Macaron Chocolate and Almond Flour - 2074 Words

A lot of people get the wrong impression about macarons and avoid making them because they’re supposedly the most difficult thing in the world to make. Truly, they’re not difficult at all. What is difficult is mastering them. For some reason people mistakenly think if something can’t be mastered on the first try, it’s too hard to fool with. But there’s no reason to master macarons on the first try. Unless you just burn the crap out of them, they’re going to taste phenomenal regardless of their flaws. It’s like leaning to ride a bike, except that when you â€Å"fail† you get delicious cookies instead of a skinned knee. So relax. Tell yourself it’s okay if they don’t have feet, it’s okay if they crack, it’s okay if they’re hollow. Each time†¦show more content†¦At that point, turn the mixer off and add in any extracts/flavor/color and whip for a final minute on the highest speed, just to show it who’s boss (and to evenly distribute the color/flavor). I highly recommend not adding any flavor or color if it’s your first time, or if you’re wanting to learn about macarons. Additives make learning trickier. If you’re not here to learn, just to eat, then carry on! At the end of this minute, you should have a very stiff, dry meringue. (Check out this photo if you’d like to see a picture of how your meringue should look.) When you remove the whisk attachment, there will be a big clump of meringue in the center, just knock the whisk against the bowl to free it. If the meringue has not become stiff enough to clump inside the whisk, continue beating for another minute, or until it does so. Now dump in the dry ingredients all at once and fold them in with a rubber spatula. Use both a folding motion (to incorporate the dry ingredients) and a rubbing/smearing motion, to deflate the meringue against the side of the bowl. First timers: the dry ingredients/meringue will look hopelessly incompatible at first. After about 25 turns (or folds or however you want to call â€Å"a single stroke of mixing†) the mixture will still have a quite lumpy and stiff texture. Another 15 strokes will see you to â€Å"just about right.† Keep in mind that macaronage is aboutShow MoreRelatedTaking a Look at French Macarons632 Words   |  2 Pages French macarons, also known as ‘macarons’, are one of the most popular treats in the world. Today, it consists of a crunchy shell but chewy inside and are sandwiched between a great filling. Many countries have their own variations of a macaron, but French macarons are the most well known in the United States. Macarons have changed greatly since their origination, from their fragrances and flavors, to the beautiful colors of their shells. A macaron is a simple French cookie that has it’s many originations

Customer Service in Indian Bank Free Essays

string(69) " because bank employees have ceased to treat customers with respect\." It also highlights the research findings on customer behavior patterns and their definition of good service, which will guide the bank in offering the same to the customers. Type of Research- Descriptive Type of sampling- Random Data Collection Method- Questionnaire Sample Size- 50 Analysis Techniques Used: Frequency Distribution Cross Tabulation Graphs and Charts Chapter I Introduction and overview of the Banking Industry Introduction Banking Industry A Shift from traditional to modern perspective Banks in India have traditionally offered mass banking products. Most common deposit products being Savings Bank, Current Account, Term deposit Account and lending products being Cash Credit and Term Loans. We will write a custom essay sample on Customer Service in Indian Bank or any similar topic only for you Order Now Due to Reserve Bank of India guidelines, Banks have had little to do besides accepting deposits at rates fixed by Reserve Bank of India and lend amount arrived by the formula stipulated by Reserve Bank of India at rates prescribed by the latter. PLR (Prime lending rate) was the benchmark for interest on the lending products. But PLR itself was, more often than not, dictated by RBI. Further, remittance products were limited to issuance of Drafts, Telegraphic Transfers, Bankers cheque and internal transfer of funds. Developments in the industry In view of several developments in the 1990s, the entire banking products structure has undergone a major change. As part of the economic reforms, anking industry has been deregulated and made competitive. New players have added to the competition. IT revolution has made it possible to provide ease and flexibility in operations to customers. Due to exposure to global trends after Information explosion led by Internet, customers both Individuals and Corporates are now demanding better services with more products from their banks. Financial market has turned into a buyer’s market. Banks are also changing with time and are trying to become one-stop financial supermarkets. Market focus is shifting from mass banking products to class banking with introduction of value added and customized products. Entry of foreign and private banksA few foreign ; private sector banks have already introduced customized banking products like Investment Advisory Services, Photo-credit cards, Cash Management services, Investment products and Tax Advisory services. A few banks have gone in to market mutual fund schemes. Eventually, the Banks plan to market bonds and debentures, when allowed. Insurance peddling by Banks will be a reality soon. The recent Credit Policy of RBI has further facilitated the entry of banks in this sector. Banks also offer advisory services termed as ‘private banking’ – to â€Å"high relationship – value† clients. Bank of the future The bank of the future has to be essentially a marketing organization that also sells banking products.New distribution channels are being used; more more banks are outsourcing services like disbursement and servicing of consumer loans, Credit card business. Direct Selling Agents of various Banks go out and sell their products. They make house calls to get the application form filled in properly and also take your passport-sized photo. Home banking has already become common, where you can order a draft or cash over phone/internet and have it delivered home. Products like debit cards, ATM cards, personal loans including consumer loans, housing loans and vehicle loans have been introduced by a number of banks. Corporates are also deriving benefit from the increased variety of products and competition among the banks. Recently, market has also seen major developments in treasury advisory services.With the introduction of Rupee floating rates for deposits as well as advances, products like interest rate swaps and forward rate agreements for foreign exchange, risk management products like forward contract, option contract, and currency swap are offered by almost every authorized dealer bank in the market. Historical Overview Bank of Hindustan, set up in 1870, was the earliest Indian Bank. Banking in India on modern lines started with the establishment of three presidency banks under Presidency Bank’s act 1876 i. e. Bank of Calcutta, Bank of Bombay and Bank of Madras. In 1921, all presidency banks were amalgamated to form the Imperial Bank of India. Imperial bank carried out limited central banking functions also prior to establishment of RBI.It engaged in all types of commercial banking business except dealing in foreign exchange. Reserve Bank of India Act was passed in 1934 Reserve Bank of India (RBI) was constituted as an apex bank without major government ownership. Banking Regulations Act was passed in 1949. This regulation brought Reserve Bank of India under government control. Under the act, RBI got wide ranging powers for supervision control of banks. The Act also vested licensing powers the authority to conduct inspections in RBI. In 1955, RBI acquired control of the Imperial Bank of India, which was renamed as State Bank of India. In 1959, SBI took over control of eight private banks. RBI was empowered in 1960, to force compulsory merger of weak banks with the strong ones. The total number of banks was thus reduced from 566 in 1951 to 85 in 1969. In July 1969, government nationalized 14 banks having deposits of Rs. 50 Crores above. In 1980, government acquired 6 more banks with deposits of more than Rs. 200 Crores. Nationalization of banks was to make them play the role of catalytic agents for economic growth. The Narsimham Committee report suggested wide ranging reforms for the banking sector in 1992 to introduce internationally accepted banking practices. The amendment of Banking Regulation Act in 1993 saw the entry of new private sector banks.Banking Segment in India functions under the umbrella of Reserve Bank of India – the regulatory, central bank. This segment broadly consists of:  Commercial Banks, Co-operative Banks Need for the present study The entry of private players in the banking sector has resulted in increased competition. Banking is a service industry which deals with human beings and also the most valued material possession MONEY. The traditional ides of security no longer remains the factor: it is the service, courtesy, and promptness that count. Banking service and especially in the public sector is deteriorating because bank employees have ceased to treat customers with respect. You read "Customer Service in Indian Bank" in category "Papers" Research undertaken in this area show that before the entry of private sector in the banking industry the public sector was dominating the industry. But the entry of private banks and foreign banks affected the market share and profit margins of the public sector banks. Customer Service and self concept Marketers use self concept to design marketing strategies. The relationship between self concept and service/product availed/purchased can be explained as follows: ? An individual has a self concept which is formed through interaction with parents, peers and teachers. One’s self concept is valuable to oneself. ? Certain services utilized or products bought serve as social symbols and communicate social meaning about those who use them.The use of such services or products as symbols communicates meaning to one’s self and to others causing an impact on the individual’s private and social self-concept. Certain services are therefore availed because they project a desired self-concept. Thus, if banks want to attract the customers in this competitive environment they must strive to satisfy the customers. Hence, methodology adopted for this research project explained in the following chapter will throw light on how the self concept of the customers can be understood and offer them services to satisfy the same. Chapter II Research Methodology Research Methodology 1. Research problem:The problem to under study was the competition being face by Indian Bank from various private sector and other banks and understanding the customer service being provided at Indian Bank. 2. Specific Research Objectives: ? Find out the age structure and occupation structure of the customers at Indian Bank. ? Understand which type of accounts i. e. current, savings or term deposits account the respective customers prefer and why. ? Find out which are the factors that the respondents take into account while selecting a particular bank for service and the extent of contribution of each factor in the selection decision. ? Determining which type banking method would the customers find the most appropriate? ? Determining the satisfaction level of the customers as regards the various services offered by the banks. Finding out which type of bank the customers would like to bank with. 3. Hypotheses: There is no significant relationship between type of occupation and preferences for various banking services. Sub- Hypotheses: ? Convenience of location as an important variable in selecting a bank is not affected by the age of the customer. ? Occupation of the customer does not affect the following variables responsible in selection of bank: a) Interest rate on loans b) Interest rate on savings. c) Service charges d) Banking hours e) Banks reputation ? Occupation and gender do not affect the banking methods preferred such as inside the bank, ATM, phone banking, internet banking. Occupation and gender do not affect the satisfaction of the customer as regards various services offered such as information on various schemes, promptness of service etc. ? Occupation and gender do not affect the preference for the type of bank i. e. public or private. 4. Dependent and Independent Variables Used: Independent Variables o Age of the customer o Occupation of the customer o Gender of the customer Dependent Variables Extent of importance of o Convenience of location o Banking hours o Interest rate on savings o Interest rate on loans. Research Design: a. Study Design Descriptive study has been used in this case to study the customer behavior and preferences.Preferences of customer can be best found out by surveys and questionnaires and hence experimental study does not suit this research. Descriptive study would be the most appropriate type of study considering the requirements of the research. b. Measurement and scaling design Nominal and ordinal scale has been used depending on the type of variable under study. c. Sampling Design A sample size of 50 respondents was selected. Since the main hypotheses seeks to determine the influence of type of occupation on the preference for various type s of services the sample was selected on this basis taking specified respondents from each type of occupation.Also, gender was taken into consideration and it was decided to take 20 female respondents and 30 male respondents. d. Questionnaire A questionnaire containing questions covering various aspects of the research was then presented to the respondents to obtain their responses. Closed ended question s and Likert scale has been used in most of the question so that the respondents do not face any problems in answering the questions. The reason being that it has been seen that the respondents are reluctant to answer open ended questions. e. Methods Used for Analysis Data analysis has been done and the methods for analyzing data within the same were: Frequencies ? Cross Tabulation ? Graphs 6. Primary and Secondary Data Sources: Primary Data: As mentioned above survey method through self-administered questionnaires has been used to obtain the primary data. These questionnaires were given to the existing customers of Indian Bank to obtain their responses as regards the services provided by the banks and also to know their preferences. This survey was conducted to avoid the misinterpretation of information obtained through secondary data which can be misleading at times. Also, primary data through such survey provides first hand information, which helps in forming a correct opinion about the ituation. Secondary Data: For the purpose of secondary data the internet was used as a tool and information was obtained from the various websites the list of which is annexed to the report. Also. Certain research was undertaken by Indian bank as a part of their mass campaigning programme, the results of which were also used as an informative tool. Before going further with the report into the findings and data analysis let us look at what Indian Bank is all about and the services that it provides to its customers. That will help us to understand the customer responses which come up in the latter part of the report in a better manner. Chapter IIIAll you want to know about Indian Bank Indian Bank A glorious beginning 1907, August 15, A significant date. An unforgettable day in the life of every Indian. Born on the same day of Indian Independence, 40 years ahead, Indian Bank, a premier Bank owned by the Government of India, is a symbol of service to the customer with more than nine decades of rich tradition. Well conceived need based Deposit and loan schemes Working as trusted partner, Indian bank has a host of â€Å"Well-conceived, Need-based Deposit schemes to suit all needs. All the schemes are designed to give safety, security, liquidity and excellent returns. A premier bank owned by the Government of India Serving the nation with a team of 22400 dedicated staff ? Global deposits rose to Rs. 24039 Crores as on 31. 3. 2002 with domestic deposits rising by Rs. 2,460 Crores to reach Rs. 22659 Crores Global Net advances increased to Rs 10,908 Crores as on   31. 3. 2002 ? It has 1377 Branches spread all over India. International Presence Overseas branches in Singapore and Colombo including a Foreign Currency Banking Unit at Colombo . 229 Overseas Correspondent banks in 69 countries. Diversified banking activities – 3 Subsidiary companies ? Indbank Merchant Banking Services Ltd ? IndBank Housing Ltd. ? IndFund Management Ltd A front runner in specialized banking 95 Forex Authorized branches inclusive of 4 Specialized Overseas Branches at Chennai Bangalore, Mumbai, and Kochi exclusively for handling forex transactions arising out of Export, Import, Remittances and Non Resident Indian business . 9 specialized NRI Branches exclusively for servicing Non-Resident Indians. ? 2 Industrial Finance Branches catering exclusively to industrial units . 3 Small Scale Industries Branches extending finance exclusively to SSI units. Leadership in Rural Development o Loan products like Kisan Card, Kisan Bike Scheme, Yuva Kisan Vidya Nidhi Yojana to meet diverse credit needs of farmers. Provision of technical assistance and project reports in Agriculture to entrepreneurs o Through Agricultural Consultancy Technical Services and Specialized Agricultural Finance branches to finance High Tech Agricultural Projects.A pioneer in introducing the latest technology in Banking 529 Computerized Branches covering 73. 65 % of our total business. 75 Automated Teller Machines offering 24 hours service ATMs at Mumbai connected to SWADHAN under SPNS so that the cardholders can operate through any of the  ATMs in Mumbai connected to SWADHAN. 109 branches provided with Computer Based Communication Systems Reuter Screen, Telerate, Reuter Monitor Dealing System provided at all Overseas Branches. INDIAN BANK with over 90 years of standing in the financial market with the reputation for excellent customer service has entered into a strategic tie-up with HDFC Standard Life Insurance Company Ltd. the first in the private sector to receive the Certificate of Registration for foray into Life Insurance business for distribution of latter’s insurance products. Deposit Schemes to Suit Customers Indian Bank has many deposit schemes tailored to suit the needs of its customers, both individuals and organizations. The facilities of nomination, loan against term deposit and foreclosure of term deposit are available. Interest paid on domestic term deposits, except Recurring Deposit, is subject to Tax deduction at source, as per rules from time to time. Fixed Deposits Fixed Deposits are accepted for a minimum period of 15 days and a maximum period of 120 months. Interest is paid every quarter.Monthly interest can also be paid at a discounted rate. Interest payable on Fixed Deposit can also be transferred to Savings Bank or Current Account of the customer. Unit Deposit This scheme offers higher returns and liquidity too. Unit  Deposits are Fixed Deposits – with a difference: part withdrawals are allowed. Unit Deposits  are accepted in units of Rs. 1, 000 for periods of one year and above upto a maximum  of 120 months. Part withdrawals are allowed in multiples of Rs. 1,000 in these accounts. On part withdrawals, interest will be paid on the amounts so withdrawn as per the rules applicable for foreclosure of deposits. The balance amount of units will continue to earn nterest at the contracted rate. Facility Deposit Indian Bank’s   â€Å"user friendly† Facility deposit combines the advantage of fixed deposit with  the  flexibility   of   an Overdraft   against   the Deposit. A fixed deposit or re-investment deposit, with a minimum of Rs. 10000/- or more, in multiples of Rs. 1,000 is to be made for a minimum period of 1 year and a maximum period of 3 years. A cheque book will be issued to the customer to enable the depositor to draw at any time upto 90% of the initial Deposit as Overdraft, at a rate 2% over the interest rate payable on Fixed Deposits plus interest tax or at rates as prescribed the Bank from time to time. Cash CertificatesIndian Bank’s  Cash  Certificate is another pleasant proposition similar to Reinvestment Plan Deposit. The maturity amounts are in lump sum in multiples of Rs. 100. Cash Certificates are accepted for a minimum period of 6 months and a maximum period of 120 months Recurring Deposit Recurring Deposit is a scheme drawn specially to suit the needs of the individuals, particularly the salaried class, small traders etc. , to plan their savings to meet specific demands. Recurring Deposit account can be opened with a monthly installment of mere Rs. 5 or in multiples thereof, for a period of 6 months upto a maximum of 60 months. The depositor will get the installment amount along with the interest on the due date. Vidhya Nidhi Deposit In order to help the customers, particularly the middle income group like salaried class, small traders etc. , to plan their savings and to make a financial provision well in advance to meet the future expenditure like the educational expenses of their children, specific purposes like investments, payment of annual installments, a unique scheme called â€Å"Vidhya Nidhi Deposit† has been launched in our Bank. Under the scheme, deposits are accepted every month for specified periods like 36 months, 48 months or 60 months and the maturity value is paid to the customer in 3, 4 or 5 annual installments respectively with further interest.The customer is having an option to choose the amount of annual installments required by him and the plan period. Stock Invest Stockinvests are non-negotiable instruments, which are widely used for making applications for investment in Primary Capital Market. The investors till the allotment of shares earn attractive interest. The stockinvests are valid for 4 months. Alternatively the customers can also avail the Stockinvest facility under Savings Bank. The procedure for obtention of Stockinvest is quite simple and any of the authorized branches will be rendering the services. Savings Bank Savings Bank accounts are suitable for inculcating the habit of savings among the customers.Savings Bank accounts can be opened in the name of individuals, singly or jointly, minors of 14 years of age. Minimum balances are prescribed for ordinary as well as cheque operated Savings Bank accounts. Interest is credited to the account every half-yearly viz. as on 31st January and 31st July. There is no ceiling on the maximum balance earning interest on Savings Bank accounts. The accounts can be operated by Withdrawal slips or by Cheques. 50 withdrawals per half year are permitted free of  charge. 3 Cheque books of 20 leaves each are issued to the customer free of charge in a year. Standing instructions are accepted for payment of insurance premium, school fees, etc. , at a very  nominal charge.Local as well as outstation cheques, dividend warrants, interest warrants and pension payable to the account-holder are collected. Health plus savings A Scheme designed to take care of customer’s health. Maintain a minimum balance of Rs. 5000 in this special account. A Free family Health plus Savings Card that gives you upto 30% discount on Master Medical Check-up and on other diagnostic services at selected leading hospitals (The card must be renewed every year). Customers get ATM Card†¦ †¦Ã¢â‚¬ ¦. . as a Special Gift. Current Account Current accounts can be opened in the names of individuals (singly or jointly), proprietory concerns, partnerships, companies etc. Minimum balance is prescribed on this type of account and the account is operated by cheque.Though no interest is payable on this type of account, there is no restriction on the number of transactions. The Bank undertakes collection of bills, cheques, hundies, pension bills etc. , as per instructions of the customers, subject to levy of a nominal service charge. Standing instructions of the customers are also accepted. Advantage Account An innovative Current Account perfectly made to suit your high value business. Advantage Account offers a wide range of customer friendly services with a whole lot of following benefits: ? Faster collection of outstation cheques and Free ATM card for individuals ? National clearing between major metro centers Free computerized statement of account ?Extended business hours for non cash transaction at computerized branches ? Nominal penal charges in case of non maintenance of balance ? Standing instructions/stop payment instruction carried out free of cost ? Acceptance of cheques for collection till closure of office hours ? Supply of personalized cheque books CASH MANAGEMENT SERVICES (CMS) Under the CMS, two types of scheme will be offered: a) Cheque drawn on other centers, which are tendered at the centre where the customers maintain his account. b) Cheque presented at the drawee centre and the funds credite d at our customer’s centre. Target group: -Corporate/Commercial Customers having good track record. The highlights of the scheme are: – I.CMS eliminates the inherent delays of a traditional funds transfer mechanisms and reduces interest costs. II. CMS enhances liquidity and ensures optimum planning and utilization of funds In addition to faster access to funds CMS improves reconciliation CMS ENSURES: ? Speedy collection of outstation cheques ? Customer has the option to avail credit before realization of cheque ? Cheques can be deposited as the drawee centers ? Cheques can be collected from the doorstep of customers through exclusive couriers ? As on the date 19 centers are identified for the introduction of the scheme LOAN SCHEME: Indian bank has launched new credit products in a big way .The Customer Loan, Educational Loans, Home Loans, Trade Finance, Vehicle Loans, Loans for Salaried Customers and special Schemes for Professionals. These Schemes are tailor- made to suit the credit requirements of individuals, students, traders and professionals. Deposits Interest Rates on Domestic Term Deposits | | | | | | |Below |Rs. 15 lakhs to |Rs. 2 Crore | |Period |Rs. 15 lakhs |Rs. 2 Crores And above | |7 days to 14 days |- – |4. 50 | | |15 days to 20 days |5. 00 |5. 25 | | |30 days to 45 days |5. 00 |5. 25 | | |46 days to 90 days |6. 00 |6. 25 |As per schedule | |91 days to 179 days |6. 25 |6. 0 |Provided by HO to | |180 days to 364 days |6. 50 |6. 75 |Circle offices/ | |1 year only |7. 25 |7. 50 |Branches from time | |gt;1 year to lt; 2 years |7. 25 |7. 25 |To time | |2 years to lt; 3 years |7. 25 |7. 25 | | |3 years and above |7. 50 |7. 0 | | Marketing strategies for the circle offices and branches Marketing holds the key for achieving organizational goals. Hence it becomes imperative that careful planning is required to adopt suitable strategies at all levels in marketing our products and services. We discuss below the major strategies to be adopted in marketing at the Circle Offices and Branches. At the circle offices Publishing success stories of personnel: The achievements of good performers published in the circle’s newsletter. This will motivate all the staff members to perform better Conducting customer service survey: WheneverCircle Heads or other senior functionaries of the circle visit the branch they should make it a point to meet some of the customers either directly or over phone and ascertain the feed back on the quality of the service rendered by the branch. Quick redressal of customer’s complaints: Though our aim is to have no complaints from any quarter, sometimes complaints do prop up due to deficiency in services, etc. On such occasions Customer service Cell at the circle Office should act very fast and redress the customer’s grievance expeditiously. Providing basic facilities: Proper sitting arrangements, drinking water facilities should be provided to the customers to make their waiting time comfortable. Giving targets for all the staff: All the staff members should be given suitable targets for bringing new customers in to our fold. The efforts of the high performers should be appreciated and suitably. Mass Campaigning: One of the landmark in marketing strategies was the mass campaigning that Indian bank had undertaken, the first of is kind wherein the staff Malad, Kalyan and Matunga branches visited households in areas such as Malad, Kalyan and Matunga and promoted the services and offerings that the bank provides. They also asked these people about their opinion of the bank and what they expect from the bank. This scheme was then adopted by other branches also. ATM SERVICES Facilities at the Automated Teller MachineRound-the-clock Cash Withdrawals with our conveniently located 24 hour ATMs at 75 key locations Cash and Cheque Deposits – 24 hours. Just deposit it at our ATMs and it will be credited into the account on the next working day. Similarly cheques too can also be deposited. Balance enquiry statement of account – Absolutely free. ATM screen will reveal the balance in the account. A mini statement comprising last few transactions can also be obtained from the ATM. Cheque Book delivery – Drop in your request for a cheque book at the ATM and it will be delivered to you. Fabulous Discounts – Amazing discounts against your purchases at department stores, textile shops, jewellery stores, food outlets, electronic shops, theme parks.. .!!!IB Cash card – Our 24 hour Hi-powered, value-added ATM card viz. , IB Cash card, just the size of a visiting card, is the passport to the facilities available with ATM. It brilliantly complements your ambitions, offering more value, more excitement, more service, more extras. Attending to Customer Complaints Banking Ombudsman Scheme, 2002 The Ombudsman Scheme seeks to establish a system of expeditious and inexpensive resolution to customer complaints. Any person whose grievance against a Bank is not resolved to his satisfaction by the Bank can approach the Banking Ombudsman if his complaint pertains to any of the matters specified in the scheme.Banking Ombudsmen have been authorized to look into the complaints concerning a. Deficiency in banking service b. Sanction of loans and advances in so far as they relate to non-observance of the Reserve Bank directives on interest rates, delays in sanction or non-observance of prescribed time schedule for disposal of loan application or non observance of any other directions or instructions of the RBI, etc. and other matters as may be specified by the RBI. Ombudsman would make recommendations after listening to both parties. In case the recommendation made by the Banking Ombudsman is not accepted by either of the parties, Banking Ombudsman proceeds to make an award.The scheme is applicable to all scheduled commercial banks having business in India and scheduled primary co-operative banks. After understanding the various deposit and loan schemes and various other facilities offered by Indian Bank we would like to know whether the customers are satisfied with these services or not. These are covered in the next chapter dealing with each variable and the hypothesis regarding the same. Chapter IV Findings, Data Analysis and Interpretation Data Analysis and Interpretation Figure 1 From the above chart we can see that the percentage of members in the age group more than 50 is the highest followed by the age group 41-50 yrs.Thus, we can say that higher the age more is the involvement of individual sin such activities because in such age groups people are more responsible. Distribution of Customers According To Occupation Figure 2 Thus we can see that the share of businessman as customers is more as compared to other categories being at 34% because of the numerous transactions they have to undertake for their business. Service class people and professional are almost at par in respect of their share of customers. Student’s category has the lowest contribution mainly because they are not much involved in such activities. Type of Account Preferred and Occupatio n Figure 3 The preference of businessmen for current account is the highest and they are the only people who opt for current account. Other people do not opt for current, as there is no interest on current account; hence they opt for savings account to earn good return on their deposits. Also preference for term deposits is high among those other than businessmen. Extent of importance of following factors to customers in selecting a bank Convenient Location: Figure 4 We can make out from this graph that the higher the age group higher is the preference for convenient location of the bank i. e. customers in the higher age bracket prefer the bank to be located at a place which is easily accessible and preferably closer to their residence or office. Banking Hours and Occupation Figure 5We can make out that the importance of banking hours is more for businessmen and service people whereas professionals and students do not attach much importance to the same. A few respondents in each category also feel that they are not at all important e. g. many service class people feel that banking hours do not play an important role in selecting a bank. For businessmen they are important, as they need to undertake emergency transactions at any time, which calls for flexible banking hours. Service Charges and Occupation Figure 6 Service charges are most important for students because they have to think about their spending habits, as earnings are less or nil.Again service class attaches a lot of importance to service charges i. e. they prefer lower service charges. But for businessmen and professionals quick services are more important than lower service charges. Occupation and Interest Rate on Savings Figure 7 we can see that interest rate on savings is more important for service class people and professionals and others whereas not important for businessmen. This is because as seen ea businessmen have current account and not savings account. As service class people and professionals have savings account so for them interest rate is very important, as they want good return on their deposits. Occupation And Interest Rate on Loan Figure 8 e can see that interest rate on loan is more important for businessmen rather than other categories. It is also important for service people and somewhat important for professionals. Maximum loans availed by business class people. It is not at all important for students, as they don’t avail of loans for their personal purpose. Banks Reputation and Occupation Figure 9 All of service class feels that banks reputation is most important factor. Almost 50% businessmen feel that it is definitely important. Professionals also attach a lot of importance to banks reputation whereas for students it is not at all important which shows the casual attitude of the students.Thus, the overall view is that banks reputation is a very important factor in selecting a bank holding 70% importance. Gender and Banks Reputation Figure 10 It is clear that females attach more importance to banks reputation then the males. This reflects the nature of females to enquire about the reputation of a bank before selecting it. Although males also attach importance to the reputation of the bank with a share of 60% opting for the same the percentage of women relying on reputation is at 90%. Preference for banking methods Occupation and Inside the Bank Figure 11 In each category of the members prefer going inside the bank to avail of bank’s services. This is because it is a traditional method and people are very much used to it.But it can be seen that 92% of service people give more importance to services inside the bank whereas students in contrast are willing to try out new methods. Occupation and preference for ATM Figure 12 Businessmen and professionals are more inclined towards ATM’s because of their need for money at odd hours and so their preference for ATM’s is more. Service people are also beginning o identify this trend and hence more than 50% like ATM’s and others are willing to try. As the need of the students for higher amounts of money is not very high their preferen ce for ATM’s is not so strong Gender and Preference for Phone Banking Figure 13 The overall preference for phone banking is low with only 20% respondents within each gender actually opting for it whereas 43% males and 60% females dislike it. The reason for this could be that it is a new concept and hence not gained much acceptability. However some males are at least willing to try but women strongly despise phone banking as compared to men. This means that banks having more of women customers should think twice before going in for phone banking and take their suggestions before implementing the same. Occupation and Preference for Internet Banking Figure 14 More than 50% respondents in each occupational category do not like internet banking with the share being highest in professionals followed by service people. 52% businessmen do not prefer it but others are willing to try reflecting the adventurous attitude of businessmen. 3% students also like it as the students being young are well versed with the internet Gender and Advice Given By Bank On Maturity of Deposits Figure 15 Both males and females are satisfied with advice given by bank on maturity of deposits. This means that the bank is doing very well on thus account performing to the satisfaction of its customers. Guiding the customers at each and every stage is very important for a bank so that it does not lose its customers. Indian Bank by advising the customers on maturity of deposits is taking efficient steps to satisfy the existing customers and thus retain them. Satisfaction Of Customers As Regards Various Services Occupation and Information on Various Schemes Figure 16Overall 80% of customers are somewhat satisfied with the information bank gives on the various schemes whereas 5% businessmen and 7% service are a little dissatisfied with it. As only 16% customers are very satisfied this is very less. Occupation And Promptness of Service Figure 17 Excepting 26% businessmen none of the respondents are extremely satisfied as regards promptness of service of the bank. All professionals, students and service people are somewhat satisfied in this regard but a high percentage if respondents in other types of occupation are somewhat dissatisfied with the bank in this regard. Thus, we can see th at most of the customers are expecting quicker services from the bank. Gender and Guidance in Carrying Out Transaction Figure 18 0% of the overall customers are satisfied with the guidance that the bank gives on carrying of various transactions but the share of females for the same is very low. We can also see that 25% females are dissatisfied in this regard which implies that females expect more and proper guidance in carrying out various transactions maybe due to lack of awareness about the same or due to the need for perfection. Hence, the bank must see to it that the staff gives proper direction and guidance to all the customers and especially females in carrying out various activities relating to banking so that the ultimate goal, of customer satisfaction is achieved. Acknowledgement of Complaints and Gender Figure 19 Sometimes the customers might have some grievances regarding the services f the bank and the bank must readily acknowledge these complaints. Although 10% respondents in both categories are somewhat dissatisfied with the way their com plaints are handled majority of the females and 53% males are somewhat satisfied whereas 36% males are very satisfied which may be attributed to the Banking Ombudsman Scheme which has been very instrumental in resolving customer complaints. Courtesy of Staff and Gender Figure 20 No problems can be encountered in this area as overall majority of the respondents i. e. 82% are somewhat satisfied with the courtesy of the staff. Customers who are very satisfied form a very small percentage at 8%.Also, customers who are dissatisfied are low in share at 10% with the percentage of dissatisfied females being higher as compared to men. This shows that it is very difficult to please women and they expect very courteous treatment. Statement of Accounts and Occupation Figure 21 Most of the customers feel that the bank gives statement of accounts on time and that view is strongly supported by professionals as all of them feel the same. However 36% businessmen feel that the bank does not give it on time. Preferred Type of Bank and Occupation Figure 22 The overall preference for public and private bank is equal with that for private sector bank being a little more. The preference for public bank is highest among businessmen whereas professional and service class prefers more of private banks and students give equal preference to public, private and foreign banks. This shows the increasing competition to public sector banks from the private sector. After going through this analysis of the findings we will now move on to the recommendations to improve the services of the bank, covered in next chapter. Chapter V Recommendations and Conclusion Recommendations After analyzing the behavior of different type of customers on the basis of their occupation I would like to make the following recommendations to Indian Bank so as to improve their services and provide augmented benefits to their customers. 1. Undertake Aggressive MarketingAlthough Indian Bank is taking many steps to market its products to the customers and make them aware about the same its efforts are less as compared to private banks that are constantly on the hunt for new customers. Hence , Indian Bank should undertake aggressive marketing tactics so as to reach out to potential customers and convert them into permanent customers. 2. Shed the Traditional Mindset The way f functioning of Indian bank is traditional it being a private sector bank whereas in the current scenario people are looking out for quicker services ad professional attitude. Indian Bank should take this factor into account. 3. Customer Relationship Management At present it is the age of customer concept of marketing i. e. ives the customers what they want and not what you want to give them. By taking to the customers or through any other form of interaction the bank should find out the loopholes if any in its service which the customers feel are worthwhile and thus try to remove them so as to work towards utmost satisfaction of the customers. Customer education programmes, wherein bank’s employees should also be involved , may consist of advertisements, informative literature interfaces, seminars etc. with a view to making the customer empathetical to bank’s limitation and predicaments and appreciative of bank’s efforts to improve customer service. 4. Home loansBudget 2003-04 has retained tax benefits on home loans and so the preference of people or home loans will increase. Also, it has been observed that home loans are the least risky for banks also. So the bank should try to concentrate on this aspect and try to increase its loan portfolio in this area. This can be done by participating in home loan meals that take place at regular intervals and also by tying up with various builders. 5. Handling Customer Complaints Complaint book with perforated copies in each set may be introduced, so designed as to instantly provide an acknowledgement to the customer and intimation to the controlling office. Periodical meetings should be held with customers and their representative bodies.Special attention must be bestowed on complaint prone areas. 7. Relationship Banking The modern bank cannot rely on its branch network alone. Customers are now demanding new, more convenient, delivery systems. And services such as Internet banking have a dual role to the customer. They provide traditional banking services, but additionally offer much greater access to information on their account status and on the bank’s many other services. To do this banks have to create information layers, which can be accessed both by the bank staff as well as by the customers. Today banking in India has become an unpopular industry, much blamed for problems of its own making.The use of interactive electronic links via the Internet could go a long way in providing the customers with greater level of information about both their own financial situation and about the services offered by the bank. Relation oriented Bank Conclusion All these things may appear very simple but their implementation requires a lot of patience and conscious efforts. But if the banks really want to have a competitive edge over other banks they must constantly be on the run to advantage of every opportunity that comes their way. Do you remember the story about â€Å"The Little Engine That could†Ã¢â‚¬â€the tiny train that had to pull the load of toys up the mountain for the children on the other side?He made it up by chanting â€Å"I think I can. I think I can. † Well, so can you. This is the mantra that Indian Bank must adopt to retain its customers as well as make new customers and inculcate healthy banking habits in our citizens. Questionnaire 1. Name 2. To which type of the following age group do you belong Less than 18 18-30 Yrs 31-40 Yrs 40-50 Yrs More than 50 3. Occupation Business Professional student other 4. Which type of bank account do you prefer? Current account Savings account Term deposit 5. To what extent were the following items important in selecting the bank mentioned?Bank items Definitely Somewhat Not at all Important Important Important Convenience In location Interest rate On savings Interest rate On loans Good service 6. Which of the following banking method would you prefer to use? Banking methods Definitely like Somewhat like Dislike Using Using Using Inside the bank ATM Phone banking Internet banking 7. In case of term deposits does the bank advise you on maturity of your deposits? Yes No Sometimes 8.Are the pass books and statement of accounts given on time? Yes No Sometimes 9. What is your satisfaction on regards to the services of your bank? 10. Any special services offered by the bank? 11. Given any option which type of bank would you prefer? Public sector Private bank Foreign bank Co operative bank 12. Any suggestions for improved bank services Thank You Annexure 2 Scheduled Public Sector Banks in India State Bank of India State Bank of Bikaner and Jaipur State Bank of Hyderabad State Bank of Indore State Bank of Mysore State Bank of Patiala State Bank of Saurashtra State Bank of Travancore State Bank of MaharashtraAllahabad Bank Andhra Bank Canara Bank Central Bank of India Corporation Bank Dena Bank Indian Bank Indian overseas Bank Oriental Bank of Commerce Punjab National bank Punjab and Sind bank Syndicate bank Union Bank of India UCO bank Vijaya Bank Annexure 3 Scheduled private Sector Banks in India Bank of Madura Ltd Bank of Rajasthan Ltd Bareilly Corporation bank Ltd City union Bank ltd Development credit Bank Ltd Ganesh Bank of Kurundwad Ltd K arnataka Bank Ltd Lord Krishna Bank Ltd Nainital bank Ltd SBI Comm Int Bank Ltd Tamilnad Mercantile bank Ltd The Benares State Bank ltd The Catholic Syrian Bank Ltd The Dhanalakshmi Bank ltd The Federal bank LtdThe Jammu Kashmir bank Ltd The Karur Vysya Bank ltd The Lakshmi Vilas Bank Ltd The Nedungadi bank Ltd The Ratnakar Bank Ltd The Sangli bank Ltd The South Indian bank Ltd The United Western bank Ltd The Vysya Bank ltd New Private Sector banks Bank of Punjab Centurion Bank ltd Global trust Bank Ltd HDFC Bank Ltd ICICI Banking corporation Ltd IDBI Bank ltd IndusInd Bank Ltd Times Bank ltd UTI bank Ltd Annexure 4 Scheduled Foreign Banks American Express Bank Ltd ANZ Grindlays Bank Plc Bank Of America NT SA Bank Of Tokyo Ltd Banquc Nationale de Paris Barclays bank Plc Citi Bank N. C Deutsche Bank A. G Hong Kong and Shanghai Banking Corporation Standard Chartered bankThe Chase Manhattan Bank Ltd Dresdner bank A. G Annexure 5 Bibliography Primary data Indian Bank Secondary Data ? Brochures and Magazines of Indian Bank ? Consumer Behaviour In Indian context By K. K. Srivastava and Sujata Khandai Internet ? www. banknetindia. com ? www. timesofmoney. com ? www. indian-bank. org ? www. google. com ? www. alltheweb. com ? www. rbi. org ? www. indiainfoline. com ———————– Service Brand Image Customer Self Concept Relationship Between self concept and brand image Behavior Seek products/ services and brands that improve/ maintain self concept Satisfaction Service and infrastructure contributes to desired self concept How to cite Customer Service in Indian Bank, Papers

Early childhood education programs

Questions: 1. Summarise your personal philosophy about Early Childhood Education and Care.Explain how your personal view of the child and you as educator will impact on the curriculum and learning environment that you will provide for children 2. Design a curriculum planning format that you could use for a group of children.Include opportunity for input from the child, family and other educators. 3. Gather sources of information to assist in developing or adapting a curriculum and inclusive environment to support children with a barrier to learning Aanswers: 1. Personal Philosophy Statement Every child has a right to education and the right to pursue his/her interests. I believe an early childhood educator (ECE) has the duty to make sure that young children experience positive learning experiences. My philosophy draws inspiration from Reggio Emilio viewpoint that children have to have an active role in choosing their own learning techniques (Hewett, 2001). Hence my philosophy will elaborate on four elements that I feel are necessary to enhance children learning experience. These three aspects include: setting goals for children, focusing on children needs, and observing children rights. Setting Goals for Children I believe that setting goals for children provide them with immense opportunities for growth and achievement. McLeod and Bleile, (2004) elucidate that setting goals for children gives them a sense of purpose thus giving them the opportunity to discover themselves and develop the need to attain educational goals all through their lives. Educators have the responsibility of encouraging and helping children establish attainable and knowledge oriented objectives. As an educator, I seek to provide an efficient and competent early childhood learning environment that promotes both short and long term goal setting for young kids. When goal setting for children integrates into the education curriculum, children will have opportunities to become active decision makers in matters relating to their future educational prospects. Focusing on Children Needs Each and every child is unique and endowed with a particular set of skills. I have faith in the idea that as an educator I am capable of identifying the needs of children which puts me in a better position to plan a teaching curriculum that incorporates a variety of children needs regardless of their cultural, spiritual, or economic backgrounds. Some kids face complicated brain-based disorders for instance attention deficit hyperactivity disorder (ADHD) and attention deficit disorder (ADD) which makes it difficult for facilitators to constrain their natural responses (Dale, 2008)? Apart from this, different children have different learning abilities, and it is up to educators to identify those with special learning needs. Educators also have the responsibility of engaging and consulting parents so that they are in a better position to deal with children with special needs. I would strive to develop service curriculum appropriate to each and every childs abilities or needs. Encouraging Children Participation In my experience as an instructor, I have come to learn that early childhood education rarely provides children with the right to taking part in decision making. I believe that participation plays a crucial role in helping kids boost their sense of self-confidence and security. Based on the Reggio Emilio approach, the school represents as a system in which the questions, thoughts, and reactions of each child are equally valued (Wien, 2015). Developing a program around participation fosters internal motivation and inspires the desire to learn. Given the opportunity to participate, pupils generate ideas much better than, I might have imagined or created myself. I have realized that an ECE hugely influences the erudition experience of young kids. Through empowering children to have an active role in the learning process, I seek to provide developmentally appropriate and innovative experiences that will leave a lasting impression on the lives of children in my care. 2.Curriculum Approaches As early childhood instructors, we all have our approaches to teaching. Our teaching method is developed from various resources and includes information from early childhood philosophers. In preparation for the development and implementation of an early childhood learning curriculum, an analysis of three previous education curriculums takes precedence. The three examples of pedagogical approaches include the Reggio Emilio Approach, the Montessori Method, and the High/Scope Approach. Montessori curriculum plan for Willow Oak Elementary school Activity Daily routine Students get to know one another and tutor encourages courtesy lessons. Here, children demonstrate courtesy and grace for one another Practical engagement where student gather around in a circle and sing songs that encourage learning each other names. Tutor also discusses rules for circle time for example raising, walking around and politely listening to another. Students also demonstrate art work. Tutor also introduces group snack sessions. Introduce new ideas and activities to perform during the circle session. Teacher indulges and involves students in rules about sharing materials and discipline while undertaking different tasks together. Tutor takes out a camera and records how children interact with one another while undertaking group activities. Involves gathering materials for the lesson and tutor guides children in how to make use of the classroom resources. Analysis The Montessori style of education created by Dr. Montessori is a child-oriented educational method founded on scientific observations of youngsters from birth to adulthood. Dr. Montessoris approach has over time being verified, with over 100 years of achievement in different cultures all over the world. Based on the Montessori approach, the teacher prepares the classroom in a manner that encourages a sense of order, independence, and freedom without limits (Giovannini, 2000). 1. How the Willow Oak Montessori curriculum reflects on my personal standpoint of the child and educators. The Willow Oak Montessori approach reflects my personal philosophy regarding child education in the sense that it elaborates on the essence of providing children with an environment where they can prosper. This environmental attribute conforms to one of my reflective elements that involve encouraging kids participation by offering a learning environment that promotes the desire to learn. 2. How individual and group strengths, interests and goals in conjunction with the Frameworks Learning Outcomes are planned for The Willow Oak Montessori Method caters for group strengths by organizing children in multiage groups where older children take a leadership role and reinforce learning by teaching younger children conceptions they have already grasped (Cossentino, 2005). A Montessori class consists of learners whose ages frequently span three years. For children who form groups, they have to stay with the class and educator for the entire learning cycle, forging meaningful bonds. Its through multiage groupings that students get to learn and adapt to working in teams which in turn help them to pursue their individual goals and interests. Using the hands-on approach, the Montessori teacher also plays a crucial role in helping students endeavors to reach their targets by creatively preparing a classroom environment with learning resources that entice students to learn (Sobe, 2004). 3. How the curriculum planning format records each childs participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. How families and children can actively contribute to future planning in order to support the learning, development and interests of the children. In the Willow Oak Montessori education curriculum, teachers through general observation of children during work and play and their interactions with other kids and record each childs contribution. Families may actively contribute to the Montessori learning program by taking up the role fundraising event volunteers, class representatives, and class trip chaperones. Parents may access the Montessori learning curriculum at the Montessori Institute, a non-profit institute established with the intention of stimulating quality learning and availing academic materials and information to teachers and parents (Elkind, 2003). 4. How the program format is accessible, flexible, easy to use and interpret by staff and families. The institute tries to pass on particular information and methods representing optimal learning while instilling understanding and respect for youngsters and their development which ultimately gives adults the spontaneity and flexibility needed to meet the specific needs of children. 5. How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends childrens learning? Documentation of a childs experiences, done on program reflection journal helps educators and parents in evaluating a childs learning development thus pointing out areas where improvement may be necessary. The High/Scope Approach HighScope is an excellence method of childhood education and care which has been designed and developed by exploration over a forty year period. The HighScope central assumption is that youngsters develop their learning by actively engaging in effective learning using materials, ideas, and people. Example of a daily curriculum plan for Alderwood Early childhood Centre Activity Daily routine Greeting Time Children enter the classroom and are each told to pick a symbol from two distinct categories of color symbols. Involves two teachers who separate the children in two groups based on the chosen color symbols and each teacher introduces children from their group. Planning time Teacher divides students into groups and introduces students to the concept of sharing materials. Teacher asks students to hold hands as the groups moves around pretending to be a train Work time Teacher informs children its work time and takes out a variety of toys that encourage active learning. Teachers also empathize with children with learning difficulties and encourage them on. Cleaning time Teachers work with children and help them in cleaning up on the materials used during work time. Other ideas Tutors along with students explore outdoor activities. Tutors converse with children about their families using open-ended questions. Teachers hand daily routine guidance books to take home. Analysis 1. How the format reflects or does not reflect your view of the child and educator The use of materials contradicts my personal philosophy in the sense that I believe in setting goals for children and helping them achieve them while the HighScope approach assumes that provided with the right learning materials children find their targets. 2. How individual and group strengths, interests and goals in conjunction with the Frameworks Learning Outcomes are planned for. This method addresses the interests and goals of children using the constructivist theory which explains that we learn by physically and mentally interacting with the environment. The HighScope approach is more of a learning technique than a teaching system 3. How the curriculum planning format records each childs participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. How families and children can actively contribute to future planning in order to support the learning, development and interests of the children. Daily observation of kids experiences is done using key development indicators (KDIs) as a vital part of planning, schooling, and learning. The HighScope approach may limit a childs ability to give feedback on their learning experience since it focuses on active learning. Teachers may inform parents about their daily observation results through observation boards. Parents, on the other hand, communicate with teachers using emails. 4.How the program format is accessible, flexible, easy to use and interpret by staff and families. Families may actively participate in the HighScope learning curriculum by attending an open house where families get to view the classroom and speak with teachers. The education program is accessible to parents through welcome packets sent to new parents. 5.How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends childrens learning? The welcome packets orient parents with information regarding child observations, and daily routine. The documented observations and evaluation are recorded and stored in the form of KDIs. Educators record brief and precise anecdotes which later transcribed into child view files (CORs). These data may be used as a point of reference when making future decisions. Reggio Emilio Approach The Reggio Emilia Method is a learning viewpoint that views children as possessing strong capabilities for development and grows in relationships with others. Reggio Emilio principle breakdown for Parkview childrens center Principle Breakdown Childs image Each teacher believes that students possess rights to discover their won world. This principle helps teachers recognize that children are a source of inspiration and strength. Children relationships and interactions Conversations during group activities strengthen collaboration with parents. Availability of class mail boxes allows parents to leave surprise letters for children as well as teachers. Parents role Parkview children center uses an open door policy where teachers engage parents in helping children with their projects and also take part on advisory boards. Classroom environment The Parkview classroom is considered as the third teacher. Well organized shelves make easy for students to find learning materials. Documentation The Parkview child center uses daily journals in displaying completed projects. The everyday journals regarding interests and explorations of children are sent to parents via email. The children center has translators to help exchange information with families whose English is not a first language. Analysis 1. How the format reflects or does not reflect your view of the child and educator. This approach mirrors my philosophy in the sense that it advocates for teachers helping children to discover their goals thus developing their potential in the process. 2. How individual and group strengths, interests and goals in conjunction with the Frameworks Learning Outcomes are planned for. In addressing the individual and group strengths and interests of children, the Reggio Emilio curriculum technique strongly advocates for social teamwork and working in groups where every youngster is an equal participant. 3. How the curriculum planning format records each childs participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. How families and children can actively contribute to future planning in order to support the learning, development and interests of the children. In recording each childs participation, teachers observe, inquire and carefully listen to the children. Teachers document results inform of transcripts, photographs, or visual representations such as drawings and sculptures. 4.How the program format is accessible, flexible, easy to use and interpret by staff and families. Parents can contribute to the Reggio Emilio curriculum by taking part in discussions regarding school policy or by implementing the programs philosophies even when the child is home. The Reggio Children Loris Malaguzzi Centre Foundation is a global non-profit organization that offers guidance on the Reggio Emilio Approach. 5. How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends childrens learning? Unlike the Montessori or HighScope learning curriculum, the Reggio-Emilio curriculum documents childrens thought since they are encouraged to explain their experiences. Documentation serves to aid the instructors in assessing their teaching practices and improving the program accordingly. Proposed curriculum planning format implemented across a five day learning period. The proposed curriculum is a philosophy designed for preschool and primary education. The pedagogical technique bases its assumption based on the views of self-expression, active learning, class arrangement, daily schedule, and assessment. Day Activities Self-expression Dynamic learning Class arrangement Daily schedule Assessment 1. Teacher asks each and every student to introduce themselves. Tutors introduce children to various learning materials. Teachers make sure that materials are arranged in such a way that students are able to find them Tutor draws up an evaluation manual based on children level of interaction Teachers observe student behavior. 2. Tutors teach students how to politely communicate with one another politely as well as communicating with parents. Children learn how to pick out learning materials and return them after use. Teachers provide learning resources to kids based on their interests. Using a presentation chart teachers inform children about activities undertaken for different time periods. Teachers performing an active role of correcting students while still surveying their behavior especially during group activities. 3. Children learn how to communicate on paper through songs and artistic displays. Children engage in group activities while using learning resources. Tutors carefully analyze each childs learning capability. Children watch an educational film and get to learn something without the teachers input. Children 4. Teachers learn more about children needs by talking to them. Children engage in practical skills such as fire drills. Tutors test children based on the skills acquired. Children go for an educational field trip. Teachers through photographs document student behavior and draw up a report of the findings. 5. Parents provide further learning end feedback on the students communication skills Children engage in outdoor learning under the guidance of a teacher. Tutors rearrange the learning environment and introduce new learning materials. Children indulge in charity work and get to learn how to empathize with others. Teachers send the report findings of student behavior to parents Parents through visits and emails provide feedback and suggest ideas to improve student behavior. Analysis Self-Expression Self-expression, a method of encouraging kids to communicate with their peers as well as teachers, forms the center of this approach in the sense that teachers use less off hands-off tutoring and more off explanatory teaching which forces students to learn how to express themselves and communicate with others. Dynamic learning The dynamic learning principle follows the assumption that kids are to an extent responsible for their learning while teachers have the responsibility of providing the necessary teaching materials interacting with and prudently observing and recording and leading individual and group student learning activities. Class arrangement This curriculums class organization encourages children to take part in educational and meaningful experiences. The classroom placement of equipment and materials upholds requirements of the daily routine thus children have an idea where to find resources. The instructor chooses the activities and materials to use based on a few deliberations: Childrens interests (for instance kindergarten kids are fascinated by art, housekeeping, or blocks. Opportunities for supporting concepts and skills and practical use of those abilities. Teachers choose materials on the basis of encouragement of active involvement, language development, and spatial relations. Daily Schedule In this curriculum, the program takes into account the developmental stages of children, integrates fifty to sixty plan-do-appraisal procedures, is as reliable all through the day and encompasses a minimum number of changes. The plan-do-appraisal plays a crucial role in this curriculum as it allows teachers to help children initiate plans or activities and then analyze the results of their operations. AssessmentTeachers record unusual behaviors, statements, and things that help them to comprehend a childs way of thought and learning. Teachers make use of twofold mechanisms to assist them in compile data, portfolio and important experiences note form. This curriculums observation record is further used to evaluate childrens development. 1. How the format reflects or does not reflect your view of the child and educator. My personal education advocates for the participation of children which reflects my proposed curriculum planning format which encourages self-expression among children through teaching students how to speak to one another and also to their teachers politely. 2. How individual and group strengths, interests and goals in conjunction with the Frameworks Learning Outcomes are planned for. My personal philosophy as well as curriculum planning advocate for dynamic learning which explains that children are to an extent responsible for their learning. Education reflects in the curriculum plan where teachers provide the necessary learning materials to children and watch how the use them which helps teachers in identifying each and every childs interests and skills. 3.How the curriculum planning format records each childs participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. How parents and children can actively contribute to future planning to support the learning, development, and interests of the children. My curriculum plan assumes a daily schedule where teachers carefully observe students, and at the end of the week, teachers document their observation of the child. 4. How the program format is accessible, flexible, easy to use and interpret by staff and families. The documented findings are then sent to parents and later invitation to an open day. Here, students, parents, and teachers discuss how to improve the students learning experience. Parents are also welcome to share their suggestion through suggestion boxes and open online forums. 5. How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends childrens learning? Documentation of childrens behavior is a continuous process and details kids actions in a five-day period. Early literature creates room for future detailed analysis of children thus making it possible for rapid problem-solving. 3. Developing a Learning Curriculum that Incorporates Children from Aboriginals and Torres Strait Islanders People Due to racist policies and statute, Aboriginal peoples have continuously lacked the right to partake in many areas, precisely in education, employment, and healthcare. According to MacNaughton and Hughes, (2007) inclusion in different early childhood learning programs has significance for all children. The Educators Guide to National Quality Standards for Australia identifies cultural know-how about Aboriginal and Torres Strait Islander peoples differs from the far-reaching idea of respecting cultures (Sumseon et al., 2009). Studies of previous intervention curriculums indicate that quality early childhood pedagogical approaches make a considerable difference to permanent results. The HighScope method, which offered quality education to children of underprivileged backgrounds in the U.S, has shown to improve learning results (Currie, 2001). When developing an early childhood curriculum for children from Aboriginals and Torres Strait Islanders people, it may be prudent to recognize th e unique position of Native Australians and the effects of exploitation and colonization and generations of disadvantage. Working with indigenous societies requires cultural competence, explained in the Early Years Learning Framework for Australians (Vinson, 2009) as requiring knowledge, skills, and attitude. The greatest education concerns regarding the schooling of Aboriginal and Torres Strait children include trying not to offend them, the opinion that political inference interferes with early childhood teaching as well as care. Contrary to this belief, existing research from the Australian Institute of Family Studies (2011) highlights the following points: There is a definite reason for non-Aboriginal educators to have knowledge of how to make use of the school program in engaging and supporting children from the Aboriginal culture. When working with native Australians, a focus on enablement and working with others makes a difference. Education has been transforming into a comprehensive system that accommodates Aboriginals with some teachers being uninformed of the change (Neegan, 2005). These strategies ensure that Aboriginal children get integrated into the classroom. Respect Having high prospects for Aboriginal learners and honoring their beliefs and language (Battiste, 2002). Love Demonstrating our faith that Aboriginal students can and will prosper through our commitment to their learning styles (Castagno, 2008). Truth Developing quantifiable results for Aboriginal pupil success and utilizing them as significant indicators of the inclusive of a pedagogy approach (Aikenhead, 2001) References Giovannini, J., 2000. The Montessori Method.Architecture,89(6), pp.116-121. Cox, M.V. and Rowlands, A., 2000. The effect of three different educational approaches on children's drawing ability: Steiner, Montessori and traditional.British Journal of Educational Psychology,70(4), pp.485-503. Cossentino, J., 2005. Ritualizing expertise: A non-Montessorian view of the Montessori method.American Journal of Education,111(2), pp.211-244. Sobe, N.W., 2004. Challenging the gaze: The subject of attention and a 1915 Montessori demonstration classroom.Educational Theory,54(3), pp.281-297. Elkind, D., 2003. Montessori and constructivism.Montessori life,15(1), p.26. McLeod, S. and Bleile, K., 2004. The ICF: A framework for setting goals for children with speech impairment.Child Language Teaching and Therapy,20(3), pp.199-219. Hewett, V.M., 2001. Examining the Reggio Emilia approach to early childhood education.Early Childhood Education Journal,29(2), pp.95-100. Dale, N., 2008.Working with families of children with special needs: Partnership and practice. Routledge. Wien, C.A., 2015.Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools. Teachers College Press. MacNaughton, G. and Hughes, P., 2007. Teaching respect for cultural diversity in Australian early childhood programs: A challenge for professional learning.Journal of Early Childhood Research,5(2), pp.189-204. Vinson, T., 2009. The origins, meaning, definition and economic implications of the concept social inclusion/exclusion: incorporating the core indicators developed by the European Union and other illustrative indicators that could identify and monitor social exclusion in Australia.Canberra: Department of Education, Employment and Workplace Relations. Sumsion, J., Barnes, S., Cheeseman, S., Harrison, L., Kennedy, A. and Stonehouse, A., 2009. Insider perspectives on developing belonging, being becoming: The early years learning framework for Australia.Australasian Journal of Early Childhood,34(4), pp.4-14. Currie, J., 2001. Early childhood education programs.The Journal of Economic Perspectives,15(2), pp.213-238. Neegan, E., 2005. Excuse me: Who are the first peoples of Canada? A historical analysis of Aboriginal education in Canada then and now.International Journal of Inclusive Education,9(1), pp.3-15. AUSTRALIAN INSTITUTE OF FAMILY STUDIES, INFORMIT, RMIT PUBLISHING. (2011).Families society collection. Melbourne, Vic., Australia, RMIT Pub. Battiste, M., 2002.Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa: Apamuwek Institute. Castagno, A.E. and Brayboy, B.M.J., 2008. Culturally responsive schooling for Indigenous youth: A review of the literature.Review of Educational Research,78(4), pp.941-993. Aikenhead, G., 2001. Integrating Western and Aboriginal sciences: Cross-cultural science teaching.Research in Science Education,31(3), pp.337-355.