Some questions on Shpping Essay Example | Topics and Well Written Essays - 750 words

Some questions on Shpping - Essay Example This has made possible the process of 'outsourcing' reach new levels. Now many countries where the manufacturing costs are high have outsourced the manufacture to countries where the cost is relatively low and then re-imported back into the country. And with freight rates being relatively low, now companies source raw materials from one country, export it to another country where it is processed and finally sold in another country. This has caused the international trade to increase from 0.55bt in 1950 to 4.3bt in 1995 an 8-fold increase. For the transport of crude oil we would use a Crude Oil Tanker such as a ULCC with a capacity of up to 500,000t DWT since we want to transport as much crude oil in a single journey as possible due to high demands. For the transport of grains, we would use a Dry Bulk Cargo ship such as the handymax or the panamax. They are the most economical to build, and therefore the freight rates offered would be low allowing for the commodities to be traded at economical rates. For the domestic air-conditioners, we would use a container ship. ... For the transport of iron ore we can also use a Dry Bulk Cargo ship but with a much higher DWT such as those found on the Capesize. For the domestic air-conditioners, we would use a container ship. The advantage offered would be that transport costs would be low; the goods can safely stored on board the ship and can easily and quickly be loaded and discharged. 3) How is the simplicity of design of the dry bulk carrier relevant to the fact that it carries law value cargo A3) Dry Bulk carriers mostly transport cargoes of low value which would have very few specialised needs. This would mean that the design of the Dry Bulk carrier would not require many special additions as compared to other ships which carry specialised cargoes such Crude Oil Tankers or Reefers. This would translate into lower costs in terms of manufacturing, which would mean lower investments for the ship owners. This advantage would be seen in that; the freight rate of a Dry Bulk Carrier would be a lot lower as compared to a Tanker. And since most of the cargoes transported by these ships are of low values that would mean that the profits would not be as high and therefore the need to transport the goods at economical costs. 4) What are "flags of convenience" How have they changed over the last decades How have classification societies and IACS influenced their developments A4) 'Flags of convenience' is when a ship is registered in one country but is owned by a party present in another country. Under international maritime laws, the country where a ship is registered in determines the regulations to be applied upon the ship irrespective of the country of origin of the ship's owner. As many countries have become stricter and labour costs have risen, many ship owners register their ships in

Technological society Essay Example for Free

Technological society Essay Nowadays, in a highly technological society, human productivity is made more efficient through the development of electronic gadgets. Now, with the advent of such modernization in education, one way to globalize the process of research is to realize that technology is advancing at an incredibly fast pace. Computers are not confined to being used for entertainment but its role in education is also vast. In School, reading materials are stored in libraries. Library is a place in which books and related materials are kept for use but not for sale. It is also organized for use and maintained by a public body, an institution or a private individual. In addition, it is a place in which we get information in any format and from many sources. The librarian has to keep the room neat so that it is conducive for learning. The librarian is also the person who is liable for monitoring all the books that are borrowed and returned by the borrowers. The proponents will propose the Simple Library System for Benigno Aquino Jr. High School Annex located at Bagong Silang Caloocan City. The Head Librarian stated that they are currently using the Dewey Decimal Library System. They are still utilizing a manual system. The library users and the librarian still use card catalogues in searching for reading materials and use index card for the records of borrowed and returned books. The proponent’s study was what is which encounter to the Library by the user, Librarian and how the Owner or the Administrator of the said school will provide a good service to their clients to have a good feedback. The study will focus on transaction which done inside the Library like borrowing, returning of books by students, faculties and staffs. In this area, the usage of computerized library system is needed because it is more easy and obviously it saves paper compare to the manual library and it saves a lot more time. BACKGROUND OF THE STUDY The proponents choose the Benigno Aquino Jr. High School, Located at Phase 3 Bagong Silang Caloocan City. Simple Library System is a process of organizing important information, used to track items borrowed and the scheduled time of returning. This system helps users or people who responsible in recording the data appropriately, it also saves time and more convenient to use than the traditional manual recording. Lack of library system in a school can lead to chaos and troubles, and because of it the librarian is having a problem to serve each students and faculties who wish to use the library. It is extremely useful in the school to use that automated system. From this simple term paper. The librarian can easily monitor the transactions of every students. OBJECTIVES OF THE STUDY The part of documentation states the purpose or the objective of the proponents in developing their proposed system. It is divided into two parts, the General Objective, which is the objective of the study as a whole and the Specific Objectives, a much defined and detailed enumeration of the objective of the proponents. General Objectives Aside from developing an easier way of evaluating the library, this study aims to improve the system and making it more accessible for both students and faculty. Specific Objectives The following are the list of specific objectives of the proponents in developing this system: 1. To upgrade the style or method of the library they have. 2. To lessen the time consumed. 3. To provide a more reliable and effective library system. 4. To provide a faster way of their transactions.

Porters Five Forces Model of Competitive Advantage

Porters Five Forces Model of Competitive Advantage The aim of this paper is to critically analyse Porters 5-Forces framework and the concept of the Resource-Based view (RBV) which originated from Wernerfelt (1984) to develop strategy as a source of competitive advantage. A comparative analysis between the two approaches is undertaken. This paper further attempt to contrast the two frameworks taking into consideration what researchers have identified throughout the development of both theories. The methodology applied to approach this paper commences by briefly defining both concepts and their focus of attention. The analysis then identifies common elements found in both theories supported by diverse researchers opinions and views. This section undertakes a critical approach which serves a primary need to reach the objectives of the paper. The paper then proceeds with an essential critique of fundamental differences between the two approaches under investigation. Specific uncomplimentary elements are identified within both framework and which are critically expounded. The paper concludes with a discussion on what could be the future of both theories and their contribution towards strategy formulation for organisations to gain competitive advantage. The Key Elements of Porters and RBV Theories It is pertinent to define briefly the key elements of both theoretical frameworks on which this paper will based to carry out a critical and contrast analysis. Porters 5-Forces The theory originating from industrial economics forms part of the classical perspectives of strategies developed throughout the last fourty years of the twentieth century (Whittington 2001). Porter (1980), specialising on competitive strategy, designed a model of five competitive forces, to assess the attractiveness of the industry via which the corporate strategy can effectively capitalise on both present and emerging market opportunities. This model serves as an indispensible tool in critically analysing both the structure and dynamics of the industry in which the organisation pertains (Fortenberry 2009). These five forces incorporate the threat of new entrants and substitute products or services to the industry on a horizontal dimension and the vertical dimensions of suppliers and customers bargaining powers. Both dimensions intersect on the fifth force consisting of the rivalry amongst current competitors in the industry (Porter 1980:4). The theory claims that profitability is h ighest when competition is lower and that competition erodes profits (ibid). It further sustains that some competition should be avoided and the theorist gives advice on how firms can maximize profits through maintaining or changing fundamental industry structures. However, empirical investigation has failed to support the link between industry structure and profitability (Grant 1991:117). Furthermore, Grove (1996) claims that government strategic forces are ignored in Porters theory. The Resource -Based View The RBV framework designed by Wernerfelt (1984), is essential to assess strength and weaknesses within a business concern so as to engineer a strategic competitive advantage. Wernerfelt (cited in UoL 2009:65) advocated, that Sustainable competitive advantages are conferred by resources which are hard to imitate and scarce relative to their economic value. The RBV strategic theory links resources, capabilities, competitive advantage and profitability and their synergistic combination, ensures a sustainable competitive advantage to the firm (Grant 1991). Theorists such as Fahy and Smithee (1999) remarked that the development of this framework took a step forward when diverse strategists became bored with Porters 5-forces theory, and found possible alternatives in the RBV theory. Grant (1991) claims that this theory can be appropriately applied in the development of robust long tern strategies. Primarily the RBV is focused on the maximisation of resources to economically perform efficie ntly and fulfill customer requirements. It is not surprising that this theory has its critics. Hooley et al. (1998) disagrees with this theoretical approach by arguing that due to its internal focal point it jeopardises the importance of external market requirements. Furthermore, Grant (1991) implies that little effort has been done to provide practical applications of the RBV which brought him to develop his 5-stages approach to strategy analysis. Common elements in both Porters and RBV frameworks Diverse researchers such as Spanos and Lioukas (2001) claimed that both Porters and RBVs perspectives on strategic formulation are similar. Firstly, they both assume that regular higher profits are possible to achieve and secondly both approaches attempt to define the term competitive advantage (ibid). Conversely, one can notice that both theories have contradicting and differing definitions of competitive advantage Grant (1991). This is further supported by claims made by Fahy and Smithee (1999) that both theoretical frameworks could have elements of vagueness and uncertainty in their methodology and both are obscure in their pragmatic approach. Both theorists have been criticised for their stagnant approach towards the strategy development which in its originality is definitely ever-changing (Dickson cited in Fahy and Smithee (1999). Porters and Wernefelts approaches to strategy development for competitive advantage were critised by various researches for their lack of practical applications when strategic managers formulated their strategies to combat competition (Conner 1991; Grant 1991; Foss 1996). Besides, there is little evidence on to what extent both theories assist managers to take strategic decisions (Bridoux n.d.). Fundamental Differences between Porters 5-Forces and RBV The RBV and Porters framework, endorse a number of differences. Porters 5-forces (1980) model adopts a macroeconomic perspective of the industry whilst the RBV approach focuses on the micro perspective of the firms resources. Foss (1996) claims that Porter failed to assess the businesses potential of exploiting their resources so as to effectively implement their strategic plan. Furthermore, researchers such as Bridoux (n.d.:7) claims that In Porters framework, the accumulation of resources is part of the implementation of the strategy dictated by conditions and constraints in the external environment. This is in contrast with RBVs framework where managers apply their resources and capabilities to lead organisations to competitive advantage over their rivals. Therefore, one can argue that Porters theory ignored the potential of the use of internal resources to determine strategies. Although the RBV can be applied tactfully so as to assess both resources and capabilities, however, it focuses simply on the internal infrastructure of the organisation. Conversely, Porters model adopts a wider macroeconomic perspective, capitalising on an outside approach. The nature of performance that an organisation can attain marks also a fundamental distinction when contrasting Wernerfelt and Porters theories. On reviewing the RBV, it transpires that it represents efficiency in terms of how the business resources perform to maximise their over-capacity and in the meantime satisfy customer demand. In contrast, Porters approach focuses on the ability of the firm to exploit the monopolistic benefits of the market that differentiate between industries performance (Conner 1991). Besides the contrasting disagreements between both theoretical frameworks mentioned above, Foss (1996) claimed that the RBV approach is focused on long term strategy and can be applied to identify potential hazards by assessing opponents resources and capabilities. Conversely, Porters framework is oriented towards the external environment in terms of the short run with concepts such as commitment, signaling, the role played by exit barriers (Foss cited in Bridoux n.d:6). Uncomplimentary Elements within Porters 5 -Forces and RBV Frameworks The author of this paper identified various elements within both frameworks and which are uncomplimentary to each other. These are critically anaylsed. This paper approach will contribute to the comparative analysis undertaken and furthermore enhance the contrasting discussion of the two models under investigation. One of the characteristics that is claimed to be found in the RBV by Barney et al. (2001) is that an entrepreneurs can be illuminated through this theory as they can value their resources as a competitive advantage over their rivals. One can argue that the term entrepreneurial knowledge can be by far easily associated with the RBV approach rather than Porters framework. With respect to emerging markets, RBV research has been important in suggesting that local firms are interested in using foreign alliances to acquire advantages over their domestic rivals, in emphasising the importance of network ties as an intangible resource for entrepreneurial start-up and in understanding the changing benefits of unrelated diversification as economic institution develop. (Barney et al. 2001:630). Other diverse researchers advocate that the RBV can assist firms to evaluate competitive advantage through an ethical approach by applying Corporate Social Responsibility in theory strategy formulation (Russo and Fouts cited in Barney et al. 2001). Besides, one cannot ignore what Powell and Dent-Micallef (cited in Barney et al.2001) remarked that the human resource skills combined with the use of Information and Communication Technology (ICT) can play an important role within organisations to enable them to compete. A prominent and complimentary element of the ethics and ICT approaches found in the RBVs framework and which is not found in Porters theory is the contribution towards the appreciation of strategic Human Resources Management (HRM) (Wright et al. cited in Barney et al. 200l). Supporters of RBVs theory claim that the approach towards the perceived benefits of using human resources practices can be used by firms as a competitive weapon. However, Barney remarked that: As yet research has failed to test empirically whether HRM practices are path dependent, casually ambiguous, or imitable. Similarly, there is a lack of evidence that HRM practices impact the skills and behaviour of the workforce, or that these factors are linked to performance. (Barney et al. 2001:628) Moreover, Grant (1991:119) when referring to the association of HRM with the RBV framework remarks that probably the most strategically important resources of the firm can be highly vulnerable because they are mobile and can be attracted by competitors. There are even some conflicting views by different authors whether Porters framework appreciates the role of industry co-operation when determining strategies. For example, Bridoux (n.d.:5) claimed that Porter 1980s work is that it over emphasises competition to the detriment of co-operation. Conversely, Aubert and Morel Guimaraes (n.d.) states that Porters embraces a strategic approach towards co-operation between industries. In fact, quoting Aubert and Morel Guimaraes (n.d.:5) Porter argues that by strategy of cooperation, the companies achieve a stronger positioning together than they would in individual, in isolation. Conclusion Throughout this critical assessment of both theories, it emerged with a degree of certainty that Porters theory greatly differs from the RBV approach as it is focused on industry rather than on the organisations resources. Also, it can be concluded that both strategic frameworks are focused towards achieving profitable maximisation through competitive advantage. However the RBV recommends the use of resources to achieve this goal whilst Porter approach uses the ability of the industry to position itself appropriately within its competitive forces. Surprisingly, this paper found out that theories have been critised for their severe practicality limitations. Imai (n.d.) advocated that Each organisation is a collection of unique resources and capabilities that provides the basis of its strategy and the primary source of its returns. However, from a critical perspective, the author of this paper concludes that although the performance of an organisation is determined by its unique resources and capabilities, the industrys structural characteristics cannot be granted secondary consideration.

Essay --

Main Problems Ryanair is the leading carrier by passenger numbers and market capitalization in Europe by 2010. The challenges Ryanair is faced with could be divided into two areas. Macroeconomic Environment The unfavourable economic conditions in 2008 limited Ryanair’s opportunity to raise fares, in the event of continued global recession, Ryanair’s passenger volume growth would be restricted: Passengers would reduce the spending on leisure and business travels for saving money. Also, the cost of aviation fuel is another element would effect Ryanair’s profitability. In view of fact that accessibility of oil decreases, global demand increases, and the unpredictable exchange rate, the Ryanair model, i.e., to be as low-cost, would be difficult for Ryanair itself. Furthermore, the controversial advertisements of Ryanair besmeared the firm’s reputation. Ryanair reduces it advertising costs and relying on cheap PR. Because it used a photograph of Spanish Queen Sofia without authority, the firm was forced to pay a fine to the Queen and made a public apology. These controversial advertisements were beneficial to the expansion of the brand at beginning, however the offensive theme would subsequently risky to the company’s image. Interior of Ryanair The relationship between employees and Ryanair was negative. Ryanair providing humble working conditions for employees and refuse to recognise unions. According to the case study, the Irish High Court ruled Ryanair had bullied pilots to accept new contracts in July 2006. The pressures come from pilots over their desire for higher wage and better working conditions. In 2009, only 11 out of the 64 pilots who decided to stay with the company. Thus, Ryanair would struggle to avoid recognisin... ...ative feeling of ‘from nowhere to nowhere’. For services of the value chain, the cost could be saved by becoming a no frills and low fares carrier. However, the low quality services might destroy Ryanair’s public reputation. Under primary activities-marketing & sales and support activities- the technology development, Ryanair spreads accommodation as well as car rentals news through its official website. In 2010, its website ranked 12th by number of visits for e-tailers in the UK. The cost of travel agents and advertising could be kept in a minimum level. However, the heavy dependence on the official website might be a potential risk for Ryanair. As a consequence, the value chain helps Ryanair to think of itself in terms of sets of activities, to identify its particular competitive advantages and weaknesses thus enhance value or decrease cost in value activities.

Poor Living Conditions and Ill Health Essay -- Social Issues, Minimum

Introduction Over the past quarter century there has been a growing body of support for the importance of understanding the relationship between poor living conditions and ill-health. These conditions have been referred to as the social determinants of health. There has been a strong push amongst policy makers to study the non-medical determinants of health as opposed to the traditional narrow way of thinking with regards to medical treatments or lifestyle choices (Mikkonen, Raphael 2010). Income and income distribution is thought to be the most important of the social determinants of health because it further influences other social determinants of health for example, low-income families are forced to live under circumstances of material and social deprivation which make it very difficult for families to be able to afford the basic necessities of life such as food, clothing and housing (Kekkonen, Raphael 2010). Studies have shown that suicide rates and the onset of many diseases such as diab etes and heart disease is significantly more prevalent amongst low income Canadians than there more affluent counter-parts. One policy that has often been implemented by governments as a means to alleviate poverty and to increase income equality is the minimum wage policy. There has been an ongoing debate over whether increasing the minimum wage is an effective policy to alleviate poverty in society and provide a more equal distribution of wealth or, if it has further negative implications on the working poor due to the effects that minimum wage policies have on employment and the job market. This paper will explore the historical background of the minimum wage and discuss the reasons for its establishment. Both sides to the argument... ...inimum wages when set to meet or exceed Statistics Canada’s Low Income Cut-Off can help ensure that all workers receive at least a fair and just wage for their labour (Goldberg, green 1999). One’s level of income determines their overall living conditions and this determines a number of other social determinants of health such as food security or housing. Inappropriate minimum wages and income inequalities lead to material and social deprivation which further leads to poor health because the basic needs for health such as food, clothing and housing cannot be afforded. Policies to reduce poverty such as increasing minimum wages appropriately to meet the true costs of living needs to be addressed by governments and policy makers immediately and this will also help to alleviate cost pressures on our healthcare system (Raphael, Mikkonen).

John Dewey and early childhood education Essay

â€Å"Education is not preparation for life. Education is life itself. † – John Dewey (1859-1952) (Ministry of Education, Singapore, 2003) The set of Desired Outcomes of Pre-school Education that the Ministry of Education(MOE) had put together in 2003 highlighted the significant importance of pre-school education being the platform for lifelong learning. It’s intention were far beyond preparation of these children merely for Primary School curriculum (Wong,2000). Very much alike to John Dewey (Dewey)’s quote, MOE’s take on pre-school education exists similar context. I felt that it challenges the perceived notion that education is only about getting the necessary qualifications or securing a good job. However, with an open mind, education in fact occurs throughout life. This brings about a few educational principles of Dewey which had influenced me in my workings with children in a pre-school setting. I felt that the central concept of Dewey’s view of education was that there should be greater emphasis on allowing children develop problem solving skills, critical thinking skills, and being able to make decisions on their own, rather than simply on the memorization of lessons. Through real life experiences, instead of merely being on the receiving end of secondhand information, children were able to develop the required skills effectively (Seefeldt and Barbour, 1998). Active learning has been widely advocated in my child care centre. I often incorporate and encourage it too. Let’s say I will be teaching on the theme of occupation and doctors are the topic of the week. For the younger age group like pre-nursery and nursery, I would provide real materials like a doctor play set. Children would be encouraged to explore these materials at their own pace and interests. They would be able to experience how it feels like being a doctor and thereafter get an insight of what a doctor’s work scope is about. Concurrently, they would be exposed to the instruments that a doctor uses. I would also ask children open ended questions like â€Å"What does a doctor do? Which tool do you think a doctor uses to hear your heartbeat? If you are a doctor, how would you hear my heartbeat? †. I believe  that such open ended question encourages children to construct their own understanding of concepts. I would also drop hints and attempt to spur their interest when children become uninterested and seem clueless. On top of these activities, for the kindergarten classes, I would introduce a â€Å"Doctor of the day† where the child would, alongside the teacher, assist in the daily temperature taking of children. This way they would understand the concept of what is taken to be ill and what is not, and also who should they visit at times when they fall sick. I would also liaise with a nearby clinic and bring the children on a trip, getting the doctor to assist in giving the children a short demonstration of a regular consultation in the clinic. The children will not only be able to see how a clinic setting is like, they will also be able to pose questions to the doctor to find out more. Following which, I would plan for a clinic role play where children are free to express their own interpretation and ideas of a being a doctor. In tie with Dewey’s avocation of active learning, this concept of learning has been strongly supported by the local context too. In the Code of Ethics, professionals are obliged to promote and encourage children to be actively involved regardless of ability (Association for Early Childhood Educators, Singapore, 2005). Dewey also advocated that the school is a social institution (Flanagan, 1994). He believed that through social interaction with adults and peers, learning would be further reinforced (Henniger, 2002). Communication with peers or adults allows children to think, process their thoughts into verbal words and therefore encourages and stimulates a child’s thinking. Interactive learning is also vital to social development. Being able to develop a positive and satisfying relationship with peers and adults is crucial for effective social interaction and is often a focus of pre-school programs (Early Childhood Teachers’ Association, 2003). In my workings with children, I have realized the important role social interaction plays in a child’s development. Children across all pre-school levels enjoy talking and interacting with each other over their thoughts, opinions and experiences. One way I encourage this is by planning for problem solving in group discussions. For instance, the kindergarten children would be issued a problem at the start of the day: â€Å"What are the features of an insect? † They would then be divided into groups to explore the problem by going into the various learning centres I have set up toacquire the information. This can be followed up by bringing the children on a field trip to the Botanical Garden where children are able explore on the topic and make drawings and notes on their observations as a group. At the end of the day, they would discuss about their gatherings again in groups, and then present their findings. Other than learning how to function as a member of a group, children would also be able to learn cooperative skills and conflict resolution through the activity. Besides peer interaction, adult interaction plays an equally important role. In the Assessment of Licensing Standards in child care centre, staffs are to encourage interaction with children in order for children to be able to understand self and others (Ministry of Community Development and Sports, 2003). In the pre-nursery and nursery classes, I take time to listen, make eye contact and respond to children. This makes children feel comfortable and it motivates them to interact more with adults. I would also plan for activities like dough play and painting on large papers where children are able to proceed with the activity together. Through such activities, they are able to discuss, comment and communicate with each other too. I would also ask questions like, â€Å"What do you think Clarisse has molded? Does it look like a sandwich? † which allows for creative thoughts to be expressed and interaction to take place. Dewey’s philosophy perceived a teacher’s role as a guide and observer, rather than an instructor or a disciplinarian. The teacher is to provide and prepare the environment and curriculum to allow children to benefit and learn productively from it. Teachers were also expected to observe children and come up with activities designed to facilitate optimal learning (Feeney, Christensen and Moravcik, 2006). For the pre-nursery and nursery classes, I would provide a large variety of materials where children would be given the choice to choose based on their preference. I would not interfere in their choice activity as long as it conforms safety standards. I would also plan for activities where children could explore and exercise trial and error. For instance in the dough making session, they would be able to explore how much water is needed to achieve the texture of dough they would like, and what should be added when the dough becomes too soft. However, I would be guiding children whenever they are stuck or faced with much difficulty. I would also put up children’s work like their art work at a prominent corner of the classroom to make them feel that their work is valued. For the kindergarten classes, I would plan the lesson together with the children and come up with activities that could tap on their interest. For instance, discussing with children about which occupations interests them the most by showing them a variety of it. After the children have made their choices, I would plan activities catered to their interest. Throughout the lesson, I would make observational notes about each child and provide experiences or materials catered to individual’s interest. For example if a child shows immense interest in the occupation teacher, I would plan for the child to have a go at teaching his fellow classmates a song. Or if a child is interested in being a policeman, he could patrol the corridors before nap time to ensure that children are not hiding in the toilets or up to mischief. Similarly, under the Framework for Kindergarten Curriculum, MOE recommend putting their principles into practice in a few ways. These includes, preparing the learning environment by encouraging learning at their own pace and choice, planning meaningful activities based on children’s interest and abilities, allowing resources and materials to be easily and readily available and observing and monitoring children’s development. (Ministry of Education, Singapore, 2003) Through Dewey, I become aware of various methods and principles which plays a vital role in children’s pre-school learning. Though there were also controversies in Dewey’s philosophy, I believe that each philosopher possesses their own virtues and Dewey was one which struck me the most. References Association for Early Childhood Educators, Singapore (2005). Code of ethics. Retrieved March 23, 2010 from http://www. aeces. org/code_of_ethics Early Childhood Teachers’ Association (2003). Educating young children. Journal of early childhood teachers’ association inc and school of early childhood university of technology, 9(1) Feeney, S. Christensen, D. Moravcik, E. (2006). Who am I in the lives of children? : an introduction to early childhood education (7th ed). Upper Saddle River, New Jersey. Pearson Education. Flanagan, F. M. (1994). John Dewey. Retrieved March 24, 2010 from http://www. admin. mfu. edu/ctlf/Ed%20Psych%20Readings/dewey. pdf Henniger, M. L. (2002) Teaching young children: An introduction (2nd ed). Upper Saddle River, New Jersey. Pearson Education.

The Host Chapter 4: Dreamed

It is too dark to be so hot, or maybe too hot to be so dark. One of the two is out of place. I crouch in the darkness behind the weak protection of a scrubby creosote bush, sweating out all the water left in my body. It's been fifteen minutes since the car left the garage. No lights have come on. The arcadia door is open two inches, letting the swamp cooler do its job. I can imagine the feel of the moist, cool air blowing through the screen. I wish it could reach me here. My stomach gurgles, and I clench my abdominal muscles to stifle the sound. It is quiet enough that the murmur carries. I am so hungry. There is another need that is stronger-another hungry stomach hidden safely far away in the darkness, waiting alone in the rough cave that is our temporary home. A cramped place, jagged with volcanic rock. What will he do if I don't come back? All the pressure of motherhood with none of the knowledge or experience. I feel so hideously helpless. Jamie is hungry. There are no other houses close to this one. I've been watching since the sun was still white hot in the sky, and I don't think there is a dog, either. I ease up from my crouch, my calves screaming in protest, but keep hunched at the waist, trying to be smaller than the bush. The way up the wash is smooth sand, a pale pathway in the light of the stars. There are no sounds of cars on the road. I know what they will realize when they return, the monsters who look like a nice couple in their early fifties. They will know exactly what I am, and the search will begin at once. I need to be far away. I really hope they are going out for a night on the town. I think it's Friday. They keep our habits so perfectly, it's hard to see any difference. Which is how they won in the first place. The fence around the yard is only waist high. I get over easily, noiselessly. The yard is gravel, though, and I have to walk carefully to keep my weight from shifting it. I make it to the patio slab. The blinds are open. The starlight is enough to see that the rooms are empty of movement. This couple goes for a spartan look, and I'm grateful. It makes it harder for someone to hide. Of course, that leaves no place for me to hide, either, but if it comes to hiding for me, it's too late anyway. I ease the screen door open first, and then the glass door. Both glide silently. I place my feet carefully on the tile, but this is just out of habit. No one is waiting for me here. The cool air feels like heaven. The kitchen is to my left. I can see the gleam of granite counters. I pull the canvas bag from my shoulder and start with the refrigerator. There is a moment of anxiety as the light comes on when the door opens, but I find the button and hold it down with my toe. My eyes are blind. I don't have time to let them adjust. I go by feel. Milk, cheese slices, leftovers in a plastic bowl. I hope it's the chicken-and-rice thing I watched him cooking for dinner. We'll eat this tonight. Juice, a bag of apples. Baby carrots. These will stay good till morning. I hurry to the pantry. I need things that will keep longer. I can see better as I gather as much as I can carry. Mmm, chocolate chip cookies. I'm dying to open the bag right now, but I grit my teeth and ignore the twist of my empty stomach. The bag gets heavy too quickly. This will last us only a week, even if we're careful with it. And I don't feel like being careful; I feel like gorging. I shove granola bars into my pockets. One more thing. I hurry to the sink and refill my canteen. Then I put my head under the flow and gulp straight from the stream. The water makes odd noises when it hits my hollow stomach. I start to feel panicked now that my job is done. I want to be out of here. Civilization is deadly. I watch the floor on my way out, worried about tripping with my heavy bag, which is why I don't see the silhouetted black figure on the patio until my hand is on the door. I hear his mumbled oath at the same time that a stupid squeak of fear escapes my mouth. I spin to sprint for the front door, hoping the locks are not latched, or at least not difficult. I don't even get two steps before rough, hard hands grab my shoulders and wrench me back against his body. Too big, too strong to be a woman. The bass voice proves me right. â€Å"One sound and you die,† he threatens gruffly. I am shocked to feel a thin, sharp edge pushing into the skin under my jaw. I don't understand. I shouldn't be given a choice. Who is this monster? I've never heard of one who would break rules. I answer the only way I can. â€Å"Do it,† I spit through my teeth. â€Å"Just do it. I don't want to be a filthy parasite!† I wait for the knife, and my heart is aching. Each beat has a name. Jamie, Jamie, Jamie. What will happen to you now? â€Å"Clever,† the man mutters, and it doesn't sound like he's speaking to me. â€Å"Must be a Seeker. And that means a trap. How did they know?† The steel disappears from my throat, only to be replaced by a hand as hard as iron. I can barely breathe under his grip. â€Å"Where are the rest of them?† he demands, squeezing. â€Å"It's just me!† I rasp. I can't lead him to Jamie. What will Jamie do when I don't come back? Jamie is hungry! I throw my elbow into his gut-and this really hurts. His stomach muscles are as iron hard as the hand. Which is very strange. Muscles like that are the product of hard living or obsession, and the parasites have neither. He doesn't even suck in a breath at my blow. Desperate, I jab my heel into his instep. This catches him off guard, and he wobbles. I wrench away, but he grabs hold of my bag, yanking me back into his body. His hand clamps down on my throat again. â€Å"Feisty for a peace-loving body snatcher, aren't you?† His words are nonsensical. I thought the aliens were all the same. I guess they have their nut jobs, too, after all. I twist and claw, trying to break his hold. My nails catch his arm, but this just makes him tighten his hold on my throat. â€Å"I will kill you, you worthless body thief. I'm not bluffing.† â€Å"Do it, then!† Suddenly he gasps, and I wonder if any of my flailing limbs have made contact. I don't feel any new bruises. He lets go of my arm and grabs my hair. This must be it. He's going to cut my throat. I brace for the slice of the knife. But the hand on my throat eases up, and then his fingers are fumbling on the back of my neck, rough and warm on my skin. â€Å"Impossible,† he breathes. Something hits the floor with a thud. He's dropped the knife? I try to think of a way to get it. Maybe if I fall. The hand on my neck isn't tight enough to keep me from yanking free. I think I heard where the blade landed. He spins me around suddenly. There is a click, and light blinds my left eye. I gasp and automatically try to twist away from it. His hand tightens in my hair. The light flickers to my right eye. â€Å"I can't believe it,† he whispers. â€Å"You're still human.† His hands grab my face from both sides, and before I can pull free, his lips come down hard on mine. I'm frozen for half a second. No one has ever kissed me in my life. Not a real kiss. Just my parents' pecks on the cheek or forehead, so many years ago. This is something I thought I would never feel. I'm not sure exactly what it feels like, though. There's too much panic, too much terror, too much adrenaline. I jerk my knee up in a sharp thrust. He chokes out a wheezing sound, and I'm free. Instead of running for the front of the house again like he expects, I duck under his arm and leap through the open door. I think I can outrun him, even with my load. I've got a head start, and he's still making pained noises. I know where I'm going-I won't leave a path he can see in the dark. I never dropped the food, and that's good. I think the granola bars are a loss, though. â€Å"Wait!† he yells. Shut up, I think, but I don't yell back. He's running after me. I can hear his voice getting closer. â€Å"I'm not one of them!† Sure. I keep my eyes on the sand and sprint. My dad used to say I ran like a cheetah. I was the fastest on my track team, state champion, back before the end of the world. â€Å"Listen to me!† He's still yelling at full volume. â€Å"Look! I'll prove it. Just stop and look at me!† Not likely. I pivot off the wash and flit through the mesquites. â€Å"I didn't think there was anyone left! Please, I need to talk to you!† His voice surprises me-it is too close. â€Å"I'm sorry I kissed you! That was stupid! I've just been alone so long!† â€Å"Shut up!† I don't say it loudly, but I know he hears. He's getting even closer. I've never been outrun before. I push my legs harder. There's a low grunt to his breathing as he speeds up, too. Something big flies into my back, and I go down. I taste dirt in my mouth, and I'm pinned by something so heavy I can hardly breathe. â€Å"Wait. A. Minute,† he huffs. He shifts his weight and rolls me over. He straddles my chest, trapping my arms under his legs. He is squishing my food. I growl and try to squirm out from under him. â€Å"Look, look, look!† he says. He pulls a small cylinder from his hip pocket and twists the top. A beam of light shoots out the end. He turns the flashlight on his face. The light makes his skin yellow. It shows prominent cheekbones beside a long thin nose and a sharply squared-off jaw. His lips are stretched into a grin, but I can see that they are full, for a man. His eyebrows and lashes are bleached out from sun. But that's not what he is showing me. His eyes, clear liquid sienna in the illumination, shine with no more than human reflection. He bounces the light between left and right. â€Å"See? See? I'm just like you.† â€Å"Let me see your neck.† Suspicion is thick in my voice. I don't let myself believe that this is more than a trick. I don't understand the point of the charade, but I'm sure there is one. There is no hope anymore. His lips twist. â€Å"Well†¦ That won't exactly help anything. Aren't the eyes enough? You know I'm not one of them.† â€Å"Why won't you show me your neck?† â€Å"Because I have a scar there,† he admits. I try to squirm out from under him again, and his hand pins my shoulder. â€Å"It's self-inflicted,† he explains. â€Å"I think I did a pretty good job, though it hurt like hell. I don't have all that pretty hair to cover my neck. The scar helps me blend in.† â€Å"Get off me.† He hesitates, then gets to his feet in one easy move, not needing to use his hands. He holds one out, palm up, to me. â€Å"Please don't run away. And, um, I'd rather you didn't kick me again, either.† I don't move. I know he can catch me if I try to run. â€Å"Who are you?† I whisper. He smiles wide. â€Å"My name is Jared Howe. I haven't spoken to another human being in more than two years, so I'm sure I must seem†¦ a little crazy to you. Please, forgive that and tell me your name, anyway.† â€Å"Melanie,† I whisper. â€Å"Melanie,† he repeats. â€Å"I can't tell you how delighted I am to meet you.† I grip my bag tightly, keeping my eyes on him. He reaches his hand down toward me slowly. And I take it. It isn't until I see my hand curl voluntarily around his that I realize I believe him. He helps me to my feet and doesn't release my hand when I'm up. â€Å"What now?† I ask guardedly. â€Å"Well, we can't stay here for long. Will you come back with me to the house? I left my bag. You beat me to the fridge.† I shake my head. He seems to realize how brittle I am, how close to breaking. â€Å"Will you wait for me here, then?† he asks in a gentle voice. â€Å"I'll be very quick. Let me get us some more food.† â€Å"Us?† â€Å"Do you really think I'm going to let you disappear? I'll follow you even if you tell me not to.† I don't want to disappear from him. â€Å"I†¦Ã¢â‚¬  How can I not trust another human completely? We're family-both part of the brotherhood of extinction. â€Å"I don't have time. I have so far to go and†¦ Jamie is waiting.† â€Å"You're not alone,† he realizes. His expression shows uncertainty for the first time. â€Å"My brother. He's just nine, and he's so frightened when I'm away. It will take me half the night to get back to him. He won't know if I've been caught. He's so hungry.† As if to make my point, my stomach growls loudly. Jared's smile is back, brighter than before. â€Å"Will it help if I give you a ride?† â€Å"A ride?† I echo. â€Å"I'll make you a deal. You wait here while I gather more food, and I'll take you anywhere you want to go in my jeep. It's faster than running-even faster than you running.† â€Å"You have a car?† â€Å"Of course. Do you think I walked out here?† I think of the six hours it took me to walk here, and my forehead furrows. â€Å"We'll be back to your brother in no time,† he promises. â€Å"Don't move from this spot, okay?† I nod. â€Å"And eat something, please. I don't want your stomach to give us away.† He grins, and his eyes crinkle up, fanning lines out of the corners. My heart gives one hard thump, and I know I will wait here if it takes him all night. He is still holding my hand. He lets go slowly, his eyes not leaving mine. He takes a step backward, then pauses. â€Å"Please don't kick me,† he pleads, leaning forward and grabbing my chin. He kisses me again, and this time I feel it. His lips are softer than his hands, and hot, even in the warm desert night. A flock of butterflies riots in my stomach and steals my breath. My hands reach for him instinctively. I touch the warm skin of his cheek, the rough hair on his neck. My fingers skim over a line of puckered skin, a raised ridge right beneath the hairline. I scream. I woke up covered in sweat. Even before I was all the way awake, my fingers were on the back of my neck, tracing the short line left from the insertion. I could barely detect the faint pink blemish with my fingertips. The medicines the Healer had used had done their job. Jared's poorly healed scar had never been much of a disguise. I flicked on the light beside my bed, waiting for my breathing to slow, veins full of adrenaline from the realistic dream. A new dream, but in essence so much the same as the many others that had plagued me in the past months. No, not a dream. Surely a memory. I could still feel the heat of Jared's lips on mine. My hands reached out without my permission, searching across the rumpled sheet, looking for something they did not find. My heart ached when they gave up, falling to the bed limp and empty. I blinked away the unwelcome moisture in my eyes. I didn't know how much more of this I could stand. How did anyone survive this world, with these bodies whose memories wouldn't stay in the past where they should? With these emotions that were so strong I couldn't tell what I felt anymore? I was going to be exhausted tomorrow, but I felt so far from sleep that I knew it would be hours before I could relax. I might as well do my duty and get it over with. Maybe it would help me take my mind off things I'd rather not think about. I rolled off the bed and stumbled to the computer on the otherwise empty desk. It took a few seconds for the screen to glow to life, and another few seconds to open my mail program. It wasn't hard to find the Seeker's address; I only had four contacts: the Seeker, the Healer, my new employer, and his wife, my Comforter. There was another human with my host, Melanie Stryder. I typed, not bothering with a greeting. His name is Jamie Stryder; he is her brother. For a panicked moment, I wondered at her control. All this time, and I'd never even guessed at the boy's existence-not because he didn't matter to her, but because she protected him more fiercely than other secrets I'd unraveled. Did she have more secrets this big, this important? So sacred that she kept them even from my dreams? Was she that strong? My fingers trembled as I keyed the rest of the information. I think he's a young adolescent now. Perhaps thirteen. They were living in a temporary camp, and I believe it was north of the town of Cave Creek, in Arizona. That was several years ago, though. Still, you could compare a map to the lines I remembered before. As always, I'll tell you if I get anything more. I sent it off. As soon as it was gone, terror washed through me. Not Jamie! Her voice in my head was as clear as my own spoken aloud. I shuddered in horror. Even as I struggled with the fear of what was happening, I was gripped with the insane desire to e-mail the Seeker again and apologize for sending her my crazy dreams. To tell her I was half asleep and to pay no attention to the silly message I'd sent. The desire was not my own. I shut off the computer. I hate you, the voice snarled in my head. â€Å"Then maybe you should leave,† I snapped. The sound of my voice, answering her aloud, made me shudder again. She hadn't spoken to me since the first moments I'd been here. There was no doubt that she was getting stronger. Just like the dreams. And there was no question about it; I was going to have to visit my Comforter tomorrow. Tears of disappointment and humiliation welled in my eyes at the thought. I went back to bed, put a pillow over my face, and tried to think of nothing at all.