All My sons

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If I decide to put a coin on a railroad track, when the train comes it will derail. Sure I may go to jail for my actions which shows that I brought the trouble to myself, but it also affects the people who were on the train. It was not their fault that I put the coin on the track and because of me, I possibly killed or hurt many people. In this example, I have caused some minor obstacles for myself, but have caused monumental obstacles for the people riding the train and also their family and relatives.

Arthur Miller illustrates this interpretation of the quotation in All My Sons. In this play, Joe Keller ships some cracked cylinder heads during the war and they are placed in some planes. The planes crash and kill twenty-one men. Joe Keller does go to jail for a little but he is set free because he was not at the shop when the heads were shipped. Instead he had his partner, Steve Deever, send the cylinder heads and Joe stayed home to maintain an alibi. Steve, however, is punished much more severely. He was charged with the crime and was sent to prison because he was the actual one who gave the order. This shows how Joe Kellers actions didn't really effect him much. It affected all the ones who were killed and their families. It also affected Steve Deever and his family.

In the process of punishing others with his actions, Joe also affected his son Larry. Larry couldn't belief what his father had done. To punish his father and make him see what he had done wrong, Larry kills himself. This action shows Joe the error in what he did. He finally realizes that there is more in life than family and money. He realizes that his actions killed his son and many other people's sons. Therefore Joe sees that his responsibility to his country and society makes all the boys that died all his sons. " Sure, he was my son. But I think to him they were all my sons." After realizing the damage he has caused Joe cannot deal with his tremendous guilt. He commits suicide, once again not dealing with the problem but causing problems for other people as Joe's family must now cope with the death of Larry and Joe.

In this play Arthur Miller uses several literary elements to present the story. He provides the basic theme that there are things bigger than family. He uses extreme cases of irony to prove this. When Joe says, " If Larry was alive he wouldn't act like this. He understood the way the world is made. He listened to me. To him the world had a forty-foot front, it ended at the building line." This is ironic because Larry doesn't understand Joe's actions. He instead sacrifices himself to show Joe the error in his ways. It's also very ironic when Joe says, " That's the only way you lick 'em is guts!" because Joe has no guts. Even in the way he dies he does not have the guts to do the right thing. The author also uses foreshadowing as a preamble of what is gonna happen. "There's nothin' he could do that I wouldn't forgive. Because he's my son. Because I'm his father and he's my son…Nothin's bigger than that. And you're goin' to tell him, you understand? I'm his father and he's my son, and if there's something bigger than that I'll put a bullet in my head!"

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In conclusion, All My Sons is the perfect illustration of my opinion that one's actions affect everyone including yourself. This work installs the view that one's actions influence more than one person and that one's responsibility to society requires that person to think unselfishly to avoid affecting others in a bad way.

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Development of Malarial Vaccines

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Malaria is an arthropod-borne blood infection transmitted by the female anopheline mosquito and caused by protozoan parasites of the Plasmodium genus. Four species of Plasmodium are infectious to humans; P.falciparum, P.vivax, P.malariae and P.ovale. P.falciparum is the most prevalent organism and frequently causes severe and fatal infections amidst the young, the pregnant and the immune-compromised and accounts for at least 5% of the 750 million cases occurring each year in Tropical Africa. Although the mortality rate of P.vivax is much lower than that of P.falciparum it causes an extremely incapacitating disease and represents the prevalent form of recurring malaria. P.vivax alongside P.falciparum accounts for almost all of the 100 million cases which arise each year out with Africa.

Since the latter part of the 0th Century it has been a goal of the WHO alongside many pharmaceutical companies and charities to develop vaccines against these two species of malaria. However, due to the complexity of the life cycle and the continuously changing morphology and antigen expression of the parasite, the development of a globally effective and long lasting vaccine has become somewhat of a challenge. Currently there are three stages of development against which vaccines are being developed.

The first of these stages is the pre-erythrocytic phase where vaccines are produced against the parasite from the sporozoite infected mosquito as they enter the liver. The aims of these vaccines are to stop sporozoites entering liver cells i.e. hepatocytes and developing into schizonts thus preventing further transmission of the parasite to the mosquito and clinical expression of the disease.

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Antibodies which have been immunised with irradiated sporozoites recognise a protein known as the circumsporozoite (CS) protein that is expressed on the liver sporozoites surface and cause a precipitation reaction (CSP) which stops invasion of hepatocytes.

Several P.falciparum vaccine candidates' antigens have been identified and studied by using cells and sera from individuals immunised with irradiated sporozoites. The number of these antigens is increasing e.g. CS, LSA1//, SSP/TRAP, SALSA etc for P.falciparum but in the case of P.vivax only the CS and SSP/TRAP proteins are targets.

Passive transfer of CS-specific T cells from immunised mice to animals susceptible to the disease confers protection from the parasitic challenge. A monoclonal antibody (mAb) specific to the AGDR sequence of the P.vivax CS protein protects sporozoite challenges in Samini monkeys. Moreover immunisation of human volunteers using a recombinant protein containing the carboxyl flank of P.falciparum CS protein protects human volunteers against sporozoites.

long peptides, one containing the CS B cell, Th and CD8 T cell epitopes recognised by humans, the second a synthetic polypeptide corresponding to the N- and C-terminal domains of CS produced and safety tested on Aotus monkeys and the third called peptide R consists of a dimer of peptide p11 from the central domain of CS and ppt0 which is a tetanus toxin derived epitope have been produced. These three long peptides induced vigorous Ab responses in monkeys and a phase I clinical vaccine trial is currently being conducted in naïve humans.

SSP/TRAP proteins participate in sporozoite motility and invasion and Abs directed against them prevent sporozoites binding to the hepatocyte membrane therefore preventing invasion in P.falciparum. Specific anti-TRAP Abs and CD8 T cells can also contribute to malarial protection. The P.vivax SSP gene has recently been used to construct a nucleic acid vaccine which induces high levels of specific Abs in mice.

An example of a vaccine against antigens at this stage of infection is the C.S.P vaccine which induces anti-sporozoite antibody and was found to be protective in Kenyan trials.

The second stage to which vaccines can be produced is the asexual blood stage which begins when the infected hepatocytes burst and release merozoites that enter the circulation and quickly invade red blood cells. Then after - days the parasite develops into a mature schizont which ruptures the erythrocyte releasing more merozoite thus continuing the cycle. The goal of a blood stage vaccine is to halt undue parasitic expansion thus containing the disease.

There are several antigens that are specific for this stage of development. One of these is a polymorphic protein profusely expressed on the surface of merozoites, called merozoite surface protein, MSP-1. An internal processing mechanism of this protein results in production of small fragments such as MSP-1/1 which participates in erythrocytic invasion and MSP-1/4 which is derived from the carboxyl end of the protein. Vaccine trials using monkey models with recombinant products of these two protein fragments have offered diverse protective efficacy.

Merozoites have also been found to rely on the Duffy blood group in order to invade erythrocytes. It has been discovered that individuals who don't possess this blood group are protected by infection from P.vivax. The parasite ligand for this receptor is the Duffy Binding Protein (DBP) and is currently being tested as a vaccine candidate. Initial experiments in rabbits and mice show high immunogenicity relating to a DNA vaccine, a recombinant protein and synthetic peptides corresponding to the DBP ligand domain.

The Apical membrane protein (AMA-1) is a 66-8kDa protein found on the surface of merozoites. AMA-1 provides a protective capacity in rhesus monkeys when challenged with the P.knowlesi parasite and is currently being examined as a contender for a malarial vaccine.

Patarroyo and colleagues designed a synthetic peptide vaccine called SPF66, which contained sequences from MSP-1 and two other blood-stage antigens along with tetra peptide repeats for the CS protein. The efficacy of the vaccine was worked out to be 75% after Phase I experimental challenges however after several Phase II and III trials the efficacy against P.falciparum ranged between 8.% and 60.%. Formal testing of the vaccine in Phase III trials also showed varying results dependant on age and location. Studies in Columbian adults and children and Tanzanian children showed the vaccine prevented approximately % of the clinical episodes expected however no significant protection was seen in Gambian infants or Thai children. Presently development of a second generation subunit SPf66 vaccine is being undertaken in order to increase efficacy and to confer global protection.

The third stage to which malarial vaccines are being developed is the sexual stage. The aim here is to prevent transmission of malaria in humans and mosquitoes and thus vaccines produced against this stage are called transmission blocking vaccines, TBVs. The main target antigens are surface proteins of the extra-cellular male and female gamete, zygote and ookinete stages of the parasite which fall into two distinct classes.

The first class includes two major surface proteins found on the gametes. These molecules, Pfs48/45 and Pfs0 are thought to be ligands in the fertilisation process and monoclonal antibodies against them can block infectivity of the parasites to the mosquito. However problems due to the small size of these molecules and in discovering the exact location of their epitopes have halted advancement of developing a TBV against them.

In the second class two possible targets are the Ps5 and Ps8 groups of molecules expressed on the surface of zygotes and mature ookinetes. Pfs5 and Pv5 i.e. the Ps5 form of P.falciparum and P.vivax respectively, have been expressed on immunogenic form in yeast and used to generate immune sera in mice which has strong transmission blocking activity against gametocytes of the corresponding species.

A modified version of Pfs5 has been tested in Phase I trials in humans for safety and immunogenicity and has caused a 50% reduction in infectivity of P.falciparum to mosquitoes compared to controls while only causing a mild localised reaction at the injection site.

The NYVAC-Pf. 7 vaccine blocks transmission of the parasite from the vertebrate host to the mosquito and incorporates seven of the antigens already mentioned. Trials with rhesus monkeys show the vaccine to be safe and well tolerated and at presented human trials are underway.

Recently a new approach to vaccination against malaria is . This vaccine is based on glycosylphosphatidylinositol (GPI) a glycolypid which has the characteristics of a toxin produced by malarial parasites. Vaccinating mice with synthetic GPI induces protection from acidosis, pulmonary oedema and fatality. If immunogenic in humans, GPI could perpetuate the development of an antitoxin vaccine for malaria. Vaccinating with GPI at an early stage in children could provide them with "sufficient clinical protection to withstand their first few malarial infections, while at the same time, developing acquired immunity for life-long protection" ( Bradbury 00 ).

Thus due to detailed work being employed in the field of genomics and by being able to determine the epitopes present on the antigens present of the parasites surface at different stages of its life cycle more and more possible targets for an anti-malarial vaccine are developing.

There are as mentioned already several quite different vaccines currently undergoing clinical trials as well as a second generation of SPf66 vaccine being developed the possibility of discovering a global high efficacy vaccine for malaria is growing ever nearer.

Indeed the goal of the Medicines for Malaria Venture, a non-profit foundation based in Geneva, in to bring a new anti-malarial drug onto the market every five years with the first new drug in production by 010.

The Lancet

Volume 60, Issue , 17 August 00, Page 551

Jane Bradbury Antitoxin vaccine could provide new way to fight malaria.

Molecular Immunology

Volume 8, Issue 6, December 001, Pages 44-455

Plasmodium vivax malaria vaccine development.

Vaccine

Volume 1, Issues 17-1 March 001, Pages 0-14

Transmission blocking malarial vaccines.

The Lancet

Volume 50, Issue 0, 17, Pages 166-1701

Development of a malarial vaccine.

New England Journal of Medicine 17, 6, No.

Current opinion in Immunology

15,7 Pages 607-611

Malaria vaccines

Malarial vaccine- www.malariasite.com/malaria/malaria_vaccine.html

The Harvard Malarial Iniative- www.hsph.harvard.edu/press/releases/press417001.html

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Understanding children's ideas of the shape of the earth

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Before the research I conducted, there were previous research completed in America and Greece. But never in Australia has there been a research about children's ideas about the shape of the earth. The first research was undertaken as a study of conceptual change, more commonly known as psychology (Vosniadou and Brewer 1), which studied the metal models of earth. The second research was undertaken in mind/regard of the children's ideas in science (Nussbaum 1) to represent earth as a cosmic body. Each research had the exact same four views of how the earth could be broadly categorized by the ideas children gave.

The 4 views of the earth

1) The Sphere- it is a scientific notion of the earth in a sphere with people living on the surface

) The Hollow Sphere- the earth is a hollow sphere or ball with people living on a flat section deep inside it

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) Dual Earth- this notion expresses two earths, a round one up in the sky and a flat one where people live

4) Disc Earth- (also known as the pancake earth) the earth is round like a pancake than round like a ball

How these researches-the study of conceptual change (Vosniadou and Brewer 1) and the children's ideas in science (Nussbaum 1) came with these exact four views are expressed in the following tables

Mental Model (1)- Sphere

Vosniadou and Brewer Nussbaum

- children met the requirements to fit in the spherical earth category- Typically children who kept referring to the mental model of spherical earth, demonstrating a satisfactory and stable knowledge of the aspects of the earth concept, which therefore constantly came with the scientific earth concept - Children who held the notion that demonstrated a satisfactory and stable notion of all aspects of the earth concept was classified under this mental model- The aspects of the earth concept is 1) a spherical planet ) Surrounded by space ) Objects falling into the centre, not in a straight line- The conclusion that presented up after examining and analyising the data, it therefore was said that children can overcome immediate perceptual distractions and respond consistently with the content of the scientific earth concept

Mental Model () - Hollow Sphere

Vosniadou and Brewer Nussbaum

- Children who were placed in this category gave a pattern of responses consistent with the view thata) The earth is a hollow sphere and that people live deep inside itORb) That the earth consists of two hemispheres 1) A lower hemisphere on which people live upon) An upper hemisphere which consists of the sky and which covers the earth like a dome- Children in this category would say that the earth is spherical when seen from the outside but that it looks flat to them because they live on the flat ground inside earth - Children's ideas that are classified under this notion believe that the earth is a huge ball composed of two hemispheres1) The lower part is solid and is basically made up of soil and rocks, people live on this lower hemisphere surface) The upper hemisphere is not solid, it is made up of 'air' or 'sky' or a combination of 'air and sky'- Children in this category would claim that we (humans) live inside the earth and that it is impossible to live upon it- In this category, the children would hold the notion that the sun, moon and stars may exist inside the ball (meaning the earth), upon the ball's surface or outside the ball

Mental Model () - Dual Earth

Vosniadou and Brewer Nussbaum

- Children who were placed in this category gave a pattern of responses constantly with the view that there is one earth which is round and located up in the sky, another which is flat, where people live- Most of the children who constructed this model used the word 'earth' primarily to refer to the round earth which is like a planet up in the sky, the flat earth is usually referred to as the ground - Children in this category responded by limiting space at its 'bottom' with oceans or ground, therefore the child limits the space 'above' the earth by including the sky- Establishing horizontal ground 'below' and 'sky 'above', the earth's model is really an act of metal reconstruction of reality from a clear egocentric point of view- Basically, children who is categorized in this notion believes that a ground limits space 'below' the earth and the sky limits the space 'above' the earth

Mental Model (4) - Disc Earth (Pancake Notion)

Vosniadou and Brewer Nussbaum

- This mental model represents the earth as a disc supported by ground- Children placed in this category has not got the notion of space surrounding the earth- These children think of the earth as a disc with dirt or water below it and sky directly above it - Children who hold this notion of the earth as flat and not round like a ball, may not completely suggest it at the beginning- They began like everyone else, stating that the earth is round like a ball but in a brief verbal probing, it reveals that they don't really believe that they/ we live on the surface of a huge ball, basically the children who held this notion believed that that the earth is just flat

Looking at these previous researches, the aim of my research is

ð To look at children's understanding of the shape of the earth

ð To determine whether there are changes with their ideas with age

ð To determine if the models used in the previous research by children outside Australia apply to the children's ideas in Australia

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College Application Essay

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College Application

If you ask me who the most influential person of my life

Is, I wouldn't have to think about it twice. My English

Teacher from my junior year in high school

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Is the most positive person I have ever known; her name?

Is Mrs. Schoenbucher and she is encouraging, always

Friendly, permanently offering help and always there

For you when you need somebody to talk. You might ask

What does that have to do with my college application?

I have always been a really good pupil, always went to

Class on time, never skipped school, permanently good

grades In addition,I Have never been disrespectful to a

teacher.

In my junior year I had a math teacher ,

Who really took the fun out of math ; he didn't treat

Me fairly and really gave me a bad time in math. I lost my

Fun on math and stopped to study for it. I even started

Skipping my math classes because I had such a hard

Time getting along with this teacher. I am pretty

Sure you can foretell what happened when I stopped

studying for math and started skipping it exactly, my

Grade dropped I failed the class and I have never

Failed a class before.

The math problem led to other problems, too ;it took

away all my passion for

Attending school. Consequently, my other grades

started to get Worse too. I was afraid to talk to

anybody, I didn't

Have the courage to speak up and discuss the problem.

I Felt lost like a wild animal imprisoned in a small cage.

I was walking in a dark tunnel and couldn't find the

Exit.

My English teacher Mrs. Schoenbucher, with whom I

get along very well was the first person to

recognize that something was wrong with me, so she

Took me aside and asked me what was wrong. I said

"Nothing", but I just couldn't hold it in anymore my eyes

Were starting to get watery and I started to cry .Mrs.

Schoenbucher encouraged me to talk to her.

I told her everything that was in my heart, all the

Problems I had, and all the frustrating experiences

from math and

How it started to affect my other classes and took away

the fun of going to school. Mrs. Schoenbucher told me

That everything was going to be alright;she said she

would talk to my math teacher

About my problems, so I could see his point of view. She also

Encouraged me to talk to my parents about my math

Problem at school and that all helped me .

If she

Wouldn't have been I probably would never have had the

Courage to step up and I would have lost the passion on

School and failed my math class.

The next day I talked to my math teacher and after his

Talk with my English teacher he was able to see my

Problems better and also understand me better.

It also helped me because he told me his point of view

And helped me to understand him better and

recognize that he didn't mean it in a bad way when he is strict

to me he just wants us to be prepared for college.

Two weeks later I had regained my fun of going to school

And my grades were better then ever before. From this

Whole incident I learned that it is important to talk to

People if you have problems .I want to do that too. if

Other people have problems either at school or outside I

Always encourage them to talk to me and I try to help

Them as good I can.

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Prompt Copy

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"We interrupt this training segment to bring you an important news update". "Today an unidentified man was seen walking mysteriously around in circles then disappearing.The police responded and sent a car to investigate, the man had appeared on top of the Oprah House. People flocked to the Oprah House to catch a glimpse at the freak. The police erected barricades and moved the crowd back. The crowd grew hostile and began to boo. It was at that time that senior Sergeant Ben Dover approached the man and attempted to make contact. There was a tiara and Santa-clause suit on the man, the atmosphere was electric it was so quiet, you could here a pin drop. Smithy, as he is known to his colleagues hurled a Frisbee at the man, there was an eerie silence. Such a disappointment, the Frisbee hit the man in the head and he fell off the Oprah House. People began to whisper to themselves. This called for drastic action, Smithy picked up a couple of glasses from the pub and threw them at the man whilst he was falling, again there was an eerie silence as you could hear a pin drop. Smithy called for a helicopter, something was happening, he danced back to the safety of the crowd. The crowd was so impressed that they rewarded him with a round of applause. Suddenly the man reappeared, the crowd anticipating contact, held their breath. The man started speaking a foreign language. As fast as he appeared the man disappeared and his tiara fell to the ground.Without a warning a serious of explosions enveloped the crowd."So there you have it. We will endeavor to keep you informed of any updates. Till then, it's back to your regular training. ____Standby Audio____Audio GO____Audio Finish____Standby Audio____Audio GO 1.Sitting Down With a piece of paper in hands.. . Man ENT4. Push and shove in a hustle.5. Push crowd in Stern deep voice.6. LOUD7. Not a sound. Man scratches head, 8. Makes a heaving noise as he throws.. Loud scream from man as he falls.10. Loud smashes of glass. Then Silence11. Loud Chopper noises.1. Applause from all.1. Deep draw of breath from crowd.14. In Gibberish.15. BANG, BOOM16. Folds paper up while talking.

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Advantages and Disadvantages of Flex-scheduling

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Organizations need flexibility to respond to change. The essence of this flexibility is the ability to match labor needs with the existing labor supply, maintaining a balance between the well-being of the organization and that of employees. Flexible work schedules are one response to changes in the composition of the work force, new life-styles such as single-parent and two-paycheck households, and changes in the way people perceive work and time.

Alternative schedules can be categorized by the amount of time spent working, the time of day when work is scheduled, and the amount of employee control. Chief variations in the amount of time are part-time employment, inclduing phased retirement; emporary employment, and job sharing Variations in the timeof day include flextime, working at home, and the compressed work week.

Part-time Employment

These workers are primarily women, the very young, and older near-retirees--a diverse group with very different concerns. Large numbers of part-time jobs are in retail and service occupations. Belying old notions about productivity, perceived lack of commitment, and working for pin money, part-timers are demanding pay equity, benefits, more responsibility, and greater fulfillment. A significant number are managerial and professional workers, giving rise to the concept of career part-time employment.

Advantages of part-time work to parents and students include more time for family life or education, better child care arrangements, and off-peak commuting. Older workers can use reduced hours as a means of gradual transition to retirement. These advantages often come at the cost of lower pay, benefits, and pension; reduced career advancement; and increased vulnerability to layoffs. Employers may benefit from increased productivity, reduced absences and lateness, easier recruitment, and lower labor costs. However, they may also face opposition from unions, higher training costs, and greater administrative or supervisory workload.

Temporary Employent

For workers, temporary jobs provide scheduling freedom and variety. They may suit those caring for children or parents, retirees, people who want supplemental income but not permanent work, and those seeking permanent jobs, such as recent graduates, reentry workers, and people between jobs or relocating. Businesses use contingent workers for cost containment and staffing flexibility, without the personnel costs and administrative details, which are handled by the temporary agency. Office automation and equipment upgrading create a constant demand for sophisticated skills; using temporaries can involve less investment in training.

The most obvious problems for workers are lack of benefits, pensions, and advancement opportunities and potential difficulty with getting permanent employment. Employers concerns are lack of employee loyalty and quality control. There is also concern that temporary jobs are displacing permanent jobs, encouraging the growth of a two-tier work force in which core employees have security, benefits, pensions, and stable income and peripheral employees have none. Particularly because females, young people, and minorities predominate in the temporary work force, this trend may further limit their access to training opportunities and higher-paying jobs with benefits.

Job Sharing

One response to the shortage of permanent, career-status part-time jobs is job sharing, typically an arrangement in which two people share one full-time job. In some cases, partners arrange to share the same job and their child care responsibilities. The success of job sharing depends on finding compatible, cooperative partners and on careful coordination between partners and with supervisors. Promoted as a way to prevent burnout, spread dull or routine tasks, balance work and nonwork responsibilities, or ease into retirement, job sharing is associated with improved morale and lower overtime, turnover, and absenteeism. It may give employers access to a larger applicant pool, a wider range of expertise and creativity, and better coverage.

On the other hand, job sharers may be faced with lower income, fewer fringe benefits, and slower advancement and tenure. There may be sensitivity to sharing credit for accomplishments, as well as negative attitudes of full-time workers. Supervisors may have to contend with difficulty in personnel evaluations, communication, coordination, scheduling, and determination of pay and benefit levels.

Flextime

Flextime schedules allow variability in the starting and ending times of the work day, usually with a core time during which all employees must be present and flexible time when employees may choose times of arrival and departure. Flexibility is also enhanced if employees can vary schedules daily rather than with prior notice. Another variation is the compressed work week, usually four 10-hour days.

Unlike other options, flextime offers the most benefits to employees with the fewest costs. Higher motivation and job satisfaction have been shown to result from greater control over ones time. Commuting time is often lessened. Productivity may be enhanced by a schedule that takes advantage of an individuals biologcal clock. Employers benefit from reduced absences and lateness, lower turnover, higher morale, less overtime pay, and better use of facilities.

One of the greatest barriers to flextime is the reluctance of supervisors who may anticipate inadequate staffing and difficulties with communication, meetings, scheduling, supervision, and timekeeping. Because certain types of work are not suited to flextime, inequities may result if it is offered only to certain departments or classes of workers. Union opposition arises from the loss of overtime rights; labor legislation regarding overtime hours may constrain certain scheduling arrangements.

Please note that this sample paper on Advantages and Disadvantages of Flex-scheduling is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Advantages and Disadvantages of Flex-scheduling, we are here to assist you. Your custom college paper on Advantages and Disadvantages of Flex-scheduling will be written from scratch, so you do not have to worry about its originality.

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Color a New You- Process analysis

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Color a New You

How many women and men in America color their hair? The number may surprise you. Color is a fun and sometimes creative way to express yourself or to cover gray hair. Whatever the reason, hair color is one of the most popular chemical services a salon provides. The only draw back for many people is the expense of a professional color job. Most salons charge a minimum of $0 a visit and often does not include styling. Imagine an affordable alternative. The Solution color your hair at home. This may sound a little intimidating to some people, but it's easy as 1,,!

The first step involves deciding on a hair color. Many people stick to their natural color, which is the easiest way to go since the new growth of natural color will be less detectable. The potential colorist sould decide if their natural colors are warm or cool. For example, if the hair color is brassy, red, or gold, then the natural hair color is considered to be warm. If it is beige, ashy, or bluish then it is cool. The same determination should be made for skin color. Once the self consultation is done, remember to select a color from within the right tone.

The next stepis to get the color and get to work. There are many local stores that sell several brands of hair colors. Its not necessary to be a professional to find the right products, but choose a color from the selection. When it is time to color find an old shirt to wear, preferably a button up because when its time to rinse it is easier to remove without getting the color all over it. It should be a work shirt because if any of the color gets on the shirt, it will more than likely stain. Make sure the hair is free of tangles and fairly clean. It is always best to work in front of a mirror. The best place for this is the bathroom. Once inside the bathroom, open the box of goodies. Put on the gloves and get started!

Pour the entire bottle of color into the applicator bottle. Add two ounces of creme developer to the applicator and replace the applicator top. Gently rock the applicator bottle back and forth to mix the color for about one minute. Some boxes are supplied with different items, so just follow the directions that come with the kit. Start applying the color at the front of the hairline. Saturate the hair from root to ends and work from the front to the back of the neck. To thoroughly cover the back of the head, work the color just like a shampoo. Pour out any remaining color from the applicator bottle and rinse it with warm water for future use. If not, it can be disposed.

The instructions in the box might recommend loosely piling your hair on top of your head. It is important not to do this. Piling, wadding, twisting, or anything else of this nature is the wrong thing to do. If you do this, your color can turn out streaked, spotty, uneven or not take at all. Instead, lightly separate the hair with the gloved fingers and let the hair breathe. Process the hair for thirty-five minutes, then rinse with water and use a deep conditioner, or the one included with the kit.

Go ahead, style your beautiful hair into that incredible new do you have been wanting to try. You will be glad you did. Your friends will be envious of your bouncy, new hair. People will complement you, thus boosting your self esteem, your personal image, and your all around happiness. Sometimes it's nice to try a change, so go ahead pamper yourself.

Please note that this sample paper on Color a New You- Process analysis is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Color a New You- Process analysis, we are here to assist you. Your custom college paper on Color a New You- Process analysis will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!