The Lost Duke of Wyndham Chapter Eleven

What Jack saw took his breath away. â€Å"No one comes here but me,† Grace said softly. â€Å"I don't know why.† The light, the ripple through the air as the sun slid through the uneven glass of the ancient windows†¦ â€Å"In the winter especially,† she continued, her voice just a little hesitant, â€Å"it's magic. I can't explain it. I think the sun dips lower. And with the snow†¦Ã¢â‚¬  It was the light. It had to be. It was the way the light trembled, and fell on her. His heart clenched. Like a fist it hit him – this need, this overwhelming urge†¦He could not speak. He could not even begin to articulate it, but – â€Å"Jack?† she whispered, and it was just enough to break his trance. â€Å"Grace.† It was just one word, but it was a benediction. This went beyond desire, it was need. It was an indefinable, inexplicable, living, pulsing thing within him that could only be tamed by her. If he didn't hold her, didn't touch her in that very moment, something within him would die. To a man who tried to treat life as an endless series of ironies and witticisms, nothing could have been more terrifying. He reached out and roughly pulled her to him. He was not delicate, nor was he gentle. He couldn't be. He couldn't manage it, not now, not when he needed her so desperately. â€Å"Grace,† he said again, because that's what she was to him. It was impossible that he'd known her but a day. She was his grace, his Grace, and it was like she had always been there within him, waiting for him to finally open his eyes and find her. His hands cupped her face. She was a priceless treasure, and yet he could not force himself to touch her with the reverence she deserved. Instead, his fingers were clumsy, his body rough and pounding. Her eyes – so clear, so blue – he thought he might drown in them. He wanted to drown in them, to lose himself within her and never leave. His lips touched hers, and then – of this he was certain – he was lost. There was nothing more for him but this woman, in this moment, maybe even for all his moments thereafter. â€Å"Jack,† she sighed. It was the first time all morning she'd used his name, and it sent waves of desire pulsing through his already taut body. â€Å"Grace,† he said in return, because he was afraid to say anything else, afraid that for the first time in his life his glib tongue would fail him, and his words would come out wrong. He'd say something and it would mean too little, or perhaps he'd say something and it would mean too much. And then she would know, if by some miracle she did not already, that she had bewitched him. He kissed her hungrily, passionately, with all the fire within him. His hands slid down her back, memorizing the gentle slope of her spine, and when he reached the more lush curves of her bottom, he could not help it – he pressed her more firmly against him. He was aroused, and wound more tightly than he'd ever imagined possible, and all he could think – if he was thinking at all – was that he needed her close, closer. Whatever he could get, whatever he could have – right now he would take it. â€Å"Grace,† he said again, one of his hands moving to the spot where her dress touched her skin, just at her collarbone. She flinched at his touch, and he stilled, barely able to imagine how he would tear himself away. But her hand covered his, and she whispered, â€Å"I was surprised.† It was only then that he once again breathed. Fingers shaking, he traced the delicately scalloped edge of her bodice. Her pulse seemed to leap beneath his touch, and never in his life had he been so aware of a single sound – the quiet rasp of air, brushing across her lips. â€Å"You are so beautiful,† he whispered, and the amazing thing was that he was not even looking at her face. It was merely her skin, the pale, milky hue of it, the soft blush of pink that followed his fingers. Softly, gently, he bowed his head and brushed his lips along the hollow at the base of her throat. She gasped then, or maybe it was a moan, and her head slowly fell back in silent agreement. Her arms were around him and her hands in his hair, and then, without even considering what it meant, he swept her into his arms and carried her across the room, to the low, wide settee that sat near the window, bathed in the magical sunlight that had seduced them both. For a moment, kneeling at her side, he could do nothing but look at her, then one of his trembling hands reached forth to stroke her cheek. She was staring up at him, and in her eyes there was wonder, and anticipation, and yes, a little nervousness. But there was also trust. She wanted him. Him. No one else. She had never been kissed before, of that he was certain. She could have done. Of that he was even more certain. A woman of Grace's beauty did not reach her age without having refused (or rebuffed) multiple advances. She had waited. She had waited for him. Still kneeling beside her, he bent to kiss her, his hand moving down the side of her face to her shoulder, then to her hip. His passion grew deeper, and hers, too; she was returning his kiss with an unschooled eagerness that left him breathless with desire. â€Å"Grace, Grace,† he moaned, his voice lost in the warmth of her mouth. His hand found the hem of her dress and then slid under, grasping the slender circle of her ankle. And then up†¦up†¦to her knee. And higher. Until he could bear it no longer, and he moved to the settee himself, partially covering her with his own body. His lips had moved to her neck, and he felt her sharply indrawn breath on his cheek. But she did not say no. She did not cover his hand with hers and bring him to a stop. She did nothing but whisper his name and arch her hips beneath him. She couldn't have known what the movement had meant, could never have known what it would do to him, but that ever-so-slight pressure beneath him, rising up against his own desire, brought him to the very peak of need. He kissed his way down her neck, to the gentle swell of her breast, his lips finding the very spot at the edge of her bodice that his fingers had so recently traveled. He lifted himself away from her, just a bit, just enough so he could slide his finger under the hem and slide it down, or maybe push her up – whichever was needed to free her to his devotion. But just when his hand had moved toward his destination, just when he'd had one glorious second to cup the fullness of her, skin to skin, the stiff edge peaking in his palm, she cried out. Softly, with surprise. And dismay. â€Å"No, I can't.† With jerky movements she scrambled to her feet, righting her dress. Her hands were shaking. More than shaking. They seemed filled with a foreign, nervous energy, and when he looked in her eyes, it was as if a knife had pierced him. It was not revulsion, it was not fear. What he saw was anguish. â€Å"Grace,† he said, moving toward her. â€Å"What is wrong?† â€Å"I'm sorry,† she said, stepping back. â€Å"I – I shouldn't have. Not now. Not until – † One of her hands flew up to cover her mouth. â€Å"Not until†¦? Grace? Not until what?† â€Å"I'm sorry,† she said again, confirming his belief that those were the worst two words in the English language. She bobbed a quick, perfunctory curtsy. â€Å"I must go.† And then she ran from the room, leaving him quite alone. He stared at the empty doorway for a full minute, trying to figure out just what had happened. And it was only when he finally stepped into the hall that he realized he hadn't a clue how to get back to his bedchamber. Grace dashed through Belgrave, half walking, half skipping†¦running†¦whatever it was she needed to do to reach her room with the most equal balance of dignity and speed. If the servants saw her – and she couldn't imagine they didn't; they seemed positively everywhere this morning – they must have wondered at her distress. The dowager would not expect her. Surely she would think she was still showing Mr. Audley the house. Grace had at least an hour before she might need to show her face. Dear God, what had she done? If she had not finally remembered herself, remembered who he was, and who he might be, she would have let him continue. She'd wanted it. She'd wanted it with a fervor that had shocked her. When he'd taken her hand, when he'd pulled her to him, he awakened something within her. No. It had been awakened two nights earlier. On that moonlit night, standing outside the carriage, something had been born within her. And now†¦ She sat upon her bed, wanting to bury herself in the covers but instead just sitting there, staring at the wall. There was no going back. One couldn't ever not have been kissed once the deed was done. With a nervous breath, maybe even a frantic laugh, she covered her face with her hands. Could she possibly have chosen anyone less suitable with whom to fall in love? Not that this was the measure of her feelings, she hastened to reassure herself, but she was not so much of a fool that she could not recognize her leanings. If she let herself†¦If she let him†¦ She would fall in love. Good heavens. Either he was a highwayman, and now she was destined to be the consort of an outlaw, or he was the true Duke of Wyndham, which meant – She laughed because really, this was funny. It had to be funny. If it wasn't funny, then it could only be tragic, and she didn't think she could manage that just now. Wonderful. Perhaps she was falling in love with the Duke of Wyndham. Now that was appropriate. Let's see, how many ways was this a disaster? He was her employer, for one, he owned the house in which she lived, and his rank was so far above hers as to be nearly immeasurable. And then there was Amelia. She and Thomas certainly did not suit, but she had every right to expect that she would be the Duchess of Wyndham upon her marriage. Grace could not imagine how crass and overreaching she would appear to the Willoughbys – her good friends – if she were seen to be throwing herself at the new duke. Grace closed her eyes and touched the tips of her fingers to her lips. If she breathed deeply enough she almost relaxed. And she could almost still feel his presence, his touch, the warmth of his skin. It was awful. It was wonderful. She was a fool. She lay down, let out a long, weary breath. Funny how she'd hoped for change, for something to break the monotony of her days attending to the dowager. Life was a mocking sort of thing, wasn't it? And love†¦ Love was the cruelest joke of all. â€Å"Lady Amelia is here to see you, Miss Eversleigh.† Grace jolted upright, blinking furiously. She must have fallen asleep. She could not recall the last time she had done so at midday. â€Å"Lady Amelia?† she echoed, surprised. â€Å"With Lady Elizabeth?† â€Å"No, miss,† the maid informed her. â€Å"She is alone.† â€Å"How curious.† Grace sat up, flexing her feet and hands to awaken her body. â€Å"Please tell her I shall be right there.† She waited for the maid to depart, then went to her small mirror to straighten her hair. It was worse than she'd feared, although she could not be certain whether it had been mussed in sleep or by Mr. Audley. She felt her skin flush at the memory, and she groaned at that. Gathering her determination, she repinned her hair and left the room, walking as briskly as she could, as if speed and a set of squared shoulders could keep all of her worries at bay. Or at the very least, make her look as if she did not care. It did seem odd that Amelia would come to Belgrave without Elizabeth. Grace did not know that she had ever done so before. Certainly not to see her. Grace wondered if her original intention had been to call upon Thomas, who was, as far as she knew, still out. She hurried down the stairs, then turned to make for the front drawing room. But she'd not taken more than a dozen steps before someone grabbed her arm and yanked her into a side room. â€Å"Thomas!† she exclaimed. It was indeed he, somewhat haggard and sporting a nasty bruise under his left eye. His appearance was a shock; she had never seen him looking so rumpled before. His shirt was wrinkled, his cravat missing, and his hair had most definitely not been styled a la Brutus. Or even a la human. And then there were his eyes, which were most uncharacteristically red-rimmed. â€Å"What happened to you?† He put a finger to his lips and shut the door. â€Å"Were you expecting someone else?† he asked, and her cheeks grew warm. Indeed, when she'd felt a strong male hand close around her arm and pull, she had assumed it was Mr. Audley, trying to steal a kiss. Her flush grew deeper as she realized she had been disappointed to realize that it was not. â€Å"No, of course not,† she said quickly, even though she suspected he knew she was lying. She quickly glanced around the room to see if they were alone. â€Å"What is wrong?† â€Å"I needed to speak with you before you see Lady Amelia.† â€Å"Oh, then you know she is here?† â€Å"I brought her,† he confirmed. Her eyes widened. That was news. He had been out all night and was considerably worse for the wear. She glanced at a nearby clock. It was not yet even noon. When could he have collected Amelia? And where? And why? â€Å"It is a long story,† he said, clearly to cut her off before she could ask any questions. â€Å"But suffice it to say, she will inform you that you were in Stamford this morning, and you invited her back to Belgrave.† Her brows rose. If he was asking her to lie, it was very serious, indeed. â€Å"Thomas, any number of people know quite well that I was not in Stamford this morning.† â€Å"Yes, but her mother is not among that number.† Grace wasn't sure if she should be shocked or delighted. Had he compromised Amelia? Why else would they need to lie to her mother? â€Å"Er, Thomas†¦Ã¢â‚¬  she began, unsure of how to proceed. â€Å"I feel I must tell you, given the number of delays thus far, I would imagine that Lady Crowland would be delighted to know – â€Å" â€Å"Oh for God's sake, it is nothing like that,† he muttered. â€Å"Amelia assisted me home when I was† – he blushed then. Blushed! Thomas! – â€Å"impaired.† Grace bit her lip to keep from smiling. It was quite remarkable what a pleasant image that was – Thomas allowing himself to be anything less than perfectly composed. â€Å"That was most charitable of her,† she said, perhaps a little too primly. But really, it couldn't be helped. He glared at her, which only made it more difficult to maintain an even face. She cleared her throat. â€Å"Have you, er, considered tidying up?† â€Å"No,† he snapped, â€Å"I rather enjoy looking like a slovenly fool.† Grace winced at that. â€Å"Now listen,† he continued, looking terribly determined. â€Å"Amelia will repeat what I have told you, but it is imperative that you not tell her about Mr. Audley.† â€Å"I would never do that,† Grace said quickly. â€Å"It is not my place.† â€Å"Good.† â€Å"But she will want to know why you were, er†¦Ã¢â‚¬  Oh, dear, how to put it politely? â€Å"You don't know why,† he said firmly. â€Å"Just tell her that. Why would she suspect that you would know more?† â€Å"She knows that I consider you a friend,† Grace said. â€Å"And furthermore, I live here. Servants always know everything. She knows that.† â€Å"You're not a servant,† he muttered. â€Å"I am and you know it,† she replied, almost amused. â€Å"The only difference is that I am allowed to wear finer clothing and occasionally converse with the guests. But I assure you, I am privy to all of the household gossip.† For several seconds he did nothing but stare, as if waiting for her to laugh and say, Only joking! Finally he muttered something under his breath that she was quite certain she was not meant to understand (and indeed she did not; servants' gossip was occasionally risque, but it was never profane). â€Å"For me, Grace,† he said, his eyes boring into hers, â€Å"will you please just tell her you don't know?† It was the closest she had ever heard him come to begging, and it left her disoriented and acutely uncomfortable. â€Å"Of course,† she said quickly. â€Å"You have my word.† He nodded briskly. â€Å"Amelia will be expecting you.† â€Å"Yes. Yes, of course.† Grace hurried to the door, but when her hand touched the knob, she found she was not quite ready to go. She turned around, taking one last look at his face. He was not himself. No one could blame him; it had been a most extraordinary two days. But still, it worried her. â€Å"Will you be all right?† she asked. And immediately regretted that she had done so. His face seemed to move, and twist, and she could not be sure if he was going to laugh or cry. But she did know that she did not want to be witness to either. â€Å"No, don't answer that,† she mumbled, and she ran from the room.

Mims V Starbucks Case

LAW 150 Mims v. Starbucks Corp. Fact: * Kevin Keevican, Kathleen Mims, and other former managers filed a suit against Starbucks seeking unpaid overtime and other amounts. * In Starbucks Corp. Stores the manager’s responsibilities include supervising and motivating six to thirty employees including supervisors and assistant managers, overseeing customer service and processes employee records, payrolls, and inventory counts. * He or she also develops strategies to increase revenues, control costs, and comply with corporate policies. As a manager Kevin worked seventy hours a week for $650 to $800, a 10 to 20 percent bonus, and fringe benefits that were not available to baristas, such as paid sick leave. * An employee’s primary duty is usually what the employee does that is of principal value to the employer, not the collateral tasks that she may also perform, even if they consume more than half their time. * The Plaintiffs argued that they spent less than 50 percent of the ir time on managing and therefore they should be entitled to unpaid overtime and other amounts. Issue:Are the managers non-exempt from the FLSA’s overtime provisions?Decision: NO Rationale: The court began by stating the even when an employee spends less than 50% of his time on management, as the plaintiffs claim they did, management might still be the employee’s primary duty if certain factors support that conclusion. The factors were 1) the relative importance of managerial duties compared to other duties; 2) the frequency with which the employee makes discretionary decisions; 3) the employee’s relative freedom from supervision; and 4) the relationship between the employee’s salary and the wages paid to employees who perform relevant non-exempt work.The record showed that the managerial duties were more critical to success than other duties. The reasoning behind this was that if the managers of stores that made more than $1 million annually in sales wer e able to spend the majority of their time doing chores that other employees which they hired also perform, it’s still obvious that those activities of the manager were not as importance compared to the significant management responsibilities performed during the lesser part of their time.In other words even though the managers spent more time doing less significant work, it still is not as significant as the management activities that they perform even though they do the management activities with 20 to 30 percent of their time. It was apparent that the plaintiffs were the highest paid being that they were the managers and given the significance of their activities they had to make many decisions such as inventory control and whom to deploy in certain positions.A part of these activities was as the highest-ranking employees in their stores to choose who to hire when to discipline employees etc. This applies to the second factor. They argued that because the district managers had the authority to hire more senior employees and set rates of pay, that they did not have the full power to make discretionary decisions however this does not change that management was their primary duty because the discretion may be limited to the company and its desires for uniformity.The third factor in determining if management was the employee’s primary duty was the employee’s relative freedom from supervision. The plaintiffs had claimed that this factor was not conclusive since the district managers were always coming into their stores. They had claimed that since the district managers came on a frequent basis they did not have the freedom from supervision. The court found that the managers still had enough discretionary power and freedom from supervision to qualify for the executive exemption.In other words even though the district managers spent substantial amounts of time in the Plaintiffs’ stores they still had the responsibility of maintaining th e store and its operations and had enough freedom from supervision according to the courts. The fourth factor was the relationship between the employee’s salary and the wages paid to employees who perform relevant non exempt work. Basically here the court said that there was no evidence that their compensation was close to that of some assistant managers which was the Plaintiffs argument on the matter.And it was without a doubt that they had nearly twice the total annual compensation received by their highest-paid supervisors. And they also received bonuses that were not available to everyone. Thus after looking at all the factors the court decided in favor of Starbucks and dismissed the claims, who were exempt from the FLSA’s overtime provisions as executive employees. The court also said that the plaintiffs’ primary duty was management.

Google And Its Relationship With China - 893 Words

Opening The quick advancement and progress of the internet across the world has led to many great opportunities for American business. However, this advancement has pushed the bounds for some countries on their stance for the free flow of information. This has been the problem for Google and its relationship with China. The restrictions set up by the Chinese government go against the ideas and ethics of Google. However, the presence of Google will likely help push political change by opening some doors for accessing information. This will also have the added opportunity of maximizing Google’s corporate interests. Stats and numbers China has the fastest growing internet base with around 632 million of its citizens online as of†¦show more content†¦A business holds its responsibility to the investors with the end goal of producing profit, but this can be considered to constrictive. Strictly running for profit might not be the main goal for some, employees, stakeholders or customers. This could help give a positive image for the company and its investors. Also, Google has not created its enormous value by making shareholder value the main purpose. â€Å"Maximizing profits is an end from the private point of view; it is a means from the social point of view.†(friedman) A system based on private property and free markets help enable people to use their resources in the most valued way. To build a strong and efficient network infrastructure China will need private business, entrapanuers and shareholders to invest freely. If they are in disagreement with the company they are free to sell their stock. The same goes for customers and their choice to vote with their dollars. Many companies have been created with the purpose to maximize profits for their investors. It is also simply good business for a company to provide for its customers social benefit as long as it’s done by their own choice and not pressured. It is not the job of the company to be altruistic and is the benefit of the company to work towards its own needs. Things have changed over time in the There is no obligation to social responsibility, only in the way of shared values and responsibilities

Goal Directed Nursing A Personal Framework - 627 Words

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The theory is based on interactions that lead to goals that lead to attained goals, or outcomes and ou tcomes reflect effective nursing care (King, 1997). This theory is helpful to me by identifying key concepts to guide my practice and my interaction with patients to help them identify and achieve the best outcomes possible. A possible short-coming of the theory may be that the theory identifies individuals as social beings who are rational and unfortunately this is not always the case. Often times, especially in emergency care, you encounter patients and families who are not rational, this mayShow MoreRelatedBiography Of Dr. Imogene M. King Essay1185 Words   |  5 Pagesescape her life in small town she accepted her Uncle’s offer to study nursing. Where she never thought, would lead her to become one of the Pioneers and most sought Nurse Theorist. 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The Issue Of Disciplinary Infractions For High School...

On Monday, February 29, 2016, I interviewed Dr. K. Wallace, District Administrator for Jefferson County Public School District. The interview was on the topic of ethical fairness in education. Dr. Wallace discussed the issue of disciplinary infractions for high school students. He pointed out that bullying and acts of violence are becoming a major problem for administrators. According to Dr. Wallace, administrators must learn how to strike a balance in respecting the rights of children and eradicating acts of bullying and violence. According to Dr. Wallace, two students at Jefferson County High School were scheduled a due process hearing for bullying. He revealed that the two students had made threats on social media and brought weapons to school. However, the two students alleged that they were the ones being bullied and only brought the weapons to protect themselves from a gang of girls and their parents. 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Teaching English Language in Saudi Arabia Through Multi Media

Question: Describe about the Teaching English Language in Saudi Arabia Through Multi Media. Answer: Introduction Background of the Study The Kingdom of Saudi Arabia relies heavily on the official language- Arabic (Alrashidi Phan, 2015). English is not a neutral language and is often a debatable topic. It is true that there is an increase in the use of English in Saudi Arabia;however, the language still faces stiff resistance in the country (Alrashidi Phan, 2015). The language has been questioned regarding its validity and its contribution to the traditional practices of the country. There is limited use of the information technology in the academics (Alwagait, Shahzad Alim, 2015). The teachers are not teaching and practicing the multimedia tools to impart the English language.There is also less acceptability of the English medium of education. Problem statement The teachers in the public schools of Saudi Arabia are inclined towards the traditional methods of the education and pay least attention to the adoption of the multimedia tools in the classrooms (Hammond Gamlo, 2015). They are not well trained in the digital modes of education and often lack modern technology in the classrooms (Hammond Gamlo, 2015). They are not aware of the multimedia tools that can be used effectively in the teaching process (Alghamdi Higgins, 2015). The teachers also engage in using Arabic as the primary instruction language. This creates an over dependency on the local language and creates a resistance for the English language, which is a global language. This derives the students from gaining premium quality education. Research Objectives It is important to use English as a mode of communication in the educational institutions rather than simply teaching English language as a subject. It would improve the critical thinking capabilities of the student. This research aims to identify the importance of English language for the better future of the students. It also explores the utility of the multimedia tools in delivering education in Saudi Arabia. Aims of the study The aim of this research is to analyze the importance of adopting English medium of instruction in Saudi Arabia schools and the benefits of using digital tools in the classrooms. 2: Literature Review Educational System of Saudi Arabia The formation of Saudi Arabia in 1932, witnessed limited educational opportunities to few citizens in Islamic schools (Bowen, 2014). This trend has certainly changed today as there are more education opportunities for the Saudi citizens ranging from the primary education to the postgraduate education (Bowen, 2014). The education system is under the jurisdiction of Ministry of Education (Smith Abouammoh, 2013). There is presence of the private schools as well as state sponsored schools known as Kingdom Schools (Smith Abouammoh, 2013). The teachers in the Kingdom Schools teach by memorization and rote with little emphasis on the critical thinking skills or the problem solving abilities (Palmer, 2015). There are certain classrooms issues related to personal accountability, student time management, prior educational expenses of the students and mismatched cultural expectations. Challenges of using multimedia tools in education Saudi Arabia faces several challenges in the implementation of the multimedia tools in the education sector. There is lack of professional development of the teachers who are not prepared for the integration of the digital tools in the classroom (Al-Asmari Rabb Khan, 2014). There is non-availability of the multimedia tools in the educational institutions with insufficient funds being allocated for this purpose (Al-Asmari Rabb Khan, 2014). The second challenge consists of a high level of resistance from the teaching faculty and the students. They are not eager to move out of their comfort zone gained in the conventional teaching methods (Al-Asmari Rabb Khan, 2014). The teachers often view the use of the multimedia tools outside the purview of their job descriptions. The multimedia educational tools are often viewed as informal learning methods which is believed to dilute the actual meaning of education (Al-Asmari Rabb Khan, 2014). There is lack of awareness regarding the multimedi a tools which has made it less popular in academic context. Need for English as a Foreign Language (EFL) The Kingdom of Saudi Arabia is the most traditional yet the richest state of the Gulf countries (Niblock, 2015). It provides one of the highest paying EFL teaching jobs in the world. The schools in Saudi Arabia lack good teachers who are able to give instructions to the students in English. English is a global language which is well recognized all over the world. It is a foreign language for the Saudi students; however, they must master it in order to have bright career prospects (Niblock, 2015). The students have realized the importance of English for securing high paying jobs in the future (Al Malihi, 2015). It is important to incorporate English in the school or college curriculum. The government of Saudi Arabia has encouraged their students as well as teachers to study in foreign countries such as UK, Australia and USA so that they can learn English language (Olson, 2016). This would make the students comfortable in the language without having to attend additional courses involvi ng considerable amount of finances and time (Al Malihi, 2015). The impact of globalization has led the students to communicate fluently in the English language. Reasons for using digital tools in classroom The digital tools such as multimedia tools are highly effective in providing project based learning to the students. There are several multimedia tools that can be used in teaching such as power point presentation, videos, flash animations, audio tools, e-learning software, overhead projectors and others (Vaughan, 2014).These tools help the student to form a constructive learning environment in which they can retain their knowledge in a better way. The multimedia tools are useful in designing a project that depends solely on the information technology tools (Al-Asmari Rabb Khan, 2014). The multimedia tools allow the students to perform critical analysis on various topics. They can access a variety of information from the online sources and interpret the necessary information. The multimedia tools in delivering English language helps the students to gain a practical learning as they engage in the learning process themselves rather than merely adopting an authors work (Vaughan, 2014). These tools induce reflective thinking capabilities in the students which is very important for their future (Vaughan, 2014). The multimedia tools help the students to retain information for a longer period of time (Vaughan, 2014). The students can learn at their own convenient time and own pace. The technology allows the students to accomplish their goals in a better way (Vaughan, 2014). The integration of the various multimedia tools in imparting English language allows the student to learn complicated concepts in short span of time. Effect of multimedia tools on English learning outcomes Therole of multimedia tools is immense in order to fulfill the academic needs of the students. It is important in the English learning outcomes in the classrooms (Liu Long, 2014). The multimedia systems offer a potential avenue for it enhancing the understanding of the students in a foreign language (Liu Long, 2014). It creates an optimum learning environment in the classroom through the use of multimedia technologies. The multimedia teaching system is a combination of the interactive as well as instructive multimedia systems as it can integrate the audiovisual systems with the actual course materials (Liu Long, 2014). There are innovative features in the multimedia teaching methods such as use of authentic course materials, instant feedback, learner control, graphical illustrations and pictorial depiction of the key concepts (Liu Long, 2014). These components help the students to grasp the English language in a better way. They can understand the practical implementation of the English language (Liu Long, 2014). They can also understand the English Grammar like tenses, subject verb agreement, numbers and others so that they can understand the fundamental concepts of the English language (Liu Long, 2014). 3: Research Methodology Research Process The researcher would follow a series of steps in formulating this research (Pickard, 2012). The first step involves the identification of the problem, review of the appropriate literature, clarification of the problem, definition of the key concepts related to the topic, definition of the population, development of the plan, collection of the data and the analysis of the data (Pickard, 2012). The researcher would also ensure that the study is conducted in an ethical manner. Data Collection Process This study involves the collection of both qualitative as well as quantitative data (Punch, 2013). The researcher chose a sample of 70 undergraduate as well as post graduate students and 70 high school students from various academic institutions located in Saudi Arabia and collected quantitative data from them. A close ended questionnaire is to be created and the respondents would be asked to answer them one by one. The researcher should also engage in qualitative research by choosing 10 teaching faculty in the educational institutions in Saudi Arabia. They would be exposed to an interview process and open ended questionnaires (comprising of 10 questions) that focus on the key concepts of the topic such as role of multimedia in teaching and comfort level for imparting EFL classes (Punch, 2013). Research Outcomes The researcher presents some real facts regarding the teaching of the English language through the use of multimedia tools. It demonstrates the attitude of the teachers regarding the adoption of the multimedia tools as well as the implementation of English language in schools. The research must fulfill the objectives of the research objectives. It would help the researcher to derive useful facts about the research topic. Data Analysis The data collected would be analyzed in order to gain in-depth analysis of the topic (Abbott, 2014). The exploratory data analysis is performed by using a statistical tool known as SPSS and the Microsoft Excel (Abbott, 2014). The correlation and frequency distribution analysis is also done on the collected data. Sampling method The sampling method would be used by the researchers to select the necessary respondents for the purpose of conducting research on a particular topic. In this research, the researcher would use the stratified sampling method which is used in the probability sampling (Levy Lemeshow, 2013). The population is segregated into groups based on their occupation. The two main groups are the students and the teachers (Levy Lemeshow, 2013). The study would be done on these two groups in order to measure the impact of the key variables (English teaching methods and role of multimedia). Limitations of the Study There are certain limitations in this study which may impact the research outcomes. The research is performed in the educational institutes of Saudi Arabia; hence the results may not be applicable for the non-Saudi educational institutions. The second limitation includes the lack of previous research on the subject domain. The sample size is not so large which provides a limiting knowledge regarding the research topic. There may be cultural bias of the researcher as he may not be familiar with the educational system of Saudi Arabia. Ethical considerations The researcher must ensure that the participants are not forced while undertaking the research. The teachers and the students voluntarily must participate in the research and gave their responses from their real life experiences. The researcher should not engage in dishonest means of data collection and collect truthful data only. The data analysis would be done in an ethical manner with true representation of the collected data. There would not be any manipulations involved with the collected data. The researcher is honest in his ways of data analysis means. References Abbott, M. L. (2014).Understanding educational statistics using Microsoft Excel and SPSS. John Wiley Sons. Al Malihi, J. F. (2015). Saudi EFL Teachers' Readiness and Perceptions of Young Learners Teaching at Elementary Schools.English Language Teaching,8(2), 86. Al-Asmari, A. M., Rabb Khan, M. S. (2014). E-learning in Saudi Arabia: Past, present and future.Near and Middle Eastern Journal of Research in Education, 2. Alghamdi, A., Higgins, S. (2015). Investigating how teachers in primary schools in Saudi Arabia were trained to use interactive whiteboards and what their training needs were.International Journal of Technical Research and Applications, Special Issue,30, 1-10. Alrashidi, O., Phan, H. (2015). Education context and English teaching and learning in the Kingdom of Saudi Arabia: An overview.English Language Teaching,8(5), 33. Alwagait, E., Shahzad, B., Alim, S. (2015). Impact of social media usage on students academic performance in Saudi Arabia.Computers in Human Behavior,51, 1092-1097. Bowen, W. H. (2014).The History of Saudi Arabia. ABC-CLIO. Hammond, M., Gamlo, N. H. (2015). How and why do language teachers use ICT in a University in Saudi Arabia?.Proceedings of Global Learn 2015, 248-257. Levy, P. S., Lemeshow, S. (2013).Sampling of populations: methods and applications. John Wiley Sons. Liu, C., Long, F. (2014, January). The Discussion of Traditional Teaching and Multimedia Teaching Approach in College English Teaching. In2014 International Conference on Management, Education and Social Science (ICMESS 2014). Atlantis Press. Niblock, T. (Ed.). (2015).State, Society and Economy in Saudi Arabia (RLE Saudi Arabia)(Vol. 6). Routledge. Olson, M. R. (2016). Issues and Trends of International Students in the United States.Issues,4(1). Palmer, B. M. W. (2015). Understanding cultural conflict in EFL classrooms in the UAE.Eurasian Journal of Applied Linguistics,1(2), 77-95. Pickard, A. (2012).Research methods in information. Facet publishing. Punch, K. F. (2013).Introduction to social research: Quantitative and qualitative approaches. Sage. Smith, L., Abouammoh, A. (2013).Higher Education in Saudi Arabia. London: Springer. Vaughan, T. (2014).Multimedia: making it work. Tata McGraw-Hill Education.

Internet Marketing free essay sample

The internet has become a key factor in the success of a lot of businesses in recent years. In the following assignment I am going to explain how internet marketing has made Tesco’s business more efficient, effective and successful. Efficient; Definition; Efficiency is the comparison of what is actually produced or performed by the business with what can actually be achieved with the same consumption of resources (money, time, labour, etc. ). By removing the distributor or wholesaler businesses like Tesco are â€Å"cutting out the middleman† which allows Tesco to work with customers directly from the internet. Opportunities to increase sales from existing customers; Tesco realise that there are opportunities to increase sales from customers that are already shopping with their organisation, they can do so by promoting new products into new markets or improving sales within the markets they already serve. Opportunities to monitor Competitor activity; Tesco can use the internet to monitor competitors activity, these competitors include, Asda and Marks amp; Spensors, Tesco can view their competitors website and see what changes they have made to gain the interest of the customers and what products and services they are offering bargains for. We will write a custom essay sample on Internet Marketing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Opportunities to buy online promotion; Businesses can pay for search engine advertising which means that their company logo will appear as soon as the user searches for a relevant search to the business. Reduces cost; By using the internet and setting up a website, Tesco saves its company valuable funds on advertising as setting up a website is very cost effective. Reduces waste; As Tesco will not need as many outlets, they will not be producing unnecessary high amounts of waste from the organisations. Reduces the number of stores required by the business; By setting up a website Tesco don’t need to invest money into building new stores as the internet allows their products to be purchased, viewed and delivered globally. Eliminates the risk of bad debt; When customers purchase from Tesco online, they must first pay for the product before the transaction is made, this lowers the risk of debt Tesco. 24/7 availability; Tesco’s website means that customers can view their products and services on offer at any time of the day/month/year, which will prove to be convenient for customers who have responsibilities and cannot shop during shop opening times. + Effective; Definition; Effectiveness is considered when measuring the degree to which objectives are achieved and the extent to which targeted problems are solved. In contrast to efficiency, effectiveness is determined without reference to costs and, whereas efficiency means doing the thing right, effectiveness means doing the right thing. Widens target audience; Tescos website is viewable by any person that can access the internet, which means that their target audience will grow by a huge proportion. Allows the business to gather customer research; Tesco can gather information from customers that visit or shop from their website, they can gather information like contact details from surveys and they can contact the customer via e-mail or telephone to formally tell them about offers on products and services. Ability to respond to customer enquires/orders quickly; Tesco have a â€Å"contact us† section on their page which means that customers can find contact details instantly to get in touch with the business if they have any inquires. Ability to process orders 24/7; Having a website means that Tesco can make a transaction with customers at any time of the day, on any day of the year. More cost effective promotion; Tesco can use their website to promote products and services as detailed as they can, by putting up pictures and information about the product the customer has all they need to know before purchasing, this is a much more cost effective way of promoting. Successful; Definition; Success is considered with the achievement of an action within a specified period of time or within a specified parameter. Success can also mean completing an objective or reaching a goal. Success can be expanded to encompass an entire project or be restricted to a single component of a project or task. Helps business survive in an economic downturn; Businesses that are affected by recession may have to close stores and lay off staff but are still able to operate via their website. Compete better with competitors; The internet allows businesses like Tesco to compete better with its competitors, as the competitors allow anybody to view their website, Tesco can take advantage and monitor competitors success. Global audience; Having a website means that anyone can view your website from anywhere in the world at anytime, this helps businesses like Tesco try and attract new customers. Small businesses can compete equally with larger businesses; Small businesses starting off are given the punchers chance when they create a website, if there was no internet customers would probably follow the bigger more successful buildings and businesses. Internet Marketing free essay sample This is perhaps the biggest threat gained from the internet as standardised products have become easier to compare throughout online intermediaries like kelkoo(Chaffney 2006) However business have to view it as an opportunity rather than a threat. (Chaffney 2006)states the bargaining power of its suppliers is reduced since there is a wider choice and increased commoditisation due to e-procurement and e-marketplace. Companies can demand that supplier uses â€Å"Internet use of electronic data interchange†(Strauss et al 2006), in order to increase supply chain sufficiency and reduce costs. Substitution is on the increase since digital products can be introduced faster making it a steady threat as consumers have broader choices online. The replacing of online channels mean existing services are now on the net, I. e. online banking. The barriers to entry have declined, enabling new competitors that have previously required a high street presence to trade online, along with foreign competitors. All these factors must be monitored to avoid deterioration of market share. We will write a custom essay sample on Internet Marketing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The microenvironment is defined as â€Å"all stakeholder, organizations, and forces external to the organisation†(Strauss,2006) . Social Factors are one of the key trends effecting businesses, to date a vast majority of the population obtain access to the internet, however firms need to take into account when forecasting future demands that groups do not wish to have access and the shortage of demand for online services. Moreover firms need to think how to avoid social exclusion (Chaffney 2006) defined as social exclusion as part of society that is excluded from the facilities available to the remainder and so becomes isolated (Strauss, 2006) Digital inequality matters due to those without access and skills are loosing out on the benefits of the digital world and research shows a clear correlation between social and digital exclusion.