Managment ourse Feedback Essay Example | Topics and Well Written Essays - 500 words

Managment ourse Feedback - Essay Example The altered line of attack that the leaders ultimately outline will be determined by their profundity of making an allowance for the wake-up calls. This was the leading example of reality during the change attempt; it can suggest the dissimilarity amongst an instantaneous, external alteration all along with the one that is careful, stubborn, and philosophical for one and all apprehensive. Next, we learned that there is a dire need for leaders to be extremely rational with reference for being able to create motivation amongst the team members. We learned the various leadership styles and their consequent effects on the individual and the overall organizational development. How imperative it is to create team cohesion, and motivation, in order to be able to put together a winning team at work was also one of the most important learning. Our professor was very descriptive while teaching us these significant concepts.   Ã‚  

Analyze the causes of the obesity epidemic affecting Americans Essay

Analyze the causes of the obesity epidemic affecting Americans children - Essay Example Obesity affects not only adults, but also children and youth. It has become a serious health problem and has reached epidemic proportions in the United States. More than this, it is threatening to become a global epidemic. There are four main factors that can cause obesity: the environment, a person’s eating habits, physical activity, and genetics. First of all, the environment plays the most important role in obesity. In the current environment of the United States, American children have access to unhealthy foods throughout schools and society in general. American children spend most of their time at school. Because they are there for so long, they need to have meals, drinks, and snacks there. However, most schools in the United States provide a great deal of unhealthy foods such as fried foods, hamburgers, and sugary drinks through vending machines, the school cafeteria, at fundraising events, and at sporting events. In contrast, there is a lack of healthy food choices such as vegetables and fresh fruit. Children who are always eating unhealthy food may gain body fat more easily, and this increases calories, which leads to obesity. Moreover, in society, fast food restaurants exist almost everywhere. The typical boulevard has at least four fast food restaurants such as McDonalds, KFC, Burger King, and Jack in the Box. Among these fast food restaurants, McDonald is the most popular. The documentary Super Size Me states that â€Å"McDonald’s represents around 43 percent of the American fast food market.† In addition, there are many fast food restaurants that are located close to high schools and colleges. The reason is that it is convenient for students to have their lunch nearby their place of study. Furthermore, advertising is also an environmental factor that may lead to greater obesity. The Henry J. Kaiser Family Foundation released a study in 2007 stating that, â€Å"many food companies

Role of therapeutic relationship within mental health nursing

Role of therapeutic relationship within mental health nursing Research is a significant component of the educational process and is essential for current and future professional nursing practice (Tingen, 2009). To describe what nursing research is, Tingen (2009) uses a definition by Polit and Beck (2006, p4) who describe it as a: Systematic inquiry designed to develop knowledge about issues of importance to nurses, including nursing practice, nursing education and nursing administration. Without research, nurses would not be able to practice evidence based care, the importance of which is stated within the Code of Conduct (Nursing and Midwifery Council 2008). According to Haynes and Haines (1998) evidence based practice aims to integrate current best evidence from research with clinical policy and practice. It is important to critically evaluate any research study to establish the significance and worth of each individual publication (Hek, 1996). For the purpose of this assignment I will use a universal critical appraisal tool that can be used to evaluate any type of research, which can be located in Appendix 1. It has been adapted and devised using appraisal tools from Hawker et al (2002) and the Critical Appraisal Skills Programme (CASP) (Public Health Resource Unit, 2007). Background I have chosen to review the topic of therapeutic relationships within the field of mental health nursing. I feel this is a vital component in the nursing role, and something every mental health nurse should be skilled in. Literature states that the therapeutic relationship is a central element of care through which many aspects of mental health nursing is carried out (Priebe and McCabe, 2006). Search strategy My question is what role does the therapeutic relationship have within mental health nursing? I carried out my literature search using the Cinahl database. Although there are a variety of database choices, Cinahl produced ample results so other database searches were not required. Table 1 summarises my literature search results. Table 1: literature search strategy database name key words/phrases used database headings used search limits (inclusions/exclusions) no. results Cinahl (Search was conducted on 1st April 2011) therapeutic relationship and mental health None Primary research English language Peer reviewed 64 Therapeutic relationship and psychiatric None Primary research English language Peer reviewed 68 I searched the terms mental health and psychiatric separately but in conjunction with the words therapeutic relationship to ensure a more in-depth search as both terms are used interchangeably within literature. The three papers I have selected to review are Johansson and Eklund (2003), Scanlon (2006) and Forchuk et al. (2005). They were chosen so that both qualitative and quantitative research is included and that differing perspectives on the therapeutic relationship were researched. A summary of the relevant information from each article can be found in a critical appraisal grid in Appendix 2. Elements of the summary will be referred to in the following discussion. Critical Review: Research aims Any research paper should make clear the purpose of the study being reported so that the reader can establish whether or not it is relevant to them (Couchman and Dawson, 1990). It is suggested that an abstract or summary is a good way to give a brief overview of the content of the paper (Couchman and Dawson, 1990). Greenhalgh (2010) recommends that the introductory sentence of a research paper should state the background to the research. All three highlighted papers clearly set out their aims and give background information as to the importance of their study and why it has been chosen. The Forchuk et al. (2005) study aims to replicate a successful pilot study conducted several years earlier, but seemingly on a larger scale. Research approach/design When assessing the methodological quality and approach of a paper Greenhalgh (2010) proposes five key questions. They are; was the study original, whom was it about, was it well designed, was systematic bias avoided and was it large enough and continued for long enough to make the results credible (Greenhalgh, 2010). Johansson and Eklund (2003) give good rationale for the research design using literature as evidence. Both authors are experienced in the field of psychiatry, but the first author conducted all interviews, which helped to maintain consistency and credibility. Scanlon (2006) appears to have spent time designing her study, using established literature as well as her own experience to develop an interview guide which was piloted to ensure its suitability. The Forchuk et al. (2005) study describes a clear and concise research design using cluster randomisation. The study had a control group to compare to a group receiving the model used in the aforementioned pilot study. Ethical issues Any research involving human participants and animal materials or specimens is subject to ethical review, whether it is clinical, biomedical or social research, including the secondary use (Sheffield Hallam University, 2011). Literature regarding ethical considerations varies in the areas they discuss but in general, there are four main areas of ethical concern where the rights and dignity of the participant must be preserved, namely ensuring consent; prevention of harm; protecting confidentiality (Behi and Nolan, 1995; Marion, 2004); and that the research process provides more benefit than harm (Behi and Nolan, 1995). The study by Johansson and Eklund (2003) was initiated by the ethics committee of the county council, so it is assumed they were recruited to complete the study, although no information is given other than the authors had no collaboration with either of the two settings used to recruit participants. Although written consent was sought it is not stated as to whether the participants understood the aims of the study. Both Scanlon (2006) and Forchuk et al. (2005) provide little information other than ethical principles being followed. Sampling For any study to take place, the subjects must be selected, and this is called sampling. The process used to select a group of people, events, behaviours or situations must ensure that the subjects are representative of the population being studied (Burns and Grove, 2007), or the research will not be credible. The population being studied will guide what process will be used to complete the sampling process (Burns and Grove, 2007). Johansson and Eklund (2003) give in-depth and referenced reasoning for their chosen sampling process. However their attempts at ensuring maximum variation can be argued to have failed with only 9 participants recruited. In contrast, little information is given by Scanlon (2006) as to her sampling process, but there is a clear inclusion criterion for the sample of six participants. The sampling process used by Forchuk et al. (2005) appears to be in-depth with attempts to reduce any potential limitations or barriers. A large sample size of 390 participants partook in the study, which was a year long. A dropout rate of 36% resulted in 249 completing the study. Data collection Burns and Grove (2007) define data collection as the precise, systematic gathering of information relevant to the research purpose or the specific objectives, questions, or hypotheses of a study. The choice of data collecting technique used will be determined by the type and purpose of the study being conducted (Burns and Grove, 2007). The data collection method utilised in the Johansson and Eklund (2003) study was an open-ended in-depth interview with a clear focus. The interview was hand written during discussion with no other recording equipment used. They themselves admit that this can introduce bias and the potential for data to be missed using this process. To maintain consistency the interviewer was the same person for all interviews, but the person transcribing is not stated. Other than developing a piloted interview guide, Scanlon (2006) does not give detail about the data collection technique, other than semi-structured interviews being conducted. The interview guide is attached as an appendix. Data collection methods in the Forchuk et al. (2005) study would appear to be very thorough involving 5 tools, 3 of which were designed solely for this research. Data analysis After the data is collated, the research will be of no use to anyone if it is not analysed as it will have no meaning or explanation (McMichael, 2007). Analysis transforms the data collected into new knowledge (Thorne, 2000) and with its primary purpose being to impose some order to data so that conclusions can be made and communicated (Massey, 1995). The analysis process in the Johansson and Eklund (2003) study would appear to be very thorough. However the interviewer was one of the researchers categorising, so the transcripts were known and analysis may have been affected. Scanlons (2006) research provides a good example of thorough data analysis, using a recognised coding procedure comprising of three sets of coding. In contrast Forchuk et al. (2005) give little information regarding their data analysis providing only one small paragraph explaining how t-tests were used to test hypothesis. Findings The findings or results of any study should be presented in a way that advises the reader of any significant outcomes (Burns and Grove, 2007). It is suggested that tables and discussion are separate to as to avoid confusion (Couchman and Dawson, 1990). Johansson and Eklund (2003) give a good example of separating the ways in which the data is presented, with an in-depth discussion about each category. Sub categories were created to provide further clarity and quotes from interview are used to emphasise points. However the table gives little information other than the headings for each category and brings little value to the report. Scanlon (2006) uses an in-depth discussion to relay her findings, with quotes from participants supporting literature on the topic area. The studys aims have clearly been achieved. Considering the extent of data collected, the findings are surprisingly sparse in the Forchuk et al. (2005) paper. Baseline data is presented in a table, but little information is available as the findings did not support the hypothesis. Generalisability/transferability Generalisability refers to the extent to which research findings are valid and relevant to other settings (Pibouleau, 2009) and how useful they are (Altman and Bland, 1998). Pibouleau (2009) explains how poor reporting of generalisability can be a barrier to research findings being introduced to clinical practice. If findings are not generalisable then they will not be suitable to be implemented into clinical practice. The small scale of the study by Johansson and Eklund (2003) indicates that it is weak and that its generalisability is limited. They attempt to argue that due to having no contrasting findings that it gives rise to a certain degree of representativeness, but their conclusion contradicts this by stating there was some variation, the culprit being a patient with psychosis. Scanlon (2006) reports her study to not be generalisable due to its small scale. However, it does discuss how therapeutic relationships fit in with the role of psychiatric nursing, so the study can be argued to be transferable to the wider population. The Forchuk et al. (2005) study failed to meet its aims, so is not generalisable in any way. This is despite it being based on a successful pilot study conducted some years previously. Implications for practice The research by Johansson and Eklund (2003) offers very little implication for practice other than to offer issues that should be addressed in future similar studies. The study is flawed, and has limitations and contradictions within the discussion. Both authors have previous experience in research in the topic area which is evident in the referencing of their own work, so it raises concerns that these issues have not been addressed in previous work. In contrast Scanlon (2006) recognises all flaws in her study, and gives several recommendations for future research. The fact that the interview guide is included and the findings discussed in such depth allows the study to be replicated. Very little can be gained from the Forchuk et al. (2005) research with regards to enhancing practice, but recommendations are made for future study, almost as a token gesture. However, the paper does highlight factors to consider when planning the discharge process to ensure success, so cannot be comple tely dismissed. Discussion Considering the significance of therapeutic relationships within the field of mental health and the importance it plays within the role of the nurse, the analysis of the highlighted papers is disappointing. The Johansson and Eklund (2003) paper is flawed offering nothing significant for clinical practice. The Forchuk et al. (2005) study failed to meet its aims and as a result provided very little information other than the importance of providing support in the transition from hospital to community. Although very valid, this is does not compensate for the complete failure of the research which was based on a successful pilot. It can be argued that the only paper critiqued that can offer anything to clinical practice is that published by Scanlon (2006), but then her conclusions infer the opposite. Despite the fact that her study can easily be replicated and recommendations for future research are offered, she casts doubt by having a negative focus on her findings. Conclusion This critical review has little to offer to address my question, but the background research and literature reviews within the reviewed papers does offer a rich source of secondary information. Despite that none of the studies have generalisability; they do highlight issues that future researchers should be aware of. From this review it seems that a qualitative approach is best suited to a study in this topic area. It is recommended that the flaws and limitations highlighted in the above research designs are used to establish an effective method for evaluating the role of the therapeutic relationship in mental health nursing. References ALTMAN, D.G. and BLAND, J.M. (1998). Generalisation and extrapolation. [online]. British Medical Journal, 317 (7155), 409-410. Article from British Medical Journal last accessed 1 April 2011 at: http://www.bmj.com.lcproxy.shu.ac.uk/content/317/7155/409.full.pdf BEHI, R. and NOLAN, M. (1995). Ethical issues in research. British Journal of Nursing, 4 (12), 712-716. BURNS, N. and GROVE, S.K. (2007). Understanding Nursing Research: Building an evidence-based practice. 4th ed., China, Saunders Elsevier. COUCHMAN, W. and DAWSON, J. (1990). Nursing and health-care research. London, Scutari Press. FORCHUK, C. et al. (2005). Therapeutic relationships: from psychiatric hospital to community. [online]. Journal of Psychiatric and Mental Health Nursing, 12 (5), 556-564. Article from Ebscohost last accessed 1 April 2011 at: http://web.ebscohost.com.lcproxy.shu.ac.uk/ehost/pdfviewer/pdfviewer?sid=f3dd7acd-4bbe-4931-88aa-e5fbf505b948%40sessionmgr14vid=2hid=10 GREENHALGH, T. (2010). How to read a paper: The basics of evidence-based medicine. 4th ed., West Sussex, Wiley-Blackwell. HAWKER, S. et al. (2002). Appraising the Evidence: Reviewing Disparate Data Systematically. [online]. Qualitative Health Research, 12 (9), 1284-1299. Article from Sage last accessed 1 April 2011 at: http://qhr.sagepub.com.lcproxy.shu.ac.uk/content/12/9/1284.full.pdf+html HAYNES, B. and HAINES, A. (1998). Barriers and bridges to evidence based clinical practice. British Medical Journal, 317 (7153), 273-276. HEK, G. (1996). Guidelines of conducting critical research evaluation. Nursing Standard, 11 (6), 40-43. JOHANSSON, H. and EKLUND, M. (2003). Patients opinion on what constitutes good psychiatric care. [online]. Scandinavian Journal of Caring Sciences, 17 (4), 339-346. Article from Ebscohost last accessed 1 April 2011 at: http://web.ebscohost.com.lcproxy.shu.ac.uk/ehost/pdfviewer/pdfviewer?sid=c7e46787-eb49-4138-85ac-a8a551792d91%40sessionmgr11vid=2hid=10 MARION, R. (2004). Ethics in research. [online] Last accessed 1 April 2011 at: http://www.sahs.utmb.edu/pellinore/intro_to_research/wad/ethics.htm MASSEY, V.H. (1995). Nursing research. Pennsylvania, Springhouse Corporation. MCMICHAEL, C. (2007). Qualitative data analysis. [online]. Last accessed 2 April 2011 at: http://www.latrobe.edu.au/publichealth/Units/phe6/phe6hrb/Week%206%202007%20Analysis.pdf NURSING and MIDWIFERY COUNCIL (2008). The Code in Full. [online]. Last accessed 1 April 2011 at: http://www.nmc-uk.org/Nurses-and-midwives/The-code/The-code-in-full/#standard PIBOULEAU, L. (2009). Applicability and generalisability of published results of randomised controlled trials and non-randomised studies evaluating four orthopaedic procedures: methodological systematic review. [online]. British Medical Journal, 339 (b4538), 1-8. Article from British Medical Journal last accessed 1 April 2011 at: http://www.bmj.com/content/339/bmj.b4538.full POLIT, D.F. and BECK, C.T. (2006). Essentials of nursing research: Methods, appraisal, and utilization. 6th ed., Philadelphia, Lippincott Williams and Wilkins. PRIEBE, S. and MCCABE, R. (2006). The therapeutic relationship in psychiatric settings. [online]. Acta Psychiatrica Scandinavica, 113 (s429), 69-72. Article from Wiley last accessed 1 April 2011 at: http://onlinelibrary.wiley.com.lcproxy.shu.ac.uk/doi/10.1111/j.1600-0447.2005.00721.x/pdf PUBLIC HEALTH RESOURCE UNIT (2007). Appraisal Tools. [Online]. Last accessed 1 April 2011 at: http://www.phru.nhs.uk/Pages/PHD/resources.htm SCANLON, A. (2006). Psychiatric nurses perceptions of the constituents of the therapeutic relationship: a grounded theory study. [online]. Journal of Psychiatric and Mental Health Nursing, 13 (3), 319-329. Article from Ebscohost last accessed 1 April 2011 at: http://web.ebscohost.com.lcproxy.shu.ac.uk/ehost/pdfviewer/pdfviewer?sid=476f44a1-8cff-4a3c-a40f-c96bc336d3c3%40sessionmgr14vid=2hid=10 SHEFFIELD HALLAM UNIVERSITY (2011). Research ethics: 1. Research involving human participants. [online]. Last accessed 1 April 2011 at: http://students.shu.ac.uk/rightsrules/resethics1.html THORNE, S. (2000). Data analysis in qualitative research. Evidence Based Nursing, 3 (3), 68-70. TINGEN, M.S. et al. (2009). The importance of nursing research. Journal of Nursing Education, 48 (3) 167-170. Appendix 1 A Universal Critical Appraisal Tool Adapted from HAWKER, Sheila et al (2002) Appraising the Evidence: Reviewing Disparate Data Systematically. Qualitative Health Research, 12 (9), 1284-1299 and the Critical Appraisal Skills Programme (CASP) appraisal tools: http://www.phru.nhs.uk/Pages/PHD/CASP.htm 1: Research aims and research question: Is there a clear statement of aims and a research question? Consider: Is the goal of the research clearly stated? Are reasons given for why the research is relevant or important? 2: Research approach/design: Is the approach appropriate and clearly explained? Consider: Is the research approach/design justified? Is an explanation offered as to why it was chosen? 3: Ethics: have ethical issues been addressed and was necessary ethical approval obtained? Consider: Are issues of confidentiality, sensitivity and consent addressed? Are research governance processes clearly described? 4: Sampling: Is the sampling strategy appropriate to address the research aims? Consider: Is how the participants were recruited, selected or allocated explained? Are details provided (e.g. race, gender, age, context) of who was studied? Is the sample size for the study justified? 5: Data collection: Are the methods of data collection appropriate and clearly explained? Consider: Is it clear how the data were collected and are the methods chosen justified? 6: Data analysis: Is the description of the data analysis sufficiently rigorous? Consider: Is there a clear description of how analysis was done Qualitative Is there a description of how themes or concepts were derived? Quantitative Are reasons for the statistical tests selected described and statistical significance discussed? 7: Findings: Is there a clear description of the findings? Consider: Are findings explicit, easy to understand and in logical progression? Are tables, if present, explained in the text? Do results relate directly to the aims? Are sufficient data presented to support the findings? 8: Transferability or generalisability: Are the findings of this study transferable, or generalisable to a wider population? Consider: Are the context and setting of the study described sufficiently to allow comparison with other contexts and settings? Is there sufficient detail provided about the sample (as in section 4)? 9: Implications and usefulness: How important are these findings to policy and/or practice? Consider: Do the findings contribute something new and/or different in terms of understanding, insight or perspective? Are ideas for further research suggested? Are implications for policy and/or practice suggested?

How to cheat on your spouse :: essays research papers

How To Cheat On Your Spouse "Oh the weather outside is frightful, but your thighs are so delightful. She has no place to go, let her blow, let her blow, let her blow." I caught a bit of the holiday spirit on the way to the mall and began humming the Christmas song while driving down the highway. Somewhere along the way I changed the words a bit and laughed. Don't I wish! I mean, my secretary was a cutie, and yes, she would have made an excellent partner in the sack. But there was a little problem: I was married with three children, and the little woman at home frowned upon marital transgressions. I know that for a fact, because it wasn't all that long ago that she caught me in the act. That was not a pretty scene. After some time and counseling, we mended fences, but I got the ultimatum: even flirting with another woman was cause for her to give me the pink slip, kissing her, my kids, our house and most of our bank account, goodbye. I took those words to heart, and have been a model husband for more than half a decade. Then there are guys like Artie, a manager in the Accounting Department at the company where I'm employed. On the outside he's a pleasant enough guy in his early 30s with a wife and two lovely children. Behind the scenes, though, he's a wolf. A certifiable louse. He's strayed more times than a barnyard cat, and somehow has never been caught. I thought of this while driving to the mall, and given my past history, decided to ask him how he does it. I didn't think he would answer, but it wouldn't hurt to ask. So I did. Much to my surprise, Artie was agreeable, and over a few beers at our local Irish pub, we spoke about the ins and outs, so to speak, of cheating on one's spouse. What follows are his frank answers to my probing questions. Q: We've talked in the past about some of your, well, dalliances, and I wondered if you could answer a few questions, anonymously, of course. A: Ask away! Q: Do you love your wife? A: Of course. She's a darling, the mother of my children, and a great friend too. Q: Then why...? A: (Interrupting) Why do I, uh, stray?

Mordernism

Modernism During the 20th century a communications revolution that introduced motion pictures, radio, and television brought the world into view†and eventually into the living room. The new forms of communication competed with books as sources of amusement and enlightenment. New forms of communication and new modes of transportation made American society increasingly mobile and familiar with many more regions of the country. Literary voices from even the remotest corners could reach a national audience.At the same time, American writers†particularly writers of fiction†began to influence world literature. The 20th century saw the emergence of modernism. Modernism responded to the world's complexity by asserting that the individual had the potential to achieve a broader perspective than that offered by any one society or its history. Although realism, naturalism, and regionalism were still viable modes of expression, they reflected the increasingly complex reality of 20th- century society. Immigration and industrialization led to increasing urbanization, nd, in turn, to class stratification.Theme: Some writers examined the sometimes complex psychology of America's elite, other writers turned to the psychological and physical reality of the laboring classes, whose ranks continued to swell with high rates of immigration in the late 19th and early 20th centuries. Several American authors who are sometimes known as social realists looked at working conditions, often for the purpose of social reform. A period of disillusion and cynicism that followed World War I (1914-1918) found expression in he writings of a group of Americans living in Paris who became known as the Lost Generation.They shared a bitterness about the war, a sense of rootlessness, and dissatisfaction with American society. They portrayed the emotional exhaustion of this generation and their seemingly vain search for meaning and value in life. Some other writers focus on the overwhelm ing forces of nature and on issues of class. Gender issues remain major topics in 21st century American literature, and more gay and lesbian authors are publishing their work and bringing their community and oncerns into focus. Characteristics 1.Diversity The reading audience of the United States changed as social and economic realities changed. Immigrant populations added great variety to 20th-century American fiction. American literature at the is exceptionally diverse, with rapidly growing multicultural influences. New voices continue to emerge within the Native American, African American, Asian American, and Hispanic American communities. After the 1960s it became increasingly difficult even to define a mainstream. Jewish-American iterature: among the first to record their experiences.African American literature: focuses on slavery and its legacies while also offering hope, particularly in the strength of bonds among women. Native American literature: reassesses the experience o f their cultures. Hispanic American literature. Asian American authors brought strong voices to American literature after the 1960s. those who bridge two cultures. Modernity and Americanization are typically the realm of youth, while traditional culture and history remain the dying province of their elders.While creating unique worlds for various distinct communities, America's diverse literary voices continue to reflect the unique characteristics of its land, people, and culture. 2. Regionalism The vastness of the United States and the great diversity of its people have always been reflected in its literature. This was especially true in the 20th century, which witnessed the blossoming of strong regional traditions in the West and the South. The South was also rich in women writers during the 20th century. 3. Bilingualism.Many American authors incorporate a lot of their mother tongue language into their writing. This reflects both the alienation and the strong cultural identity tha t comes from being a nonnative English speaker in the United States. 4. style Writing is noted for innovations in narrative style, such as simplification and fragmentation of plot and the use of unconventional syntax and punctuation. Representatives: Henry James Theodore Dreiser Sinclair Lewis Ernest Hemingway and F. Scott Fitzgerald, William Faulkner,

A Passage to India: Culture Clash

CONTEXT British context ?Forster was a British writer and most of his readers were British. His work reflects also England and the period in which Forster lived and wrote. He is commonly regarded as an Edwardian novelist, because his first four novels were published during the reign of King Edward VII (1901-1910); in this period his values and outlook were developed. ?England had undergone the traumatic experience of the First World War; more than 750000 soldiers were killed, along with another million from other parts of British Empire. Between 1912 and 1924, the British policy had also changed: there were two main parties, the Liberal and the Conservative. ?British Empire was changing. The change was more evident in Ireland. Ireland gained the indipendence in 1921. KEY POINTS ?FULL TITLE: â€Å"A Passage to India† ?AUTHOR: Edward Morgan Forster ?TYPE OF WORK: Novel ?TIME AND PLACE WRITTEN: 1912-1924 England ?DATE OF FIRST PUBLICATION: 1924 ?TENSE: Past ?THEMES: Culture Clash ; Friendship; Ambiguity; Religion ?CHARACTERS: Dr Aziz, Mr Fielding, Adela Quested, Mrs. Moore, Ronny Healsop ? SETTING ( TIME ): 1910s or 1920s SETTING ( PLACE ): India, specifically the cities of Chandrapore and Mau. Carico†¦ CHARACTERS Dr Aziz ?Is the central Indian character in the novel. ?He works at the government hospital in Chandrapore. ?He writes poetry and his favorite poetic themes are: the Decay of Islam and the brevity of Love. ?He’s described as a true â€Å"Oriental† person. ?He’s very goodwill and his impulsive nature get him into situations that cause him trouble. ?Like many of his friends prefers to communicte throught confidences, underlying words and indirect speech ? Like many other Indians struggles with the problem of the English in India.CHARACTERS Mr Fielding ?The principal of the Government College (that is, a British? run school) in Chandrapore. ?He has â€Å"no racial feelingâ€Å". ?He’s far and away most the successful at developing relationships with native Indians. ?He’s less comfortable in teacher – student interaction than he is in one -on- one conversation with another individual ? Serves as Forster’s model of liberal humanism. ?At the and of the novel Forster seems to identify with Fielding less. CHARACTERS Adela Quested ?Her character develops in parallel to Mrs Moore’s one ?She’s an individual and educated free thinker Adela hopes to see the â€Å"real India† ?She puts her mind to the task, but not her heart and therfore never connects with Indians. CHARACTERS Mrs. Moore ?Mrs. Moore serves a double function in â€Å"A Passage to India† ? She’s initially a literal character. ?She becomes more a symbolic presence. ?The solution to the problem in India. ?Her name becomes more associeted with Hinduism ?She’s the heroine of the novel CHARACTERS Ronny Heaslop ?Forster ‘s emphasis is on the change that happened, when Ronny firs t arrived in India. ?Ronny’s character is a sort of case, an exploration of the restrictions of English colonial. Ronny’s tastes, opinions and even his manner of speaking are no longer his own, but those of older, ostensibly wiser British Indian officials. ?Clash with both Adela and his mother, Mrs. Moore. CHARACTERS There are also some characters that are less important that the previous and are: ? Mahmoud Ali: a Moslem and a close friend of Dr Aziz. ?Major Callender: the head of the government hospital in Chandrapore. ?Professor Godbole: an Indian who teaches at the college of Chandrapore. ?Hamidullah: a Moslem, educated at Cambridge University. ?Mr. McBride: the district superintendent of police in Chadrapore.Carico†¦ DEEPENING ON FEMALE CHARACTERS ?Adela Quested ?A young Englishwoman who comes to India With Mrs. Moore. ?She is expected to marry Mrs. Moore's son Ronny Heaslop. ?Her behavior radically affects the lives of the characters around her. ?On a symboli c level, Adela may also represent most people's inability to communicate or to understand the deeper patterns and meaning of life. While she is at Fielding's tea party, she remarks that she is not planning to stay long in India. ?She breaks off her engagement with Ronny and stays with Fielding for a while before leaving India and returning to England.She does not reappear after this. DEEPENING ON FEMALE CHARACTERS ?Mrs. Moore. ?She is the most sensitive and reflective of the English characters. ? An elderly widow, she is the mother of Ronny Heaslop, She also has another son, Ralph, and a daughter, Stella, by her second marriage. ?Mrs. Moore is introduced in Chapter two when she meets Dr. Aziz in the mosque in Chandrapore. Her they talk, and a friendship develops: Aziz is happy to have met an English person who is sympathetic toward him and India, while Mrs. Moore finds Aziz charming, intelligent, and interesting. ?In the meantime, Mrs.Moore argues with Ronny and when it becomes clea r that Ronny and Adela will not marry, Mrs. Moore realizes that her duties there were evidently finished. She doesn’t want to see India; Mrs. Moore has lost interest in the trip. For her, the echo's message is â€Å"Everything exists, nothing has value. † Shortly thereafter? just before Aziz's trial? she leaves India; we later learn that she has died on the voyage back to England However, her presence continues to be felt after her death. ?At the end of the novel, the spirit of Mrs. Moore returns to India symbolically in the form of her daughter Stella, who has married Mr.Fielding. THEMES Culture Clash ?The clash between two differents cultures, those of the east and those of the West. ?The West is represented by the Anglo – Indians in Chandrapore. ?Their social life centers around the Chandrapore Club. ?They have no desire to â€Å"understand† India or Indians. ?The East is represented by the Indians. ?We have a clash also between two distinct group of I ndian: Moslems and Hindus. ?â€Å"Hindus have no idea of society†. THEMES Friendship ?Is one of the most important things in life. ?There are many friendships : 1. Dr Aziz and his friends Hamidullah and Mahmoud Ali . Dr Aziz and Mrs. Moore 3. Aziz has a curious friendship with Professor Godbole. 4. British and Indians ?Impersonal forces at work in India will not yet allow the friendship between English and Indians. THEMES Ambiguity ?â€Å"A Passage to India† is full of ambiguity. ?In chapter 7 are introduced two terms that are repeated several times througthout the novel: â€Å"mistery† and â€Å"muddle†. ?Doubt and ambiguity surround two different events in the book that occur at the Marabar Caves: 1. Those of Adela. 2. Those of Mrs. Moore. THEMES Religion ?Religion is the major preoccupation in the book. The three parts of the book; Mosque – Cave and Temple, generally correspond to these religions: 1. Aziz loves the cultural aspects of his Islami c heritage. 2. The Anglo – Indians are spokemen of Christianity 3. Professor Godbole is the central Hindu figure in the book. His belief is the most representative of the true spirit of India. STYLE ?â€Å"A Passage to India† is written in the third person, with an impersonal narrative voice. ?The narrator is apparently omniscent. ?The narrative focus shifts from a description of external events and enters the consciousness of one character or another. At the same time, however, the narrative withholds a full explanation of certain events, most notably the misadventures that befall Mrs. Moore and Adela Quested at the Marabar Caves. Indeed, in recounting these details, the narrator is ambiguous rather than omniscient. STRUCTURE ?â€Å"A Passage to India† is divided into three parts or sections: 1. Part 1 , titeld â€Å"Mosque†, takes place during the cool, dry season. 2. Part 2, titeld â€Å" Caves†, takes place during the hot season. 3. Part 3, tit led, â€Å"Temples†, takes place during the rain season. ?Part 3 is the shortest of the three sections of the novel and might be considered as an epilogue.SETTINGS ?Chandrapore and in the Marabar Caves ?Within the town itself the author identifies several settings: 1. Civil Station 2. Chandrapore Club 3. Public places ?The third section is set in the town of Mau, a Hindu state several miles from Chandrapore. SETTINGS Although Forster uses poetic license in naming places, the settings correspond to real places in India. The novel's main city, Chandrapore, is actually based on the Indian suburb Bankipore, part of the city of Patna in the northern region of Bihar. The invented name, however, is not so far fetched.Forster probably chose this city for its different representation of India: its culture, history, and nature are all noteworthy. The town of Mau, is an example of an Indian hill station, a retreat from Indian plains that offers a serene place of beauty to both tourists and natives. The Marabar Caves about which Aziz knows so little are based on the Jain Temples on the Barabar Hills, once considered a retreat for Jain monks. The most impressive of the four caves on the Barabar Hills is Loma Rishi. The three other caves on the Barabar Hill are Sudama), Karnachopar, and Visvajhopri. SYMBOL ?The most obvious symbols are mosque and cave.Both for Aziz and Mrs. Moore, the mosque is a symbol of refuge and peace, a sanctuary. The first meeting of Aziz and Mrs. Moore takes place in the mosque at night, under the moonlight. Mrs. Moore has gone to the mosque because she is bored with the play she has been attending at the Chandrapore club. ?The mosque, is a symbol of the â€Å"real† India. ?The cave bears some resemblance to the mosque, in that both are closed spaces. Here, however, the resemblance ends. The cave is dark, featureless, and menacing. Although there are many caves at Marabar, it is impossible to distinguish one from another; they are all alike. We don’t know the real meaning of this symbol but It is at least certain that whatever else they might suggest, they stand for misunderstanding and meaninglessness, or what Mrs. Moore calls â€Å"muddle. † THE UNCERTAINTY IN THE CENTRAL EPISODE. ?One of the most unique aspects of Forster's novel is the uncertainty, the sense of not defined, which is focused on the central episode of the book: the alleged attempted rape in Marabar caves. In fact, the writer says nothing about what actually happened in the caves; in the novel there is a contrast between the before and the after that leaves the door open to interpretation. Forster himself said so very ambiguous, â€Å"In the caves there is, a man an hallucination or the supernatural. If I say it becomes whatever the answer, a different book. â€Å" ? This uncertainty is also present in the film: between the before and the after there’s a sharp cut that the viewer can interpret as he wishes, by carefully ob serving the scene we can feeling that Aziz is actually entered the cave with Adela but we aren’t sure of what he did. EXTRAS Islam Hinduism In Islam, belief in one God is the most important belief.Their God is called ALLAH, the Almighty, Creator and Sustainer of the universe, who is similar to nothing and nothing is comparable to Him Hinduism is commonly percived as a politheistic religion. Indeed, most Hindus would attest to this, by proffessing belif in multiple Gods. Islam exhorts man to consider himself and his surroundings as examples of Divine Creation. The trees belongs to God, The sun belongs to God†¦ The mayor differences between the Hindu and the Muslim perception of God is the common Hindus’ belif in the philosofy of Pantheism. The common Hindu considers everything as God.The major difference between the Hindu and Muslim belifs is the difference of the apostrophe â€Å"s† Hinduism has a caste system, with four major castes. Members of each are re quired by strict religious laws to follow hereditary occupations and to refrain from intermarriage or eating with members of another castes. The highest or priestly and intellectual caste is that of Brahmans,. The remain three are: Kshatriya (warrior caste), Vaisya (agricultural caste) and Sudras ( the low caste) In Islam, all humans are created equal, infact Islam rejects characterizing God as favoring certain individuals or nations.Everyone may distinguish himself and get His favour through virtue and piety. Cow is a sacred animal. Cows can’t be killed or eaten Muslims belive that each person has a body and a soul. Your faith and actions in this life will determine your fate in the life after Death. Hiduists believe in body and soul. Your soul returns to your body after death. Your status of caste in next life depends on your deeds in the previous life.