Chipotle Essay Example | Topics and Well Written Essays - 250 words - 3

Chipotle - Essay Example In addition, Moes South West Grill provides their customers with options to add different types of cheeses or olives to their menu.1 In addition, Moes Southwest Grill usually offers its clients the option of salsa and free chips whereas at Chipotle, customers are not provided which such options. Moes Southwest Grill usually asks its customers after making their orders if they want salsa and chips too to be added. Another advantage of Moes Southwest Grill is that they have more items offered in their menu when compared to Chipotle. One can get nachos at Moes Southwest Grill and not in Chipotle menu. Another thing Moes Southwest Grill offers its customers is the option of free chips and salsa for every customer. Here Chipotle does not do that, they make you pay for chips and salsa. After you create your menus item, they ask you if you wants chips and salsa with your order. Also Moes Southwest Grill has more items to select from like nachos. Currently you cannot get nachos from Chipotle because it is not on their menu. In conclusion, Chipotle usually places emphasis on providing food with integrity. For them to maintain their mission, means they have to secure their suppliers. This will have to be done by increasing their demands for organic ingredients. In addition, they have an option of working directly with the

Aviation Organization in Nigeria Research Paper

Aviation Organization in Nigeria - Research Paper Example Women workforce in Nigeria would aid the development of its economy as women have started taking tertiary education. Third, it is also important to understand the difference in the managers’ attitudes to work, in both Nigeria and the United States. This is important as many MNCs have expanded their operations in developing countries and employ both local and expatriate managers. The managers need to have an in-depth understanding of how to manage diversity because decisions on issues such as recruitment and training, promotions and retentions, could vary. Managing diversity could mean utilizing the differences to gain competitive advantage. It not only helps in recruitment and employee retention, it also leads to reduced turnover and absence costs, enhanced customer service and greater flexibility and creativity in the organizations (Maxwell, 2004). Nigeria is the most populous African country having about 130 million inhabitants. It consists of more than 250 ethnic groups and is besieged with ethnic and religious tensions. Nigeria has an abundance of labor and scarce talent. The average Nigerian could find employment based on the culture, religion, language, gender and educational qualifications. Attracting, developing, deploying and retaining talent has become a major concern in Nigeria. Nigeria has been facing the challenge of managing religious and political diversity ever since its independence in 1960 (Anaba, 2011). In the aviation sector diversity matters to customers; hence, in the airline company proposed to be set up in Nigeria, diversity should be kept as a part of the hiring policy. The commercial airline is a highly competitive, safety-sensitive, high technology service industry (Applebaum & Fewster, 2002). The core competency can come from people and employees. Hence, the focus should be in managing people. The whole aviation sector functions as a traditional, top-down, highly divisionalized, industrial model of operations and governance. T o have a customer-centric, learning-oriented workforce capable of adapting to the strategic goals and the change-imperative facing the industry, diversity and equal opportunity are required. Southwest Airlines believes that its dedication to ensure employee diversity also ensures the right fit. They give preference to women and minorities in interviewing them ahead of other candidates. Diversity and Equal Employment Opportunity at Continental Airlines experienced continued profits and double-digit growth. It has an aggressive attitude towards hiring, training and retaining minority employees as a result of which 23% of its employees and 37% of its employers are minorities. America West also has a corporate statement of commitment regarding equal employment opportunity that is updated annually. United is committed to provide opportunity for career advancement for women and minorities. Diversity matters to customers and this has been incorporated as the organization’s hiring po licy. Delta Airlines also promotes the development of women and black pilots in an industry where only 5% of all pilots are women and less than 1% is non-Caucasian. Applebaum and Fewster find that a high correlation exists between customer satisfaction and that of employees. A high correlation also exists between satisfied employees and world-class human resource practices. Women in Nigeria have

Von Neumann Computer Architecture Information Technology Essay

Von Neumann Computer Architecture Information Technology Essay The Von Neumann Computer is a digital pc that storing the data in a single separate way and it use a processing unit. A digital computer keeps its program in instruction with its data as well. The Von Neumann Computer named after name of computer scientist John von Neumann. 5 Internal Components: Description of each components, how they are connected to Mother Board, Diagram. Hard Disk: Hard disk is a magnetic disk that allows you to store your computer data, a hard disk consist of several platters, which every individual platter is able to read and write. The hard disk is connected to the motherboard by ribbon cable (ATA66/100). Random Access Memory (RAM: It is type of computer memory but it can be accessed randomly, RAM is very fast to read than any storage device in a PC. As long as your computer is running the data store in a RAM but when the computer turns off, Ram will lose its data. The Ram connected to the motherboard by small circuit, in the motherboard there is two circuit places which is one for inline memory and the second is duel inline memory. Processor: Processor or Central Processing Unit (CPU) it is part of computer system and in easy way it is a brain of computer the job of CPU in a computer is to give a instruction for any computer program the processor is connected to the motherboard directly. Graphic Card: It is a bridge between processor and other devices to send command and gets back the signal, the Graphic Card is connected throw the expansion slot which is in the Motherboard. 5 External Components: Description, how are they connected? Eg Ports, USB, etc. Diagram. Key Board: keyboard is primary way to communicate with input; you can use the keyboard to input text and data. When we press a key, it presses a button, completing the circuit and allowing an amount of current to run through and keyboards are connected by USB cable or PS2. Mouse: mouse is device which lets you work with graphical objects that the computer displays on the screen. Mouse has one button or sometimes three buttons and it have scroll wheel that enable user to scrolling long document or webpage. The Mouse is connected by USB cable or PS2. Printer: It is a device that can print text or graphic that stored in a electronic form, and it connect to the PC by USB Port. Scanner: It is a device that scans data or any text, printed page or photo you scan it to the computer and it connected to the computer by USB Port. Monitor: A Monitor is like a television but the difference is that monitor display the information produced by a computer, basically it is a screen display of a computer and it connect VGA port in a PC or in some PC by the Video card. Task 2 Describe the characteristics of the various types of internal memory of computer: What is internal memory of computer? The internal memory of computer is also part of computer devices that recoding media that keep digital data used for computing for some interval of time. What are the major types of internal memory of computer? For each type of internal memory, explain how it works and what are its major characteristics There are types of computer internal memory which is Random Access Memory (RAM) and Read Only Memory (ROM). Random Access Memory (RAM): It is a temporary computer internal memory and it is a space that allows us to temporarily store data when a program is running. The contents are being lost when the computer is switched off it only holds data while power is on. There are some major types of RAM which are : Rambus DRAM (RDRAM): is a serial memory technology that arrived in three flavours, PC600, PC700, and PC800. PC800 DRAM has doubled the maximum throughput of old, but a higher speed and it use small capacitors to store each bit of memory in an addressable format that consists of rows and columns, DRAM designs with multiple channels. SIMM chips: Single in-line memory modules (SIMMs) it is a type of solid state computer memory which is used particular for the processor cache memory. The 72-pin SIMM has a notch among the contacts in the middle. An important characteristic of RAM is that the entire memory place can be accessed at almost the same speed. Read Only Memory (ROM): Is a kind of memory that store the data permanently and it cannot be removed, eventually every computer is coming with a small amount of ROM which recorded of boot firmware, when we start our computer the ROM chips will running hardware diagnostics that will loading the operating system into RAM. Cache: The cache will make our computer more skilled and better, your computer memory, cache is extremely fast memory that store data and the data is accessible quickly and it gives quickest response to the CPU. Virtual Memory: The virtual memory task was to enable a process to operate or establish the status of pages in its virtual address space. Task 3 Explain the purpose and functions of the system busses of a computer: Explain how the internal subsystems are linked through buses and where these buses could be found inside a computer. The computer internal subsystems are connect to the busses through wire inside the computer and the data transfer throw these from one part to the another part of computer. Busses connect the entire computer component with the main memory and processor. Explain the functions of control, data, and address busses. What is bus width and what is the effect of the bus width on the bus performance? The architecture of buses is a wire inside a computer which data is transfer from one part to another part inside the computer, the purpose of buses is to connect the entire computer component to the processor and to the central memory. Busses are dividing into two parts the Data busses and Address busses. The function of data busses is to transfer the data and the function of address busses is to give direction to data where to go. Bus width is a canal that information is flowing; when the bus width is wider it is beneficial for busses because more information can flow in more speedy time. What is a motherboard chip set? With use of a diagram, explain what is the role and characteristics of the North and South Bridge of a motherboard. It is a specific chip in a computer that calls motherboard chipset. The Northbridge is core logical in a computer motherboard and its role is to hold communication with RAM, BIOS ROM, PCI and CPU. The South Bridge job is to manage the basic of input/output These include all hard drive and expansion slots, USB, FireWire, RAID, audio codes, real-time system clock, system power management, interrupt controller, direct memory access (DMA) controller, and non-volatile BIOS memory. Task 4 Describe, with the aid of diagrams, what are the components and the structure of CPU and how CPU works: What is the CPU of a modern computer and what are the CPU components? The Central Processing Unit (CPU) is the brain of a computer that gives function to a computer programme. Every time when CPU doing a job there is a stored code in the computers memory that instructs the CPU what to do. CPU needs to decode the instruction code to find what it needs to do finish the task. After the CPU solve the code, the CPU will start to perform calculation and the result whether it store the result back in memory, to hard drive, or the computer display. The way that we can understand how powerful a process is by the number of instruction that a CPU can execute per second. The CPU components are: Logic or Arithmetic unit (ALU) it performs calculations, there are four types of function that ALU do and it depends on these to perform and they are addition, subtraction, multiplication and division even registering and instruction. Register or the memory which stores the data, it tell CPU where the information is located, also its a temporary storage areas for instructions or data and they are not part of the memory. Register hold and transfer instructions. Register operate faster than a Ram, normally register assess by bit like 32 bits. Control unit which give direction to the data around the CPU by sending control signals and its job is to control the data that executed by the ALU, also the Control Unit keeping communicate with ALU and system memory. Use a diagram to explain the components of CPU CPU Components Diagram Arithmetic Logic Unit (ALU) Registers Control Unit Input Device Secondary Storage Output Device Explain shortly the Fetch Execute Cycle of CPU referring to its components and RAM. Fetch Execute Cycle of CPU it is an order of actions that the central processing unit (CPU) perform to execute each machine code instruction in a program. There are five register in the Fetch Execute Cycle which are: The Instruction Register that hold the solved and executed last instruction. The memory buffer register that use to get data from memory. The memory address registers that to be use when a word is transferred between memory and MBR. The accumulator job is to hold the result of ALU for the time being and the programme counter that hold the address of the next instruction to be fetched from memory.

To Kill a Mockingbird - Theme of Innocence :: Free Essay Writer

To Kill a Mockingbird - Theme of Innocence       Innocence is a time when a person has never done something, it is the first step of the theme of innocence to experience. The second step in the movement from innocence to experience, is experience. This step is what is achieved after a person or thing has done something they have never done before or learns something they have never know before. The theme of growth from innocence to experience occurs many times in the first part of To Kill a Mockingbird, by Harper Lee. This process is one of the central themes in the first eleven chapters of this book, because it shows how Scout and Jem change and mature.    In To Kill a Mockingbird, by Harper Lee, there are many great examples of Jem or Scout moving from innocence to experience. One of these is on page 24 when Scout learns the proper way to treat a guest. After Scout has a fight with Walter Cunningham, Jem invites him to dinner. During the meal, Scout watches Walter pour a lot of syrup on his food. Thinking it unusual, Scout inquired about why he was doing it. Her comment embarrasses Walter. Calpernia, the housekeeper, brings her into the kitchen and tells her that she should never comment on the ways of their guest's eating habits or otherwise. To drive home her point, Calpernia not only informs Scout of her mistake, she slaps her.    Prior to these events happening, Scout had never know that it was improper to make fun of or judge a guest of the house. In her innocence, she had never before realized this behavior was inappropriate. The hit as well as the scolding have removed her innocence. Scout is now very aware of her mistake. With her new experience, she will most likely never embarrass a house guest again. She has learned her lesson.    In my life I have also gone through many situations that have taken me across the threshold of innocence to experience. One example of this would be, that when I was young, I was unaware that leaning back in a chair was dangerous. This would be my innocence, but one day when I was leaning back, I fell to the ground and took off the skin on my chin.

The Role of Women in Spartan Society

THE ROLE OF WOMEN IN SPARTAN SOCIETY The women of ancient Sparta, those who were born to Spartan parents, had many roles. They were very important and essential for the stability and running of the ancient warrior society. The woman’s role in Spartan society was highly regarded by the state as equal in importance to that of a man’s, but they could not rule or hold public office. They were given the freedom, power, respect and status that was unheard of in the other polis, along with the rest of the classical world.Since the time of Lycurgus, the Spartan lawgiver, the women of Sparta were very much aware of their role in society. These roles were in regards to motherhood, ownership and maintenance of land, religion, education, marriage and their strong influence and power in society. In Xenophon’s explanation of the Spartan constitution, the central and most important role in Spartan society for the Spartiate or free woman was to continue Sparta, through childbirt h. Spartan women were highly valued as the mothers of warriors and they had to maintain their fitness to ensure healthy pregnancy and childbirth.Since Sparta was regularly at war for much of its five hundred year history, it was a woman’s role to bear and rear healthy children, in particular, strong and brave sons to serve in the Spartan army. Females were encouraged to participate in physical training so that they could give birth o healthy babies. According to Xenophon, Lycurgus decreed that â€Å"women should take as much trouble over physical fitness as men†¦ on the grounds that if both parents were strong, the offspring would be more sturdy and the women themselves would be able to bear the pains of labour. The role of motherhood was so important that mothers who had numerous sons were given special status and according to Xenophon, â€Å"Spartans value motherhood so highly that there were only two ways a Spartan would receive their name on a gravestone: death in battle or death in childbirth. † Women were responsible for bringing up their children in their early years where both girls and boys received a public education. Mothers were responsible for communicating the Spartan values to their children. They encouraged bravery in their sons and did not tolerate cowardice in battle or mourn their sons when they died in battle.Rather than mourn the death of their son, they would take pride in the fact that their son died in defence of Sparta – Source 1 (Plutarch On Sparta, p. 160) â€Å"As a woman was burying her son, a worthless old crone came up to her and said: ‘You poor woman, what a misfortune! ’ ‘No, by the two gods, a piece of good fortune,’ she replied, ‘because I bore him so that he might die for Sparta, and that is what has happened. † To die for Sparta in battle was a man’s highest honour and what a mother dreams of for her sons.Therefore, the pride of a Spartan woman was to be a mother of a truly courageous and dutiful son – Source 2 (Plutarch On Sparta, p. 160) â€Å"When an Ionian woman was priding herself on one of the tapestries she had made (which was indeed of great value), a Spartan woman showed off her four most dutiful sons and said they were the kind of thing a noble and good woman ought to produce, and should boast of them and take pride in them. † Spartan mothers were not tolerant to a son’s act of cowardice or unworthiness towards her and Sparta. They were known to shame and kill their sons when they displayed these actions.For example, a quote from Plutarch’s Sayings of Spartan Women shows just this. Another Spartan woman killed her son, who had deserted his post because he was unworthy of Sparta. She declared: â€Å"He was not my offspring†¦ for I did not bear one unworthy of Sparta. † (Blundell, 1995, 151 & 157; Pomeroy, 2002, 34-37 & 52-69 – Don’t know who said what, notes given fro m a uni student. ) Spartan women were known to be wealthy although Sparta did not have a coinage system and women were not allowed to possess gold or silver. This wealth was known to have been acquired from property ownership.Land ownership in Sparta was different from other polis. A family’s land was shared between all members of the family, including the girls but their percentage was smaller than her brother’s. At the beginning of the classical period, a Spartan woman could inherit part of her family’s estate but she never owned it, it was always passed on to her children. This changed and towards the end of the classical period, Xenophon and Aristotle noted that women did own and could manage, control, and dispose of property without the need of male approval.Women could also acquire land through marriage says Powell, Athens and Sparta. Aristotle indicated that women owned two-fifths of the land near the end of the classical period. With the women owning thi s much land and the men were constantly away training or at war, they played very important roles in the management of the household and the kleros. They had to supervise the helots who worked in the house and kleros because they did not perform domestic duties or manual labour, an act which was seen only fit for helots.If a woman was married, any profit from her estate was her husband’s profit too and the same goes for any profit from the estate of her husband’s. If a married couple were to divorce, which was very rare, women were allowed to keep their estates. Women were encouraged to be skilled and knowledgeable with horses so they could ride out to supervise theirs and their husband’s estates which could have been spread out over a vast amount of area. Therefore, Spartan women usually owned, bred and trained fine horses which served as an example of their wealth in land. Blundell, 1995, 155-157; Pomeroy, 1975, 38; Pomeroy, 1991, 144; Pomeroy, 2002, 19-34 & 7 6-86 – Don’t know who said what, notes given from a uni student. ) Women also played an important role in religion. According to S. B. Pomeroy, Spartan cults for women mirrored the society’s emphasis on female beauty, health and most of all, fertility, being prominent in the cults of Dionysus, Eileithyia and Helen. During religious festivals, such as the Hyporchema and the Caryatid, women would sing, dance, race, feast, dedicate votive offerings, drive chariots in processions and weave clothing for cult images of the gods, said Pomeroy.At the Hyakinthia festival, women played a part in â€Å"riding on richly decorated carriages made of wicker work, while others yoked chariots and drove them in a procession for racing† says Hooker in The Ancient Spartans. At the sanctuary of Artemis Orthia, a large number of votive offerings have been found. It is thought that these offerings were made by women who were barren, pregnant or had survived childbirth, as Artem is Orthia was associated with childbirth. Also, Spartan mothers made offerings and sacrifices to the goddess Aphrodite Hera when their daughters got married.In addition, Pomeroy stated that sundry votive offerings by individual women were evidences of other personal relationships with the divinities. In figure 3. 9 in the book Antiquity 2, there is a 5th century relief showing a Spartan girl involved a religious rite. From early childhood, girls were raised to be the kind of mothers that Sparta required, just as boys were trained to be the soldiers it needed. The Spartan education system that was devised for girls was to create mothers who would produce the best hoplites, to manage property and to participate in religious festivals.Girls stayed at home with their mothers who taught them the basics of reading and writing. Since music was an important part of Sparta’s religious festivals, the girls had to learn to sing and perform dances such as the bibasis, which was also a fo rm of exercise. Sparta was the only polis where the training of girls was prescribed and supported by public authority. The girl’s physical education involved, â€Å"running, wrestling, discus throwing, and hurling the javelin†, as accounted by Plutarch.The main reason why girls participated in physical activities was to serve the state purpose of giving birth to strong and healthy children, on the basis that both parents were strong and healthy, according to Barrow and Powell. (Blundell, 1995, 151; Fantham, 1994, 57-63; Pomeroy, 1975, 36; Pomeroy, 2002, 4-27 – Don’t know who said what, notes given from a uni student. ) According to Plutarch, unlike girls from other polis, Spartan girls married when â€Å"they were ripe for it†, probably around the age of eighteen when they were more physically mature and ready for motherhood.Spartans were expected to marry within their own social class and was generally arranged between families, with the bride an d groom usually knowing each other beforehand. Another form of marriage that was believed to have been practiced in Sparta was marriage by capture. This occurred when a man would choose a bride and carry her off. Although it sounds like the bride had no choice in who she would marry, A. J. Ball suggests that the act of â€Å"capture† was purely a symbolic act. Plutarch states that the bride was dressed like a male with her hair shaved off in preparation for the marriage.Some suggestions why this procedure was undertaken were because it implied chastity, and to â€Å"ease† the groom into unfamiliar grounds to have sexual intercourse with a woman since he spent the majority of his time with other men. Trial marriages were also practised in Sparta. It was not unusual for a married couple to keep their marriage a secret until the birth of their first child, just in case the wife was barren and so a new marriage contract could be arranged. The Spartan society had an open mi nded attitude towards extramarital relations, provided that it was to produce more children.It was acceptable for an older man with a young wife to give permission for a younger man to have sexual intercourse with her provided that they produce more physically fit children. Also, according to Xenophon, if a man wanted to have children but did not want to get married, he could ask permission from another man if he could share his wife sexually. There were no indications that women made objections or complaints to such arrangements. Married Spartan women had significantly more influence and power in society than other women from other polis.It is thought that they obtained all this influence and power as a result of their wealth, the constant absences of their husbands and an educational system that encouraged them to speak out and express themselves. However, their authority was more social and not political. They were restricted from voting and could not hold governmental positions, even though they made up the majority of Spartiates. It is thought that they did, nevertheless, give their opinions on public matters. They were known to be unbelievably straight talking and dominated their husbands in the household.According to Plutarch, â€Å"When a woman from Attica asked ‘Why is it that you Spartans are the only women who can rule men? ’ Gorgo replied, ‘Because we are the only ones who give birth to men. ’† Another way females in Sparta practiced their authority was during festivals, where girls would sing songs of praises for Spartan boys who deserved them. They would cheer for the winners and mock the losers of competitions which influenced the boys to strive for excellence. According to S. Blundell, â€Å"Females in Sparta were so thoroughly indoctrinated that they formed an effective branch of a state propaganda machine. A shrine of one of Sparta’s most famous women, Cynisca, who had been hailed as a hero for her equ estrian victories, was centrally located in Sparta. This further emphasises how much power and influence they had. Aristotle was critical of the wealth, power and influence women exercised in Sparta because he felt that it strongly contributed to Sparta’s ultimate downfall. (Blundell, 1995, 155-157; Pomeroy, 1991, 144-149; Pomeroy, 2002, 56-93 – Don’t know who said what, notes given from a uni student. ) In conclusion, the role of Spartan women in society was of great importance.They not only played a vital role in the economy, religion, education and public matters, they were the backbone of the entire Spartan race. Without the women playing their role in society, Sparta would not have been the once mighty and great polis as we know it today. Bibliography Hurley, T. , Medcalf, P. , Murray, C. and Rolph, J. 2008, Antiquity 2, Oxford University Press : Victoria. Stevens, V. , Merchant, W. , Hampson, M. and Bradshaw. G. 2006, HSC Ancient History, Macmillan Educati on Australia : South Yarra. Pomeroy, S. B. 2002, Spartan Women, Oxford University Press : New York Jovy Celestino

Han Dynasty Vs. Roman Empire

The Han Dynasty and Roman Empire are two very complex civilizations that thrived around the same time. Each had similarities in political structures such as they were both ruled by emperors, but they did still have differences. They also shared similarities in economic structures such as how they were both apart of the Silk Road. Lastly they shared some similarities in social structures such as how women were treated.A similarity in the Roman Empire and Han Dynasty was that they were both ruled by emperors. Han was ruled by Gaozo and Rome was ruled by Octavian. Along with each being ruled by emperors their emperor’s shared a similar tactic in getting people to follow them. This tactic was to use some type of religious connection. Octavian used the fact that previous emperor’s were thought of as god’s to boost loyalty, and gaozo used religious pageantry to boost his power.There were still differences in these civilizations political structures though. Rome was not only ruled by an emperor, but a senate also. Han however was only ruled by an emperor. This is a minor difference, but all laws were made by the Han emperor while most in Rome were made by the Roman Senate.Next there was a similar trait in their economic structures. This was the fact that both Han China and the Roman Empire were connected by the Silk Road and were big into trading. Rome loved silk which China manufactured and china loved other goods from Rome. This was not only a similarity, but a huge connection between two great civilizations.The Han Dynasty and Roman Empire had a difference in their economic structures. This was how Han thrived on agriculture for their economy more than trade. This was different for Rome. The early Roman culture thrived on agriculture, but then the later Empire thrived more on trade.Women socially in both the Han Dynasty and Roman Empire were treated like a child in the eyes of the law. This was a huge similarity between these cultures. Women of both civilizations could not own property or vote. They also had to do as men told them, and keep the home, raise the children especially boys. If a women didn’t have a boy or couldn’t have children she was blamed and generally killed.Lastly a difference in their social structures was that the Han Dynasty didn’t have a patron/client relationship bounding together individuals of different class like Rome. This may not be a huge difference, but Han had nothing to bound together different classes. Rome used the patron/client relationship to turn men into equals, because inequality of men in Rome was turned into a system of mutual benefits and obligations.Each of these cultures Han and Rome had their political, economic, and social similarities. They were both ruled by emperor’s, they shared the Silk Road and Women were treated like children. Each of the civilizations also had their differences. These things made these civilizations grow and learn and someti mes fail, but they have set some of the basic rules for some civilizations today.