Blogs about Fashion designer's news and their brand Essay

Blogs about Fashion designer's news and their brand - Essay Example The paper "Blogs about Fashion designer's news and their brand" provides information about blogs in the fashion industry. The editor rightly observed that Lee McQueen could successfully integrate technology with that of the design and it was the differentiating factor which made him so successful in his regime. Lee, born in the year of 1970 at East End had his schooling Central State Martins. He had his professional training at Savile Row where he received the rare exposure of writing messages in the suits of The Prince of Wales. This talented designer had the great achievement of winning the prestigious award of ‘British Designer of the Year in 1997 (though jointly with John Galliano), 2001 and 2003. Lee, born in the year of 1970 at East End had his schooling Central State Martins. He had his professional training at Savile Row where he received the rare exposure of writing messages in the suits of The Prince of Wales. This talented designer had the great achievement of winnin g the prestigious award of ‘British Designer of the Year in 1997 (though jointly with John Galliano), 2001 and 2003. French designer Jean Paul Gaultier’s latest fashion campaign was a major hit. The cast for the campaign is highlighted which involves casting of plus-size model Crystal Renn for the campaign and as the face of the winter/autumn 2010-11. It is reported in The New York Magazine that Chinese model Ping Hue and Kelly Moreira are supposed to join the campaign with Crystal Renn. Also, it reports that Renn is to be part.

Nothing but Useless Essay Example for Free

Nothing but Useless Essay I am not a video game addict but many of my acquaintances are. I am not a video game fan simply because I am not good as others at playing with the same enthusiasm and commitment. My acquaintances like playing video games because it helps them relax and feel as if they were kids again. Their children also play video games developed specifically for their age group. Video games develop reaction, problem-solving abilities, attention, and concentration. None of my acquaintances has ever committed a violent act. Video game exists in its virtual space, which does not make claims on real life. Video games get the brunt of the criticism. Our government is anti-video game. Yet, market forces can be the only regulatory mechanisms of violence in video games. Only two or three of the top best-selling video games are violent. Video games have no violent impact on a video gamer. Younger players may be vulnerable to the violent game content when the play video games that are not suitable for their age. Although first person shooter violence is common to video games, it is not likely to promote aggressive behavioral models. Kids play with toy soldiers but nobody thinks that this teaches them violence. Video games cannot be considered violent in relation to age, gender, socio-cultural belonging, and educational level. The reaction to the games content depends on the individuals personal traits. Girls do not react with greater arousal to violent content than boys. At least, no research has found any significant difference. It is unlikely that performing violent actions during the play may cause aggression in kids. Although Grand Theft Auto 3 was banned in Australia because of its graphic violence, it does not mean that it could have influenced the increase in crime rates. The problem is that minors often have uncontrolled access to adult games with violent content. Boys aged 7-12 like action adventure. They develop killing instinct only in virtual games but also in the games they play outdoors. Nevertheless, childrens exposure to violent content targeted at mature video gamers should be restricted by their parents and caregivers. I am defending video gaming on behalf of long-time gamers whose hobby has not turned them into psycho-terminators. Video gamers live in their own world of established video game rules, and they wish they could play safely without being disturbed. Were in the habit of regulating our most innocent activities.

Honor versus Friendship in Becket Essay -- Biography Biographies Essay

Honor versus Friendship in Becket      Ã‚   Anouilh's Becket offers the story of the relationship between Thomas Becket and Henry II, King of England.   The relationship begins with the two being fun-loving and teasing friends, develops into a rough-and-tumble relationship, and then ends in cold hatred.   Because he will not give in to his demands Henry has Becket executed in Canterbury Cathedral.   Becket had been Henry's friend and loyal supporter until he became Archbishop of Canterbury.   At that point, he was determined his first loyalty was due God and not Henry even though he had supported Henry against the church previously.   Becket fled to France in exile before returning to Canterbury where Henry had four barons murder him.   It was a decision which Henry would regret and pay penance for the rest of his life.   As Anouilh (8) notes in his introduction, this drama remains above all a tale of two friends "...for this drama of friendship between two men, between king and his friend, his companion in pleasure and work (and this is what had gripped me about the story), this friend whom he could not cease to love though he became his worst enemy the night he was named archbishop...."    The play is tragic in the sense that the inability of Becket to serve both God and King equally results in his murder at the hand of his friend.   Becket is well aware that he cannot be loyal to both Henry and God on the same lev... ...les with amusement, Becket develops a higher spirituality than Henry ever possessed in his new position.   However, though he knows he must remove Becket in order to have control, Henry cannot forgive himself for murdering his old companion.   He has himself whipped by monks after Becket's murder "Are you satisfied now, Becket?   Does this settle our account?   Has the honor of God been washed clean?" (Anouilh 126).   Becket admits at his death how heavy it is to carry the honor of God, but despite the consequences of doing so it was an honor he held in higher esteem than friendship.    WORKS   CITED Anouilh, J.   Becket:   Or The Honor Of God.   Hill, L. (trans.).   New York, Coward, McCann & Geoghegan, 1960.

Conflict Resolution and Mediation Essay

be differences in opinions which inevitably lead to disagreements. Conflict exists in families, in the workplace, in churches and schools, in sports, between neighbors and between countries. Conflict is defined as â€Å"an expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce resources, and interference from others in achieving their goals†. (Wilmot and Hocker, 2001, p. 11). When there are differences in individual values, motivations, ideas and perceptions, conflicts arise. How individuals deal with conflict depends on personal history, family background and other influences over one’s lifetime. Gender as well as culture influence behavior and perceptions and play an important role in conflict resolution. Traditionally, conflict has been viewed as a destructive force which was best handled by avoiding, ignoring, or silencing it. There is a growing body of literature on the benefits of effective conflict management. Healthy conflict is now viewed as a necessary ingredient in organizational success. The ability to deal effectively with conflict is critical to creating productive relationships. Although most people continue to view conflict negatively, it is a necessary ingredient to creativity and results in healthier relationships. There are two kinds of conflict, constructive and destructive. Constructive conflict should be encouraged because it leads to creative thinking and growth. It results in high performing organizations and to enhanced relationships. Destructive conflict should be eliminated or dealt with immediately. It is costly and does not promote positive personal or organizational development. Communication is a key ingredient in conflict resolution. There are various tools available to resolve conflict. They include legal remedies, arbitration as well as mediation. Conflict resolution skills are learned and when applied, result in improved relationships. Defining Conflict There is an element of conflict in almost all relationships. Conflict has also been defined as â€Å"a social problem in which two or more persons, families, parties, communities, or districts are in disagreement with each other† ( Dzurgba, 2006). It occurs on an intrapersonal as well as an interpersonal level. If left unmanaged, conflict can lead to hostility, anger, alienation, war, inefficiency, expensive mistakes, legal battles as well as physical violence. There are five main conflict resolution styles  that individuals use depending on the situation. They are: Avoiding the Conflict – By avoiding the conflict, one or more parties pretend there is no problem. Some examples of avoiding include pretending nothing is wrong, shutting down or stonewalling. Accommodating – One party agrees to accommodate the other’s request usually for the sake of keeping the peace. This can lead to resentment. Competitive – One party stands his/her ground and competes to secure a win. In the short run, one party wins, but can lead to serious issues long term. Compromising – Both parties willingly enter into a negotiation where each gets something out of the other, but neither gets everything they want. Usually the parties negotiate on the larger issues where they have common ground and let go of minor issues. Collaboration – Both parties enter into meaningful negotiations towards a win-win solution. This style takes the most courage and involves listening to the other party and thinking creatively to resolve the problem w ithout compromising. This is the most successful and admired and respected style. Conflict Resolution Conflict resolution and mediation leads to the reduction of the conflict. Effectively addressing conflict leads to an improvement of relationships and to greater organizational and personal effectiveness. Conflict resolution entails managing stress, managing anger and managing face. When managed well, conflict can be a catalyst for innovation and creativity, leading to organizational learning. Conflict provides an opportunity for the best ideas to be shared to improve a situation or a process. Left unmanaged, conflict can have expensive legal consequences as others seek litigation to resolve the conflict. In organizations, it can lead to employee dissatisfaction, expensive turnover, decreased productivity and expensive errors. In families, unmanaged conflict can lead to violence, family dysfunction and divorce. Types of Conflict There are five types of conflicts, namely relationship, data, interest, structural and value. Relationship Conflicts Relationship conflicts are personal and result from misperceptions,  miscommunication, stereotypes, negative behavior and rumors. It affects the relationship between two people, but can impact others within the team. Work environments consist of employees from diverse backgrounds with very different value systems. There are cultural, gender and generational differences which contribute to relationship conflicts. As a result, miscommunication occurs because of differences in meaning, norms of communication and behavioral expectations. What is perceived as an ordinary conversation in one culture may be considered rude and intrusive by another culture. Spouses often have relationship conflicts that lead to divorce if unresolved. Data Conflicts Data conflicts often occur when two or more individuals are interpreting data differently. This can lead to wrong decisions, but can also lead to major disagreements. The budget conflicts which have let to the sequestration are an example of data conflicts. The Republicans and the Democrats are interpreting the budget numbers differently and coming to very different conclusions regarding what the numbers mean. As a result, they cannot agree on a budget. Interest Conflicts Interest conflicts occur when one person is trying to take advantage of another person. This may happen if an employee starts a company that provides the same services as his/her employer. Interest conflicts occur when the boss is dating an employee because that may introduce favoritism and may negatively impact other employees. Structural Conflicts A structural conflict is created by the organization. It is not subjective and is not created by people’s viewpoints or perceptions, but rather by limited resources or changes that the people involved have very little control over. An example of a structural conflict is a company that has customers across the world, but only has a customer service center in Ohio. The sales force would like to have all customers served promptly regardless of location, but the service center has regular hours. The company either  has to create 24 hour shifts to accommodate its customers or open centers in other countries. Value Conflicts Value conflicts are differences in personal beliefs, preferences or priorities. This occurs between two people or within groups of people. Cultural differences usual result in different value systems which can lead to conflict. Examples of value conflicts in interpersonal relations can be a person who likes meat verses someone who is vegetarian, or, a liberal Democrat verses a conservative Republican. Each individual develops a value system based on culture, personality and the society they grow up in. There is no right or wrong in value systems, just a difference in opinion. Value conflicts are subjective because they are based on how people â€Å"feel† about each other or the situation. They are very difficult to effectively resolve. Intrapersonal and Interpersonal Power Power plays a critical role in interpersonal and intrapersonal conflicts and disputes. There are many forms of power. The role of power in a conflict intensifies as the balance of power shifts. In the work environment, the power imbalance often exacerbates a conflict and often leads to resentment or anger. Power imbalance changes the communication styles used by the parties in a conflict. In conflict or dispute, one or more types of power may be used by the parties in the attempt to resolve the conflict. People in a high power position may not use their power to influence a decision out of guilt. In a conflict, one party usually possesses more power than the other. Real or perceived power imbalances make it difficult to resolve a conflict to everyone’s satisfaction. Power can be structural or personal. The extent to which one party can impose their will on another affects how the dispute is resolved. Power currency depends on the value placed on particular resources by the oth er party in the relationship. If one has what others need, they are in a powerful position and have more power currency. As needs change, the power currency may be more of less valuable. Just like actual currency, the value of the currency fluctuates and is situational. Interpersonal power currencies are: 1. Resource control: Often associated with a position within an organization and can include financial, information, equipment and rules and regulations. When a citizen visits the social security office to get disability benefits, the government holds the power for the decision to approve or not approve the benefits. The citizen has very little power and the government has the resources. 2. Interpersonal linkages: This is associated with someone’s position in the larger system. This is highly dependent on â€Å"who you know† and the relationships one has to make things happen. The Secretary of State is in a position to resolve the Mid-east conflict based on the interpersonal linkages he/she has with both Israel and Egypt. 3. Communication skills: Listening skills, leadership skills and the ability to effectively communicate is a power currency. Preachers have the ability to communicate a message to their congregation and get them to rally around a particular issue. They are often called upon to mediate disputes because of their ability to listen, be empathetic to both parties and effectively communicate both viewpoints and negotiate a resolution. 4. Expertise skills: When one has a special skill or knowledge that others find valuable, he is in a position of influence. A pilot, a surgeon or a car mechanic all possess special skills that put them in power positions during certain disputes. Power imbalances disproportionally benefit the powerful party. Power generally falls into three categories, designated power, distributive power and integrative power. Designated power is often referred to as positional power and is as a result of a position or office held. A parent, manager, teacher or policeman has power that comes from their position. Distributive power is the â€Å"power over or against the other party† (Wilmot & Hocker, 2001, p. 103). Integrative or â€Å"both/and† power comes from two parties working together to achieve a mu tually beneficial goal. This power differential has a significant impact on the substance and the process to resolve the conflict. When applied appropriately â€Å"constructive use of power solves problems, enhances relationships, and balances power† (Wilmot & Hocker, 2011, p. 103). Forgiveness and Reconciliation There is a growing body of literature on forgiveness and reconciliation. Disparate fields such as social and developmental psychology, anthropology,  political sciences, religion and legal studies have all been conducting research on forgiveness and reconciliation. There are many definitions of forgiveness. Forgiveness and reconciliation often follow other efforts to resolve a conflict and heal the relationship. As such, forgiveness is highly personal and emotional. Kornfield defined it as follows: â€Å"Forgiveness is the heart’s capacity to release its grasp on the pains of the past and free itself to go on† (Kornfield, 2001, p.236). As shown in Figure 1, there is a flow of events that lead to reconciliation. The Forgiveness & Reconciliation Cycle for Effective Conflict Resolution Figure 1 Forgiveness is a key ingredient essential for reconciliation and conflict resolution. It is recognized in religion and social science literature as an important element in healing conflicts. For healing to occur and normal trusting relationships to be formed, both sides need to stop blaming each other and move past the conflict. An apology is a catalyst and a key ingredient leading to forgiveness and reconciliation, and ultimately to conflict resolution. While conflict resolution is focused on resolving substantive issues in a dispute, reconciliation focuses on addressing personal and relational issues and restoring relationships. William Faulkner was quoted by journalist Bill Moyers as saying â€Å"Forgiveness is giving up the idea of a better past† (Wilmot and Hocker, 2011, p. 297). Forgiveness is concerned with healing the hurt, disappointments and sins of the past, and improving relationships in the future. Mediation and Organizational Conflict Resolution A mediator is defined as â€Å"a neutral third party who has no decision-making power regarding the outcome of the mediation† (Abigail & Cahn, 2011, p. 197). The advantages of mediation are: 1. Cost – Mediation is much less expensive than the alternative of either having the situation go unresolved or resolve legally 2. Flexibility – Mediation can be conducted anywhere as long as it is neutral ground. 3. Informal – It can be adapted to accommodate cultural, personal, structural and other differences. 4. Effectiveness –  Mediated solutions tend to last because the parties come to a mutually agreed solution. 5. Preserves Relationships – Parties tend to have stronger long term relationships because they feel they were heard and have the other’s commitment. Effective organizations have mediation as part of the conflict resolution process. This is an effective way to resolve conflicts while both parties maintain control and ownership of t he issues. Conclusion Effective conflict resolution is important to building productive relationships. The importance of conflict resolution has been reinforced by the disparate fields focused on studying the subject. Organizations must provide the right structure for effective conflict resolution to be effective. Effective conflict resolution requires a health balance of power and promotes a health organizational culture. When all stakeholders have a voice, decision making is enhanced, engagement improves, and innovation increases. Maintaining a balance of power should be a high priority for any organization to be competitive and reach maximum productivity. Diversity is a consideration when creating conflict resolution processes. Gender, ethnicity and culture have to be considered to create an effective process. Although power is complex and maintaining a balance of power is fraught with difficulty, process design, effective communication, and a culture that encourages open dialogue will ensure that all parties effectively negotiate in their own interest to bring about fair outcomes. Archbishop Desmond Tutu who chaired the Truth and Reconciliation Commission (TRC) said that â€Å"there can be no future without forgiveness†. Forgiveness is an intrapersonal as well as an interpersonal activity. Forgiving someone can be done with or without the other person’s consent, making it a relatively easy process intrapersonal. It is much more complicated interpersonally since it requires another party to either apologize, or accept an apology and forgive. As research is finding, â€Å"Apology and forgiveness have the potential to foster reconciliation and encourage peaceful coexistence among groups and nations† (Asby et al, 2010, p. 25). Conflict should be treated as an essential ingredient for healthy relationships both at home and at work. In health care organizations such as MaineGeneral Health, empowering employees with skills to handle conflict was critical to creating a culture  where employees felt comfortable speaking up (Bullock, 2011, p. 82). By speaking up, the hospital was able to avoid medical errors. References Abigail, R. A.., & Cahn, D. D. (2011). Managing conflict through communication. 4th Ed. Boston: Allyn and Bacon. ISBN: 9780205685561 Ashy, M., Mercurio, A. E., & Malley-Morrison, K. (2010, March). Apology, forgiveness, and reconciliation: An ecological world view. Individual Differences Research 8 (1), 17-26 http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-05622-003&site=ehost-live Bullock, S. (2011, July/August). Empowering staff with communication. Healthcare Executive 26 (4), 80-82 http://search.proquest.com.proxy1.ncu.edu/docview/875635837?accountid=28180 Chetkow-Yanoov, B. (1997). Social work approaches to conflict resolution: Making fighting obsolete. Binghampton, NY: Haworth. Deutsch, M., & Coleman, P. T. (Eds). (2006). Handbook of conflict resolution (2nd ed.). San Francisco: Jossey-Bass. Dingwall, R., & Miller, G. (2002). Lessons from brief therapy? Some interactional suggestions for family mediators. Conflict Resolution Quar terly, 19, 269-287. Dubler, N. N., & Liebman, C. B. (2004). Bioethics mediation: A guide to shaping shared solutions. New York: United Hospital Fund. Eddy, W. A. (2003). High conflict personalities: Understanding and resolving their costly disputes. San Diego, CA: William A. Eddy. Eller, J. (2004). Effective group facilitation in education: How to energize meetings and manage difficult groups. Thousand Oaks, CA: Sage. Lee, J. (2010, July). Perceived power imbalance and customer dissatisfaction. Service Industries Journal doi:10.1080/02642060802298384 30 (7), 1113-1137 http://www.tandfonline.com.proxy1.ncu.edu/doi/abs/10.1080/02642060802298384 Maroney, T. A. (2009). Unlearning fear of out-group others. Law and Contemporary Problems Journal. 72(2), 83-88. Sloan, W. M. (2011, March). What did you say? Curtail conflict with effective communication. Education Update 53 (3), 3-5 http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=58834574&site=ehos t-live Wilmot, W., & Hocker, J.

Love Defined by the Little Mermaid Essay

What is the ultimate purpose of a fairytale? According to Bruno Bettelheim its purpose is to show children â€Å"that a struggle against severe difficulties in life is unavoidable, is an intrinsic part of human existence-but that if [they do] not shy away, but steadfastly [meet] unexpected and often unjust hardships, [they master] all obstacles and at the end [emerge] victorious†(8). Disney’s The Little Mermaid fulfills this purpose; children see Ariel’s struggles and because they identify with her they feel as if they struggle and triumph with her (Bettelheim, 9). Ariel is a very likable character, she’s witty, beautiful, and children can relate to her. Some of the obstacles and struggles Ariel faces are things children face in their own lives, for example Ariel’s desire to be independent and establish herself. Although The Little Mermaid conforms to Bruno’s formula, it also teaches children other life lessons that may not be healthy or appropriate in the long run. In this case the messages sent to children concerning romance and love provide children images and behaviors that teach them true love is spontaneous, passionate, for attractive people only, and is â€Å"happily ever after†. What is a real life definition of love? Love is a complex and profound concept that cannot be easily defined. Robert Sternberg explains love by breaking it into three different concepts known as the Triangular Theory of Love (as cited by Miller, 246-50): intimacy, passion and commitment. The Triangular Theory of Love defines intimacy as â€Å"feelings of warmth, understanding, communication, support, and sharing that often characterize loving relationships†(as cited by Miller, 247). Passion is â€Å"physical arousal and desire†¦often [taking] the form of sexual longing, but [can be] any strong emotional need that is satisfied by ones partner† (as cited by Miller, 247). And last but not least commitment is defined as â€Å"the decisions to devote oneself to a relationship and work to maintain it†(as cited by Miller, 247). When these three concepts are put together in different combinations you get different types of love, eight to be specific (Miller, 249). The type of love that is shown in The Little Mermaid is infatuation, which is passion with no commitment and no intimacy. Ariel falls in love with Eric the very moment she lays eyes on him, she knows nothing about him but believes she loves him. This example of love at first sight teaches children if you are strongly attracted to someone the first time you see them that this simple attraction, often times physical attraction signifies love. But what is it about Eric that attracts Ariel to him? Is it his dark hair, perfect smile, his dimples, his body and the fact that he is dancing? Possibly, but what also needs to be taken into account is who he is being compared to. The other men on the ship are either old, fat, scrawny, bald, boyish looking, have teeth missing or are dressed badly. Eric is the complete opposite of them. Another aspect to look at this from is what Miller, Perlman, and Brehm refer to as the misattribution of arousal, which is in basic form misplacing or exaggerating our attraction to others (251). They explain that we can be aroused by something positive or negative, not knowing we are aroused by it and then attribute another event or person as the reason for our arousal (251-252). Which is what happens in the movie, just minutes before seeing Eric, Ariel has an argument with her father. The argument is about her missing the concert and swimming up to the surface. The argument seems one sided because Triton does all the talking and doesn’t let Ariel explain herself. She swims off to where she keeps her collection of human things that she finds on her adventures with Flounder, her animal sidekick. She begins to sing about wanting to be human so she can experience lying on the beach, walking on two feet and feeling the warmth from a fire. Afterwards she sees a ship passing over and swims to the surface, partly out of rebellion and partly out of curiosity. Her emotions are already aroused before she sees Eric. Furthermore, she has already made up in her mind that she wants to be human; Eric just becomes an excuse, the reason why she should become human. Ariel experiences a misplaced attraction; Eric makes her emotions make sense. The problem now is Eric has no idea she even exists. On the other side, Eric too experiences a similar form of misattributed arousal. Eric has a conversation with Grimsby about finding a wife. Eric is obviously under a lot of pressure to settle down but he wants to find the right girl. Not to long after this conversation the ship is struck by lightening. Everyone escapes and makes it on the life- boat, but Eric swims back to the ship to save his dog Max. The ship blows up and Eric falls in the water. Ariel then saves his life by swimming him safely to shore. This is the very first time Eric sees Ariel, they have no conversation, she’s just looking into his face singing. Ariel is startled by Max and goes back in the water. Eric realizes that she is â€Å"the one† and instantly falls in love with her. Now that Eric knows that Ariel exists all she can do is wait for him to come save her from a life under the sea. Marcia Lieberman says that â€Å"most of the heroines†¦are merely passive, submissive, and helpless† (388). And she goes on to say, â€Å"many of the girls are not merely passive, however; they are frequently victims and even martyrs as well†(390). Ariel doesn’t do anything after saving Eric’s life. She swims around the castle in â€Å"lala land†, daydreaming and fantasizing of her prince. But not only does this show her passiveness, she is also portrayed as a victim. Her father doesn’t understand her; he wants her to live a life under the sea but refuses to see how unhappy she is with that life. After Triton finds out about Eric he destroys Ariel’s collection along with the statue of Eric. Ariel is then left with no other choice but to go behind her fathers back and see Ursula, the sea witch. Ursula offers Ariel the chance of a lifetime, to be with Eric, but it doesn’t come without paying a price. Ariel has to give Ursula her voice, leaving her to seduce Eric with her beauty. This message tells children that love is based on beauty. Ursula tells Ariel that she â€Å"has [her] looks, [her] pretty face, [and not to underestimate] the importance of body language†. Basically telling her that her â€Å"beauty [is her] most valuable asset, perhaps her only valuable asset†(Lieberman, 385). Thus, indiscreetly telling her to disregard the importance of character, integrity and individuality and to focus on being beautiful. Ariel is young, has big blue eyes, red full lips. Long flowing red hair, a perfect body, she is half naked and has fair skin. Compared to all the other characters Ariel has the most sex appeal, and being that children relate to her over all the other characters, children want to be like her. But not only does Ariel have sex appeal she has a pleasant and friendly personality. She is caring, adventurous, independent, good-tempered, and outgoing. The problem with this image is children, mainly girls â€Å"may be predisposed to imagine that there is a link between the loveable face and the lovable character, and to fear, if plain themselves, that they will also prove to be unpleasant, thus using the patterns to set up self-fulfilling prophecies†(Lieberman, 385). Ursula for example is ugly, fat, old and has a mean personality. Children may begin to think that ugly people have â€Å"ugly† personalities and cant have true love, and pretty people have â€Å"pretty† personalities and are the only people who can experience true love. Jillian Cantor and Leta McGaffey Sharp explain it in this way, â€Å"women are won by sensitive men with chocolates and flowers, men are dazzled with beauty and wit, and life is not complete without a happy marriage and children. This single, narrowly defined perspective leaves many people in the dust with, so it seems, little chance for romance and love. If you don’t fit into this story line, you seem to be destined to die alone-and miserable about it. â€Å"(327). Obviously this is not true to real life, but it is the message being sent to children. In real life relationships, true love is based not only on attraction, but a healthy, stable balance of commitment, trust, care, intimacy, and passion. Beauty and romance fade and if that is the only thing sustaining your love, love fades as well. Ariel’s goal is to get Eric to kiss her. Notice Eric doesn’t have to tell her â€Å"I love you†; he has to kiss her, which is in itself very sexual. Kissing can lead to many other things, but at the same kissing can just be kissing and nothing more. But this hints that there is some sexual attraction, and sexual need associated with love, and that without a magical kiss love doesn’t exist. Eric doesn’t know Ariel’s name until they are in the boat. He is confused over if he loves her or not, if she is the girl who saved him, but he doesn’t know the girls name, he knows nothing about her. This portrays men as shallow because he is acting strictly on beauty and not character, at least Ariel knows his name and a little about him, making women seem as if they care more about character than looks. Anyone who has grown up hearing or watching fairytales can predict the ending of The Little Mermaid. It has the ideal perfect ending for a love story and fairytale. The girl is saved by her prince charming, the villain is defeated, there is a celebration (usually a wedding) and there is a magical kiss. Eric saves Ariel from Ursula and is in turn rewarded with Ariel’s hand in marriage. Marriage is â€Å"the fulcrum and major event†(Lieberman, 386) in this story. It is at the end, but nonetheless the major event. It is when everyone gets what they want. This is where the story ends; it shows nothing of the married life. Marcia Lieberman observes that fairytales focus more on the courtship in relationships and not married life, which she says can cause children to â€Å"develop a deep-seated desire to be courted, since marriage is literally the end of the story†(394). Children will begin to think relationships end in happily ever after, when in real life no relationship is perfect, at some point there will be some kind of stress or strain in the relationship, weather an argument, financial difficulties or infidelity, it will happen. So if these are the messages being sent to children through The Little Mermaid, isn’t it setting them up for disappointment and failure? If children believe this is the way things should be, they will seek out those things and when they are faced with true love in real life they wont recognize it. Or if children feel unattractive or unworthy they may not accept love when given to them because they have been conditioned to believe love is only for pretty people, not average or ugly people. This outlook on love isn’t healthy for children, or anyone for that matter. Bettelheim would argue that † a more complex plot would confuse [children]†, but I believe this oversimplification confuses children even more. Yes love is hard to explain to children because love doesn’t happen the same for everyone, but should children be focusing on love at such a young age? If the ultimate purpose of a fairytale is to show children they can overcome life’s obstacles, why not present them with obstacles they are facing at the moment? Like the struggle of establishing themselves as individuals by defining who they are. Those lessons are the lessons that should be taught through any fairytale, not lessons telling children that love is spontaneous, passionate, for attractive people and â€Å"happily ever after†. Works Cited Bettelheim, Bruno. The Uses of Enchantment.