Faith Based Programs Are Effective With Changing Offender...

Do you believe that faith-based programs are effective with changing offender behavior? Well, even though there seem to be a lot of empirical precedents that suggest a â€Å"positive association between religious involvement and beneficial outcomes, existing outcomes research in faith-based settings have treated the faith in faith-based services as a contextual factor rather than a programmatic one† (Ferguson, Wu, Spruijt-Metz, Dyrness, n.d.). According to Fisher and Ragan (2003 2004), there are multiple studies conclude that faith-based services are effective, yet relatively few aim to identify the specific faith components related to successful outcomes . It is crucial for us to operationally and conceptually delineate what the faith†¦show more content†¦The study was only promising as long as they remained incarcerated. But, I found that only a few really wanted to make a change in their life and kept up some form of faith-based program once released. Then you had a large majority of individuals that did not follow up with any form of faith-base d programs once released. These were the ones that knew they were not going to follow this type of program once they were back in their neighborhoods and around the same negative peers that help them choice the wrong path or criminal act as a way of life. Therefore, for this reason and this reason alone I do not think that faith-based programs with changing offender behavior. It is only effective as long as they are incarcerated. What needs to be address as stated above is that we have to be able to identify the specific faith components related to successful and non-successful outcomes to gauge if it can continue to work not only inside but when they are released. The other thing that we need to understand is why would they use a faith-based program when they know they have no intension of changing their offender behavior? To me I sense deception on the offenders’ part. Do you believe that the current separation of church and state doctrine will legally permit the establishment of private public partnerships involving faith-based programs? There seems to a misconception about what individual believe about â€Å"partnerships amongst government and the religious community which

CANDLE MAKING IP Free Essays

Mr.. Meekly Sibyl for lending the book related on the study and for teaching us how to make our product. We will write a custom essay sample on CANDLE MAKING IP or any similar topic only for you Order Now Mr.. And Mrs.. Romeo F. Aquinas and Mr.. And Mrs.. Ariel Peter M. Seeding for their support to the researchers not only financially but also morally. Their batches from Ill-Titanium. Especially, Sherry Barras, Anomie Lazars, and Jenny Pictorial. ABSTRACT A candle is a solid block of wax with an embedded wick which is ignited to provide light, and sometimes heat, and historically was used as a method of keeping time. A candle manufacturer is traditionally known as a chandler. Various devices have been invented to hold candles, from simple tabletop candle holders, to elaborate chandeliers. For a candle to burn, a heat source is used to light the candles wick, which melts and vaporizes a small amount of fuel, the wax. Once vaporized, the fuel combines with oxygen in the atmosphere to form a flame. This flame provides sufficient heat to keep the candle burning via a self-sustaining chain of events: the heat of the flame melts the top of the mass of solid fuel; the liquefied fuel then moves upward through the wick via capillary action; the liquefied fuel finally vaporizes to urn within the candle’s flame. Chapter I I. Introduction Candles were once used as a source of light and were simple and plain, without color or fragrance. They came in standard sizes and shapes. Now candle making is an art form and candles have become decorative works of art that come in an infinite variety of shapes, sizes, colors and fragrances. They are generally used to create a peaceful, romantic ambiance and are treasured for their relaxing effect. Candles have recently become a big part of home decor and this has encouraged the development of new techniques and materials. The materials you use will determine the quality of your candles but each candle will require a different combination of materials and techniques. Good note taking will allow you to determine what works and what doesn’t and when you perfect your candle, you will be able to reproduce it. Whatever doesn’t work, can be melted down again and re used. Candle scraps and pieces of shaved wax can all be kept and recycled so nothing goes to waste. Candles were meant to be burned so no matter how beautiful your candle comes out, remember it isn’t done until it burns well so keep working t it until you get a good smokeless, even burning candle. Ill. Statement of the Problem This study aims to determine the compare commercial candles to a homemade candle. The objectives of this study are the following: ; To know how long is the duration of the candle ; To know if the candle is smokeless IV. Significance of the Study Candles represent a classic example of the process of combustion. When enough heat is applied, the wax of a candle starts to oxidize. The paraffin reacts with oxygen to produce carbon dioxide and water, and also heat and light. The flame is the visible part Of this exothermic reaction – where the reaction is energetic enough to produce visible light. Here are some more facts about candles. V. Scope and Limitation of the Study Our study is about candles using the materials we will use. To know how to make candles and the duration of the candles. To know more about candles and to enhance our knowledge about candles. VI. Definition of Terms Fragrance- a pleasant, sweet smell. Duration- time during which something continues. Exothermic reaction- chemical reaction accompanied by the evolution of heat. Oxidize- combine or become combined chemically with oxygen. Combustion- the process of burning something. Ambiance- atmosphere of a place. Http://www. Overexploitation. Com/library/complaining. Asp CHAPTER II Review Of Related Literature I. Local Literature In the Philippines candles have come a long way since their initial use. Although no longer man’s major source of light, they continue to grow in popularity and use. Today, candles symbolize celebration, mark romance, soothe the senses, define ceremony, and accent home decors casting a warm and lovely glow for all to enjoy. II. Foreign Literature Candles were also commonplace throughout Europe. In England and France, Candle making had become a guild craft by the 1 13th century. These candle makers made candles from fats saved from the kitchen or sold their own candles from within their shops. During the middle Ages in Europe, The popularity of candles is shown by their use in Candles and in Saint Lucy festivities. Tallow, fat from cows or sheep, became the standard material used in candles in Europe. The Tallow Chandlers Company of London was formed in about 1300 in London, and in 1456 was granted a coat of arms. Dating from about 1330, the Wax Chandlers Company acquired its charter in 1484. By 141 5, Tallow candles Were used in Street lighting. The trade of the chandler is also recorded by the more picturesque name of â€Å"congresswomen†, since they oversaw the manufacture of sauces, vinegar, soap and cheese. The unpleasant smell of tallow candles is due to the glycerin they contain. For churches and royal events, Candles from beeswax were used, as the smell was usually less unpleasant. The smell of the manufacturing process was so unpleasant that it was banned by ordinance in several cities. The first candle mould comes from 15th century Paris. The first American colonists discovered that bayberries could be used to make candles, but the yield was very poor. Fifteen pounds of boiled bayberries would provide only one pound of wax. Http://en. Wisped. Org/wick/History_of_candle_making http://www. Candles. Org/about_history. HTML CHAPTER Ill l. Methods and Procedures Materials Paraffin Wax Palette Knife Wick Scent Spoon Double Boiler Crayons Water Scissors Methods Twisted Candles 1. Roll out the upper part of the candle until it is about mm (1/4 in) thick. Leave the bottom 2. CM (in) unrolled so that it can fit into a candle holder. If the candle cracks whilst rolling, then it has become too hard. Soften it by dipping it for three seconds at 71 co (1 60 OF) and then waiting for thirty seconds. 2. Hold the candle upside-down, with the unrolled base in one hand and the flattened part nearest the base between the thumb and forefinger of your other hand. 3. Pull the candle slowly upwards, sliding it between your thumb and forefinger and turning it steadily. 4. Repeat the process to give a more exaggerated twist. 5. Trim the base flat and allow the candle to cool for one hour. Floating Rose Candles 1. Melt the wax, heat it to 71 co (OFF), and prime the wicks. 2. Switch off the heat, and add twelve drops of perfume to the wax. 3. Carefully pour out the wax on to the paper so that it forms layers about mm (h in) thick, and allow it to cool until it is rubbery. 4. Cut petal shapes with the pastry cutter or palette knife. You will need petals of different sizes. Curve them with your fingers. 5. Squeeze two small petals around a wick and build up a rose flower. Wax that has cooled too much and become brittle can be softened with a hair dryer. 6. How to cite CANDLE MAKING IP, Papers

Safeguarding Children and Young People free essay sample

Unit 203 Outcome 1 1. Describe how to establish respectful, professional relationships with children and young people. It is important firstly to take into consideration the different needs and levels of development of the children or young people you are building relationships with and reflect this in the way you communicate. With foundation children, for example you could communicate in a much simpler way to make sure they understand. It is also important to relate to children in a way, which makes them feel respected and valued whilst encouraging them to respect others.It is also important to lay down the ground rules so that everyone knows what is expected of them and that they are being treated fairly but to remain positive and approachable at all times. 1. 2 Describe with examples how to behave appropriately for a child or young person’s stage of development. For younger children you should always try to get down to their level when speaking to them and to speak clearly, making sure they understand what you are saying. We will write a custom essay sample on Safeguarding Children and Young People or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You must also remember that younger children can sometimes lose concentration quite quickly or become tired.I would ask for guidance or advice if I was unsure about something and be mindful that other people may also need help or support. I would avoid gossiping or speaking negatively about others but would try to notice other people’s achievements and efforts. 2. 2 Describe the importance of adult relationships as role models for children and young people. If children and young people are in an environment where they see adults treating those around them with respect and courtesy, they are more likely to respond that way themselves. It also helps to create a friendly and positive environment, which makes them, want to be in school and learn.We need to bear in mind that children are often shy and can be wary of approaching adults, being generally approachable and warm will help to reassure children that firstly you will treat them respectfully if they approach you and secondly will set an example to them of good relationships between people being desirable and mutually beneficial. Children will often mimic the behaviour of adults and the mimicking of pleasant and courteous behaviour can create very positive feedback for the child, reinforcing the importance of being patient, tolerant and communicating clearly.It is also important to demonstra te that you find other people’s views important and you are able to listen to them and consider them, this shows children that adults can work cooperatively with one another. It is important to make sure that our communication shows and tells children what we want them to do, rather than what we do not want them to do. Outcome 3 The learner can: 3. 1 Describe how communication with children and young people differs across different age ranges and stages of development.Younger children may need more attention and reassurance and it is important to be patient when they are trying to communicate and to remember that it may not be easy for them to express what they are trying to say. They may also need more physical contact to help them feel reassured. Older children may need more help to discuss thoughts and feelings they have but may lack the vocabulary to express them adequately 3. 2 Describe the main differences between communicating with adults and communication with children and young people.The main differences are firstly to remember your role in relation to the child or young person, that as the adult, we are the carer and must maintain a formal relationship with them. Secondly, we need to be very clear and unambiguous when communication with a child and young person and make sure they have understood what we are saying. Thirdly, with children and young people we are setting an example of how to behave towards other people so should always behave in a way, which encourages positive and respectful communication. 3. 3 Identify examples of communication difficulties that may exist.