The Last Day Of Elizabeth - 1379 Words

The next day Elizabeth received an invitation to Duke of Stratford’s Ball. No doubt Blair had secured it for her – she’d never run in his set before. She appreciated Blair’s efforts but wondered how on earth she’d manage a new gown suitable for such an occasion. The Duke’s spring ball was considered the event of the season. The Regent might even put in an appearance. London’s finest would be out in their most impressive jewels and costly gowns. This was not a playing field Elizabeth was prepared for. She went to her room to survey her paltry evening gowns and dwindling jewellery case. What she found further underscored her plight. â€Å"Marie, what am I to do? The only gown remotely sufficient is two seasons old and at least a size too†¦show more content†¦Ã¢â‚¬Å"Can you believe it Madame? The boy said it was a gift from a friendly admirer!† Fear and trepidation were all Elizabeth felt. She had no admirers and any who might send such a gift had only thing they wanted in payment and she was no merry widow. â€Å"Marie, let me see the card so I know where to send it back†. â€Å"No Madame! You can’t! You’ve nothing to wear to the ball†. â€Å"Then I’ll have to stay home and risk Blair’s wrath. Give me the card Marie†. Marie half-heartedly handed it over her face a mask of disappointment. A mistress with neither youth nor funds was not worthy of her talents. The note read â€Å"Once in while a woman should have exactly what she wants exactly when she needs it, B†. Tears formed in Elizabeth’s eyes. The gratitude and appreciat ion of her friend’s perceptive kindness overwhelmed her. â€Å"It’s from Blair. She would brook no refusal and daren’t try to return it. Let’s withdraw to my bedroom and see how it looks. I do hope it fits!† It was too much. She was trembling with each parcel she opened. Marie was beside herself. One treasure was more glorious than the next. Blair had managed to even include some scandalous silk drawers and stockings with a note saying enclosed saying â€Å"Never under estimate the effect of silk on a woman’s body†. There wasn’t one item forgotten in her ensemble right down to a beautiful pale, pink French fan with a silver handle. Now Elizabeth had no excuse to offer nor did she want to.

The Matter Of Gun Control - 1816 Words

The matter of gun control has become an increasingly controversial issue. Whenever, a nationalized tragedy ensues that involves gun violence, the question on what to accomplish regarding America’s gun control takes center stage. While exploring this topic, this essay will attempt to discuss the circumstances that prohibit a person from possessing firearms, also regulations to prevent these persons from possessing firearms. Upon reflecting on the personal side of the gun control debate, stricter gun control begins to infringe upon our rights, as citizens and they should concentrate on enforcing the current laws in the books, instead of making additional laws. Furthermore, gun control indisputably is a concern that subjectively has effected†¦show more content†¦Furthermore, Federal Firearms Act of 1938 brought about congress directing a law involving the selling and shipping of firearms within interstate or foreign retail networks. Nonetheless, after the assassination of President Kennedy the 1968 Gun Control Act was enacted, which tightens legislation on the sales of mail order guns. Moreover, beginning in 1972 was the establishment of the Bureau of Alcohol Tobacco and Firearms. Facilitating restrictions on gun sellers and the selling of some guns, was the 1986 Firearms Owners Protection Act. Eventually, establishing a policy for drug-free school zones was the 1990 Crime Control Act, which was inclusive on criminal penalization for possessing or discharging a firearm in a school zone. Next, implementing a five-day waiting period and background check, 1993 brought about the Brady Bill, which was modified in 1998 to sanction check s to be performed over the phone or electronically with the findings returned instantly in the majority of circumstances. Commonly discussed as the Assault Weapons Ban starting in 1994 was the Violent Crime Control and Law Enforcement Act. Consequently, Colorado voters recall pro-gun control state senators, Democrats John Morse and Angela Giron for their sponsorship of freshly enacted gun-control laws that require background checks on private gun sales and limit magazine clips of 15 rounds, what a reaction from the people tired of the establishment stepping on their

The Autobiography of Benjamin Franklin free essay sample

In The Autobiography by Benjamin Franklin, the author uses his life events to scribe values and ways of life that every man should believe and follow. In part one, Franklin examines his adolescent years. During this time, he apprenticed underneath his older brother. This shows his desire to succeed, a popular quality of his time period. This part of The Autobiography describes his rags-to-riches story, a chronicle of one mans rise from painlessness to power (Moss and Wilson 26). HIS story supports the belief that people of that time period were clever and strong-willed.Franklin wrote part one In 1771, and It Is the cost personal out of the four parts. It talks about his motivations for writing an autobiography and his mistakes and accomplishments. For example, Franklin wrote part one to provide a model life for his son, William, and future generations. This portion creates an Image of a hard working, Independent young man for Franklin. We will write a custom essay sample on The Autobiography of Benjamin Franklin or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This image reinforces the period in which he lived, the Enlightenment period. During the eighteenth century, many men were similar to Franklin; therefore, they had a deep desire for success. Part one focuses mainly on Franklins character and its formation. Through his adolescence and growing Into a young adult, he matured greatly. He began his successful career and The Autobiography describes, briefly, his venture into founding the public library in Philadelphia. Overall, Franklins first part of his autobiography describes his young life and formation of character (Moss and Wilson 29). In 1784, Franklin wrote the second part of his autobiography. Part two discusses Franklins library work and home life briefly but mainly dives into his virtues and moral beliefs.Compared to many other people of his time period, Franklin had a DOD home life. This was mostly because he and his wife, Deborah Reed, loved one another. This was uncommon. At the time, marriage was not as focused on the love between two people as it is now. It was more of a contract. His relationship is briefly described in his autobiography. However, part two mainly focuses on his virtues, morals, and values. Franklin describes the Importance of each of his virtues Individually. He Includes a picture of a checklist he used to keep track of his progress to moral Perfection (Moss and Wilson 26).Most of his virtues trace back to he teachings of Socrates. They focus in on morals, religion, honor, and status (Santa- Maria). Even though his virtues focused on religion, Franklin was not very religious. Rather, he valued Puritan values, such as moderation, Industry, and humility. He believed that people should focus on doing good works. This is reflected in his autobiography (Moss and Wilson 23). Another one of his strong beliefs is that in order they may become poor (Santa-Maria). This is why he believed that poverty is completely the persons fault. These beliefs all trace back to the period ofEnlightenment and the Age of Reason. Franklin created a model of the bourgeois American self: someone who is born into poverty and obscurity but who manages through hard work and moral virtue to rise to a position of wealth (Pancreases). Many people looked up to him, and this is one of the reasons he wrote his autobiography. Part two specifically shows how Franklin was an enlightened man and dives into major detail about his morals and his path to moral perfection. Parts three and four are the business portions of The Autobiography. Part three, he longest of the four sections, began in 1788.This portion marks a gradual change in focus from personal anecdotes and advice on virtue to a comparatively dry rendering of his public activities and Philadelphia political concerns (Moss and Wilson 26). His change in topic, however, is not all boring. He describes his success in his everyday life. For example, Franklin discusses his Jobs and, more in depth, the part he played in the French and Indian War. He also briefly talks about his inventions and experiments with electricity. All of his involvements back up the belief f his being a man of the Enlightenment period. He strives to succeed and never settled for less. This is evident in part four of The Autobiography. Franklin discusses his travels to England, where he acts as a financial advisor (Moss and Wilson 26). Benjamin Franklins work The Autobiography uses his life experiences to show the model life and beliefs every man should live by. Franklin wrote his autobiography to give a model to live by for his son and future generations. Broken into four parts, The Autobiography describes specific life events of Franklins life. Part one breaks down is childhood and character.

House on Mango Street free essay sample

A prince and a princess unite to create the dream; however the dream is controlled by the prince that has an eye to dominate the dream of the woman. The Women who have became stronger through years still turn towards fairy tales to receive answers. They want their lives to become a fairy tale, and so women turn to depend solely on a man to save them in their lives, as how traditionally and in modern fairytales both depict for this to happen. The painting â€Å"Diego and I†(Mexican Painting) shows the dominance over the woman over a man’s eye. The third eye is in the middle of the forehead and that was all needed to dominate the life of the woman. The major feature of the society status is the dominance of a man. Sandra Cisneros is concerned with different aspects of life connecting to race, class, and genders, in House on Mango Street. We will write a custom essay sample on House on Mango Street or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Women expect to wait for the men to dominate their lives into a fairy tale of happily ever after. Men become saviors to the women, that’s makes the women dream beyond the limits they aren’t aware off. Marin, a young girl who lives to dream believes in meeting someone â€Å"who might marry you and take you to live in a big house far away† (26). Marin feels as if she was in a prison and wants to be saved by a prince: a man who will marry her and take care of her- leaving the prison and going far away. The specific detail of far away implies the freedom she gains from the trapped place she is in currently. To gain this freedom is to find a man and marry him who he will then be in charge of Marin, the fact that he is in charge of Marin’s freedom determines the authority of her life. She believes that a man won’t be the man to dominate her life but instead become the key to her freedom. Marin is the oldest in Mango Street and gives advice to the girls living in Mango Street including Esperanza, she teaches Esperanza all about working and the world, informing her also how men work â€Å"Boys to see us and for us to see them† (27). Marin gives a source of handling men having the men be there for each individual as well as to be there for them creating contact to them that something should be given to as an exchange. Having men spot the women gives open opportunities to the men to dominate because they see the women are exposed to the man and rely on them. Marin has a boyfriend back in Puerto Rico but keeps the hopes that she might have someone in America to save her from the situation she is in. Marin’s desperation to better her life leads her to manipulative action in her dealings with men. She is a beautiful lady who wants to be rescued and â€Å"is waiting for a car to stop, a star to fall, someone to change her life† (27). Marins falling star is the car that will stop and take her away, the man who will change her life. Marin has chosen to sell herself, dancing outside waiting for that car to stop outside in the night and wait for the falling star, the star that will one day appear and conquer her dream. This metaphor compares a man with a falling star to give chances to happen, taken her away she places all her hope in a dream savior that most likely doesn’t exist. Women hinge on to men rationalizing they would save them, showing the type of waiting woman. Females are usually the sensitive, hopeful, and patient ones, and it causes the loss of happiness into depression because they are waiting for that someone to bloom them into a dream. Rafaela is stunning and it’s a curse to her life. She married a man to escape the life living at home but now her husband is too protective of herself and doesn’t let her socialize. He locks her in the apartment and doesn’t even let her look out the window; he is scared she will run away with someone else because she is beautiful. When Rafaela’s husband is out playing dominoes with his friends on Tuesday nights, â€Å"Rafaela leans out the window and leans on her elbow and dreams her hair like Rapunzel† (79). Rafaela exposes herself to the outside world yet hoping she will be rescued again by another man. She wants to be rescued by another man hopping he isn’t like all other me who trao her in the â€Å"castle†. Her position determines the sadness gaze outside but in desperate needs. Rafaela murmurs through her eyes, the distance she has now of a being a child into a woman. Rafaela is a young girl and she resents being treated like a caged animal that forces her to tell the kids to buy her sweet drinks to sweeten her childhood once again. Since she never really had a childhood because that too has also been dominated by the man, she tries to revive it by bringing in sweets from drinks. However the metaphor of Rafaela dreams her hair like Rapunzel, makes her become a reinterpretation of a fairytale, who she images to be Rapunzel. Ironically, the prince is the culprit, and not the savior. However she cannot forget the promise of another man who will change Rafaela’s life, and become the prince in â€Å"Rapunzel. † She is locked in a tower of submission, her life ticking away waiting for a man, causing the women to be classified as disabled life takers. Sally is another girl who has also been caged away from her childhood and merely depends on a man to save her from her father. Her father is afraid Sally will leave him like all his other daughters and doesn’t want her to have a man besides her. She â€Å"paints her eyes like Cleopatra† (81) that determines the coverage of her bruises. Painting her eyes like Cleopatra frames the beauty of makeup to cover up what’s behind in this case the beating from her father because of fear he has that Sally would leave his side. Sally paints her eyes, so a man wouldn’t notice when she is outside of her house for a man to love her and take her away from her father so she wouldn’t paint her eyes to conceal the damage. Esperanza is a girl who has low self-esteem still very optimistic of having a house of her own the day she says she can be proud, decides to become independent on Mango Street. She knows these stories of thinking a man will revive your dream to a lifetime situation, but that’s not the case for Esperanza. Esperanza has â€Å"decided not to grow up to live like everybody else who lay their necks on the threshold waiting for the ball and chain† (88). Esperanza believe that men will trap women and make them suffer the promises they use to conquer individuals, the freedom they give women are all lies it’s a trap so women can fall for it and become their puppets. She refused to either tame herself or wait for a man. She wants to create individually by not following what women believe the easy way out-men. Even though she lives in a neighborhood where all women depend on their man to save them like fairytales, she doesn’t believe so. Esperanza believes she can be someone different and she could dominate her own life without a man, which is unordinary because women ask for support of the man. The description of herself not wanting to lay her neck on the threshold creates a symbol of her not wanting to fall to the prison the men have and she refuses to wait for the ball and chain so she cannot become the salve to the man. In general many women believe in men who can transform magically lives into paradise so women let men have control over them, believing this way they would save them from the prison they live in but await for something shoddier. Women don’t think of the possibilities that men are the opposite to the prince in the tales, however in reality women are blinded by the hope of a myth to happen. Fairytales create dreams and the rise of hope, hoping of something impossible because it isn’t what it looks like. Mamasita is a woman who lived in a country and was brought to the United States because of her husband. He â€Å"saved and saved because she was alone with the baby boy in that country† (76). Mamasita was excited to come and urged her husband to save money and bring her because she felt alone she wanted to come and become reunited with her husband. She dreamed that United States would be amazing that it would be her fairytale come true once she gets here. However, she wanted to go back home, she wanted United States wasn’t what it seemed to be in her mind, she never left her home, she would always be in her apartment and never leave especially since she didnt know English. Her husband would always say â€Å"we are home† (78) creating the lost hopes from her desperation to go back home. The man controls where the woman is going to be. He decides home indicating that he established her position; now she has to live with it. Saying we are home created a mind confusion in her perspective of her fairytale. He â€Å"had torn the only skinny thread that kept her alive† (78). This explains the hope he has taken away from her. He dominated the hope, that the women gave access to, and killed it. The skinny thread symbolized the hope of chances to go back home to her country and be happy. The thread was torn the hope was killed by her savior that kept her hope alive, but now she’s living a nightmare. Women especially dream because they believe in their hopes, but the men dominate their hopes and kill the hope to their dreams to become true. Men wait for women to call for them, to become saviors to them and lead them into their dreams, but pursing the nightmare in between. The domination of the man toward the women creates the third eye that has control over the women controlling where, when, and what she is suppose to do. Fairytales are tales that depend on men, and women have hoped to believe in these tales because they have nothing else to believe in. When believing in these tales they bring up the expectations of the dominance of a man creating their lives to ecstasy. Believing in them is something they depend on men, and believe they will fail if they are independent, example a single mom. The irony of these tales is that in life when men dominate lives of women they dominated the entrance of the fairy-tale as well. Women become trapped in the dreams that lead them to believe in a magical place found in dreaming.

buy custom How Children Develop their Intelligence essay

buy custom How Children Develop their Intelligence essay The most significant part of a childs life in terms of his or her development and health are the early years in his life. Healthy development implies that children of all capabilities including the ones with exceptional health care requirements are able to grow up in an environment that will ensure the meeting of their needs. This is concerning their emotional, social, and educational needs. This goal of meeting these needs can be by providing a loving and safe home and spending quality time with family singing, reading, playing, and talking are remarkably vital. In addition, proper exercise, nutrition, and the rest are necessary. Different skills like smiling for the first time, taking a first step, and waving are initial indicators of development. Different children develop at their own pace, so it is not easy to determine when a child will learn a specific skill. Intelligence refers to the capacity to understand with trying or new situations. It is the ability to apply knowledge t o manage ones environment. This paper seeks to establish how children develop their intelligence in the first five years of life. The paper will start by examining what constitutes intelligence in children of the age one to five years. This will form the foundation of the discussion as the context of intelligence varies. Next, the literature analyses ways through which intelligence development takes place especially in relation to emotional and social intelligence. These methods will vary from the home environment to the school environment as the children between 1-5 years spend most of their time in the two areas. The next part will deal with other ways in which intelligence development takes place such as the diet, games, and many more. The last section will tackle the recommendations from various aspects that promote or help the intelligence development of a child between the ages of one to five years. Discussion The development of children involves different stages that see the advancement of all aspects of a childs life. These aspects include physical, emotional, social, and psychological and intelligence. In this paper, we are going to focus on the advancement of the intelligence aspect of children between the years of one to five. Focusing on the intelligence development, the paper will look at ways that children develop intelligence, the activating and supporting skills and the roles adults play in this development. A major finding in this paper is that children living in more stressful homes are likely to have delays in intelligence development as compared to those who stay in comfortable and peaceful homes. Stressful homes comprise of dysfunctional homes, families living in poverty, violent neighbourhoods, alcoholic and mentally unstable parents. Delays in intelligence development will have long-term impacts on the childs school completion, teen pregnancy, substance abuse, employment, and criminal behaviour. Intelligence in children is an abstract idea whose meaning keeps on changing and in most cases relies on the present values as much as scientific ideas. In general, intelligence in children refers to the different capabilities, which includes the ability to plan, reason, understand difficult ideas, solve problem, think abstractly, learn from experience, and learn quickly the ability to do these things. In the twentieth century, several theories concerning intelligence came up leading to the debate concerning the type of intelligence and what determines it came to place. Intelligence in children is a by-product of several characters like visual-spatial, cognitive, musical, logical, inter-personal, mathematical, intra-personal, kinesthetic, personal, and societal. All these aspects involve brain development that is an extraordinarily complex process. At birth brain, development is exceedingly rudimentary as neurons in the brain grow. At three years old the number synapses in the brain of a child are more than those of an adult. As the child grows, the number of synapses decreases and as an adult, the number of synapses is three. What best facilitates the development of intelligence in a child is their experiences, maturity, and heredity. The amount of positive stimulation involves responsive forms of play, discovery, affection, and language interactions. In cases where these positive stimulations lack, childrens brain and behavioural development fails to progress. Intelligence development relies mostly on how the brain of the child develops. Several findings are necessary for this subject, and most researchers have come up with the opinion that there is a larger scope for shaping, and forming of the brain in the early years of a childs life. In spite of the multifarious interrelationship among genes in the development of the brain, such interconnections do not maximally explain how the brain develops. Researches explain that from delivery of a baby to about the age of twelve years, the brain takes in sensory experience from the childs environment and goes on to reshape itself to accommodate the experiences it accumulates. We now focus on what happens between the ages of one year to five years in a childs life. When it comes to intelligence, the lives of toddlers generally involve experimenting with and exploring the surrounding environment. At this stage, the major source of learning is the toddlers family. Here, the babies can recall familiar objects, react to unfamiliar persons or objects. They can also realize their names and permanent objects. At three years of age, the toddler starts sorting and grouping similar objects by their shape, function, and appearance. They also begin to know how some things operate, and their memory improves quickly. They can search and locate hidden items or those that have been moved to another place. Toddlers should be able to know contrasting ideas like small and large, closed and opened, outside and inside, and less and more. In relation to time, toddlers develop an elementary knowledge of regular activities like bedtime and mealtime. At age three, children are commonly referred to as preschoolers, and they are able to say short sentences, tell simple stories, curious to understand their environment, and respond to questions. At four years of age, children are able to use complete sentences, ask questions, and know to generalize. Their imagination is exceptionally high, dramatic and doodles recognizable basic objects. Basic concepts like numbers, size, days of the week, and time need to be understandable to the preschoolers. Their attention span is of at least 20 minutes, and they are still differencing between fantasy and reality. At age five, the children have better vocabulary, tell long stories, carry out instructions, count to ten, know colors, differentiate between fiction and fact and their surrounding, community and neighborhood excite them. The above intelligent developments come about because of various reasons and stimulations. The principal factor that influences childrens intelligence development is the relationship between the child and the people around her. These persons include the parents, peers, and caretakers. We begin with emotional and social intelligence of a child, which children of this age group significantly display. Emotions are part of a childs life and can be happiness, frustrations, sadness, weeping, laughter, and anger. In children emotions, help them to organize, recall, gather, prioritize, remember, and process varied kinds of information that is necessary for their intelligence development. Emotional and social intelligence compriss of a set of mental abilities in which the child perceive, appraise and express emotions, use the motions to stimulate thinking and know the cause and consequences of emotions. Emotional intelligence involves the child being able to regulate self-emotions. Young chil dren show useful emotions, regulate their own emotions and others, knowledge of emotions where essential and this adds up to their pre-academic and social adjustment. Young children between the age of one to five use emotional communication to pass clear non-verbal information about relationships and social situations. This can be by stamping feet and hugging among others. Parents play a significant role in the development of emotional intelligence in children. This is by expressive parents giving their children information about the type of emotions- their expression and more personalized causes. Staying in an attaching environment improves childrens expression and experience of specific emotions. By providing positive and loving environment parents help in the development of the emotional intelligence (Denham, Bailey Zinsser, 2011). The parents reaction to a childs expression of emotion is another way of development of the emotional intelligence. Giving direct instructions to the young ones acts as a considerable socialization tool that helps this development in children. When a two-year-old child smiles at the parent or caretaker, it is necessary that the response is positive so that the child can be able to grow emotionally. In a situation where a child exhibits negative emotions especially to those around him or her, the parent needs to reprimand and contain the child in order to avoid the development such emotions. An early interaction of the young children with their parents develops their social and emotional intelligence. This relationship lays the basis on the founding of peer relationships and social competency. Positive interactions involve showing consideration for their desires, feelings, needs, and showing interest in the daily undertakings. Respecting the childs viewpoint, which he or she will express through emotions and being proud of their achievements will develop the childs intelligence. This is because if the child receives positive appraisal he or she will get the motivation to repeat the meritorious deed and repetition will develop intelligence. This intimate relationship is necessary for the preschoolers of the ages one to three years so that they can develop early emotional competence, be ready for school and avoid chances of them displaying negative behavior at school or home. Several preschool programs have their attention on parenting education and parent involvement (Boy d, Barnett Leong, 2005). Another way in which a childs emotional and social intelligence develops is through the creation of opportunities. This best applies within a childs early childhood education settings. This method of creation of opportunities best applies to the school-going children from whose age varies from three to five years . For instance, the preschoolers PATH program educates children concerning emotion knowledge, expression, and regulation. Programs that are more educational are in place specifically for help in beginners classrooms to assist young children to develop their emotional intelligence. In the school, there are caregivers and early childhood teachers who play the same role as parents in developing social and emotional development in the childrens life. At this tender level, the children need individual attention in the classroom setting so as there can be a close relationship between the two parties. To achieve this management of the kindergarten need to avoid high staff turnover. Intelligence in children develops through their interactions with peers. Emotionally stable children of the age 1-5 years engage in healthy play behaviors, create mutual friendships and are likely to be recognized by their peers. Through these plays, the children develop their intelligence by learning teamwork and cooperation. The interactions and behaviors children will show at this point will affect the way in which their teachers and peers will perceive and treat them. Intelligence of children starts as early preschool and the interactions they have will have a permanent effect their academic achievement as the positive associations results to increased eagerness to participate in classroom activities. Engaging in classroom activities will result to better levels of achievements in academics. Researches indicate that early rejection by their peers makes the children develop social and academic difficulties in elementary school. For this reason, it is necessary to have trained pres chool teachers who can help children who are finding it hard to associate and interact with their peers. The teachers should teach the children how to resolve conflicts, respond to the emotions of others, and regulate their emotions. Children develop intelligence through going through positive preschool environment. When a child begins school at the age of three years, it is indispensable as a parent to provide a school with a positive environment to boost the development of the childs intelligence. High-quality kindergartens constructively affect social-emotional growth. Several studies indicate that quality preschool brings into being long-term benefits in terms of advanced classroom behavior and social adjustment. Positive preschool reduces future crime and delinquency traits in children. High intelligence development from preschool leads to children being able to graduate from high school and continue with higher education. The prominent programs that provide high quality center based preschool education services vary in some way or another, but, they mostly focus on 3 to 5 years. Family risk factors affect the intelligence development of many if not all children in the beginning times of their life. The family risk factors have an impact on the childrens presentation both in future life and school. First, family risk factors can be affairs between economic, community and home factors young children experience as they grow up. The early environment of a child constitutes several factors that will have an impact on his or her intelligence development. These factors revolve around issues like the familys educational, emotional, economic, social, parenting possessions and practices. The effects of the above issues on a childs intelligence can be seen later in life in the childs health, educational achievement, employment outcomes, and social adjustment. Poverty is one of the risk factors that will have an impact on a childs intelligence development. Children from poverty-stricken families experience delayed intelligence development because there are chances of child maltreatment, reduced parent-child interaction, and inconsistent discipline cases. Families with low income tend have stress and this causes problems to the children. Poverty implies that most things in the family will have a negative impact because of low incomes. For example, a poverty-stricken family will not be in a position to provide a balanced diet in terms of food to the growing child. As for intelligence development, proper nutrition is mandatory in the childs life, as it will maintain the health and growth of the child. These children of the ages 1-5 years are still undergoing the growth process, and so is their intelligence. Therefore, it is noteworthy that parents and caregivers of the children in this age group get at least the basic requirements of life. Th is will see to the development of their intelligence. LLack of food reduces the childs concentration in class for preschoolers, and this will in turn have an effect in their intelligence. From this, it is evident that the development of intelligence thrives in situations where the child is provided with all the basic needs of life- food, shelter, and clothing. A childs intelligence will develop in comparison to the parents educational achievements. Parent education level may influence childrens intelligence development. Studies carried out indicate the relation between delays in intelligence development in children whose parents have low education attainment. Growing up in a single parent setting can influence the childs intelligence. Most single parents are associated with dropping out of school and not having a job. This means that these families have high chances of experiencing poverty and low education level. This will in turn affect the development of the childs intelligence. It is extremely difficult to separate the above elements- poverty, low education level, and single parenthood. In most cases, they go hand in hand and studies show that children from families with these elements tend to have low intelligence or their intelligence develops at a slow pace. Intelligence development in children profoundly relies on parenting styles (Illig, 1998). There are several parenting styles that different parents employ while bringing up their children. In most instances, the parenting styles tend to be uniform, and each parenting style has its own level of impact on the children. The differences in the present parenting styles come about because of differences in culture, family type, child personality, socios of these parenting styles include authoritarian, authoritative, permissive, and uninvolved parenting styles. No particular parenting style is recommended, but, styles that are result oriented and involve interactions of parent and child, consider the respect for the childs opinions, expressions, and views are best at ensuring the development of the childs intelligence. The parents approach matters especially in the early years of the child influence the intelligence development. Matters like discipline, academic help, and social issues need expert parenting styles that will affect positively on the childs intelligence. Harsh or punitive parenting styles or negligent parenting styles hinder the childs development in all contexts. Harsh parents hamper the emotional intelligence of a child from growing, as they will not be in a position to express their emotions. When the child is experiencing hardships in school with his or her academics telling their inconsiderate parents will not be an option, and in the end, they will opt to suffer silently. For intelligence development to be better for children of this age group, parents need to employ parenting styles that will increase a close relationship between them and their children. This will enable the children to be open and honest and be able to express themselves. They can also learn many things from their parents that will help in the development of their intelligence. Home environment contributes immensely to how intelligence develops in children of the age one to five years. Home environment includes a variety of elements that can influence family operation. These elements include parent-child relation, responsiveness of parent to child, and provision of proper toys. The paper has already tackled the parent responsive and the parent child relation. We will focus on the provision of toys. Provision of toys to the children of the ages two rears and above is mandatory in the development of the childrens cognitive aspect. Toys provided to the child need to be appropriate for their different ages so that the development can take place stage by stage. Toys should be present during the childs play time, and the toys need to be of different types. Since, at the age of one of two years, the children are not speaking or cannot communicate well except through expression of emotions. Toys come in varied natures and help development of intelligence in differe nt contexts. Children learn about things in their surrounding through these toys. For instance, the toys can be of different animals, houses, trees, letters, and other items that the child needs to figure out. Through the use and play of toys, a childs intelligence develops rapidly in the early years of the childs life. Another way in which studies have come up on how intelligence development takes place is through the natural ways. This brings about the hot topic of the Nature versus Nurture with several proponents arguing their case. From the above detailed, discussion, we have strongly based the reasoning on the development of a childs intelligence on the nurture aspect. That is how intelligence in children from the age of one to five develops through their surrounding environment and people. The question is whether genetic factors play the leading role in intelligence development. Genetic factors include racial or ethnic differences, hereditary elements and other items. There is general knowledge both environment and genes play a significant role in intelligence development and other competencies. The function of genetic factors is dynamic and not fixed at birth. Both nature and nurture contribute to the development of intelligence in a child (Illig, 1998). Conclusion The development of the cognitive aspect of children between the ages of one to five years is an ongoing process in the childs life. A process of intelligence development calls for the help of the adults in the childs life and providing the child with several intelligence boosters. It is necessary for the parent or caregiver of the child to understand the development of the cognitive aspect of a child goes through several steps. This means that different ages mean different development of intelligence in a child. Parents need to know that three year old cannot behave like five years old as their intelligence varies. The early years of a child are indispensable as they determine the personality and intelligence of the child as an adult in the future life. It is therefore, essential that parents participate in ensuring that children of this age develop fully in the cognitive aspect. The development of intelligence in children of the ages between one to five years involves several elements in their life. The significant influencing factors involve their surrounding environment and people. For rapid and better intelligence development in children of this age, proper environment and positive people should surround them. Children staying in an inappropriate environment or lack parent-child relationship are more likely to develop difficulties in school, their social life, and their emotions. Parents need to provide their young ones with all the important elements to develop their intelligence both emotional and social intelligence. As for the school going children between the age of three to five years, a good kindergarten with skilled educators are essential in the boosting of the childs intelligence. All these factors put into considerations will ensure that the development of intelligence in children of this age group happens, as it is required. Buy custom How Children Develop their Intelligence essay

Operation Management Essay Example | Topics and Well Written Essays - 500 words - 3

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Theories of Management Essay Example | Topics and Well Written Essays - 500 words

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