of picking the right school. It is crucial to make the right judgments considering one's academics and abilities, too. The students should evaluate their skills and talents objectively and not over- or underestimate themselves. There are schools that are known to be more demanding than others. Although the choice of university can be tough even with a lot of research, it is always possible to ask for assistance from parents, teachers or guidance counselors. The Internet is also very helpful. In spite of all that, no one else can make that decision for oneself. It is a huge commitment and needs a lot of focus. Choosing the right higher educational institution can be a tough call to make, but through a thorough process, it is possible. With some help and plenty of research, everyone can find a suitable school for themselves. It takes patience and dedication but all the hard work will finally pay off when the right university is found.
Italian, Icelandic, etc.) it has radiated to greater Hollywood, the world community of storytellers. Filmmakers and students from many countries have reported their interest in the Hero's Journey idea and their appreciation for the book as a practical guide for designing and troubleshooting stories. The Writer's Journey, meanwhile, has been put to work in many ways, not only by writers in many forms and genres, but by teachers, psychologists, advertising executives, prison counselors, video game designers, and scholars of myth and pop culture. I am convinced the principles of the Hero's Journey have had a deep influ ence over the shaping of stories in the past and will reach even deeper in the future as more storytellers become consciously aware of them. Joseph Campbell's great accomplishment was to articulate clearly something that had been there all along — the life principles embedded in the structure of stories. H e wrote down the un
one for these students. As we expected, the great majority (83 percent) refused. Yet we obtained very different results from a similar sample of college students who were asked the very same question with one difference. Before we invited them to REJECTION-THEN-RETREAT _ serve as unpaid chaperons on the zoo trip, we asked them for an even larger favor-to spend two hours per week as counselors to juvenile delinquents for a minimum of two years. It was only after they refused this extreme request, as all did, that we made the small, zoo-trip request. But presenting the zoo trip as a re- treat from our initial request, our success rate increased dramatically. Three times as many of the students approached in this manner volunteered to serve as zoo chaperons (Cialdini, Vincent, Lewis, Catalan, Wheeler, ~ Darby, 1975).
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