Journal Article Critique 4293 Assignment Example | Topics and Well Written Essays - 250 words

Journal Article Critique 4293 - Assignment Example However, at the end of the 10 weeks of the study, the two groups had a total of 51 students after 9 of them dropped from the study after moving to other regions. As highlighted, there was a control group and a treatment group, each consisting of 30 students. Both the control group and the treatment group participated in Tier 1 learning instructions, but only the treatment group underwent the special Tier 2 learning instructions. These types of instructions were given for a period of 10 weeks and different measures of their improvement in literacy were used to compare their performance after the 10 week period. The data from such scores was analyzed and interpreted to compare the effect of Tier 2 learning instructions, which was a response-to-intervention model. From the findings, in the scores of the different groups, it emerged that students in the treatment grouped performed better in all the measures compared to those in the control group. Notably, the control group exhibited improvement because of the Tier 1 learning instructions. The study utilized a limited sample size, which was 51 at the end of the 10 weeks, a factor that necessitates an additional study with a larger sample size. The measurement instruments used in the study had limited capacity in assessing some measures identified for the study. The third limitation was that, the study only considered reading level ranges from early first to the level of middle third grade, which has the capacity of introducing a level of variance. This study is a salient example of the effects of adopting an intervention model of learning instructions in a bid to help students with learning disabilities to improve their literacy levels. The authors of this article are impressed by the positive findings that adopting a Tier 2 instruction model can register a difference in the learning ability and literacy levels of students

Advantages And Disadvantages Of Podcast Information Technology Essay

Advantages And Disadvantages Of Podcast Information Technology Essay A podcast is a series of digital media files either digital audio or video that is episodic; downloadable; program-driven, mainly with a host and/or theme; and convenient, usually via an automated feed with computer software. Podcasting is similar in nature to RSS, which allows subscribers to subscribe to a set of feeds to view syndicated Web site content. The word replaced webcast in common vernacular due to the fame of the iPod and its role in the rising popularity and innovation of web feeds. Moreover, is a free service that allows Internet users to pull audio files (typically MP3s) from a podcasting Web site to listen to on their computers or personal digital audio players. The format used for podcasting is RSS 2.0 with enclosures. The podcasting enclosures refer to all binary (non-text) downloads. You can read the text description of the enclosure before downloading the item to view. The mode of delivery differentiates podcasting from other means of accessing media files over the Internet, such as direct download, or streamed webcasting. A list of all the audio or video files currently associated with a given series is maintained centrally on the distributors server as a web feed, and the listener or viewer employs special client application software known as a pod catcher that can access this web feed, check it for updates, and download any new files in the series. This process can be automated so that new files are downloaded automatically. Files are stored locally on the users computer or other device ready for offline use, giving simple and convenient access to episodic content. Commonly used audio file formats are Ogg Vorbis and MP3. In many respe cts, this is closer to traditional publishing models associated with books and magazines (as opposed to radio, which uses a live stream). Advantages of Podcasting Convenience Since iPods can play back Podcasts, files can be viewed or listened to anytime, anywhere. You do not have to be glued to a computer in order to review the files. Podcasting can be valuable to students or employees who want follow up on information or refreshers in order to fully understand lessons or work ideas. Students and employees can learn through various modalities aside from reading. Audio files and videos can be aids and supplements for studying and working. These files can be quickly and inexpensively created and uploaded to any website. Therefore, lectures and presentations can easily be accessed regardless of time and location, offering flexible learning options for students and employees. Easy Reach With a podcast, you can easily reach your students or employees, any time. More importantly, the information that is sent can be conveniently accessed. No more FAQs that need to be updated. Podcasts do not have expiration dates and they can be permanently archived. Accessibility issues Materials, such as transcripts, must consist of audio or video files in order to be fully accessible. This, as well as editing and uploading high-quality files, can be time-consuming. Large files will require broadband connection, which makes them difficult for those users who only have slow, dial-up connections. Those who are creating podcasts also need to make sure that the file format used will be compatible to all MP3 players and not iPods alone. Productivity Issues Allowing iPods at work or in school can encourage employees and students to work less. IPods in the office or classroom can be a source of distraction. Students and employees can be tempted to watch movies, listen to music or other audio files rather than work. They can be sidetracked by the endless media possibilities that an iPod can provide. This could mean less than average performance and less productivity. Disadvantages of Podcasting Time Consuming Podcasting can be used by professors as a means to provide or receive information from students. However, a disadvantage to this form of data is that the Web is such a vast and very public space where anyone from anywhere can publish files. Therefore, instructors and teachers have to spend time checking if the files and data published are verified. It can be very time consuming especially for larger files. It is also estimated that it takes 45 minutes to produce an 8 minute show. Not Searchable Podcasts are not always easily searchable. Although there are several search engines you can use, it is impossible to directly search within the audio file itself. This could be a huge disadvantage for many individuals, especially those who prefer to gather their data by quickly scanning through the texts. Accessibility Problems Editing and uploading files, especially if theyre high quality files, can be quite a challenge. Large files will demand not just a broadband connection, but a connection that is fast enough. Using dial-up connections for uploading and downloading will probably take too much of your time. Podcast creators will also need to make sure that the file formats they use will be compatible to other devices and not just iPods alone. Limiting Your Audience Not everyone owns a mobile device. Podcasting may just divide the market and alienate those who cannot have access to it. Some people are also just not interested in having to download files from the Web in order to have access to them, and some will prefer reading instead of listening to an audio file. Distracting Allowing the use of iPods in schools and companies can provide distractions and may result in poor productivity. Those with iPods can easily be sidetracked and listen to music or watch movies instead of doing actual work. Distractions for students and employees could mean poor performance. Question2: Facebook and Twitter are examples of Social Networks and Media Sharing tools. By using the concept of anytime, anywhere learning, how these tools can be manipulated to take advantage of the passion of young people for learning by tapping into the tools. Discuss in detail and provide example for each. Your comment and analysis must be supported by at least THREE (3) articles. The articles must be enclosed together with your submission. (If it is longer than 3 pages, then, you may provide the URL). Through my analysis and from my personal comment, I found that, social networks are one of the best tools to engage students to be more IT-savvy. Based by tapping the tools there are more advantages which make the young people especially students to learn and inherit it to more educational purpose. Social network could be a tool which enables real online (and offline) collaboration between learners and presents a way to record the interactions of learners.  Ã‚  Communication Skills The students listed technology skills as the top lesson, followed by creativity, being open to new or diverse views and communication skills. They will meet vast number of people trough this social network from different countries. This make them to look forward towards the communication skills and analyse them how good is their language power are. Towards Technology Students are developing a positive attitude towards using technology systems, editing and customizing content and thinking about online design and layout. Teenagers will more expose to latest technology when they try to explore it. Creative Ideas Theyre also sharing creative original work like poetry and film and practicing safe and responsible use of information and technology. This is a very good idea because once we post something on the wall people able to comment on their work and the result is they will be more progressive with their work. Tutor Also have implications for educators, who now have a vast opportunity to support what students are learning on the Web sites. Enable teachers to share good examples of work with others, provide a means to track learner progress and provide a searchable history of work completed and contribute to the overall Assessment system. Those individuals, who would hesitate to approach an instructor for help, may find that the social network provides the kind of support they need, whether from peers or resources tailored to specific learning styles (i.e. video, audio, illustrations). Messaging Learners first access to email and why shouldnt it be a high quality email experience which a learner can keep for his/her lifetime and make it to as a medium to communicate with their lecturers. Exchange of media to accommodate all learner types. While this is true for most digital learning support systems, it is especially true when presented in a social network that includes a wide range of learners. The freedom to use the medium most appropriate for each users learning style will enhance the success of the curriculum. Application Mobile apps and tablet apps which integrate with the network, pulling and pushing content to/from the network. Can be accessible from a mobile device and we should be encouraging our learners to make use of these incredibly powerful devices in class Chat/Video Conferencing We are able to chat with our teacher who is online and discuss about tomorrows topic or which implement from Anywhere/Anytime learning. Restrictive emulation of the traditional training experience Social networks reflects the relationships traditionally shared in a learning situation, between student and trainer/educators, between one another, between the students and the material itself. This is much more conducive to social exchange and interaction than email or remote learning systems have been in the past. Discussion/news feed Here we able to discuss about latest hot news in town. Recently we had an earthquake in Japan. This discussion board act as a tool to help and relay news about latest phenomena happening there. Familiar platform for many learners to operate within As Social Networks like Facebook and MySpace grow in popularity, that paradigm is familiar to users and becomes less daunting when applied to a learning situation. Similar to the way many early iterations of software used the conventions standardized by Microsoft in its Windows operating system for their interfaces. Users were familiar with their function and could understand their meaning transferred. 3 Articles That Support http://www.teachingenglish.org.uk/think/articles/teaching-learning-through-social-networks http://www.quora.com/Education/How-can-we-use-social-networks-for-more-effective-K-12-learning http://socialnetworksforlearning.com/

Analysis of McDonald’s Corporation Advertising :: Advertising

Advertising generally tries to sell the things that consumers want even if they should not wish for them. Adverting things that consumers do not yearn for is not effective use of the advertiser’s money. A majority of what advertisers sell consists of customer items like food, clothing, cars and services-- things that people desire to have. On the other hand it is believed by some advertising experts that the greatest influence in advertising happens in choosing a brand at the point of sale. Advertising appeals to consumers through common images; the logo used is well-designed and there is a clear separation of art from commerce. Advertisers use these iconic images to appeal to consumers since they symbolize or stand directly for something. The image for MacDonald’s symbolizes its non-conventionality. Hence advertisers use these images to communicate much more than words, since they seem to convey the message without too much effort. According to McDonald’s website, their mission statement is â€Å"to be our customers' favorite place and way to eat. Our worldwide operations have been aligned around a global strategy called the Plan to win centering on the five basics of an exceptional customer experience – People, Products, Place, Price and Promotion. We are committed to improving our operations and enhancing our customers' experience. (http://www.aboutmcdonalds.com/mcd) For decades, Macdonald’s has maintained a broad advertising campaign. In addition to the media, the company makes considerable use of signage and billboards, sporting events and coolers of drinks with their logo for all kinds of events. The company has used twenty-three diverse slogans in United States for advertising. At the same time the company has few other slogans for the selected countries and regions. In the case of McDonald’s advertising the texts used are effective. They have contributed in attracting targeted clients to the company. The wordings are aesthetically pleasing and successful at getting the consumers to buy the product. The phrase ‘I’m Lovin’ it’ which is used in one the advertisements, indicates a piece of advertising that is particularly striking. According to Cross â€Å"propagandas is simply a means of persuasion†, which they have applied that to their place because it is evidently an artistic expression, yet is trying to sell something to the consumers.(Cross,149) The company has had to face are numerous. The company has been involved in quite a number of lawsuits, most of which entail trademark disputes. MacDonald’s has threatened many food production industries with legal action unless the companies drop their trading name.

Intel Case

Intel makes the microprocessors that are found in 80 percent of the world’s personal computers. In the early days, Intel microprocessors were known simply by their engineering numbers, such as â€Å"80386† or â€Å"80486. † Intel positioned its chips as the most advanced. The trouble was, as Intel soon learned, numbers can’t be trademarked. Competitors came out with their own â€Å"486† chips, and Intel had no way to distinguish itself from the competition. Worse, Intel’s products were hidden from consumers, buried deep inside PCs. With a hidden, ntrademarked product, Intel had a hard time convincing consumers to pay more for its high-performance products. Intel’s response was a marketing campaign that created history. The company chose a trademarkable name (Pentium) and launched a marketing campaign to build awareness of the Intel brand. The â€Å"Intel Inside† campaign was Intel’s effort to get its name outside of the PC and into the minds of consumers. Intel used an innovative cooperative scheme to extend the reach of its campaign. It would help computer makers who used Intel processors to advertise heir PCs if the makers also included the Intel logo in their ads. Intel also gave computer manufacturers a rebate on Intel processors if they agreed to place an â€Å"Intel Inside† sticker on the outside of their PCs and laptops. Simultaneously with the cooperative ads, Intel began its own ad program to familiarize consumers with the Intel name. The â€Å"Intel Inside† campaign changed Intel’s image from a microprocessor maker to a quality standard-bearer. The ads that included the Intel Inside logo were designed to create confidence in the onsumer’s mind that purchasing a personal computer with an Intel microprocessor was both a safe and technologically sound choice. Between 1990 and 1993, Intel invested over $500 million in advertising and promotional programs designed to build its brand equity. By 1993, Financial World estimated the Intel brand to be worth $17. 8 billion. Intel continues its integrated campaigns to this day. For example, when launching its Centrino mobile platform, Intel began with TV ads that aired in the United States and 11 other countries. These ads include the animated logo and ow familiar five-note brand signature melody. Print, online, and outdoor advertising followed shortly thereafter. Print ads ran in magazines and featured ads that targeted that magazine. For instance, an ad appearing in a sports magazine showed the logo in the center of a tennis racquet with the tagline â€Å"High performance laptop. No strings attached. † Simultaneously, Intel held a â€Å"One Unwired Day† event that took place in major cities such as New York, Chicago, San Francisco, and Seattle. In addition to allowing free trial Wi-Fi access, each city held festival events that included live music, roduct demonstrations, and prize giveaways. The company also set up free access demonstration sites (with wireless Centrino-powered laptops) in areas frequented by road warriors, such as San Francisco’s airport. To boost interest in mobile computing, the company partnered with Zagat Survey to produce a mini-guide inserted into The New Yorker that identified more than 50 â€Å"Wi-Fi Hotspots†Ã¢â‚¬â€mainly restaurants and hotels—in the â€Å"One Unwired Day† cities. Finally, Intel ran online ads on such Web sites as CNET. om and Weather. com. Yahoo! created a Wi-Fi Center Web ite co-sponsored by Intel and featuring Centrino advertising. The â€Å"Unwired† campaign was another Intel success in marketing integration. The $300 million total media effort for the Centrino mobile platform helped generate $2 billion in revenue for Intel during the first nine months of the campaign. Among marketers, Intel won the Innovation award in the Business Superbrands Awards 2003. Going forward, Intel CEO Craig Barrett said the company will aggressively target opportunities outside of its traditional revenue stream in PCs. The company ill be moving beyond â€Å"Intel Inside† to â€Å"Intel Everywhere†Ã¢â‚¬â€Intel chips in every type of digital device possible, from cellphones to flat-panel TVs to portable video players and wireless home networks, even medical diagnostic gear. The company is targeting 10 new product areas for its chips. If the new markets take off, they’ll increase demand for PCs and services, bringing new revenues for Intel’s core products even if its own new products do not succeed in these markets. In 2005, former marketer Paul Otellini will succeed Craig Barrett as CEO and take the helm of this $34 billion company.

The Princess fairytales

â€Å"How have I become who I am today? † This is a question that adults ponder on a daily basis. There is a large amount of resources such as authoritative figures, books and experiences, which can influence your character. There is however, an important force that contributes to a human’s characteristics today- fairytales. Fairytales are fanciful tale of legendary deeds and creatures, usually intended for children. What is not known though is what effect a fairytale has on a person today. Bruno Bettelheim’s The Uses of Enchantment, reveals a revelation on the enormous value of fairytales. In order to support Bettelheim’s theories the fairytales The Princess and the Frog, The Little Mermaid, The Mouse Princess and The Seventh Father of the House have been analyzed. Theories similar to Bettelheim’s by psychologists Sigmund Freud, Renee Hall and Jack Zipes are used to describe the meanings and importance of these fairytales. Characters representation in these fairytales support psychologists' theories such as those in Bruno Bettelheim's The Uses of Enchantment that suggest that fairytales have an influence on children through the principles of reality versus pleasure principle, self discovery and approach to problems. Representation of characters in the fairytales Princess and the Frog, The Little Mermaid and The Mouse Princess, support psychologists Bruno Bettelheim and Sigmund Freud's theories that suggest fairytales contribute to progress in a child through recognition of pleasure to the reality of life. Bruno Bettelheim develops the concept of the moral conscience first explored by Sigmund Freud. Sigmund Freud's theories says, † The commands of the moral conscience come from the personal perception and appropriation of values which we discover in the stories or examples of persons we want to be like†. SG1) Freud means to say that our thoughts come from our perceptions of stories or persons that we wish to be like. Bettelheim builds on this theory, and further explains, † Identification with [characters] teaches that there are developments-possibilities of progress from the pleasure principle to the reality principle†. (UE43) Bettelheim means that fairytales can help a c hild realize the difference between pleasure and reality, through the solutions characters find to their problems. For example, in the fairytale The Princess and the Frog, the main character Tiana is characterized as a girl who wishes upon an Evening Star. Tiana therefore finds pleasure in believing that her dreams can come true by wishing on the star. Reality is shown to Tiana by her father though, when he says, † †¦ that old star can only take you part of the way, you've got to help it along with some hard work of your own. † (P&F8) From this fairytale, a child can learn that success takes work and dedication, and that one must not believe in success coming instantly. Another fairytale where the reality versus pleasure principle can be shown is The Little Mermaid. Like Tiana, the little mermaid is a character who seeks pleasure in dreams of transforming from mermaid to human. The mermaid's reality though, shows in the excerpt that says, † A two-edged sword seemed to thrust itself through her delicate body; she fainted, and lay as though dead. † (LM61) Children can learn that in reality, a sacrifice, big or small, sometimes has to be made in order to achieve your goals in life. In the story The Mouse Princess, pleasure is shown by the Prince's brothers when they choose beauty in order to find success. Reality is shown to the brothers though, when the authors says,† Indeed, there was little to choose between them for looks and arrogance. (MP206/207) The Prince's brothers find that their wives were not adequate enough. A child gets the message from this fairytale that there are consequences when one does not search for quality in order to gain their desires in life. CONCLUSION The character's representation in the fairytales Princess and the Frog, The Seventh Father of the House, and The Little Mermaid, support the theories of psychologists Bruno Bettelheim and Megge Hill Fitz-Randolph which suggest that fairytales contribute to a child's progression through the process of self- discovery. In The Uses of Enchantment, Bettelheim states, â€Å"Children are searching for the solutions†¦ â€Å"Who am I? How ought I to deal with life's problems? â€Å"†¦ the fairytale has a consistent structure with a definite beginning and a plot that moves toward a satisfying solution which is reached at the end. † (UE47/57) Bettelheim explains that fairytales provide answers to important questions that children begin to question when their lives begin. The answers that they obtain help to shape the child's process of thought, leading him to discover his capabilities. The structure provided in the fairytale in turn gives the child a guideline to follow. A child identifies with the structures and characters, which both help the child understand why the child feels and thinks the way he or she does. Psychologist Megge Hill Fitz-Randolph, in her article entitled, Fairytales as Guide to Self Understanding, she says, â€Å"Due largely due to the work of Carl Jung, Marion Woodman, Joseph Campbell and others fairy tales along with myths have become a satisfying and surprising way to get a larger view of oneself†¦ Becoming one's authentic self or Individuation is always the endgame of the fairy tale’s journey. † (MR1) Randolph simply states that through reading and understanding fairytales, one can find themselves by the end of the story. The process of self discovery is shown in the fairytale The Princess and the Frog, when Tiana is faced with the problem of being magically turned into a frog. Tiana finds herself when the story states, â€Å"There was something special about her. She knew that my daddy taught me well. He always knew what was important. â€Å"(PF54) Throughout the story, Tiana finds that her strength is staying focused to the task that she had originally planned to succeed at, which was having her own restaurant. From this experience, a child learns that there may be extraordinary problems that one may encounter, but at the end of the trial, one will always learn something about himself. In the fairytale The Seventh Father of the House, the traveller discovers that he has the drive to follow through with his plans to find a place to stay. The traveller must ask seven men in order to find a place to stay. By the end of the process, the traveller finally asks,† Good Evening Father! Will you put me up for the night? † (7F14) By the end stage of this fairytale, the traveller has learnt that he indeed has the drive to follow through on plans, even though he had to go through many men in order to get to where he has ended. From this ordeal, a child learns that in order to find yourself, or what you are good at, you must never give up. The process of self discovery can finally be seen in the fairytale The Little Mermaid. The mermaid almost lost her life in an attempt to figure out what she truly wanted in her life. In a turn of events, the fairytale states, â€Å"The knife quivered in her hand-then she flung it far out in the waves; she looked at the prince, she threw herself from the ship into the sea, where she felt her body dissolving into foam. † (LM68) The mermaid thought she knew what she wanted, then realized that the suffering she had gone through was not worth her dream. A child can learn that one has to go through ordeals, big or small, and some may even suffer in the hopes of finally becoming the person he would like to be. CONCLUSION A character's representation in the fairytales The Princess and the Frog, The Mouse Princess and The Seventh Father of the House support psychologists Bruno Bettelheim and Jack Zipes theories that suggest fairytales contribute to the development of a child through the concept of the correct approach to problem solving. In The Uses of Enchantment, Bettelheim states that, † †¦ too many parents want their children's mind to function as their own do.. f he becomes more able to understand others, and eventually can relate to them in ways which are mutually satisfying and meaningful. â€Å"(UE1) This means that fairytales can help a child's mind function in a manner that is understanding to them and give the child proper problem solving skills that would be essential to them for the future. Jack Zipes analysis o f problem solving through fairytales can be found in his work entitled, Why Fairytales Stick, Zipes says, † fairy tales were designed to communicate ideas about natural instinct, social relations, normative behaviour, character types†¦ (JZ99). Zipes suggests that a fairytale was meant to serve the function of helping to solve problems, therefore shadowing the beliefs of Bettelheim. In the fairytale The Princess and the Frog, when Tiana turns into a frog, the reader is introduced to an unrealistic situation, but still a process where problem solving tactics are involved. Tiana was able to solve her problems by asking questions and making sure she received answers that would help her solve the dilemma. A child can learn the important skill of problem solving from Tiana by following in her footsteps and asking for help from the right person in order to solve a problem. In the fairytale The Seventh Father of the House, problems arise between the Prince and his brothers. The story says, â€Å"But the Countess and the Duke's daughter glared haughtily at one another over their bridegrooms' heads, all their past friendship forgotten in their present rivalry. † (MP215) The Prince was able to successfully find a bride through this hard work and perseverance. The Prince was able to solve his problem and gain positive aspects when he earned his father's crown, and earning the resentment of his lazy brothers. This story teaches children that without the correct problem solving skills, the result of the task will be negative. Similarly to Tiana, the traveller in The Seventh Father of the House was able to analyze the situation that he was put in, and ask a multitude of questions to several people, and finally able to find a healthy solution to his task- finding a place to stay. â€Å"How have I become who I am today? † This is a question that adults ponder on a daily basis. There is a large amount of resources such as authoritative figures, books and experiences, which can influence your character. There is however, an important force that contributes to a human’s characteristics today- fairytales. Fairytales are fanciful tale of legendary deeds and creatures, usually intended for children. What is not known though is what effect a fairytale has on a person today. Bruno Bettelheim’s The Uses of Enchantment, reveals a revelation on the enormous value of fairytales. In order to support Bettelheim’s theories the fairytales The Princess and the Frog, The Little Mermaid, The Mouse Princess and The Seventh Father of the House have been analyzed. Theories similar to Bettelheim’s by psychologists Sigmund Freud, Renee Hall and Jack Zipes are used to describe the meanings and importance of these fairytales. Characters representation in these fairytales support psychologists' theories such as those in Bruno Bettelheim's The Uses of Enchantment that suggest that fairytales have an influence on children through the principles of reality versus pleasure principle, self discovery and approach to problems. Representation of characters in the fairytales Princess and the Frog, The Little Mermaid and The Mouse Princess, support psychologists Bruno Bettelheim and Sigmund Freud's theories that suggest fairytales contribute to progress in a child through recognition of pleasure to the reality of life. Bruno Bettelheim develops the concept of the moral conscience first explored by Sigmund Freud. Sigmund Freud's theories says, † The commands of the moral conscience come from the personal perception and appropriation of values which we discover in the stories or examples of persons we want to be like†. SG1) Freud means to say that our thoughts come from our perceptions of stories or persons that we wish to be like. Bettelheim builds on this theory, and further explains, † Identification with [characters] teaches that there are developments-possibilities of progress from the pleasure principle to the reality principle†. (UE43) Bettelheim means that fairytales can help a c hild realize the difference between pleasure and reality, through the solutions characters find to their problems. For example, in the fairytale The Princess and the Frog, the main character Tiana is characterized as a girl who wishes upon an Evening Star. Tiana therefore finds pleasure in believing that her dreams can come true by wishing on the star. Reality is shown to Tiana by her father though, when he says, † †¦ that old star can only take you part of the way, you've got to help it along with some hard work of your own. † (P&F8) From this fairytale, a child can learn that success takes work and dedication, and that one must not believe in success coming instantly. Another fairytale where the reality versus pleasure principle can be shown is The Little Mermaid. Like Tiana, the little mermaid is a character who seeks pleasure in dreams of transforming from mermaid to human. The mermaid's reality though, shows in the excerpt that says, † A two-edged sword seemed to thrust itself through her delicate body; she fainted, and lay as though dead. † (LM61) Children can learn that in reality, a sacrifice, big or small, sometimes has to be made in order to achieve your goals in life. In the story The Mouse Princess, pleasure is shown by the Prince's brothers when they choose beauty in order to find success. Reality is shown to the brothers though, when the authors says,† Indeed, there was little to choose between them for looks and arrogance. (MP206/207) The Prince's brothers find that their wives were not adequate enough. A child gets the message from this fairytale that there are consequences when one does not search for quality in order to gain their desires in life. CONCLUSION The character's representation in the fairytales Princess and the Frog, The Seventh Father of the House, and The Little Mermaid, support the theories of psychologists Bruno Bettelheim and Megge Hill Fitz-Randolph which suggest that fairytales contribute to a child's progression through the process of self- discovery. In The Uses of Enchantment, Bettelheim states, â€Å"Children are searching for the solutions†¦ â€Å"Who am I? How ought I to deal with life's problems? â€Å"†¦ the fairytale has a consistent structure with a definite beginning and a plot that moves toward a satisfying solution which is reached at the end. † (UE47/57) Bettelheim explains that fairytales provide answers to important questions that children begin to question when their lives begin. The answers that they obtain help to shape the child's process of thought, leading him to discover his capabilities. The structure provided in the fairytale in turn gives the child a guideline to follow. A child identifies with the structures and characters, which both help the child understand why the child feels and thinks the way he or she does. Psychologist Megge Hill Fitz-Randolph, in her article entitled, Fairytales as Guide to Self Understanding, she says, â€Å"Due largely due to the work of Carl Jung, Marion Woodman, Joseph Campbell and others fairy tales along with myths have become a satisfying and surprising way to get a larger view of oneself†¦ Becoming one's authentic self or Individuation is always the endgame of the fairy tale’s journey. † (MR1) Randolph simply states that through reading and understanding fairytales, one can find themselves by the end of the story. The process of self discovery is shown in the fairytale The Princess and the Frog, when Tiana is faced with the problem of being magically turned into a frog. Tiana finds herself when the story states, â€Å"There was something special about her. She knew that my daddy taught me well. He always knew what was important. â€Å"(PF54) Throughout the story, Tiana finds that her strength is staying focused to the task that she had originally planned to succeed at, which was having her own restaurant. From this experience, a child learns that there may be extraordinary problems that one may encounter, but at the end of the trial, one will always learn something about himself. In the fairytale The Seventh Father of the House, the traveller discovers that he has the drive to follow through with his plans to find a place to stay. The traveller must ask seven men in order to find a place to stay. By the end of the process, the traveller finally asks,† Good Evening Father! Will you put me up for the night? † (7F14) By the end stage of this fairytale, the traveller has learnt that he indeed has the drive to follow through on plans, even though he had to go through many men in order to get to where he has ended. From this ordeal, a child learns that in order to find yourself, or what you are good at, you must never give up. The process of self discovery can finally be seen in the fairytale The Little Mermaid. The mermaid almost lost her life in an attempt to figure out what she truly wanted in her life. In a turn of events, the fairytale states, â€Å"The knife quivered in her hand-then she flung it far out in the waves; she looked at the prince, she threw herself from the ship into the sea, where she felt her body dissolving into foam. † (LM68) The mermaid thought she knew what she wanted, then realized that the suffering she had gone through was not worth her dream. A child can learn that one has to go through ordeals, big or small, and some may even suffer in the hopes of finally becoming the person he would like to be. CONCLUSION A character's representation in the fairytales The Princess and the Frog, The Mouse Princess and The Seventh Father of the House support psychologists Bruno Bettelheim and Jack Zipes theories that suggest fairytales contribute to the development of a child through the concept of the correct approach to problem solving. In The Uses of Enchantment, Bettelheim states that, † †¦ too many parents want their children's mind to function as their own do.. f he becomes more able to understand others, and eventually can relate to them in ways which are mutually satisfying and meaningful. â€Å"(UE1) This means that fairytales can help a child's mind function in a manner that is understanding to them and give the child proper problem solving skills that would be essential to them for the future. Jack Zipes analysis o f problem solving through fairytales can be found in his work entitled, Why Fairytales Stick, Zipes says, † fairy tales were designed to communicate ideas about natural instinct, social relations, normative behaviour, character types†¦ (JZ99). Zipes suggests that a fairytale was meant to serve the function of helping to solve problems, therefore shadowing the beliefs of Bettelheim. In the fairytale The Princess and the Frog, when Tiana turns into a frog, the reader is introduced to an unrealistic situation, but still a process where problem solving tactics are involved. Tiana was able to solve her problems by asking questions and making sure she received answers that would help her solve the dilemma. A child can learn the important skill of problem solving from Tiana by following in her footsteps and asking for help from the right person in order to solve a problem. In the fairytale The Seventh Father of the House, problems arise between the Prince and his brothers. The story says, â€Å"But the Countess and the Duke's daughter glared haughtily at one another over their bridegrooms' heads, all their past friendship forgotten in their present rivalry. † (MP215) The Prince was able to successfully find a bride through this hard work and perseverance. The Prince was able to solve his problem and gain positive aspects when he earned his father's crown, and earning the resentment of his lazy brothers. This story teaches children that without the correct problem solving skills, the result of the task will be negative. Similarly to Tiana, the traveller in The Seventh Father of the House was able to analyze the situation that he was put in, and ask a multitude of questions to several people, and finally able to find a healthy solution to his task- finding a place to stay.