The Bass, The River, and Sheila Mant Essay Example | Topics and Well Written Essays - 500 words

The Bass, The River, and Sheila Mant - Essay Example He has successfully brought together all the elements of the story to reach the conclusion of the story, a lesson that his readers would find important as one journey through life. Wetherell’s symbolisms are very simple and uncomplicated and his readers won’t find it difficult to understand the mark he wanted to leave them. Ultimately, the bass, though a flat character, is central to the conflict of the story. The importance of the bass is apparent when he says, â€Å"†¦it seemed I would be torn apart by longings†¦Ã¢â‚¬  This signifies that the bass stands for the narrator’s values in life, his longing for accomplishment and capture something important for him. Fishing is an important part of the narrator’s life. Wetherell makes sure that the readers know this as the narrator prepares for his date with Sheila Mant. The first thing that links the narrator to the importance of fishing in his life is offering Sheila Mant a canoe ride instead of a car ride to go Dixford, where a band will be playing. As he is preparing his canoe, he is seen polishing it, and, â€Å"automatically, without thinking about it†¦Ã¢â‚¬  he s tuck a fishing rod in the stern. This implies that fishing has always been part of his river trips, and as narrated, he â€Å"never went anywhere that summer without a fishing rod.† The narrator even takes the time to tell the readers what he is doing when not trying to impress Sheila. And that is all about fishing. Wetherell ensures that the readers truly feel that fishing is significant to his main character. This indicates that the bass is not just some fish that the narrator wants to catch. The description of how big it could have been indicates how big its importance is. This signifies that all of us have values that we want to protect and the accomplishments we’re working on to get. The conflict of the story does not begin when the bass gets caught in the narrator’s line. The conflict begins when Sheila Mant hears splashing sounds

PATCH ADAMS Essay Example | Topics and Well Written Essays - 500 words

PATCH ADAMS - Essay Example And even after being kicked out of school and sued in court, he manages to win the case. He eventually lays the groundwork for a medical clinic built around his philosophy. Over time, both patients and physicians become fond of him. The film ends with his graduation, where he receives a standing ovation for his innovative reforms in the field of medicine and health care. The filmmakers decided to choose a cast of different age groups and orientation. All through the film, you discover that the main character is much older than his fellow colleagues, but even that is justified in the story. Patch, unlike his friends, is not mindful of what others think of him. His younger colleagues seem to see things differently. They put their medical education in high regard, and they expect to conform to all the norms and practices of a professional doctor. But Patch sees growth and improvement within the profession. His care is patient-centered, and whenever he meets a patient in need, he comes u p with the proper and effective technique to care for him, regardless of the rules. In one of the scenes, Patch and the other students are being toured around the ward. Their clinical instructor seems oblivious to the patients’ needs. Patch sees this and takes the opportunity to say hi to her, which cheers her up. This ends up irritating the teacher. He then secretly enters the children’s ward and plays the part of a clown to cheer up the children. The nurses observing this, ask him to help them with one mentally ill man who the rest of the hospital staff fear to see, he bravely enters his room dressed as an angel and manages to soften up the man. He uses various therapeutic styles for different age groups, and they all prove effective.

Factors Influencing Academic Performance | Literature Review

Factors Influencing Academic Performance | Literature Review Ema Marie Attard Extra (or essential?) Curricular Activities As stated by (Goldberg, 1946), extra-curricular activities, before they act as and become potentially enhancing to something else, we could say that they are beneficial in themselves. We can say this because they seem to present substantial values and skills to the participant, whatever the extra-curricular activity is. Whether the activity is sports or drama, dance or music, a successful participant of this activity will, at the very least, endure â€Å"satisfaction and joy for its own sake† (Goldberg, 1946). That being said, there are ‘secondary’ uses (so to speak) for these extra-curricular activities and studies (Miller, Moyer Patricl, 1956, Sybouts Krepel among others) have proved and seem to be continuing to prove, the effects of these extra-curriculars are real and valid. So much so, that they might even lead us to temporarily forget the aforementioned intrinsic value of said activities. In fact, advocates of extracurricular activities (Fozzard, 1967; Miller, Moyer, Patrick, 1956; Sybouts Krepel, 1984) claim that this less formal aspect of education is partially responsible for contributing to the development of good citizens, the development of a healthy approach to life, both mentally and physically, the direction of use of an individual’s leisure time, the development of personal interests and talents, as well as a positive outlet for creative expression. The belief in the significance and validity of extra-curricular activity involvement pervades many academically respected institutions. For example, as McCormick (1999) noted, the University of Chicago’s undergraduate admissions could fill the ‘freshman’ class to come entirely with Valedictorians, however the university specifically chooses not to do so in favour of opting for those students who possess more than just a high academic performance. That being said, the idea that extra-curricular activities are essential for important skills is not a view that is shared universally. There is a long-standing question if extra-curricular activities have any value at all (Coleman J. S., 1959). Some research actually states that extra-curricular activities may serve for little other than social function and detracting from more important academic work (Gose, 1996). Impacts of Extra Curricular Activities on Academic Performance Immediately what comes to mind when thinking of extra-curricular activities is the idea that participation in an extra-curricular activity could potentially help a student adjust to working within a team, help build and increase his/her self-confidence, learn to become more efficient and more social (Goldberg, 1946). We can also propose that it helps reap tangible rewards; such as the payments of a service given, or merely the satisfaction of, say, a public performance. Not to mention the fact of the possibility of hobbies becoming careers (the tennis player becomes the coach) and the friendships that stand the test of time and somehow enrich the individual’s future (Goldberg, 1946). We can also talk about the discipline it requires to properly engage in an extra-curricular activity and the added discipline it takes to maintain it whilst maintaining a satisfactory academic performance. That being said, the exact opposite has also been argued; the fact that extra-curricular activities are a distraction, that they split focus, are too demanding in of themselves and are a general waste of time. In fact, one of the foremost beliefs about extra-curricular activities is that they should, whenever it was deemed possible â€Å"grow out of curricular activities and return to curricular activities to enrich them† (Millard, 1930). However, as time passed activities which were not directly related to the academic were being perceived as frivolous and were beginning to be deemed as disadvantageous and detrimental to academic achievement (Marsh Kleitman, 2002), which then led to them starting to be discouraged. Another point that could also be made is that it is those adolescents who already have more developed interpersonal skills choose to participate in extra-curricular activities and therefore such activities are not necessarily responsible for the development of the skills (Rubin, Bommer, Baldwin, 2002). It has only been in more recent years that we have come full circle and educational researchers are, once again, taking a more favourable approach to extra-curricular activities and their effect on accomplishments in academia (Marsh Kleitman, 2002). According to Broh (2002), total extra-curricular activity participation (TEAP) is in fact correlated to an improved grade point average (to use American jargon), decreased absenteeism and also elevated academic goals and aspirations.. Although we can argue that, for the most part, researchers agree that extra-curricular activities do have an impact on academic performance, the National Educational Longitudinal Study found that while participation in select activities improves achievement and performance, participation in others reduces it. As cited by Broh (2002); Eccles (2003) and Marsh Willis (2003) found that participation in sports had a consistently higher rate for enrolment in colleges. Synder Spreitzer (1990) also found that college attendance was significantly higher for those who participated in sports than those who did not; to use their words â€Å"the athletic role enhances the academic role† Extra Curricular Activities Formal Education We live in a world in which it is the norm and tendency to view formal education as a place where information is simply passed on to students. These students are seen as no more than passive recipients who merely absorb and gather this knowledge which has been passed on to them. In an article, Swanson (2002), attempts to change the perspective on students’ behaviour as he begins to look at it from the point of view of â€Å"purposive action†. This view is one where both the formal as well as the non-academic pursuits serve as resources in which adolescents may deem fit to invest in, with the intention of attaining any possible future goals. In other, older, studies (Winner, 1923), emphasis is placed on the structure of schools and the formation of extra-curricular activities within the school. However, more recent literature wants to call attention away from this and focus on the possibility (and probability) of a wider selection of activities that could have a significant effect of the achievement of educational aims that occur outside the formal educational system, in other words: the classroom. At this point we have established that the way in which adolescents decide to use their free time will somehow probably affect their performance academically in some way or other. Schlesser (2004) states that students who participated in co-curricular activities were three times more likely to have a higher grade point than those who did not participate in extra-curricular activities (Schlesser, 2004). The National Centre for Educational Statistics (1999) also reported that students who used their time by engaging in extra-curricular activities had a significant (positive) difference to those who did not engage in extra-curricular activities. Factors such as unexcused absences, skipping class were significantly lower in students who participated in extra-curriculars, it was also found that theses students not only did well academically but were ranked in the highest quartile on math and reading, not to mention the fact that they were expected to earn a Bachelor’s degree or hig her. The Centre for Comprehensive School Reform (CCSR) carried out another study which talks about the correlation between the student involvement in activities and their performance in the classroom. It states that activities aid the students in forming strong and successful relationships among adults and peers alike, an attribute that is of the utmost importance both within a classroom and to the outside world. They also state that activity programmes help foster within individuals more personal expectations of excellence and dedication to academic success. Not to mention, of course, the fact that they promote a positive psychological, social, emotional and healthy well being all around. Adolescents as Rational Actors Investors Returns on Investment If when examining social behaviour we choose to take a rational choice perspective we are implying that, the reason for an adolescent taking any form of action is due to an intention of somehow increasing, to the fullest extent, that adolescent’s own personal interest in goals of importance to them. We are aware that in this respect, adolescents states of mind are more normally portrayed as being the result of their surroundings and their all-encompassing environment rather than being self motivated â€Å"rational actors† (Swanson, 2002). Despite this pre-conceived notion, as Swanson continues to argue, the decisions adolescents are confronted with, for example, in terms of time management and motivation, can in fact be seen as influential in their capability of fulfilling important milestones in their lives. Findings show that participation in activities shows criteria of both social exchange and that of investment. In the previously cited study done by Swanson (2002), there was evidence supporting high returns for college enrolment when there was involvement in both the official academic curriculum as well as in extra-curricular activities. In  economics, the law of diminishing returnsis understood to be the decrease in theoutput of aspecific production  process as the quantity of a single  factor of production  is gradually increased, while the amounts of all other aspects of production stay constant. The law of diminishing returns states that in most productive processes, increasing more of a particular factor of production, while keeping all others stable will eventually produce lower returns per unit. So, in tandem with Swanson’s idea of return on investment, when associations with overinvestment (of extra-curricular activities) were made, indications of diminishing returns were seen. The Zero Sum Hypothesis This ties in, naturally, with those studies that propose that not only do extra-curriculars not have a positive effect of academic outcomes but rather that extra-curricular activities are in fact, a hindrance to any positive educational outcomes. This hypothesis is largely credited to James Coleman (1961) who, in The Adolescent Society, is often referenced as the source on the ‘zero-sum’ model of transaction between extra-curricular activities and academics (Holland and Andre 1987; Marsh 1992). A very watered down explanation of the concept of the ‘zero-sum’ hypothesis is that one investor’s profit mirrors another investor’s loss (whereby for every 1 euro someone makes, somebody loses 1 euro). In his study, Coleman investigated the social order structure of students in the typical American High School. He notes that whereas popularity is pre-eminent (leading to participation in activities such as athletics and cheerleading), academic excellence is a ‘secondary consideration’. The zero-sum logic is very typically used in studies about participation in extra-curricular activities whereby time is a fixed commodity split among a various number of activities, due to the nature of the formulation (that there are only two competing alternatives) and that the total amount of time available is constant, the individual must reduce the time spent on one activity in order to increase time devoted to the other. Time The Zero Sum Hypothesis Hence, according to Coleman (1961) time used on extra-curricular pursuits must necessarily diminish any and all academic pursuits. We can also speculate that, it could be the case that time is not the most fitting variable to measure returns on participation in a particular activity. The amount of time dedicated to a pursuit in actual fact, tells us very little about the level of dedication the person has invested in it and even more so about how productive they have been during that time. An individual might use time from areas of strength in order to support possible weaker areas of performance. By doing this, we can see time is not a used like a ‘currency’ that can be spent on any activity but rather represents a ‘resource to invest’, used strategically on the activities that will knowledgably have the highest possible rate of returns on the investments. This idea problematises the straightforward relationship adopted by the zero-sum hypothesis regarding the return of extra-curricular activities and the time spent pursuing them (Swanson, 2002). That being said, other studies also support the idea of limiting time of extra-curricular activities so as not to encroach on time of studies. Laurence Steinberg (1996) in his book the Classroom: Why School Reform Has Failed and What Parents Need to Do, criticises the fact that a large amount of students are completely too wrapped up in extra-curricular activities. He even suggests to parents to limit the number of hours (not more than ten) that their children are allowed to take part in extra-curricular activities. However, another assumption of the above model is that all academic pursuits are uniformly beneficial versus the fact that all extra-curriculars are intrinsically disadvantageous. That said, years of research conducted have now consistently shown positive academic results associated with extra-curricular participation, thus increasing the tendency for the discreditation of the zero-sum model’s main predication. For example, the fore-mentioned Synder Spreitzer (199 0) study which showed that participation in Sports increases college enrolment, among others (Spady 1970, 1971; Otto 1975, 1976; Otto and Alwin 1977; Marsh 1992). Social Capital Cultural Capital Social Capital Mullis, Rathge Mullis in their study Predictors of academic performance during early adolescence: A contextual view (2003), attempted to decipher the relationship between academic performance in adolescents and their contextual variables. In particular, their study consisted of testing the idea that commonly known aspects of resource capital, social capital and student behaviour can in actual fact predict academic performance in young adolescents. Mullis, Rathge Mullis quantified social capital in two particular components; through parental networks and student activity networks. For the benefit of my study I will mostly be taking into consideration their findings and hypothesis on social capital in relation to student activity networks; whereby we mean student reports of school activities and non-school activities. According to their research conducted, the links between the idea of social capital and academic performance was not as significant as expected and documented in other research (Coleman, 1988; Schneider Coleman, 1993; Steinberg, 1996; Steinberg, Dornbusch, Brown, 1991) mentioned. What this research did state is that through these social networks, the student’s opportunities are somehow boosted which, in turn, could lead to a more favourable environments that lend themselves to achievement (Mullis, Rathge, Mullis, 2003). This means that, due to the fact that they have increased opportunities to succeed, they do in actual fact succeed more; however not due to the individual being more equipped to succeed but by just being more exposed to times when succeeding is an option. Cultural Capital Similar in terminology, though not so much in meaning; another concept is that of Cultural Capital. The term Cultural Capital references the social, non economic attributes that contribute positively to the idea of social mobility beyond financial means. For example, level of education, IQ and physical appearance. All these give a person advantages which in turn give them an elevated status within society. Pierre Bourdieu divided this idea of cultural capital into three subtypes: embodied, objectified and institutionalised (Bourdieu, 1986). Cultural capital is not something that one acquires instantaneously or at one moment in time. Rather, it is embedded over time as it leaves an impact on one’s ‘habitus’ (character and way of thinking). Exposure to different activities and different disciplines in the form of extra-curriculars may inherently add to the adolescent’s cultural capital by adding to their pool of knowledge and skills. At the more basic level, cultural capital refers to the understanding of the central conceptual and normative codes that are inscribed in a culture. In the article Does Cultural Capital Really Affect Academic Achievement (Jà ¦ger, 2011), Jaeger is reflecting on Bourdieu’s famous hypothesis that cultural capital is actually an important resources that adds to a person’s academic success. According to Bourdieu, as stated previously the cultural capital one has, i.e. knowledge, skills and general idea of knowing ‘the rules of the game’ is wh at in fact the educational system is after and rewards. This subject is one that has fascinated not only Bourdieu. In fact, a long series of quantitative research has been done and found that various measures of cultural capital are indeed correlated in a positive way to academic attainment and educational achievement. Among those who have researched said topics are DiMaggio, 1982; Cheadle 2008; Crook 1997; De Graaf, de Graaf, and Kraaykamp 2000; DiMaggio and Mohr 1985; Dumais 2002; Farkas et al. 1990 and van de Werfhorst and Hofstede 2007, among others. Even though we might be unawares, the educational system is in fact structured to recognise and reward cultural capital, whereby teachers and other individuals in the educational system misinterpret a child’s cultural capital as actual academic brilliance and hence encourage upwardly biased ideas of these children. In turn, these biases contribute to the possible positive returns the children with cultural capital receive as fruit of these perceptions and preferential treatment (Jà ¦ger, 2011). We could say that individuals are not academically stronger because their cultural capital has in some way affected their academic prowess but rather because their cultural capital sets them apart in terms of how their educators view them. This altered view, somehow induces preferential treatment from their teachers and peers which strengthens their academic development. Research has consistently found that participation in extra-curricular activities has had a somehow positive effect on academic achievement (Cheadle 2008; Covay and Carbonaro 2010; Lareau 2003). In terms of Jaeger’s research, he found that cultural capital has a causal direct effect of on academic achievement also, which is an important result due to the causality that is proven rather than merely an influence. Counterculture Analysis: Al Capone Counterculture Analysis: Al Capone Joey Hagel Al Capone was one of the most notorious leaders of a criminal syndicate in the 20th century (Biography). So how can Al Capones reputation as a gangster be interpreted as a counter culture? Firstly, a counter culture is a sub-culture that rejects the culture of the larger society (Thomas). Al Capone is notorious for his smuggling of alcohol during the Prohibition era (Biography). Establishing himself and the Chicago mafia as a counterculture (Biography). Alphonse Capone was an Italian immigrant living in New York at a young age (Biography). He dropped out of school during the sixth grade and joined Johnny Torrios street gang in New York City (FBI). After Johnny Torrio moved to Chicago Al Capone followed him there assuming the role as his right hand man (FBI). Torrio taught Capone the importance of an opulent and respectable front while running the businesses behind the scenes (Biography). Eventually Torrio retired giving the lead way for Al Capone to take charge after already establishing a fearsome reputation (FBI). It was the beginning of prohibition during the time Torrio retired and Capone took charge smuggling alcohol into the city conceiving the genesis of Capones fortunes (Biography). As a sign of his position Capone never walked around armed, he instead traveled with two bodyguards at all times (Biography). Capone eventually gained office in Cicero City after threatening voters with violence and kidnapped election workers (Biography). After the assassination of Capones mentor Johnny Torrio, Capone gained full titles as head of the mob, by owning Torrios nightclubs, whorehouses, breweries, and gambling dens and attaining a government position (Biography). After gaining power Capone was always out, unlike other gangsters, Capone was always well dressed and wanted to be viewed as a businessman (Biography). His bootlegging of whiskey and alcohol was making him rich, but a few incidents including the Valentines Massacre and the Adonis Club Massacre, Capone was blamed for these incidents but was never incarcerated due to lack of evidence (Biography). Finally, in October 1931 Capone was charged with tax evasion, but was never charged for smuggling alcohol (Berger). The Jury found him guilty on two misdemeanor and three felony counts (Berger). Capone was sent to Alcatraz until 1940 when he was released (Biography). The sociological perspective is a view that involves looking at social life in a scientific systematic way (Thomas). This view assists you in identifying the fact that all people are social beings, in finding a balance between personal desires and demands of your social environment, and in viewing your own life within a large social and historical context (Thomas). Using the sociological perspective one can develop a sociological imagination; which is the ability to understand your place in society and how your actions affect others in your society (Thomas). The actions of this counter cultural group has affected the American government immensely. Laws were changed due to the actions of the Chicago Mafia and Al Capone. By continuously smuggling alcohol into the cities of the United States and making a fortune for themselves, an amendment to the constitution was formulated in order to negate the amendment prohibiting alcohol (Constitution). This brought back the ability to sell liquor in the United States once again (Constitution). Not only that but they broke other important laws that brought attention to the government and fear to society (FBI). Ethnocentrism is the belief that ones culture is superior than other cultures (Thomas). Ethnocentrism is imminent in the larger society of America who restricts the sale of alcohol. Where Al Capone was smuggling and selling alcohol to the society that forbid the action to occur (Biography). The larger society of America established a law that prohibited the sale of alcohol in the United States (Constitution). Since the subculture, the Chicago Mafia, did not agree with the amendment they decided to sell the liquor illegally going against the norms of the larger society (Biography). So the larger society found this group as a counter culture for not only bootlegging alcohol, but for braking other laws and going against other norms as well. They have also murdered, ran a whorehouse, and frequently gambled (FBI). These actions have defied the laws that the larger society created and due to the attempt of their incarceration found themselves to be a more superior culture. Cultural relativism is judging a person with the standards of that persons culture not your own culture (Thomas). I believe that the Chicago Mafia acts the way they do because of the 18th amendment which prohibits the sale of alcohol (Constitution). Not only did they disagree with this they saw the opportunity to make profits off of this prohibition; which seemed to be quite fruitful considering Capone made millions of dollars (Biography). Due to the defying of these laws the U.S. government, or larger society, they attempted to incarcerate the people behind these crimes (FBI). Which brought on more crime from the Chicago Mafia involving murders and shootouts with cops (Biography). One of these shootouts resulted in the death of one of Capones brother which may have affected Capones choices of action during this time period (Biography). So due to the laws of the larger society, the Chicago Mafia made actions that defied these laws due to disagreement, desperation, and a chance at opu lence (Biography). Personally I agree with the philosophy of the sale of alcohol; although I do not agree with the direction of the actions that the Chicago Mafia underwent. I agree that the ethnocentric view from the larger society possessed its flaws through the prohibition of alcohol which could have made the government money instead Al Capone took advantage and made the profits for himself (FBI). I do not agree with the actions Capone took to have the ability to sell liquor (FBI). Some of those involving murders including some massacres (Biography). With a sociological imagination one can understand the emotions of the society Capone effected through his actions. Although by understanding cultural relativism one can understand Capones actions which involved the smuggling of alcohol into American cities (Biography). Through these sociological understandings one can understand the actions of the counter culture and the emotions and reactions of the larger society. Works Cited Al Capone. Biography.com. AE Networks Television, 03 Mar. 2016. Web. 11 Mar. 2017. Al Capone. FBI. FBI, 20 July 2016. Web. 11 Mar. 2017 Berger, Meyer. The New York Times. The New York Times, n.d. Web. 11 Mar. 2017. Eighteenth Amendment. Constitution. N.p., n.d. Web. 11 Mar. 2017. LaVerne, Thomas. Sociology. N.p., 2003. Textbook. 11 Mar. 2017.

Duffy Little Red Cap poem :: Free Essay Writer

Duffy Little Red Cap poem In â€Å"Little Red Cap† discuss the use of imagery, syntax and structure. Plan: Introduction to the collection of poems Similarities and differences between this poem and original fairytale Imagery – how has Duffy used the words used to create pictures in the reader’s head? Syntax – word order. Why has she written sentences the way she has? Emphasis on a particular word. Structure – length of stanzas â€Å"Little Red Cap† is written by Carol Ann Duffy found in a collection of poems called â€Å"The world’s wife†, where she has given a voice to the women (fantasy characters and real people) who have generally been silent or their thoughts made clear through the voices of their husband’s or partner’s. Firstly, the title of the poem grabs your attention and reminds you of ‘Red Riding Hood’, a children’s story. This is clever, as it sets the readers mind to thinking about the story, which means that the reader can connect all of the similarities in the poem to the children’s story, for example; â€Å"What big eyes he had! What teeth!† The poem â€Å"Little red cap† is among others where Duffy has based this poem on a fairytale story, in this case, little red riding hood. However, this poem has a few differences to the original version of the story. For example, this poem uses imagery to create a very sexual feeling, where as the original fairytale was not in any way sexual, but had a more simplistic idea of ‘good – little red riding hood’ and ‘bad – the sly wolf’. The wolf in this poem is portrayed to the reader as a ‘good’ character, and Little Red Cap as the ‘sly’ one who appears to know what she is doing in order to get what she wants. In the first stanza of the poem, Duffy starts off with the metaphor â€Å"At childhood’s end†. This portrays that childhood is so powerful it has been described as a physical place. The reader can picture this place clearly because of they way she has continued to describe the â€Å"houses petered out into playing fields† â€Å"†¦till you came at last to the edge of the woods†. This makes the reader think that she is no longer an innocent child, she is independent and is now an adult. However, we find out in the second stanza that she is still only â€Å"sweet sixteen† which makes us wonder if she is really as grown-up as we first thought.

Research Paper “What We Talk About When We Talk About Love”

Love is unknow. Eros; an attraction based on a sexual desire, Philos; friendship love, or common interest, Storge; the natural love of a parent for their child or family love, and Agape; the unselfish love for the good of another. These are all Greek words and there definition of love. There are many different kinds of love; from the love of a mother to the love for car, love has no boundaries, but true love between a man and a woman can last a life time. Some may say the feeling of love is the most wonderful thing about life.Love also comes in different cases and scenarios such as the inseparable love, the violent love and the love that never dies. Raymond Carvers â€Å"what we talk about when we talk about love† tells us why love can be so beautiful but yet risky at the same time, Mel and Terri are a couple in love with each other and they are married, but they both had broken relationships with their previous love partners. Nick and Laura are also married and are in love wi th each other, they also had previous love experiences.But do these characters experienced true love or even know what true love is or is it just lust and mostly physical attraction. From the physical to the sentimental or even the violent type of love, true love has no limits; neither Mel and Terri nor Nick and Laura ever experienced true love because they both had broken relationships or had been divorced with their previous love partners. The two couples are engaged in a conversation about love and are caught up in trying to figure out what love is.Mel McGinnis is a cardiologist in his mid-forties, he was married and has kids in his previous life, and he was very much in love with his ex-wife, but that all ended after his divorce. Mel who spent five years in a seminary thought real love was more spiritual than anything else. Mel says he doesn’t care for his ex-wife anymore, â€Å"there was a time when I thought I loved my first wife more than life itself. But now I hate h er guts† (352, McMahan). He does not know why he feels this way and wants to know what went wrong, what happened to the fire that once burn so brightly.When a marriage union just suddenly ends we tend to ask questions like whose fault is it, were the couples truly in love each other? But in this day and age a man and a woman can be in marriage but not necessarily in love with each other. This shows that love is much deeper than two people coming together to spend their entire lives with each other. Mel may have moved on from his ex-wife Marjorie but he is certainly not madly in love with Terri whom he’s been with for five years but only married for four.Mel controls most of the discussion as the evening progressed, â€Å"an indication that he is obsessed with the topic. Mel insists that the conversation be directed at one point; the definition and nature of love† (Bruccoli). Mel defines love as two main different types, the â€Å"physical love, that impulse that drives you to someone special, as well as love of the other persons being† (McMahan, 352), this type of love is among most couples as true love starts with a physical attraction because that’s all the soon to be lovers know about each other.The other kind of love that Mel described is the â€Å"sentimental love, the day to day caring about the other person† (McMahan, 352). When a couple is in love, they may say the words â€Å"I love you† on a daily bases but they spend more time showing each other how strong their love is and expressing their feelings sexually and emotionally. Mel’s current wife Terri also had a previous love encounter, her lover Ed, was more of the violent type of lover, he would beat her and drag her across the living room while screaming about how much he loved her.Terri believed that that was true love and she strongly defends it against Mel, who thought that love was not supposed to be violent, â€Å"Mel cannot understand hi s action as an act of love. Love cannot coexist with hatred in his dogmatic mind† (Bruccoli). Ed’s love for Terri was so strong that he was stalking her after Mel and Terri started dating, Ed even threaten Mel’s life. Ed was obsessed and more so infatuated with Terri, but Terri did not feel exactly the same way for Ed. Love is something that has to go both ways, couples usually have the same strong feeling for each other because when one partner loves and care

Heuristics and Bias

Before meeting with the people at Volvo, I spoke to my supervisor regarding this assignment and my choice. His initial reaction was one of judgment heuristic and availability heuristic. He felt strongly with his convictions about a Volvo due to the experience his brother-in-law had with one and went In to great length on why. Judgment heuristic was shown here for my supervisor made his assessment and judgment of probability simpler and availability heuristic was shown here for he also used what his brother-in-law experienced which Is the process of perception and memory in the imagination.This information was available and fresh in his mind the moment Volvo was mentioned. He did not use information from consumer reports, but Instead used availability heuristic to refer to his brother-in-laws case and based his judgment on that. Events that are easily available within ones mind are more likely judged and to occur according to this heuristic. The biases, which are caused within availab ility heuristic, are the bias due to the easy retirement of the instances where the supervisor was able to retrieve Just one case against the negative of the Volvo.Also, notice the bias due to effectiveness of the search for the recall process. Many events are hard to recall and some are memorable such as mistakes and errors, there is a bias in the search set itself. Another bias was manageability, which played a role in the evaluation of probability in real life situations (Starker, 2007). An example I would say to him to help in Influencing his decision to a positive about Evolved would be to share a story with him regarding my recent bad experience at a four star restaurant called Blue Fish, when I ate bad shrimp.This does not mean this restaurant Is bad, It Just meaner I had one bad experience, I will either try steak or try the shrimp again for their service, drinks and appetizer were great. This does not mean I will go to my friends and family and say that this restaurant Is b ad do not eat there, for In all honestly It Is not a bad restaurant and it Just so happens I had one bad shrimp that resulted in an upset stomach. I would end this example with a question of â€Å"who has this not happened to t any restaurant where one NAS and bad t one time or another? The type tot heuristic that will be employed here to influence my supervisor will be adjustment and anchoring. When adjusting ones beliefs in light of new information there needs to be solid evidence against it. Insufficient adjustment due to anchoring can lead to mistakes. I believe the research I have done is solid information to prayers and influence my supervisor to help change his mind regarding Vole's (Plops, Chip. 13, 1993).When I meet with my supervisor once again, I will influence his decision about Vole's with these facts and statistics such as: with more storage space, redesigned due to feedback from past years, premium small sedan new safety features with more horsepower, a blind spot in formation system as added as well as a new automatic hazard warning additional optional fun gadgets such as SIRIUS Satellite Radio and high performance audio system (new holds its own against other sport automobiles, cars', 2007), for most buyers, the standard suspension setup provides plenty of thrills while providing more cushioning over potholes when driving along, while yes it may not have the prestige or athleticism of its German foes, this Volvo costs less, has style with a premium feel, with upgrades added the price may go up, but for a company car one should be reasonable, the base engine will be perfectly adequate ND basic package, this Volvo has slightly better fuel economy than the 2. 41 (Edmunds, 2007), Keeping in mind while all vehicles have their quirks and hiccup one should personally test-drive a vehicle before forming an opinion on what he or she thinks.With all the pros and cons, many people will form their own decisions in the end. The few that I have researched h ave said that the Volvo S'40 is refined, classy, great and runs Just fine. Even without a slightly more powerful engine, it is as much of a â€Å"real† Volvo as any car is a â€Å"real† car. By utilizing the heuristic strategy f anchoring and adjustment, I feel that I can show my supervisor that what happened to his brother-in-law has happened to many with any vehicle. I would have him ponder on that for a bit, while at the same time showing him what others have to say about the Volvo. I would inform him of the research I did through nectars. Com, Edmunds. Com, and Flavors. Com.By informing him of this, I am using multiple anchor points to help make the final decision that the Volvo is the way to go. When one makes or Judges something or someone based on vividness or recent events, they employ availability heuristic. To help one change their mind or point of view we want to anchor the way adjustment is used and when a decision needs to be made it is made by adjustments to this anchor or starting point. The use of anchoring and adjustment may work in many cases such as this, but at times will not always weigh enough to other factors (Plops, Chip. 13, 1993). References AAU Online. (De. ). (ca. 2006). Unit 3: Heuristics and Bias [multimedia presentation]. Hoffman Estates, IL: AAU Online.