and behaviours that are required in the workplace.
There are two parts in each Work focus section:
1. Hands on – gives suggestions for tasks you could practise to develop the
technical or professional skills you’ll need on the job.
2. Ready for work? – supports you in developing the all-important
transferable skills and behaviours that employers are looking for, such
as adaptability, problem solving, communication or teamwork. It will
give you pointers for showcasing your skills to a potential employer.

HANDS N
There are some skills linked to this unit that Responding to changes in users of services’
you need to develop to become an effective conditions.
adult care worker. You need to be able to work Showing that I can support individuals in a
with others confidently, prepare for work and person-centred way.
show good thinking skills, as well as being
adaptable and able to manage information Passing on information.
effectively. Behaving in a way that shows that I care.
1 Tick the boxes that you feel confident about Showing that I can help to keep the
in your work placement, then give one workplace safe.
example for each.
Making sure that the workplace knew that I 2 Are there any that you are not so confident
was safe to be with vulnerable people. about? Put a cross next to these ones.

Noticing hazards and reporting them. 3 Who can help you to develop the skills you
are less confident about? Make a note.
Following procedures and instructions.

Viii

A02_BTEC_L2T_AC_SB_7845_How_To_Use.indd 8 21/11/2017 10:08

 HOW TO USE THIS BOOK

Ready for work?

D avid is 19 years old, and has just Ron tells David that Julie comes into his home
completed the Care Certificate. He is and hardly talks to him. She charges her phone
quite new to his job role as a DOMICILIARY without asking and talks to her friends. Ron also
care worker, supporting individuals in their says that Julie talks him out of having a shower
own homes. and often goes outside and has a cigarette, then
fills in the daily record and leaves. Ron says that
David is going to visit Ron, who is in his eighties she doesn’t do what is stated in his daily record.
and is recovering from a fractured hip. Ron’s
main care worker, Julie, is off sick. David listens to what Ron has to say and assures
him that he is doing the right thing by telling
David introduces himself and asks permission him and he will need to speak to his supervisor.
to help Ron to get out of bed and shower. David
makes sure that he gives Ron privacy when When David leaves, he notices a pile of cigarette
he uses the toilet, and encourages him to do ends on the ground and rings his supervisor.
as much as possible for himself, as well as to He also writes an account of what Ron has said
choose the clothes he wants to wear. David while it is fresh in his mind.
thinks about how he would feel if he were in 1 Which of the six ‘Cs’ did David
Ron’s position and understands that it must be demonstrate? Can you explain how?
embarrassing.
2 How did David promote person-centred
They have a good chat while David helps Ron. values?
David listens and is really interested in Ron’s 3 What would you have done if you were in
life. Ron says that he really enjoyed David’s David’s situation?
company.
4 Role play the scenario with a partner. You
As David is getting ready to leave, Ron asks could each have a turn at being David.
David if he could be his regular care worker.

ix

A02_BTEC_L2T_AC_SB_7845_How_To_Use.indd 9 21/11/2017 10:08

 This page is intentionally left blank.

Z03_BTEC_L2T_AC_SB_7845_INDEX.indd 184 21/11/2017 07:40

 Principles and Practices
1 of Working in Adult Care
Settings

Try to imagine that you needed help with everyday activities such
as getting dressed in the morning, having a shower or going to the
shops. How would this make you feel? What help might you need to
ensure that life was good?
In this unit you will learn about the work of a wide range of health
and care professionals that support individuals who need help with
tasks just like this. You will also learn what it means to provide care
to the highest standard, and what to do if you see that those high
standards are not being met.
With this knowledge, you will be able to move ahead confidently to
ensure that your users of services receive the professional support
that they deserve.

M01_BTEC_L2T_AC_SB_7845_U01.indd 2 21/11/2017 10:24

 U N I T 1 P R I N C I P L E S A N D P R A C T I C E S O F W O R K I N G I N A D U LT C A R E S E T T I N G S

How will I be assessed?

This unit is assessed externally using an onscreen test. The test contains
different types of questions, and is set and marked by Pearson.
When you take the test, you will need to show that you understand and
can describe the roles and responsibilities of adult care workers and a wide
range of other professionals who work in the health and care services. You
will also need to show that you understand the principles and values that
underpin their professional practice. You will show that you understand
how relevant legislation – such as health and safety, food hygiene laws and
their linked regulations – govern and guide care practice. You will need
to explain how care for users of services is planned to ensure that it meets
their individual needs. Finally, you will need to be able to outline how your
own further training and professional development will help to make sure
that users of services receive high standards of care.

Assessment outcomes

AO1 Demonstrate knowledge of the principles and practices of working in adult

care settings
AO2 Demonstrate understanding of how adult care workers apply their personal
attributes and behaviours, their importance and the impact of these on the
lives of users of services
AO3 Analyse and evaluate codes of conduct, health and safety legislation, food
safety and hygiene legislation, and continuing professional development, and
how they impact positively and negatively on users of services
AO4 Make connections between a user of services’ experiences, outcomes and
care plan, and an adult care worker’s development as documented in their
professional development plan

What you will learn in this unit:

A Adult care workers’ roles and responsibilities in residential care, day care
and domiciliary care settings
B Duty of care in adult care settings
C Care planning in adult care settings
D Working professionally as an adult care worker

M01_BTEC_L2T_AC_SB_7845_U01.indd 3 21/11/2017 10:24

 A Adult care workers’ roles and
responsibilities in residential
care, day care and domiciliary
care settings

A1 Roles, tasks and responsibilities of adult

care managers, adult care assistants and
personal assistants
Providing a high standard of care for adults involves a lot of different skills
and knowledge – far more than one person could have on their own. In
adult care settings you will find a wide range of care worker roles, involving
different tasks and different responsibilities. Together, these workers help
adults who have difficulty carrying out everyday tasks and support them to
live well.

Link it up The care setting for this work could be:

• RESIDENTIAL – in a care home or facility where individuals live full time
For more • DAY CARE – where USERS OF SERVICES (people who use health and care
information on the services to help them carry out everyday tasks) spend the day, but go
different types of home in the evening
care settings, see • DOMICILIARY – in individuals’ own homes supported by staff who visit.
Table 4.1 in Unit 4,
A1. The basics of adult care are the same, whatever the setting. However, you will
eventually need to choose which type of care setting you want to work in.
In this section you will learn about the most important professionals who
contribute to adult care.

The main adult care workers in different care settings

The three key roles you will come across are:
1 adult care manager
2 adult care assistant
3 personal assistant.
Adult care managers
The role of an adult care manager has an important leadership element
in care settings. Adult care managers may manage residential or day care
services for older people, individuals with learning difficulties or individuals
with mental health difficulties. Care managers are responsible for:
• the day-to-day orderly running of the care setting
• appointing suitable staff
• managing staff teams
• managing the budget
• making sure that the quality of care meets the required standard.
Adult care managers are the ones who manage and monitor the care
assistants working in their care setting.
Adult care assistants
Practical care and support for individuals who have difficulties with
everyday activities is provided by adult care assistants. Care assistants work
in a wide range of settings, including residential and nursing homes, day
care settings, individuals’ homes and sheltered housing complexes. Their
4

M01_BTEC_L2T_AC_SB_7845_U01.indd 4 21/11/2017 10:24

 U N I T 1 P R I N C I P L E S A N D P R A C T I C E S O F W O R K I N G I N A D U LT C A R E S E T T I N G S

specific responsibilities will vary according to the care setting and the
individuals they care for, but often include:
• helping with personal care, such as washing, dressing, feeding and
using the toilet
• helping users of services stay MOBILE , which means that they can get
about in their everyday lives
• general household tasks such as cleaning, cooking, ironing and shopping
• writing and posting letters, using the phone, paying the bills and
completing forms
• LIAISING with other health and care professionals, which means
meeting or connecting with them in order to work together effectively.
Personal assistants
A personal assistant is normally directly employed by users of services. They
carry out many of the tasks of an adult care assistant, as agreed with the
individual to meet their needs. Personal assistants may live in their user of
services’ home or may be called on as and when they are needed. Like other
care workers, personal assistants contribute to CARE PLANS and records
by attending care plan meetings and discussing care needs with the user
of services and other individuals. A care plan is a written statement of the
ways in which an individual will be helped, supported and cared for. This is
a relatively new and expanding area of care support.

Assessment practice AO1

You are working as a care assistant in a residential home for older people.
1 Identify two tasks that care assistants may be responsible for in this care
setting. (2 marks)
2 Describe the role of a care manager in this care setting. (2 marks)

The main tasks of adult care workers

When it comes to adult care, we often talk about people having four
different types of needs (see Figure 1.1):
1 physical 3 social
2 intellectual 4 emotional.

Physical needs
Our most basic needs for food
and water, shelter, sleep and
keeping warm

Human
Emotional needs Social needs
needs
The need to feel The need to have
essential
secure, to be loved friends and
for our
and valued company
wellbeing

Intellectual needs
Our need for activities to keep the
brain active, such as interests and Figure 1.1: Our basic human
hobbies that involve thinking needs can be divided into
and planning physical, intellectual, social
and emotional

M01_BTEC_L2T_AC_SB_7845_U01.indd 5 21/11/2017 10:24

 B T E C L E V E L 2 T E C H N I C A L C E R T I F I C AT E A D U LT C A R E

As an adult care worker, you have a responsibility to help make sure all
the needs of your users of services are met, and that this is done to a high
standard. Here are some of the routine activities you will be involved in.
Monitoring health
Measuring and monitoring temperature, pulse rate and blood pressure
or observing changes in skin colour can tell you a great deal about
the health and wellbeing of your users of services. When you are
taking measurements, as far as possible, make sure that the individual
understands what you are doing and agrees to it (known as giving their
CONSENT ). You should always record, in writing, the results of health checks
you carry out on individuals in your care.
Assisting with eating and drinking
A good diet is vital for maintaining good health, but eating and drinking is
also a social activity. Your role is to make sure that meal times are pleasurable
and to help individuals be as independent as possible. This may include:
•• providing specially adapted cutlery and crockery for independent
eating and drinking
•• cutting up food so that it is easier to digest
•• making sure food is at the right temperature
•• providing a pleasant environment for meals
•• when necessary, feeding the user of services with a fork or a spoon.

Cutlery with thicker handles

can make it easier for
some individuals to feed
themselves

Assisting with mobility

MOBILITY is the ability to move around and take exercise whenever you
choose (or need to). It is important for staying healthy and also encourages
a sense of dignity and independence. There are many different types of
equipment that can help individuals stay mobile and carry on with their
daily lives, such as:
•• walking sticks and walking frames
•• wheelchairs
•• stair lifts
•• mobility scooters
•• handrails and ramps
•• simply lending an arm for support.
6

M01_BTEC_L2T_AC_SB_7845_U01.indd 6 21/11/2017 10:24

 U N I T 1 P R I N C I P L E S A N D P R A C T I C E S O F W O R K I N G I N A D U LT C A R E S E T T I N G S

All equipment, such as

this stair lift, needs to be
matched to the individual’s
needs and kept in good
working order

Individuals need to have the correct equipment for their needs: for
example, walking sticks need to be matched to an individual’s height.
Individuals also need to understand how to use the equipment in the right
way. For example, someone using a mobility scooter needs to know how
to drive it safely and confidently, and have arrangements for repairs and
general maintenance in place.
Assisting with personal care
The personal areas of daily living – such as washing, dressing, using the toilet,
shaving, bathing or showering, brushing your hair or putting your make-up
on – are activities that most of us take for granted. Most users of services
would prefer to do these things for themselves, and in private. However, for
many of the individuals you will support, doing these things for themselves is
a challenge. You can encourage them to be independent, but if they do need
your help, you should discuss their individual routines and preferences with
them. This helps individuals maintain their dignity and SELF-ESTEEM (their
sense of self-worth and how they value and feel about themselves).
Assisting with shopping
Most users of services supported by adult carers would prefer to do their
own shopping and manage their own budget. Mobility aids, transport to a
shopping centre and equipment such as special trolleys make this possible
for many individuals with disabilities and older people who are frail. For
others, online shopping is the answer. If users of services have problems
with memory or managing their money, you can help them to write
shopping lists, prioritise their needs and manage their money.

Assessment practice AO2

You are a personal assistant supporting Mohammad, who has learning

difficulties. He is very shy and rarely goes out. He has no friends and no
family nearby. He has not been shopping for more than two weeks. He is not
very good at managing his money.
1 Identify two ways you could help Mohammad to become more
independent. (2 marks)
2 Explain how this support would help Mohammad to develop independent
living skills. (2 marks)

M01_BTEC_L2T_AC_SB_7845_U01.indd 7 21/11/2017 10:25

 B T E C L E V E L 2 T E C H N I C A L C E R T I F I C AT E A D U LT C A R E

Assisting with social activities

You can encourage and support users of services to keep up their hobbies and
develop new interests, which can enhance their quality of life and improve
their sense of wellbeing. For example, playing cards, going to a lunch club,
joining a walking group or volunteering in the community can contribute to
physical, social and emotional health and enrich individuals’ lives.

Playing games can help

users of services to keep
their minds active, as well
as encouraging them to mix
with other people
Assisting with home management
Adult care workers, particularly domiciliary care staff, aim to support their
users of services to live in the community, normally in their own homes,
rather than having to make the significant move to residential care. In
order to continue living independently, individuals may need help with
household activities such as cleaning, cooking, tidying and gardening. You
will need to discuss with individuals what help they need to manage these
tasks. This may include providing them with adapted tools and equipment
or having extra help from care workers. Also, it is important to ensure
that your users of services keep on top of their utility bills, such as gas
and electricity.
Contributing to a care plan and record keeping
A care plan is a written statement of the specific ways in which an
individual will be helped, supported and cared for. It should include ways to
help that individual meet their physical, intellectual, social and emotional
needs. Care plans are reviewed on a regular basis to make sure that they
are still appropriate, and changes will be made when necessary. It is vital
that you attend any care plan meeting that is scheduled for an individual
in your care and, also, you should include the individual themselves in the
process of creating or updating care plans.
Assessment practice AO1

Which of the following are adult care assistants responsible for? (1 mark)
Select one option.
Link it up Managing budgets for the care setting

There is more Providing practical support for people who have difficulty with
information on care everyday activities
plans in Learning Leading staff teams in a care setting
aim C later in this
unit. Giving users of services welfare benefits advice

M01_BTEC_L2T_AC_SB_7845_U01.indd 8 21/11/2017 10:25

 U N I T 1 P R I N C I P L E S A N D P R A C T I C E S O F W O R K I N G I N A D U LT C A R E S E T T I N G S

Responsibilities of different care workers

Adult care workers usually work as a team to meet the individual needs of
their users of services. The team will include paid staff, but may also include
INFORMAL CARERS – family, friends and often neighbours, usually unpaid,
who provide day-to-day support. They will work together and share
responsibility in a number of areas.
Encouraging independent behaviour
The aim of care assistants, their managers and of personal assistants is to
support each user of services to live as independently as possible. The support
needed to achieve this will vary depending on the individual’s personal needs
and how much support they have from family and friends. Simple adaptions
to the home (such as installing a bath rail or a raised toilet seat), buying a
shopping trolley or accompanying a user of services on their first visit to a day
centre may be all that is needed to support independent living.
In other circumstances, the individual may need the support of specialists
with specific expertise. One example of a specialist is a PHYSIOTHERAPIST ,
who works with people to improve their physical movement using
techniques such as exercise routines and massage. Another example is an
EMPLOYMENT ADVISER , who can help a user of services find work.

Providing care and support

The care an individual needs varies greatly from person to person, and
will change throughout an individual’s life. If a user of services becomes
frailer or their medical condition gets worse, they may gradually need more
support. On other occasions, this will not be the case. For example, a user of
services may need your help with shopping because they cannot manage
their money. However, with appropriate guidance, they may not need this
help for long and may be able to shop independently.
Knowing any dietary needs and preferences
Many users of services have specific DIETARY REQUIREMENTS (a need to avoid
particular foods that will cause harm) and preferences. These may be linked
to religious beliefs or medical reasons, but they may also simply be a matter
of personal choice. Table 1.1 shows some examples.

Need or preference What this involves Table 1.1: Examples

of dietary needs and
Vegetarians Do not eat fish, meat or meat-based products preferences
Vegans Do not eat meat or any animal-related
products including eggs, cheese or milk
Muslims and Jews Do not eat pork and require their food to be
prepared in a particular way
Muslims eat halal meat
Jews eat kosher food
Individuals with COELIAC DISEASE (a Require a gluten-free diet, which means
common digestive condition) or a wheat avoiding foods containing wheat, rye and
allergy barley
Individuals with ALLERGIC REACTIONS May need to avoid specific foods. Allergies
(including symptoms such as rashes to nuts, dairy products, strawberries and
and difficulty breathing, which can shellfish are common
occasionally be fatal)

Eating food that we enjoy is important to us all, including the individuals

you support. Knowing and respecting your users of services’ food
preferences and requirements can make a huge difference to the quality of
their lives.
9

M01_BTEC_L2T_AC_SB_7845_U01.indd 9 21/11/2017 10:25

 B T E C L E V E L 2 T E C H N I C A L C E R T I F I C AT E A D U LT C A R E

Ensuring the safe handling of property and equipment

All users of health and care services need to feel safe, but in care settings
and individuals’ homes there is a lot of equipment and property that could
cause harm if not put away or maintained properly (see Figure 1.2).

Figure 1.2: Possible hazards

in a home setting

You can help users of services feel safe in two main ways.
1 Dealing with HAZARDS as soon as you notice them – for example, drying
a slippery floor and putting a warning sign in place.
2 Informing your manager of other hazards that you cannot put right
because they are beyond your level of COMPETENCE (your ability to do
something well) or responsibility (the requirements of your job role) –
for example, mending electrical equipment.
Note that a hazard is any potential health and safety danger or risk in your
workplace, while a RISK is the likelihood that something will cause harm to
an individual.
Maintaining good communication
Care staff and all those supporting users of services need to communicate
clearly and effectively, both with the user of services and with each other.
This may include communicating with family and friends, cleaners and
other visitors to the care setting. Communication will normally be face to
face but sometimes it will be by phone, text or email, or through letters or
other written records.
Face-to-face communication involves both VERBAL COMMUNICATION (using
words to communicate thoughts, ideas and feelings) and NON-VERBAL
COMMUNICATION (such as facial expressions and the way people stand),
which often provide a better idea of someone’s feelings and attitudes.
Developing effective working relationships
As you read earlier, adult care workers will almost always work as part of
a team. The care team may include those who work regularly in their care
setting – care managers, care assistants, cleaners and volunteers – but will
also include other professionals who contribute to care. For example, the
10

M01_BTEC_L2T_AC_SB_7845_U01.indd 10 21/11/2017 10:25

 U N I T 1 P R I N C I P L E S A N D P R A C T I C E S O F W O R K I N G I N A D U LT C A R E S E T T I N G S

care manager and care assistants in a residential home may work with
doctors, nurses, social workers, physiotherapists and SPEECH THERAPISTS .
Speech therapists advise and treat individuals with language problems to
help them communicate more effectively.
These other workers may only visit occasionally and may require the
residential team to carry out routine tasks to improve users of services’
health and wellbeing, such as giving medicines or helping with regular
exercise. It is essential that all members of the team understand what is
required and work respectfully together to make sure that this happens.

Maintaining detailed and accurate records of care and support given

Giving and receiving information and then making accurate records
with that information is of vital importance in all adult care settings. The
information must be stored in a neat, orderly way so that any member of
the care team can find it quickly and easily.
There will be a wide range of information that comes in different forms,
both written and from conversation, as Figure 1.3 shows.

Face-to-face conversations
with the users of services,
other care workers, family
members or friends
Care plans and Telephone
other users of conversations
services’ records

Sources of
information

Electronic
Filling in
messages via text,
forms
email, fax, etc.
Letters

Figure 1.3: How many

different ways are there
to get information about
someone in your care?

In care settings, at the end of each shift, those finishing work and those
beginning their shift will have a HANDOVER MEETING , during which necessary
information about the users of services and the care setting is shared. You will
need good communication skills, a good rapport with colleagues and accurate
records to make sure that these handover meetings are effective.
Whatever the purpose of the information and however important it may or
may not seem, it must be:
• recorded accurately
• easily available to other members of the team
• where necessary, passed on swiftly to anyone who needs to know.
11

M01_BTEC_L2T_AC_SB_7845_U01.indd 11 21/11/2017 10:25

 B T E C L E V E L 2 T E C H N I C A L C E R T I F I C AT E A D U LT C A R E

Protecting the confidentiality of all information

Individuals who are cared for by the health and care services need to know
that the personal information shared about them, their family and their
friends is secure. This information is CONFIDENTIAL – to be kept private –
and should not be passed on to anyone who does not have the right to
know about it. Passing on personal information is often against the law,
and passing it on to others who have no right to know will undermine the
trust that is vital for a good relationship between care providers, the user
of services and their family.
However, there are times when confidentiality needs to be broken. These
include if the user of services or some other person:
•• is at risk of coming to harm
•• is at risk of causing harm to others
•• has broken or is about to break the law.

Recognising signs of abuse

ABUSE refers to the intentional mistreatment of a person, which leads to
harm, injury or even death. Everyone has a right to feel safe and live free
of abuse and NEGLECT (not being cared for properly). However, there have
been many cases where carers, including family members, have abused
those in their care. This can have a devastating impact on the user of
services, their family and others using those care services.
Abuse in care settings can take many forms and is sometimes difficult to
see. Care workers play a key role in spotting and reporting abuse. In your
day-to-day work, you must look out for any signs and symptoms of abuse,
and report any concerns you have to your manager. Your manager will
ensure that it is investigated and that appropriate action is taken. Table 1.2
identifies examples of abuse and what to look out for.

Table 1.2: The main types

Type of abuse Definition Signs and symptoms
of abuse, and the signs and
symptoms to look for Physical abuse Aggressive acts including • A number of unexplained falls
hitting or pushing, force or injuries
feeding or causing injury • Bruising in unusual places
by abusive behaviour, e.g. • Burns in unusual places
washing or bathing users of • Bed sores
services in very hot water • Unexplained blood on clothes
Emotional Continually saying hurtful • Changes in behaviour, such as
abuse things, threats of punishment becoming withdrawn or anxious
or withdrawing support, • Problems with sleeping
deliberately belittling the • Changes in eating patterns, such as
users of services refusing food or overeating
• Depression
Sexual abuse Forcing a person to take part • Recurring genital infections
in sexual activity against • Torn, stained or bloody underwear
their will. This may be by • Being overly interested in anything
touching or viewing genitalia sexual
(private parts) but can be • Problems with sleeping
by forcing people to read • Unexplained changes in behaviour
pornographic literature or
watch pornographic films

12

M01_BTEC_L2T_AC_SB_7845_U01.indd 12 21/11/2017 10:25

 U N I T 1 P R I N C I P L E S A N D P R A C T I C E S O F W O R K I N G I N A D U LT C A R E S E T T I N G S

Table 1.2: – continued

Type of abuse Definition Signs and symptoms
Financial A form of theft that refers • Unexplained bank withdrawals or
abuse to either directly stealing shortage of money
money from users of services • Unpaid bills
or defrauding them, e.g. • Reluctance on the part of a person
forging their signature on responsible for managing the user
cheques, depriving them of of services’ money to provide basic
an inheritance food, clothes, etc.
Neglect A pattern of not meeting a • Recurring infections and other
user of services’ basic needs signs of poor general health
for food and water, shelter, • Low levels of cleanliness and poor
warmth and love general hygiene
• Evidence of mental ill health
including depression, high levels of
anxiety or being socially withdrawn

Using reporting procedures

You will need to keep records and write reports that are very important
for the wellbeing of users of services, their visitors and other colleagues
working in the care setting. Your employer will provide guidance to make
sure that, as far as possible, all records are clear and accurate, and you will
be trained to follow the PROCEDURES (rules for particular situations) in your
workplace. The sorts of events you may need to record on a form or write
notes about include:
•• accidents, health emergencies and dangerous incidents in the
care setting
•• signs that users of services are at risk of abuse, or are being abused
•• instances of discrimination you have observed, such as racial or sexual
discrimination, or discrimination on account of SEXUAL ORIENTATION –
who someone is attracted to and wants to have relationships with
•• changes in users of services’ choices and preferences.
You should write your report as soon as possible after the incident or
DISCLOSURE – when someone makes information, usually that had been
kept secret, known – has taken place, or as soon as new information is
available. Your workplace will usually have a form for recording such
information.

STEP BY STEP RESPONDING TO A DISCLOSURE OF ABUSE

STEP 1 Remain calm – do not appear shocked.

STEP 2 Listen to the user of services carefully and let them lead the discussion.

STEP 3 Reassure them that it was right to tell you. Remember not to make promises you cannot keep.

STEP 4 Report immediately to your manager.

STEP 5 Write down exactly what the user of services said to you. Remember to sign and date your account and
any paperwork required by your care setting.
STEP 6 Do not discuss the disclosure with anybody else, not even other members of your team.

13

M01_BTEC_L2T_AC_SB_7845_U01.indd 13 21/11/2017 10:25

 B T E C L E V E L 2 T E C H N I C A L C E R T I F I C AT E A D U LT C A R E

Assessment practice AO4

What is the purpose of a care plan? (1 mark)

Select one option.
To record the support, care or treatment that will be provided for a user
of services
To describe the services provided in a care setting
To outline the future plans for a care setting
To describe the role of an adult care assistant

Avoiding harm to yourself and others

All employers and employees have a legal duty to provide, as far as
possible, a safe care setting for users of services, staff and visitors.
Employers and managers will have POLICIES in place. These are written
descriptions of the procedures that must be followed by everyone in their
care setting. There will always be a health and safety policy.
It is important that you become good at spotting health and safety risks in
the course of your daily work. When you are at work, look around and check
for hazards. You may have a mental checklist that includes things such as:
a Are the floors wet?
b Are there any trailing wires?
c Are the corridors and doorways clear?
d Is the kitchen clean and tidy?
e Has the visitor signed in?
Personal attention of this sort can play a huge part in ensuring a safe and
secure environment for all, and making these checks can soon become
second nature.

Practise

Imagine that one of your users of services has tripped over a trailing wire
and knocked her head. She seems to be confused. An ambulance is called.
1 Ask for a copy of the accident reporting form used at your care setting.
2 Complete the form as if the above incident had just happened.
3 Ask your tutor or a senior care worker at your care setting to check
the report.
• Is it clear? • Is it accurate? • Is it detailed enough?

Users of adult care services

Adult care workers help a range of VULNERABLE PEOPLE (individuals who
are at risk of harm or abuse) to manage their day-to-day activities and to
live as independently as possible. The four main groups are:
1 individuals with learning disabilities
2 individuals with physical disabilities
3 individuals with mental ill health
4 older people with sensory (hearing or sight), mobility or COGNITIVE
conditions (those relating to intellectual understanding and thought
processes).
14

M01_BTEC_L2T_AC_SB_7845_U01.indd 14 21/11/2017 10:25

 U N I T 1 P R I N C I P L E S A N D P R A C T I C E S O F W O R K I N G I N A D U LT C A R E S E T T I N G S

Individuals with learning disabilities

Individuals with learning difficulties have restricted and reduced intellectual
skills that will be with them for their whole lives. This may lead to difficulties
with activities such as carrying out household tasks, shopping and managing
money. The level of support and help required will vary from one person to
another, so you will need to respond to their individual needs.
Individuals with physical disabilities
Physical disabilities include any type of physical or bodily condition that
limits someone’s ability to carry out routine life activities. Such conditions
include poor mobility, poor sight or hearing loss, serious lack of energy
or organ failure (for example, a heart, kidney or liver condition). Adult
care workers who support individuals with physical disabilities are likely
to work as part of a team with other professionals such as doctors,
nurses, OCCUPATIONAL THERAPISTS (people who help to adapt the home
environment of a user of services to make it easier for them to do every day
tasks) or physiotherapists.
Individuals with mental health difficulties
Mental ill health can affect the way we think, feel and behave. Mental ill
health can take many forms, including depression, anxiety and excessive
worry, eating disorders and difficulties in communicating with people.
It can impact on an individual’s ability to carry out routine activities such
as going to work, mixing with friends and family, attending to personal
hygiene and going to the shops.
Older people
Most older people are physically fit and busy with work, family and other
social activities. Many make important contributions to their community
through voluntary and paid work. However, in later adulthood, physical
and emotional changes may limit these activities. For example, the ageing
process often brings a lack of stamina and energy. Visual and hearing
problems may interfere with daily life, at home and in the community.
Older people can be more likely to have falls or accidents as their mobility
decreases. Memory loss is also more common in older people.
These limitations to older people’s daily routines may, of course, lead to
emotional problems, including depression and excessive anxiety. Adult care
workers will work with other professionals to support frail older people to
maintain their independence as long as possible.

What if…?

You are working in a residential care setting for individuals with learning
difficulties. You notice that there has been a change in the behaviour of one
of your residents, Rona, who is 35 years old. She is not eating well and is
beginning to lose weight. She is also spending most of her spare time in her
room. She rarely speaks to the other residents. You think that she might be
depressed. This is unusual as she had always been outgoing and sociable.
There is a care plan meeting due for Rona and you think that these changes
in behaviour must be discussed.
1 Describe the changes in Rona’s behaviour that you think should be
discussed at the meeting.
2 Why is it important to keep records of Rona’s daily routines and how she
relates to others in the care setting?
3 What are the potential dangers of not keeping accurate daily records?
4 Why is it important to report this information clearly at the care plan
meeting?
15

M01_BTEC_L2T_AC_SB_7845_U01.indd 15 21/11/2017 10:25

 Another Random Document on
Scribd Without Any Related Topics
straight from Chicago last week was some ball playing.”
“Let’s hope it isn’t only a spurt,” said Rad. “We need some Giant
scalps in our wigwam just now. About three out of four will do.”
“Guess again,” laughed Joe. “But tell me how are the old boys?
How is Campbell? Has he got any new neckties this year?”
“Has he?” grinned Rad. “He showed me one yesterday that had a
regular delirium-tremens effect. I’m afraid to go to sleep for fear I’ll
dream of it.”
“Come up to the hotel with us and have dinner,” invited Joe, as he
signaled for a taxi.
“You bet I will,” replied Rad, heartily. “I’ve got a hundred things I
want to talk to you about and now that I’ve got my hooks on you,
I’m not going to let go in a hurry.”
They had a royal meal and a delightful evening together, and
about ten o’clock Rad rose to go.
“Barclay and I’ll go with you a way,” said Joe. “McRae doesn’t
care, as long as we’re back by eleven.”
They strolled through the brilliantly lighted streets until they had
reached Rad’s home and then Joe and Jim Barclay started to return.
Finding that they were a little later than they thought, they were
making a short cut through a side street, when their attention was
drawn to a man who emerged with unsteady steps from a saloon on
the corner. There was something familiar about him, although they
could not get a clear view of his face.
Suddenly Joe gave vent to a startled ejaculation:
“Great Scott, Jim!” he exclaimed, “it’s Bugs Hartley!”
“So it is,” replied Jim, looking more closely. “And he’s pretty well
loaded. What’ll McRae say?”
“What he’ll say will be plenty,” returned Joe, “and he won’t stop
with talking. He’ll fire him from the team. Look here, Jim, we’ve got
to get him into the hotel without Mac seeing him.”
“How are we going to do it?” asked Jim.
“I don’t know, but I’m going to try. Hello, Hartley,” he called,
coming up beside the man.
Hartley turned and looked at our hero sourly.
“Hello yourself,” he said with a lurch. “Whaz mazher?”
“Nothing’s the matter,” replied Joe, “except that you’d better come
home with us right away. It’s nearly eleven o’clock and it’s time we
were in bed. We don’t want McRae to make the rounds and find our
rooms empty. Come along.”
Hartley, with an intoxicated man’s stubbornness, was inclined to
argue the question, but Joe and Jim ranged themselves alongside
and half urged, half dragged him along, until they drew near the
hotel.
“You stay here,” directed Joe, who had thought out a way of
smuggling his team-mate into the hotel, “while I go on and fix things
up.”
He slipped in and found the head porter to whom he passed a bill,
at the same time telling him what he wanted. The porter suggested
that they go through the servant’s quarters in the rear of the hotel
and upstairs by a freight elevator that he arranged to have in
readiness. Joe went back to where he had left the others, and by
dint of strenuous efforts he and Jim finally got Hartley up to his
room without detection. There they surrendered him to the tender
mercy of his room-mate, who helped him to get undressed and put
him to bed.
Joe and Jim adjourned to their own room. They were flustered
and distressed. They felt bitterly indignant at Hartley who, by his
recklessness, was threatening to wreck the chances of the team. Yet
they felt that they could not have acted differently from what they
had.
 “He’s a peach, isn’t he?” said Jim, indignantly.
“That’s what he is,” returned Joe. “And it’s his regular turn to go in
the box tomorrow. He’ll be in fine condition to pitch. They’ll knock
him all over the lot.”
“Just when the team was moving along so smoothly,” groaned Jim.
“It’s like throwing a monkey wrench into a ship’s engines. Before you
know it, the whole thing’s ready for the scrap heap.”
“It’s too bad,” assented Joe. “But all we can do is to hope that it
won’t happen again. Perhaps when he comes to his senses, he’ll
realize what a close call he’s had and cut out the liquor for good.”
As Joe had predicted, the Cardinals made merry with Hartley’s
curves the next day and won the game with ease. Joe put the
second game on the right side of the ledger, and Hughson accounted
for the third. Markwith had a bad day, however, in the concluding
game, and the team had to be satisfied with an even break, where
they had fondly hoped for three out of four or possibly a clean
sweep.
They were a trifle luckier in Chicago, where they won two out of
three, rain preventing the last game. Cincinnati yielded three
straight, though the Queen Cityites took the fourth, and in
Pittsburgh, where they wound up their first Western invasion, they
broke even.
“Not so bad for a road trip, nine out of fifteen,” said Larry Barrett,
as he was talking it over with Joe. “As a matter of fact it’s better
than we did at home. But the Giants always have been a good road
team. But now you’ve had a chance to size up every team in the
league. You’ve seen their weak points and their strong ones. Tell me
straight, who do you think will win the pennant?”
“The Giants,” replied Joe, without a second’s hesitation.
“That listens good,” laughed Larry. “There’s nothing like feeling
sure of a thing. I only hope you’re right.”
 But a time was coming when Joe would have given a great deal to
be half as sure as he was that afternoon.
 CHAPTER XXIV
A CLOSE CALL

The Giants were hailed with acclamations by the New York press
and public on their return. The sporting critics agreed that the team
had been “licked into shape” by their astute manager in a
surprisingly short time. One enthusiast even went so far as to hail
them as the coming champions, a thing which vexed McRae, who
knew too much of the ups and downs of baseball to want to claim a
pennant before it was won.
He himself had more than one thing to worry about. The team
had “got by” so far through the marvelous pitching of Hughson and
Joe. Not only had they won a large proportion of their games, but
they had relieved the other pitchers when games were all but lost
and pulled them out of the fire. But where he had fondly counted on
four first string pitchers, he suddenly found himself reduced to two
who were really pitching “up to form.”
Markwith had proved to be not nearly so good as in the preceding
year. He still possessed marvelous speed and his curves were
breaking well, but he lacked endurance. Part of this was due,
perhaps, to his winter on the vaudeville stage, with its irregular
hours and feverish atmosphere, and part also to the wonderful
record of nineteen straight the season before. Perhaps the great
strain had sapped his stamina. Whatever the cause, he could not be
relied on for a full nine inning game. For six innings, he would pitch
with all his old time skill and power. Then would come a bad inning
and—bang! to an accompaniment of base hits, the game would go
up in smoke.
 Hartley also seemed to be going to pieces. His nerves were on
edge. He was sullen, moody and erratic. He had never been any too
strong mentally, and the life he lived had undermined his physical
strength. There were times when he pitched a brilliant game and
showed flashes of his old ability, but these were steadily growing
fewer. McRae had by turns coaxed and threatened, but he had
almost reached the limit of his patience, and Hartley’s stay with the
Giants hung by a thread that might snap at any moment.
A bright element in the outlook was the very evident fact that Jim
Barclay was a “comer.” Twice McRae had ventured to put him in
against the weaker teams. In one case he had won, and in the other
held the enemy to a tie. But he was not yet ripe enough to take a
regular turn in the box. Joe helped him all he could, and Robson,
who tried him out each morning, was sure that in time he would
develop into a star.
Joe was jubilant at the success he had met with so far. He felt
stronger and better physically than he had ever felt in his life. His
arm was giving him no trouble, despite the unusual demands made
upon it, and he never shirked or complained if he was called out of
his regular turn. As Robson confided to McRae, they had found a
man at last who was a “glutton for work.”
But Joe had another object of devotion outside of his attachment
to his team, and shortly after the return from the first Western trip
he was lifted into the seventh heaven of delight by the receipt of a
dainty letter in feminine handwriting that told him Mabel was coming
to New York. She did not know how long she should stay, but it
would be for a week at least. Reggie was coming with her. She was
not sure at what hotel she should stop, but if Joe would like to have
her do so, she would call him up by ’phone and tell him where she
was stopping.
If Joe would like!
His blood raced wildly a few days later when he took up the
telephone and heard Mabel’s voice.
 “Is that you, Joe?” she asked. “This is Mabel.”
“Don’t I know it?” he answered. “Tell me quick where you are!”
“I’m at the Marlborough,” she answered, “but——”
“Yes, I know,” said Joe. “I’ll be there in ten minutes.”
He raced to the street, hailed a taxi, and in less than the promised
ten minutes stood in the presence of the one person on earth he
most wanted to see.
Joe had thought that it was impossible for her to be prettier or
sweeter than she had been in Goldsboro, but now he knew that he
had been mistaken.
“How impetuous you are!” she pouted. “You didn’t let me finish
what I was saying on the ’phone.”
“I suppose a man dying of thirst is impetuous when he catches
sight of water,” answered Joe. “I suppose——”
But what Joe supposed was destined to remain unspoken at that
time, for just then Reggie, who had been down at the hotel office,
came into the room. If he had only waited five minutes longer!
Perhaps even Mabel could have been reconciled to her brother’s
absence, if the blood that dyed her cheeks was any indication.
“How are you, old chap?” cried Reggie, wholly unaware that he
was not wanted. “I’m no end glad to see you, don’t you know. So
glad that you looked us up. I hope you’ll find time to go around with
us a lot while we’re here.”
“I certainly will if you will let me,” declared Joe, shaking hands
with his friend. “Our team is playing at home all this week, thank
fortune. I want you to be my guest at as many of the games as you
care to see, and in the evenings we can take in some of the plays
that are running in town, or take trips down to the seashore. There’s
no better summer resort after all than little old New York.”
“I agree with you there, old man,” answered Reggie, “and we’ll be
glad to put the matter to the test. But tonight I want you to stay and
take dinner with us at the hotel.”
And as Mabel seconded the invitation, Joe did not have to be
urged very hard. As a matter of fact, in his present mood it would
have taken something like a crane and derrick to remove him from
what had suddenly become the most interesting place in New York.
They had a most enjoyable dinner and it was only after he had
returned to his hosts’ rooms that Joe broached the subject of Talham
Tabbs.
“Have you had any news of your securities?” he asked, when he
had Reggie for a moment alone.
A frown came over his friend’s face.
“Not a blessed thing doing,” he declared. “I’ve run down every
clue that had the least promise to it and I’m just as far away from
getting them back as I’ve been from the beginning. I guess they’re
past praying for.”
“Of course, you told Mabel as you promised?” ventured Joe.
“Sure thing,” said Reggie. “I told her that very night. The dear girl
has helped and cheered me up in every way possible. She’s pure
gold.”
Joe assented to this with what might have seemed almost
unnecessary emphasis.
“Never give up the ship though, old man,” he encouraged. “We’ll
lay that fellow by the heels yet. Soon or late we’ll nab him.”
“We’ll hope so,” said Reggie, with a faint smile; and as Mabel
came over just then to where they were standing, the theme was
changed.
They decided on several ways to pass the week agreeably, and
among other things it was settled that they should visit the Bronx
Zoo, of which Mabel had often heard and which had just been
adding largely to its already wonderful collection.
 The next day the Giants were to play the Brooklyns, but when Joe
looked out of the window, he saw that the rain was falling steadily.
“No game today if this keeps up,” was his mental comment.
It did keep up until afternoon, and the game was called off. At two
o’clock it cleared, and Joe called up Mabel and suggested that they
should go to the Zoo that afternoon. Reggie was engaged
downtown, but Mabel complied gladly with the suggestion.
They had passed two delightful hours wandering about in the
famous Park when, just as they were nearing one of the animal
houses, there was a sudden commotion and the crowd scattered in
all directions. From within came the hoarse shouts of keepers, and
attendants came running with ropes and pitchforks.
“Look out!” they shouted. “Run for your lives! Get inside the other
houses! The leopard is loose!”
There was a wild panic, and the crowd rushed frantically for
shelter. The doorways were blocked by a frantic, struggling mob.
The screams of women and frightened children blended with the
deeper shouts of the men, and the result was pandemonium.
Joe saw that there was no chance of getting inside. He seized
Mabel by the arm and hurried down one of the side paths, at the
foot of which was a small toolhouse whose door he saw was open.
They had nearly reached it when Mabel gave a stifled shriek.
“Look!” she cried, and pointed to a clump of bushes at the side of
the path and about twenty feet away.
Joe looked, and for a moment his heart stood still.
Crouching at the foot of the bushes with his tail moving slowly to
and fro, was a large leopard, his yellow eyes glowing wickedly and
every muscle stiffened as he prepared for a spring.
Joe had never carried a weapon, and even if he had had a
revolver it is doubtful whether it would have stopped that huge body
if it had come hurtling toward them. He looked wildly about him
after he had thrust Mabel behind a bench.
At his feet was a jagged piece of rock weighing perhaps a pound.
It was a forlorn chance but his only one.
Like a flash, he stooped, grasped it firmly, and hurled it with all his
might at the leopard. The distance was so short that he could not
miss, and the rock caught the brute in the neck just under the ear.
There was a scream of pain and rage, the topaz glow faded from the
eyes, and the beast collapsed in a crumpled heap.
Joe did not wait an instant. He was not sure whether the brute
was killed or merely stunned. He took Mabel by the arm and half
carrying her got her to one of the gates. He put her into a taxi
standing at the curb and they were whirled downtown to the
Marlborough. She was white and shaken at their narrow escape and
Joe himself was by no means calm. If anything had happened to
Mabel! He shuddered at the thought.
“Oh, Joe, you have saved my life!” she exclaimed, when she could
speak coherently. “That horrible brute!” she shuddered.
Joe wanted to tell her why that life was so [see Tr. Notes] precious to
him and to urge that since he had saved it, it fairly belonged to him.
But this would have been taking her at a disadvantage just then and
he contented himself with the warm pressure of the little hand that
rested in his and showed no inclination to withdraw.
 CHAPTER XXV
FIGHTING FOR THE LEAD

Joe chuckled to himself the next day, as he read the highly-colored

stories in the papers bearing on the happening at the Park. The
leopard had escaped while it was being transferred from one cage to
another, and had afterward been found dead with a broken neck in a
side path of the Park. There was a good deal of speculation as to
how it had been killed, but apart from the fact that it had been due
to a blow nothing was positively known. It was confidently predicted,
however, that the whole truth would be uncovered in a day or two.
“Not unless I talk in my sleep, it won’t,” decided Joe.
He had no liking for notoriety, but it was chiefly on Mabel’s
account that he kept silent. He knew how deeply she would dread
having her name appear in print. She was one of those who believed
that a woman’s name should appear in the papers only three times—
when she was born, when she married and when she died. And Joe
agreed with her. It was astonishing how he was growing to agree
with her on everything.
The week of Mabel’s stay passed all too quickly. Joe grudged every
hour of it. They went about everywhere when his duties permitted,
and he had the satisfaction of winning a game under her approving
eyes. When at last he saw her on the train for Goldsboro, she had
promised to come to New York to see the wind-up of the season at
the Polo Grounds.
“I’m looking for you to win the pennant and get into the World’s
Series,” she said at parting. “You won’t disappoint me, will you?”
 “We’ve simply got to win it,” he replied. “I need that World’s Series
money badly. Why if I had that I could——”
But Reggie blundered along just then, and Joe could not tell what
he wanted to do with the money. But perhaps Mabel guessed.
The baseball campaign was waxing hotter and hotter. The teams
were so close together that, as they say of racing horses, “one
blanket would have covered them.” So far, it was anybody’s race. In
the East, Brooklyn was making a great spurt and had drawn up close
to the front. Chicago was showing the way to the Western teams,
but St. Louis was crowding close at her heels. It was a ding-dong,
slam-bang race, with first one and then the other showing in front,
and the whole baseball public was in a state of feverish excitement.
Great crowds gathered around the bulletin boards in every large city.
All agreed that it was the most even race in years. Huge throngs
filled the playing grounds and the game was on the topmost wave of
prosperity.
When the Western teams finished their first visit East, the
Chicagos were leading the league by three full games. Brooklyn was
second, and St. Louis was tied with the Giants for third.
That they were not leading at this stage in the season did not
greatly worry McRae. He knew what a fearful strain was on the team
that went out in front and he was content to let it make the pace, as
long as he could trail along within easy striking distance.
Joe, however, was not so philosophical. He had the instinct of the
thoroughbred, and hated to see anyone bowling along in front of
him.
“I hate to take anyone’s dust,” he said one day to Jim. “It makes
me wild to have Chicago showing us the way.”
“They’ll come back to us all right,” said Jim, confidently. “The last
few games they’ve just won out and that’s all. They’ve fallen down
badly of late in their batting.”
 And Jim was right, for, two weeks later, Chicago had resigned the
lead to Brooklyn and had fallen to the foot of the first division.
The see-saw persisted until the latter part of August. By that time
“class” had begun to tell. Three teams had drawn away from all the
others, and it was clear that, barring accidents, the flag would fly in
one of three cities, Boston, Chicago or New York.
The Giants on their last trip West had made a runaway campaign
of it. They had simply cleaned up everything. They led the league in
batting and were third in fielding. But what counted most was that
they were out in front ten straight games ahead of the nearest
contender. The New York papers were already beginning to
speculate what pitchers McRae would pin his faith to in the World’s
Series.
“It’s our pitching staff that has carried us through so far,” exulted
McRae in one of his talks with Robson. “That is,” he corrected, “it’s
the great work of Hughson and Matson. That young Barclay, too, has
rounded to in fine shape. If only Markwith had kept up his great
work this season, we’d be so far ahead that they couldn’t see us
with a telescope.”
“It is too bad the way he’s fallen down,” mused Robson, “and
Hartley too has been a big disappointment. I tell you, Mac, you
never did a better stroke of work in your life than when you got
Matson from St. Louis. That fellow is the biggest sensation of the
year. You notice that when he’s announced to pitch the crowds are
almost as big as those who come out to see Hughson. I’ll bet,” he
chuckled, “that you’re going to lose that thousand dollar bonus
before the season is over. He’s already won fifteen games, and the
way he is going it’s a dead cinch that he’ll get the other five.”
“I’ll be only too glad to lose it,” grinned McRae. “He’s already
brought it in at the box office ten times over. You’re right when you
say he’s been a mighty good investment. If we fly the flag in New
York, he’ll be responsible for it.”
 “It’s lucky you signed him for a three-years’ contract,” went on
Robson. “If you hadn’t, every club in the league would have been
offering him big money at the end of the season.”
“He won’t lose anything by it,” declared McRae, decidedly. “If he
keeps up the way he has begun, I won’t hold him to the figures of
his contract. He’ll get a big slice of World’s Series money, and I’ll
start him off next season at figures that will make his hair curl.”
“Knock wood, Mac,” counseled Robson, nervously. “I don’t like to
hear you talking yet of the World’s Series as though it were a
certainty. You’re never in more danger than when you feel surest.
We’re not yet out of the woods, and you know as well as I that
baseball is the most uncertain game in the world.”
“You’re right, Robbie, old boy,” assented his friend. “I know that
there’s always a chance of falling down. I wouldn’t talk this way with
anyone but you. But on the dead level, I can’t for the life of me see
how we’re going to lose unless our pitching staff goes to pieces.”
Two days later the pitching staff went to pieces.
 CHAPTER XXVI
THE SLUMP

The trouble began with Hartley.

On the last Western trip he seemed to lose what little shred of
self-control he had left, and began to drink heavily.
His comrades tried to shield him, as Joe and Jim had done on an
earlier occasion, but all to no purpose. In his sober moods he was
penitent and promised solemnly never to offend again. But his moral
fibre had been weakened by self-indulgence, and with every
debauch he became the less able to resist temptation.
McRae had pleaded with him and threatened him. He had fully
resolved to release him when the season was over, but he hoped to
keep him going fairly well till the end of the present year. When
Hartley was “good,” he was almost unhittable, and in a close finish
he might come in handy.
But of late he had been losing almost every game that he pitched.
Twice in one week Joe had gone in when Hartley had been batted
from the mound and by superhuman exertions had just nosed out a
victory.
Hartley resented this bitterly. He seemed to think that Joe was
trying to “show him up.” He glared at our hero whenever they came
near each other, growled at him in the clubhouse after the game,
and on two occasions of late had tried to trip him.
Joe attributed this to his mental state, and where he would have
resented, with his fists if need be, such conduct on the part of
another, he passed it over pityingly in the case of Hartley.
 “Bugs seems to have it in for me,” he remarked to Jim one day,
when they were dressing after the game. “You’d think that after I’d
tried to shield him as I did in St. Louis, he’d be grateful, instead of
trying to harm me in any way he could.”
“It’s just an illustration of the old motto: ‘Do a man a favor and
he’ll never forgive you,’” returned Jim. “The trouble with Bugs is that
he isn’t right in the upper story. His nickname fits him right enough.”
Finally, McRae, wrought to exasperation by the loss of a game that
ought to have been won easily, gave Hartley his ten days’ notice of
release. And this time, although Hartley begged hard for another
chance, the manager was adamant.
“It’s no use, Hartley,” he declared. “You’ve told me the same thing
fifty times and you’ve fallen down every time. Here’s where you and
I part company.”
Hartley saw that this time McRae was really through with him. He
began at once to pull wires to land a berth in some other club. But in
the meantime, his unreasonable hate of Joe developed until he could
think of little else.
Joe himself, although he had every reason to be glad at Hartley’s
departure from the club, was sincerely sorry for the plight in which
the latter found himself, and took early occasion to tell him so.
“I hope you’ll land something else right away, Hartley,” he said,
heartily. “There ought to be some years of big league pitching in you
yet, and some of the other clubs will soon be after you, when they
know they can get you.”
“You shut up!” snarled Hartley. “I’m not asking any sympathy from
you or anybody else. I was pitching in the big league when you were
a busher and I’ll be pitching in it yet when you’re fired back to the
minors. You’ve been trying to do me ever since you’ve been on the
club. You’ve put on extra steam whenever you’ve followed me in a
game, just to show that you could win where I was losing. I’ve been
on to you, all right.”
 “If you were any one else, I’d ram those words down your throat!”
exclaimed Joe, angered at finding his friendly advances met in such
fashion. “But you have troubles enough just now without my adding
to them. You’re your own worst enemy, Hartley, and it’s time you got
wise to it.”
He turned on his heel and left him and did not see the man until
noon the next day. Then Hartley approached him as he sat at the
hotel table. Joe was slated to pitch that day, and as he did not like to
eat a heavy meal immediately before the game, he had come down
for a light lunch earlier than the rest of the team.
Hartley came up to him with a pleasant smile.
“I’m sorry I spoke to you the way I did yesterday, Matson,” he
said. “But I was feeling sore and wanted to take it out on somebody.
I hope there’s no hard feelings.”
“Not in the least,” said Joe, whose nature was too large to cherish
a grudge. “Any man is liable to say what he doesn’t mean when
things aren’t going just right. Just forget all about it.”
He pointed to a chair opposite.
“Sit down and have a cup of coffee with me,” he invited. “I was
just going to order one for myself to finish up with.”
Hartley accepted the invitation and Joe signaled the waiter and
gave the order. They chatted on various topics until the coffee was
placed before them. Hartley motioned the waiter to put the cups
down near him.
“I’ve got the sugar and cream right here,” he said, lightly. “How
many lumps of sugar, Matson?”
“Two will do,” answered Joe, “and just a drop of cream.”
Hartley dropped two cubes in Joe’s cup and at the same time
slipped in a tiny white tablet that he had extracted from his vest
pocket.
“There you are,” he said, as he passed the cup over.
 He swallowed the contents of his own cup with a gulp.
“Well, I’ll have to be going,” he remarked after a moment. “I
understand you’re going to pitch against the Phillies this afternoon.
Hope you trim them, all right.”
“Thanks,” responded Joe. “I’ll do my best, but they have a big
batting streak on just now and all pitchers look alike to them. But if
our boys back me up with the stick, I’ll try to hold them down.”
After Hartley had gone, Joe glanced at his watch. He saw that it
was later than he thought and swallowed his coffee hastily. He
noticed that it had rather a bitter taste, but the matter passed from
his mind the next moment.
 CHAPTER XXVII
FROM BAD TO WORSE

Whatever the drug that Hartley had used, it was of such a nature
that it did not take effect at once. Joe felt in his usual good shape
for some time after he got into his baseball togs. It is true that the
ball seemed to feel a little heavier than usual when he was warming
up, but he suspected nothing when the time came for him to go into
the box.
The first thing that he noticed was that he did not have his usual
control. His curves would not break at the right place, and he could
not seem to get them over the plate. Then too, his speed was
missing. He called on all his resources, but the ball sailed up to the
plate as “big as a balloon.”
The Phillies were quick to notice that something was wrong with
that “wing” of Matson’s, which in previous games they had learned
to respect. Before the first inning was over, they had lined out two
slashing hits which, with three bases on balls, netted them three
runs to start with.
“What’s the matter, Matson?” asked McRae, as the Giants came in
to bat.
“Oh, I’m all right, I guess,” answered Joe. “I’ll steady down in the
next inning. I guess I didn’t warm up enough.”
The Giants were quickly disposed of for a goose egg and Joe
again took his place on the mound. He walked out to it a little
unsteadily, a fact that McRae’s keen eyes were quick to notice.
“If that were anybody else than Matson, I’d say he’d been
drinking,” he remarked to Robson.
 “Nothing like that,” replied Robson. “We’ll see how he makes out
this time.”
But the very first ball he sent over, Cravath, the chief slugger of
the Phillies, knocked clear over the right field fence for a home run.
A fusillade of hits followed until the bases were full.
“Look here, Matson,” said McRae, sharply, walking over to him.
“What’s the matter with you? They’ve put the game on ice already.
Take a brace, man.”
Shouts of derision came from the Phillies’ bench.
“He hasn’t anything on the ball but his glove!” one of them jeered.
“It’s a shame to take the money!” yelled another.
“All aboard for the airship!” cried a third.
A flush of humiliation passed over Joe’s face.
He could see that Robson was hurrying a couple of the second
string pitchers out into a corner of the field to warm up. It was a
new experience for him and a bitter one.
“I’ll get them yet,” he said to McRae, and the latter noticed that
his voice was thick. “Let me play the inning out.”
“Play ball!” called the umpire, and McRae walked back to the
coaching line. Joe made a mighty effort, but the first ball he pitched
was sent into left on a line, and the three men on bases scampered
home.
“That’s enough,” cried McRae sharply, while the rejoicing Phillies
held a jubilee at their bench. “Take off your glove and go to the
clubhouse.”
Joe took off his glove and with his face scarlet walked unsteadily
off the field. He had been batted out of the box in one of the crucial
games of the season. What would his folks say when they read of it?
What would Mabel say?
 By this time his head was throbbing, and every bone had its own
particular ache. The shower brightened him up a little, but in a few
minutes he was worse than ever, and it was all he could do to get to
his hotel. There he stumbled and would have fallen if it had not been
for one of the attendants. He took him to his room, where he lay
down upon the bed and fell into a stupor. There Jim found him when
he returned and immediately called a physician. Together they
worked over him until after a couple of hours the effects of the drug
had been counteracted to a large extent, and although weak and
white he began to feel more like his natural self.
“What on earth could have been the matter, Joe?” asked Jim.
“Could it have been a case of ptomaine poisoning? All the doctor
was sure of was that it was a drug or poison of some kind. What
have you been eating?”
“Nothing out of the ordinary,” answered Joe. “In fact I just had a
couple of sandwiches and an omelet for lunch. And coffee,” he
added, and then as a sudden thought struck him he sat up straight
in bed.
“I had some coffee with Bugs Hartley,” he added, slowly. “And it
was Bugs that put the cream and sugar in both cups.”
They looked at each other for a full minute without speaking.
“I see a great light,” said Jim at last. “The first thing I shall do is to
hunt up Hartley and thrash him within an inch of his life.”
“No, don’t do that,” said Joe, earnestly. “We haven’t positive proof,
and it’ll only bring scandal on the game. I’ll be as well as ever in a
day or two. The worst of it is that I’m afraid McRae thought I had
been drinking.”
“He must know better than that,” replied Jim, indignantly. “But just
to make sure I’ll give him a quiet tip as to the real state of things.”
“I certainly felt sore to be batted out of the box,” said Joe, his
thoughts reverting to the game. “What was the score, anyway?”
Jim hesitated a second.
 “Fifteen to three,” he got out at last. Joe’s face lengthened.
“That was a massacre sure enough,” he groaned. “The biggest
score any team has rolled up against us this season. Who went in
after I was taken out?”
“Markwith,” answered Jim. “But he couldn’t do a thing with them.
They simply slammed him to all corners of the lot. But by that time
the game was gone anyway, and McRae just let him stay in and take
his medicine.”
“And how did the Chicagos make out today?” asked Joe.
“They trimmed the Pittsburghs, four to three,” replied Jim. “Those
fellows seem to have taken a new lease of life. A little while ago we
were ten games ahead of them. Now they’re only six games behind
and coming fast.”
“Their pitchers are working well too,” commented Joe. “You notice
that they’re holding down their opponents to mighty small scores
and they’re handing out quite a few shut-outs. We’ve got our work
cut out for us if we want to beat those birds.”
“And we’ll have to do it in a hurry, too,” said Jim. “The season’s
pretty near an end. It’s a case of now or never.”
 CHAPTER XXVIII
LOCKING HORNS

The Giants were “slipping.”

There was no blinking the fact. The New York public admitted it
with dismay. The newspapers of all the other league cities
proclaimed it with delight.
Not slipping fast, but slipping surely.
Not that they were quitting. They were game to the core.
Everybody was working desperately to hold on to the slender lead
that they had fought for so gallantly in the early part of the season.
McRae and Robson, crafty old foxes that they were, worked day and
night to bolster up the weak places. They changed the batting order.
They used their pinch hitters. They put the team through morning
practice. They perfected the “inside stuff.” They worked every trick
known to the game.
But still the Giants kept slipping. The batting was far below the
usual standard. The men “fought” the ball instead of fielding it
cleanly. The pitching staff was too limited. Hughson and Joe were
pitching magnificent ball, but they were the only first-string pitchers
that could be absolutely relied on. Some of the second string men,
notably Jim, were doing well, but now that every game was so
important, McRae did not dare to put them in. The strain was apt to
be too much for any but the veterans.
There were times when the Giants seemed to throw off the baleful
paralysis that was holding them and play in something of their old
brilliant form. But too many defeats were mixed in with victories,
and all the time those scrappy Chicagos, seldom losing, kept closing
up the gap, until when the last week of the season arrived they were
right on the Giants’ heels.
By the mere chance of the schedule, the Chicagos were to wind
up the season with the New Yorks on the Polo Grounds. Four games
were to be played. Before the series commenced, the Giants were
just one game in the lead. If the Chicagos could take three games
out of the four, they would win the championship.
The Giants had the advantage of playing on their own grounds
and in the presence of the home crowds. That was an advantage not
to be despised. Moreover, they only had to win two out of the four,
while the Chicagos were required to win three.
But, on the other hand, the men from the Windy City were on the
aggressive, while the Giants were on the defensive. And the
Chicagos had been climbing while the New Yorks had been slipping.
These facts had a significance all their own, and despite the
apparent odds in favor of the home team, opinion was about evenly
divided as to who would bear off the victory.
McRae figured on pitching Hughson in the first game of the series.
The veteran had always had the “Indian sign” on the Chicagos, and
the chances were that he would win his game. If he did, the Giants
would only have to take one out of the remaining three. Joe and
Markwith would try for the second and third. If by an evil fate they
lost both, McRae could again call on Hughson for the fourth and
deciding game.
On the night before the first game, McRae dropped into the
uptown hotel where the Chicagos were quartered, to have a word of
friendly greeting with Brennan, the manager of the Windy City
warriors.
While they were bitter enemies on the ball field, each fighting like
a wildcat for every shred of advantage, they were the best of friends
when once they had discarded their uniforms and gotten into their
street clothes. In this they were not unlike the lawyers who berate
each other bitterly while the case is on, and after the court has
adjourned go to lunch together arm in arm.
Brennan saw his opponent enter, and, rising from the group of
reporters who were trying to get from him his views on the series,
came forward to greet him with extended hand, a broad grin on his
features.
“How are you, John?” he queried. “Have you come in to ask me to
let you off easy tomorrow?”
“Not a bit of it, Roger,” laughed McRae as he shook hands. “I
simply heard that there were a lot of dead ones in town and I
wanted to know what cemetery you’d prefer to be buried in. I’ll
make it Woodlawn or Greenwood or any place you say. Or if you like,
I’ll ship your remains back to Chicago.”
“You always were a good bluffer, John,” retorted Roger. “But I can
see that you’re just whistling to keep your courage up. When we go
back to Chicago it won’t be in boxes, but in Pullmans; and we’re
going to take the pennant along with us.”
“Where do you get that stuff?” rejoined McRae. “I’ll set the
squirrels after you if you don’t stop your foolishness. I’m only
wondering whether I’ll take four straight or let you have just one of
the series as a sort of booby prize.”
They chaffed each other good-naturedly for a while, to the great
delight of the reporters and hotel guests, who had gathered in a
dense crowd about them.
“You’ve got only a one-man team, John,” Brennan wound up.
“Hughson’s carried the team along for years. If it hadn’t been for
him you wouldn’t have won a pennant in the last ten years.”
“How about Matson?” parried McRae. “Do you remember the last
game he twirled against you in Chicago?”
Brennan winced and the crowd laughed at the memory of that
game, which had been a Waterloo for the men of the Windy City.
 “He caught us off our stride that day,” he admitted, “and we’re
aching to get at him. We’re all tuned up to knock him out of the
box.”
A little more banter, and McRae rose to go.
“Sorry to have to leave you,” he remarked, “but I have an
appointment to see a man about setting up a new pennant pole at
the Polo Grounds.”
“I’m ahead of you there, John,” laughed Brennan. “I ordered mine
before I left Chicago.”
“You’ll be sending a wire in a day or two to countermand the
order,” the Giant leader prophesied. “By the way, Roger,” he went on,
dropping his scoffing tone, “if you want to use the grounds for
morning practice, I’ll fix it up so that you can divide the time with
my boys.”
“That’s very white of you, John,” replied Brennan warmly, “and I
appreciate it. But I guess I’ll stick to the regular rule and let you
have it all to yourself. Thanks, though, just the same.”
They shook hands and parted with the mutual respect of hard
fighters and gallant sportsmen.
The city was wild with excitement and it was a foregone
conclusion that the four games would draw bigger crowds than had
ever before been packed into the Polo Grounds.
Mabel, true to her promise, had come to the city, accompanied by
Reggie, and Joe had secured seats for them in a box so located that
they could follow every move of the game. It is needless to say that
every spare minute that he could take from his work was spent in
the vicinity of the Marlborough Hotel, at which the visitors were
again staying.
“You simply must win, Joe,” Mabel declared. “You surely wouldn’t
have the heart to lose after I’ve come all the way from Goldsboro.”
 “I haven’t any heart to lose anyway,” replied Joe. “I lost that long
ago.”
“I see Hughson is going to pitch the first game,” said Mabel,
hastily changing the subject to a safer ground. “Do you think he will
win?”
“Sure I do,” replied Joe, enthusiastically. “He’s the greatest pitcher
that ever threw a ball.”
“They say there’s a good deal of professional jealousy among
artists,” laughed Mabel, “but you don’t seem to be troubled that
way.”
“Not a particle where Hughson is concerned,” affirmed Joe,
stoutly. “He’s one of the best friends I have on the team and I root
for him for all I’m worth every time he goes into the box.”
“You’ll pitch the second game, I suppose,” she went on.
“I think that’s the program just at present, but you never can tell.
Something might come up that would make McRae change his mind
five minutes before the game begins.”
“I’ll have an advantage over the other pitchers. They’ll only have
one glove while I’ll have two.”
Mabel opened her eyes and was about to ask an explanation, but
as Joe tapped his pocket, she remembered the glove that she had
given him at Goldsboro and blushed in confusion.
She was never lovelier than when she blushed, and there is no
knowing what would have happened right then and there, if Reggie
had not come on the scene. Joe liked Reggie, but there were times
when he certainly was a nuisance.
“Well, Joe, how are you feeling?” asked Reggie amiably, as they
shook hands. “Not suffering from palpitation of the heart or anything
like that, I suppose?”
To tell the truth, Joe’s heart was palpitating very strongly just at
that moment. But it was not the thought of the big games that
caused it. Perhaps Mabel could have guessed the reason more
accurately than Reggie.
“I never felt better,” Joe replied.
“Going to put it all over the Chicagos, I hope,” continued Reggie.
“That’s what we’re figuring on,” answered Joe. “But those fellows
are going great guns just now and it will be a man’s job to beat
them. By the way,” he added, changing the subject, “have you found
any trace of Tabbs?”
“Not a thing,” replied Reggie gloomily. “I guess I’ll have to charge
that ten thousand up to experience. It’s coming near time to report
to my father and I’d rather be shot than do it.”
The first game justified the choice of McRae. Hughson was never
in better form. He simply toyed with the opposing batsmen. His
famous fadeaway was working to perfection. Twice he mowed down
the side in one-two-three order. His control was absolute and not an
enemy reached his base on balls. Three times there were men on
the bags, once through an error and twice as the result of hits, but
Hughson tightened up and they never got farther than second. It
was a superb exhibition of twirling, and amid the frantic applause of
the vast crowd the game ended with the score:
New Yorks 5, Chicagos 0.
First blood for the Giants!
 CHAPTER XXIX
AN UNEXPECTED MEETING

There was great hilarity in the Giants’ camp that night, and this
feeling was shared by the entire city. Now the Chicagos would have
to take all the remaining games to win, and with Joe and Hughson
pitching two of them, this seemed altogether unlikely.
Joe was on his way to the grounds the next morning to get a little
preliminary practice. He just wanted to “toss up a few” to make sure
that his arm was in perfect working order for the game that
afternoon. He wanted to settle the thing then and there, so that the
long strain would be over and the two remaining games would be
simply for the sake of finishing out the schedule.
He had plenty of time, and for the sake of the walk he left the
elevated train two stations this side of the Polo Grounds and walked
north through Eighth Avenue. There were many vacant lots in this
locality, and there were not very many people on the avenue at that
hour.
He glanced carelessly at a man who passed him with his hat
drawn down over his face. It struck him that there was something
about the fellow that was vaguely familiar. Where had he seen that
lean, sharp-featured face?
Suddenly it came to him and he turned about like a flash.
The man was Talham Tabbs!
By this time the crazy man was nearly a block away, and he too
was looking back as though the recognition had been mutual.
Joe did not hesitate for an instant. Fate had thrown this chance in
his way and he might never have another. He started to run and
then checked himself for fear of alarming his quarry and subsided
into a swift walk.
But the cunning of the insane man had seen Joe’s first movement
and interpreted it correctly. He turned into a vacant lot and broke
into a run.
Joe hesitated no longer at following his example; and the next
moment a lively chase was on.
By the time Joe turned into the lot, Tabbs was three hundred feet
ahead and running hard. But he was no match for a young man who
was in the pink of condition and who was able to circle the bases in
fifteen seconds flat. In less than a minute Joe was close on his
heels. Tabbs turned and twisted desperately and just as Joe reached
out his hand to grasp him, he dodged under his arms and doubled
on his tracks. Joe swung around as though on a pivot, and in
another moment his hand was on the collar of the panting man. He
dug his knuckles into Tabbs’ neck and the latter ceased to struggle.
For a moment neither spoke, each trying to regain his breath.
Then, to Joe’s astonishment, Tabbs grinned affably and twiddled his
fingers as he had done previously in the Riverside jail.
“Hello, brother,” greeted Tabbs. “That was a good game of tag,
wasn’t it? I guess I’m it.”
There was such an utter absence of malice or resentment, that
Joe, who had been bracing himself for a struggle, was taken aback,
and his heart smote him a little as he saw Tabbs’ friendly signal. But
he was quick to follow his lead.
“I guess you are,” he laughed. “It’s just the morning for a little
run. You’re certainly a dandy sprinter.”
A look of gratified vanity came over Tabbs.
“Let’s try it again,” he suggested. “I’ll chase you this time and I’ll
bet you can’t get away from me.”
 “That’s a good idea,” agreed Joe, “but first I want to rest a little. It
isn’t every one who can keep it up like you, you know. Suppose we
go down to your rooms and have a little talk about lodge matters
first. Where are you living?”
“Up here in Amsterdam Avenue,” replied Tabbs, promptly. “Come
right along.”
They walked out to the avenue, Joe cudgeling his brains as to
what the next step should be. As they reached the corner, he saw
one of the policemen who had been assigned to duty at the Polo
Grounds. He was in citizen’s clothes and bowed cordially to Joe.
“Excuse me just a moment, while I speak to this friend of mine,”
said Joe to his companion.
“Certainly,” said Tabbs, politely.
Joe led Reardon, the policeman, aside.
“Reardon,” he said, hurriedly, and in a low voice, “this man is
crazy. I want you to keep out of sight but follow us. When you see
us go into a house, call up the Marlborough and tell a Mr. Varley
there to come up right away. Then stand guard at the door until I
turn this man over to you to be sent back to the asylum he escaped
from.”
“All right,” said Reardon, who had been too long on the force to be
surprised at anything.
A few minutes’ walk brought Joe and Tabbs to a comfortable old-
fashioned boarding house.
“Here we are,” the crazy man said, and led the way to a large
room on the second floor. Joe noted in a corner a large valise with
Tabbs’ initials on it.
They sat down and chatted about various things, and except for
an occasional foolish remark that had no bearing on the subject, Joe
would not have known that he was talking to a lunatic. Tabbs had
evidently been a man of keen intelligence and wide observation. Joe
Welcome to Our Bookstore - The Ultimate Destination for Book Lovers
Are you passionate about testbank and eager to explore new worlds of
knowledge? At our website, we offer a vast collection of books that
cater to every interest and age group. From classic literature to
specialized publications, self-help books, and children’s stories, we
have it all! Each book is a gateway to new adventures, helping you
expand your knowledge and nourish your soul
Experience Convenient and Enjoyable Book Shopping Our website is more
than just an online bookstore—it’s a bridge connecting readers to the
timeless values of culture and wisdom. With a sleek and user-friendly
interface and a smart search system, you can find your favorite books
quickly and easily. Enjoy special promotions, fast home delivery, and
a seamless shopping experience that saves you time and enhances your
love for reading.
Let us accompany you on the journey of exploring knowledge and
personal growth!

ebooksecure.com