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History behind Makeup
History behind Makeup
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History behind Makeup
OHHH Yes!! Do we all know the ancient origin of makeup? Is there anyone with a clue about the Victorian era and how women embracement was enhanced through their facial outlook? Can people especially women today live without makeup? All these queries give enlightenment to today’s topic of discussion the ‘History behind Makeup.’ Everyone understands and can relate makeup because it is the basic thing that people use in their day-to-day lives to initiate appealing facial outlooks. It is all over the world, and I am sure that everyone has either used makeup before, has ever come across one or have a clue of what it is through friends’ conversations. It is guaranteed that most ladies in this room use makeup whether it is for darkening the eyes, coloring the lips or covering pores and pimples on the face.
I usually have an interest in understanding the history behind makeup since it originated and how it has developed up to today where it emerges among the well-doing sector of the beauty industry internationally. The most exciting thing in makeup history is that nature forced the illiterate women of ancient Egypt to be innovative as they desired to have a different facial look with darker eyes and more appealing lips. Initially, women were unaware of the dangers they put their health life in, but it all opened opportunities to many especially in the modern society where beauty products and cosmetics have a high demand due to a high number of consumers both men and women. Tracing the history behind makeup can be challenging, but an astonishing experience as it gives an illumination of how the cosmetics were developed from nowhere to globally accepted products acting as a significant source of income and employment to many. To facilitate elaborate understanding of the topic of discussion, I will explain the history of makeup during various eras in its process of evolution, look at its health standards and people’s perception about it in the modern society.
So let us look at ancient Egypt and Victorian eras and their related history regarding makeup.
Ancient Egypt was the source of makeup, and Egyptian women first wore it. They darkened their eyes using burnt matches, stained their lips with berries and used young boys’ urine to fade their fleckless (Walter, et.al 1999). During the Victorian era, the European women began to embrace cosmetics and makeup as they could apply rice powder on their faces to hide redness, blemishes, and spots. The classy women of this period would apply makeups made pearl and zinc oxide powder. These traditional cultures regarding cosmetics are essential in the world’s civilization as even today the makeups are applied at the similar body parts they used to and with that everybody using them believes she is beautiful. For example, eye shadow has remained to be applied under the eyebrows and on the eyelids to make the users more attractive.
The initially invented cosmetic powders were hazardous to human skin, but things have changed with government intervention and legalization of the makeup business.
At the start, women made makeup powders from health risking elements such as mercury, lead, and arsenic as they did not have the know-how on how these substances could affect their health. The homemade cosmetics involved mixing toxic and deadly components to make people look nice, but ended up putting many in skin cancer risks among other associated health problems. Culturally women only applied these locally produced cosmetics as they did not have an insight on any effects or type of disease associated with these close by available resources (BH Cosmetics, 2019). However, these beautifying products developed their inner selves and women had the belief that they were prettier with them than before.
Even though some cultures still make use of traditionally homemade cosmetics, the governments all over the world take an initiative of ensuring makeups are suitable for consumers’ use.
Today, scientific advancement has led to the production of every type of makeup that one can think of as they are produced for diversified purposes ranging from smooth complexions, hide poles and turn your pale green eyes to any desired shade outlook. For many years, cosmetics have been an integral part of human lives and acts by giving people confidence on who they are as the physical outlook significantly tells who one is. It is through self-acceptance that people gain the courage of standing up in front of others to present their ideas and share opinions on various occasions. Makeup can be rated among the most significant factors that have empowered women in terms of career opportunities, politics, and directness in socio-cultural development.
It is through cosmetics popularity that the beauty product industry has radically developed and diversified in various subsectors depending on the tastes and preferences of the target consumers.
The beauty products industry is currently employing a significant number of people in various fields whether it is producing, marketing or giving the services of applying makeups. Makeup have a long history line since ancient Egypt and changes have made it a reliable source of income. It does not only lead to economic development in the society but also builds self-confidence and women participation in the community. Therefore, the government should continue working in ensuring that the right quality cosmetics are produced and individuals should support each other when it comes to the purchase and use of makeup. Thank you.
References
“A Brief History Of Makeup”. Her Campus, 2019, https://www.hercampus.com/school/bu/brief-history-makeup.
“History Of Makeup | History Of Cosmetics | BH Cosmetics LLC”. BH Cosmetics, 2019, https://www.bhcosmetics.com/pages/resources-makeup-and-cosmetics-history.
Parry, C., & Eaton, J. (1991). Kohl: a lead-hazardous eye makeup from the Third World to the First World. Environmental health perspectives, 94, 121-123.
Walter, P., Martinetto, P., Tsoucaris, G., Brniaux, R., Lefebvre, M. A., Richard, G., … & Dooryhée, E. (1999). Making make-up in ancient Egypt. Nature, 397(6719), 483.
Play-Based Learning
Play-Based Learning
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Play-Based Learning
Play-based learning is a form of learning where children actively engage in playing while at the same time learning new things relating to education. Play-based learning should be introduced to all lower grade classes as part of the curriculum. The main reason is that children’s mind is not fully developed, or instead concentrate on things the teacher is teaching. When the teacher is standing in front of those young children and telling them to repeat things after him/her, it is way too easy for them to lose focus and learn nothing. Play-based learning is significant in kids’ social, physical, and cognitive development. Perhaps it can be fuzzy to some people to understand some of the significant benefits associated with play-based learning. Through play-based learning, some people might think that the kids may not necessarily fully grasp what they ought to learn at that particular time of development.
At the childhood stage, all children tend to be more explorative, and they often discover what they like to do when they are still young. Play-based learning presents a ground for kids to participate in activities they feel they are interested in, while the teacher only acts as a person who guides them through the course. Children are self-directed, but the teacher is some setups for them to work on. Through such activities, kids display their creativity and can find solutions to the present problems. It shows that play-based learning is an excellent form of education for young children. In the current world, employers and everybody else want some way of teaching meant to stick, applicable in other avenues besides school. Play-based learning is meaningful and intended to stick to the minds of children. Some teachers or even people, in general, would not give a chance for the kids to play, forgetting that playing is just natural to all children. Perhaps, that is the only time they got in their lives to play. And by limiting them to play while learning, it merely is undermining our democracy.
Putting much concentration on teaching as the only model of educating young children is a lot more beneficial to the teacher than the children. Through play-based learning, a teacher can only do modeling and manipulation and perhaps assist the children in areas they are struggling with. Play-based learning helps the children to interact freely with their colleagues, improving their social life. It is also easy for them to figure out some challenges and find ways to gravitate around to solving the problems. Play is essential in early childhood development, and if that is what children require to move forward and succeed, they should play. In play-based learning, children are much happier and can explain some learning concepts, not to mention why they are doing certain things in a particular manner. Play-based learning gives the children a solid foundation.
History at Work” Presentation Guidance and Sources
“History at Work” Presentation Guidance and Sources
Overview:
The classroom is not the only place to learn history or to use the knowledge and skills you acquire in a history (or related) program. Often called “Public History,” people who work in this profession preserve and promote history to general audiences. Public History includes a number of diverse occupations in the field allowing people to work in many different settings to promote history. They will find work in museums, archives, historical societies, libraries, and multinational corporations across the state, country, and world.
Some Fields in Public History
Museums
Archives
Historic Sites and Parks
Historic Preservation
Some potential job titles for Public Historians include:
Museum Curator (Museum)
Exhibit Designer (Museum)
Archivist (Archives)
Conservators (Museums and Archives)
Museum Education Specialist (Museum)
Historic Preservationist (Historic Preservation)
Living History Actor (Museum and Historic Sites and Parks)
Park Ranger/Park Interpreter (Historic Sites and Parks)
Oral Historian (Museums and Archives)
Note: Information for some career paths will be easier to find than others. Part of this activity is to provide you with the opportunity to demonstrate your research skills.
Research Instructions:
For this assignment you will select a field in Public History and an occupation that aligns with that field, and provide a presentation on both. In your presentation, be sure to address these issues and questions:
First, explain what the term “Public History” means and how it differs from the “traditional” idea of teaching history in a classroom. What is the role of a public historian in the community and how do communities benefit from understanding their pasts? You can find a good deal of information on this topic on the National Council on Public History’s website, listed below).
Next, choose a Public History field to research (Museum, Archives, Historic Sites and Parks, Historic Preservation). Then, answer these questions:
What is the typical role of an organization in the field you chose? For instance, if you choose the “Museum” field, explain the functions of a museum?
The organizations in these fields generally have a responsibility to educate the public, and preserve important historical materials and items. Summarize how these groups perform those tasks. For instance, if you choose museums, explain what methods museums use to educate their audiences and preserve our past.
After summarizing your Public History field, select one of the typical occupations in that field and address the following issues and questions:
Explain what the people who work in your chosen occupation do; what are their duties/tasks within the organization?
What are the typical credentials/experiences/skills/knowledge needed to work in this field?
What are some of the issues/challenges that can arise in this type of occupation?
What sort of jobs are currently available within the occupation? What special skills/abilities not normally associated with a history class (or even college) do these jobs require?
Finally, search for a local, regional, or state Public History organization in your chosen field (Museum, archives, historic preservation firm, historical society, etc.). This can be an organization in or nearby our own community, or in another area of Georgia. You will need to conduct your own research to find an organization for this section of the presentation.
After locating an organization in your field, address the following issues and questions:
Summarize the organization; where are they located what do they do?
Note what sort of history they promote and preserve. Is it a broad history of the state or region, or a history of a specific place, person, or group?
What programs and activities do they provide to educate and preserve local history?
If the organization has a list of employees, note their job titles and duties (if listed)
PowerPoint Presentation Requirements:
Each section outlined above should be a distinct section of your PowerPoint presentation (each section may include more than two slides, as necessary).
Each section of your PowerPoint presentation should also include a recorded component that summarizes the materials in that section. You will record your presentation and include it in your PowerPoint file. Your recording should not simply read line for line from your PowerPoint, but rather should summarize what is listed in that section of the presentation. Your entire audio presentation (for the entire PowerPoint) should be no less than 2 minutes and no more than 5 minutes in length.
Since you will be using information from various sources to develop your PowerPoint, it is important that you cite your sources when necessary. Citations are generally needed when you quote directly from a source or use data or statistics from a source. Be sure that you follow MLA citation guidelines. Also, remember to include a “Works Cited” slide at the end of your presentation.
If you are unsure about using MLA style, this link should be helpful:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html (In-text MLA citation guide)
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/images/20190822MLAPoster.jpg (MLA Citation and Works Cited Overview Poster)
As this is a short presentation, be sure to limit the amount of direct quotes that you use. What is more important for this activity is to see how well you synthesize the various information available to present an overview of your chosen field. Be sure, too, that as you prepare your presentation that you are interpreting the sources and presenting the information in your own words and not simply re-writing what others have already written (or recorded, in the case of videos). Evidence of copying and pasting any source word for word without citing the source, or simply changing a few words in a sentence, could be considered plagiarism and result in a poor grade on this activity. If you have any questions about plagiarism, you can use this link or ask me:
https://owl.purdue.edu/owl/avoiding_plagiarism/plagiarism_faq.htmlAdditional Requirements:
The length and style of your presentation is entirely up to you. I would expect to see at least two slides for each of the sections in the requirements above.
You must incorporate at least one image in each section of the presentation. This image should relate to the information discussed on that slide.
You must include one multimedia component in your presentation (this can be video or audio, either embedded in the slide or linked to another site). The media should relate to the topic discussed on that specific slide.
Evaluation Criteria:
Student has fully addressed the requirements and questions posed in the Research Guidance.
Student has properly cited all information in their PowerPoint and included a Works Cited slide.
The information provided is accurate.
The information provided in the presentation reflects the student’s understanding of the material and displays no evidence of plagiarism.
The presentation is well designed and follows a logical structure based upon the Research Instruction requirements; There are no spelling/grammar issues in the presentation.
The student’s audio component of the presentation meets the minimum/maximum amount of time and summarizes each section of the presentation rather than simply re-reading the slide text.
The presentation contains the required number of images and media as noted in the “Additional Requirements” section of the guidance, and those materials compliment the presentation.
To assist you with this assignment, I have posted a variety of sources on our D2L site that should be useful to you as you develop your presentation on the pages that follow. However, you will also want to search on your own for sources to fully address the questions in your presentation.
Links to Potential Sources:
Understanding Public History:
The National Council on Public History
https://ncph.org/
What is Public History 01: https://vimeo.com/114294944What is Public History 02: https://vimeo.com/115007260What is Public History 03: https://vimeo.com/106416059Public History Field Overviews:
“Museums do That?”
https://youtu.be/ZVflfF-Pb7I“Archives Change Lives”
https://www2.archivists.org/advocacy/archiveschangelivesNational Trust for Historic Preservation
https://youtu.be/0nQPHKf10PMPublic History Field Job Descriptions
Typical Jobs in Archives:
https://www.archives.gov/careers/jobs/positions.htmlTypical Jobs in Museums:
https://drive.google.com/file/d/18GI22DlIvSdkLIZI05yWEOi4VZDYp1R1/view?usp=sharingA Guide to Becoming an Historic Preservation Professional:
https://drive.google.com/file/d/1lujTjCwNIQ9A9ypcHvjpSf8Kk-_TJuYN/view?usp=sharing“Day in the Life” of a Public Historian
Curators, Conservators, and Museum Workers
https://youtu.be/zLYjrT_jvY0Working in an Archives:
https://youtu.be/tg54sP3bXaIWorking in Historic Sites:
https://youtu.be/-RyErdlRze8Historic Preservationist Career:
https://youtu.be/yFgB6uxvh0Q(Museum Education Specialist Roles) Education in the Rock & Roll Hall of Fame:
https://youtu.be/G7iZrmHfP8ULiving History Coordinator:
https://youtu.be/tOCOVuqJLoQFederal Job Statistics for Archivists, Curators, and Museum Workers:
Bureau of Labor Statistics Information on Historical Professions
https://www.bls.gov/ooh/education-training-and-library/curators-museum-technicians-and-conservators.htmPublic History Job Sites:
National Council on Public History
https://ncph.org/jobs/Society of American Archivists
https://careers.archivists.org/jobsAmerican Alliance of Museums
https://aam-us-jobs.careerwebsite.com/jobseeker/search/results/ (Note that not all jobs listed on this site are for history-themed museums. Be sure to focus on historical organizations)
American Association for State and Local History
https://jobs.aaslh.org/jobseeker/search/results/Southeastern Museums Conference
https://www.semcdirect.net/listingPreservenet (Historic Preservation Jobs)
https://preservenet.org/jobs-listings/
Association for Living History, Farm and Agricultural Museums
https://alhfam.org/jobs-full-timeSociety of Georgia Archivists
https://soga.wildapricot.org/resource/jobsGeorgia Association of Museums
http://gamg.org/museumjobs.htmlUSA Jobs
https://www.usajobs.gov/ (Using terms such as “museum,” “park ranger,” or “archives” will help narrow your search on this federal government job site)