Communities Essay Example | Topics and Well Written Essays - 250 words

Communities - Essay Example So, what makes a group like ours a community is the existence of values, norms, customs, and traditions that are shared and respected by one group of people. As such, the world now no more consists of individuals but of social groups and communities that are characterized by unique sets of values and norms. This means that the world is actually composed of different cultures. A community then is characterized by the ways of life of the members of a group, including how they dress, their marriage customs and family life, their patterns of work, religious ceremonies and leisure time. In the case of the group I belong to, we share the habit of going to the cafà ©, having our preferred drink, and exchanging talks and stories. Actually, the main need of the group I belong to is the need to socialize and feel that one does live alone in this world. Rather, there is a need t listen to other people’s stories, problems, and fun moments. However, some of the tensions or differences that work against the cohesion of this community include the existence of some different cultural backgrounds for the members of the community. For example, one member of our group belongs to an African culture, another one belongs to an Asian culture, and a third one is a Hispanic. Typically, a group of individuals who belong to the same society or group are characterized by certain traits and values that may be completely different from, and sometimes opposite to, other values and norms. In our group, some members belong originally to eastern societies, while others belong to Wester n societies. As for me, with my European background, I feel excited and relaxed when communicating with individuals who belong to different cultures and backgrounds. Thus, I feel that the group I belong to is quite interesting and appealing to me, as it enriches my life and gives me a chance to have an eye on other

Findings about 'The Image In Print' Essay Example | Topics and Well Written Essays - 1250 words

Findings about 'The Image In Print' - Essay Example In order to be able to fully and properly understand why the work of Martha W. Driver is entitled The Image in Print, we truly have to recognize and thoroughly examine and confer the key facts and phenomena that are discussed in the book. By doing this we will be able to get a better grasp on the work itself and as well we will be able to come to a much more informed and knowledgeable viewpoint on this matter overall. This is what will be dissertated in the following. One of the most important facts that are discussed in this book takes place through chapter 1 to 4, and what takes place here is basically that nine of her important articles are drawn upon. One of the phenomena in particular that is discussed in this book is that of how Driver identifies the source of the woodcuts in de Worde's 1945 edition of Bartholomaeus Anglicus's De proprietatibus rerum; here Driver thoroughly examines and discusses the significance and the reasons for use of de Worde's fascination for composite pictures, and well as well in relation to this particular phenomena, discussed is the matter of how Verard's Everyman and Everywoman figures ended up making their way into de Worde's painting, as well as the significance of this and how this greatly influenced works later on, especially that of English printed books as far ahead as into the second half of the sixteenth century, which is quite substantial. Another issue that is discussed in The Image in Print is that of how Driver strongly argues the fact that "pictures can help us reconstruct social custom as well as attitudes towards history". (Driver, 2004). By this she basically means that many images in books especially in regards to Late Medieval England are used in various ways, for instance to represent certain historical events that have taken place, and she believes that images such as these are truly and adamantly able to enhance our knowledge about late medieval life. Also included in this issue that she discusses is the fact of how these same images tend to be grasping or aiming towards realism and that they also generally are able to compliment written records, thus making the written records challenged against and as well easier to interpret due to this criticality. The reason that this is one of the most substantial facts that are discussed in the book is because of how most people truly do not understand the great significance of images in early printed books, and yet here Driver strongly argues and points out the images that are seen in these cases and how they are able to allow us to reflect more and easier, and how they are surprisingly able to change our view on the instances that took place in late medieval life. There are really no other books or works of any kind to date that do this, and if there are remotely they are certainly not as descript or as adamant, and this is why this is one of the most strongest made facts in the book as well as why The Image in Print is such as substantial book in general. There are many other issues and interpretations that she brings up and discusses here, such as what takes place in chapter 6, which is titled 'Iconoclasm and Reform', and which

Description of the experiments Essay Example for Free

Description of the experiments Essay The results from the graph show that the 8 node depicted an increasing rate for both the mesh density ant the stress at A. The increase was not proportional as the more the mesh density the more the mesh density became flatter. The 4 node on the other hand started at a lower point (stress at A) than the 8 node. Still it experienced the increasing but at a decreasing characteristic. There was the possibility of the stress and mesh density converging for both the 4 and 8 node though they do not. Generally, there was a positive relationship between the stress and the mesh density whereby both nods exhibited the same characteristics (increase in stress led to a more proportionate increase in the mesh density) From experiment 2: From the graph, it can be seen that 4 node graph starts at a high point and starts to decrease meaning that longitudinal stress at C reduces with increase in the mesh density though not proportionally. This will continue up to a certain point when it stops decreasing and remains constant with increase in mesh density (on the negative side of the longitudinal stress). 8 node on the other hand starts at a lower point in fact negatively then increases meaning that increase in longitudinal stress a C was followed by an increase in the mesh density though less proportionately. This continues for a while until it reaches a point where increase in mesh density had not effect on the longitudinal stress at C. It still maintained the negative side. Both the 8 and 4 node crosses each other at a point where they both increase and decrease at a decreasing rate, respectively. This showed the exact point. From experiment 3: The 4 node tends to increase at a decreasing rate. When mesh density increases, the longitudinal deflection increases less proportionately. On the other hand, the 8 node increase rapidly and reaches a point where it remains constant. The mesh density continues to increase while the longitudinal increases with the increase in the mesh density but reaches a point where it remains constant. From experiment 4:   The 8 node, the percentage error was decreasing with the increase in the mesh density. The decrease is less proportionally as it tends to approach the x axis. On the other hand, the 4 node mesh density increases with a corresponding increase in the percentage error. This increase in the percentage error increases at a decreasing rate until it reaches a point where increase in mesh density led to the decrease of the percentage error. Initially, it has been shown that both the 8 and the 4 nodes appeared to diverged from some common point though it was not the same point. This showed that initially, both the percentage error and the mesh density exhibited almost the same value. From experiment 5: For the 4 node, there was a negative slope exhibited where by increase in mesh density was followed by a proportionate decrease in the percentage error. On the other hand, the 8 node also showed the decreasing level but at a decreasing rate. Increase in mesh density was accompanied by a decrease in the percentage error though less proportionately. Percentage error appeared to approach the X axis with the increase in the mesh density. From experiment 6: The calculation was trying to compare the concentration factor for the finest finite element mesh. The ANSYS value was compared with the theoretical value both calculated in the results.. The result showed that there was a difference with a small margin of 0.005, thus proving the fact that the analysis was very exact. From experiment 7: This experiment showed the same shape graph depicting an inverse solution for the stress against the nodes 4 and 8. They showed a decreasing graph the first phase showing steep gradient as it reduces when stress reduces with the increase in the node. Both the 8 and the 4 node showed almost the same results with small differences in their values though had the same shape of the graph. Reference Giuseppe, P. 2007. â€Å"The finite-element method, part I:R.L. courant: Historical corner†

Presidents Kennedy and Johnson :: essays research papers

Although President Kennedy wasn’t in office for very long, his actions in and out of the whitehouse are legendary. When President Kennedy took the oath of office in 1960 he wasted no time in cleaning up America. Several bills were enacted in President Kennedy’s tenor. A lot of the major ones had to do with crime control. A lot of President Kennedy’s bills were targeted at organized crime. Bill S1653 was singed into action on September 13 1961. This was an interstate travel bill. The bill made it a crime to travel or use any facilities in interstate commerce with intent to conduct violent crimes to further illegal gambling, liquor, narcotics, or prostitution business. This bill had a major effect shutting down a lot of â€Å"speakeasy’s† which took care of gambling, and betting. Customs got a lot tighter which had a great impact on the running of liquor to foreign countries such as Canada and Mexico. A lot of drug pushers were arrested and many Bord ellos’ were also shut down. The senate passed Bill S1653 on July 28 and House on Aug 21. This was one of many anti-crime Bills that President Kennedy would enact throughout his term. A lot of his primary goals were oriented towards organized crime. Another one of President Kennedy’s crime Bills to be passed in 1961 having to do with crime was Bill S1656. This Bill made it a crime for 2. anyone in the betting business to knowingly use a wire communication facility to transmit in interstate commerce any bets or wager information. Also it made it a crime to be caught with any betting paraphernalia such as parley sheets or wager stubs. This authorized a lot of wire-tapping and surveillance. Bill S1656 was passed by the Senate on July 28 and by the house on August 21 and was signed September 13. One other bill passed in 1961 by President Kennedy was the Fugitive felon act. This act made it a federal crime to cross boarders to avoid being prosecuted or remanded into custody after committing a violent crime or avoid giving testimony on a crime. This act was strongly enforced by local law enforcement agencies. The Federal firearms act of 1961 was a major bill passed for President Kennedy in 1961. This act prohibited the shipment of firearms in interstate and foreign lands to people under inditment for certain crimes. Not all of President Kennedy’s bills were directed towards the Mob and other such crime syndicates.

Shigella flexneri :: Medical Health Biology Essays

Shigella flexneri Shigella flexneri, a facultative anaerobe belonging to the family Enterobacteriaceae, is a Gram-negative rod that is the causative agent of diarrhea and dysentery in humans. Potentially life-threatening, S. flexneri's effects include bacteremia, hemolytic uremic syndrome (HUS) and toxic megacolon (4). The principle disease of diarrhea and dysentery caused by this pathogen is known as shigellosis. 10-100 organisms are sufficient to cause disease, and transmission is generally from person-to-person by way of fecal-oral (2). Shigellosis can be characterized as a disease with over 60% incidence in children ages 1-5 (6). Life cycle: S. flexneri causes infection via bacterial penetration of the mucous membrane in the human colon. Humans are the only known reservoir to this pathogen (7). Following invasion of M cells and upon contact with the epithelial cells of the colon, S. flexneri releases Ipa proteins through a type three secretion system. Once inside the host cell, Ipa proteins activate small GTPases in the Rho family as well as c-src, a protooncogene, leading to cytoskeletal rearrangements. This alteration to the cytoskeleton allows the bacteria to be macropinocytosed by the host cell. Once inside the host, the pathogen colonizes the cytoplasm. IcsA, a bacterial surface protein, activates the host protein N-WASP and, in turn, stimulates actin assembly by host Arp 2/3. Thus, S. flexneri develops actin-based motility enabling the pathogen to become efficient at cell-to-cell spread and host cell cytoplasmic colonization. Infected cells become highly proinflammatory and secrete IL-8. IL-8 attracts n eutrophils to the site of infection. The influx of neutrophils, chemokines and cytokines to the area damages the epithelial layer permeability and, in turn, advocates further S. flexneri invasion (6). Once initial invasion of S. flexneri occurs, the targeted epithelial cells require 45 minutes to 4 hours to mount an inflammatory response (8). A diagram outlining S. flexneri's type three secretion system can be viewed at: http://www.grad.ucl.ac.uk/comp/2003/jointposter/gallery/index.pht?entryID=29 Virulence: A 214-kb virulence plasmid encodes for S. flexneri's entry into human epithelial cells and intra-intercellular movement (6). Once in contact with the target cell, Ipa proteins (IpaB, IpaC and Ipa D) encode for a specific type III secretion system, thus, enabling entry of the pathogen into the target cell and characterizing S. flexneri with an invasive phenotype (1). One 30-kb block of the plasmid contains genes at the ipa/mxi-spa locus.

Bela Bartok

Research Paper on Bela Bartok†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. By Jibin Parayil Thomas (2011B4A7628G) Introduction Bela Bartok (1881-1945) is regarded as a key innovator of the twentieth-century music. He is widely known for compositions strongly influenced by his folk music studies, and for his activities as a concert pianist, music editor and teacher. The works of Bela Bartok are generally approached from either of two theoretical premises.The first being an extension of traditional western art music that has preceded him (particularly the expanded harmonic resources which emerged during the ‘Romantic' musical period), the other being from Bartok's own research into the folk music of Europe. It has been said that through this research, Bartok was able to free himself from the tyrannical rule of the major and minor keys, leading eventually to a new conception of the chromatic scale, every tone of which came to be considered of equal value and could be used freely and independently .Bartok was not noted for his use of 12-tone concepts per se, but his search for harmonic freedom did parallel the concepts of the 12-tone composers of his time. His music rarely displays the consistent vocabulary that would prove a set-theory approach to be worthwhile. There are certain pitch collections that do appear consistently in his work. Bartok achieved something that no one had before his time, the symbolic handshake between East and West: synthesis, a seamless blending of two sources into a single style.Bartok was a knowledgeable ethnomusicologist who wrote and lectured on his areas of research into the cultural music of Europe in general, and of Hungary in particular. (Ethnomusicology  is defined as â€Å"the study of social and cultural aspects of music and dance in local and global contexts). The research paper comprises three sections: the first explores Bartok’s general philosophy on life, as it evolved within the turbulent political and cultural environment in which he grew up.Focusing on his major works the second section identifies the innovative characteristics of his musical style within the context of the diverse genres in which he composed. The third section examines the wide variety of critical and analytical responses to his compositions and his performances. 1-Bartok’s background and development Bartok’s family reflected some of the ethnic diversity of the country. His mother Paula Voit Bartok ,was ethnically German,though she spoke Hungarian fluently, his father,Bela Sr. considered himself thoroughly Hungarian,though his mother was from a Serbian family. Although Bartok’s musical upbringing was purely German ,parts of his background leaned towards Hungarian nationalism. Some of Bartok’s most important musical colleagues were the members of the Waldbauer-Kerpely String Quartet,who came together in 1909 specifically to perform Bartok’s and Kodaly’s first string quartets,and the compose rs and musicians of the New Hungarian Music Society.The turn of the twentieth century,which marks the beginning of Bela Bartok’s musical career,witnessed a Hungarian society divided from the point of view of its musical taste into three distinct layers:the upper classes which included the nobility,the urban financiers,industrialists and bourgeoisie turned to the west for their musical needs;the gentry and the urban middle class found satisfaction I the music of gypsy bands and in popular art songs;t was only the agrarian folk who lived with its folksongs and musical customs,solated from the rest of society.Bartok obtained his childhood impressions of Hungarian music from his provincial urban environment. At the age of four he could play with one finger on the piano the folk tunes familiar to him, about forty of them. When Bartok entered the Academy of Music in Budapest in 1899,he had no better knowledge of his country’s folksongsthan that of the general public.

Critique of The signalman by C. Dickens and Harry by R. Timperley †English Essay

Critique of The signalman by C. Dickens and Harry by R. Timperley – English Essay Free Online Research Papers Critique of The signalman by C. Dickens and ‘Harry’ by R. Timperley English Essay After reading ‘The signalman’ by C. Dickens and ‘Harry’ by R. Timperley I believe ‘Harry’ is a better ghost/horror story as it evokes more human fear by Timperley using elements of safeness and security as chilling clues as to who Harry really is. ‘The signalman’ is about a man working in a pre twentieth century train station. It starts with a combination of posing a puzzle and plunging into the action as it begins with speech from an unknown character. The story progresses to reveal the train worker has been visited by a ghost who brings premonitions of death. In the complication, when their life’s become involved with each others, the train worker speaks of the sightings to the traveller who then says he will come back to visit him the next day, when he does the train worker is dead and when his colleague describes how he attempted to warn him it is the same actions as the spectre had been making. In ‘Harry’ Christine James, adopted daughter of Mrs James, starts talking to a mystery shadow in her garden as Mrs James’ concern grows she seeks help from many different sources but each time is met by a rational voice or at times anger from her husband. Eventually she asks for information from the adoption agency that tells her Christine came from a family where her brother was named Harold. She then speaks with an elderly woman who claims to have known Harold; she says he will not rest until he has Christine with him. When Mrs James realises she is late to pick up Christine from her first day at school she arrives to find Harry has already been to the school and taken Christine. In both stories there were many examples of descriptive writing and literary devices to evoke an appropriate atmosphere for the story. In ‘The signalman’ the writer portrays the sun as an enemy by writing; ‘ So steeped in the glow of an angry sunset.’ The use of the word ‘angry’ suggests the sun is against the travelling man and does not want him to go any further. This quote also creates images of danger. The device Charles Dickens has used her is personification as I believe he wanted to capture the thought that the weather is acting as an almost human enemy. Also in ‘The signalman’ he describes body language in detail: ‘He had his left hand at his chin, and that left elbow rested on his right hand crossed over his breast.’ This passage emphasises the train workers reluctance to speak with the traveller and creates a clear picture of the man’s hostility towards people that may want to approach him. It also makes the man seem quite unfriendly and suspicious. Charles Dickens uses alliteration to vividly describe an oncoming train. Dickens does this to emphasise the inhospitable atmosphere, he writes; ‘ Just then, there came a vague vibration in the earth and air, quickly changing into a violent pulsation,’ This is alliteration of the ‘v’ sound that allows you to almost hear the train emphasising the hollow atmosphere. This quote also incorporates senses as you can hear the sound the train is making and therefore can to some extent relate to what the traveller must be thinking about the surrounding environment. Dickens further evokes a dangerous, unpleasant and damp atmosphere by using specific individual words, he writes; ‘ The cutting was extremely deep, and un- usually precipitate. It was made through a clammy stone that became oozier and wetter as I went down.’ The word ‘oozier’ allows you to imagine the true extent of the dangerous wet conditions the traveller faces. The word oozier is also onomatopoeia that means the senses are involved when reading this passage as you can almost hear and feel the clammy stone squelching on his way down. The fact that the description of the journey to the signalman is relatively long means it gives the traveller enough time to question the signalman’s behaviour. This passage is an example of good descriptive writing as it incorporates all senses to evoke an inhospitable and dangerous environment. Charles Dickens also employs personification and alliteration to describe the shock the traveller feels when the signalman tells him of a recent death he has witnessed, he writes; ‘I could think of nothing to say, to any purpose, and my mouth was very dry. The wind and the wire took up the story with A long lamenting wail.’ The alliteration of ‘w’ and ‘l’ emphasises the empty hollow sound of the whistling wind. This clearly portrays the horror the traveller feels at the death. Dickens describing the traveller’s mouth as ‘dry’ reinforces the fear he feels at that point and allows the reader to create an image of the shocked traveller. R. Timperley also employs clever literary devices and descriptive writing to evoke an atmosphere. On the first page of the story Timperley uses a realistic description to create a vivid picture of Chris, she writes; ‘her little plump legs defenceless and endearing beneath the too short blue cotton skirt.’ This description allows you to imagine a clear picture of Chris’ short legs and ill fitting clothes therefore emphasising her innocence and age. This passage also makes readers understand Chris’ vulnerability and is an insight into Mrs James’ view of Christine. The writer also uses a clever realistic use of dialogue, Timperley writes: ‘Hello,’ she said. ‘I hoped you’d come †¦. Because I like you. How old are you? †¦ I’m only five and a piece †¦. I’m not A baby!’ The realism of this conversation means it is hard for Mrs James to be consoled by a rational voice, as it is difficult for Mrs James to imagine a five year old acting out such a realistic conversation by herself. This dialogue also allows the story to move on a step as Mrs James’ concern grows. The writer of ‘Harry’ uses normal everyday activities to show the gap developing between Chris and Mrs James: ‘Chris ran ahead of me. She looked up as if at someone beside her. For a brief, dreadful second, I saw a shadow on the pavement alongside her own- a long, thin shadow- like a boy’s shadow.’ This quote starts off by emphasising the distance forming, both mentally and physically, between Mrs James and Chris by writing Chris runs ahead yet also acts as provider of several chilling clues to showing Harry may be real. This passage is particularly powerful as Timperley uses dashes before describing the shadow and figure to prolong suspense and evoke real human fear. R. Timperley also writes that Chris talks of Harry while doing normal routine activities: ‘Harry’s my brother. He says so.’ She bent over the glass of milk and emerged with a smeary top lip. Then she grabbed at the biscuits. At least ‘Harry’ hadn’t spoilt her appetite!’ This quote emphasise the fact Mrs James no longer feels safe from Harry no matter where she is or what she is doing. Towards the end of this passage the writer puts Harry in inverted commas to suggest he has spoilt many aspects of their lifes. This quote is also another example of fear being found in comparative normality. Another example of good descriptive writing is when Timperley describes Chris’ attitude towards Mrs James: ‘Chris, stop this nonsense! Stop it!’ I struck her sharply on the arm. Her Crying ceased immediately. She stared At me, her blue eyes wide open and frighteningly cold. She gave me an adult stare that made me tremble.’ This demonstrates the contempt Chris begins to feel for Mrs James as she refuses to entertain the idea of Harry being real through her own fear. The quote also shows how Mrs James feels she can only express her thoughts of Harry to Chris through violence and outbursts of anger. Timperley uses personification twice to describe the white roses, she writes: ‘The roses glared whitely’ and ‘The white roses danced before my eyes and turned red.’ The first example of personification portrays a vivid picture of the roses to emphasise their importance in the story. In the second example personification is used to show the roses to be an almost human enemy and is used to describe when Mrs James collapses with fear and sunstroke. The writer says the roses turn red to symbolise danger and loss. The writer of ‘Harry’ uses a simile to describe the sun’s rays hitting Mrs James and the panic she faces, Timperley writes: ‘ The sun struck me like a hot blade.’ This simile is used as it compares the sun to a weapon that is cutting into Mrs James. The simile is also describes the sun as an enemy to emphasise Mrs James’ isolation and need for help. Both story beginnings were effective as both posed a puzzle and made the reader want the opening questions answered. In ‘Harry’ Timperley starts the story with a short sentence that immediately provokes a reaction: ‘Such ordinary things make me afraid.’ This statement provokes a reaction due to the fact that as readers we are curious to know what has made Mrs James afraid of ordinary things. Also in ‘Harry’ the brief description of the things Mrs James is afraid of intrigues readers: ‘Sunshine. Sharp shadows on the grass. White roses. Children with red hair. And the name- Harry. Such an ordinary name.’ Timperley has written the list with full stops in between each fear to emphasise their importance and so they do not detract fear from each other. This is also a good way to begin a story as the list consists of seemingly inoffensive things that have provoked an obsessive fear in Mrs James. In ‘The signalman’ Dickens uses a combination of plunging into the action and posing a puzzle to begin the story, he writes: ‘HALLOA! Below there!’ Beginning the story with speech was effective as it meant readers wanted to know where it came from and to who it was intended. Also in ‘The signalman’ readers want to find out the reason for the signalman’s strange behaviour, Dickens writes: ‘One would have thought that he could not have doubted from what quarter the voice came; but, instead of looking up to where I stood on the top of the steep cutting nearly over his head, he turned himself about and looked down the line.’ This is an effective beginning as it poses many questions to both readers and the traveller not only making you want to read on but allowing you to feel you can relate and have something in common with the traveller, a key character, meaning you want to start out on a journey along with him. In both ‘The signalman’ and ‘Harry’ there are many cases of tension and fear building up to provoke a reaction in characters and readers. In ‘The signalman’ tension and fear is built up due to the signalman’s strange behaviour, Dickens writes: ‘He twice broke off with a fallen colour, turned his face towards the little bell when it did NOT ring, opened the door of the hut and looked out towards the red light near the mouth of the tunnel.’ This builds up tension and fear as there is no rational explanation for the signalman’s behaviour and is a chilling insight into his insecurities which means the reader and traveller feel unsafe and are forced to be taken out of their secure environment. This passage is also an example of tension and fear building up as in the story the signalman is described as good at his job and intelligent so when he begins to react strangely to everyday occurrences it becomes even more curious. Also in ‘The signalman’ tension is built up when the train worker admits he used to be a contented man but now is not, Dickens writes: ‘You almost made me think that I have met with a contented man.’ ‘I believe I used to be so,’ he rejoined, in the low voice in which he had first spoken; ‘but I am troubled, sir, I am troubled.’ This is a good example of tension and fear building up as the signalman tells the traveller ha is ‘troubled’ but does not specify why he is which leaves readers to imagine what it could be and to piece together previous clues. Tension and fear is also built up when the signalman quizzes the traveller about his previous actions, which the train worker views as suspicious for an unknown reason, Dickens writes; ‘What made you cry ‘Halloa below there! Tonight?’ ‘Heavens knows,’ said I ‘I cried something to that effect-‘ ‘Not to that effect, sir. Those were the very words. I know them well.’ Tension is built up here as what the traveller sees as innocent words of greeting the train worker views as sinister. This quote also builds up tension and fear due to the fact that as readers we know something is wrong but we are not clear on what so this passage leaves us to dread what we read next. Tension and fear is also built up effectively in ‘Harry’ by R. Timperley. In ‘Harry’ tension and fear is built up from the very beginning as at the start of the story, Timperley writes: ‘And the name – Harry. Such an ordinary name. Yet the first time Christine mentioned the name, I felt a premonition of fear.’ This builds up fear as we know nothing of Harry at this point however Mrs James already expresses how feared he is by her. This quote is also chilling due to the element of fear being found in such a normal name making readers feel vulnerable aswell as Mrs James. Tension and fear is also built up when Chris mentions Harry for the first time. The story says: ‘She said: ‘I must go in now. Goodbye.’ Then walked slowly towards the house. ‘Chris, who were you talking to?’ ‘Harry,’ she said.’ Fear develops here as Mrs James is unaware of who Harry is which indicates something is not right and makes readers wonder why Christine is so at ease with him. Another example of tension and fear developing is when physical evidence of Harry begins to become apparent, Timperley writes: ‘Chris ran ahead of me. She looked up as if at someone beside her. For a brief, dreadful second, I saw a shadow on the pavement alongside her own- a long, thin shadow- like a boy’s shadow.’ Fear is built up here as seeing physical evidence of Harry means it is no longer as easy to be consoled by rational voices. Fear and tension also develops here as the shadow also fits previous descriptions given by Christine. ‘The signalman’ and ‘Harry’ share many similarities in order to evoke fear and insecurities. In both stories there is examples of rational voices attempting to console Mrs James and the train worker. In ‘The signalman’ the traveller acts as the rational voice. Once the train worker has told the traveller of the sightings, he says: ‘Why, see,’ said I how your imagin- ation misleads you.’ This is an attempt by the traveller to console the signalman. He tries to do this by suggesting the spectre is all in his mind and that the ghost does not really exist. The traveller also plays down the fear he feels by using informal language and a friendly tone. In ‘Harry’ there is also evidence of rational voices, one is Dr Webster. He says: ‘You see, every child needs company of her own age, and if she doesn’t get it, she invents it.’ This quote shows the doctor trying to console Mrs James by suggesting Chris has simply created an imaginary friend. In both cases the rational voices only relax the characters momentarily until they discover yet another clue to who Harry and the spectre really is. Both stories are also similar as Mrs James and the signalman feel isolated in their fear and pain and think there is no one who can truly understand their situations. In ‘Harry’ Mrs James feels she cannot speak to Mr James too much as in the past it has provoked anger and only served in making Mrs James feel foolish and isolated further. In ‘The signalman’ the train worker cannot inform his senior colleagues of his sightings as he believes they will think of him as mad and unfit to do his job any longer. Also in both stories readers and fellow characters begin to question both the signalman and Mrs James’ state of mind as their sightings torment them further, however, this is still not picked up on by the people closest to them. Stephen King would of approved of both ghost stories as they both met king’s criteria of what makes a good fictional ghost/horror story. Throughout ‘Harry’ Stephen king comment D applies, that states: ‘Horror fiction is a cold touch in the midst of the familiar, and good horror fiction applies this cold touch with sudden unexpected pressure.’ This comment applies as Timperley writes: ‘Even in the comparative security of the house- the house so strangely cold in this hot weather- I never let her out of my sight.’ This passage complies with King as Mrs James no longer feels safe in her own home due to Harry. This is effective as it makes readers not just characters feel insecure. King would also approve as Mrs Kings fears now reside in the familiar aswell as the unknown. R. Timperley’s ‘Harry’ also complies with Stephen King comment A: ‘They are all stories where the past eventually becomes more important than the present.’ This is applicable in ‘Harry’ as Mrs James becomes extremely concerned by Chris’ past, Timperley writes: ‘Who is this little loved stranger I’ve taken as a daughter? Who Is Christine?’ This is an example of Chris’ past becoming more vital than the present as it could hold an explanation of who Harry is and why Christine has become so obsessed with the idea of her new brother. In ‘The signalman’ Stephen King comment A also applies, Dickens writes: ‘Not to that effect, sir. Those were the very words. I know them well.’ This is a good example of the past becoming more important than the present as the root of the signalman’s suspicions of the words spoken by the traveller are from events previous to the traveller’s arrival. ‘The signalman’ also incorporates Stephen King comment C: ‘Horror stories are best when they are ambiguous and low key and restrained.’ This applies to ‘The signalman’ as the face of the spectre can never actually be seen by the train worker: ‘I never saw the face. The left arm is across the face, and the right arm is waved.’ This allows the reader to use imagination which means their worst fears can be seen in the ghost instead of someone else’s interpretation. It is also so there is still a mystery as to who or what the sighting is. ‘The signalman’ has a clever and very final ending. The traveller returns to find the signalman dead, he had been knocked down by a train after the driver had attempted to warn him by making the same hand gestures as the spectre. The signalman had been so scared by what he thought was the spectre he could not he could not avoid the oncoming train. This was an effective ending as it was powerful and had a clever twist. However, I felt ‘Harry’ had a better ending as it evoked more human fear due to the ambiguity of Harry and desperation of Mrs James. ‘Harry’ ends with Mrs James arriving late to pick Chris up, once she eventually arrives Chris’ teacher informs her Chris’ bother, Harry, has already been to collect her. The story finally ends with life going on around Mrs James although she personally still lives in fear of normal ordinary things. Both stories end with the main characters, Mrs James and the signalman, being left in isol ation. In conclusion I preferred ‘Harry’ as it evoked a sense of human fear by placing danger and insecurity in usually safe environments. However, both ‘The signalman’ and ‘Harry’ met important criteria needed in the writing of a good ghost/horror story. 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