The Grocery-Store Purchase Situation Essay Example | Topics and Well Written Essays - 2500 words

The Grocery-Store Purchase Situation - Essay Example To start with, she perceives either an issue or a chance. Maybe she is checking the loads of staple things that she intends to purchase and discovers that she is coming up short on nourishment for her pet. There she perceives the issue, where the dynamic for the acquisition of pet food begins.  Depending on her degree of inclusion in picking the brand of pet food, just as the apparent danger of the choice result will decide how she would manage the issue. In the event that she isn't effectively associated with scanning for data to tackle her concern, this is what is bound to occur: maybe she would initially investigate the evoked set, those brands which she knows well and is decisions for her to meet this issue. In any capacity, her choice would just be founded on a little arrangement of brands that she knows, beside her reliability image for she isn't effectively engaged with scanning for data to take care of her concern.  Perhaps, it has been the custom for her to purchase a specific brand of pet food, and she sees that her pet is exceptionally happy with itâ€so she just purchases another pack of that brand. Since the brand meets her desire, she keeps on getting it and records it on her shopping list. She has quite recently taken the ‘habitual path’ of brand dynamic for this situation, as the buy choice is without much forethought.  There are different occurrences where this sort of dynamic shifts.

Doris Martinez (772 words) Essay Example For Students

Doris Martinez (772 words) Essay Doris Martinez Joel Shields English 101 8 October2017 The life of Marilyn MonroeMarilyn Monroe changed over from an honest youngster to a boundless female Hollywood legend. She brought herself up from an unfavorable foundation, she was not naturally introduced to it a steady home life. Battling among marriage and her profession, she at that point became Americas overwhelming female model/on-screen character, in any event, turning out to be Playboys Sweetheart of the month. At long last, she stirred her way up to setting up her own creation organization. It was after her bewildered passing she turned into an extreme female symbol. Marilyn Monroe was destined to Gladys Monroe in Los Angeles, CA on the first of June 1926 as Norma Jeanne Mortenson. Norma Jeannes father is accepted to have left her mom before she was conceived, she never met him. On June 13, 1926, she put Norma Jeane with Albert Wayne and Ida Bolender, a strict couple, who inhabited 459 East Rhode Island Street in Hawthorne, California. She paid them $5 per week to care for her girl. (book number and page) Normas youth was spent in cultivate homes because of her moms psychological instability until she turned 12 when she came back to live with her mom. Lamentably, because of her moms flimsiness, Grace McKee Goddard, her moms closest companion took her in yet, at 16 years old, Norma was informed that she could no longer remain with Grace and her significant other. She had to either return to a shelter or get hitched. She wedded her neighbor named James Dougherty in 1946, who was a marine. After her marriage finished in 1946. Marilyn then proceeded to wed Joe DiMaggio in 1954, which finished in separate after just 9 months since she was managing her own issues, (medications, drinking, and mental issues). At long last, in 1956 she wedded playwriter, Arthur Miller. That marriage was demolished by her psychological maladjustments and proceeded with medicate use and drinking, they separated in 1961. Marilyn was likewise reputed to have numerous connections for an incredible duration. President John. F Kennedy, and his sibling Robert, vocalist Frank Sinatra, Actor Yul Brynner were reputed to having illicit relationships with Marilyn during the 1960s Marilyn likewise dated entertainer/artist Yves Montand in 1960s. Marilyn dated screenwriter Jose Bolanos from 1959 1962. An account of Marilyn Monroe entitled Marilyn Monroe: My Little Secret recommend that Marilyn even had a sexual relationship with Joan C rawford. Monroe was dating mafia supervisor Sam Giancana, when she passed on. She was found when she took an occupation at the Radio Plane Munitions production line in Burbank, Ca in 1944, by picture taker David Conover. Conover was shooting pictures of female commitment for war endeavors at the processing plant, he was paralyzed by Norma Jeans excellence. She immediately turned into a fruitful model. Norma Jean needed to be an on-screen character, along these lines, she goes to show classes. In 1946 Norma Jean was marked by Twentieth Century Fox, where she was paid 125 week after week. Norma Jean was 27 at the time she changed herself into Marilyn Monroe. In 1947, she played in, her first of many, little jobs, The Shocking Miss Pilgrim. It was not until 1953 when Marilyn became Hugh Hefners Playboy Sweetheart of the month. From Marilyn: Her Life in Her Own Words: It was in the 1953 film Niagara, where Monroe turned into an all out, Hollywood star. In 1956 she established Marilyn Monroe Productions. She got a Golden Globe Award for Some Like It Hot (1959). At last, August 5, 1962, Marilyn was discovered dead in her bed of a medication overdose. It is accepted by some that it was self destruction, while others trust it was a mishap. One thing is sure the once nation Norma Jean, who originated from a troublesome youth, transformed herself into an American icon.As Marilyn Monroe needed to be a craftsman and an entertainer with prudence. She couldn't have cared less about the cash, she simply needed to be great. The fact of the matter is Marylin Monroe is exceptional. .u17fd790a6cd31951900564ccb0185d7c , .u17fd790a6cd31951900564ccb0185d7c .postImageUrl , .u17fd790a6cd31951900564ccb0185d7c .focused content region { min-stature: 80px; position: relative; } .u17fd790a6cd31951900564ccb0185d7c , .u17fd790a6cd31951900564ccb0185d7c:hover , .u17fd790a6cd31951900564ccb0185d7c:visited , .u17fd790a6cd31951900564ccb0185d7c:active { border:0!important; } .u17fd790a6cd31951900564ccb0185d7c .clearfix:after { content: ; show: table; clear: both; } .u17fd790a6cd31951900564ccb0185d7c { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; change: mistiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #95A5A6; } .u17fd790a6cd31951900564ccb0185d7c:active , .u17fd790a6cd31951900564ccb0185d7c:hover { murkiness: 1; change: darkness 250ms; webkit-progress: obscurity 250ms; foundation shading: #2C3E50; } .u17fd790a6cd31951900564ccb0185d7c .focused content region { width: 100%; position: relativ e; } .u17fd790a6cd31951900564ccb0185d7c .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content enhancement: underline; } .u17fd790a6cd31951900564ccb0185d7c .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u17fd790a6cd31951900564ccb0185d7c .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-tallness: 26px; moz-fringe sweep: 3px; content adjust: focus; content beautification: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u17fd790a6cd31951900564ccb0185d7c:hover .ctaButton { foundation shading: #34495E!important; } . u17fd790a6cd31951900564ccb0185d7c .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u17fd790a6cd31951900564ccb0185d7c-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u17fd790a6cd31951900564ccb0185d7c:after { content: ; show: square; clear: both; } READ: King Lear Persuasive Essay Works Cited Izadi, E. (2017).Marilyn Monroe helped dispatch Hugh Hefners vocation. be that as it may, they never at any point met. Washington: WP Company LLC d/b/a The Washington Post. Recovered fromhttps://search-proquest-com.ezproxy2.apus.edu/docview/1944104435?accountid=8289 Donnelley, Paul. Marilyn Monroe, Pocket Essentials, 2001. ProQuest Central, https://ebookcentral-proquest-com.ezproxy2.apus.edu/lib/apus/detail.action?docID=3386002. Recorded Dictionary of the 1950s, Greenwood Publishing Group, Incorporated, 2000. ProQuest Ebook Central, https://ebookcentral-proquest-com.ezproxy2.apus.edu/lib/apus/detail.action?docID=3000668.

Challenges Facing the Nontraditional Female Student

There are numerous difficulties that accompany an advanced degree for a nontraditional female understudy. These obstacles can negatively affect an understudy or be the impetus that drives them to succeed. An advanced education can be an achievable objective for the nontraditional understudy by acknowledging the demands that come and remaining consistent with the objective ahead. The three articles that I will allude to are; â€Å"Inspiration from Home: Understanding Family as Key to Adult Women’s Self-Investment†, by Annemarie Vaccaro and Cheryl Lovell, â€Å"Good Times to Hard Times: An Examination of Adult Learners’ Enrollment from 2004-2010. by Sara B. Kimmel, Kristena P. Gaylor, M. Beam Grubbs and J. Bryan Hayes, at last, â€Å"Nontraditional College Students: Assumptions, Perceptions and Directions for a Meaningful Academic Experience,† by Lakia Scott and Chance Lewis. These investigations portray both the positive and negative difficulties looked by the nontraditional understudy. In the first place, the positive focuses are: â€Å"[i]n contemplates looking at customary age and grown-up students, more established understudies beat youthful women,† and â€Å"adult ladies students may encounter a†¦ unique and more positive change than their†¦younger†¦ counterparts† (162). At that point other constructive effects are the delight of heading off to college which expanded aptitudes, sense of pride and individual flexibility. Additionally, they compose, â€Å"[i]n a sense, family was critical to women’s motivation to stay occupied with school. Gaining a degree and†¦. family pride were solid sparks to put resources into training. One way ladies were roused by kinfolk was the possibility of being the principal individual in their family to move on from college†(168). These focuses are from the article, â€Å"Inspiration from Home† by Vacarro and Lovell. In the Scott and Lewis article, Nontraditional College†¦Ã¢â‚¬  found that â€Å"older students are profoundly objective situated and anticipate input on assignments from their teachers, are probably going to be dynamic members in their school courses† and â€Å"that more established understudies will be more engaged†¦ continue longer, and even pose important inquir ies when they are intrigued and persuaded to find out about the subject† (2). At that point there are negative difficulties for the understudy also. As indicated by Hayes et al in their article â€Å"Good Times†¦,† a few obstructions to grown-up students coming back to school incorporate individual and family responsibilities, money related confinements and a dread of coming back to class (20). There have been various investigations directed with nontraditional age female understudies that state individual and work obligations are stressors that occupy understudies. They imply that family and training are ravenous organizations that are requesting of a woman’s time, consideration and passionate quality. Likewise, it was discovered that numerous ladies don't have passionate help from family and get negative responses as well as out and out threatening vibe. There is an extraordinary possibility that ladies will drop out of school due to the weights that accompany work, school and family (Vaccaro and Lovell 162). In the article â€Å"Nontraditional College.. † Scott and Lewis reference an investigation of understudies beyond 50 fifty years old they discovered â€Å"students age fifty and older†¦lack duty and inspiration to study†¦compared to customary understudies. † There has been a contention that the maturing mind won't have the option to ret ain and learn school level courses (2). At that point the money related issue, â€Å"[f]irst age understudies are bound to originate from poor, common laborers, and lower-middleâ€class backgrounds†¦although shuffling family and work was very troublesome, average workers women†¦realized there were no other options†¦ ladies in this investigation worked all day jobs† (Vaccaro &Lovell 168). I agree that there are various positive and negative difficulties going up against the female nontraditional understudy. The negative perspectives are family requests meddling with the student’s time to examine, the work commitment that contentions with their timetable, or grown-up ladies understudies don’t have the inspiration to accomplish the essential work allocated. At that point there are money related implications of working an occupation while attempting to go to school. Then again, the constructive discoveries are that these students are profoundly energetic, objective arranged individuals that need to accomplish their professional education and become the first in their family to move on from school. All these are genuine issues that the grown-up understudy faces however in the event that the understudy acknowledges these demands and remains consistent with the objective ahead, an advanced education is feasible.

Let your thematic essay shine with our professional help!

Let your thematic essay shine with our professional help! Let your thematic essay shine with our professional help! Students usually think, â€Å"What is so difficult in writing an essay?† But after spending several hours with only three sentences written, they realize that essay writing is a daunting and tiring process, and they desperately need professional help. We can imagine, that writing a thematic essay will lead you even faster to despair. That is why we offer you to order your essay from.com, your ultimate source for â„â€"1 writing services! Essay Outlines Thematic essays focus on concepts and themes in the social studies and usually states a specific task, which must be addressed in an essay response. In order to get a good grade, you have to show a clear understanding of the theme and show the ability to analyze. It is also really important to structure the essay properly: don’t forget to include a strong introduction and conclusion. If you want to write a good and logical essay, at first you will have to brainstorm. Put together ideas, make a list of everything you know about this topic that relates to the questions you need to answer. To make the essay easier to write and to read, you will need a good outline. Start with an introduction. Read the essay question, divide it into a theme and tasks. The theme will be the subject, the tasks represent what you have to accomplish to fulfill the theme. Introductions tend to start broad and end narrow. Begin with a generic statement, end with your thesis statement. Go on to the body paragraphs. You should have one paragraph for each topic of your thesis. And each body paragraph should have two pieces of evidence. Examine each example individually, but present their similarities. The body paragraphs should address all elements of the task, they should demonstrate your understanding of the theme, incorporate relevant facts, examples, and details; and present everything in an organized manner as well. End with a conclusion. Unlike the introduction, the conclusion starts narrow and ends broadly. Thus, you can restate your thesis at first and end with showing its importance in the global context.As it was said above, a thematic essay is usually an essay in social studies, geography or global history. Students are asked to write on a topic that cuts through time and culture. Following areas offer you a lot of thematic essay topics: Religion Cold War Ultranationalism Ancient Rome Feudalism Breakdown Ancient Civilizations Nationalism Revolution Essays on Different Topics Given above is a thematic essay format that can be universally followed in different schools as well as colleges. You can also use it to train your essay writing skills if you have to write an essay for your Global History and Geography Regents Examinations. But if you think this is beyond your talents, you can always ask.com to help you with the global regents essay. The writers here at.com hold Master’s and Ph.D. degrees, which means that there’s nothing they can do wrong. Avail yourself of their help, secure your excellent grades and get perfect thematic essays or informal essay for global history or any other social discipline in no time!

Why Did Our Ancestors Change Their Names

When we think of tracing our family tree, we often envision following our family surname back thousands of years to the first bearer of the name. In our neat and tidy scenario, each successive generation bears the same surname - spelled exactly the same way in each and every record - until we reach the dawn of man. In reality, however, the last name we bear today may have existed in its present form for only a few generations. For the majority of human existence, people were identified only by a single name. Hereditary surnames (a surname passed down from a father to his children) were not in common use in the British Isles prior to about the fourteenth century. Patronymic naming practices, in which a childs surname was formed from the given name of his father, were in use throughout much of Scandinavia well into the 19th century—resulting in each generation of a family bearing a different last name. Why Did Our Ancestors Change Their Names? Tracing our ancestors back to the point where they first acquired surnames can also be a challenge as a names spelling and pronunciation may have evolved over centuries. This makes it unlikely that our present family surname is the same as the original surname bestowed on our long distant ancestor. The current family surname may be a slight spelling variation of the original name, an anglicized version, or even a completely different surname.   Illiteracy  - The further back we take our research, the more likely we are to encounter ancestors who couldnt read and write. Many didnt even know how their own names were spelled, only how to pronounce them. When they gave their names to clerks, census enumerators, clergymen, or other officials, that person wrote the name the way that it sounded to him. Even if our ancestor did have the spelling memorized, the person recording the information may not have bothered to ask how it should be spelled. Example:  The German HEYER has become HYER, HIER, HIRE, HIRES, HIERS, etc. Simplification  - Immigrants, upon arrival in a new country, often found that their name was difficult for others to spell or pronounce. In order to better fit in, many chose to simplify the spelling or otherwise alter their name to relate it more closely to the language and pronunciations of their new country. Example:  Yhe German ALBRECHT becomes ALBRIGHT, or the Swedish JONSSON becomes JOHNSON. Necessity - Immigrants from countries with alphabets other than Latin had to transliterate them, producing many variations on the same name. Example:  The Ukranian surname ZHADKOWSKYI became ZADKOWSKI. Mispronunciation  - Letters within a surname were often confused due to verbal miscommunication or heavy accents. Example: Depending upon the accents of both the person speaking the name and the person writing it down, KROEBER could become GROVER or CROWER. Desire to Fit In - Many immigrants changed their names in some way to assimilate into their new country and culture. A common choice was to translate the meaning of their surname into the new language. Example:  The Irish surname BREHONY became JUDGE. Desire to Break with the Past - Emigration was sometimes prompted in one way or another by a desire to break with or escape the past. For some immigrants, this included ridding themselves of anything, including their name, which reminded them of an unhappy life in the old country. Example: Mexicans fleeing to America to escape the revolution often changed their name. Dislike of Surname - People forced by governments to adopt surnames which were not a part of their culture or were not of their choosing would often shed themselves of such names at the first opportunity. Example: Armenians forced by the Turkish government to give up their traditional surnames and adopt new Turkish surnames would revert back to their original surnames, or some variation, upon emigration/escape from Turkey. Fear of Discrimination - Surname changes and modifications can sometimes be attributed to a desire to conceal nationality or religious orientation in fear of reprisal or discrimination. This motive constantly appears among the Jews, who often faced anti-Semitism. Example: The Jewish surname COHEN was often changed to COHN or KAHN, or the name WOLFSHEIMER shortened to WOLF. Could the Name Have Been Changed at Ellis Island? Stories of immigrants fresh off the boat having their names changed by overzealous immigration officials at Ellis Island are prevalent in many families. This is almost certainly no more than a story, however. Despite the long-standing myth, names were not actually changed at Ellis Island. Immigration officials only checked the people passing through the island against the records of the ship on which they arrived—records which were created at the time of departure, not arrival.

Different Ways Nonverbal Communication Is Expressed,...

Communication is defined as the act or process of using words, sounds, signs, or behaviors to exchange information or to express ideas, thoughts, or feelings, to someone else (Mehrabian, 1977). According to this definition, communication is not limited to verbal exchanges. Each participant of a conversation is presented with verbal responses as well as the unspoken gestures and expressions of the respondent. There are many different ways nonverbal communication is expressed, examples are: facial expression, eye contact, and body language (Weitz). Each type of nonverbal communication is shown through visible aspects which allow the recipient to interpret or decode the message. Nonverbal communication is conveyed in various ways depending on†¦show more content†¦At this stage in a child’s life, communication must be conveyed nonverbally through behavioral synchrony, gentle touch, soft voice, gazing, and smiling (Schachner, Shaver, Mikulincer). Infants are able to expre ss feelings, attitudes, and needs through nonverbal communication. The amount of positive attachment a caregiver gives to the child will directly affect the child’s ability to convey their emotions nonverbally as adults. The child seeks physical contact and moderate amounts of proximity, and in turn the caregiver’s gestures and expressions are impressed upon the child. When a child is punished, they learn through nonverbal reprimanding that they have done wrong. In the future, to avoid such scolding, the child will refrain from recommitting the offense. Learned childhood traits are not the only effective factor of nonverbal communication. As mentioned earlier, â€Å"one person’s emotion security, or expression, depends on another person’s responsive support and caregiving† (Schachner, Shaver, Mikulincer). For someone to effectively express their emotions, the recipient must understand, or decode, the message. The person expressing their emotions, the encoder, must correcting emit and accurate nonverbal message in such a way that the receiver may perceive the message in order to understand and respond appropriately (Bugental). Relationships partners become more

How to Write a Lab Report free essay sample

How to write a lab report Let’s take as an example a free-fall experiment. You drop a small steel ball from various heights and use an electronic timer to measure how long it takes the ball to hit the ground. From this you calculate the final speed of the ball using v = 2x/t. You believe that the ball will have a constant acceleration of â€Å"g,† 9. 8 m/s2. This will be seen if you graph velocity vs. time and get a straight line with a slope of 9. 8. You end up with a table of data giving distances and fall times and a graph of v(t). Audience Before you start writing, you have to know what audience you’re writing for. You are writing for a fellow student who has not done this lab. You will assume he has about the same knowledge of physics as you do. You need to give him enough information to do the following: †¢Understand what you are trying to accomplish and how. †¢Evaluate how accurate and reliable your measurements are. †¢Evaluate the results of the experiment. †¢Reproduce the experiment himself. Format Now you have to write the report. The report will always have the same format with four sections (for physics 111 and physics 120/125) or five sections (for physics 185/280/285). Each section should be labeled exactly as shown below. A lab report should be as brief as possible without leaving out anything important. Use complete sentences and the best spelling and grammar you can. Section 1: Theory Describe the purpose of the lab. This may be one or more of three things: †¢You are trying to prove a theory. In our case we’re trying to show that the acceleration of a body in free-fall is constant. †¢You are examining a relationship. This is what you do if you don’t have a theory. For example if you measure the time it takes a pendulum to make one swing as you vary the size of the swing, but without having a theory or formula that allows you to make a prediction in advance. You are measuring a quantity, for example the acceleration of gravity. Also give the following: †¢Describe any simplifying assumptions you are making, such as no air resistance or no friction. †¢Give the equations you are using to analyze the data. For our experiment, we are measuring distance x and time t. From kinematics we derive the equation , from which we will get a. This section will usually be brief. Section 2: Procedure You will describe three things in this section: †¢Any equipment you used to make measurements (meter sticks, stopwatches, etc. ). This is important so the reader can get an idea of how accurate your experiment is. For our experiment we used an electronic timer and a meter stick. †¢The procedures you used. Don’t go into too much detail. This section should be brief. A drawing may be useful here. †¢Any numbers you determine before starting. This could include weights, dimensions, temperature or any other fixed quantity. Here we might write that we used a steel ball about 1cm in diameter. †¢The range of any independent variables. These are quantities you select yourself. For example, for our experiment, you might say â€Å"The height ranged from 10 cm to 40 cm. Don’t put any values for the time or speed here, since these are quantities you measured experimentally: you didn’t know them in advance. Section 3: Results There are three things that are commonly found in this section: †¢The range of measured values. From our example of dropping a ball, you would list the range of times speeds you measured in this section: â€Å"The fall time ranged from 0. 14s to 0. 27s. The calculated speeds ranged from 1. 4 m/s to 3. 0 m/s. † †¢Descriptions of any trends in the data. Did the data fit a straight line, or some other kind of curve? Give the equations for any computer fit lines. If the data is supposed to be linear, use your eye to judge whether it really fits a straight line or if it curves. (Note: If the data fits a straight line and the line passes near the origin, you can say the quantities being graphed appear to be directly proportional. ) †¢Comparisons of measured values with expectations or theoretical values. For example â€Å"Our measured value for â€Å"a† was 7. 7 m/s2, compared with the book value g = 9. 8 m/s2, a 22% difference. † There shouldn’t be anything controversial in this section. Anything that involves an interpretation or speculation should go in the next section. Section 4: Conclusions If you were trying to prove something, did you? How well does your data support the theory? There are three common answers responses to these questions: If your data matched the theory, the answer is yes. This means that you results matched the expected results within the limits of uncertainty of the experiment. It means that any trends you observed were as expected. Sometimes the data does not support the theory. If this is the case, be clear about how. For example, â€Å"The data showed a direct proportion between speed and time, but the acceleration value we obtained was 22% below the theoretical value. † Finally, you may get data that supports your theory within a certain range of values but deviates from it outside this range. For example, â€Å"The graph of v vs. t was a straight line up to a speed of 250 cm/s but curved downwards for higher speeds. † If your theory is not supported by your data, you may speculate on why not. Keep in mind, though, that â€Å"human error† is usually a bad explanation unless you know specifically of something you did incorrectly that you couldn’t fix. Discuss any weaknesses in the experiment and how they might be improved. Section 5: Error Analysis (Physics 185 Only) In this section you discuss the accuracy and validity of your experiment. You will include the handout, which will be different for each set of labs. You need to list any significant sources of uncertainty in the values you measured directly (the raw data). You need to give uncertainty values on the final results. You need to discuss how you might reduce your uncertainties or improve the experiment. For physics 120, there will be no section 5. List any significant sources of experimental uncertainty in section 4.