The Chemistry of Hair Coloring Essay Example for Free

The Chemistry of Hair Coloring Essay The first thing that comes to mind when people see hair color is â€Å"beauty. † But, what most do not realize is that chemistry plays a major role in many everyday products. What makes the colors so pretty and attractive? How can hair color effect synthetic hair? The question I want to answer is â€Å"what are the effects of hair color on synthetic hair? † I chose this topic because I wanted to learn how to color hair and apply it to chemistry. Hair coloring is a form of organic and inorganic chemistry. Organic chemistry involves carbon, whereas inorganic chemistry does not. Hair color is (or can be) a permanent chemical that is used to put a specific color in hair for vanity, or any other cause. There are various types of hair color such as: permanent, semi- permanent, rinses, and bleaches. Schuller is also known as the founder of L’Oreal, the world’s leading country in cosmetics and beauty. But, even before then, people have been coloring their hair for centuries. Many things that were used as medium were plants and minerals that have contained henna (temporary), and black walnut shells. Also, many of these techniques are used in modern-day salons. Such techniques include adding foil in the hair for a better outcome. My hypothesis is that if I apply hair color to two kinds of synthetic hair (Milky Way: Shake n’ Go, Sample A and Express Lock Sleek, Sample B), then there will be a better outcome on Sample B. I believe that my hypothesis is correct because Sample A is a less expensive brand. The brand matters because the more expensive the hair, the better the quality. So, what is synthetic hair? Synthetic hair is material that appears to be hair, but is actually made of non-human fibers such as Kanekalon, which is man-made hair, and Mono-fiber. Synthetic hair is commonly called â€Å"weave. † The fibers are flammable and can spark a fire in no less than ten seconds if exposed to an open flame. Before I started my experiment, I gathered my materials. The materials needed for this experiment were: I used two types of hair color, Bigen (Blue Black) and Bigen(Light Chestnut) (box containing: the dye powder), gloves, mixing bowl, water, basting brush, and a comb. I used two types of synthetic hair, Milky Way Shake n’ Go (Sample A) and Milky Way SAGA (Sample B). But, since I am not coloring an actual person’s hair I don’t need shampoo, conditioner, tipping cap, or a comb. When I started the experiment, first, I pulled back my hair and took off any loose accessories. Next, I put on gloves and a smock to protect my skin from chemicals. After I was covered completely, I started the experiment. First, I poured the dye powder into a plate since I did not have a mixing bowl. Next, I got a half of a cup of water and mixed it with the powder. After the solution was evenly mixed, I let it sit for about one minute. I cut the samples in half to have data on my board. When the samples were cut in half, I took the basting brush and covered the samples with color. When the color was on the hair, I had to let them sit for thirty minutes. When the thirty minutes passed, I rinsed the hair twice each and set them in sandwich bags labeled: A and B. When the experiment was over, I cleaned all of the tools I used and my area off. When going back over what I did in my experiments I recorded my observations. In the experiment, when I was mixing the hair color, as I mixed the solution got thicker and thicker. The hair that I used was very thin and soft. What are the effects of hair color on synthetic hair? My hypothesis was that if I apply hair color to two kinds of synthetic hair, then there will be a better outcome on Sample B. I thought that my hypothesis was right because Sample A is a less expensive type of hair. My hypothesis was rejected because although Sample A was less expensive, it was thicker and could take in more color that Sample B. My results did not support my hypothesis. In the experiment, I learned that coloring hair is strongly related to chemistry. It is related to chemistry because it requires mixing chemicals and creating new solutions.

The history of theories of sociology

The history of theories of sociology Many theorists state that the development of 19th century sociology was the response to the dramatic social change of the time. The social upheaval caused by Enlightenment, and the Industrial and French revolutions caused social theorists to develop sociology as a method of explaining, analysing and understanding the social upheaval following these events. Sociology could explain the reasons behind increasing public discontent with traditional values, aristocracy and religion, and also sought to understand and rationalize new societies that subsequently emerged. The nineteenth century was also the century in which sociology would become recognised as an academic discipline. Sociology is defined as The study of human social life, groups and societies (Giddens, 1989). French philosopher Auguste Comte (Waters and Crook, 1993) coined the term; he considered sociology the final stage in the historical development of ideas (Babbie, 2002). Sociology involves describing and analysing how forces, such as social, political, economic and cultural arrangements shape and, influence behaviour and, the impact they have on individual identity construction (van Krieken et al. 2000). Sociology then, has society as its subject matter (Najman and Western, 2000). The assertion that sociological theory arose in the 19th century as an attempt to explain social change can be examined by assessing the influence of historical events, occurring immediately before, during and following briefly that century, had on the development of sociology. The Enlightenment, and the French and Industrial revolutions prompted sociologist to query or challenge the social, economic and political composition of the time. Berger (1970) stated that sociology evolved through the need for understanding the confusion that followed these events. The French revolution began in 1789 as the result of political and social unrest. The underlying factors that influenced the revolution were the corruption of the ruling government regime that led to worker impoverishment. Additionally, to the extortion of taxes from the peasantry and, the hierarchies insistence that they and, the religious sectors remain the owners of political power. This insistence prompted the public to revolt against the ruling regime and the clergy (Giddens, 1997:6-7), the result was the expulsion of the Bourbon monarchy and the establishment of the first republic. The religious sector also suffered with the overthrow of the Divine Rights of Kings, which previously formed the crux of religious belief during this period (van Krieken et al, 2000:23). The sweeping changes that resulted from the French revolution impacted upon the emergence of sociology because there became a sudden need for intellectual awareness in order to cope with the ramifications of the chan ges that had taken place (Berger, 1970:55). The second transformation to occur during the period was the Industrial revolution in the late eighteenth century. This revolution began in Britain and subsequently spread throughout Western Europe and the United States in the nineteenth century (Giddens, 1997:7). The Industrial revolution was a time of massive technological change, before this people had simply produced their own forms of sustenance by way of the barter system or living off of the land (Bilton et al, 1996:33). They were now faced with rapid movement from traditional rural areas to urban areas due to a need to obtain employment and earn a wage to survive. Sustaining their previous lifestyles was no longer possible (van Krieken et al, 2000:23). Sudden urbanisation brought on by the revolution lead to changes in living and working conditions. There was a decline in the number of workers and a reduction in adequate living conditions. Unequal income distribution followed, due to the mass production of goods required to obtain a surplus that could support the lagging economies. The social and political upheaval created by the industrial revolution heavily influenced the work of earlier sociological thinker Karl Marx. Marx believed that under capitalism society would be divided into two classes, the ruling class who owned the means of production (bourgeoisie) and the workers or the oppressed who would be forced to sell their labour (proletariat) (Grabb. 1984:20-21). The result according to Marx is the exploitation of the workforce by the bourgeoisie through the modes of production (Crompton, 1998:27). In turn Marx believed this would lead to what he called the alienation of the workforce, where workers would become disenchanted and no longer be able to derive any pride or satisfaction from their work (Grabb, 1984:24). This revolution spawned some of the most influential sociological work in history. The impact of sociologys emergence in the nineteenth century because of social change is no more evident than in Marxs class analysis. The social forces that lead to the two revolutions provided the context in which sociology would emerge and prosper during the nineteenth century, as a means for understanding the new societies that were being created (Waters and Crook, 1993:7). A further social movement that influenced sociologys emergence was Enlightenment. Enlightenment not only helped to influence the French and Industrial revolutions it was simultaneously influenced by them. Enlightenment was a period during the eighteenth century that was committed to the rise of human knowledge and rationality in evaluating society (Waters and Crook, 1993). During this period, there was an increase in the belief in science that sought to challenge traditions and more specifically religion. The objective was to replace them with rational and scientific principles (van Krieken et al, 2000:23). Sociologists such as Marx, Weber, and Durkheim believed that the changes, which heralded modernity, would make religion obsolete (Giddens, 1997:349). This belief in secularisation made it possible for people to pursue a belief in science and to seek the solution to societies perils through the application and progress of human knowledge (Bilton et al, 1996:37). The idea that sociology was a science based on the same principles as the natural sciences led to the appearance of positivism. Positivism brought with it a way to apply the methodology used in the natural sciences to the study of society (Haralambos et al, 1996: 17). The two revolutions and Enlightenment signaled the arrival of modernity and with this newfound existence came a need to understand these events and the impact they would have in the future (Giddens, 1997:7). Thus, sociology was finally gaining academic legitimacy. Sociology was not recognised as an academic discipline until the late nineteenth, early twentieth century (van Kneken et al. 2000:24). Two of the founding fathers Emile Durkheim and Max Weber are credited with transforming the study into an academic discipline. Before being recognised as a legitimate field of study, sociology was practiced outside of the academic realm (van Krieken et al. 2000:24). In part, sociology was made an academic discipline because people expected that this newly discovered insight could help explain why society changed during the great transformation and could advise on how to improve it (van Krieken et al, 2000:24). The late inception of sociology as an academic discipline may be one of the reasons that sociologists argue that its appearance in the nineteenth century was the result of social forces prevailing at the time. The assertion that sociology appeared in the nineteenth century due to the social forces prevailing at the time is also evident when comp aring structuralism favoured during modernity to post modernism. Although sociology is already an established academic discipline in contemporary societies, current social forces are still transforming it in the same way that it was created to explain and understand them. The structuralist perspective that developed during sociologys initial stages presumed that individuals were the product of their social world, with fixed identities and a universal set of norms and values (van Krieken et al. 2000:22). Structuralism seeks to explain human actions as being produced by social structures. This is in stark contrast to post modern theorists who believe that people shape their own lives and whilst social structures do play a part in an individuals life chances they are by-no means the sole determinant. Post modernists believe that people are able to create and control their own lives (by way of free will and alternative lifestyle choices) more extensively than their earlier counterparts (van Krieken et al, 2000:22). The notion of positivism that was so widely advocated during Enlightenment has fallen by the way in contemporary sociology. Academics in the discipline now believe that human beings cannot be studied in the same way as the natural sciences because the complexities of sociological framework and findings cannot be understood in comparison with the natural sciences (Giddens, 1989:17). Durkheims idea that sociology should not be concerned with an individuals subjective interpretation of society (van Krieken et al, 2000:24) has given way to an avid interest in how people perceive their social world. Moreover, the meanings they attach to that world. A concept known as interpretivism (Bilton et al, 1996:494). Traditionally, structuralist sociology addressed economic issues and how they affected society; this has changed in the post-modern era because of other movements that have formed. For example, the feminist movement, which led to a shift in sociological thought from the economic aspects to analysing how cultural aspects impact on society (van Krieken et al, 2000:28). Postmodern sociological thought has also had to contend with prevailing social forces. Increasing globalisation has produced a need for understanding how and why various forms of consumerism and, consumption have influenced not only society but also, how they create and affect popular culture. Additionally to understand how the growing interaction between the markets and ideals of other countries, influence our own society (van Krieken et al, 2000:28-29). A further aspect of the change from structuralism to postmodernism is the fact that contemporary sociology does not focus purely on social forces. Rather it is also concerned with how individuals construct their identities. Post modernism does not assume that identities are fixed. Nor does it assume that there is a single set of norms or values present in contemporary society. Social factors are no longer considered the only issues that shape, an individuals life chances, there are broader issues of a biological and psychological nature that are central to a persons identity construction (Bilton et al, 1996:7-17). The agency or free will aspect of an individuals life facilitates greater choice in life direction. Traditional notions of marriage, sex roles, religiosity, conceptions of gender and family have changed and are specific to the individual (van Krieken et al, 2000:22). The comparison between structuralist sociology and postmodern sociology illustrates that sociology as a discipline has evolved from its initial form because of contemporary social forces that have materialised. The comparison attempts to demonstrate not only how social forces have changed sociology over time but. It allso shows how social forces prevailing in the centuries leading up to the nineteenth century could account for the emergence of sociology during this period. Anthony Giddens (1989:25) suggests that sociology emerged as a distinct intellectual endeavour with the early development of modern industrialized societies, and the study of such societies remains its principle concern. Thus, sociology continues to survive for the same reasons it emerged, to analyse and explain social phenomena. In summary, there are numerous reasons that sociologists argue that the appearance of sociology in the nineteenth century was itself a result of social forces prevailing at the time. The majority of which can be traced back to the French and Industrial revolutions, Enlightenment, and sociologys acceptance as an academic discipline. Sociology gained momentum during this period as an intellectual alternative to explain the struggles that were taking place in the French revolution. To explain how and why the changes during the Industrial revolution occurred and the affect they would have. These revolutions along with Enlightenment hit society with such force and resulting turmoil that even today they remain firmly entrenched in discussions about the origins of sociology. Sociology found its place among this turmoil by way of the awareness it could provide in analysing and evaluating the new societies that were being formed. The argument that sociology appeared in the nineteenth century because of social forces prevailing at the time gains further legitimacy when considering that it was not accepted into the academic sphere until this period. The social, political and economic upheaval generated between the 17th and 19th centuries accounts for the appearance of sociology largely because it was thrust into prominence during this time and subsequently gained notoriety as an academic discipline.

Brecht and Dudow Essay -- Film Analysis

Kuhle Wampe (Brecht and Dudow, 1931) is often noted as the first communist film produced in Weimar Germany and was produced by a collective of men, heavily involved in the formation and success of Weimar cinema. The collaborative team consisted of Hanns Eisler, who composed the musical score for Berlin: Symphony of a Great City (Walter Ruttmann, 1927), Ernst Ottwald, a distinguished novelist and screen writer, primary director Slatan Dudow who participated heavily in the production of Metropolis (Fritz Lang, 1927) and finally Bertolt Brecht. The aforementioned trio heavily influenced the industrialised surrounding that encompass’ the location and narrative of Kuhle Wampe, however, fellow script writer and co-director Bertolt Brecht had very little experience in film production –aside from aiding the preparation for Karl Valentin’s The Mysteries of a Hairdresser’s Shop (1923). Brecht’s influence upon Kuhle Wampe came much more in the form of philosop hical grounding, with himself, at the time developing his ‘materialist aesthetics’ in trying to conceptualise the answer to the question: ‘what is political art?’ Bringing together politics and art formulae, in this case montage, we can assess the messages that were conveyed through the use of montage and how it was used as a tool of political suggestion. From the opening sequence, Kuhle Wampe’s stylisation appropriates itself with that of Soviet Montage, of which is Sergei Eisenstein’s theories are based on the idea that montage originates in the "collision" between different shots in an illustration of the idea of thesis and antithesis. This basis allowed him to argue that montage is inherently dialectical, thus it should be considered a demonstration of Marxism and Hegelian philos... ...h the montage sequences in Kuhle Wampe. Works Cited Brooker, Peter (2004) â€Å"Key words in Brecht’s theory and practice of theatre† in Brecht. Eds. Peter Thomson and Glendyr Sacks. Cambridge University Press, Pp. 185-200. Eisenstein, Sergei; Jay Leyda (translator) (1947). The Film Sense. Hardcourt Brace and Company Eisenstein, Sergei; Jay Leyda (translator) (1977) The Film Form: essays in film theory. Hardcourt Brace and Company Kracauer, Siegfried (2004) â€Å"Montage† [from From Caligari to Hitler: A Psychological History of the German Film (1947)] in German Essays on Film. Eds. Richard W. McCormack and Alison Guenther-Pal. New York & London: Continuum, Pp. 181-189. Silbermann, Marc (1995) â€Å"The Rhetoric of Image: Slatan Dudow and Bertolt Brecht’s Kuhle Wampe or Who Owns the World† in German Cinema: Texts in Context. Detroit: Wayne State University Pp. 34-48.

A Child Called It, The Lost Boy and A Man Named Dave Essay -- Dave Pel

For this report, I have read all three of Dave Pelzer's books about his life: A Child Called â€Å"It†, The Lost Boy and A Man Named Dave. A Child Called â€Å"It† chronicles Dave's life as a child, and is told from that viewpoint. From his earliest recollections of a relatively happy life with "the Mommy" to his life and death struggle with "The Mother", this book details the horror of Dave’s dehumanizing existence. Going far beyond â€Å"typical† physical, emotional and psychological abuses, Dave’s story tells of intentional starvation, forced coprophagia, poisoning and much more. This volume covers his life from his earliest memories at age 4 until his rescue at age 12. The Lost Boy picks up the story where the first book leaves off, following Dave through the foster care system until the age of 18. Dave’s navigation through the foster care system is an arduous journey. His sense of survival is strong, but being a foster child is not easy. A Man Named Dave is the final book in the trilogy, covering Dave's life from his enlistment in the Air Force through the present day. From his resolve to be accepted by the Air Force to his almost desperate determination to be a good father to his son, Dave shares with the reader his difficulty adjusting to a â€Å"normal† life. Diversity The Pelzer family was white and middle class. Dave’s father, Stephen, was a firefighter, and his mother, Catherine, was a homemaker. Both parents were alcoholics. They lived in a â€Å"good† neighborhood in a modest home. Until the abuse began, Dave’s life with his parents and brothers was good. In his words, â€Å"Our every whim was fulfilled with love and care† (Pelzer, 1995). The two areas of diversity I recognized in these books are economic status and disability. Because... ...tainable: his mother’s love. Bibliography: Erikson, E. H., (1950). Childhood and Society. New York: Norton. Erikson, E. H., (1968). Identity: Youth and Crisis. New York: Norton. Maslow, A. H. (1954). Motivation and Personality. New York: Harper & Row. Pelzer, D. (1995). A Child Called â€Å"It†. Deerfield Beach, FL: Health Communications, Inc. Pelzer, D. (1997). The Lost Boy. Deerfield Beach, FL: Health Communications, Inc. Pelzer, D. (1999) A Man Named Dave. NY: Penguin Putnam, Inc. Schultz, D. P., & Schultz, S. E. (1987). A History of Modern Psychology. Orlando, FL: Harcourt-Brace. U.S. Department of Health, Education and Welfare. (1979). [Brochure]. Washington, DC: U.S. Government Printing office. Zastrow, C., & Kirst-Ashman, K. K. (1997). Understanding Human Behavior and the Social Environment. (4th ed.) Chicago: Nelson-Hall Publishers, Inc.

themes of cervantes don quixote Essay -- essays research papers

Themes of Cervantes’ Don Quixote Miguel de Cervantes’ greatest work, The Ingenious Gentleman, Don Quixote De La Mancha, is a unique book of multiple dimensions. From the moment of its creation, it has amused readers, and its influence has vastly extended in literature throughout the world. Don Quixote is a county gentleman disillusioned by his reading of chivalric romances, who rides forth to defend the oppressed and to right wrongs. Cervantes presented the knight-errant so vividly that many languages have borrowed the name of the hero as the common term to designate a person inspired by magnificent and impractical ideals.   Ã‚  Ã‚  Ã‚  Ã‚  Cervantes’ theme throughout the novel is consistent and straightforward. Despite the lengthy digressions and numerous episodic adventures, the theme of the novel is clear- the values of the Golden Age have been lost over the centuries and must be restored for the good of society. Before the fall of man when the earth was still a paradise, Don Quixote explained to some goatherds, â€Å"all things were held in common, and to gain [man’s] daily sustenance no labor was required of any man save to reach forth his hand and take it from the sturdy oaks that stood liberally inviting him with their sweet and seasoned fruit (134),† making it needless to steal, cheat or lie. He went on, â€Å"fraud, deceit, malice had not yet come to mingle with truth and plain-speaking.† Because the world is no longer in such a state, however, â€Å"the order of knigh...

Reality TV and the Effects on Youth

Reality television has come to dominate the television industry. There are educational reality shows and noneducational reality shows. They both have their entertainment values. The difference? One is productive television, and one is counterproductive. There is good and bad in everything, and everything is good in moderation, but counterproductive TV is taking over productive TV. The time slots to watch educational reality shows are generally later in the evening. It is almost as if TV is trying to â€Å"dumb down† America. Non-educational Reality Television â€Å"Noneducational† reality TV includes shows like Keeping Up With The Kardashians, Teen Pregnancy, and My Sweet Sixteen. These prime time shows target youth, but they do not teach lessons. In fact, they do the opposite, since many young people think it okay to emulate these reality show stars. All these shows are scripted. For instance, Jersey Shore is actually filmed on a set 80% of the time. Yet these shows are passed off as reality. These shows promote drinking and heavy sexual content. Nonetheless they air in the time slot that targets youth. Kids seem to be growing up faster than just 20 years ago; perhaps disrespect and aggression can be blamed on the influence of the shows they are watching. Instead of fighting and being rude to each other, it would be nice if the characters in these shows could, for example, reflect how ten ordinary people come into a house and work together to make the quality of life better for everyone. They could show the reality of working together to pay the bills and keep food on the table. They could teach how to step in when something bad happens to someone else and help them get back on their feet in one way or another. Instead they have gone in the direction of survival of the fittest. Is this really the image that should be shown and taught to our future leaders? If where America has been heading in the past 20 years, it is apparent that survival of the fittest is not working. Perhaps if prime time television were to promote working together, it might help ensure a productive future. Educational Reality Television Reality TV does have positive things to offer. Some educational reality shows are Dirty Jobs, Cake Boss, and Do You know Who You Are. These types of shows depict the reality of America. They show what truly makes America run, and teach true morals and genuine respect towards others. True, these shows are scripted as well, but they are geared toward education and not violence, or the promotion of teen pregnancy, and spousal abuse. These shows do not promote alcohol abuse or speculate who is having sex with whom. However, these shows are targeted toward adults, as they are on at a later time slot, and much of our youth is not interested in watching real life. Prime Time Television Prime time television is aiming for ratings rather than the promotion of morals. But I think they could produce productive TV and get better ratings. Viewers must take some responsibility, though, since we can control what our kids watch. If most people ban shows that deliver negative messages from our homes, ratings will plummet and I would imagine TV executives would completely restructure their programming very quickly.

How Does Recycling Effect the Environment Essay

Why Is Recycling Important, you may ask. Recycling is reusing materials in original or changed forms rather than discarding them as wastes. In reusing material or changing material into new materials rather than throwing it away the environment as well as we benefit from it. The process of recycling protects the environment. With the world witnessing a global environmental decline, this is considered as one of the most important benefits of recycling. As we, all know that paper is manufactured from trees. As the demand for paper increases, a number of trees are being cut to produce paper. By recycling paper, we can prevent the destruction of forests. Today, a number of forests are being destroyed to meet the ever-increasing demand of paper. Recycling a ton of mixed paper or newspaper is equivalent to saving 12 trees. Given that the trees keep the surrounding environment clean by sucking up carbon dioxide from the air we breathe, it would be wise to use recycled paper as much as possible. Most people would agree that recycling not only affects the environment but it also makes the world a better place for plants and animals. For example, recycling paper products can in the end, preserve a large number of trees that otherwise be used to make new paper. This is one way that recycling directly affects the environment. Trees provide homes for birds and other animals, they provide shade for what would otherwise be a hot and dry land, and they are crucial to the oxygen/carbon dioxide balance in our atmosphere. Recycling can definitely have a positive effect on our world. Paper is not the only item that should be recycled. Glass bottles and plastic containers have become a problem for cities and private companies who operate landfills. The sheer numbers of containers thrown away take up a lot of landfill space, which puts companies and municipalities in the position of having to take up more land for another landfill area. Several decades ago, activists who demonstrated against large companies and their waste products used the phrase, â€Å"There is no away!† What this meant was that we could not really get rid of anything. We can only change its shape and form. Recycling is a way to make this change so that it clutters and pollutes less. Recycling also takes used materials from â€Å"trash† to usable products if handled properly. Scientists and social activists have also pointed out that making new products from recycled materials means less manufacturing. With the correct methods, we can have a comfortable, convenient life without the pollution and massive use of natural resources that manufacturing brings. Reducing the number of landfills might mean a healthier food chain for both humans and animals. When we place materials in landfills and they do not break down over time, we are creating a potentially dangerous situation. The chemicals used in manufacturing many modern-day products can filter into the soil, pollution the water and any plants that grow on or near that area. This is especially true with computer parts, batteries and other items that contain certain chemicals. Recycling used products is one of the best ways to save the environment. It is important to recycle, to avoid environmental harm. Used plastic bottles, glass, and newspapers can be effectively recycled to make useful items. In the long stretch of time, recycling affects the planet positively because we will use less of our natural resources – trees, water, minerals etc. When it comes to the environment, using less means we have more.