Teenage Violent Crime Rates in the US

Young Violent Crime Rates in the US Erica Goncalves What do young people do after school? Examination expresses that 1 of every 5 youngsters in the United States are unaided after school. This prompts high schooler viciousness. Teenager savagery are when kids escape school and join a gathering of posse and begin carrying out violations, go in the web and menace different understudies. Ultimately, youngster savagery are as yet going on as a result of the manners in which adolescents are acting, the manner in which they are a direct result of the videogames and the sorts of music teenagers are tuning in to. Adolescent savagery are in each school and spot that contains youngster in it. Those adolescents that are doing the savagery has been manhandled or tormented previously. Adolescent savagery has been gone through ages it gets give every year to youthful grown-up, the reasons for youngster brutality in the city of Boston is that high schooler viciousness is caused in view of the manners in which the guardians treat them viciousness tee nagers. This shows we need more afterschool program in the United States to keep kids connected with and profitable. Kids in quality afterschool programs are bound to come to class, remain in school, turn in their work, and show signs of improvement grades. After school programs are especially all around situated to have any kind of effect in an understudies life to assist them with being fruitful. Understudies who goes to an after school program have a higher possibility of going the school and have a profession than understudies who doesn't go to an afterschool program. The issue is that there is a great deal of high schooler viciousness happening of late. In the course of the last couple [1]years high schooler viciousness has been a difficult that is influencing everybody in the city of Boston[2]. Teenager [3]violence likewise influence a ton of things like bringing down the spending plan of the city, making roads perilous, hassling and harassing other resident, and tragically the expansion in the quantity of high schooler who lose their life. As per ongoing investigations about adolescent brutality, 12% of understudies who went to secondary school revealed having a weapon, and about 3% were conveying a firearm. Likewise 20% of understudies detailed taking an interest in a physical battle, 7% of youngsters were accounted for to partake in group exercises. With regards to harassing, 17% of understudies said that they had been a casualty of tormenting and 14% said that they been a survivor of cyberbullying [1]. The city of Boston contains 25% of the savagery in all of Massachusetts [2]. It is difficult for a high schooler to center and be certain realize that 64% of recouped weapons are seized from individuals who own them illegally[3]. Teenager Violence pervasively affects all individuals from the general public, from the youngsters themselves to grown-ups that pay higher expenses to address the issue. Understudies that don't go to an after school program are well on the way to get engaged with high schooler wrongdoing. These understudies that are solo after school are 49% bound to utilize drugs and 37% bound to turn into a high schooler parent than kids that go to some after school programs for 1-4 hours every week. (include reference) Another case of the effect of after school programs is that understudies that go to an after school program are more averse to be suspended from school for savagery, and understudies as of now in the adolescent court framework that went to after school programs were less inclined to return to court in any way, shape or form, particularly for brutality. Finally, understudies in afterschool programs were less inclined to turn into a first time guilty party of savagery in the network than different understudies not in an afterschool program that had not effectively carried out any crime.(Add Footnote) Twoafter school programs have had huge achievement in forestalling wrongdoing. At the point when an after school program was made in 12 California neighborhoods, high schooler wrongdoing diminished essentially. Vandalism diminished by 66%, vicious acts and conveying a hid firearm diminished by the greater part, and the quantity of captures made by the police diminished significantly (include reference #1). Baltimore likewise made an after school program through the police division. When it was made, adolescent wrongdoing dropped by 10% and the danger of kids and youngsters as victi,s of wrongdoing was sliced down the middle (include commentary #1). In conclusion, the crime percentage diminished by 75% in a lodging venture when an after school program was made, however wrongdoing expanded in a comparative lodging venture when there was no after school program (include commentary #2). After school program have existed for a long time. After-school programs first [4]emerged in the last quarter of the nineteenth century, as little, eccentric young men clubs, frequently close to a customer facing facade or room in a congregation or other nearby building(The setting for the development of the after school program by Robert Halpern).The clubs advanced to give diversion and learning exercises to youngsters. Moreover the flexibly of after school programs isn't as high as the interest for them.Twice the same number of rudimentary and center school guardians need afterschool programs as are at present available(National Opinion Research Center). What makes this issue extreme is that the absence of afterschool programs permits understudies to drop out, carry out wrongdoings and become high schooler guardians. The hours somewhere in the range of 3 and 6 p.m. are the pinnacle hours for adolescent wrongdoing and experimentation with drugs, liquor, cigarettes and sex(Fight Crime: Invest in Kids, 2003). This is when understudies are leaving school and feel like they are all alone. Lately, more youngsters have been going to after school programs. Their families are supportive of their positive advantages. In 2004, 6.5 million youngsters took an interest in after school projects, and this worth expanded to 8.4 million of every 2009 and 10.2 million today (include commentary #3). Guardians who have children who go to an after school program have been progressively happy with the projects. After some time they have expanded their fulfillment in nature of care, schoolwork help, workforce abilities advancement, assortment of exercises, and the knowledged staff (reference #3). Adolescent crime percentages have diminished since the 1980s, so the viability of afterschool programs is seen from numerous points of view. Lately (2008-2012), the adolescent crime percentage has diminished. Murder diminished by 42%, assault diminished 24%, burglary diminished by 39%, and irritated attack diminished by 35% also in the multi year time frame (include commentary #4). For the sixth continuous year after 2006, the young savage crime percentage has diminished significantly in the US (reference #4). The commonness of wrongdoing in guys and females ages 10-17 has diminished over the most recent 4 years. It has additionally diminished for all races-whites, blacks, Hispanics, Asians, and American Indians. Between 2003-2012, brutal wrongdoing for Asian youth has diminished by 44%, 41% for American Indians, 39% for whites, and 23% for blacks (include reference #4).The parts of fierce wrongdoing murder, coercive assault, theft, and irritated attack have tumbled to record lows ov er the time of 2008-2012.(add commentary #4) Youth property related misconduct has diminished altogether coming up to 2012. In 2012, the property related misconduct rates were at its most reduced levels since 1980. In a similar multi year time frame portrayed before, youth were captured 36% less for thievery, 30% less for burglary robbery, 47% for engine vehicle robbery, and 33% less for fire related crime (footnote).The pervasiveness of property related misconduct has diminished for the two sexual orientations over the time of 2008-2012. The predominance has likewise diminished for all races, [5]too-whites, blacks, Hispanics, Asians, and American Indians. Understudies who invest no energy in extracurricular exercises, for example, those offered in after-school programs, are 49 percent bound to have utilized medications and 37 percent bound to become high schooler guardians than are those understudies who go through one to four hours of the week in extracurricular activities(National Youth Violence Prevention Resource Center). Young people who went to an adolescent confinement office were altogether less inclined to be suspended from school contrasted with kids who didn't take part in the program. Adolescents who were a piece of the adolescent equity framework were altogether less inclined to fall once again into carrying out violations. Youngsters that had no experience were more averse to submit a first offense. An investigation of afterschool programs directed by the California Juvenile Crime Prevention Demonstration Project in 12 high-hazard California people group found that, the pace of wrongdoing and misconduct went down after they began the program. Vandalism and taking dropped by 66%, rough acts and conveying a disguised weapon fell by the greater part, and captures and being gotten by the police were sliced down the middle. In the three years after Baltimores Police Department opened a Police Activities League (PAL) afterschool program in one horror neighborhood, adolescent wrongdoing in the area dropped about 10 percent, and the danger of kids and youngsters turning out to be wrongdoing casualties was sliced almost down the middle. While adolescent exploitation rates were descending for all Baltimore adolescents, the rate in the territory served by the PAL program descended almost multiple times as quick as it accomplished for the city as a whole.x Paulo Barros is the individual who run the program. All the choices in executing the proposed program is made by the chief Paulo Barros, catholic causes board, the leader of the CEO and VP of the CEO. It costs the organization 1.3 a large number of dollars to run yearly. Achievement are estimated dependent on what number of understudies go the school. It is likewise estimated by the measure of pack associated with nature and captures, and what number of understudies finds a new line of work. Additionally that is the place a large number of Cape Verdean understudies learn English. This program has been run since 2001. It use to be a center school K1-8. The program use to run cafeteria in the cellar that had nothing to do with school. During the time the program expanded and greater and once the school shut down as a result of the archdiocese sex outrage. At that point the teenager place assumed control over the structure. Holy person Peter urge understudies to remain in school. Unders tudies who goes to Saint Peter are bound to get passing marks and impeccable atte

Labour Law seen examination Essay Example | Topics and Well Written Essays - 1250 words

Work Law seen assessment - Essay Example In this manner, every individual application must be treated on the benefits. Fareeda might have the option to make a case for direct segregation given that she outperformed all the necessities that were recorded by Allan in their greeting. In any case, there is no express notice by the Allan’s of any explanation that they may have considered to choose Lady Monique in Fareeda’s place. The main proclamation that may suggest any separation is their avocation of Lady Monique’s relationship with ‘the right kind of families and the correct kind of children’. From the realities of Mandla v Dowell Lee [1982]1, it follows that Muslims may likewise frame some portion of a nationality with unmistakable ethnic causes so as to be named a racial gathering for the reasons for the Race Relations Act 1976. The extent of separation was extended by this Act to individuals who were dealt with negatively because of racial profiling of outsiders (Weathersfield Ltd v Sarg eant)2. With the origin of the Employment Equality (Religion or Belief) Regulations 2003, strict segregation took legal structure by ensuring individuals with â€Å"any religion, strict conviction or philosophical belief†. ... Anyway exclusively she will most likely be unable to be made up for her complaint and her cure must be founded on the legitimacy of the cases of different candidates. Beverly McLaughlin Beverly additionally satisfies the prerequisites of the bid for employment. Her case would be founded on the statement that she was separated by virtue of her age which is ensured under the Equality Bill 2006. Given that she was more than qualified for the activity, the Allan’s conviction that Lady Monique would have more associations with the correct families and the correct youngsters could be more than inferable in Beverly’s favor since she has more understanding as a babysitter working under a very well off business for a long time. Woman Elizabeth Porter Lady Elizabeth Porter can declare that she was oppressed because of her visual deficiency under the Disability Discrimination Act 1995 as changed by the Disability Discrimination Act 2005, since her incapacity qualifies as one perce ived by s.1 of the 1995 Act (as corrected by s.18 of the Act of 2005); â€Å"a physical or mental weakness which has a generous and long haul unfavorable impact on his capacity to do ordinary everyday activities†. Her accreditations are likewise far unrivaled than that of Lady Monique’s. In addition, the Allan’s are not, at this point under the assurance of the 1995 system which absolved bosses with under 20 workers, as the 2005 correction changes that to incorporate little businesses too. Notwithstanding, for this situation, the Allan’s can depend on the barrier of ‘justification’ since the youngster to be dealt with is 2 years of age and would require to be kept an eye on significantly more intently than a visually impaired individual can manage. Under the demonstration, this barrier might be

Positive Psychology vs. Positive Thinking

Positive Psychology vs. Positive Thinking Basics Print Is Positive Psychology the Same Thing As Positive Thinking? How Is Positive Psychology Different From Positive Thinking? By Elizabeth Scott, MS twitter Elizabeth Scott, MS, is a wellness coach specializing in stress management and quality of life, and the author of 8 Keys to Stress Management. Learn about our editorial policy Elizabeth Scott, MS Updated on February 11, 2018 Positive psychology goes beyond thinking, and involves taking action. Blend Images - KidStock/ Getty Images More in Psychology Basics Psychotherapy Student Resources History and Biographies Theories Phobias Emotions Sleep and Dreaming When people talk about the happiness-related field of positive psychology, they’re talking about positive thinking, positive affirmations, and thought-based positivity. When I’ve talked to people about positive psychology, an exciting and relatively new branch of psychology, people often mention that they are fans of positive psychology and that they have already used positive thinking in their lives for years.  Sometimes I hear less-enthusiastic assertions that positive psychology is really just self-delusion (or any of a number of misconceptions about positive thinking) and that action-based techniques for getting into a good mood are much better than thinking strategies.  Interestingly, both of these responses are based on a common belief that “positive thinking” and “positive psychology” are the same thing.  It’s important to understand the distinction between the two, not only for stress management levels, but for overall wellness, happiness, and life satisfaction.  Let’s break it down. Positive thinking can be a fantastic way to relieve stress.  It can encompass cognitive reframing to combat common cognitive distortions; it can involve a conscious focus on the benefits of a situation rather than its drawbacks, or on a focus away from negative events; it can include a conscious attempt to back away from focusing on the negatives in life.  It involves optimism and gratitude and supportiveness, and can include positive affirmations as well as a determined effort to stop complaining.   Positive thinking is based in large part on cognitive (thought-based) ways to attain a more emotionally positive frame of mind, with the understanding that when we think more positively, we feel better, and we operate from a stronger, more functional place within ourselves.   Positive thinking is a way of thinking ourselves into better behavior and greater resilience, rather than behaving our way into a different frame of mind.  Positive thinking can indeed help with stress relief in many ways. Positive psychology is a bit different.  It can include all of these things, but it is the scientific study of what makes people thrive, and it goes a bit further than what many people consider to be “warm and fuzzy thoughts” and into some meaty interventions based on research findings.  Positive psychology focuses on behaviors that can lead to a more optimized frame of mind as much as on thought patterns that lead to more functional behaviors, much like cognitive-behavioral therapy (CBT).  But compared to CBT, positive psychology focuses more on what makes already-functional people thrive even more, rather than on fixing a problem that may be causing difficulties in someone’s life.  Positive psychology can help people who are doing pretty well maximize their potential, and can help people who are coping with stress reasonably effectively become people who are more resilient toward stress and really enjoy their lives to a greater extent as well. Positive psychology is a vast field of study, but it involves a few main components.  The following are some of the more popular ideas and recommendations from the field of positive psychology, one of my favorite branches of science for stress relief. Gratitude: How it works, and how to use it in your life.Pleasures: These may or may not be what you think, but they can help you build resilience toward stress.Gratifications:  These take a little more effort than pleasures, but are well worth it in terms of benefits; they can literally change your life.Meaning:  It is important to find meaning in life.  Here’s whyâ€"and how.Optimism:  What exactly does optimism mean (not necessarily what people think), and how does it help us?16 Areas of Life:  Did you know there are 16 areas of your life that can be examined and maximized to bring greater happiness, resilience, and life satisfaction?

Public Health Deals With Community Health Problems Essay

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Making A Tough Business Decision - 902 Words

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Tale of Two Coaches Free Essays

string(82) " to live and lead with some principles and take responsibility for their actions\." Running Head: Tale of Two Coaches and Leadership Tale of Two Coaches and Leadership Randal J. Reutzel Grand Canyon University: LDR – 600 October 27, 2011 Abstract Coaching and leadership seem to be synonymous with each other, in that if you’re a high caliber coach you must be a great leader, how else would you have achieved your success. While coaching in the NCAA division 1 basketball the goal is to win national championships, while also being a mentor to your students. We will write a custom essay sample on Tale of Two Coaches or any similar topic only for you Order Now Bobby Knight is a great basketball legend at Indiana, with a past of outrageous unacceptable behavior to the fans and to players, while also having one of the best collegiate records of all time. Coach Krzyzewski was also a great coach, was mentored by coach Knight and went on to be a legend at Duke. Coach K’s style of coaching was less dramatic and more heartfelt in his approach. Coach K’s was concerned for his player’s feelings and his style of motivating his players centered on less dramatizations on and off the court. Both Coaches were successful; one got into the heads of its players through coercive intimidation to be the best, the other through caring, talking and high levels of trust. Which coach is best depends on whom you ask and what perspective of coaching leadership style you prefer, or it could be a generational time difference or simply opposite styles that worked and produced results. Tale of Two Coaches and Leadership Leaders through time have on many occasions aligned their leadership styles to the great coaches either in the NFL or NBA. Does being a great coach and the techniques used by coaches translate into what leaders or managers should be leading employees by? Two great coaches with NCAA basketball championships, one mentored by the other, can have very different approaches and still get the results needed, winning seasons along with students who went on to great careers and have great respect for their mentors and coaches. Coach Bobby Knight led his teams through his relationship from a base of power. In the article from ESPN by Mike Puma, Knight was known for his tirades against players, referees and reporters as well as his brilliance to win games. Knight led his teams with complete control and nobody was second guessing his decisions, if they did it was with great conflict. He may have wanted to resolve the conflict but it was going to be on his terms. Knight led his teams with complete control from his position as the head of the team. He demanded certain expectations and rewarded this with play time or with sharp reprimands and punishment. His style was that of a managerial role, he demanded respect in that he held the position of power and he alone would be the master of activities and routines and this would influence players and the ultimate outcome. Northouse, 2010) Coach Knight led his teams with a history of demanding on others what he could not accomplish as a player. He developed a pattern of coercion that was demonstrated even off the court, by assaulting police during the Pan Am games or throwing chairs across courts. (Northouse, 2010) Coach Krzyzewski or â€Å"K† led his teams through his relations from a b ase of personal power, with no mistake he was the head coach. Coach K was mentored as a player and assistant coach for the military under Coach Bob Knight. Although Coach K went into the military, he was not of military mind, and this may have latter influenced his leadership traits. He dreamed of being a teacher not a military officer. (Bob Carter) What he learned from Knight was it took an unbelievable passion to be a leader, not Knights antics that put him into trouble more often than not. Coach K lead his teams and to championships through his role as a leader by inspiring and energizing the team, taking ownership in their actions. Grant Hill said coach K had a way of making people totally vested in the decision-making process, and that is what made him a great leader. Bob Carter) Traits of Coaching and Leadership Both coaches had specific traits that lead them to success, although one coach’s traits also lead to his demise while the other coach realized the passion needed and channeled his leadership spirit into more socially acceptable patterns. Coach Knight and Coach K were both intelligent and knew the intellectual struct ure of creating and leading great basketball teams. They demonstrated the ability to get talent and use that talent in different ways against different teams to win games and championships. Early in both coaches careers they knew what they wanted and what careers they wanted to pursue. To get to their end means of coaching they played the sport, learned from others and when through college level training. All of the training, and along the way making mistakes, they gained the confidence within themselves and gained self-esteem and self-assurance that they could make a difference. Coach Knight was given the opportunity through the army as a coach to demonstrate his style of leadership was the correct one. Coach K through the army was given the education, with his passion of basketball and mentoring from Coach Knight gained the self confidence to become what he wanted to be, a teacher and a coach. Determination for both coaches was that they wanted to be winners, leaders, and be a part of something great. Early in Coach Knight’s career even he stated that he only offered indentured servitude and unlimited practice. Early in Coach K’s career he was not an outstanding coach; others did believe in him and he gained self confidence with good players at Duke. Coach K again is quoted he learned from Knight the passion and amount of preparation it takes to be successful. (Bob Carter) Integrity is the ability of a leader to live and lead with some principles and take responsibility for their actions. You read "Tale of Two Coaches" in category "Papers" The ability to possess integrity should build confidence in your team. Integrity is probably where the two coaches will separate their styles of leadership. Coach Knight through the years did several things to damage that integrity, through his actions in Panama or ways he degraded assistant coaches or lecturing teams with the use of props of soiled toilet paper. There were many times where his actions did not represent the role which he was given and he made little effort to change unless he was forced. Coach K built much of what he was on his integrity; he stuck up for his players many times. Once his team was graded by the student paper, it was the fact that the paper portrayed the players as instruments of entertainment and ego indulgence; this infuriated the coach, which he later apologized. What Coach K stood for was a caring, communication and trust within the team, and that was what he wanted for the whole student body, and why his fan base was so strong. The last important trait style of leadership is the ability for a leader to seek out good pleasant social relationships. The leader should be thought of as friendly, outgoing, courteous, tactful and diplomatic. Coach Knight, I believe, started out his career with these traits as he had to, through time, over confidence and ego caused him to lose most of these traits. People would say if you only know him like I do, but it was reported that he was known to be rude, defiant and hostile. (Bob Carter) Coach K on the other hand was exponentially known for his trait as having social leadership skills. He said you have to feel what your players feel in order to be a leader. A former player and now a coach Quin Snyder said that you give up ego to be a part of something special. (Bob Carter) Ego can and will get in the way of great social ability to lead a team and be a part of a team. Coach K has been and will be remember for his greatness, he possessed the most complete set of the 5 trait characteristics of a leader and it made him more accomplished and respected. Coach Knight lacked in the traits and his ego, temper, integrity came back to haunt him. He may be remembered more for his antics on and off the court than his record wins or development of players. The Three Skills of Coaching Success The three skills that are needed for success as a leader according to our reading from Robert Katz and Michael D. Mumford are Technical, Human and Conceptual. Through the levels of management different emphasis is required from each to be a great leader. In the situation of the coaches, they needed to possess top management skills where human and conceptual skills place more important than the technical aspects of the game of basketball. In the readings, both coaches knew the technical aspects of the game and surrounded themselves with knowledgeable assistances. Coach K’s emphasis was the human and conceptual aspects of his team and his responsibility to the school and its students. His kids needed to feel a part of something great and bigger than themselves and togetherness, this was demonstrated when coach K handed team phone numbers out and encouraged freshman to use them. (Mike Puma) Coach Knight demonstrated skills for the technical and conceptual skills; he had an ability to always figure out the best approach to win games against many different teams. Coach Knight is on record for being the youngest coach ever to win 600 games. He struggled with the ability to work with people that did not match his style or demands of doing exactly everything his way. He continually abused players and assistant coaches, while also getting in trouble in foreign countries. Leadership Grid Comparison The leadership grid from chapter 4, developed by Robert R. Blake and Jane S. Mouton, is basically a grid of different leadership styles with the two axis x – horizontal measure is based for results and y- vertical is based on concern for people. I believe from the reading that coach K and Knight developed strong leadership styles based on one premise for winning, or results. What they did was go about teaching and leading the teams differently to attain those results. Coach K moved his leadership style around as he needed to according to the needs of players or the team. Based on his style he concentrated his style in the middle of the road, trying to balance the need to get work done and the team needs, but he strongly styled his effort in the direction of team management by surrounding his team with committed members and built relationships of trust and respect. Coach Knight directed his leadership style more as an authority-compliance manager. He expected things to be done his way, and everyone around him to carter to his needs, whether that was good for personal development or not. The win, and only the win, was what needed to happen and he stepped and plowed through anyone and by any controversial tirade he had to get there. He even said in an interview that if you’re being raped to lay back and enjoy it. I believe this was his way of saying to the interviewer about his tantrums – which everyone just needed to put up with him. When he goes wild he wants to not be held responsible for his actions and for everyone to shut up. (Mike Puma) Contingency Model for Coaches The question presented: were both coaches matched to their situation based on the model developed by Fred Edward Fiedler described as the contingency mode? I think the answer is both yes and no. The styles of leadership in this model are described as being a task motivated or relationship motivated leadership. From the reading both coaches were winning coaches, they both used different approaches to get the results. In this model Coach K was high on leader-member, but with strong tasks, and did this without enforcing his positional power. Coach K did well with this leadership style at Duke University. Coach Knight was more task structured, the requirements were clear and spelled out and Knight controlled everything around him. When things got out of his control, people and team mates suffered and things did not go well for the coach. This goes against the model in some aspects in that if you’re out of control the task relationship should work out better for this type of leader, but there are flaws in the model. This works well for someone with specific tasks like fixing a part or cleaning a sink. In the situation of coach Knight it was more ambiguous in the tasks that needed to be accomplished. He could not deal with ambiguity and his temper showed as he took it out on other people and team members. (Northouse, 2010) Situational Leadership II The two coaches showed evidence from both readings that they practiced some level of situational leadership. Coach K demonstrated that he stood up for his players and they knew they could trust him. When he gave the ball to Laettner to stuff a basket in the final seconds to win a championship he knew he had the skills and would get the job done. He wanted to win for the team not for himself and even said once, did you see their faces and how happy they are. (Bob Carter) Coach K led his team by the skills that the team had; he did not change them, he developed them. Coach Knight, I believe, also led teams by development and using skills in the appropriate areas. He did it in a fashion of sheer work and drive to hone the skill in each person to exactly the perfection he wanted. When he did not get it or thought they were not giving enough, there were consequences for all around. Coach Knight was low on the supportive and directive behavior quadrant; I do not think he felt comfortable or confident to manage from that perspective. (Northouse, 2010) He excelled from the more comfortable leadership position S2 with only fringes of S1 or S3, unless they were extremely successful. Path-Goal Theory The path-goal theory of leadership is by understanding and leading people through enhancing performance and satisfaction and then focusing on what motivates them. For both coaches and for the entire player, the goal was to win games and that is what everyone wants. Both coaches had to go out and get potential players and those player and coaches began a dialogue on what both wanted and how they were going to achieve it. I believe that players that were coached by Knight knew his style and methods that he used to win games. Even today people say you don’t know him like we do, meaning his methods to them were acceptable. Likewise, Coach K went out to get players and they knew what he was like and his methods. The players chose to go with the perspective school and accepted them based on learned knowledge. Both coaches led their players in a fashion that was in an achievement-oriented style to reach their highest potential for the best outcome – winning games. The players with the desire of external locus of control probably liked Coach K style of leadership. The external locus of control the subordinate likes to feel more in control of their destiny and maybe take part in the decisions; this would be a part of something special with players and Coach K. Coach Knight was a dominate leader and coach, in control of everything – external locus of control players would believe more outside forces are in control. Directive leadership would be best for these types of players as they like the idea of someone taking control. Both teams coached by either Knight or Krzyzewski demonstrated the task characteristics as both coaches and players needed to be able to perform on the floor during a game with independence as things happen fast. Both coaches needed their teams to function on their own with a high degree of confidence. They would use the skills taught to them to win the game. References Northouse, P. (2010). Leadership: Theory and practice. Thousand Oaks, CA. Sage Publications Bob Carter, Krzyzewskiville, ESPN Classic. From: http://www. espn. go. com/classic/biography/s/Krzyzewski_Mike. html Mike Puma, Knight Known for titles, temper, ESPN Classic. From: http://espn. go. com/classic/biography/s/Knight_Bob. html How to cite Tale of Two Coaches, Papers

Through The Social Marketing Organization Encourages the Customer

Question: How Has Blue Nile Reduced Consumer Anxiety Over Online Diamond Purchases? Answer: Introducation: For managing and monitoring the operational, functional areas of ecommerce while ensuring the impact of the factor on the business the local marketing, mobile marketing and the social marketing are considered as the essential factors. The fundamental aspect of the organizations along with the scope and objectives are used to evaluate and manage various aspect of e-commerce application and website (Tadesse Bahiigwa, 2015). The application of the local and social marketing helps in incorporating the business objectives requirements and functional requirements of the business within the e-commerce strategies. The marketing concepts used in the e-commerce includes the engagement and communication between the customers. Through the social marketing, the organizations encourages the customer to follow the business and engage in conversation with the business and other customers (Risselada, H., Verhoef Bijmolt, 2014). The brand image and the customer relationship can be significantly enha nced through the online conversation and assessment of the products. The marketing process for the organization comprised of six significant modules and steps. In the first step, the business organization acquired the fan customer base. In the second stage the business initiate customer engagement in the online portal or social media. The amplification of the customer engagement is gained through the marketing and advertisement. The development of the strong community following the particular brand or product helps in enhancing the brand image and strength. Facebook marketing is considered as one of the most effective and significant marketing procedure followed by various origination for capturing a large number of potential customer. The basic Facebook feature including search option, timeline and news feed allows the customer to search for a particular product or brand with ease (Wang et al., 2014). The Facebook social networking site enhances and magnifies the customer density within reach. Through the Facebook marketing campaign, the business organizations can establish a brand image through the Facebook page. The application of the feedback and comments section helps in establishing the customer communication and engagement with the business organization. The brand image can be encouraged through the sharing of images, videos and posts about the products and services sold by the organization. Further, the application of the Facebook analytics tools helps in gaining the insight of fan interaction with the Facebook page (Lamsfus et al., 2015). Various analytical tools including Webtrends, Google Analytics and HootSuite enhances the management and monitoring of the Facebook page for providing customer oriented and customized products and website layout. Similarly various social media websites including twitter, Pinterest and google plus, provides similar marketing tools and proc edure for enhancing the brand image and gaining customer preference. Furthermore, it have been analyzed that in spite of having significant advantages, the social network marketing is associated with the lack of complete control over the advertisement (Liu et al., 2016). The business organization cannot control the area for displaying the advertisement. In addition to that, the organization have no control over the embarrassing, inaccurate contents, comments and post shared by the user about the business or services. Furthermore, the organization should incorporate the location based services and marketing in the development of the business strategies. References Lamsfus, C., Wang, D., Alzua-Sorzabal, A., Xiang, Z. (2015). Going mobile: Defining context for on-the-go travelers.Journal of Travel Research,54(6), 691-701. Liu, C., Mao, J., Wong, T., Tang, W., Tso, L. S., Tang, S., ... Ma, W. (2016). Comparing the effectiveness of a crowdsourced video and a social marketing video in promoting condom use among Chinese men who have sex with men: a study protocol.BMJ open,6(10), e010755. Risselada, H., Verhoef, P. C., Bijmolt, T. H. (2014). Dynamic effects of social influence and direct marketing on the adoption of high-technology products.Journal of Marketing,78(2), 52-68. Tadesse, G., Bahiigwa, G. (2015). Mobile phones and farmers marketing decisions in Ethiopia.World development,68, 296-307. Wang, X., Chen, M., Kwon, T., Jin, L., Leung, V. (2014). Mobile traffic offloading by exploiting social network services and leveraging opportunistic device-to-device sharing.IEEE Wireless Communications,21(3), 28-36.