Union Bank Of India

Union Bank Of India INTRODUCTION: Union Bank Of India Father of the Nation, Mahatma Gandhi, inaugrated the Union Bank Of India on November 11, 1919. It covers all the sectors of the society, be it agriculture, industry, trade and commerce, services or infrastructure, the bank plays a major role in rendering services to the financial needs of every section. Apart from this, the bank also extended financial support to educational, housing and trade sector. In 1947, the bank had only 4 branches which include 3 in Mumbai and 1 in Saurashtra. The bank was nationalised in 1969 and at time of nationalisation the bank had total 240 branches all over India. In June 2000, Union Bank acquired Bank of America’s highly profitable operations in Pakistan and went on to become one of the largest private commercial banks. The acquisition added a new dimension to Union Bank’s business and enhanced its customer base, deposits, and loan portfolio quality. This acquisition also enhanced Union Bank’s corporate image in the domestic financial market. PRODUCTS AND SERVICES OFFERED BY UNION BANK: Deposits Account: Cumulative Deposit Scheme Deposit Reinvestment Certificate Union Flexi-Deposit Union Insured Recurring Deposit Union 94 Months Double Scheme Monthly Income Scheme Tax Exemption Deposits Union Float Deposits Union Unfixed Deposits For NRI FCNR (B) Foreign Currency Deposit RFC Customer Relationship Management CRM (customer relationship management) is an information industry term for methodologies, software, and usually Internet capabilities that help an enterprise manage customer relationships in an organized way. It happens by maintaining and updating the contacts of customer. This is for the: 1. Existing customers 2. Prospective customers For example, an enterprise might build a databaseabout its customers that described relationships in sufficient detail so that management, salespeople, people providing service, and perhaps the customer directly could access information, match customer needs with product plans and offerings, remind customers of service requirements, know what other products a customer had purchased, and so forth. It consists of the following: Helping an enterprise to enable its marketing departments to identify and target their best customers, manage marketing campaigns and generate quality leads for the sales team. Assessing the organization to improve telesales, account, and sales management by optimizing information shared by multiple employees, and streamlining existing processes (for example, taking orders using mobile devices) Allowing the formation of individualized relationships with customers, with the aim of improving customer satisfaction and maximizing profits; identifying the most profitable customers and providing them the highest level of service. Providing employees with the information and processes necessary to know their customers, understand and identify customer needs and effectively build relationships between the company, its customer base, and distribution partners. CRM Strategies Adopted By Union Bank of India Nowadays, many businesses such as banks, insurance companies, and other service providers realize the importance of Customer Relationship Management (CRM) and its potential to help them acquire new customers retain existing ones and maximize their lifetime value. At this point, close relationship with customers will require a strong coordination between IT and marketing departments to provide a long-term retention of selected customers. Union Bank aims to increase customer profitability with any customer retention. It is a sound business strategy to identify the banks most profitable customers and prospects, and devotes time and attention to expanding account relationships with those customers through individualized marketing, pricing, discretionary decision making. According to Union Bank of India having and acting upon deeper knowledge about the customer, ensure that the customer such as how to fund the customer, get to know the customer, keep in tough with the customer, ensure that the customer gets what he wishes from service provider and understand when they are not satisfied and might leave the service provider and act accordingly. Union Bank of India has a database of its customers and informs them about the various schemes offered by the bank. The bank has a suggestion box in which customers of the bank can give their views and suggestions. The bank also has a helping desk where the customers can ask their queries. This is a very good strategy to retain the customer. The bank provides the information to its customers about any change in the interest rate of advances. They attend all the customers who are present in the bank, so that they do not feel neglected and not switch to any other bank. CRM Strategy of Public Sector Banks Public sector CRM strategy must be aligned to the organization’s purpose in order to realize a sustained achievement of CRM objectives and successful customer relationships. While CRM strategies differ among implementers, the most successful strategies have several criteria in common. Alignment between the organization’s mission and the CRM strategy; a good strategy is a direct reflection of the mission and supports the mission in direct, clear and easy to understand terms. Strategies must be customer focused; they speak to the positioning and evolvement of the customer relationship. CRM strategies require executive sponsorship and complete buy in; the rank and file take their queues from the executive team so the executives must visibly, vocally and actively sponsor the CRM strategy for it to be successful. Strategies are an iterative process; as the the organization evolves so to will the CRM strategy. They mainly focus on the following: To win back or save customers To attract new and potential customers To create loyalty among existing customers and To up sell or offer cross services. CONCLUSION CRM in banking industry entirely different from other sectors, because banking industry purely related to financial services, which needs to create the trust among the people. Establishing customer care support during on and off official hours, making timely information about interest payments, maturity of time deposit, issuing credit and debit cum ATM card, creating awareness regarding online and e-banking, adopting mobile request etc are required to keep regular relationship with customers. The present day CRM includes developing customer base. The bank has to pay adequate attention to increase customer base by all means, it is possible if the performance is at satisfactory level, the existing clients can recommend others to have banking connection with the bank he is operating. Hence asking reference from the existing customers can develop their client base. If the base increased, the profitability is also increase. Hence the bank has to implement lot of innovative CRM to capture and retain the customers.There is a shift from bank centric activities to customer centric activities are opted. The private sector banks in India deployed much innovative strategies to attract new customers and to retain existing customers. CRM in banking sector is still in evolutionary stage, it is the time for taking ideas from customers to enrich its service. The use of CRM in banking has gained importance with the aggressive strategies for customer acquisition and retention being employed by the bank in todays competitive milieu. This has resulted in the adoption of various CRM initiatives by these banks. Private Sector Banks have been able to implement the CRM practices more effectively as compared to the Public Sector on the basis of of the service quality level being provided by these banks.

Student Satisfaction in Jose Rizal University

Introduction Students’ opinions about all aspects of academic life are now sought by educational institutions worldwide, generally, in the form of a satisfaction feedback questionnaire. It is this student satisfaction survey, within the context of student satisfaction in JRU Jose Rizal University. In the Philippines, Higher Education (HE) students were considered to be the â€Å"primary customers† of a University ,even before they were liable for the payment of â€Å"up-front† tuition fees. Students are the direct recipients of the service provided.As if to confirm this status of the â€Å"student as customer†, the Commision on Higher Education (CHED) has introduced a National Student Survey. This survey is aimed at first year students to seek their views on a number of aspects of teaching, assessment and support provided by their university and its courses. The results will ultimately be used by the school to produce league tables of university performanc e. The position of a university in any league tables will impact ultimately on its image.Image has a strong impact on the retention of current students and the attraction of potential students. Indeed recruitment and retention of students has been moved to the top of most universities’ agendas by CHED due to their desire to increase the JRU student population in line with Government targets. Poor retention rates may have adverse funding consequences for University . This paper takes the view that student satisfaction, retention and recruitment are closely linked.Thus student satisfaction has become an extremely important issue for universities and their management. The aim is to try to maximise student satisfaction, minimise dissatisfaction and therefore retain students and so improve the institutions performance across a number of league tables. Taking these criticisms into consideration the questionnaire used in the satisfaction survey asked only for perceptions of performa nce of a range of service aspects (as well as importance) but did not aim to collect data associated with expectations.Indeed, the survey questionnaire was designed around the concept of the service-product bundle. This concept is discussed in the next section. The service-product bundle The outcome of service delivery is a tangible product, and a â€Å"bundle† of goods and services as the product offering . The service-product bundle refers to the inseparable offering of many goods and services including what Jose Rizal University has to offer its students. This bundle consists of three elements: (1) the physical or facilitating goods; 2) the sensual service provided – the explicit service; and (3) the psychological service – the implicit service. For a university the facilitating goods include the lectures and tutorials, presentation slides, supplementary handout documents/materials and the recommended module text. It also includes the physical facilities such as the lecture theatres and tutorial rooms and their level of furnishing, decoration, lighting and layout as well as ancillary services such as catering and recreational amenities.The explicit service includes the knowledge levels of staff, staff teaching ability, the consistency of teaching quality irrespective of personnel, ease of making appointments with staff, the level of difficulty of the subject content and the workload. The implicit service includes the treatment of students by staff, including friendliness and approachability, concern shown if the student has a problem, respect for feelings and opinions, availability of staff, capability and competence of staff.It also includes the ability of the university’s environment to make the student feel comfortable, the sense of competence, confidence and professionalism conveyed by the ambience in lectures and tutorials, feeling that the student’s best interest is being served and a feeling that rewards are consist ent with the effort put into course works /examinations. All of the above are based on students’ perceptions of the various parts of the service and the data is usually collected via some form of feedback questionnaire.Why collect student feedback? (1) to provide auditable evidence that students have had the opportunity to pass comment on their courses and that such information is used to bring about improvements; (2) to encourage student reflection on their learning; (3) to allow institutions to benchmark and to provide indicators that will contribute to the reputation of the university in the marketplace; and (4) to provide students with an opportunity to express their level of satisfaction with their academic experience.The last bullet point as the rationale behind the survey undertaken for the particular research project described in this paper. Keeping customers satisfied is what leads to customer loyalty. Research conducted by Jones and Sasser Jr (1995) into thirty orga nisations from five different markets found that where customers have choices the link between satisfaction and loyalty is linear; as satisfaction rises, so too does loyalty. However, in markets where competition was intense they found a difference between the loyalty of satisfied and completely satisfied customers.Put simply, if satisfaction is ranked on a 1-5 scale from completely dissatisfied to completely satisfied, the 4’s – though satisfied – were six times more likely to defect than the 5’s. Customer loyalty manifests itself in many forms of customer behavior. Jones and Sasser Jr (1995) grouped ways of measuring loyalty into three main categories: (1) intent to re-purchase; (2) primary behaviour – organisations have access to information on various transactions at the customer level and can track five categories that show actual customer re-purchasing behaviour; viz, recency, frequency, amount, retention, and longevity; and 3) secondary beha viour – e. g. customer referrals, endorsements and spreading the word are all extremely important forms of consumer behaviour for an organisation. Translating this into university services, this covers intent to study at a higher level within the same institution, how frequently and recently a student used ancillary services, such as the library, catering and IT services, and lastly the willingness to recommend the institution to friends, neighbours and fellow employees. Issues impacting on student satisfaction Price et al. 2003) recently reported on the impact of facilities on undergraduate student choice of university. They surveyed a number of universities over two years in order to determine students’ reasons for selecting a particular university. The average results for the two years were fairly similar – the top eight reasons being; it had the right course, availability of computers, quality of library facilities, good teaching reputation, availability of â€Å"quiet† areas, availability of areas for self-study, quality of public transport in the town/city and a friendly attitude towards students.Clearly, students’ perceptions of a university’s facilities are one of the main influences on their decision to enrol. Coles (2002) found that student satisfaction is decreased when class sizes are larger in earlier cohorts, and when students are taking compulsory core modules rather than optional modules. The quality of any of the service encounters, or â€Å"moments of truth† (Carlzon, 1989) experienced by customers forms part of their overall impression of the whole service provided, (Dale, 2003) and by implication, their impression of the organisation itself.As Deming (1982) commented, most people form their opinions based on the people that they see, and they are either dissatisfied or delighted, or some other point on the continuum in between. In order to deliver high quality services to students, universiti es must manage every aspect of the student’s interaction with all of their service offerings and in particular those involving its people. Services are delivered to people by people, and the moments of truth can make or break a university’s image (Banwet and Datta, 2003).In order to deliver total student satisfaction, all employees of a university should Ad here to the principles of quality customer service, whether they be front-line contact staff involved in teaching or administration, or non-contact staff in management or administrative roles (Gold, 2001; Low, 2000, cited in Banwet and Datta, 2003). In a recent survey conducted with 310 all male Saudi Arabian students attending the King Fahd University of Petroleum and Minerals, Sohail and Shaikh (2004) found that â€Å"contact personnel† was the most influencing factor in student’s evaluation of service quality.However, physical environment, layout, lighting, classrooms, appearance of buildings and gr ounds and the overall cleanliness also significantly contributed to students’ concepts of service quality. Galloway (1998) studied the role of the faculty administration office in one UK University on student perceptions of service quality. He found that it impacted directly on students and influenced their perceptions of the quality of the whole institution. The office performance also had a direct impact on academic and technical staff within the faculty.These front-line staff in their turn had a direct impact on students, potential students and other clients. The main predictors of quality for students were found to be: . office has a professional appearance; . staff dress smartly; . never too busy to help; and . opening hours are personally convenient. Banwet and Datta (2003) believed that satisfied customers are loyal, and that satisfied students were likely to attend another lecture delivered by the same lecturer or opt for another module or course taught by her/him.In their survey of 168 students who attended four lectures delivered by the same lecturer, covering perceived service quality, importance and post-visit intentions, they found that students placed more importance on the outcome of the lecture (knowledge and skills gained, availability of class notes and reading material, coverage and depth of the lecture and teacher’s feedback on assessed work) than any other dimension.This supports the findings of Schneider and Bowen (1995) who deduced that the quality of the core service influences the overall quality of the service perception. For universities the core service delivery method is still the lecture. Overall Banwet and Datta (2003) found that students’ intentions to re-attend or recommend lectures was dependent on their perceptions of quality and the satisfaction they got from attending previous lectures. This is supported by the research of Hill et al. (2003) who utilised focus groups to determine what quality education meant to students.The most important theme was the quality of the lecturer including classroom delivery, feedback to students during the session and on assignments, and the relationship with students in the classroom. Research by Tam (2002) to measure the impact of Higher Education (HE) on student’s academic, social and personal growth at a Hong Kong university found that as a result of their university experience students had changed intellectually, socially, emotionally and culturally. This growth was evidenced as students progressed from one year to another as their university career developed.Is this also the case with student’ perceptions of service quality and satisfaction? A number of researchers have suggested that this might indeed be the case (Hill, 1995; O’Neil, 2003) although obtaining valid and reliable data to support such a stance is difficult. This study aims to determine if there are differences in those aspects of a university service that stud ents consider important, as well as their satisfaction levels, associated with their year/level of study, i. e. first, second and third. MethodologyA quantitative survey was designed to elicit student satisfaction levels across the University’s service offerings. The questionnaire consisted of __ questions informed by previous research studies and subdivided into the various categories of the service product bundle including, lecture and tutorial facilities, ancillary facilities, the facilitating goods, the explicit service and the implicit service. At the end students were asked for their overall satisfaction rating and whether they would recommend the University to a prospective student.The satisfaction questions were preceded by a series of demographic questions that would allow the sample population to be segmented. These included, interalia, questions regarding gender, age, level of study, mode of study and country of origin. Participation in the survey was entirely volu ntary and anonymous. The length and complexity of the questionnaire was influenced, in part, by the balance between the quest for data and getting students to complete the survey. The questionnaire was piloted among 100 undergraduate volunteers.The length of time it took them to complete the survey was noted and at the end they were asked for any comments regarding the validity and reliability of individual questions. They were also asked if there was anything â€Å"missing† from the questionnaire. Based on the feedback received a number of questions were amended and the design of the questionnaire altered slightly. It took on average 12 minutes to complete the questionnaire. In order to get as large and representative a sample as possible, we conduct survey question in first year student in all courses in were targeted.Staff teaching these modules were approached and permission sought to utilise for a few minuetes of their lecture time in order to explain the rationale behin d the survey and to persuade students to complete the survey in class. Generally this â€Å"personal touch† was successful in eliciting a good response. Over the course of the two weeks the survey was undertaken, only one person refused to complete the questionnaire. Researchers are divided as to whether or not determinants of satisfaction should be weighted by their importance because different attributes may be of unequal importance to different people.In this study both satisfaction and importance were measured. There is no such thing as the perfect rating scale. However, some produce more reliable and valid results than others. Devlin et al. (1993) determined that a good rating scale should have, inter alia, the following characteristics: . minimal response bias; . discriminating power; . ease of administration; and . ease of use by respondents. In order to accommodate these characteristics, the rating scale contained five points with well-spaced anchor points representin g the possible range of opinions about the service.The scale contained a neutral category and the negative categories were presented first (to the left). Thus, undergraduates were required to respond utilising a 5-point Likert scale of 1 to 5, where 1 is very unsatisfactory, 2 is unsatisfactory, 3 is neutral (neither satisfactory or unsatisfactory), 4 is satisfactory and 5 is very satisfactory. This type of scale provides a common basis for responses to items concerned with different aspects of the University experience.The importance that students place on each criteria was measured utilising a 5-point Likert scale, where 1 is very unimportant, 2 is unimportant, 3 is neutral (neither important or unimportant) 4 is important and 5 is very important. Respondents were asked to tick the box next to the number that represented their opinion on each item. A sample of 865 students from a total within the Faculty of 3800 was surveyed. The questionnaires were analysed using SPSS v. 11 and Q uadrant Analysis conducted in order to determine those areas perceived as being the least satisfactory with the greatest importance rating.Finally, respondent focus groups were assembled to discuss some of the issues that required more in-depth analysis and which, due to constraints of space and time, were not explicitly asked about in the original survey. Results A total of — questionnaires were returned, although not all had complete data sets. Table I details the demographic mix of the respondents. Based on all student responses, the most important (i. e. list of the top ten starting from the highest value) and least important (i. e. ist of the bottom ten starting from the lowest value) aspects of the University service are shown in Table II. As can be seen from Table II the most important areas of the University services are those associated with learning and teaching. Interestingly, given the recommendations of a Government White Paper (HEFCE et al. , 2003) that from 200 6 all newly recruited university teaching staff should obtain a teaching qualification that incorporates agreed professional standards, the most important aspect of the service is the teaching ability of staff, closely followed by their subject expertise.The consistency of teaching quality irrespective of the teacher is also considered by the respondents as important, recognising that teaching quality can be variable. The students also recognise the importance of the lecture and tutorial, which is not surprising given that for most universities that is still the core service offering and is very much linked to the teaching ability and subject knowledge of staff. Teaching and learning support materials were Table 1. 1 Demographic mix of respondents GenderMale Female46 54 NationalityHome(Filipino)International89 4 Mode of StudyFull-time Part-time sandwich Level of studyLevel1 Level2 Level3 Note: Sandwich students are those whose program of study includes a year in industry Table 2. 2 Most important and least important aspects of service RatingMost ImportantLeast important 1Teaching ability of staffDecoration in lecture facilities 2Subject expertise of staffVending machines 3IT facilitiesDecoration in tutorial rooms 4LecturesFurnishings in lecture facilities 5Supplementary lecture materialsRecreational facilities TutorialsAvailability of parking 7Consistency of teaching quality irrespective of teacherThe layout of tutorial/seminar rooms 8White boardThe layout of lecture facilities 9The Learning Resources CentreThe on-campus catering facilities 10The approachability of teaching staffThe quality of pastoral support Note: Blackboard is a virtual learning environment that students can access off and on campus also ranked highly, particularly supplementary handout materials and the use of Blackboard for enhancing student learning.These are mostly associated with the explicit service delivered to the students and the facilitating goods. With regard to facilities, stude nts have ranked the importance of IT facilities very highly, reflecting the usefulness of connection to the Internet for research purposes and software packages for producing high quality word-processed documentation for coursework assignments and dissertations. This links well with the high ranking of the Learning Resource Centre where IT facilities can be accessed and books and journals ourced in â€Å"hard† copy or electronic copy. Table II also shows those areas of the service that students find relatively unimportant. These are mostly associated with the lecture and tutorial facilities and the ancillary services, for example, layout and decoration of lecture and tutorial facilities, catering facilities and vending machines. A further analysis was undertaken to determine whether different segments of the respondent population had similar or different rankings of the University services’ attributes with regard to importance and unimportance.With regard to mode of st udy, Table III shows the rankings for students studying full-time with the University. Whilst acknowledging the fact that 80 per cent of the sample population is full time students, the rankings of those service aspects considered most important are very similar to those for the sample population as a whole, the only difference being that â€Å"supplementary tutorial materials† replaces â€Å"approachability of staff†.Once again the majority of aspects considered least important are associated with the facilities and ancillary services When the views of Part-time students are considered, a number of interesting differences in their priorities are worthy of discussion. Table IV shows the rankings of service aspects for part time students. The IT facilities drops from third to tenth in their importance rankings, perhaps indicative of the fact that they have access to IT facilities at work and/or at home, thus rendering it less important relative to other aspects of servi ce.Blackboard (a virtual learning environment that allows teaching staff to make learning and other material available via the internet), on the other hand rises from 10th to 7th in importance indicating its usefulness as a teaching aid for students who do not attend the University on a daily basis and who may miss classes due to work or family commitments. Interestingly, the â€Å"helpfulness of technical staff† is considered unimportant, again reflecting their access to such help at work or a greater level of expertise on their part through working with IT on a daily basis. RankingMost importantLeast important Teaching ability of staffDecoration in lecture facilities 2Subject expertise of staffDecoration in tutorial rooms 3IT facilitiesVending machines 4LecturesFurnishing in tutorials 5TutorialsFurnishing in lectures 6Supplementary lecture materialsAvailability of parking 7Consistency of teaching quality irrespective of teacherRecreational facilities 8The Learning Resources CentreThe layout of tutorial/seminar rooms 9Supplementary tutorial materialsThe on-campus catering facilities 10BlackboardThe layout of lecture facilities Table III. Most important and least important service aspects for full-time students RatingMost importantLeast important Teaching ability of staffRecreational facilities 2Subject expertise of staffVending machines 3Consistency of teaching quality irrespective of teacherDecoration in lecture facilities 4Teaching and learning equipment in lecturesFurnishings in lecture facilities 5The Learning Resources CentreDecoration in tutorial rooms 6LecturesQuality of pastoral support 7BlackboardThe on-campus catering facilities 8Supplementary lecture materialsThe layout of tutorial/seminar rooms 9Supplementary tutorial materialsHelpfulness of technical staff 10IT facilitiesThe lecture facilities overall

The Downside Risk of Toeic Essay Samples Questions That No One Is Talking About

The Downside Risk of Toeic Essay Samples Questions That No One Is Talking About The absolute most important task is to tackle your essay questions correctly by employing the appropriate style, the suitable grammar and robust supporting documents. As you pay for homework, we provide those options at no cost. But it doesn't need to be. Then you'll be requested to answer three questions about the reading. Additionally, there are links to model answers for a few of the essay questions so you are able to observe the very best approach to answer the question. The topic doesn't require any specialized understanding. You need to select the ideal answer for each question. Make a decision as to what information to put in each individual paragraph Think about who you're writing to and use a proper kind of language Try to use a wide selection of complex language Read this explanation of the way to compose an article for FCE Writing part 2. Test-like Listening tracks, realistic practice questions, and extra on-line resources provide you whatever you want to be successful on the TOEIC. These tests will construct your confidence and your time management abilities. Practice tests are the best method to acquire ready. Ielts writing task 2 also referred to as ielts essay writing is the second undertaking of your ielts writing testhere you'll be shown an essay topic and you are going to be scored dependent on your capacity to answer the topic. Your primary objective must be to summarize and conclude. It doesn't make a difference to us, whether you're too busy on the job concentrating on a passion undertaking, or simply tired of a seemingly infinite stream of assignments. Your thesis is going to be your private viewpoint concerning the topic mentioned in the question. The New Fuss About Toeic Essay Samples Questions Adoption is an alternate solution. It is a solution There are many childless couples who would be more than willing to provide a nice and stable home for an unwanted baby. After the mother's or child's life is in danger. To conclude, abstaining from sex is a safe method of managing abortion. A youngster needs certain conditions as a way to live. This kid wouldn't be in a position to lead a normal life. Leaders on the opposite hand, notice what must be done, but spend their time figuring out how to have it done. Students should settle on which position they need to take based upon the amount and caliber of the points they're ready to come up with to support their position. Make the most of our handy guide as it is exceptionally formulated to breathe life into your upcoming essay. You should not restate significant ideas in depth, or maybe discuss new details. Some of the absolute most essential things in life may not be purchased with money, for example, friendship, love, knowledge, honestly, spirituality. With the evolution of modern-day society is the loss of conventional means of life. In Los Angeles, things aren't uncomplicated but one needs to struggle to attain their targets. You might still manage to acquire a point or two. 3 Describe how you devote a completely free day once the weather was very bad. While the term lead simply ways to go or guide. These qualities can be made better and developed if all of them are focused on the proper things. Examples of other kinds of donations can be located on the Pet Workshop site. This might be quite pricey.

Geographies of social difference workshop report Essay

Geographies of Social Difference Spring 2014 ASSIGNMENT 1. WORKSHOP REPORT Question 1. -712470229235Figure (1)Unemployed people as percentage of the labour force, Sydney, 2006. Source: ABS 2006, p.44-45 -808355666750Figure (2)People not fluent in English as a percentage of the total population aged 5 years and over, Sydney, 2006. Source: ABS 2006, p.30-31 -876300494665Figure (3)Low income Households with a gross weekly income less than $500, as a percentage of all households. Sydney, 2006. Source: ABS 2006, pp.66-67 Question 2, Map 1. Map 1: [Figure 2, People not fluent in English as a percentage of the total population aged 5 years and over, Sydney, 2006] (a) Compare the spatial pattern of the map to the map of†¦show more content†¦Sydney, 2006.] Compare the spatial pattern of the map to the map of unemployment. Does the map share the same spatial pattern as unemployment (i.e. do the areas of high and low concentration match)? Describe the similarities and differences in the spatial pattern. Figure (1) and Figure (3) have similar spatial patterns of unemployment and low income households. Both unemployment and low income are common in the central western parts of Sydney (Blacktown) and also South Western parts of Sydney such as Campbelltown and also leading into the inner western and eastern suburbs such as Villawood and Claymore (ABS, 2006). These maps show similarities as unemployment often results in individuals living off low income. b) Explain why your map shares (or does not share) a similar spatial pattern to the map of unemployment. Figure (1) and Figure (3) have similar spatial patterns as unemployment and low income correlate with each other. Both unemployment and low income are prevalent specifically in the Western suburbs of Sydney. 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