Are all managers Human Resource managers

Are all managers Human Resource managers Executive Summary The report discusses the various aspects in relation to the question posed for the assignment All managers are HR managers, agree or disagree? The report is placed in relation to the questions raised for and against the topic, and my thoughts on the question. The report is structured in the form of my quest to answer the questions raised with regard to the topic. The fundamental theories concerning the topic provide some light for the discussion, followed by examination of the current trends in organisations. The other aspects discussed in the paper relate to the managers implementation of HR practices and its relation on employee performance, and thereby the productivity of the organisation. The effects of poor implementation of the HR practices are highlighted to comprehend all the facets of the discussion. The conclusions are based on the aspects from the points of discussion and its relation to the effectiveness of HR implementation by managers. The references which were vital to the development of the paper are included in order to substantiate research done related to the topic. Introduction Are all managers HR managers Agree or disagree? As I read the question for the assignment, I had mixed answers running in my head. Understanding human resources in the literal sense would refer to employees of the organisation, and there would be a person responsible for any particular section of employees, known as the manager. In this view, managers related directly with the employees, and so they needed to be HR managers. However, the Human Resources Department wherever I worked always seemed to be busy as they dealt with all levels of the organisation, be it employees, managers, stakeholders or government, and their paperwork (or rather e-work) seemed unending. If all managers were HR managers, why would there be a necessity of a HR department? Would it mean that all functions done by the Human Resources personnel were done by the managers themselves? Would that be feasible? Would that not restrict the day-to-day operations carried out by the manager? If all managers were not HR managers, would all issues relating to the employees be raised to the HR department? Since managers, in most cases, have a direct relationship with their employees, would they not have to deal with all concerns related to their human resources i.e. employees? What would organisations that do not have an elaborate HR department do? With relation to agreeing or disagreeing with the question for the assignment, the numerous questions for and against it, left me confused. So it was necessary to understand the fundamentals of the keywords managers and HR, given by various scholars in order to take a stand for the topic. Fundamental Views Management Managers Management, according to Henri Fayol (1949) consists of seven functions such as planning, organising, leading, co-ordinating, controlling, staffing and motivating within an organisation in order to accomplish the established goals of the organisation. Figure 1 Manager Roles (Mintzberg 1975) From among these, the four main managerial functions are described as planning, organising, leading and controlling. (Simmering 2010) Figure 2 Functions of Managers (Overton 2007) A manager is an individual with formal authority to make decisions and carry out the four managerial functions in order to achieve the organisational goals and objectives. Within most organisations, there are three levels of management namely top level, middle level and first/line level managers (Management Study Guide 2009). At each management level, managers require certain skills necessary for successful management. Robert Katz identified three skills namely technical, conceptual and human skills that vary as per the management level. (Katz 1974) Conceptual skills refer to the formulation of ideas. Technical skills involve the technique knowledge and proficiency. Human skills refer to the ability to interact and communicate with people effectively. (Pride, Hughes and Kapoor 2008) Figure 3 Management Skills (Overton 2007) Interestingly from the figure above, although technical and conceptual skills vary greatly, human skills remain rather consistent throughout the various levels. Considering that human resources would relate only to the manager-employee interface, it could be then inferred that all managers are HR managers. However, understanding HR functions would be necessary to make the conclusion to the question. Human Resource Definition Functions Human Resource (HR) refers to consideration of employee as the most valuable assets or resources of the organisation. The inherent abilities, acquired knowledge and skills represented by the aptitudes and talents of the people employed in the organisation could be referred to as the human resources of the organisation. (Aswathappa 2008) The strategic and coherent approach to the management of these assets in order to achieve individual behaviour and performance that would enhance the organisations effectiveness is termed as Human Resource Management (HRM).(Oxford University Press, Ed. Jonathan Law. 2009 ) The functions of HRM are broadly classified into two categories namely managerial and operative functions. Managerial functions include planning, directing, organising and controlling while operative functions are related to recruitment, compensation, employee relations and development. (Hales 2005) The vast scope and functions of HR brought doubts about it being incorporated with the operational activities of managers especially line managers. For the purpose of this paper, general managers and deputy managers have been defined as strategic level managers whilst first-line level managers encompass supervisors and departmental heads. Figure 4 HR Functions Current trends Contrary to the traditional views of management, current trends indicate devolution of the HR into line management. (Gratton, et al. 1999) Restructuring the organisational hierarchy to flatter systems within the organisation has arguably contributed to the convergence of HRM and managerial practices. (Whittaker and Marchington 2003) With the global economic crisis, downsizing has become the trend or the need of times, where even HR departments were dissolved as a whole; this would substantiate Whittakers and Marchingtons (2003) finding that HR took second place in comparison to other business sectors of sales and marketing and finance. The introduction of flatter organisations resulting from heavy job-losses could be traced back to the early 80s of Hewlett-Packard. There was an intensification of managerial responsibilities and predominantly people management claimed most of the efforts of the managers. (McGovern, et al. 1997) In the current scenario, the increasing de-layered organisations (Torrington, Hall and Taylor 2004) would overly emphasize the necessity of all managers to integrate the HR functions of recruitment, training, monitor performance and provide appropriate appraisals. (Marcic and Daft 2008) Line managers and Direct interface Theoretically, managers may not be able to incorporate all the functions of HR but line managers have always been the direct control over the human resources under their responsibility. The flatter organisations have not diminished the human skills required as seen in Figure 3, but on the contrary are a necessity to engage in good people practices, which is as important as implementing personnel policies. (Lowe J 1992) The direct relationship of the line managers with the employees favour the implementation of the HR practices by the managers themselves rather than other personnel. (Sisson and Storey 2000) Research conducted by Bath University for CIPD (2009) found that line managers played a pivotal role in implementing HR practices and policies. People management practices such as induction, training, performance appraisal, employee communication; work-life balance and employee recognition were exercised significantly by the line managers. As discussed in the research, the people management processes can be designed by the HR personnel, but would be implemented most effectively by the managers. (Hutchinson and Purcell 2003) In order to assess the immediate effectiveness of the HRM, scholars such as Dyer and Reeves (1995) and Becker et al. (1997) suggested monitoring of employee performance which would be the factor affected directly. Performance and HR In an ultra-competitive marketplace, it would be necessary to maintain a productive and competitive workforce to achieve organisational success. Successful organisations are reliant on managers competence to attain and maintain high levels of individual job performance. (Hosie 2009) Employee performance is maximized through motivation which would be associated with the manager. According to Dyer and Reeves (1995) rigorous selection mechanisms and ample training opportunities along with incentives such as peer pressure to perform, monetary and non-monetary rewards increase employee motivation. Commitment is another factor that would boost employee performance. Organisational commitment is highly dependant on employee assessment of the level of support from the management. (Sharkie 2009) Managers in IBM are expected to be responsible to the development and satisfaction of employees. Surveys, career planning, performance appraisal and compensation utilized by line managers encourage employee commitment to the organisation. (Marcic and Daft 2008) Effective implementation of HR practices in organisations such as in IBM, would lead to greater employee motivation. As discussed by Gillespie and Mann (2004), that the trust subordinates place in the leader is directly proportional to motivation that would lead to better employee performance. Consequences of ineffective application of HR In the decentralisation of HR processes, line managers are often tasked with responsibilities of setting the agenda, dealing with workplace issues and providing direction to employees. As discussed by McGuire, et al. (2006), a conflict between the organisational and individual values of the manager, could lead to a trust deficit between the employees and the manager. (Renwick 2003) Decreased workplace happiness would lead to diminished employee performance, which would cost the organisation heavily in both productivity as well as having to pay higher compensation and insurance claims for the health conditions of employees. (Lyubomirsky, King and Diener 2005) (Hosie 2009) The negative effects of poorly applied HRM practices accentuate the requirement for greater knowledge in HR practices for all managers. It would be possible to design programmes for managers that would enhance the understanding of HR, such as Esprit employed within Hilton (UK) Hotels. However, the two main barriers line managers faced while incorporating their HR role were heavy workloads and short-term job pressures. (Watson, Maxwell and Farquharson 2007) These add to the findings of Renwick (2003) relating to the constraints for managers in effective management of HR such as lack of time, lack of ability or knowledge in HR practices, and distractions from general managerial operations. Other than improper implementation of HRM practices and its complications within the organisation, Earnshaw et al. (2000) found that without HR expertise even large organisations could face legal challenges. This would emphasize the necessity of efficient HR systems and constant guidance by HR specialists. Considering the various factors, as suggested by Jackson and Schuler (2000) a partnership approach through a triad approach of HR specialists, managers and employees would allow effective integration of HR activities into the work of line managers. However, if line managers and HR are to work in partnership to improve organisational performance, a minimum number of experienced HR specialists would be required. (Ulrich 1998) Conclusion The discussions throughout the paper have led to a few conclusions. The functions of HR and managers are not entirely different from each other, but noted by Aswathappa (2008), HR is a managerial function with assists managers with hiring, motivating and maintaining employees within the organisation. Line managers implement most of these HR roles as they are in direct contact with the human resources of the organisation. Effective HR implementation would lead to greater employee motivation and thereby productivity. However, lack of understanding and poor execution of HR practices could cost organisations heavily ranging from employee productivity to legal action. According to Dave Ulrich (1996), HRM encompasses the roles of being an employee champion, administrative agent, a strategic business partner and assisting in change management. HR departments in most organisations are concerned with the former two roles, and in which case, one could conclude that all managers are HR managers. However considering the complete scope and roles of HR, it would not be apt to agree that all managers are HR managers. It could be then, concluded that all managers exercise HR functions irrespective of their department and level considering the high level of human relations. It would be extremely important that they have adequate knowledge in handling HR in order to become effective managers and achieve maximum productivity, which is essential for all organisations across varying industries. HR professionals would have to assist and guide line managers consistently in achieving the strategic goals of the organisation. Effective coaching to line managers on HR practices and policies would allow HR professionals to take on the vital roles of being a strategic business partner and play an effective role in change management. (Gaskell 2007)

Assessment Task – Mu 5.2

MU5. 2 Paper on children and young people’s development at local conference Task one The sequence and rate of development that would normally be expected in children and young people from birth to 19 years. Children’s do not develop at the same rate as each another . Every child has different rate of Development Areas of development: These are the main areas of development 1. Physical development 2. Social development 3. Intellectual development 4. Language development As there will be difference of children progress at the same rate . The below is the guide on how they might develop for the following age’s ranges Age 0 to 3 years 1. Physical development: Babies turn their head towards sounds and movement’s . They like to watch the face of adult at feeding time. They start sitting with support and gradually sit alone . They raise their hand and aspect to be lifted. They try to walk, then will be able to run and use a bicycle. They will try to hold pencil and try to write use the toilet alone. 2. Social development: At the initial months they will recognize mother face and voice they enjoy playing with others and game ticks like peak-boo. They will please adult and perform for the audience. They develop sense of identity. Some want to do themselves. 3. Intellectual development: They begin to realise others are separate beings from themselves. They imitate others and try out ways of behaving in play. They will become more confident but still they need adult support. They will know who their main carers are and cry if they are left with someone they do not know and they begin to understand the world around them. 4. Language development: Initially they make variety of happy sounds. As they grow they will make four to five different sounds and turn their head towards sources of sounds. Then they improve from using single words to complex words. By two they will use 30 to 150 words. After that they put words together into sentence. Ages 3 to 7 years 1. Physical development: They try to walk on tiptoe, walk up and down stairs. They jump with feet together. They will hop. As they grow they will ride bicycle. They climb confidently. They write and will undo buttons and thread beads. 2. Social development: At this age they become more confident and self motivated. They sometimes play co-operatively with other children and will enjoy copying and helping adults 3. Intellectual development, During this stage, children's thought processes are developing, although they are still considered to be far from ‘logical thought', in the adult sense of the word. The vocabulary of a child is also expanded and developed during this stage, as they change from babies and toddlers into ‘little people'. worry about not being liked. Start to understand rules be frightened of things like ghosts. 4. Language Development children will start to talk clearly so anyone can understand them by their 7th birthday they can tell jokes and enjoy conversations. Ages 7 to 13 years 1. Physical Development The children can throw, kick and control a ball, hop and ride a bicycle, use their hands to thread, use scissors well, build models and write clearly by their 12th birthday and use good co-ordination skills. 2. Social Development The children will have a best friend and will worry about not being liked. They will also start to understand rules, start to argue with their parents. They will seem very grown up but also very childish at times. 3. Intellectual development:†During this stage, the thought process becomes more rational, mature and ‘adult like', or more ‘operational', Although this process most often continues well into the teenage years. Belief in animism and ego centric thought tends to decline during the Concrete Operational stage, although, remnants of this way of thinking are often found in adults. solve problems enjoy responsibility 4. Language Development The children will tell you what they are good at Ages 13 to 19 years . Physical development Have an adult body,have high level of skills in some areas, for example drawing or computing 2. Social Development, Enjoy their friends’ company more than that of their family have mood swings feel very anxious at times. 3. intellectual development They will develop their own identity, tastes in music, clothes â€Å"This permits adolescents to reason beyond a world of concrete reality to a world of possibilities and to operate logically on symbols and information that do not necessarily refer to objects and events in the real world. Adolescents can focus on verbal assertions and evaluate their logical validity without making refence to real-world circumstances. In contrast, concrete operational children can evaluate the logic of statements by considering them against concrete evidence only. 4. language development, The difference between sequence of development and rate of development and why the distinction is important the difference between sequence of development and rate of development and why is the distinction is important is that the speed at which the development happens in an individual child is important because speed does ot necessarily have to do with the sequence also it's important to recognize the difference so you can identify where children need help. The important thing to remember is that all children develop at different rates and may be earlier in achieving some aspects of development and later in others. Why children and young peoples development may not follow the pattern normally expecte d. The following reasons can affect children and young peoples development patters Finances Amount of money available for food, education, holidays. Families who are poor may have enough money for food, for some clothes and for heating, but poverty means that there is little money for interesting purchases and exciting lifestyles. Families who depend on benefits have limited life choices. Health status Long term illness, acute illness e. g. meningitis . Health can be affected by low income and a range of socio-economic factors such as access to good-quality health services and shops selling good-quality food at affordable prices. Environment There can be disadvantages to living in poor-quality or high-density housing. These can include noise, pollution, overcrowding, poor access to shops and other facilities, and stress from petty crime. When people are on a low income, household maintenance can become a problem. Poorly maintained housing can create health problems. Cultural background expectations of different groups Genetics Effect of inheritance, e. g. height, skills Social class Impact of long term poverty, attitudes to educational development, poor neighborhoods Gender Different rates of growth for girls and boys Family background Different expectations for development, love and support. Family unit eg uclear family single parent family. Expectations of a child can cause stress in a young child which can affect their development. Task two Children and young peoples development can be influenced by a range of personal factors such as †¢Illness – a childs development may be influenced if they have been suffering from an illness that has caused a delay in them reaching their mile sto nes †¢Child has moved home- if a child has moved home they may feel powerless, alone, fearful, angry and afraid to ask for help, or share their feelings, for fear of worrying the adults in their lives even more. Parents have separated, divorced the child can feel confused, unloved and afraid worrying about their parents. †¢Family situation, a parent / sibling may have a serious illness, or family member passed away can make a child have a feeling of not belonging. †¢Family members working long hours unable to give a child love, care and attention. †¢Child may have changed setting or use different child care facilities. †¢Speech and hearing can delay a child in them not being able to communicate their feelings effectively. †¢Social and Emotional wellbeing. Children and young people’s development can be influenced by a range of external factors such as †¢Language- a child who does not speak the native language. †¢Where they live. †¢Isolation- the child may have lived in isolation which has affected their gross motorskills and their language through not socialising with people. Theories of development and frameworks support development that influence current practice by Children have an ability to learn and this should be fostered by the environment around them and the experiences they have. The way in which children learn is therefore important to practioners. It forms a basis for their work. Understanding how children learn and how to support this learning requires knowledge of child development, which in turn can be used to implement the curriculum. Task 3 †¢The importance of early identification of development delay Early intervention can have a significant impact on a child’s ability to learn new skills as well as reduce the need for interventions over time. †¢The Potential risks of late recognition of development delay As the child gets older and begins school without early intervention, the abilities to keep with the learning requirements over time will be difficult for the child. †¢Multi agency teams work together to support all aspects of development in children and young people. Multiagency brings together practitioners from different sectors and professions within the workforce to provide integrated support to children and their families. It makes services more effective and beneficial to children and families by having a wider range of professionals expertise is available to help children and their families. These professionals are able to share information and ideas so a specific child is more likely to get the help and support they need. Integrated setting fosters a reflective, creative and problem solving approach to traditional barriers to working together in a holistic way. Integrated settings seek to build practitioners’ confidence to enable them to contribute to the developing higher status of those working in early years and childcare and empowers practitioners to facilitate change in local practice. How can play and leisure activities be used to support all access of development of children and young children; 1. Areas, resources and materials for different kinds of play reflect the cultural, diversity gender and abilities of children. 2. An environment is set up in a way that is safe, non threatening challenging and stimulating. 3. Sufficient time is given so that children individual interests and needs are identified and supported by the provision of activities or mater ials along with a wide range of materials to allow children choice in their play, for both group or individual play. . Children’s efforts are encouraged and acknowledged and praised children are encouraged to participate in a variety or experiences and to choose activities which support their development. If a child chooses not to participate it is respected. Task 4 Explain how different types of transitions can affect children and young people’s development. Children face transitions with a variety of experience, some positive some negative. They will nearly always be anxious. Faced with some unexpected transitions, like divorce or death, they may feel rejected or guilty, angry or unbearably sad. Awareness of their experience and what might be going through their little heads and giving a sensitive response should help bring them through so that transition leads to a stronger, more confident and rounded individuals. Examples of transitions are †¢birth †¢from milk to solids †¢from crawling to walking †¢from being fed to feeding ourselves †¢from nappies to being trained †¢becoming self aware †¢able to be cared for by others †¢going to nursery †¢going to school †¢developing new skills. Other transitions that some of the children in your care may experience are: †¢a new baby violence/abuse †¢parents divorcing/step parent/new partner †¢a serious illness/accident/death in the family †¢unexpected change of school †¢moving house. It is these early transitions, and how we cope with them that will have the greatest effect on the rest of our emotional development, and on our ability to cope with life’s cha llenges. Experience of transitions All of these transitions present a child with challenges. The child doesn’t usually have to go through the transitions on his own, he will be supported by those around him at home or in nursery, or in education. However, the experience of going through the transition will depend on the kind of response and support he gets from those around him. A child’s early experiences of transitions will have a big effect on how he handles transitions at later stages of his life If we respond warmly, firmly and consistently, even when a child has made a mistake, the child will come through the transition with positive rewards; feeling she belongs, feeling more confident, deepening a trusting relationship with important people around her. With unexpected transitions, such as divorce or moving house, there is even more pressure on the adults to get the supporting response right. Much damage can be done to a child if their feelings are not responded to when some serious change is taking place. Each transition provides the child with a new challenge. He already has a body of experience that now informs his view of the world. This is his mind-set. He uses this to assess the new challenge Children who have been badly treated are often have fear, anxiety or, more sadly, are more subdued and defensive. Mind-sets become almost instinctive and are often associated with strong emotions. A child’s early life experience should be filled with warm, happy and secure emotions because the brain will hardwire these feelings into the mind-set and help the child approach new transitions with confidence, even though it might mean letting go of some familiar rules and trusting new ones. Creating this trust through a transition is the work of the responsible adults round him. This is a particular challenge when the child is older because there is more hard wiring in the brain and mind-sets are getting more established even in the three and four year old Explain the importance of children and young people having positive relationships through periods of transition. If we respond warmly, firmly and consistently, even when a child has made a mistake, the child will come through the transition with positive rewards; feeling she/he belongs, feeling more confident, deepening a trusting relationship with important people around them. With unexpected transitions, such as divorce or moving house, there is even more pressure on the adults to get the supporting response right. Much damage can be done to a child if heir feelings are not responded to when some serious change is taking place. Each transition provides the child with a new challenge. She/ He already has a body of experience that now informs their view of the world. This is their mind-set. They use this to assess the new challenge. It is imperative that the adults in a child’s life respond in a positive manner to build a child’s confidence and self esteem which in turn will help a child to deal with transitions. 1. Effectiveness of positive relationships on children and young people’s development. 1. When a child feels safe secure and wanted through positive relationships they will have the confidence to try new things and have the mind set to deal with the many transitions that they will face whilst they are growing up and have the courage to try to new things which will help with their development. Task 5 Explain different methods of assessing, recording and monitoring children and young peoples development. Summative assessments done over a long period and makes statements about the child’s achievements at a particular point in time so that their progress can be tracked. EYFS Profile is the summative assessment completed by practitioners at the end of the EYFS. It summarises children’s progress towards the early learning goals. Examples of observations are Formative assessment is the type of assessment is type of assessment done every day when you observe children noting their interests and abilities. These assessments are based on observations, photographs, video, things children have made or drawn and information from parents. It informs or guides everyday planning. Observations Practioners observe children by watching what they are doing and how they are behaving †¢Seeing what they can do and what they are achieving †¢Noticing their reactions to new situations and opportunities and what particularly interests each child. †¢Being alert to any changes in their behavior, identify any unexpected changes in behavior or certain patterns and including the possibility of abuse †¢Recognizing when they move on to new skills Time s ampling Observing a child you have chosen for pre planned periods throughout the day. This method helps a practioner to get to know a child’s interests and is also a useful method should their be some concern about the child eg interacting with other children. Event sampling Observing a child at regular intervals of particular events or behavior. This method is useful for monitoring behavior. Structured Observation Setting up an organized situation to enable you observe how a child is progressing with a particular skill. Participative observation Observation carried out when you and the child are engaged in an activity together. this method enables you to check on what activities you share with the children show about what they are able to do and achieve, what they are ready to move on to and what they are interested in. Target child observation This observation is used to find out whether children are getting worthwhile experiences in a group if they are being challenged. Explain how and in what circumstances different methods are used for assessing recording and monitoring children and young peoples development in the work setting Explain how different types of interventions can promote outcomes for children and young people where development is not following the pattern normally expected. Speech and language can help children overcome most of their problems. By helping children gain the ability to use language they can help children gain confidence and self esteem I have seen this in my setting with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration. This is because they can now express themselves. The Senco in an educational setting give support to children and families with special needs this person/s is also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have certain specific educational needs. This might include people like teaching assistants or advisors to provide support and train staff. Youth justice this is based on children with behavioural problems these people will work with them and social workers to help them. Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children. Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners with aimed support programmes for that child once they have identified the child’s needs. A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care Also health visitors come under this title for measuring and assessing a child’s development . A psychiatrists is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems. Physiotherapist this professional help children with their movement especially those who have little or no movement they are trained to get the maximum movement and skill level. Referrals can take the shape of common assessment form which are filled in then in my setting passed upstairs to the health visitor, speech therapist or other health professionals that are required after being checked by the senco in the room. Speech and language also have their own referral forms which will be filled in and checked by the senco before being passed to the speech and language therapists. Early years action plans and plus plans are filled out and passed to the senco who will then speak to an education psychologist. With primary and secondary schools they also have school action plans which will be run through their senco and the school run individual learning plans. Evaluate the importance of accurate documentation regarding the development of children and young people.

Literary Criticism of Uncle Tom’s Cabin Essay

Harriet Beecher Stowe wrote Uncle Tom’s Cabin in order to persuade the readers that slavery was bad. Her Christian views led her to do this and depict her characters as every-day life as she could and not be too over dramatic about everything that happened. Her story could be interpreted as a non-fiction if the reader does not know the history of it all, because she uses a very subtle approach to get to reader through making all events in the book seem very real as if she had really seen them. Stowe’s relationship with the book is that the book are her thoughts through a story. Not just any thoughts, but her abolitionist views and how much she disagreed with slavery. Stowe not only uses the book as a whole to convince of slavery’s evils. She uses individual characters and their journies (emotional, physical, etc.) to get into the reader’s head and make everything believable to the point where one thinks that the book is non-fiction.. She doesn’t use a very abrupt way of getting her message across. She tells things like they are. Not all southerners are evil, and northerners aren’t angels either. Every scene that Stowe needs to, persuades the reader that slavery is evil and non-Christian. Uncle Tom, the protaganist of this book, is used by Stowe to introduce slaves as not being ignorant, rag-wearing, illiterate people. Tom is a â€Å"pious fellow† as stated by Arthur Shelby: â€Å"No; I mean, really, Tom is a good, steady, sensible, pious fellow.† (Pg.4). Stowe also shows that Shelby is a good man himself, by showing that he actually cared for his slaves, and didn’t treat them like objects. But, you could get a bit confused by Shelby when he showcases Eliza’s little boy to Mr. Haley as if he were some type of circus act, â€Å"Now, Jim, show this man how you can dance and sing.† (Pg.5). By giving two different views of Shelby at such an arly stage of the book, one can’t really get a grasp on whether or not he really has sentiment, until further on in his and Mr. Haley’s conversation. Mr. Haley, on the other hand is shown to be a â€Å"wanna-be† higher class type of man: â€Å"He was a short, thick-set man, with coarse, commonplace features, and that swaggering air of pretension which marks a low man who is trying to elbow his way upward in the world.† (Pg.3). Haley also seems to be a man who is very persuasive to get what he wants, but seems to make hollow promises: â€Å"Howsomever, I’ll do the very best I can in gettin’ Tom a good berth; as to my treatin’ on him bad. you needn’t be a grain afeard. If there’s anything that I thank the Lord for, it is that I’m never noways cruel.† (pg.33). When the reader is first introduced to Haley, he seems to be a kind slave trader who only wants Shelby to give him slaves, because of a debt. But, he decieves the reader, and ends up being a man that mistreats his slaves often through violence. The first a reader gets to see of Haley’s ill-mannered side is when he has found out that Eliza has escaped with her son Harry (the child that was to be sold to him). Haley is enfuriated and cariies himself in an awful manner: â€Å"‘I say now, Shelby, this yer’s a most extro’rnary business!’ said Haley, as he abruptly entered the parlor. ‘It seems that gal’s off, with her young un.'† (Pg.44). Even though it might not be much to read of somebody yelling, this incident does open the door for much more disastrous occurances further in the book. Eliza’s escape is not the beginning. Eliza Harris plays an enormous role that makes the reader think and also sympathize. Eliza is a young, beautiful, courageous slave. But nor only is she a slave. She is a mother and wife also. Eliza’s biggest part in the book is when she shows the reader what maternal attachments influence a woman to do when she knows her child will be taken from her. After discovering that her son is going to be sold to a slave trader in order to pay a debt, she decides that the only reasonable thing to do is take him, and escape so she can be by her child’s side and never be separated from him. She consults Tom, and he says that he will not fight the decision made by his master to be sold, but he encourages his friend to, so she will not be away from her son. Eliza leaves and heads towards the Ohio river and Haley is looking for her. But, two slaves that Mr. Shelby sends with him to guide him lead him the wrong way to stall, but somehow ended up crossing paths with her and alert her. Once this happens. one of the biggest scenes in the book is shown: â€Å"The huge green fragment of ice on which she alighted pitched and creaked as her weight came on it, but she staid there not a moment. With wild cries and desperate energy she leaped to another and still another cake; stumbling-leaping-slipping-springing upwards again! Her shoes are gone-her stockings cut from her feet-while blood marked every step; but she saw nothing, felt nothing, till dimly, as in a dream, she saw the Ohio side, and a man helping her up the bank.† (Pg.62). Stowe draws a vivid image through her writing of this scene, of a mother’s struggle to keep son’s life with her and not in the hands of anybody else. Struggle is also seen, not just for life, but for what was morally right as a Christian. Senator John Bird was one of the people who voted in favor of the Fugitive Slave Act, clearly showing that he was not about to help any type of runaway slaves. But, his wife was a very Christian woman with morality that ran through her veins, and she lived by the Bible. Her struggle was to convince her husband that slavery was wrong and he should not agree with the law passed, because the Bible says that good will to all men was a must. Mrs. Bird informs, â€Å"Now, John, I don’t know anything about politics, but I can read my Bible; and there I see that I must feed the hungry, clothe the naked, and comfort the desolate.† (Pg.82). By this, the reader has already been influenced positively and negatively by so many of the characters that Stowe brings into this well thought out persuasive piece of art. Christianity was what influenced her, and powered her abolitionist views. It led her to take abolitionism into her own hands, and â€Å"educate† the country (and in hopes, the world) of how negative slavery was. Being raised in a very strict Presbyterian home, she was taught all about the value of life through the gospel. Stowe’s religious views were imprinted into her mind and soul, and they set a path for her. Her path was to enlighten the southerners that agreed with slavery and were cruel to the people they held captive to do their bidding. Uncle Tom’s Cabin was written in response to the acts passed against slavery (e.g. Fugitive Slave Act). Each page of the story contains journey, experience, growth, development, and so much more with each and every character. With her characters, she uses them as her source of persuasion of the views opposite from the southern views. Stowe doesn’t come straight out and say, â€Å"Slavery is evil! Don’t agree with it!† She is very implicit with spreading her outlook on slavery (even though it is known that she is an abolitionist). Characters such as Quakers seem to invoke Harriet Beecher Stowe as a whole, for the simple fact that they are just as she was. Quakers are religious persons that helped slaves, because the Bible said they should help anybody and everybody that needed help. All the characters talked about before, seem to also take Stowe’s viewpoints. Even her â€Å"bad guys† have her point of views too. If you think about it, all that she is against is embodied in the slave traders and evil southerners of the book. Stowe does a phenomenal job of taking all her abolitionist views and putting it on paper, and conveying her deepest hates for slavery in such a well thought work of art. Her persuasion is easily seen through her characters. They grab you, shake you, and bring tears to your eyes. Stowe seems to know how to get into people’s heads. She does it just like when you have a set of headphones on and you’re listening to your favorite song, and it sticks with you forever.

Comparing The Time Period Of Joseph Hansberry s The Sun

As you begin to compare the time period in which A Raisin in the Sun was written, the 1950s, and now, you can find many similarities and differences regarding racial equality in the Chicagoland, even more specifically the south side. The Younger family, deriving from the African American descent, in Lorraine Hansberry’s play, has trouble finding happiness when they are surrounded by successful white people, while they are stuck living in a two bedroom apartment and struggle to make ends meet. In the 1950s, it was much harder for African Americans to find jobs where they could make a substantial living to provide for their families, but in today’s society the opportunities for the black race have improved immensely, although a problem with their pay grade still persists. On the other hand, the two time periods are similar in the respect that the environment on the Southside of Chicago today is very similar to what it was like almost 60 years ago. Additionally, just like in the play, police force continues to be an issue, whether that be because they favor a certain race, or police brutality; shooting people with the wrong intentions. More problems that exist today include, gang violence, protests, and segregated schools in the poorer black communities. While the Chicagoland continues to struggle with problems regarding racial equality, they have made many improvements such as the development of organizations to keep children off of the streets and out of trouble as well asShow MoreRelatedHow to Write a Research Paper11497 Words   |  46 Pagesfind that you have merely skimmed the surface of the subject. Either case may lead to an unacceptable outcome. Therefore, you must carefully analyze a subject to divide it into its parts. You might consider narrowing it in relation to pertinent time periods or certain examples, features, uses, and causes. The paper you are usually asked to write in English class is an evaluative research paper which goes beyond mere reporting of facts found in an informational research paper. Rather, it may address