Are You a Loser Professor Ramos Blog

Are You a Loser Joining the track team was by far the most unpredictable thing I have ever done. I was about 15 years old in the 10th grade and I wasnt planning on doing any sports in high school, but one day after school I was walking passed the track and I seen how competitive and how much fun the track team was having while they were practicing. As i was walking passed the track my friend rushed to me with a big smile on her face, excited about being on the track team. It had grabbed my attention completely after that, I knew I had to give it a chance. I was so anxious to join the track team, the next day I decided to go to the athletic directors office to get information about the track team. I walked into his office and we spoke for almost an hour! I started by telling him I felt nervous, because I didn’t know much about the sport. Finally, after that talk the athletic director had convinced me to get out my comfort zone and give this sport a try. So later on that day, after school I headed down to the track field for practice and I was already feeling anxious and out of place. I remember wearing my black old school vans with green basketball shorts and a white tank top, while everyone else was wearing tights and their track shoes. Being the only one who was unprepared for practice made me feel like I was already off to a bad start. I just tried to have a positive mindset, so I thought to myself â€Å"at least I know what to wear for next practice†. As practices went by I felt as if i wasn’t improving at all, I remember the coaches criticising me on everything I did. One day the criticism had got to me and I had enough , I thought they were always picking on me. After practice I talked to one of the coaches named coach tracy, he looked like he was in his mid 40’s and he always wore a sombrero he looked like a wise man, I talked to him about not being interested on being on the team anymore. Since there wasnt much time to talk about why I didn’t want to be on the team he asked me to speak with him in his office the next day about it and so I agreed to speak with him. I walked into his office the next day, it smelled like sweaty people in locker room it smelled like and athletes office i guess you can say. I remember walking in and seeing the look on his face changed, he became very serious but also had a face of hope, maybe hope that I would change my mind? I wasn’t too sure what to expect. I walked towards him and sat in the seat that was in front of his desk. The first thing he asked me was â€Å"are you a loser?†, I was in complete shock, and I asked him â€Å"why would you say that?†, he answered saying, â€Å"only losers give up.† He started going on explaining they only criticize me, because they want me to improve in what i do, also that it’s so important to finish what you start, because in life we have to keep moving forward through all the failures and obstacles that life throws at you. This was an eye-opener for me, it made me realize all the things I could’ve accomplished if I never gave up on previous things i’ve been through in life. At that moment I told myself I was going to succeed in all that I do, even if the process is difficult. I continued to attend practice everyday and coach Tracy even offered extra practice days on the weekend, which I decided to attend as well. During all those extra practices coach Tracy took his time with he was very patient, he taught me how to run on my toes, take breaths while running, and he also taught me how to set up my starting blocks. One of the most things I had a difficult time with was starting off, I would pop straight up from the blocks and I did it over about 30 times that day, he did not let me give up, (which I am so thankful for now). Coach Tracy was very motivating, when i felt down about doing something wrong he’d remind me to not let it get to me and keep pushing through the failures. Throughout I started to notice that this sport not only has to do with skillful techniques but it has to do a lot with ha ving a positive mindset. Throughout the season practices I felt as if I didn’t accomplish much, but I kept telling myself I will succeed. Finally one day after a long and rough practice the coaches announced when our first track meet would be. We all gathered around the coaches in a circle as they announced the assigned runs. As he was calling out everyones names and what they were assigned to, I began to feel extremely anxious. I didn’t want to participate at all because I feared all of the possible things that can happen, I thought â€Å"what if people think I suck?’, or even worse, â€Å"what if I get myself disqualified? The entire team would be upset.† All these feelings made me overwhelmed, and then i remembered i need to stay positive to succeed, all the negativity isn’t going to do anything but bring me down. I remember that first track meet, it was about 100 degrees outside and asa team we were all wearing track pants and windbreakers, can you imagine how hot we were? Words cannot explain how hot it was, I felt like I was in a sauna. Eventually we changed into our shorts to warm up for our runs. As time went by and I knew that my call for my run was coming up, I knew i needed to talk to coach Tracy to restore myself, because those feelings of anxiety started to come back. It was like he read my mind, because he came up to me and began to say that it’s my time to show everyone how confident i’ve got and and much improvement i’ve made. When he told me this, I made me feel better, because it’s the truth i’ve worked hard for this and now I get to put the work in action. Next thing you know I heard â€Å"200 meter sprint runners come up!†, my heart dropped, it’s like all the emotions of anxiety came back. I had butterflies as I walked up to the starting blocks, I got into position and â€Å"bang!† the starting gun went off, I ran with all my force and I kept going. When I heard the starting gun go off, I ran with all my force and I was third place I almost let it get to me while running but I didn’t I pushed myself to run faster and keep going and before you knew I was in first place. I seen coach Tracy waiting at the end of the finish line yelling â€Å"finish strong!† It gave me so much motivation knowing that he was there for me when I was terrible and he stood at the finish line when I was winning. The finish of the race was the absolute best feeling. The feeling of accomplishment is one of the best feelings, its indescribable how proud you can make yourself, especially with the support from those who want to see you succeed. All the hard work i’ve put in that season of practice had really paid off. I never knew how much a difference it can be to keep practicing after so many failures, I co uldn’t believe I had almost gave up that season. I knew that remaining positive and keep moving through all the failures will make you accomplish more things in life. That whole track season has made an impact on me all around. It has taught me to not give up on myself in anything, and by the end of the season I was more confident than I have ever been. This sport has showed me that it’s okay make mistakes even after so many failures. Acceptance is key to success, in life we need to learn to accept the failures and hardships we go through in order to grow and become better, and thats what track has helped me learn. Not everything comes easy it takes time and patience to grow. Now that I had that experience with track, it has honestly helped me view things differently in an optimistic way. There are many aspects in my life that track has influenced greatly. I couldn’t have done it without coach Tracy, he has made a big impact on me, he didn’t let me give up, and showed me how much more I can accomplish by being positive and pushing myself to continue to get better. Not only did I grow love for this sport but Track has helped me learn how to accept failure and continue to prosper more in my life for the future by having a positive mindset.

Industrial Revolution Essays

Industrial Revolution Essays Industrial Revolution Essay Industrial Revolution Essay The Industrial Revolution was a period from the 18th to the 19th century where major changes in agriculture, manufacturing and technology had a profound effect on the socioeconomic and cultural conditions of the world. The Industrial Revolution began in the United Kingdom as large deposits of coal and iron were found throughout the land which brought the rise of factories and machines, the idea then subsequently spread throughout the world. It was perhaps one of the greatest moments in human history, as it gave rise to industrialization and the switch from manpower to machine power. It completely revolutionized the world and forever changed the course of humanity. However, many scholars and historians believe that the Industrial Revolutions benefits didnt outweigh the negative impacts it brought upon the world. I for one believe that the benefits brought upon by the Industrial Revolution Justify the negative impacts it had on the world. Without the Industrial Revolution, the world as we know it wouldnt exist. The Industrial Revolution brought about immense economic benefits not only for Great Britain but for all the countries in the world who commenced the process of ndustrialization. It led to a rapid increase in technology, which affected production rates. Since factories were creating goods with machines and little human assistance, everything was being mass produced. Machines made it possible to produce a greater quantity of goods at a faster rate so to satisfy the rules of supply and demand, the prices of goods dropped and many people were able to afford to spend money. Throughout history many have said that imperialism was a bad consequence of the Industrial Revolution, but I believe it happened to boost economic benefits. The impact of this change on society was enormous. The first Industrial Revolution, which began in the 18th century, merged into the Second Industrial Revolution around 1850, when technological and economic progress gained momentum with the development of steam-powered ships, railways, and later in the 19th century with the internal combustion engine and electrical power generation. The period of time covered by the Industrial Revolution varies with different historians. Eric Hobsbawm held that it broke out in Britain in the 1780s and was not fully felt until the 1830s or 1840s, while T. S. Ashton held that it occurred roughly between 1760 and 1830. The Industrial Revolution that occurred in the 19th century was of great importance to the economic future of the United States. Three industrial developments led the way to industrialization in America. Transportation was expanded, electricity was harnessed, and improvements were made to industrial processes. The major difference was the very definition of rural and urban; rural life was based around farming and agriculture while urban was based in cities/towns. Another important difference was that life was much cleaner in the rural areas and rural people actually had a longer ife expectancy than urban ones; the cards later switched once the revolution focused on sanitizing. In urban areas, there are more resources given to the public. Where in rural areas, most people have to go into town to get their resources. Unless much quieter than urban areas because there arent as many people who live in them as people live in urban areas. Most rural slaves had to do hard farm labor, while urban slaves were usually domestics. Rural way of life disappeared mainly because there were more Jobs voluntarily available in the big cities thus, everyone was moving away to the cities. There were major developments and inventions in agriculture, manufacture, and travel that eventually spread throughout Europe and North America. Industry and manufacturing that was once all by hand could now be done by machine. It all started with the textile industry and spread to other products. Factories were built and steam powered machinery increased the manufacture. Enormous amounts of coal had to be burned to make enough steam to power the machines. Increased products meant that more goods needed to be transported, so canals were built, and roads and railways improved. Towards the middle of the 19th entury, steam-powered ships and railways meant progress got faster. Then later in the century, electricity and the development of the internal combustion engine increased the pace at which goods were manufactured and transported. There are plenty of reasons as to why people moved from rural areas to urban areas. Better Job opportunities and salary, and Jobs in rural areas usually require a lot of physical effort, whereas most Jobs in urban areas Just involve sitting behind a desk. People in urban areas are usually payed more than people in rural areas. Also, the luxuries of the urban world attract the people of rural areas. Most rural are agriculture based. An agriculturists needs are pretty simple. They revolve mostly around domestic needs only, whereas urban areas, everything revolves around technology that makes life easier. Large masses of people moving from rural to urban areas, causes an occurrence called, urbanization. Urbanization leads to overpopulation, pollution, and various other problems. Due to urbanization, the boundaries of the urban areas expand into the rural areas. This causes forced urbanization, as people who live in the rural areas are forced into the urban area and the ways of the urban people. Lastly, the standards of living and the standards of education are higher in urban areas. This may also be one of the reasons why people move from urban to rural areas. The effects of all this rapid change on society were enormous. More and more people left the land and went to towns and cities to work in factories. The growth of the towns couldnt keep up with the number of people pouring into them, and so housing was hard to get and people lived in slums in appalling circumstances. The differences between rural to urban life were significant, and we should be very appreciative of what we have now and the history behind it.

Important Characteristics of the Clinical Instructors in Radiology Research Paper

Important Characteristics of the Clinical Instructors in Radiology - Research Paper Example There have been numerous studies, carried out to examine the characteristics of clinical instructors in nursing and related health programs. These studies have much information that relates to radiography. The article is about behavioral characteristics that clinical instructors should adopt in radiography and which characteristics they should designate. The journal targets clinical instructors to enable them to improve their behavioral characteristics for better clinical experiences. The journal mostly focuses on the behavioral characteristics of clinical instructors, there are numerous challenges encountered in the clinical education. One of the problems is that each student may not be able to spend enough time with the clinical supervisor. This may originate from various causes one of them being that there may not be enough patients for students to gain experience. The importance of identifying these problems is in order not to be restricted into thinking that the clinical instruc tor solely bears the responsibility of student learning experience. The challenges, however, are minor with the clinical instructor playing the leading role in students learning experience. According to Jennett, clinical instructors have a significant effect on the success or failure of a student in the clinic. The instructors supervise, advice, coach and facilitate students in solving problems, decision-making, and critical thinking. They also have the responsibility of providing a learning environment conducive to their students.

Walden pond Essay Example | Topics and Well Written Essays - 250 words

Walden pond - Essay Example s concentration is on the benefits of early awakening and natural experience at the time when the rest of the inhabitants of the village were in deep slumber. Thoreau utilizes the metaphor of awakening to refer to the variances that exist in him and those in town (Thoreau 145). As the piece suggests, the awakening is evidently in symbolism in the day and yearly seasons. The largest consciousness occurs during the morning extending to the spring. Thoreau associations of his experiences to spiritual awakening are evident throughout the story (Thoreau 147). He defies the earlier notions of men in town that certain requirements of the body such as food and shelter are significant to one’s life. His arguments for defying the natural necessities, as were the notions of men relate to nature. He states that the sunrays in some environments are sufficient to provide the desired warmth (Thoreau 147). His notion of riches in men is they are responsible for the decay of man in terms of spirituality. In his daily tasks, Thoreau relates his experience of life to nature. He depicts the ability of man to live in the middle of the usual world when he utilizes a greater segment of his life in the forest. The flora and fauna provide sufficient support and acceptance (Thoreau

Summary of Kants categorical imperative Essay Example for Free

Summary of Kants categorical imperative Essay Immanuel Kants moral theory can be best explained by comparing it to a math equation. Kants moral system will always hold true no matter what the circumstance just like how two plus two will always equal four. According to Kant, our lives should be lived according to maxims that can be willed into universal law (Kant, Fundamental Principles of the Metaphysic of Morals, p 303). However the action regarding a moral decision is not judged by the consequences of that action, rather by the motive of that action. Kants the method of moral reasoning starts off by first realizing the principle the rational agent is acting under. To fully understand what this means, a rational agent is to be defined as an entity who is capable of making rational decisions regardless of their natural inclinations. This condition excludes such examples as, animals, infants, and people in a coma from being considered to be a rational agent because they do not show the capacity to reason. After realizing the principle the person is acting under, determine if the reason is morally right. In order to determine if the maxim is ethical and able to be willed into universal law, it must pass three tests: autonomy, respect for humanity, and the kingdom of ends. Autonomy describes the feeling of accomplishment. This can be illustrated as a man who promises his wife that he will take off the weekend from golfing and file their tax reports. By keeping his promise to his wife he not only feels the satisfaction from finishing their tax report but also, more importantly feels good about following through with his promise. Autonomy is important because if the husband breaks his promises and lives his life as a promise breaker then this maxim is clearly self-defeating. The entire maxim of promising to break promises does not pass the test of autonomy therefore could never be passed as a universal law. However, if after passing the autonomy test, then a principle must also respect everyone elses autonomy. In order to respect humanity, make decisions that show an overall concern for rational agents. If by treating them as a rational agent, then the principle will not affect another persons ability rationalize. In order to do this, it is never acceptable to treat a rational being as merely a means (Kant, Fundamental Principles of the Metaphysic of Morals, p 307). That is to say, the act of rape treats the rational agent as a means to sexual gratification. The act of rape does not respect the agent as a rational being and could never be willed into a moral universal law. However if a principle was able to pass the first two conditions, then it is necessary to subject it to the kingdom of ends test. The kingdom of ends is composed of a group of rational agents all with different objectives in life. The importance of having different objectives in life insures that all perspectives and backgrounds have been covered. These agents have been given the responsibility of creating a free society. A free society entails laws that every rational agent in that society would agree upon. If the principle is not a measure that the kingdom of ends would enact, then the principle, by Kants definition, is immoral. Let us analyze the principle of apathy. Living an apathetic life does indeed pass the test of autonomy and by showing indifference to other rational agents it also passes the test of humanity. However, apathy would not pass the kingdom of ends, as no rational being would accept such a maxim. As a result, an apathetic life could not be passed as universal law. As an example, we will refer back to the persecution of Jews during World War II. Say a man is hiding a Jew in his house and the Gestapo comes knocking on door. However, as the Gestapo questions the man of the whereabouts of the Jew, the man cannot lie and say that no one is hiding within his house, but at the same time, if he were to tell the truth he would be indirectly bringing harm upon himself and the Jew. The man should question the Gestapo about what they plan on doing to the Jew once they have located him. According to Kant, consequences have no relevance, although if all possible consequences were known, then it would be permissible to lightly take them into account. Since telling the truth by giving the Gestapo the whereabouts of the Jew would bring direct harm, it is permissible to lie. The maxim would be to never lie unless the truth results direct or indirect harm. This maxim respects autonomy and human nature and would be pass the kingdom of ends test and thus can be willed into universal moral law. Now take the case of Harry and Sally, according to Kantian moral reasoning, should Sally seduce Harry? If Sally were to seduce Harry by taking him back to her place and having sex with him, she would be using him as a means to her ends. By Sally using Harry simply as a means to achieve her ends, that moral decision is breaking a fundamental Kantian principle. Using people as only a means is never acceptable. The difference between Sally seducing Harry into sex and Sally having consensual sex with Harry is the difference of deception and coercion. According to Mappes, deception and coercion are the methods for sexually using someone (Mappes, Sexual Morality, p. 166). The whole idea is based off the respect for an individual person to voluntarily make their own decisions. By deceiving someone, it is clearly misleading a person to make a decision that they would not have made, had it been on their own regard. However the objection can be made that Sally should do what ultimately brings her pleasure. Using Utilitarian morality, something that results in the greater pleasure, or avoidance of harm, of the populations involved is morally correct. Even though Harry is somewhat apprehensive of the whole casual sex idea, he is not defiant or strongly against it. It can even be reasoned that Harry might even enjoy himself once him and Sally are having sex. And also, casual sex is perfectly okay if there is no lying, deceiving, or exploiting (Elliston, In Defense of Promiscuity, p. 170). I believe Ellistons definition of deceiving is different that Kants definition. Kant covers all and any type of deception as immoral. Elliston agrees that deception is indeed immoral, but his definition of deception would be a man telling a woman he does not have herpes when indeed he does. As long as sex is consensual, there is no harm. Sally would only be seducing Harry back to her house under, say, the premise to watch a movie, however when the actual act of intercourse happens, Harry is not being deceived at all. Even with the arguments above, Sally would ultimately be using Harry simply as a means to achieve her ends of sexual pleasure. By using Kantian morality, Sally should not pressure Harry to going home with her nor should she try to seduce him. Kant reasons that human beings have been given this gift of free will to act as the dividing line between humans and animals. Animals are considered animals because they lack the ability to rationalize. What then, is the ultimate value and purpose of having a free will? If the point of having a free will was to seek pleasure and avoid harm, then we are nothing more than animals and have wasted this ability to reason. Instead, humans have free will so they could follow moral law. Therefore, follow moral law even in situations where social laws or natural inclinations could conflict. By following Kants moral reasoning, what we do in our lives is right not only because we ourselves believe it to be right but also since we have willed it to become universal law, it could not possibly be wrong. The maxims that we base our lives on are intrinsically good because we are able to will it into universal law. Therefore, moral decisions made using Kants ideas can be applied universally. Kants ideas show respect for humanity and peoples decisions are not made for selfish pleasure seeking reasons by treating people as a means, but rather they are made based on universal morals and by treating everybody as an rational agent. By following Kants moral reasoning a rational agent will be able to make the right decision when faced with any type of moral dilemma.

Hemp - Miracle Plant :: essays research papers

Is there a single plant that could possibly save the world? Because of its vigor and adaptability, it was amongst the first plants to be cultivated by humans and has been used and grown by many cultures for thousands of years. Yet, today people are fined, even jailed for growing this plant because it is illegal. Lawmakers fail to see that this sole plant probably has more uses than any other material on earth.The entire plant can be utilized for over 25,000 applications. To begin, the seed is nature's perfect food. It can be ground into a meal or can be sprouted and used like other beans and seeds. In addition to the oil from the seeds have the highest percentage of essential fatty acids and the lowest percentage of saturated fats. It is also a complete source of protein and can be served as a meal in itself. Second, byproducts from the plant are an excellent source building material. It has 4 times the cellular fiber than trees, making it perfect for pressed board, particle board and concrete framework. It is longer lasting and more flexible than currently used materials. In comparison, trees take 20 years to mature while this plant only takes 4 months. Correspondingly, 1 acre of this plant produces as much as 4 acres of trees. Third, paper that is made from this plant is stronger, more water-resistant than wood pulp, is less likely to tear and is 7 times more recyclable than wood. It also uses a fraction of the dangerous chemicals used in processing wood pulp. Fiber is a fourth use. A cloth made from this plant is softer and warmer than cotton and is 6 times as strong. In addition to, the cloth is much more resistant to weathering and wear. Moving on to the fifth use, medically, a derivative of this plant has recently been proven to relieve nausea in AIDS and cancer therapy. It has been used with success in treating glaucoma, asthma, epilepsy, mood disorders, and arthritis. It increases appetite, promotes sleep and relaxation, and relieves stress and migraines. Most importantly, fossil fuels could stay in the ground. The plant produces far more and safer chemical compounds suitable for conversion to methane than any other plant. This renewable fuel contains no sulfur and while growing helps remove carbon dioxide from the atmosphere via photosynthesis. For thousands of years, all good paints and varnishes were made from an oil from the plant.

Human Rights and Social Justice

Human Rights and Social Justice Integrated Paper Vicki MacWhinnie-Ilundain Fordham University Viewpoint and Concepts that Best Clarify the Dilemmas in Hugo’s Case Hugo’s story highlights the value conflicts that social workers face in every-day practice. The policies that dictate the funding, the scope of services, and the eligibility for the services that Hugo may need in order to actualize his basic human rights were developed within a system that continues to practice within the Rawlsian theory of social justice frame work. Therefore, these government policies tend to support the concept that people are only entitled to their â€Å"fair and due share† of services and/or access to resources if they are working to enhance the good of the over all society (Banerjee, 2005, p. 13). In Hugo’s case, there are psychological, cultural and physical factors that may impact his ability to maintain gainful employment. These individual aspects of Hugo’s life situation are not taken into consideration in determining how long he can receive supports, or what types of supports he receives. The state-funded financial benefits that Hugo requires in order to have his very, basic needs met; such as food, clothing and shelter, have a five-year limit. Because there is no consideration to human rights behind the 5-year limit, Hugo has unmet human rights. This creates a value conflict for Hugo’s social worker, who is working within a system that has Rawlsian infused policies; yet, is mandated by the National Social Work Code of Ethics to promote social justice in a manner that respects the unique strengths and dignity of the individual (NASW, 2008). You can read also  Justice System Position Paper The social worker working from a human rights-based perspective; where according to Ife (2008) â€Å"there is a obligation on every member of society to respect and support people’s rights†, will address Hugo’s unmet needs that stem from this 5-year limit policy as unfulfilled rights rather than assessing them as needs for which Hugo may or may not qualify to receive services (p. 113). Adding to the complexity and value conflict of the social worker’s role is the need for the social worker to partner with Hugo to identify not only his assets; but to also identify the barriers he faces. The social worker can develop a more in-depth understanding of Hugo’s barriers by exploring the levels of oppression Hugo experiences and his positionalty vis-a-vis all the systems and individuals he interacts with in society. Hugo is experiencing oppression at a structural level as a result of his position as an immigrant from Haiti who has experience trauma. Hugo has psychological and physical impairments as the result of past trauma, he is of an ethic background that is not part of the privileged class in the United States, and he was born outside the United States. These characteristics, which Hugo inherited through birth and via traumatic life experiences, tend to lead to discrimination in the United States. As a result of systematic discrimination, Hugo belongs to a subordinate group in the society and is oppressed by the dominant group. Mullaly (2010) explains that this â€Å"web of oppression †¦occurs for the most part because of the sanctioned ways that social institutions, laws, social policies, and social practices all work together to benefit the dominant group at the expense of subordinate groups† (p. 197). Challenges in Social Work Practice as a Result of a Paradigm Shift In this process of identifying assets and barriers, the social worker may face further value conflicts that impact their ability to empower Hugo to claim his human rights: The social worker has a moral and professional obligation to help Hugo advocate for his human rights. This will include supporting Hugo’s desire to participate in a lawsuit against the US government, who created the 5-year limit on public financial support. In Hugo’s circumstance, the legal mandate that limits the total amount of years he can access funding is impeding Hugo’s right to food, shelter, substance abuse treatment, psychological care, and safety. As an employee of a state funded program, the social worker is not allowed to ignore this mandate or seek to undermine it in any way. The social worker is faced with the challenge of partnering with Hugo to support his quest to actualize his human rights while working within a legal mandate that restricts Hugo’s access to the resources he requires in order to claim his human rights. The social worker is also challenged to reframe the way they conceptualize their interventions with Hugo. By choosing a rights-based approach, the ocial worker’s dialogue regarding Hugo’s rights will not only have a more global tone, but it will require the social worker to use additional skills to engage Hugo in a discussion that empowers Hugo to define his rights. Ife (2008) asserts that this type of social work practice has the potential to do more than just address an individual’s minimum needs but allows for social work to be transformative by building a society â€Å"hel d together by mutual respect for human rights of all citizens and based on notions of interdependence, mutual support and collective well-being† (p. 13). The challenge for the social worker is to elevate discussions and practice beyond working just with the individual case by engaging in dialogues and actions that â€Å"link their profession to economic, political and social aims of society as a whole† (Riechert, 2007, p. 31). The social worker faces many challenges when making a paradigm shift from a needs-based approach of social work to an elevated practice that focuses on human rights. The needs-based approach, where the provider identifies or diagnoses the â€Å"client’s† needs into narrow categories, and then provides a focused â€Å"intervention†, is deeply ingrained in the traditional models of practice. For example, the medical model is still widely accepted as best practice and is often used in social service programs and agencies. When taking the human rights approach, the social worker will reframe Hugo’s experience so that his rights are identified first, then used to re-conceptualize the needs that have to be met in order to actualize his rights. The social worker also faces the challenge of advocating for Hugo to receive services that support his right-based needs in systems with competing values. The rights-based approach conflicts with agency practices at a mezzo level, such as the use a medical treatment model that may not be culturally sensitive or focused on Hugo’s rights. The social worker may also experience conflicts of values on a macro level when advocating for funding for Hugo’s services. The state and/or federal government, who provide funding for the social services, may place a value on providing the least amount of services for minimum cost to tax payers rather than on Hugo’s unmet rights. On a micro level, the social worker may experience difficulties building rapport with Hugo because of their differences in gender, ethic background, power, education, and socio-economic status. Level’s and Dimensions of Hugo’s Well Being The Universal Declaration of Human Rights established global principles of human rights that set the precedence that all people have the right to an â€Å"a standard of living adequate for their health and well being; including food, clothing, housing, and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability†¦ or other lack of livelihood in circumstances beyond his control† (United Nations, 1994). Hugo’s social worker can discuss Hugo’s well being in a human rights framework by exploring the domains of wellbeing that impact Hugo’s daily life. The social worker and Hugo may need to establish a language to use as they talk about Hugo’s life experiences, if they are going to successfully switch from a needs-based paradigm to a rights-based paradigm. The social worker can use the seven domains of wellbeing to help deconstruct the needs-based thinking and language that has been the context for the â€Å"interventions† Hugo has received from social services in the past. Discussions using the domains of wellbeing may include: education, mental health, physical health, political and legal, cultural, and spiritual. After reaching the 5-year limit for public financial benefits, Hugo does not have access the resources required to provide food, shelter and clothing. Hugo’s metal and physical functioning has been impacted after experiencing a series of traumas, limiting Hugo’s access to education and employment. Hugo experiences multiple levels of oppression and discrimination which he may have internalized making it difficult for him â€Å"to recognize his abilities, cope with normal stresses of life, work productively and make a contribution to his community† (World Health Organization, 1999). Hugo has experienced physical traumas that have impacted his physical capabilities. As an immigrant in the United States Hugo does not have fair or equal access to legal support or protection by laws. The discrimination that Hugo experiences also impacts Hugo’s ability to be seen as a valued member of the society his is living in. The social worker can support Hugo by exploring all aspects of Hugo’s well being so he can discover how to start to advocate for his rights that are encompassed by each of these life domains Plan of Engagement, Empowerment and Participation After further exploring various aspects of Hugo’s well being, that would also include Hugo’s assets or strengths, the social worker and Hugo may want to develop a plan of action to guide their work together. Hugo identified immediately that he wanted to access to the group who is collecting data for a lawsuit against the US government. Although it may be considered a conflict of interest for the agency that employs the social worker to be involved with the lawsuit against the state, the social worker can connect Hugo to the group so that he can work directly with them. The social worker could also met with her supervisor and/or agency director to discuss what networks or committees the agency attends in the community. Often these groups hold more power than a single social worker or agency and work directly with governmental agencies to make recommendations or to advocate for policy changes that best serve the interest in their communities. By using these approaches, the social worker is assessing her own positionality in her agency and community so that she can best support the requests of Hugo, without disrupting the relationship she has with her employer. The social worker can also start researching what resources are available in the community that can address the barriers that Hugo is experiencing while trying to claim all of his human rights. Once a comprehensive list of services and or resources is developed, the social worker and discuss each of these resources with Hugo to get his feedback about what he thinks might be useful to him. The social worker would provide information about the advantages and risks and/or disadvantages to using any of the resources so that Hugo could make an informed decision. If there is a resource that Hugo is interested in utilizing but does not quite meet the criteria or does not have the funds to access, the social worker can work with the agency and funding sources to see if there are alternative ways for him to access the resource. Even if Hugo does not get immediate access to the resource, the social worker has left a path of documentation and advocacy that can be used to work towards access to these types of resources in the future. Over time, the social worker can build a strong relationship built from trust and mutual respect with Hugo. In order to do that the social worker will need to understand how her positionality relates to Hugo’s and how that impacts Hugo interactions with the social worker and visa versa. It appears as though Hugo has used multiple community services in the past, yet he still has not actualized his rights. The social-worker can explore with Hugo what services were helpful to him in the past and what aspects of the services became barriers to him changing his over-all well being. If the social worker finds with the services in their community are; for example, not compatible with Hugo’s cultural beliefs, then the social worker can work in the community to advocate for changes how services are provided. Other agencies may be open to expanding how they provide services to include all members in their community. The social worker can accomplish these strategies by adopting the capability approach. Nussbaum (2007) describes the capability approach as â€Å"a species of a human rights approach. It makes clear, how- ever, that the pertinent goal is to make people able to function in a variety of areas of central importance. †(p. 21) By empowering Hugo to further develop his cognitive, physical and social skills, the social worker can provide opportunities for Hugo to attain his identified rights-based needs. The social worker encourages capability building by advocating that Hugo receive services that will build specific skills, not just treat a diagnosis. Over time, Hugo can learn to identify and articulate his rights, reframe them into needs and demand services that allow him to claim his rights. In doing so, Hugo will request services that have the components that he recognizes as necessary for his well-being. References Banerjee, M. M. (2005). Social Work, Rawlsian Social Justice, and Social Development. Social Development issues, 27(1), 7-24 Ife, J. (2008). Human Rights and Social Work Towards Rights-Based Practice (2nd ed. ). New York, NY: Cambridge University Press. Mullaly, B. (2010). Challenging Oppression and Confronting Privilege (2nd ed. ) New York, NY: Oxford University Press. NASW. (2008). Code of Ethics of the National Association of Social Work. Retrieved from http://www. socialworkers. org/pubs/code/code. asp Nussbaum, M. (2007). Human Rights and Human Capabilities. Harvard Human Rights Journal, 20(1) 21-24 Reichert, E. (2007). Challenges in Human Rights A Social Work Perspective. New York, NY: Columbia University Press. United Nations. (1994). Human rights and social work: A manual for schools of social work and social work profession. Geneva: United Nations Center for Human Rights. Retrieved from http://www. ohchr. org/Documents/Publications/training1en. pdf.

The success of A Tale of Two Cities

The art of historical fiction requires from its creator the scrupulosity of selection. This relates to the selection of theme, characters and their roles, pace of narration and time sequence supported by the language embodied into certain literary devices to make a story unique and popular through centuries. This requirement is perfectly achieved by Charles Dickens in his novel A Tale of Two Cities.The success of A Tale of Two Cities can be attributed to Dickens's artful setting of a touching human story against the background of the world-shaking events of the French Revolution, and to the themes related with these events. Among these themes, one of the most important is the theme of sacrifice, as the way to self-fulfillment.An accompanying are the themes of retribution and human loyalty – kind and sympathetic in the case of the Manettes, father and daughter, and Miss Pross; appalling though understandable in the case of Madame Defarge, who can never forget what the Evrà ©mo ndes did to her family. Another theme is the resemblances and parallels Dickens wants us to see between London and Paris. The two cities represent opposed mindsets that are personified by contrasting female characters.Dickens refers first to the London carts and coaches, in which â€Å"pale travellers set out continually on a violent passage into the other world† from the criminal court and prison of Old Bailey (Dickens, ii 2). Later, before he depicts the mob in Paris, he gives us a London crowd, which â€Å"in those times stopped at nothing, and was a monster much dreade† (Dickens, ii 14).Dickens’s most memorable characters tend to be the eccentrics, the droll fellows. In A Tale of Two Cities there are few of these: Miss Pross and Jerry Cruncher are the two most notable. As a contrast to them there is the pushing Stryver; he is not really entertaining.The rest of Dickens’s characters do not hold much of the reader's interest. Thus, Sydney Carton, Charle s Darnay, Lucie Manette, the good Doctor Manette, and Jarvis Lorry all seem relatively normal people, who in other circumstances would not be very interesting.The same might even be true of the Defarges, husband and wife. Had they not had a revolution to fight, their lives might have been routine, and not worth investigating. But in this novel, the driving force is an impersonal one. Its impact on character is felt most strongly when we consider the two principal antagonists: Sydney Carton and Madame Defarge.Sydney Carton is a case of a spoiled man who has somehow lost his nerve and his self-respect and bitterly knows it. He gets the chance to do a noble thing and, in doing it, redeems his wasted life. But, had there been no such opportunity, we must suspect that he would have gone on in his downward track, drinking more and enjoying it less, and at some point being cast off by the now affluent Stryver – the man who has used him to his own great benefit – when he needs him no longer.

Black Men and the Criminal Justice System

Black Men and the Criminal Justice System Is the criminal justice system hopelessly rigged against black men, leading to a disproportionate amount of them ending up in prison? This question surfaced repeatedly after July 13, 2013, when a Florida jury acquitted neighborhood watchman George Zimmerman of the murder of Trayvon Martin. Zimmerman shot Martin after trailing him around a gated community because he viewed the black teen, who wasn’t involved in any wrongdoing, as suspicious. Whether black men are victims, perpetrators or simply going about their day, civil rights activists say they don’t get a fair shake in the U.S. legal system. Black men, for example, are more likely to receive stiffer sentences for their crimes, including the death penalty, than others do. They  are imprisoned at six times the rate of white men, according to the Washington Post. Nearly  1 in 12 black men  age  25-54 are incarcerated, compared to 1 in 60 nonblack men, 1 in 200 black women and 1 in 500 nonblack women, the New York Times reported.   In a number of the nation’s biggest cities, black men are more likely to be treated as criminals and  stopped and frisked by police  without cause than any other group. The statistics below, compiled largely by ThinkProgress, further illuminate the experiences of African American men in the criminal justice system. Black Minors at Risk The discrepancies in the punishments black and white offenders receive can even be found among minors. According to the National Council on Crime And Deliquency, black youth referred to juvenile court are likelier to be incarcerated or wind up in adult court or prison than white youth. Blacks make up roughly 30 percent of juvenile arrests and referrals to juvenile court as well as 37 percent of incarcerated juveniles, 35 percent of juveniles sent to criminal court and 58 percent of juveniles sent to adult prisons. The term â€Å"school to prison pipeline† was created to illustrate how the criminal justice system paves a pathway to prison for blacks when African Americans are still very young. The Sentencing Project has found that black males born in 2001 have a 32 percent chance of being incarcerated at some point. In contrast, white males born that year have only a six percent chance of winding up in prison. Disparities Between Black and White Drug Users While blacks make up 13 percent of the U.S. population and 14 percent of monthly drug users, they comprise 34 percent of individuals arrested for drug offenses and more than half (53 percent) of individuals imprisoned for drug-related offenses, according to the American Bar Association. In other words, black drug users are four times more likely to end up in prison than white drug users. Differences in the way the criminal justice system treats black drug offenders and white drug offenders became especially clear when sentencing laws required crack-cocaine users to receive much stiffer penalties than powder-cocaine users. That’s because, at the height of its popularity, crack-cocaine was most popular among blacks in the inner city, while powder-cocaine was most popular among whites. In 2010, Congress passed the Fair Sentencing Act, which helped to erase some of the sentencing disparities related to cocaine. A Quarter of Young Black Men Report Police Mistreatment Gallup interviewed roughly 4,400 adults from June 13 to July 5, 2013, for its Minority Rights and Relations poll about police interactions and racial profiling. Gallup found that 24 percent of black men between the ages of 18 and 34 felt they had been mistreated by police during the past month. Meanwhile, 22 percent of blacks from ages 35 to 54 felt the same and 11 percent of black males older than age 55 agreed. These numbers are significant given that many people have absolutely no dealings with police in a month-long period. The fact that the young black men polled had contact with police and roughly a quarter felt the authorities had mistreated them during these encounters indicates that racial profiling remains a serious issue for African Americans. Race and the Death Penalty A number of studies have shown that race influences the likelihood a defendant will receive the death penalty. In Harris County, Texas, for example, the District Attorney’s Office was more than three times as likely to pursue the death penalty against black defendants than their white counterparts, according to an analysis released in 2013 by University of Maryland criminology professor Ray Paternoster. There is also bias regarding the race of victims in death penalty cases. While blacks and whites suffer from homicides at about the same rate, the New York Times reports, 80 percent of those executed murdered white people. Such statistics make it easy to understand why African Americans in particular feel that they are not treated fairly by the authorities or in the courts.

Cumplir Conjugation in Spanish, Translation, Examples

Cumplir Conjugation in Spanish, Translation, Examples The Spanish verb cumplir means to fulfill or accomplish. It is a regular -ir verb, so it is conjugated using the same patterns as verbs like conseguir  and escribir. In this article you will find tables with cumplir conjugations in the indicative mood (present, past, future), the subjunctive mood (present and past) and the imperative mood (commands). You will also find other verb forms, including the present and past participles. Using the Verb Cumplir The verb  cumplir  is used in several different contexts. It can mean to achieve or to accomplish, as in  Tengo que cumplir mis metas  (I have to achieve my goals). It can also mean to fulfill, as in  Espero que cumpla su promesa  (I hope he fulfills his promise) or  Ella siempre cumple su parte del trato  (She always fulfills her part of the deal). A very common use of the verb  cumplir  is to talk about birthdays. When we talk about turning a certain age or having a birthday in Spanish, we talk about  cumplir aà ±os, which essentially means to finish another year, or to fulfill another year. For example, we say  Este mes Ana cumple 10 aà ±os  (This month Ana is turning 10 years old). From this verb we derive the popular noun  cumpleaà ±os  (birthday). Cumplir Present Indicative Yo cumplo I fulfill Yo cumplo mis promesas. T cumples You fulfill T cumples tus metas profesionales. Usted/l/ella cumple You/he/she fulfills Ella cumple su sueo de ser doctora. Nosotros cumplimos We fulfill Nosotros cumplimos las rdenes del jefe. Vosotros cumpls You fulfill Vosotros cumpls vuestros objetivos. Ustedes/ellos/ellas cumplen You/they fulfill Ellos cumplen con sus obligaciones. Cumplir Preterite  Indicative There are two forms of the past tense in Spanish, the preterite and the imperfect. The preterit tense is used to talk about completed actions in the past. Yo cumpl I fulfilled Yo cumpl mis promesas. T cumpliste You fulfilled T cumpliste tus metas profesionales. Usted/l/ella cumpli You/he/she fulfilled Ella cumpli su sueo de ser doctora. Nosotros cumplimos We fulfilled Nosotros cumplimos las rdenes del jefe. Vosotros cumplisteis You fulfilled Vosotros cumplisteis vuestros objetivos. Ustedes/ellos/ellas cumplieron You/they fulfilled Ellos cumplieron con sus obligaciones. Cumplir Imperfect  Indicative The imperfect tense is used to talk about ongoing or habitual actions in the past. It can be translated as was fulfilling or used to fulfill. Yo cumpla I used to fulfill Yo cumpla mis promesas. T cumplas You used to fulfill T cumplas tus metas profesionales. Usted/l/ella cumpla You/he/she used to fulfill Ella cumpla su sueo de ser doctora. Nosotros cumplamos We used to fulfill Nosotros cumplamos las rdenes del jefe. Vosotros cumplais You used to fulfill Vosotros cumplais vuestros objetivos. Ustedes/ellos/ellas cumplan You/they used to fulfill Ellos cumplan con sus obligaciones. Cumplir  Future  Indicative Yo cumplir I will fulfill Yo cumplir mis promesas. T cumplirs You will fulfill T cumplirs tus metas profesionales. Usted/l/ella cumplir You/he/she will fulfill Ella cumplir su sueo de ser doctora. Nosotros cumpliremos We will fulfill Nosotros cumpliremos las rdenes del jefe. Vosotros cumpliris You will fulfill Vosotros cumpliris vuestros objetivos. Ustedes/ellos/ellas cumplirn You/they will fulfill Ellos cumplirn con sus obligaciones. Cumplir Periphrastic Future  Indicative The periphrastic future is formed with the present tense conjugation of the verb  ir,  followed by the preposition  a,  and then the infinitive of the verb. Yo voy a cumplir I am going to fulfill Yo voy a cumplir mis promesas. T vas a cumplir You are going to fulfill T vas a cumplir tus metas profesionales. Usted/l/ella va a cumplir You/he/she is going to fulfill Ella va a cumplir su sueo de ser doctora. Nosotros vamos a cumplir We are going to fulfill Nosotros vamos a cumplir las rdenes del jefe. Vosotros vais a cumplir You are going to fulfill Vosotros vais a cumplir vuestros objetivos. Ustedes/ellos/ellas van a cumplir You/they are going to fulfill Ellos van a cumplir con sus obligaciones. Cumplir Conditional  Indicative Yo cumplira I would fulfill Yo cumplira mis promesas. T cumpliras You would fulfill T cumpliras tus metas profesionales. Usted/l/ella cumplira You/he/she would fulfill Ella cumplira su sueo de ser doctora. Nosotros cumpliramos We would fulfill Nosotros cumpliramos las rdenes del jefe. Vosotros cumplirais You would fulfill Vosotros cumplirais vuestros objetivos. Ustedes/ellos/ellas cumpliran You/they would fulfill Ellos cumpliran con sus obligaciones. Cumplir Present Progressive/Gerund Form To form the present participle or gerund form of Spanish verbs, you must add the ending -ando  to  -ar verbs  or -iendo to  -er and -ir verbs. Since cumplir is an -ir  verb, the gerund is cumpliendo. One of the uses of the present participle is to form the present progressive. Present Progressive of  Cumplir  est cumpliendo   She is fulfilling  Ella est  cumpliendo su sueà ±o de ser doctora. Cumplir Past Participle To form the past participles of regular verbs, you must add the ending  -ado  to  -ar  verbs and -ido  to -er  and  -ir  verbs. One of the functions of the past participle is to  form compound tenses, such as the  present perfect  and the pluperfect.   Present Perfect of  Cumplir  ha cumplido   She has fulfilled  Ella  ha cumplido  su sueà ±o de ser doctora. Cumplir Present Subjunctive The conjugations for the present subjunctive are obtained by starting with the  yo  conjugation of the present tense (cumplo), dropping the o, and then adding the subjunctive endings.   Que yo cumpla That I fulfill Carlos espera que yo cumpla mis promesas. Que t cumplas That you fulfill Karina espera que t cumplas tus metas profesionales. Que usted/l/ella cumpla That you/he/she fulfill Daniel espera que ella cumpla su sueo de ser doctora. Que nosotros cumplamos That we fulfill Aurora espera que nosotros cumplamos las rdenes del jefe. Que vosotros cumplis That you fulfill Enrique espera que vosotros cumplis vuestros objetivos. Que ustedes/ellos/ellas cumplan That you/they fulfill Patricia espera que ellos cumplan con sus obligaciones. Cumplir Imperfect  Subjunctive There are two options for conjugating the imperfect subjunctive. Depending on regional or stylistic differences, speakers may choose one or the other, but they are both correct. Option 1 Que yo cumpliera That I fulfilled Carlos esperaba que yo cumpliera mis promesas. Que t cumplieras That you fulfilled Karina esperaba que t cumplieras tus metas profesionales. Que usted/l/ella cumpliera That you/he/she fulfilled Daniel esperaba que ella cumpliera su sueo de ser doctora. Que nosotros cumpliramos That we fulfilled Aurora esperaba que nosotros cumpliramos las rdenes del jefe. Que vosotros cumplierais That you fulfilled Enrique esperaba que vosotros cumplierais vuestros objetivos. Que ustedes/ellos/ellas cumplieran That you/they fulfilled Patricia esperaba que ellos cumplieran con sus obligaciones. Option 2 Que yo cumpliese That I fulfilled Carlos esperaba que yo cumpliese mis promesas. Que t cumplieses That you fulfilled Karina esperaba que t cumplieses tus metas profesionales. Que usted/l/ella cumpliese That you/he/she fulfilled Daniel esperaba que ella cumpliese su sueo de ser doctora. Que nosotros cumplisemos That we fulfilled Aurora esperaba que nosotros cumplisemos las rdenes del jefe. Que vosotros cumplieseis That you fulfilled Enrique esperaba que vosotros cumplieseis vuestros objetivos. Que ustedes/ellos/ellas cumpliesen That you/they fulfilled Patricia esperaba que ellos cumpliesen con sus obligaciones. Cumplir Imperative   The imperative form is for giving direct orders or commands. Therefore, there are no imperative forms for  yo,  Ãƒ ©l/ella,  or  ellos/ellas.  Also, as shown in the tables below, the positive and negative commands are different for the  tà ºÃ‚  and  vosotros  forms. Positive commands T cumple Fulfill! Cumple tus metas profesionales! Usted cumpla Fulfill! Cumpla su sueo de ser doctora! Nosotros cumplamos Lets fulfill! Cumplamos las rdenes del jefe! Vosotros cumplid Fulfill! Cumplid vuestros objetivos! Ustedes cumplan Fulfill! Cumplan con sus obligaciones! Negative commands T no cumplas Dont fulfill! No cumplas tus metas profesionales! Usted no cumpla Dont fulfill! No cumpla su sueo de ser doctora! Nosotros no cumplamos Lets not fulfill! No cumplamos las rdenes del jefe! Vosotros no cumplis Dont fulfill! No cumplis vuestros objetivos! Ustedes no cumplan Dont fulfill! No cumplan con sus obligaciones!

VARK analysis paper Essay Example | Topics and Well Written Essays - 750 words - 1

VARK analysis paper - Essay Example It means that the student is able to recall images more than listening to class lectures alone. Aside from the use of proper gestures when teaching, the student learns well if the teacher uses pictures, posters, slides, and diagrams like flow charts or graphs throughout the class discussion (Vark Learn, 2012c). The student’s preferred learning strategy is totally different when compared to other learning styles. Instead of using pictures, posters, slides, and diagrams like flow charts or graphs, the use of aural learning strategy is more focused on receiving inputs out of hearing. In most cases, students who prefer the use of aural learning strategy learns best each time they attend classes, discussions, and tutorials, participating in group discussion, or using a tape recorder (Vark Learn, 2012d). In case the only available teaching and learning materials is a manuscript or notes, the student should read the text aloud so they can easily recall what they have read. Students who prefer the use of read/write learning strategy learns better when they read dictionaries, books, journals, notes, essays, and manuals. It is also possible for this group of learners to learn better each time they write down technical terms on a piece of paper or convert diagrams or charts into words (Vark Learn, 2012e). Unlike the use of visual, aural, and read/write, kinesthetic approach in learning is all about learning by doing (Gardner, Jewler, & Barefoot, 2008, p. 44). Basically, figure I shows the test results after completing the VARK Questionnaire entitled â€Å"How Do I Learn Best?† The fact that the VARK Questionnaire results show scores between 10 to 15 strongly suggest that as a learner, the student is very flexible. Regardless of the kind of teaching modality used in class, the VARK test strongly suggest that the student can easily cope with whatever teaching modality the teacher decides to use in class. The test results strongly suggest that the student

Programming Project in Java Assignment Example | Topics and Well Written Essays - 2000 words

Programming Project in Java - Assignment Example Per problem counter semaphore should be initialized to '3'. b. Secondly, a binary semaphore to keep track whether a customer is being served by a Server or not. This will avoid customer thread to gain access of multiple counters at a time. 3. Cash Register - Like Counter location, cash register is also shared by customers. Since, there exist a single cash register and only one customer can access it at given moment. A binary semaphore can be used to control customers waiting to pay from paying together, but would ensure they pay one by one. So, four different semaphores are needed to handle concurrency of Customer and Server as per given problem. Use cases:- Customer Server Class Diagram:- Both, Customer and Server extend Thread class. However, both classes have different sets of responsibilities. Customer 1. Step in to Burrito Brothers shop, if there is space available. 2. After stepping in, wait till customer becomes a customer with smallest order in waiting Area. 3. Once, customer becomes the customer with smallest order aquaire a free counter. 4. Leave counter and join waiting Area. 5. If more burritos are needed keep performing steps 3 & 4. 6. If order is complete wait for cash register to get free. 7. Once cash register is free leave waiting Area and acquire cash register. 8. Pay. 9. Leave cash register. 10. Leave Burrito Brothers. Server 1. Wait for customer to serve. 2. Once customer is at counter, prepare three or less burritos. 3. Handover them and again go to step 1. Additional, two classes are needed in the solution which are not mentioned in class diagram. 1. CustomerGenerator - A class to generate new customers with random orders. 2. World - A class which creates...Since, there exist a single cash register and only one customer can access it at given moment. A binary semaphore can be used to control customers waiting to pay from paying together, but would ensure they pay one by one. Since, customer with smallest order needs to get change to aquireCounter first Waiting Area is implemented as TreeSet which automatically sorts objects, if object implements Comparable interface. Customers just need to check whether they are first in Tree Set to know whether they are eligible to acuire Counter Location, if available. World.log("Admitted one customer " +customer.getCustomerName() + ", additional space for " + customerSemaphore.availablePermits() + " customers available. Waiting area consits of " + customersWaitingForBurrito.toString()); World.log(serverName + " made " + burritosToMake + " burritos for " + customerToServe.getCustomerName() + ", customer still requires " + (customerToServe.getOrderBurritoCount() - customerToServe.getAcceptedBurritos()) + " burritos.");