Stefan’s Diaries: The Craving Chapter 9

Fifteen minutes later I stood next to my brother at the outskirts of the dance, waiting for the music to stop. Everyone twirled around, their skirts swishing in perfect synchronicity to the music, all of them oblivious to the fact that two dangerous murderers stood among them. â€Å"Follow my lead,† Damon said out the side of his mouth. â€Å"Go to hell,† I said out the corner of mine, smiling at Margaret as she passed. â€Å"Been there. Not to my liking,† he answered, taking two glasses of champagne off a tray and handing one to me. â€Å"There you are,† Bridget squealed, running up to me. She bounced up and down with excitement, causing all of the flounces on her dress to rise and fall like a giant stinging jellyfish. She grabbed my arm. â€Å"What were you talking about all this time? Me?† I turned and looked at her. She was beautiful and completely off-putting – self-centered, immature, always vying for attention. But Bridget Sutherland didn't deserve to die. I had been responsible for enough deaths in my short time as a vampire. I could never put to right the wrongs I'd committed in those early days, but saving this family from Damon's vengeance was my responsibility. I would not have their blood on my conscience. â€Å"Yes. Yes I was,† I answered, and then I drained my drink and motioned for the waiter to bring me another. â€Å"Attention please,† Damon called out, tapping on his glass with a silver spoon. The master of the dance, Reginald Chester, squinted at Damon curiously. The orchestra, looking confused, put down their instruments. Mrs. Chester first seemed put out that someone else was taking charge of the dance – but when she saw who it was, she began to beam like Damon was her own son. The murmuring crowd turned to us: young, old, with feathers, with gems, in wide lace shawls and massive silk dresses, like a flock of tropical birds at a zoo awaiting the keeper who would scatter grain for their supper. They whispered to one another and nodded, trying to claim connection to him: â€Å"I had dinner with him last week.† â€Å"He was having drinks with the Knoxes, that's where I met him.† â€Å"I recommended my best tailor to him.† It was difficult to tell if the crowd had been charmed by Damon's natural charisma, or if there was powerful compelling at work. But I wondered again how a vampire as young as Damon could command such Power. â€Å"My new friend and I have an announcement to make,† Damon called out, assuming his fake Italian accent once more. Lydia quietly slipped to the front of the crowd, coming to stand near Damon. â€Å"Many of you know the story of the night Miss Sutherland and I first met†¦ I, a stranger to your shores, and she, a beautiful damsel in distress†¦Ã¢â‚¬  The crowd smiled adoringly. Hilda and one of her girlfriends exchanged envious looks. â€Å"And in a shocking coincidence, my friend here, Stefan Salvatore, rescued her sister, the equally beautiful and charming Bridget Sutherland, just last night. I can't speak for him,† he said, drawing close to Lydia, his glass still raised, his attention still on the crowd, â€Å"but for me, it was love at first sight. I've already spoken to her father, and so before anyone else can grab her away from me, I, Count Damon DeSangue, beg Lydia for the honor of her hand in marriage, though I have nothing to offer her beyond my good name and lifelong devotion.† He got down on one knee and whispered, â€Å"Lydia?† Lydia's face flushed prettily. She was taken off guard. Though she was not the sort of girl who really looked forward to being asked to wed in front of a large crowd, she beamed. â€Å"Of course, Damon, with all my heart!† she exclaimed, throwing her arms around him. The Sutherland family stood together at the front of the crowd. The look on Margaret's face wasn't so much a scowl as disgusted shock and sheer confusion. I knew how she felt, but wondered at her response. Wasn't she under Damon's compulsion to accept him – and me – completely? Bridget's reaction was equally human, and far more horrible. Her eyes burned with pure, searing jealousy. Maybe there was a tiny bit of relief that her older sister was getting married, which meant that now in turn she could. But it was obvious that the youngest Sutherland had been dreaming her whole life of exactly how her perfect suitor would propose, and that it involved being done in public, in front of all her friends and an admiring audience. The admiring crowd clapped and then Damon's eyes flicked back toward me. Just once. Like he had the power to compel me. And in a manner of speaking, he did. I knew exactly what he wanted me to do. I drained my second champagne before stepping forward, turning toward Bridget. Here I went again. It seemed only yesterday that I was in Mystic Falls, yearning to go to school in Charlottesville, waiting out the war in the lazy, endless summer, and being forced to court Rosalyn. Each time I called upon her it was with a leaden ball in my stomach, and each visit was an exercise in frustration and despair. I never wanted to marry her – our parents wished us to marry. My father expected us to marry. And so I was forced into an engagement I didn't want, anticipating a marriage I didn't desire. Once again I was being being forced into a marriage. But perhaps this was all part of the punishment I deserved. And if it meant saving lives†¦ â€Å"Bridget.† I turned to her, bent at my waist and holding my drink out, toasting her. I was the very form of romantic etiquette, exuding Southern charm the like of which these Yankees rarely saw. â€Å"From the very moment I†¦Ã¢â‚¬  Saw your near-lifeless body covered in blood in Central Park and almost finished you off. â€Å"†¦ had the fortune to come to you in the hour of your direst need, I just knew you had to be mine. And thanks to the generosity of your parents, I already feel like family. Bridget, will you make this the happiest night of my life?† With a porcine squeal Bridget threw her arms around me – after first carefully handing her glass of punch to Hilda. â€Å"Good show,† Bram clapped, his cheeks flushing even redder. â€Å"I knew you were a decent chap! I could tell right away!† The crowd exploded with cheers and thunderous applause; buckets of champagne were ordered all around. Winfield Sutherland looked so puffed up with pride and joy I feared he would explode. Mrs. Sutherland looked quietly pleased now that the last of her daughters were matched. Only Margaret shook her head angrily before freezing her face into a good show of sisterly pride. The leader of the dance had a Nebuchadnezzar of champagne brought forth, a giant glass bottle that held the equivalent of twenty bottles' worth of champagne. In an elegant display of sabrage, he took a sword from his butler and dramatically sliced along the bottle, causing the neck to fly off in a beautiful explosion of sparkling golden liquid. â€Å"Let's have the weddings this weekend!† Damon cried out, as if caught up in the general excitement. â€Å"We've waited our whole lives to find these ladies – why wait now?† Yes, why wait? I thought. Let Damon's games begin.

Stylistic Analysis of the Text “The Last Leaf

/* * */ package javafxgrouping; /** * * @author 094632220 */ public class StudentEntity { // private String id; private String name; private String className; public StudentEntity(){ } public StudentEntity(String aID, String aName, String className) { this. id = aID; this. name = aName; this. className = className; } public String getId() { return id; } public void setId(String id) { this. id = id; } public String getName() { return name; } public void setName(String name) { this. name = name; } public String getClassName() { return className; } public void setClassName(String className) { his. className = className; } @Override public String toString() { String str = id + â€Å",† + name + â€Å",† + className ; return str; } } /* * : TaDB. java * —————————– * HashMap HashMap id( )? * , taMap? HashMap * , (public ): * TaEntity findEntry(String id): * String findName(String id): * int rows(): * Iterator getIterator(): ( ) */ package javafxgrouping; import java. io. BufferedReader; import java. io. FileNotFoundException; import java. io. FileReader; mport java. io. IOException; import java. util. ArrayList; import java. util. HashMap; import java. util. Iterator; import java. util. Map; import java. util. StringTokenizer; /** * * @author */ public class TaDB { /* */ private Map taMap; // (HashMap) /* * TaDB, (TA. txt) * , */ public TaDB(String filename) { taMap = new HashMap(); // /* */ FileReader fr = null; try { fr = new FileReader(filename); } catch (FileNotFoundException e) { System. out. print(â€Å" † + filename + â€Å"! ); } /* */ BufferedReader bf = new BufferedReader(fr); String line; try { // while ((line = bf. readLine()) ! = null) { // , ta ArrayList ta = new ArrayList(); StringTokenizer tokenizer = new StringTokenizer(line, â€Å",†); ta. add(tokenizer. nextToken()); while (tokenizer. hasMoreTokens()) { String token = tokenizer. nextToken(); ta. add(token); } // TaEntity entry = new TaEntity(ta. get(0), ta. get(1), ta. get(2), ta. get(3), ta. get(4), ta. get(5)); // (HashMap) taMap. put(entry. getId(), entry); } } catch (IOException e) { System. ut. print(â€Å" † + filename + â€Å"! â€Å"); } } /* * id( ) , null? */ public TaEntity findEntry(String id) { return taMap. get(id); } /* * id( ) , null? */ public String findName(String id) { return taMap. get(id). getName(); } /* * */ public int rows() { return taMap. size(); } /* * (id) */ public Iterator getIterator() { return taMap. keySet(). iterator(); } } /* * */ package javafxgrouping; /** * * @author */ public class TaEntity { private String id; // private String name; // rivate String iid; // private String email; // private String phone; // private String tutor; // /* */ public TaEntity() { } /* */ public TaEntity(String aID, String aName, String aIID, String aEmail, String aPhone, String aTutor) { this. id = aID; this. name = aName; this. iid = aIID; this. email = aEmail; this. phone = aPhone; this. tutor = aTutor; } /*getter ? setter*/ public String getId() { return id; } public void setId(String ID) { this. id = ID; } public String getName() { return name; } public void setName(String name) { this. name = name; } public String getIid() { eturn iid; } public void setIid(String IID) { this. iid = IID; } public String getEmail() { return email; } public void setEmail(String email) { this. email = email; } public String getPhone() { return phone; } public void setPhone(String phone) { this. phone = phone; } public String getTutor() { return tutor; } public void setTutor(String tutor) { this. tutor = tutor; } * */ @Override public String toString() { String str = id + â€Å",† + name + â€Å",† + iid + â€Å",† + email + â€Å",† + phone + â€Å",† + tutor; return str; } } /* * */ package javafxgrouping; import java. io. FileWriter; import java. io.IOException; import java. io. PrintWriter ; import java. util. ArrayList; import java. util. Iterator; import java. util. Random; import java. util. logging. Level; import java. util. logging. Logger; import javafx. application. Application; import javafx. collections. FXCollections; import javafx. collections. ObservableList; import javafx. event. ActionEvent; import javafx. event. EventHandler; import javafx. scene. Group; import javafx. scene. Scene; import javafx. scene. control. Button; import javafx. scene. control. ListView; import javafx. scene. input. MouseEvent; import javafx. scene. text. Font; import javafx. stage.Stage; /** * * @author */ public class JavaFXGrouping extends Application { // HTML private static String htmlFileName = â€Å"group. xhtml†; // CSS private static String cssFileName = â€Å"style. css†; private final int sceneWidth = 900; // private final int sceneHeight = 660; //// private TaDB taDb = new TaDB(â€Å"src/javafxgrouping/TA. txt†); // // , private StudentsDB studen tsDb = new StudentsDB(â€Å"src/javafxgrouping/Students. txt†); private ArrayList taIdArray = new ArrayList(); // d private ArrayList studentIdArray = new ArrayList(); // id private ArrayList studentAdd = new ArrayList(); private int studentsNo = studentsDb. rows(); private int groupNo = taDb. rows(); // , private Button btn = new Button(â€Å" â€Å"); // â€Å" â€Å" private Button btn1 = new Button(â€Å" HTML â€Å"); // â€Å" HTML â€Å" private ListView[] group = new ListView[groupNo]; // , 1? rivate ObservableList[] myObservableList = new ObservableList[groupNo]; // private Group root = new Group(); // @Override public void start(final Stage primaryStage) { // â€Å" â€Å" btn. setFont(Font. font(null, 24)); btn. setLayoutX(sceneWidth – 240); btn. setLayoutY(20); btn. setPrefSize(220, 50); // â€Å" HTML â€Å" btn1. setFont(Font. font(null, 24)); btn1. setLayoutX(sceneWidth – 240); btn1. setLayoutY(20); btn1. setPrefSize(220, 50); btn1. se tVisible(false); initArray(); // taIdArray? studentIdArray drawGroupList(); // , root. getChildren(). ddAll(btn, btn1); // Scene scene = new Scene(root, sceneWidth, sceneHeight); // primaryStage. setTitle(â€Å" â€Å"); // primaryStage. setScene(scene); // primaryStage. show(); // //† â€Å" ( ) btn. setOnAction(new EventHandler() { @Override public void handle(ActionEvent event) { btn. setVisible(false); randomGrouping(); btn1. setVisible(true); } }); //† HTML â€Å" ( ) btn1. setOnAction(new EventHandler() { @Override public void handle(ActionEvent event) { writeToFile(); btn1. setVisible(false); } }); } ** * JavaFX main() IDE FX * NetBeans main() * * @ args */ public static void main(String[] args) { launch(args); } private void drawGroupList() { int k; for (int j = 0; j < groupNo; j++) { myObservableList[j] = FXCollections. observableArrayList(); group[j] = new ListView(); group[j]. setStyle(â€Å"-fx-font-size:18;†); group[j]. setItems(myObservableList [j]); group[j]. setLayoutX(20 + j * 60); group[j]. setLayoutY(20 + j * 34); group[j]. setPrefSize(360, 320); k = j + 1; myObservableList[j]. add(â€Å"? † + k + â€Å"? [ :† + taIdArray. et(j) + â€Å",† + taDb. findName(taIdArray. get(j)) + â€Å"]†); final int i = j; group[j]. setOnMouseClicked(new EventHandler() { @Override public void handle(MouseEvent event) { group[i]. toFront(); } }); root. getChildren(). add(group[j]); } } private void initArray() { // id Iterator taIterator = taDb. getIterator(); while (taIterator. hasNext()) { taIdArray. add(taIterator. next()); } // id , Iterator studentsIterator = studentsDb. getIterator(); while (studentsIterator. hasNext()) { studentIdArray. add(studentsIterator. ext()); } } private void randomGrouping() { // , int i, j, num = 0; Random studentsRandom = new Random(); for (i = 0; i < groupNo; i++) { j = 0; if (i < studentsNo % groupNo) { while (((studentsNo – num) ! = 0) && (j < studentsNo / groupNo + 1)) { j++; int studentNo = studentsRandom. nextInt(studentsNo – num); myObservableList[i]. add(studentsDb. findclassName(studentIdArray. get(studentNo)) + â€Å",† + studentIdArray. get(studentNo) + â€Å",† + studentsDb. findName(studentIdArray. get(studentNo))); studentAdd. add(studentIdArray. et(studentNo)); studentIdArray. remove(studentNo); num++; if (num == studentsNo) { break; } } } else { while (((studentsNo – num) ! = 0) && (j < studentsNo / groupNo)) { j++; int studentNo = studentsRandom. nextInt(studentsNo – num); myObservableList[i]. add(studentsDb. findclassName(studentIdArray. get(studentNo)) + â€Å",† + studentIdArray. get(studentNo) + â€Å",† + studentsDb. findName(studentIdArray. get(studentNo))); studentAdd. add(studentIdArray. get(studentNo)); studentIdArray. remove(studentNo); num++; f (num == studentsNo) { break; } } } } } private void writeToFile() { writeToHtml(htmlFileName); createCss(cssFileName); } private void writeToHtml(String fileName) { // HTML , PrintWriter wr = null; try { wr = new PrintWriter(new FileWriter(htmlFileName)); } catch (IOException ex) { Logger. getLogger(JavaFXGrouping. class. getName()). log(Level. SEVERE, null, ex); } wr. println(â€Å"

Charlotte Bronte’s Aspects Of The Gothic

Charlotte Brontes Aspects Of The Gothic In †Jane Eyre†, Charlotte Bronte places her narrator and central character in the middle of dramatic events. One of these is at the start of the novel when Jane is trapped in the Red Room and the next is when she attends Thornfield Hall to work as a governess. Charlotte Bronte uses certain features of gothic literature to create a tense atmosphere for the reader. Jane Eyre is sent to live with her unfeeling aunt and abusive cousins, after her parents sadly passed away. Jane Eyre leads a very unhappy life as the people whom she grows up with do not treat her like family and blame her for any trouble. Now, Jane Eyre is locked in the Red-Room after an incident with her cousin, for which she takes the blame. As the years pass and Jane grows into a young woman, she is sent to Thornfield to work as a governess and, in the passage, is being shown around the estate. In the Red Room and at Thornfield hall, Bronte establishes a typical gloomy, gothic setting to create suspense and terror. Charlotte Bronte uses powerfully gothic descriptions of objects especially in the Red -Room. The name seems more important because of the alliteration and the fact that the room is identified as ‘red’ makes the reader feel that it is perhaps dangerous. The colour is often associated with blood and death, both of which create fear for the reader. We are told by the narrator that â€Å"The red-room was a square chamber, very seldom slept in, I might say never†. The use of the word †chamber† makes it sound much larger and grander and perhaps more uninviting than a regular room. The fact that the room is hardly ever slept in suggests that it is abandoned by all human company and creates a tense mood for the reader raising several questions about its safety. Bronte, therefore, uses colour to reflect the turmoil of emotions such as rage, fear and frustration which Jane is now experiencing. The objects which Charlotte Bronte describes in the Red Roo m create a typical gothic environment. We are told that the room is decorated very darkly. ‘The chairs were of darkly polished old mahogany’, which suggests that the furniture in the room is sombre, old and heavy. Colours associated with the gothic are generally darker shades, and the Red Room purposely creates images in the reader’s mind of gloomy objects to create a depressing atmosphere. When the writer describes the bed as â€Å"glar(ing) white† and the â€Å"snowy Marseilles counterpane†, this creates a contrast to the surrounding redness of the rest of the room. â€Å"Glared white† uses personification to describe the bedding as antagonistic to Jane as if it is watching her. This creates more torment for the reader. Even though the colour white might seem a much more optimistic colour than red, here it is used to create negative thoughts. The â€Å"snowy white counterpane† presents the bed as being icy cold, like death. When Jane looks in this mirror she sees a â€Å"half imp, half fairy† staring back at her. This introduces an element of the supernatural and suggests that Jane believes evil forces within the room may have possessed her and are reflected in the glass. Charlotte Bronte plays here on the superstitious fears of the reader. The fact that Jane Eyre is trapped in the red-room where her uncle died is terrifying enough but the idea that the room might have the power to drive Jane mad plays on our deepest anxieties. Death is a prominent feature of the gothic and Bronte uses the dead uncle and the possibility that he haunts the room to intensify the atmosphere. When Jane looks in this mirror is the most disturbing moment in the description of the red-room. Horror and fascination are created for Jane at this moment. The description of her †white face† and †glittering eyes of fear† show that Jane appears like a ghost to herself, the word †glittering† hinting a t madness.

See instructions Essay Example | Topics and Well Written Essays - 2000 words

See instructions - Essay Example This essay will focus on the need and importance of analysing and incorporating the interests of different groups in development projects; an exercise that is commonly regarded as stakeholder analysis. The scope of this essay will focus on two essential aspects. Firstly, the essay will present a comprehensive meaning of the term stakeholder. Once that has been done, the essay will focus on defining the term stakeholder analysis. This definition will concentrate on highlighting the objectives and importance of carrying out stakeholder analysis in development projects. Secondly, the essay will draw attention to the use of stakeholder analysis in development projects. Essentially, this part of the essay will aim to answer the question of when, how and why stakeholder analysis should be carried out. The ultimate objective of this sector of the essay is to establish the utility of stakeholder analysis in development projects. Finally, the essay will conclude with a summary of the important factors that form the stakeholder analysis process. The identification of a wide range of stakeholders is an essential process in development projects. Any institution, group or individual that has a clear or potential vested interest in the development project can be regarded as a stakeholder. The effective accommodation of the different needs of each stakeholder presents a challenge to the effective implementation of development projects. Essentially therefore, a stakeholder consists of all parties that need to be taken into consideration in insuring the successful achievements of development project goals. The support and participation of stakeholders is often key in the smooth implementation of a project and in the long run, the overall sustainability of the development project. There are essentially two categories of stakeholders. These are namely internal stakeholders and external stakeholders. Internal stakeholders consist of

A monkey's uncle Essay Example | Topics and Well Written Essays - 750 words

A monkey's uncle - Essay Example John Scopes a school teacher from Tennessee was indicted in violation of law by teaching a evolution theory in the public school. The case promised to be an unprecedented show due to the controversial topic and number of eminent participants. Local town leaders could not but use the publicity in order to help their small town. Jennings Bryan considering the evolution theory improbable worried about the erosion of the young people’s moral health. According to his logic the evolution theory and the low percentage of the believers among youth presented a real threat to the future of the society. Having received the strong support from the worried parents he decided to fight teaching Darwinism at schools. In early 1925 his political campaign resulted in a legislative changes, known as the Butler Act which prohibited the denial of the Biblical account of man’s origin and teaching of the evolution theory in the public schools of Tennessee.1 So it was no surprise when Bryan re ceived a request to join the prosecution team in the Dayton trial on behalf of the World’s Christian Fundamentals Association and local prosecutor Sue Hicks (Linder, â€Å"William Jennings Bryan†). In contrast Clarence Darrow, as a modernist, had opposite views on the religion vs. science issue. He was convinced that religious fundamentalism threatened the entire system of public education by doubting the skepticism of inquiry that moved the progress (Linder, â€Å"Clarence Darrow†). When Darrow found out that Bryans was going to lead the prosecution team, he decided to volunteer to challenge Bryan’s program and him personally. In spite of the reluctant attitude of the American Civil Liberties Union leadership, the defendant John Scopes insisted on the Darrow’s participation as a defender. Though the case resembled with the eternal struggle of the opposite good and evil, it still was a prosecutor and defender matter which strategy was rigidly prepa red by both sides. The Prosecution focused on two things: the prove of the actual violation of the Butler?s Act by John Scopes; and influence on the public and jury by using the religious rhetoric and socializing with the local population. The defense in its turn made a stake on the repealing the indictment on the state and federal constitutional levels seeking the declaration in higher instance of that the prohibiting evolution theory in public schools was unconstitutional. Here should be made a short remark over the constitutional grounds of the issue. The Establishment Clause of the First Amendment guaranties the protection of the of the US citizens from the using public fund or establishments to favor any particular religious tradition over another, or non-religion over the religion, or religion over non-religion. Hence, teaching of evolution as a scientific theory does not contradict to the First Amendment. Today the controversy between evolution and creationism remains as an i mportant question in the American society. The status of teaching these topics is under constant debate in legal, religious and political circles. While some religions do not reject the evolution theory several fundamentalist branches of Christianity zealously resist its teaching. However, after normally it is taught in the science courses. Teaching of creationism and intelligent design as science due to its obvious religious background were declared unconstitutional. The core of the current debate lies in the different views on whether evolution/intelligent design

Understanding Sense of Belongingness Essay Example | Topics and Well Written Essays - 750 words - 3

Understanding Sense of Belongingness - Essay Example Using this article, I will be discussing the author’s structure of the source and his project as well as the contents of the article regarding belongingness. Firstly, the author tries to make a relationship with his readers through his writing approach. Strayhorn sounds professional which he maintains throughout the article but he also made his tone very personal so as to communicate well with his readers. This is reflected not only with the choice of the words used but also in the manner the statements are crafted. For instance, the writer refers to studies of various researchers such as Baumeister and Leary. This shows how objective the writer is regarding his topic. However, there are also times when the author refers to his own research that he uses the personal pronoun â€Å"I† as he tries to relate with his audience but he still maintains a serious tone. To make his discussion more interesting, Strayhorn presents his argument in an organized manner, letting the readers well-guided as they continue with their reading. Strayhorn’s project aims at using the present literature to explain â€Å"sense of belonging†. This means that the author uses earlier published studies as references in attempting to explain what the topic really means. From this foundation, the writer wants to show the importance of the topic, approaching it with the use of examples and referencing other studies. Lastly, he intends to go over the implication of the study, especially in education. Therefore, this study is focused more on the students and how they are able to relate to their environment. As promised, the author first defines the term â€Å"sense of belongingness†. For example, he quotes Anant’s definition saying, â€Å"Sense of belonging characterizes a person’s perceived belief of indispensability within a system†.

Barack Obama and Mitt Romney Approach towards Problem Solving Essay

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Handshake Essay Example | Topics and Well Written Essays - 500 words

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Life Expectancy Essay Example | Topics and Well Written Essays - 1500 words

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