Ideology and Social Movement in China Essay Example | Topics and Well Written Essays - 2000 words

Ideology and Social Movement in China - Essay Example This interrelationship is of great significance in the development of Chinese culture, social movement and modernization. Thesis Statement: The purpose of this paper is to investigate what happens to ideas and ideologies when they are transplanted to settings other than their own original time and context. The main focus will be on Confucianism applied to the challenge of modernization in China, modern western liberalism in pre- and post- May 4th era, and Marxism in both pre- and post- 1949 China. Until 1917, Chinese literary language was regarded as the key cultural domain or â€Å"the national essence†, and was one of the few elements of China’s tradition that did not succumb to the challenge of modernization presented by western imperialism4. The Chinese Civil War (1927 to 1949) drew to a close with the Chinese revolution of 1949, and later led to the Cultural Revolution (1966-1976). By this time, traditional Chinese culture was believed to have expired, though the decline began soon after 1895. However, Mao Tse-Tung, the Chinese communist leader and others believed that modernization was â€Å"a self-renewal of China’s inherent tradition†¦of thought and culture,†5 and this was the basis on which Western sciences and technologies were transplanted into China, while rejecting the socio-political and ideological culture of the West. From the end of the 1970s, contemporary and modern western philosophical trends were gradually incorporated into Chinese ideologies, eliminating dogmatism and old traditional thought hardened by lack of reform. Confucius (551-479 BCE), the Chinese philosopher, thinker and educator, established various guidelines towards living human life optimally. Confucianism has deeply influenced Chinese philosophy and ideologies. One thousand years before the conceptualization of humanism in the West, Confucianism stressed on the value of humanity, the

Essay quiz Example | Topics and Well Written Essays - 500 words

Quiz - Essay Example What is it looking like? A metaphysician generally tries to clarify the notion of the general people’s view towards the understanding about the world. For example, possibilities, cause and effect, time and space, object and their properties and also existence. Ontology is the central branch of metaphysics that investigates the basic categories of being and their relations. Cosmetology is the other central branch of metaphysics that studies the origin, nature, dynamics and fundamental structure of the universe. Sometimes epistemology is also considered as a central branch of metaphysics. However, it is not confirmed. As far as the â€Å"Sceptical Doubts† is concerned there are two most basic types of knowledge, as said by Hume. Those are matters of fact and the relations of ideas. P1: Human knowledge is either necessary or contingent. P2: It is an ultimate truth that there should be relations between the ideas. P3: Matters of fact are considered as contingent truth. Hence it can be concluded that human knowledge is comprised of either matters of fact or relations of ideas. Matters of fact definition†¦ Most of our beliefs are regarded as matters of fact irrespective of their validity or truth – for example natural science. The inherent logical contingency does not allow inductive predictions and statements of matters of fact to the amount of knowledge. However, Hume feels that the sun will surely rise tomorrow like it does every day throughout his life and it would be absurd to think that sun does not rise tomorrow. With this alternative conception metaphysics can serve as a foundation for the nature of reality but not as such for the reality directly. Metaphysics offers most basic accounts that is related to the nature of things like what they are and not of things like how they are. As a step to answer the first question – we need to first differentiate between the two ways in which a statement might be said in

Nobody Gets Married Anymore, Mister by Gerry Garibaldi Article

Nobody Gets Married Anymore, Mister by Gerry Garibaldi - Article Example The author predicts in the article that although money, reforms, and the gleaming porcelain hold great importance for the schools they can hardly make a good impact on the minds of the children. The reason is that urban teachers and students are facing such problems, which are associated with the mindset of children, which cannot be changed due to reforms. â€Å"Urban teachers face an intractable problem, one that we cannot spend or even teach our way out of teen pregnancy†. In the remaining part of the article, the author describes her experience of dealing with her pregnant students. The author mainly emphasizes her encounter with a girl named Nicole who is likely to become a teenage mother. Along with Nicole, who has been the focus of the author in the whole article, the author also highlights her experience with another student, jasmine, who gave birth to a child nearly six months ago. In the end, the author tells us about Data Wall, which is a strategy for the teachers to produce data about the progress of the students. My own belief about the issue of teenage pregnancies is somewhat conservative. I believe that teenage pregnancies result in creating many social and health problems. The government of the U.S.A provides considerable benefits to the unwed teenage mothers, which is one of the main factors behind the increase in the rate of teenage pregnancies. Jansson states, â€Å"Refusing or severely limiting public benefits to teenage mothers, will reduce out-of-wedlock birthrates†. Some girls do not get pregnant intentionally. Such girls forget using pills or other contraceptive methods during sex, so their chances of getting a pregnant increase. Such pregnancies also give rise to illegal abortions, which is another ethical issue.

Locke and Rousseau on Social Contract Research Paper

Locke and Rousseau on Social Contract - Research Paper Example It is selfish in a way that they did not care for the welfare of other humans. Nevertheless, they were bounded by some natural laws that regulated their behavior. For instance, they were mindful of the rule that they should not hurt each other (Locke 192). They were ought to preserve the existence of humans on earth. Significantly, humans have deemed it necessary and convenient to make a social group (Locke 253). They have actually felt the importance of belongingness -- that is to become part of a human gathering. They have found it convenient to be able to utilize the skills of others to pursue an endeavor. In this sense, humans have learned to become social. They have considered the importance of others to their continued existence. As a consequence, relationships were formed. Forms of interactions have developed. Humans have known each other. They demonstrated ways to help others. In other words, mutual understanding has developed between them. This was the beginning of man to wo man interaction. As cited by Locke, "the first society was between man and wife" (253). This social inclination began the relation between parents and their children (Locke 253). Stated otherwise, the first social institution is the family. Locke specifically referred the family as a conjugal society (253). It is conjugal because the union of man and woman carries with it reciprocal benefits. Mutual assistance and support as well as communion of interests are examples of these benefits (Locke 253). These advantages may have driven humans to form a family. The family therefore is the first form of social group that humans have created. It is the original proof of society’s existence. In a family, humans could find security in all aspects. This finding as proposed by John Locke may have contributed to the present understanding of filial relationship. In another case, Locke included the topic on slavery. He emphasized the fact that slaves are not "part of civil society" (Locke 2 58). In this context, it can be claimed that to be part of civil society, a particular social group must have freedom. This freedom encompasses the right to own, use and enjoy a property. This could mean that an individual belonging to a civil society has the corresponding right to exercise his or her civil rights. To note, the right to own a property belongs to the larger scope of civil rights. As time goes by, humans have found it necessary to protect and preserve their life, liberty and estate (Locke 259). Locke actually considered the three as forms of property (Ashcraft 412). In such case, they formed a political society. In forming this society, the members of the civil society are to surrender some of their natural powers to "the hand of the community" in which they can ask for protection (Locke 260). This protection is made possible by the establishment of a political structure; hence, the creation of the government. This body politic would be the representative of the peopl e as a whole. For this body to be legalized, a majority consent from the community is needed (Laski 16). Locke actually preferred a commonwealth than absolute monarchy. He described the commonwealth as an independent community and not a democracy (Locke 301). For him, a commonwealth has three powers, legislative, executive and federative. These powers are ought to be separated according to Locke. At the end of his treatise, Locke

West Meets East an Exchange of Royal Letters Essay

West Meets East an Exchange of Royal Letters - Essay Example In his letter, King Louis seems to be interested in personal achievements rather than the general good of France citizens. Motivation to him appears to originate from the concept of punishing sinners and not propagating his religion, as stated in his letter to the King of Tonkin (Spielgovel 431). On the contrary, the King of Tonkin recognized the virtue of fidelity as held by King Louis as well as emphasizing the importance of justice. In his perspective, King of Tonkin notably believes that fidelity and justice would not produce worthy results. The King of Tonkin upholds the custom of his kingdom rather than that of private friendship. He also seems not to have belief and trust in King Louis following the long war that had persisted for several years between the two nations. However, the sense of sincerity from King Louis constitutes the source of his motivation. In addition, the feelings of justice and fidelity also motivate the King of Tonkin (Spielgovel 431). In writing to King o f Tonkin, King Louis had a wooing voice towards capturing the consideration by the King on accepting his request to propagate his religion. In the letter, the voice and language used presents numerous praises with the motive of irony. This would be evidenced by the use of certain praise words that seem to portray an opposite meaning to the King of Tonkin to what he really intends. King Louis also advocates a motive of expanding his personal ambitions and territory of operation. Furthermore, in the letter, King Louis gives reference to his subjects who once received protection under the Realm of the King of Tonkin. This inclusion of the protection accorded to his subjects indicates a point of reference by him in convincing the King of Tonkin to accept his request (Spielgovel 431). The letter by King Louis reveals certain personality traits about him. He does not exist as a theologian but instead uses the virtue of religion in seeking to achieve his personal associations. Also, he rem ains to be an eminent figure in France’s history during the western civilization period. Moreover, King Louis practices an authoritarian leadership style. This becomes evident in his letter when he informs the King of Tonkin about his commands for the Royal Company and Messrs to establish itself in Tonkin soonest possible. In presenting the gifts to the King of Tonkin, the language used in writing does not reflect the willing and free choice of giving, but rather a command. This, thus, portrays a sense of customary formality in his way of appreciation through gifts and not a heartfelt appreciation. King Louis may be a hypocrite in the sense that he pretends to have moral virtues and opinions that he does not actually have. The idea of Christian missionaries reveals this personality in him (Spielgovel 431). In his response to King Louis, the King of Tonkin refused to accept Christian missionaries in his kingdom. He justified his position by asserting that some authorities or e dicts had already introduced a custom that forbids Christian missionaries. In addition, the King of Tonkin justifies his position by way of asking a straight forward question indicating that he could disregard a well-established custom in satisfying private friendship.

Project - Work Life Balance and Stress in Women in Academia Essay Example for Free

Project Work Life Balance and Stress in Women in Academia Essay Question 1 1. 1 Conflict The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils completion of tasks and learning performance . Pupils participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teachers management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults. ? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493. Topic Weight A 94 -100 1. Assignments 30% A- 90 93 2. Quizzes 55% B+ 87 89 3. Classroom Participation 15% B 84 86 B- 80 83 C+ 77 79 C 74 76 C- 70 73 D+ 67 69 D 64 66 D- 60 63 F 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc. ). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009 EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date.

History Of Aromatherapy Health And Social Care Essay

History Of Aromatherapy Health And Social Care Essay Ever since I can remember, I have been fascinated with the sense of smell and identifying the ways that aromas are so influential on a persons memories, thoughts and emotions. I decided to do my Independent Study on the history and practice of aromatherapy because I have always been drawn to it, and I hope to be able to offer others a chance to learn about it by developing a course that can be offered at the Firefly Academy. Using essential oils in my everyday life has given me many benefits. I can customize linen and room sprays according to the season, or the emotional atmosphere I want to create. It is simple to create salves for bug bites or muscle strain that are completely natural and work as well as store-bought items. I can use essential oils just like herbs to dress candles, add to talisman or amulet bags, or purify ritual space in my magickal practice. The only limit on the uses of essential oils is my own creativity. What Do The Terms Aromatherapy and Essential Oil Mean? To begin with, we need to define the terms aromatherapy and essential oil: Â · Aromatherapy is the art and science of enhancing health and well being with essential oils. (Aura Cacia, a leading advocate and manufacturer of high quality essential oils) [1] Â · Essential oils are the volatile essences extracted from plant materials for the purpose of affecting ones health, mood or environment. The Use of Scent Throughout Human History We dont need to have a degree in chemical engineering or physiology to understand how essential oils can affect us, or to enjoy them by adding scent to our everyday lives. Its something human beings have been doing throughout thousands of years of history. The use of ointments, powders, waters, oils and incense has been documented as part of worship, medicine and culture throughout many early civilizations. From Egypt and Persia, to India and China, trade routes flourished as the rich and powerful demanded steady supplies of aromatic salves for use as medicine, resins and incense to please the gods, and fragrant powders or perfumes to scent the skin [2] . Although no one can prove exactly when essential oils were first distilled from plants, the Persian Avicenna (980-1037 C.E.) is generally given credit as the first. Avicenna was a philosopher and physician, and he used essential oils extensively in his practice. [3] In more modern times, the scientific revolution in the 19th century led to the identification and isolation of many essential oils and active plant compounds. These discoveries soon led scientists to develop synthetic substances that could be produced cheaply and in mass quantities. This made it possible (economically feasible) to add artificial scent to products that were widely available to the public. Some of these products were soap, shampoo, beverages, and perfumes. The term aromatherapy was coined in the early 20th century by Rene-Maurice Gattefosse, a French scientist. [4] He developed an intense interest in the healing properties of essential oils after his personal experience with lavender essential oil. His family owned a perfumery business and he worked in the laboratory. One day, an explosion occurred and Rene-Maurice badly burned his hands. The closest thing around to use to quench the heat of the burns was a large container of lavender essential oil. He healed very quickly from his burns and was left without any scarring. There are many notables in the development of modern aromatherapy. Two of the most well-known are: Dr. Jean Valnet [5] , a surgeon in World War II who began using essential oils on the battlefield after reading of Gattefossess work; and Robert Tisserand who is credited with being one of the first to bring widespread education about aromatherapy to the English-speaking world. Where Do Essential Oils Come From Most essential oils are used today as flavorings for foods and beverages, or as fragrance for perfumes, body care and cleaning products. Only a small percentage of all essential oils produced are used in practical aromatherapy. Each essential oil is comprised of a unique combination of volatile, aromatic chemicals. Most essential oils contain over one hundred different chemicals. Thousands of different aroma chemicals have been discovered in plants by scientists so far [6] . The combination of these chemicals is what gives an essential oil its fragrance and also makes it effective to use. Many things can contribute to the amount and variation of each chemical constituent in an essential oil. Things such as climate, soil quality, growing conditions, or harvesting methods can have a big effect on the quality of the essential oil that ends up in a bottle on the shelf of your local health food store. The various aspects work together to create each oils signature fragrance and physical properties. Essential oils can come from all parts of the plant including, leaves, flowers, roots, seeds or fruit. Some examples of essential oils that come from different parts of a plant are: leaf-Peppermint, flowers-Rose, roots-Angelica, seeds-Black Pepper, fruit (rind)-Orange. Unlike using fresh or dried herbs, to use an essential oil we must first to get it out of the plant. Try sniffing a fresh peppermint or thyme leaf. There will be very little scent. Now, rub the herb between your fingers and sniff again. By crushing the cell walls of the leaf, the essential oil is released. This is one way to extract the essential oil but not very efficient! And although there are many ways of extracting an essential oil from plants, there are three main methods used by most manufacturers today. Steam distillation is an ancient process. The basic process remains unchanged from that used centuries ago. The majority of essential oils are distilled this way. Fresh plant material is stacked on racks set above boiling water. The steam causes the cell walls of the plant material to break down and release the essential oil. After passing through a condenser, the essential oil can be separated from the water by skimming it off the top. Expression is a mechanical method pressing the essential oil out of the plant. Usually this method is used for getting essential oils out of the peels of citrus fruits such as oranges, limes, or lemons. Citrus oils are fragile and the fresh fruit aroma is lost if the peels are steam distilled. Enfleurage (Absolutes and Concretes) is the process used to extract essential oils from plants that are extremely delicate or have a low quantity of oil per plant. Some examples of oils that are made as absolutes are rose, jasmine or violet. These essential oils tend to be very expensive because they are labor intensive to create and it takes a tremendous amount of plant material to make a small amount of essential oil. In the past, layers of flowers were covered in rendered animal fat or a hydrocarbon solvent. As the fat became saturated with the scent, the spent flowers were removed and replaced with fresh. This process makes a waxy substance called a concrete. To further refine the mixture, the fat was mixed with alcohol to separate the essential oil from the fat. This produces an absolute from the concrete. This is the liquid product that contains the essential oil. How Do We Interpret Scent and How Does Scent Affect Us Most of us can think of examples of how scent has influenced our memory. One example might be that the smell of cinnamon evokes the memory of sitting in your grandmothers kitchen as she made cinnamon rolls 20 years after her passing. Another might be the automatic grimace that comes to your face at remembering the smell of the skunk that sprayed the dog last year. These are just a couple examples that show how scent becomes wired into our memories. Once scent molecules are breathed into the nose, they bind with receptors that send impulses to the olfactory bulbs that sit at the base of the brain. The olfactory bulbs interpret the scent message and send it on to the limbic system. The limbic system is part of the oldest part of our brain. It controls the functions that are necessary for our very survival such as the sex drive, hunger, thirst or need for sleep. This area is close to the hippocampus, where feelings and emotions originate, and long-term memory is stored [7] . It is easy to see why scents can affect us so strongly when we see how closely the sense of smell is related to our memory and survival instincts. We can apply this to our everyday lives when we extrapolate that our highest thought processes which include language, mathematics or abstract thinking can be affected by aromatherapy since the areas that process fragrance information and memory are so closely linked. By using an essential oil (such as Rosemary which is used for mental challenges) while studying, this scent becomes imprinted in the brain along with the information being studied. By sniffing the same oil later, like right before an exam, we can take advantage of this linking to have better recall. In Victorian times, scented stationary was popular for love letters. Maybe the writers hoped the sweet scent of perfume would cause ones beloved to think fondly of the writer. We can use aromatherapy in so many ways to make our lives healthier and happier. We can use it to help us not only with physical applications, but also to improve our mental and emotional health. And if you have had any experience in magick or spell casting, you can begin to see the implications immediately! How To Choose An Essential Oil When choosing oils for use in aromatherapy, it is vital to make sure that you are purchasing an essential oil. Essential oils are extracted from plants that grew in nature. They are not created in a laboratory. It is important to choose oils that have been extracted from the appropriate part of the plant, and using the correct method of extraction. On the other hand, aroma oils, fragrance oils, or nature identical oils have been created in a lab or altered in a way that does not include all the components of the pure essential oil. They are not interchangeable with essential oils! These other types of oils have their uses, but it not in the practice of aromatherapy. An example of this is peppermint oil used by the food industry. Manufacturers will sometimes redistill the peppermint essential oil to remove the grassy notes and amplify the minty notes. This is done for a purer peppermint flavor in your toothpaste. Essential oils can be chosen for their physical, emotional, or spiritual properties. You may choose an oil to relieve a physical symptom, to help deal with stress or to purify your ritual space. Some oils with be effective for all these areas. Frankincense was used in ancient times to fumigate (purify) churches and temples. Not only was this effective against disease agents such as plague, but it also brought people to a meditative state, and calmed the emotions. Many people use Frankincense for the same purposes today. Most books have charts showing the properties associated with each essential oil. It is a good idea to get a couple books that list a variety of information the oils. It is important to know physical properties, such as whether the oil you are choosing might be antibacterial, stimulant or sedative. It is also useful to know what effects the oil might have on the mind or emotions. If choosing an oil to use for magickal purposes, the correspondences listed for the herb will be the same as for the oil. Once several oils have been identified for the required purpose, the best way to choose the appropriate oil is to take a whiff and see which one pleases you the most. The imprint of scent is so individualized that even if all the books say that oil A is the absolute best choice for headaches, if the individual doesnt find the scent pleasing, or has a negative memory of the aroma, it will not have the desired effect. Always choose essential oils based on your personal preference. Essential oils are very versatile in their abilities to nurture, heal, support and rejuvenate our bodies, minds and spirits. They are easily absorbed into the body through the skin, by inhalation, or ingestion. But just because they are natural substances and have been used for centuries does not mean that they are without some risk. It is very important to use safety precautions when working with essential oils. Many essential oils often share a lot of the same chemical components. Sometimes knowing which chemicals are present in an essential oil will give you a good idea how that oil might be used. One example is eucalyptol. Oils, such as eucalyptus and tea tree, that contain this chemical are helpful in relieving chest congestion. Another example is the neurotoxin, thujone. This chemical can be extremely dangerous. Oils with a low content of thujone, such as yarrow or sage, should be used with caution and not used on a continual basis. Other oils, such as mugwort or wormwood, (does absinthe ring a bell?) should not be used at all. Skin irritation can be common if using essential oils without diluting them with a vegetable oil. These dilution oils are called carrier oils. Most vegetable oils can be used as carrier oils. If using essential oils on the elderly or young children, they should be diluted even more. Some essential oils can cause sensitivity to sunlight, as well. Pregnant women, and those with other health conditions such as epilepsy or diabetes, should take extra precautions in choosing essential oils. And unless properly trained, no one should ingest essential oils! Always research the essential oils you use to make sure you are following the proper safety protocols. There are usually warnings listed on the bottle and most stores have pamphlets or brochures that will list safety precautions. It is well worth the time spent reading about potential problems or doing a skin-patch test (to test for allergic reactions) to avoid the pain and hassle of a bad reaction. How To Apply Essential Oils There are many different ways that essential oils (EOs) can enter the body. Inhalation through the nose is one of the best known. Absorption through the skin is another popular method. Less common ways include oral, vaginal or rectal application. Although ingestion of essential oils is more common in Europe, never ingest them without the advice of a trained professional. Most cases of poisoning have occurred after people ingested too high a dose. Ingesting just one or two teaspoons of concentrated essential oil can be enough to cause injury or death [8] . Inhalation is one of the easiest ways to use essential oils. Oils can be inhaled directly from the bottle, a drop or two placed on a tissue or light bulb, or a few drops added to a bowl of hot water or to the well of a pillar candle. A couple drops can be added to a dryer sheet and a whole load of sheets will be redolent with aroma. Diffusers are another popular way to disperse essential oils into the air. There are many types of diffusers available. Some use a fan to move air through a paper filter on which youve placed a few drops of oil. Others use a nebulizer to vaporize the oil into a fine mist. And still another type uses ultrasonic technology to release the oil within a fine mist of water. There are many way to apply essential oils to the skin and it is an effective way to incorporate them into your body. Essential oils can be added to bathwater or to massage oil. It is also easy to add essential oils to any unscented shampoo, lotion or body wash product to create your own custom blends. General dilution rates for healthy adults are 10-20 drops essential oil in a bath tub of warm water or 10-15 drops per ounce of carrier oil. Use half or less of these rates for children or the elderly. Essential Oil Quality It is worth discussing essential oil quality and how to choose the correct oil for the purpose for which you wish to use it. It is vital to make sure the essential oil youre using is produced from the proper part of the plant, extracted using the most efficient process, is harvested at the correct time, and contains all the active ingredients that make the oil effective. There should be no artificial components added. Choosing well-known suppliers and brands makes it easier to feel confident that the oils you buy. Firstly, make sure the label says that it is 100% pure essential oil. To work as intended, the oil must be pure. As mentioned earlier in this essay, fragrance or aroma oils made from synthetic ingredients are not interchangeable with essential oils. An exception to this statement would be when purchasing extremely expensive oils such as Neroli, Rose or Jasmine that are 100% pure essential oils that have been diluted in a carrier oil to make it more affordable. The carrier oil will be listed on the ingredients panel. If you only need a drop of two of rose oil for your Valentines Day sachet, you might decide that the 5ml bottle of diluted Rose Otto for $20 is a better choice than the 2ml bottle of 100% pure Rose Otto for $130. However, if you are making an anti-aging face cream you might want the real deal to increase the amount of active ingredients to make your cream more effective. Secondly, make sure you know the Latin name of the oil you want. This way you know that you are buying the correct product. There are several types of Lavender essential oil on the market. One is extracted from the flowers of Lavandula augustifolia and is noted for its relaxing and calming properties. Another is extracted from the stems, leaves and flowers of Lavandula latifolia (called Spike Lavender) and is useful to repel insects and to help with cold symptoms. Each has different properties. The FDA requires that all manufacturers list the botanical names on the labels. Thirdly, realize that it takes varying amounts of plant material and labor to produce each type of essential oil. If you are buying a brand of essential oils that has the same price on all oils, you are probably getting a low-quality, extremely diluted, or blatantly synthetic product. It can take over 2000 pounds of rose blossoms to produce one pound of essential oil, but perhaps around 50 pounds of Eucalyptus to produce one pound of essential oil. It is obvious just from this one statistic that rose oil is going to a lot more expensive than eucalyptus. Just like in other real-life situations, if it seems too good to be true it probably is. Where We Go From Here This essay is the basis I am using to develop a course on Aromatherapy for The Firefly Academy. I hope to have it in included alongside the courses developed on Kitchen Herbology and Magickal Herbalism. The course will build on the information presented in this essay, introduce in-depth lessons on the fourteen most popular and affordable essential oils, provide information on making essential oil blends, and showcase easy recipes to begin using aromatherapy to improve the quality of ones life. There will be a project requiring students to make at least one recipe and describe their experiences using the blend in a short essay. A short, multiple choice quiz will be offered at the end of the course. Below is the proposed outline of the course: Lesson 1-What is Aromatherapy? What is an Essential Oil? Lesson 2-Why Does Aromatherapy Work? Lesson 3-Quality, Resources and Choosing Oils Lesson 4-How to Use Essential Oils in Your Life Lesson 5- Essential Oil Profiles Part 1 (Lavender, Tea Tree, Peppermint, Eucalyptus, Patchouli, German Chamomile, Clary Sage) Lesson 6- Essential Oil Profiles Part 2 (Lemon, Geranium, Sweet Orange, Bergamot, Ylang Ylang, Rosemary, Sandalwood) Lesson 7-Blending, Carrier Oils, Fun Formulas Lesson 8-Essay, Quiz, Where Do We Go From Here? Aromatherapy is a natural, effective way to improve many areas of our lives. It is not hard to learn and does not require an enormous expenditure of money. Essential oils are a good value as each one can be used for many different purposes and they take up little space in a cabinet or medicine chest. My life has been enriched in countless ways by learning and using aromatherapy. I am fascinated by the ease in which I can ease the sting of a bug bite. I am rewarded with a good nights sleep when I place a few drops of my Sweet Dreams blend on my pillow. My spiritual practices are enhanced by diffusing Frankincense and Myrrh on my altar to create sacred space. I will never regret the time and resources I have devoted to learning how to put the benefits of aromatherapy to use in my life. Sources http://www.auracacia.com http://www.kirjasto.sci.fi/avicenna.htm http://www.aromaweb.com/articles/history.asp http://en.wikipedia.org/wiki/Limbic_system http://www.ncbi.nlm.nih.gov/pubmed/15895251 Nyam News , December Volumes 1 2, Caribbean Food and Nutrition Institute, 2005 The Practice of Aromatherapy, Jean Valnet, MD, Healing Arts Press, 1980 The Complete Book of Essential Oils Aromatherapy, Valerie Ann Worwood, New World Library, 1991 Aromatherapy: An A-Z: The Most Comprehensive Guide to Aromatherapy Ever Published, Patricia Davis, Random House, 2005 The Illustrated Encyclopedia of Essential Oils , Julia Lawless, Element Books Ltd, 1995 The Aromatherapy Deck, Frontier Natural Products Co-op, 2007 Certificate course on Aromatherapy, The American College of Healthcare Sciences (formerly Australasian College) Aura Cacia Retailers Aromatherapy Course, Aura Cacia Company Footnotes: [1] www.auracacia.com [2] The Illustrated Encyclopedia of Essential Oils, Julia Lawless, Element Books Ltd, 1995 [3] http://www.kirjasto.sci.fi/avicenna.htm [4] http://www.aromaweb.com/articles/history.asp [5] The Practice of Aromatherapy by Jean Valnet, MD [6] Nyam News, December Volumes 1 2, Caribbean Food and Nutrition Institute, 2005 [7] http://en.wikipedia.org/wiki/Limbic_system [8] http://www.ncbi.nlm.nih.gov/pubmed/15895251 Top of Form Bottom of Form