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The consumer life cycle has six basic stages. First, let's look at the younger stages.

Alpha: First is the Alpha stage, which consists of young, single, childless persons who are financially independent from their parents. Currently, Andrew, Maria and Joey are pre-Alphas since they are still supported by their families. Joey will become an Alpha when he graduates from high school and begins working full-time, since he will no longer be financially dependent on his parents. Perhaps he will share living costs with one or more roommates. Andrew and Maria will not become Alphas until they finish college, at the age of 22. If, for example, Andrew decided to go to law school or medical school right after college and needed his parents' support to do so, he would remain a pre-Alpha until he was out of school, supporting himself. This could be at age 26 or even later.

Bravo: The second stage of the life cycle, for most people, is the Bravo stage in which they are married, but still childless. Most Americans do marry, although not all stay married to the same person. According to a 2014 study by the Pew Research Center, three quarters of today’s young adults are expected to marry at least once in their lives. However, the age of first marriage is increasing rapidly. In 2018, the median age of first marriage was 27.8 for women and 29.8 for men. For both women and men, this average age has increased from age 25.1 and 26.9, respectively in 1999, just 20 years earlier.

Charlie: The Charlie stage begins with the birth of the first child and continues until the youngest child is of school age. The creation of this as a separate stage is due to the fact that more than a third of parents of pre-school children choose not to work full time. Those who do work generally have high childcare expenses, making it difficult to save money. In 2018, 65.1 percent of women with children under the age of 6 worked in the paid labor force. This compares with 71.5 percent of all women with children under the age of 18.
In which of the following life cycle stages will saving money tend to be most difficult?

A. They are all equally difficult.
B. Alpha.
C. Bravo.
D. Charlie.

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Which sentence uses parallel structure? a. spring is a time for growth, renewal, and to rain. b. science provides us with some answers, some questions, and figuring out how our world works. c. as long as you use your best judgement, learn from your mistakes, and taking advice, you’ll grow as a person. d. once things are done, there is no need to dwell them, to worry about them, or to decide who to blame.

What is one unique way in which the medium of tv can affect a message? a. by allowing the audience to review information and reflect on it b. by limiting the amount of coverage any one topic gets c. by using images and sound to give information context d. by reporting some types of information but ignoring other types