Thesis for POS Systems Essay Example for Free

Thesis for POS Systems Essay ABSTRACT Several threats affect the survival of small, independent retail companies. Adoption and use of Point-of-Sale (POS) systems may offer important benefits to counter these threats. POS systems are not widely used by these retailers, however. This research investigates the determinants of the adoption of POS systems using a conceptual model based on existing adoption theories. Based on this, a survey has been held among 37 Dutch small, independent retailers, to answer the question what the most important determinants for POS system adoption are. This study furthers theory on IT adoption, specifically for small organizations. The practical relevance is that its findings may help in improving POS system adoption. . INTRODUCTION The Dutch retail sector consists for 94% of small retail organizations (≠¤10 employees), altogether employing around 250,000 persons. The retail sector is noticeably present in the trade-driven Dutch economy and acts as an intermediary between industry and consumer. The sector is an important and relevant subject of study from an economical, social and cultural perspective. In this paper we focus on in-store retailing. The environment of this type of retail trade is under pressure. Several interacting threats, like globalization, demanding consumers, increasing administrative burden and an economic recession force the retailers into action. Information and communication technology (ICT) is a double-edged sword in this context (cf. Turban, King, Viehland and Lee, 2004). On the one hand, it can be a threat to smaller retailers for its disintermediation effects and competition through e-tailing (cf. Chircu and Kauffman, 1999), and by its supply chain management effectuation of the larger(franchise) organizations (cf. David, 2008). On the other hand, ICT likewise provides opportunities to smaller retailers, like opening up new sales channels, reducing administrative tasks and/or enabling strategic management of their enterprise (Turban et al., 2004). A specific type of retail ICT that can be employed to achieve effective store management is a ‘Point-of-Sale’ (POS) system. POS systems are defined in many different ways. On Wikipedia, a retail POS system is defined as â€Å"a computer, monitor, cash drawer, receipt printer, customer display and a barcode scanner†. Webopedia.com defines a POS system as â€Å"the capturing of data and customer payment information at a physical location when goods or services are bought and sold†. YourDictionary.com defines it as: â€Å"A comprehensive computerized checkout system that includes a bar-code scanner, receipt printer, cash drawer, credit and debit card scanner, monitor, and inventory management software. A point-of-sale system tracks sales and identifies inventory levels in real time†. There are many different types and brands of POS systems available. eBay.com and BuyerZone.com provide a web-based ‘Point of Sale System Buying Guide’, containing over 4,000 different POS equipments for retailers, and 91 different types of POS software. The POS system market in The Netherlands contains no less than 150 vendors, each offering their own ‘unique’ software package. POS systems enable retailers to consult more detailed management information compared to traditional cash registers and Electronic Cash Registers (ECRs). As this management information is based on sales figures, retailers can improve their business by maintaining a better product strategy and pursuing a more efficient replenishment process matching customer demand, alleviating what is often referred to as the ‘bullwhip effect’ (Lee, Padmanabhan and Whang, 1997). This enables inventory optimization, minimizing storage space and ‘sold-out’ situations. Moreover, cash slips can be stored electronically and the results can be brought up in the POS system immediately, both reducing time spent on administrative tasks. This is specifically relevant for The Netherlands, where the administrative burden for SMEs has increased through regulations LITERATURE REVIEW: ADOPTION MODELS In this section we review eight different studies on the adoption of information systems, which were found through literature study. The meta literature search focused on theories and models concerning IS/IT adoption, more specifically of small businesses, retail and/or POS systems. Below, as a result, we first describe two generic adoption models with regard to IS/IT adoption. Next, we discuss six models that address adoption within the retail or small business domain. Generic models The first generic adoption model we refer to here is that of Rogers (2003). His Diffusion of Innovations (DOI) theory describes the adoption of innovations over time. He ascribes the dynamics of adoption behaviour in terms of different groups of people, like innovators and laggards. His theory also indicates how an individual or organisation (i.e. any decision-making unit) decides to adopt (or not) an innovation. This adoption process consists of five different stages: knowledge acquisition, persuasion, adoption, implementation and confirmation. Rogers specifies three groups of determinants that influence this process: characteristics of the decision-making unit, characteristics of the innovation and information channels. Based on DOI theory, factors concerning the decision-making unit that positively influence adoption are e.g. high social status, low age and financial flexibility. According to DOI, important characteristics of an innovation include: relative advantage, compatibility, complexity, trialability (the degree to which it can be experimented with), and observability (the visibility of its results). Information channels (personal and mass communication channels) are required to spread knowledge of an innovation. The second generic adoption model is based on Venkatesh, Morris, Davis and Davis (2003), who reviewed technology acceptance models, among which the Technology Acceptance Model (Davis, 1986) and the Theory of Planned Behaviour (Ajzen, 1985). They used elements of each model for a new unified model, called the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Contrary to Rogers’ model, UTAUT concentrates on the adoption behaviour of individuals. In this model, four constructs are defined as determinants of a user’s acceptance and behaviour. Performance expectancy relates to the degree to which the technology is expected to improve job performance. Effort expectancy concerns the ease of use associated with the technology. Social influence is defined as â€Å"[t]he degree to which an individual perceives that important others believe he or she should use the new system† (Venkatesh et al., 2003). Finally, the construct facilitating conditions deals with the degree to which a support infrastructure for the technology is believed to exist. In addition, these four constructs are modelled to be influenced by four so-called moderators, i.e. gender, age, experience and voluntariness. Retail and SME-specific models We will discuss six main studies and their adoption models below. First, the study by Julien and Raymond (1994) can be mentioned. Their technology adoption model for the retail sector proposes eight organizational aspects as determinants of technology adoption: centralization, complexity, size, status (i.e. independent/affiliated), sector, and assertiveness, rationality, and interaction of the organizational strategy. These determinants were identified in earlier research on technology adoption in small organizations. Technology adoption in this case concerned the use of hardware (business computing, POS systems and telecomputing) and software. In the study 79 firms in food, hardware and clothing were assessed through questionnaires and semi-structured interviews. Clothing firms and large firms were less apt to use POS systems, while firms that had a longer organizational planning horizon used POS systems more often. Secondly, Chau (1995) researched which factors are important for small businesses in software selection. His research focused on packaged software, as small organizations usually do not buy custom developed software, due to their limited resources. Chau argues that owners/managers of small organizations are less focused on budgeting techniques like ‘net present value’ or ‘internal rate of return’ to make decisions on software investments. Instead, they focus more on criteria aimed at the functionalities and popularity of the software. Also, opinions of vendors, employees, consultants or acquaintances are believed to influence decision making. Based on empirical research among 122 small businesses, he found that the importance of selection criteria varied between owners and managers. In general, owners seem to focus more on technical aspects, while managers focus more on non-technical aspects. Third, Thong and Yap (1995) developed a model based on the notion that the adoption process of small businesses differs from that of large firms. CEOs play a major role in small firms as they are the primary decisions makers. In their research, the authors developed a causal model, which assumes that the following factors are positively correlated with the likeliness of IT adoption for small firms: business size, competitiveness of the business environment, information intensity, innovativeness, and attitude towards adoption of IT and IT knowledge. SYNTHESIS: CONCEPTUAL MODEL AND HYPOTHESES In the previous section, a total of eight models for adoption have been discussed. Most models view the (retail) organization and/or its owner as the decision-making unit. In small organizations, the owner-manager/CEO almost by definition determines IT investments and the IT strategy. Thong and Yap (1995), Ekanem (2005) and Chau (1995) all point out this phenomenon. Therefore, we consider personal variables of the owner (like age and gender) as key determinants of POS adoption by retailers. In addition, organizational characteristics (like size and competition) can be considered as additional, contextual determinants of the IT adoption decision.

A Tale of Two Cities- A Historical fiction Essays -- English Literatur

A Tale of Two Cities- A Historical fiction A Tale of Two Cities is a novel categorized as historical fiction. Historical fiction is a composite material, with a portion of history embedded in a matrix of fiction. A Tale of Two Cities is appropriately titled, as the novel is the story of England and Revolutionary France; as a result it can be categorized as historical fiction. A Tale of Two Cities is parallel to history in many different respects. The English setting, and atmosphere, is similarly portrayed, as it actually existed in the seventeenth century. In the novel, Dickens goes into more detail about Revolutionary France in history with regards to setting, politics and the social structure, as well as the events, which occurred during the revolution. Dickens may not have been totally accurate with his historical information, but he vividly portrays the atmosphere of England and France during this period. The French Revolution, by Carlyle, was the main source of Dickens’ information for his novel with the two settings, London and Paris. Adopting Carlyle’s philosophy of history, Dickens created A Tale of Two Cities with a tightly structured plot, developed through a series of amazingly detailed and vivid pictures. The English setting of A Tale of Two Cities is very realistic with respect to the time period. Dickens starts the story by describing the atmosphere in England by illustrating the poverty and the economic situation. It is a tale, which tells of life in two cities and the dreadful happenings, which link them together (Osbourn 3). It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, was the epoc of belief, it was the epoc of incredulity, it was the season of light, it was the season of darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going direct the other way - in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only" (Dickens 35). In England it was the dawn of the industrial revolution, and for the growing middle class it was the best of times. For the poor, it was the worst of times because illiteracy and unemployment... ...ctorian inhabitants of what may happen if England did not make the necessary economic, judicial and political reforms. He warned them that if they did not change their ways, a revolution might occur, like it did in France. Since aspects of setting and events are accurate in history, A Tale of Two Cities can therefore be described as historical fiction. Bibliography Dickens, Charles and George Woodcock. A Tale of Two Cities. England, 1859. Davis, Earle. The Flint and the Flame: The Artistry of Charles Dickens. Columbia:Universtiy of Missouri Press, 1963. (pages 247-248) Osbourn, Barbara. Critical Commentary on A Tale of Two Cities. University of London Press, 1957 Orwell, George. Charles Dickens. Running Press, 1986, 1992. WWW Sites (World Wide Web) â€Å"Victorian Images of the French Revolution† METU British Novelists Seminar in Ankara, Turkey. March 1998. http://landow.stg.brown.edu/victorian/dickens/turkey/turlit12.html#d â€Å"The Dickens Page.† Nagoya University. September 1995. http://lang.nagoya-u.ac.jp/~matsuoka/Dickens.html â€Å"Classic Notes on Tale of Two Cities.† 1999-2000. http://www.novelguides.com/ClassicNotes/Titles/taleoftwocities/

How to Teach Language Through Poetry

The use of literature in the EFL classroom through three different perspectives. Exploring poetry as a strong option.. Most of the time literature is mainly related to reading and writing, but it may play the same meaningful role in teaching speaking and listening if we design creative activities. Teachers can use literature in the classroom for different purposes such as reading aloud and dramatizing a poem, teaching pronunciation, and many other activities. There are many advantages of using literature in the EFL classroom.To talk about the general advantages of literature can be a broad approach thus; we will not focus on them. Instead, we will have a look at the benefits from three different perspectives: literature as genuine and authentic material, as a good language source and as a bridge to get the learner interested and also, we will mention poetry as a strong option to develop students’ skills. MATERIAL Literature is authentic material that makes students travel to f oreign countries and fantastic worlds. This keeps our students motivated and promotes favorable attitude toward learning.Poems, novels, and stories can bring powerful emotional responses to the classroom. Furthermore, students can relate their own real lives to the stories they read. Literary texts help EFL students to improve language learning. However, literature by itself is not enough; teachers need to use imaginative techniques for integrating literature work with language teaching. It is also necessary to bring motivating methodology and to choose the right material to keep students interested. LANGUAGE Language is the most prominent feature of literature.Through literature students learn about syntax and discourse, different structures, functions, and the different ways of connecting ideas, all these help students to develop their writing, listening, reading and speaking skills. As they use literature they learn about language structure without even noticing, this helps to de velop their communicative competence, what as we know, is the ultimate aim of English learning. LEARNER In the classroom the use of literature encourages learners to get involved ith the stories they read or hear; the understanding of the words becomes less important as they get involved in trying to figure out what is happening with a character or the end of a story. Students may also like using literature if the activities are oriented towards enjoyment and creativity instead of memorizing or following grammatical rules. Literature can be seen as the bridge between the learner and the culture of the people whose language they are studying; in order to get the learners interested in the culture, we have to carefully select the literary texts according to their interests and level of comprehension.WHY DO WE USE POETRY WITH THE LANGUAGE LEARNER? Poetry is a short piece of imaginative writing, of a personal nature and laid out in lines. In this sense, poetry is a product of the langua ge and a tool to teach it, a tool to teach grammatical clues and a product when students make a composition of any topic. Most of the poems include metaphors. Students can use cognitive skills by making comparisons between two different things and finding their similarities. The figures of speech used in poetry such as metaphors, similes and personifications help students to have a better understanding of the use of language in an unconscious way.Poetry is a way for teaching and learning basic skills. It can be used as an enjoyable and a rewarding tool with the properties of rhyming and rhythm. It helps students to easily learn with the supra-segmental aspect of the target language, such as stress, pitch, intonation. Using poetry while teaching English can have many benefits: * It encourages creative writing. * It helps students appreciate sounds words and patterns. * It develops phonic skills. * It makes students express feelings and opinions. * It provides a great opportunity to p lay with language. It reinforces the ability to think and to experiment with students’ understanding of the world. * It helps to acquire vocabulary, creativity and imagination. * it reveals, restates, reinforces and affirms those things which we think are true. * It gives the chance to discover and explore the use of the language. * It generates collaborative activities (pair and group work). Poetry and the four skills We can develop the four skills while using poetry: Poems are good to reinforce grammar structures and to improve writing abilities, bringing out creativity and rhythm in the classroom since students have to use their imagination to write.Also, poems help to develop oral and mental capacities. They should be read aloud to reinforce the student’s phonemic awareness, phonics, fluency, and vocabulary as well as to sharpen their receptive language skills by learning rhyming, sounds, stresses, pauses, alliteration and syllables. Ideas for using poetry in the c lassroom * Discussing the theme of a poem and writing out personal experiences related to the theme. * Deducing meanings from the context. * Completing a paraphrase of a poem (cloze-style). * Choosing the best paraphrase among a few. Predicting what’s coming next after reading only one verse at a time. * Ordering jumbled stanzas or lines in the correct sequence. * Rewriting a part of a poem in one’s own words and ideas to offer different messages. * Filling an omitted word, phrase, or line in relation to its context. * Discussing similarities and differences between poems of the same subject or theme. * Identifying any aural or musical qualities in the poem (rhyme, alliteration, and simile). * Reading aloud poems (choral reading) and making a song. This teaches intonations and stress. Using visuals images such as paintings to help pupils envisage settings, historical periods, etc. * Imitating o parody the style of poem. * Acting the poem: mime, role play, performance, etc. * Making a peer or group composition, writing together. Useful Web sites www. readwritethink. org/lessons/lesson_view. asp? id=391 www. poetryteachers. comh www. poetry4kids. com www. poetryzone. co. uk www. michellehenry. fr/poems. htm www. poemhunter. com www. tooter4kids. com/classroom/poetry_in_the_esl_classroom. htm www. teachingenglish. org. uk/think/literature/poems_prod. html http://www. youtube. com/user/b4uguy#g/u Conclusions Using poetry in the classroom is a great tool, but we cannot forget that we have to choose the right material, so students can maximize their learning. It has to be interesting and adequate for each student level, reading about new things is usually interesting for students. Learners will benefit from literature; we are responsible of putting in touch our students with material that catches their interest, so they want to read and listen more, which turns out in further and richer learning.Also, it can create opportunities for personal expression as well as reinforce learner? s knowledge of lexical and grammatical structure giving the opportunity to develop their communicative and cognitive skills. Many teachers think that including poetry in the EFL classroom can be a very heavy and useless work. However, we have analyzed some of the benefits that working with poetry can bring to the learning process. Also, we pointed that not only it is useful but also, students can have great fun if we choose the correct activities and poems.

Women of the Forest - 799 Words

Women of the Forest- By Yolanda Murphy Last week I officially became a wife. My new husband lives in the mens house not far from me. He is a good man. He is older than me, but a good friend to my father and my mother approved. We had met many times before so I was not surprised when he approached my parents about marriage. They approved and the following night he brought his daily kill, a wild boar, to our house. The boar solidified our marriage. After our three day period of avoidance we finally saw each other again. I think I am going to enjoy life as a wife. Today I found out I was pregnant. My husband had been coming over to see me at the womens house at night a lot since our period of avoidance ended so Im not†¦show more content†¦I must also avoid Brazil nuts, which are my favorite; because it will make my child vomit and he needs all the vitamins my breast milk provides in order to grow into a strong worker. My husband is very proud of his new son and I could not ask forShow MoreRelatedThe Impact Of Women On Tree Planting Activities Throughout Rural Communities Of Nigeria1438 Words   |  6 Pages4.0 INVOLVEMENT OF WOMEN IN TREE PLANTING ACTIVITIES IN RURAL COMMUNITIES OF NIGERIA The role of women and their participation in community forestry and economic development has become a major focus of research analysis and policy decision; undervalued and seldom acknowledged for proper articulation in development plans and policy. Women are actively involved in â€Å"Community Forestry’’ in Africa as they gather, process and market forest resources. Women gather gums, oil, medicinal productsRead MoreThe Is A Female Forest Firefighter That Has Worked For The Province Of British Columbia1559 Words   |  7 PagesTawney Meiorin is a female forest firefighter that has worked for the Province of British Columbia for the past three years. Recently this province adopted a new series of fitness testing that each worker must pass. Tawney passed three of the four tests, the one that she failed was a 2.5-kilometer run designed to test her aerobic fitness, her aerobic fitness was below minimum standard and she was fired. However, there was no diffe rence in aerobic testing for men and women, everyone was tested equalityRead MoreThe Batek of Malaysia Essay1551 Words   |  7 PagesOne of the most interesting indigenous groups in the world is the Batek of Malaysia, this is a group of people that live in the oldest rain forest of peninsular Malaysia. Orang ASli means â€Å"Original people† in the native Malay Language, and they truly are the original people of the land. Being a nomadic group of hunters and gatherers, means that they are at the mercy of the land and the elements for survival. 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Nemesis in Macbeth - 1783 Words

Shakespeare is aware of nemesis and the principle of retributive justice by which good characters are rewarded and the bad, appropriately punished. Evidence of this can be reflected by numerous characters in this particular play, however this literary term does not apply to everyone in Shakespeare’s, Macbeth. This play is a tragedy, one of Shakespeare’s darkest, filled arrogance and grown wild with power and hope, through violence and evil. There is no basic concept that explains the meaning of human life and ways to solve unanswered questions and injustices. Shakespeare suggests the idea of nemesis, the law of unmistaken, never-failing justice. He interoperate nemesis partially, and this idea relates to this play through various†¦show more content†¦This results in him getting himself deeper into the hole of doom. Macbeth kills Macduff’s entire family and plans to kill him as well. However, the famous saying, â€Å"what goes around comes around† sliced Macbeth’s head off literally, when he is brutally murdered by Macduff at the end of the play. Hence, experiencing the reality of nemesis and its’ punishment. Macbeth is not the only character that was affected by nemesis, his own wife, Lady Macbeth gets what she deserves as well. In Shakespare’s play Macbeth, Lady Macbeth’s destiny is formed by her own actions through mind and free-will. In act I, Lady Macbeth convinces her husband to murder Duncan, even though Macbeth was strongly against it. Lady Macbeth is very successful at persuading him to go against his better judgment. She entirely changes the stereotype of women being kind and caring in the first act. After Macbeth writes home telling of his murderous plans, Lady Macbeth begins talking to evil spirits. Because women often lack the ruthlessness to kill someone, Lady Macbeth asks the spirits to make her male. 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The themes are evident throughout both novels, these themes give a better understanding of the author’s message he wants to portray to his audience. Both books show ambition effectively in many situationsRead MoreEssay on Definitions of a Tragedy: Shakespeares and Aristotles1182 Words   |  5 PagesTragedy of Macbeth is a perfect mold of an Aristotelian Tragedy. It displays all eight aspects of Aristotle’s definition of tragedy. It is set mainly in Scotland, but briefly in England during the eleventh century. It illuminates the ideal plot, in which the action of the story, or Macbeth’s murder of Duncan along with his meticulous planning of other murders, takes place over the course of several days in Scotland, particularly at Macb eth’s castle in Dunsinane. 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The three witches are in control of Macbeth throughout the play by incanting prophecies that ultimately remove Macbeth’s free will. Shakespeare chooses the witches to serve as the stimulant for Macbeth’s unethicalRead MoreEssay on Lady Macbeth719 Words   |  3 Pagesfor Lady Macbeth There are certain aspects of Lady Macbeth’s character that suggests she is good and therefore her downfall increases my sympathy for her by the end of act 5. But I would also argue that she entailed evil to fuel her sleeping ambition that would make her nemesis, her mental collapse, fully justified. Lady Macbeth’s role as a supporting wife at the start of the play exceeds the duties of a ‘normal’ wife. She is the ‘Eve’ to Macbeth’s ‘Adam’ and is tempted. Although Macbeth hints atRead MoreA Shakesperean Tragic Hero - Macbeth Essay1132 Words   |  5 PagesA Shakespearean tragic hero may be defined as â€Å"an exceptional being of high degree† who contributes to his own degeneration and illustrates a personality flaw. The character of Shakespeare’s Macbeth is in all ways the perfect example of a tragic hero. His greatness and bravery in battle for his country ultimately leads him to be a great thane and eventually a powerful king, making his actions have a significant impact on a country. Macbeth’s ambition on becoming a king leads to an obsession to remainRead MoreEssay on Macbeth1007 Words   |  5 Pagesplay Macbeth by William Shakespeare, we discover that Macbeth is a tragic hero. There are many facto rs, which contribute to the degeneration of Macbeth. Macbeth is very ambitious and courageous, and is later portrayed as a moral coward. All of these qualities lead to his tragic death at the end of the play. There are three major points, which contribute greatly to Macbeths degeneration. The first was the prophecies, which were told to him by the witches. The second factor was when Lady Macbeth influencedRead More The Transformation of Shakespeares Macbeth Essay911 Words   |  4 PagesThe Transformation of Macbeth  Ã‚           From the beginning of the play, Macbeth undergoes a complete change in character--from a virtuous nobleman into a monster. He has a tragic weakness--ambition--which, when released, draws him into a web of evil and corruption that finally leaves him with none of the noble human qualities he possessed at the beginning of the play.      Ã‚  Ã‚  Ã‚   Before being transformed into a murderous monster, Macbeth is a model Scottish noble. He shows great loyalty and

Hungry And On Need Of Diapers For Her Baby - 2248 Words

Statement of the Problem Hungry and in need of diapers for her baby is a lady who works two jobs is at a local gas station having to choose between food for her and her child or diapers for her newborn baby. While just twenty minutes away at a grocery store there is a woman who is a stay at home mom shopping for just a specific meal. Even though there is food in the house she just wants to cook something special for dinner for her family. Just twenty minutes away these two people are living in two different worlds. One is affected by economic inequalities while the other is living a lavish lifestyle without working in the labor force for income. The question one might ask is how is it possible for someone who works two jobs to be struggling, while someone who isn’t working a paid job has money to go buy special meals for dinner. This is a product of inequality, specifically income inequality. Income inequality is described as the unequal distribution of income across a economy. The limitations that have been put in place are limiting the economic inequalities just to America. The suggested race most affected by economic inequality in America is African Americans. The median income for white (Non-Hispanics) in America was $55,800. While for nonwhite families the median income was $33,600. From the years 2009 to 2012 there was an income increase of 31.4% for the top 1% of income earners in America while the income for the rest of America grew just .04% during that sameShow MoreRelatedWhen Can Babies Sleep Through the Night Without Eating? 840 Words   |  3 Pagesdifferent opinions regarding night feeding for their babies, child experts also have various recommendations. Mothers usually wonder when their babies can sleep through the night without eating and pediatricians seem to disagree when it comes to giving an expert answer to this question. 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Night World Black Dawn Chapter 7 Free Essays

Maggie could have made it to the path aboveif she’d been by herself. It was an easy climb, thirdlevel at most. But she wasn’t alone. We will write a custom essay sample on Night World : Black Dawn Chapter 7 or any similar topic only for you Order Now And there was no way to guide Arcadia up a cliff like that. No time to double back to the forest, either. They’re going to get us, Maggie realized. â€Å"Get down,† she whispered to Cady. There wasahollow at the base of the boulder pile. It would only hold one of them, but at least it was shelter. Even as she shoved Cady down into it, she hearda shout from the edge of the forest. Maggie pressed flat against the rock. It was slippery with moss and lichen and she feltasexposed as a lizard on a wall. All she could do was hang onand listen to the sounds of two men getting closer and closer. And closer, until Maggie could hear harshbreathing on the other side of the boulders. â€Å"It’s a dead end-† Gavin’s young voice began. â€Å"No. They’re here.† And that, of course, was Bern. And then there was the most horrible sound inthe world. The grunts of somebody climbing uprock. We’re caught. Maggie looked around desperately for a weapon. To her own amazement, she found one, lyingthere as if it had been left especially for her. A dried branch wedged in between the rocks aboveher. Maggie reached for it, her heart beating fast.It was heavier than it looked-the climate must be too wet here for anything to really dry out. And the rocks are wet, too. Wet and slippery.And there’s one good thing about this place-they’llhave to come at us one at a time. Maybe I can push them off, one by one. â€Å"Stay put,† she whispered to Cady, trying to makeher breath last to the end of that short sentence.†I’ve got an idea.† Cady looked beyond exhaustion. Her beautifulface was strained, her arms and legs were shakenby a fine trembling, and she was breathing in silentshudders. Her hair had come loose in a dark curtain around her shoulders. Maggie turned back, her heart beating in her throat and her fingertips, and watched the top of the boulders. But when what she was watching for actually came, she felt a terrible jolt,asif it were completely unexpected. She couldn’t believe that she was seeing the close-cropped top of a man’s head, then the forehead, then the cruel face. Bern. He wasclimbing like a spider, pulling himself by his fingertips. His huge shoulders appeared, then his barrel chest. And he was looking right at Maggie. His eyes methers, and his lips curved in a smile. Adrenaline washed over Maggie. She felt almost disengaged from her body, as if she might floataway from it. But she didn’t faint. She stayed motionless as the terror buzzed through her like electricity-and she tightened her grip on the stick. Bern kept smiling, but his eyes were dark andexpressionless. As she looked into them, Maggiehad no sense of connecting to another mind likehers. He’s not human. He’s†¦ something else, a distant part of her mind said with absolute conviction. And then one of his legs came up, bulging withmuscle under the jeans, and then he was pullinghimself to stand, looming over her, towering likea mountain. Maggie braced herself, gripping the stick. â€Å"Stay away from us.† â€Å"You’ve caused me a lot of trouble already,† Bernsaid. â€Å"Now I’m going to show you something.† There was a little noise behind her. She glancedback in alarm and saw that it was Cady, trying toget up. â€Å"Don’t,† Maggie said sharply. Cady couldn’t, anyway. After a moment of trying to pull herself outof the hollow, she slumped down again, eyes shut. Maggie turned back to see Bern lunging at her. She thrust the stick out. It was completely instinctive. She didn’t go for his head or his midsection; she jabbed at a fist-sized pit near his feet,turning the stick into a barrier to trip him. It almost worked. Bern’s foot caught underneath it and his lunge became uncontrolled. Maggie saw him start to unbalance. But he wasn’t the huge muscle-bound apehe looked like. In an instant he was recovering, throwing his weight sideways, jamming a foot toarrest his fall. Maggie tried to get the stick unwedged, to use itagain, but Bern was fast.He wrenched it out of herhand, leaving splinters in her palm. Then he threwit overhand, like a lance. Maggie heard it hit the ledge behind her with explosive force. She tried to dodge, but it was already too late. Bern’s big hand flashed forward, and then he hadher. He was holding her by both arms, looming overher. â€Å"You trying to mess with me?† he asked in disbelief. â€Å"With me?Take a look at this.† His eyes weren’t cold and emotionless now.Anger was streaming from him like the strong, hot.scent of an animal. And then†¦ He changed. It was like nothing Maggie had ever seen. She was staring at his face, trying to look defiant, whenthe features seemed to ripple. The coarse dark hair on his head moved, waves of it spreading downhis face like fungus growing across a log. Maggie’sstomach lurched in horror and she was afraid shewas going to be sick, but she couldn’t stop looking. His eyes got smaller, the brown irises flowing outto cover the white. His nose and mouth thrust forward and his chin collapsed. Two rounded ears uncurled like awful flowers on top of his head. Andwhen Maggie was able to drag her eyes from hisface, she saw that his body had re-formed into ashapeless, hulking lump. His broad shoulders weregone, his waist was gone, his long legs bulging with muscle were squat little appendages close to the ground. He was still holding Maggie tightly, but not withhands. With coarse paws that had claws on the ends and that were unbelievably strong. He wasn’t a person at all anymore, but something huge andvaguely person-shaped. He was a black bear, andhis shiny little pig-eyes stared into hers with animal enjoyment. He had a musky feral smell that got into Maggie’s throat and made her gag. I just saw a shapeshifter shift shape, Maggiethought with an astonishment that seemed dim andfaraway. She was sorry she’d doubted Jeanne. And sorry she’d blown it for Cady-and Miles. Sylvia had been right. She was just an ordinary girl, only maybe extraordinarily stupid. Down on the lower boulders, Gavin was laughingmaliciously, watching as if this were a footballgame. The bear opened his mouth, showing ivory-whiteteeth, darker at the roots, and lots of saliva. Maggiesaw a string of it glisten on the hair of his jowl.She felt the paws flex on her arms, scooping hercloser, and then Lightning hit. That was what it looked like. A flash that blindedher,as bright as the sun, but blue. It crackled infront of her eyes, seeming to fork again and again,splitting and rejoining the main body of its energy. It seemed alive. It was electrocuting the bear. The animal had gone completely rigid, his headthrown back, his mouth open farther than Maggiewould have believed possible. The energy hadstruck him just below what would have been theneck on a man. Dimly, Maggie was aware of Gavin making a thinsound of terror. His mouth was open as wide as Bern’s, his eyes were fixed on the lightning. But it wasn’t lightning. It didn’t strike and stop. It kept on crackling into Bern, its form changingevery second. Little electrical flickers darted through his bristling fur, crackling down his chestand belly and up around his muzzle. Maggie almostthought she could see blue flames in the cavern of his mouth. Gavin gave a keening, inhuman scream and scrambled backward off the rocks, running. Maggie didn’t watch to see where he went. Hermind was suddenly consumed with one thought. She had to make Bern let go of her. She had no idea what was happening to him, butshe did know that he was being killed. And thatwhen he was dead he was going to topple off the mountain and take her with him. She could smell burning now, the stink of smok ing flesh and fur, and she could actually see whitewisps rising from his coat. He was being cooked from the inside out. I have to do something fast. She squirmed and kicked, trying to get out of thegrip of the paws that seemed to clutch her reflexively. She pushed and shoved at him, trying to get him to loosen his hold just an inch. It didn’t work. She felt as if she were being smothered by a bearskin rug, a horrible-smelling pelt that was catchingon fire. Why the lightning wasn’t killing her, too,she didn’t know. All she knew was that she wasbeing crushed by his size and his weight and thatshe was going to die. And then she gave a violent heave and kicked ashard as she could at the animal’s lower belly. Shefelt the shock of solid flesh as her shin connected. And, unbelievably, she felt him recoil, stumblingback, his huge forelegs releasing her. Maggie fell to the rock, instinctively spreadeagling and grabbing for holds to keep from slidingdown the mountain. Above her, the bear stood andquivered for another second, with that impossibly bright blue energy piercing him like a lance. Then,just as quickly as it had come, the lightning wasgone. The bear swayed for a moment, then fell likea marionette with cut strings. He toppled backwards off the cliff into thin air.Maggie caught a brief glimpse of him hitting rockand bouncing and falling again, and then sheturned her face away. Her closed lids were imprinted with a blazingconfusion of yellow and black afterimages. Herbreath was coming so fast that she felt dizzy. Herarms and legs were weak. What the hell was that? The lightning had saved her life. But it was stillthe scariest thing she’d ever seen. Some kind of magic. Pure magic. If I were doinga movie and I needed a special effect for magic, that’s what I’d use. She slowly lifted her head. It had come from the direction of the ledge.When she looked that way, she saw the boy. He was standing easily, doing something with hisleft arm-tying a handkerchief aroundaspot ofblood at the wrist, it looked like. His face wasturned partially away from her. He’s not much older than me, Maggie thought,startled. Or-is he? There was something abouthim, an assurance in the way he stood, a grim competence in his movements. It made him seem likean adult. And he was dressed like somebody at a Renaissance Faire. Maggie had been to one in Oregon two summers ago, where everyone wore costumes fromthe Middle Ages and ate whole roast turkey legsand played jousting games. This boy was wearingboots and a plain dark cape and he could havewalked right in and started sword fighting. On the streets of Seattle Maggie would havetaken one look at him and grinned herself silly.Here, she didn’t have the slightest urge to smile. The Dark Kingdom, she thought. Slaves andmaidens and shapeshiftersand magic. He’s probably a wizard. What have I gotten myself into? Her heart was beating hard and her mouth wasso dry that her tongue felt like sandpaper. But therewas something stronger than fear inside her.Gratitude. â€Å"Thank you,†she said. He didn’t even look up. â€Å"For what?† He had aclipped, brusque voice. â€Å"For saving us. I meanyou did that, didn’t you?† Now he did look up, to measure her with a cool,unsympathetic expression. â€Å"Did what?† he said in those same unfriendly tones. But Maggie was staring at him, stricken withsudden recognition that danced at the edges of hermind and then moved tantalizingly away. I had a dream – didn’t I? And there was somebody like you in it. He looked like you, but hisexpression was different. And he said†¦he saidthat something was important†¦. She couldn’t remember! And the boy was stillwatching her, waiting impatiently. â€Å"That †¦thing.† Maggie wiggled her fingers, trying to convey waves of energy. â€Å"That thing thatknocked him off the cliff. You did that.† â€Å"The blue fire. Of course I did. Who else has thePower? But I didn’t do it for you.† His voice waslike a cold wind blowing at her. Maggie blinked at him. She had no idea what to say. Part of her wantedto question him, and another part suddenly wantedto slug him. A third part, maybe smarter than boththe others, wanted to run the way Gavin had. Curiosity won out. â€Å"Well, why did you do it,then?† she asked. The boy glanced down at the ledge he was standing on. â€Å"He threw a stick at me. Wood. So I killedhim.† He shrugged. â€Å"Simple asthat.† He didn’t throw it at you, Maggie thought, butthe boy was going on. `Z couldn’t care less what he was doing to you.You’re only a slave. He was onlya shapeshifterwith the brain of a bear. Neither of you matter.† â€Å"Well-it doesn’t matter why you did it. It stillsaved both of us-† She glanced at Arcadia for con firmation-and broke off sharply. â€Å"Cady?† Maggie stared, then scrambled over therocks toward the other girl. Arcadia was still lying in the hollow, but her body was now limp. Her dark head sagged tonelessly on her slender neck. Her eyes were shut; theskin over her face was drawn tight. â€Å"Cady! Can you hear me?† For a horrible second she thought the older girlwas dead. Then she saw the tiny rise and fall ofher chest and heard the faint sound of breathing. There was a roughness to the breathing thatMaggie didn’t like. And at this distance she couldfeel the heat that rose from Cady’s skin. She’s got a high fever. All that running andclimbing made her sicker. She needs help, fast. Maggie looked backupat the boy. He had finished with the handkerchief and wasnow taking the top off some kind of leather bag. Suddenly Maggie’s eyes focused. Not a leatherbag; a canteen. He was tilting it up to drink. Water. All at once she was aware of her thirst again. Ithad been shoved to the back of her mind, a con stant pain that could be forgotten while she wastrying to escape from the slave traders. But now it was like a raging fire inside her. It was the most important thing in the world. And Arcadia needed it even more than she did.†Please,† she said. â€Å"Can we have some of that? Could you drop it to me? I can catch it.† He looked at her quickly, not startled but withcool annoyance. â€Å"And how am I supposed to getit back?† â€Å"I’ll bring it to you. I can climb up.†`†You can’t,† he said flatly. â€Å"Watch me.† She climbed up. It was as easy as she’d thought;plenty of good finger-and toeholds. When she pulled herself up onto the ledge besidehim, he shrugged, but there was reluctant respect in his eyes. â€Å"You’re quick,† he said. â€Å"Here.† He held out theleather bag. But Maggie was simply staring. This close, thefeeling of familiarity was overwhelming. It was you in my dream, she thought. Not justsomebody like you. She recognized everything about him. That supple, smoothly muscled body, and the way he hadof standing as if he were filled with tightly leashed tension. That dark hair with the tiny waves springing out where it got unruly. That taut, grim face, those high cheekbones, that willful mouth. And especially the eyes. Those fearless, blacklashed yellow eyes that seemed to hold endless layers of clear brilliance. That were windows on thefiercely intelligent mind behind them. The only difference was the expression. In thedream, he had been anxious and tender. Here, he seemed joyless and bitter †¦and cold. As if hisentire being were coated with a very thin layer of ice. But it was you, Maggie thought. Not just somebody like you, because I don’t think thereis anybody like you. Still lost in her memories, she said, â€Å"I’m MaggieNeely. What’s your name?† He looked taken aback. The golden eyes widened,then narrowed. â€Å"How dare you ask?† he rapped out. He sounded quite natural saying â€Å"How dareyou,† although Maggie didn’t think she’d ever heardanybody say it outside of a movie. â€Å"I had a dream about you,† Maggie said. â€Å"Atleast it wasn’t me having the dream; it was moreasif it was sent to me.† She was remembering details now. â€Å"You kept telling me that I had to dosomething†¦.’ ? â€Å"I don’t give a damn about your dreams,† the boysaid shortly. â€Å"Now, do you want the water or not?† Maggie remembered how thirsty she was. Shereached out for the leather bag eagerly. He held onto it, not releasing it to her. â€Å"There’sonly enough for one,† he said, still brusque. â€Å"Drink it here.† Maggie blinked. The bag did feel disappointinglyslack in her grip. She tugged at it a little and hearda faint slosh. â€Å"Cady needs some, too. She’s sick.† â€Å"She’s more than sick. She’s almost gone. There’sno point in wasting any on her.† I can’t believe I’m hearing this again, Maggiethought. He’s just like Jeanne. She tugged at the bag harder. â€Å"If I want to share with her, that’s my business, right? Why should it matter to you?† â€Å"Because it’s stupid. There’s only enough forone.† â€Å"Look – !’ â€Å"You’re not afraid of me, are’you?† he saidabruptly. The brilliant yellow eyes were fixed onher as if he could read her thoughts. It was strange, but she wasn’tafraid, not exactly.Or, she was afraid, but something inside her wasmaking her go on in spite of her fear. â€Å"Anyway, it’s my water,† he said. â€Å"And I saythere’s only enough for one. You were stupid to tryand protect her before, when you could have gotten away. Now you have to forget about her.† Maggie had the oddest feeling that she was beingtested. But there was no time to figure out for what,or why. â€Å"Fine. It’s your water,† she said, making her voicejust as clipped as his. â€Å"And there’s only enough for one.† She pulled at the bag harder, and this timehe let go of it. Maggie turned from him, looked down at theboulders where Cady was lying. She judged the distance carefully, noting the way one boulder formeda cradle. Easy shot. It’ll rebound and wedge in that crack,she thought. She extended her arm to drop the bag. â€Å"Wait!† The voice was harsh and explosive-andeven more harsh was the iron grip that clampedon her wrist. â€Å"What do you think you’re doing?† the boy saidangrily, and Maggie found herself looking intofierce yellow eyes. How to cite Night World : Black Dawn Chapter 7, Essay examples