Do you think that Mahfouz wants his readers to believe that Zaabalawi is a real person? Does he want us to think that the narrator of the story believes that Zaabalawi is a real person? Whatever your opinion, explain your reasons for it.
Use your own words.
SAMPLE ANSWER
Zaabalawi by Mahfouz has the qualities of both the traditional stories told in mystical traditions as well as those of modern stories. Mahfouz’s father believed that Zaabalawi was a saint of God who removed worries and troubles. Author’s father friend also believed that Zaalabawi is a miraculous person. Characters portrayed in the story believed that Zaabalawi was a mysterious person and that he exhibited powerful magic. When people were in trouble, they would just have to look for him, and they would be healed and counseled.
Mahfouz’s does not want his readers to believe that Zaabalawi is a real person. The author gives him many traits as spoken by the characters that have had contact with him. The author portrays Zaalabawi as a mystery that and also as someone who possesses every good quality that a real person can not have. No one knows of the whereabouts of Zaabalawi except at the bar where he can be found at specific evenings. Gods possess a variety of characters that make people worship them and also look for them for peace of mind and advice. The author characterizes Zaabalawi as a God, and it is for people to look for him though he can’t be found physically. Zaabalawi helps everyone in need irrespective of where they come from which is a characteristic of gods. Hence, it is evident that the author wanted readers to look beyond the physical being and believe in supernatural powers exhibited by gods and that by engaging with the gods, one can receive healing.
Also, the narrator of the story believes that Zaabalawi exists still he does not quench his thirst of trying to find him. The narrator and all who seek Zaabalawi tend to obtain wisdom and blessings. When they find him, they find inner peace within themselves as well as joy in their hearts. The narrator believes he is real though he is also ambiguous as he resides in people’s mind in the form of the spirit of peace. He continuously looks for him because he does not have peace with himself and wants to connect with Zaabalawi. He only exists in people’s minds and only see him when he is drunk. He is as God. No one has seen God, but everyone believes that he exists.
Every cultural society believes in their God and he has universal characteristics since he is said to be a god of hope, peace, healing, and all things that make people satisfied. Since Zaabalawi is characterized as a God, the narrator believes that he is real, but he has never seen him or touch him.
Though God already exists in the story and that Zaalabawi is like a saint who serves under him, Zaabalawi is still supernatural and has powers to heal people and bring them peace. That’s why everyone who spoke of him gave differing opinions that still characterized a god. He has not been found by the narrator, and he is still in search of him but still believes that he will not find him. Everyone seeks greater divine power to for guidance and peace. Zaabalawi is that power that people seek and talk about when they have a connection with him which is not physical. Zaabalawi is real but virtual. He exists in the minds of those who go to seek him for divine interventions.
Reference
Naguib Mahfouz (1963). Zaalabawi
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Study Bloom’s Taxonomy; apply the principles of it to provider-patient communication during a crisis. Compare best practices of communicating with patients in a crisis to Bloom’s Taxonomy in terms of patient needs.
Requirements:
1. Five pages maximum. I will not read more.
a. Reference List and Title pages do not count toward the 5 page maximum
2. Times New Roman, 12 point font, 1” margins all around, double space
3. Resources required:
a. Five required resources cited must be beyond the textbook. (Limit: 7)
i. One of the 5 must be an interview that you personally conduct (in person,
phone, or email). No more than one interview.
ii. One or more of the 5 must be from a professional journal or magazine
iii. The other 3 sources cited may be from any combination of the following: professional journal, magazine, newspaper, book (not your textbook)
b. You may cite from your textbook; any textbook citations will not be counted
toward your 5 required
c. Citation: APA format. See https://owl.english.purdue.edu/owl/resource/560/01/
i. Use In-text citation (no footnotes or endnotes)
ii. Reference List (does not count as part of your 5 page maximum)
SAMPLE ANSWER
Bloom Taxonomy
The present health care system dictates that delivery processes integrate various interfaces and patient handoff amid myriad health care practitioners with different levels of educational and professional background. During the timeframe of a four-day hospital stay, a patient might come into contact with 50 different personnel, including doctors, clinicians, technicians, and others. Dynamic clinical practice thus includes many cases where essential information should be correctly communicated. Team cooperation is critical. When health care specialists are not communicating productively, the safety of a patient is at risk for various reasons: insufficient essential information, mix-up of information, ambiguous orders over the telephone, and ignored adjustments in status. Poor communication leads up to circumstances where medical errors can take place. These mistakes have the capacity to amount in severe injury or surprise patient demise. Medical flaws, particularly those caused by lack of communication, are widespread challenge in today’s health care organizations. Conventional medical education stresses the significance of a practice that is free from errors, using severe peer pressure to accomplish perfection at the time of diagnosis and treatment. Mistakes are thereby conceived normatively as a harbinger of failure. This situation generates an atmosphere that prohibits the fair, honest assessment of errors needed if organizational learning is to occur. It is significant to stress that nurturing a team cooperation environment may have problems to solve: extra time, conceived loss of independence, lack of confidence, conflicting ideas, amid others. However, many health care personnel are aware of the poor communication and teamwork, as a consequence of a culture of truncated outcomes that has bloomed in many health care situations (Helmreich and Schaefer, 2009).
According to Irwin, McClelland and Love (2006)communication is the core factor in medical care. In essence communication between physicians and patients is amassing a growing amount of attention with the health care in the U.S. In the last few years descriptive and investigational research has attempted to focus on the communication activities during medical consultations. Nevertheless, the knowledge obtained from these endeavors is restricted. This is likely because amid inter-personal relationships, the physician-patient collaboration is one of the most sophisticated ones. While advanced technologies could be utilized for medical diagnosis and treatments, interpersonal communication is the key apparatus by which the doctor and the patient trade information (Stiles & Putman, 2007). Particular factors of doctor-patient communication appear to have considerable effect on patients’ attitudes and safety, for instance, contentment with care, positive response to treatment, recall and having knowledge about medical information, dealing with disease, qualify of life, and even condition of health. Cooperation and communication are particularly essential in the case of a chronic disease, such as a cancer (Fallowfield, Maguire & Baum, 2002). Today, specialists of communication have progressively been focusing on psychological features of cancer. Creating a proper inter-personal cooperation between physicians and patients can be interpreted as a significant function of communication. Furthermore, proper inter-personal relationship forms the basis for optimum medical care. On the other hand, the significance of a good physician-patient relationship relies on its therapeutic qualities. Another key function of medical communication is supporting the exchange of information between the physician and the patient.
Information can be regarded as a resource brought into the verbal exchange between the two parties. From a medical standpoint, physicians need information to determine the correct diagnosis and treatment strategy. From the patient’s standpoint, two needs have to be accomplished when meeting with the physician: the need to know and understand and the need to experience a sense of being known and understood. To be capable of achieving doctor’s and patient’s needs, both alternate between information-transmission and information- hunting. Patients have to provide details about their symptoms, physicians’ needs to considerably look out relevant information. At times patients may be inclined to ask for as much information as possible, doctors appear to know patients needs for information. For instance, where cancer is involved, the desire for information is most great. A great number of cancer patients’ discontentment with transmission of information emanates from concordance between views of patients and physicians. When relaying information to cancer patients about their disease (good or bad), doctors might explain medical information more empirically while patients explain it as a matter of individual relevance. As a consequence, the doctor might experience a satisfying sense that he has offered right and relevant information. The patient conversely might feel he has discovered nothing satisfying. Recent research indicates that about 45 percent of cancer patients have reported that no information has been provided relating to dealing with their disease (Fallowfield et al., 2002), however most patients wanted such information. Doctors must thereby first motivate their clients to exchange their key worries without interruption (Ben-Sira, 2008).
Psychological privacy involves a patient’s capacity to be in charge of active and cognitive inputs and outputs, to think and formulate behaviors, values to establish with whom to share information. Nevertheless, asking delicate questions and divulging confidential information is inevitable if the physician desires to find an effective diagnosis and treatment. The degree to which doctors communicate in a more dynamic, high-regulation style, could be conceived by patients as abuse of their psychological privacy. Physicians’ attitudes during patient examinations are regulated by societal values. It seems that at the time of medical interactions limited privacy is needed. Constant eye contact, for instance, could be viewed by the patient as excessively intimate for the relationship. Conversely physical privacy can be regarded as a relevant aspect of non-verbal communication and can lead to improved quality of the inter-personal interactions between physicians and patients (Stiles and Putman, 2007). Other result gauges utilized to examine the quality of the physician-patient interaction are patients’ recall and understanding information. As it stands, most patients fail to recall or comprehend what the physician has told them. Patient compliance is also a broadly utilized result variable and is regarded a measure of the productivity of provider-patient communication. Doctor-patient interaction might have significant outcomes for patient’s health outcomes, thus this relationship can be viewed as a type of social support. Lack of information appears to play a vital function in psychological challenge that can come up during the diagnosis and treatment (Irwin, McClelland & Love, 2006).
References
Ben-Sira.Z. (2008). “Affective and instrumental components in the physician patient relationship: an additional dimension of interaction theory.” Journal of Health Sociological Behavior, 170-185.
Fallowfield. L. J., Hall A., Maguire. G. P. and Baum. M. (2002).“Psychological outcomes of different treatment policies in women with early breast cancer outside a clinical trial.” British Medical Journal, 301- 575.
Helmreich. R.L & Schaefer H.G. (2009). Team performance in the operating room and Human error in medicine. Hillside, NJ: Lawrence Erlbaum.
Irwin W. G., McClelland R. and Love.A. H. G. (2006). “Communication skills training for medical students: an integrated approach.” Medical Education, 387-390.
Stiles. W. B. and Putnam. S. M. (2007).Analysis of verbal and non-verbal behavior in doctor- patient encounters: In Communicating with Medical Patients. Newbury Park, CA: Sage Publications.
Appendix: Interview
I chose to interview a personal acquaintance of mine who happens to be a screenplay enthusiast. I think it is a fantastic occupation path since it balances creativity and professional writing.
What are you pursing as an undergraduate student?
I am studying Journalism.
How will your undergraduate studies influence your future career?
I am on track to work in the corporate world, probably as an editor
When did you first develop interest in screenplay writing?
I like to think when you first write a screen-play and gets positive comments from people who have been in the production scene for some time, you get interest in that moment. It had never occurred to me that this was something I’d be doing as pastime thing.
How much experience with screenplay writing do you have?
None as a matter of fact, but I have always been involved with creative writing on the side (for instance, poems and flash stories).
What are some of your objectives for the future?
Finishing my undergraduate, find a job, get a job, and see what fate throws my way. I have come to discover in life that whatever you make plans, the big guy above somehow has a totally different idea.
Would say that screenwriting you will be engaged in as a side project rather than a full time career?
I don’t want to find myself restricting myself at all. My undergraduate will put me up in the corporate world, but this might as well turn into an amazing gig in the future.
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Using only the following source: Adventure of Huckleberry Finn, found in the norton Anthology of American Literature, by Nina Baym 8th Edition, discuss the
following prompt:
Although the freedom-quests of Huck and Jim in Adventures of Huckleberry Finn are aligned for much of the novel, they aren’t identical- which is to say,
freedom means something different to the boy than it does to the man. Or does it? Aren’t there moments of perfect alignment where the differences disappear?
Discuss.
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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The writer must follow the instructions indicated hear below to complete this Bio, it is critical that he/she read the resume and job descriptions provided to be able to complete this Bio. They are 4 important points hear below that needs to be clearly address in different paragraphs. Please let the writer read the job descriptions and the resume of the customer and be able to match both to properly create a good Bio base on this descriptions below. Grammar and sentence structure is critical as I see he is trying to impress a potential employer. Please is something is not clear get back to me rather than deliver something bad.
Biography
Please provide a detailed bio that clearly represents your relevant work experience as it relates to the Instructional Designer/Trainer position. Bios must include the following:
•Description of current position’s roles and responsibilities (discuss details of the job that are specific to what’s being required in the job description)
•Description of public health experience relevant to the SOW/job description (what have you done that is similar to what is being required in the job description?)
•Description of educational background (what degree(s) do you have that are applicable to the job; how do/does the degree(s) enhance your ability to do the job?)
•Description of relevant certifications (must be relevant to position)
I will send the resume, job description and a sample Bio so that the writer can have a better idea of what is require. Please let the writer follow the instructions carefully, including all details that are required in the Bio as highlighted above.
No references are needed hear for this Bio
SAMPLE ANSWER
Biography
The proposed candidate for the Instructional Designer/Trainer with SciMetrika has a solid background in community institutionalized training through research promotion and knowledge management. He currently holds Master’s Degree qualification in Public Health with a concentration in Community Health Education and Promotion from the Benedictine University, Lisle: Illinois. He is also a Baccalaureate conferral holder from the University of Florence, Florence: Italy. The candidate further holds recognized training programs
With five years’ experience in his field, we believe that our candidate is well-primed to take on new tasks and produce exemplary results. Currently, he is engaged as a Community Support Worker with the Contemporary Family Services, Inc. in New Orleans. Among his requirements are to provide Psychiatric Rehabilitation Training to individuals by customizing their very needs in their unique nature. We believe that the candidate suits and matches all criteria advertised for owing to his exemplary track record.
For starters, the candidate is well-versed in the French language amongst others including Italian and English. He is quite knowledgeable in designing strategies aimed at capacity building in institutions through the promotion of research by channeling concerted efforts alongside Subject Matter Experts, at not only Regional and District levels, but both at the GHSS and national levels. In fact, the level of coordination and exemplary performance was rated GS-13. The candidate has also worked alongside Directors in the Health Ministry to develop, implement, and aid the establishment of key projects in Cameroon by employing his leadership skills to project managers ensuring that projects run unhindered and smoothly at minimal expenses.
It is noteworthy, that of all the aspects that this candidates possesses, the core and almost rare trait stems from the fact that he has taken the time to empower adults through educating them on the wider issues of concern contexts. He has also reinforced the continuity and usefulness of this information by inculcating instructional design in education delivery to make its impact felt and last longer. The candidate carried out a series of research and provided educational training at both the district and global levels in public health systems, community healthcare delivery systems, national health information systems, community health development specialist programs, and community-based disease surveillance and prevention systems in September, 2010.
Also, he was at the helm in steering design and implementation of community outreach and training activities on topics regarding their health, better sanitation at a district level in Cameroon. He further included an extension of the Extended Program on Immunization (EPI) of WHO to eradicate polio and realize favorable maternal health outcomes. Moreover, the candidate provided HIV/AIDS and STI education to participants and encouraged screening amongst individuals. He also did avail his services to diverse groups and public health partners on the Sister to Sister project to educate on sensitive topics, topics that may border on immorality perceptions or may elicit mixed feelings amongst members of the society. These items were geared at empowering women on some of the behaviors that may put them at greater risk of contracting STDs, such as HIV
This candidate has also made his contribution to the development of guidelines for Field Epidemiology programs felt through his contribution as a technical advisor to the Ministry of Health in immunization programs. He advised on safety equipment and procedures, delivery of vaccines and related supplies, enhancing and encouraging capacity building, and training of the human resource. He has also enabled the tightening of epidemiological surveillance systems to control and stop the onset of certain diseases such as poliomyelitis that can be vaccinated. He also coordinated an impactful National Program on disease surveillance as well as implementing the International Health Regulations (IHR). He also provided many insights to victims of HIV/AIDS and STDs through conducting individualized sessions.
The candidate is also a believer in the creation of a unison force through team-building. He led a team that provided technical support to the Health Ministry (MOH) of Cameroon in the gathering, processing, and explicit detailing of their findings (SMLTA) across Africa. He also develops and maintains tracking systems for training and logistical processes to provide consultation and guidance to overall management problems, avoiding/solving problems almost as they occur so as to increase the overall effectiveness of administration
The candidate is also conversant with current quality standards that are needed to maximize customer satisfaction. For instance, our candidate handled drafting Statements of Work (SOW), budgeting for surveillance purposes in DRC-Congo in the year 2010/2011. He also identified contract needs, generated ensuing solicitations such as requests for proposals (RFP) prepared by the current team and provided administration for those established.
Last but not least, some implicit aspects of the candidate’s nature are conveyed hinting out that the candidate is not only skilled Instructional Designer/Trainer but also an inherently hardworking person, a team player, and generally a good problem solver. For starters, a mean GPA of 3.68 is by all means, no joke and paints the candidate as a studious individual who cherishes education to change and challenge retrogressive norms. Furthermore, the candidate is quite conversant with office skills, highly organized and both as a good orator and writer. Every hawk-eyed employer will have now noticed the potential and an invaluable asset that stands before them
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Select a significant performer e.g Bob Marley, songwriter, band or producer. Analyze several of the artists’ works to explain their significance and then discuss the artists’ relationship with the American culture. What cultural and/or commercial factors shaped the popularity of the artist? What was the cultural or commercial impact of the artist?
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2. Why does John Duns Scotus hold that we can be certain with respect to knowledge of our own acts? Give a critical evaluation of his view.
Length: 800 words; do not submit essays that exceed 800 words. Bibliography and title page
do not count towards the word limit (footnotes do). By the way: No separate title page or
bibliography are required: simply put your name, student number, and utoronto email address
on the top of the first page
n? “Is personal criticism required?”: All philosophical writing should exhibit a critical
engagement with the relevant material, i.e. an essay should show that you have weighted for
you the pros and cons of a given position. The criticism is supposed to be personal, insofar as
you are expected to take a stand, i.e. to argue for an opinion.
n? (1) Make sure that your paper is written in acceptable English. Use correct spelling,
punctuation, and grammar. (2) Your references to primary texts should be exact. (3) Aim for
clarity in your writing! (4) Proofread your paper before you turn it in!
n? Submission of papers: Students have to submit your essay electronically via the Blackboard
course website. A submission tool has been created, which you should be able to find under
Course Materials. Submissions will be scanned by turnitin, a plagiarism detection software.
Please see the syllabus for the remark on turnitin! Make sure that you submit your essay to
the right TA.
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Research Project Grading Rubric
1. Project Definition (15 points)
a. name of performer(s) or ensemble (4)
b. location (3)
c. description of interview(s) (when, where, who, how, etc.) (5)
d. cultural identity of music (3)
2. Biography/History of performer(s) or ensemble (10 points)
a. training (5)
b. musical influences (5)
3. Style and Repertoire (15 points)
a. music genre(s) (3)
b. selected repertoire (music titles) (5)
c. instrumentation (3)
d. amplification, electronic techniques, if any (2)
e. musical goals (2)
4. Performances (15 points)
a. typical venues (3)
b. description of live or typical performance (5)
c. recordings, if any (2)
d. impact on community (5)
5. Writing Standards (See also COLS Grading Standards) (25 points)
a. focus, content, subject matter (8)
b. organization and coherence (7)
c. sentence and paragraph structure (5)
d. grammar and punctuation (5)
6. Format/Mechanical Matters (20 points)
a. MLA style (5)
b. sources (2)
c. black ink, 12-point type, 1,500 words (3)
d. on time (10)
Course Materials: Jeff Todd Titon et al. Worlds of Music: An Introduction to the Music of the World’s Peoples, Shorter Version/3rd Edition. Belmont, Ca.: Schirmer,2009, ISBN: 978-0=495-57010-3 (includes 3 audio CDs).
Explores a musician or musicians involved in live music-making in the student’s community and residing within the community.
A few examples of such musician are: a local Mariachi group, a local blues band, a local high school madrigal choir, a local drum and bugle corps, a local church choir, a local folksinger, a local Japanese drum group, a local Hindusthani classical music ensemble, etc. The research project is generally described in the text book on pages 365 and 366 as “A third approach…” and “A fourth approach…” Please read these pages carefully!
• 1,500 words with documentation and
• format in MLA style is required.
• 5 references
Your paper should be written in complete sentences and should describe your subject’s musical style, history, influence, future plans, repertoire and your personal comments. A recording or photograph or other non-verbal documentation is not required. A detailed grading rubric for this project is provided in the Syllabus area.
I. Introduction to Hindustani music
II. Ravi Shankar
1. His biography
2. His achievements for Hindustani music
3. His music
1. his goals for music
2. his personal evolution as an artist
3. his perspective on contemporary uses of Hindustani music
III. Ravi Shankar and the Western World
1. The Beatles
1. George Harrison
2. Mr. Peppers…
2. Shakti
1. John MacLaughlin
2. Hindustani music and musical form combined with Western instruments
3. The ’60s
1. Hallucinogenic drug use connotations
2. “Hippy” connotations
*****The Western World’s reception of Hindustani Music*****
1. Today versus in the ’60s
2. Current influences of Hindustani music in today’s music genres outside of World Music
3. Is this good for Hindustani music?
1. Does it detract from the tradition of the music?
2. Does it spread the music to all parts of the world effectively?
V. Hindustani Music’s effect on the world
1. How can its effect still be felt?
2. How has Ravi Shankar changed the world?
3. Has the effects of Ravi Shankar’s introduction of Hindustani music been beneficial to us?
4. What does the heavy use of hallucinogenic drugs maintain about Western listeners today and during the 1960s?
Analysis of the effects of Hindustani music on the Western world and Western music industry through Ravi Shankar’s influence on George Harrison and other Western artists. Effects on Jazz…possible similarities between jazz and raga…John Coltrane. Miles Davis.
SAMPLE ANSWER
Ravi Shankar
Introduction
This project will be carried out to examine how Ravi Shankar influenced the world by his activities. The project engages to identify the origin of Hindustani music. The project also aims to discover the similarities between raga and jazz as used in Hindustani music. This is by reviewing the play ‘My favorite things’ by Coltrane. Following an introductory exploration of both Coltrane’s musical career prior to 1960 and the “standard” form of “My Favorite Things,” the paper will compare and contrast Coltrane’s recordings of the piece: his 1960 studio recording, a more extended performance at the 1963 Newport Jazz Festival, and the last recording of the piece by his “classic quartet” in1965. These comparisons will reveal the evolution of both Coltrane’s own playing and the dynamics of his group’s interplay. They will also reflect the influence of African, Indian, and Western art music upon Coltrane and the modal and free styles of jazz in the 1960s.
The interviews to get information were conducted in music theatres in India and the Western countries. A group of music analysts interviewed the music teachers in India and the United States. The group also did literature research to garner information about Ravi Shankar and his contributions to the classical and modern music.
Introduction to Hindustani
Ravi Shankar
Ravi Shankar, a self-proclaimed figure, happened to have lived between 1920-2012 in the current day India. In the word of music, Shankar was widely recognized as a performer, musician, composer, and a well-known scholar of classical Indian music. He is still remembered for being one of the leading cultural figures of the 21stC whose achievements placed him as the leading icon of a significant music tradition. One of his profound visions was to ensure a stress free and violence free world (Michael 2007).
Ravi Shamir Biography
Shankar was born in Varanasi, India on April 7, 1920. He later moved to Paris in 1930 where most of his education was undertaken. From as early as 12 years old, he had started performing as a talented music dancer and as musician on a tour together with his elder brother Uday Shankar. In 1939, he held an ambivalent concert at music conference at Allahabad where he took the role of a soloist. His reputation as a remarkable leading performer of traditional Hindustani music had spread like bushfire by 1945. Shankar started to branch out as a composer where he started writing music for ballet and for significant films such as Neecha Nagar and Dharti ke Lal (Bhatt & Kashmiri Education, Culture, and Science Society 2008).
Shankar is also remembered to have composed the song Sare Jahan Se Accha, which is widely applicable today as second to the national Anthem of India. His reputation rewarded him the Music Director of All-India Radio at Delphi in 1949, and developed the Vadya Vrinda chamber Orchestra. The period 1950-1955 was very intense to him, particularly, involvement in internationally-acclaimed film studios of Calcutta where he was bumped up with a Ray Triology. He received glamorously the first of five presidential Awards, India’s most honorable title, in 1962. Throughout the year between 1960-65, Shankar had become one of the world’s leading serious musicians. George Harrison of the Beatles composed a deep, engulfed interest in the Hindustani music, and started to study with Shamir. One of the impacts of this study can be listened in his song ‘Within you, Without You’ (Rachael & Jeffrey 2006).
Ravi Shankar and the western world
Shankar’s performance used typical venue description of live or typical performance recording and his musical contributions are enormous to the community. Shankar and the western world were so diffused that he used the Western world’s personalities such as Eric Nisenson to record and to spread the ‘gospel’ of Hindustani music (Michael 2007). The western world perception of the Hindustani music it brings about globalization. The western world has found that Hindustani is associated with economic expansions. This was brought by the fact that racial integration diffuses knowledge and ideas in the system. The resultant effect was invention and innovation, which will consequently resulted into globalization (Titon, Timothy, Locke, Anne, John, Jonathan, McAllester, and David 2009).
The Western Word’s reception of the Hindustani Music
Having an extensive effect on music lovers on the Western World, Shankar brought advertisement of magnificent technologies through avenues such as television, print media, and social media. There are current influences of the Hindustani music in today’s music genres. This comes in form of modifying tonal setups established by Ravi Shankar (Titon, Timothy, Locke, Anne, John, Jonathan, McAllester, and David 2009).Although there might be an impact on the whole format, it cannot fully reduce the quality of the Hindustani Music and vice-versa. The magnificent works of the Hindustani were welcomed by both hands by the Western World (Rachael & Jeffrey 2006). Borrowing of the techniques and use of instruments by both cultures is highly visible up to the current date. Hindustani spread the music to all parts of the world effectively by avenues such as magazines, social media, and print media (Rachael & Jeffrey 2006). The music is adequately disbursed to all parts including African countries. The impact is reacted to by spontaneous change in music industries. Ravi Shankar was a household name in 60’s music lovers; he was synonymous with Indian music (Bhatt & Kashmiri Education, Culture, and Science Society 2008). The impact of Hindustani continues to reign in the music industry up today.
Hindustani music’s effects on the world
The effects of the Hindustani music to the western world are tremendous. These can encompasses music students in search of a style, who formally meet a trainer of an ancient’s musical tradition. This impact revolves about enrichment of vocabulary of a student. The composition and improvisation by creative artistes leads to continual change of tastes and preferences (Michael 2007). The impact can also involve a western performer of Indian music both in and outside India. In this case, the performer is able to appreciate both cultures. Both cultures integrate the virtual of non-racial segregation in their performances. A music teacher, for instance, integrating Indian pedagogy into the western music classroom, will still feel the effect of the Hindustani music (Titon, Timothy, Locke, Anne, John, Jonathan, McAllester, and David 2009).
The effects extend even to a composer researching the contacts and compare them between Indian, western, and other music of the world. The performers are able to form contacts from various parts of the world, as a result of meeting at frequent times. This takes the format of housing many traditions and cultures under one roof (Aaron 2010). The effects are still felt today as many people are in constant motion to move from India to the Western World and vice-versa. There is still incorporation of both tradition genres in their activities. Hindustani by Shankar changed the world by advocating a free world where all faith and beliefs are contained and appreciated. The world today is featured by holistic integration of all cultures in the music field (Titon, Timothy, Locke, Anne, John, Jonathan, McAllester, and David 2009).
The effects of Ravi’s introduction to Hindustani music has been beneficial to people in that many are able to describe themselves through songs. Music competitions are held all over the world and it comprises the whole generation in the determination of the winner (Aaron 2010). By 1960, the use of hallucinogenic drugs was rampant. It made singers and artistes freely display their habit in their performance. This is not the case today because there are strict measures to deal with the vice. The heavy use of hallucinogenic drugs by 1960 lead to secession of races (Michael 2007).
The western music at that time considered itself superior than any other in the world. But, the western world today views the heavy use of hallucinogenic drugs as one of the connecting factor between musicians of all genres. During 1960’s drugs, psycledia played in a crucial part in openness in amplifying an individual’s abilities. This was purely western phenomenon, a distinguished product of rock culture as in reality. Contrarily, Indian music and drugs are polar opposites (Rachael & Jeffrey 2006). Hippy connotations were mainly used by Western world’s musicians to rejuvenate their styles and performances (Bhatt & Kashmiri Education, Culture, and Science Society 2008).
John McLaughlin and other musicians such as Mr. Peppers diffused the works of Ravi Shankar to attest that Indiana music had a connection with spirituality. Being a disciple of Bengali guru Sri Chinmoy, he wore a shirt of him during Mahavishnu period (Aaron 2010). Due to this spiritual connectedness, a growing number of musicians from whom Indian music is part of their flesh are arising. Shakti being a die-hard spiritualist employed his principles to incorporate those of Ravi to send message globally. In his association with George Harrison of the Beatles, Ravi was able to popularize Indian music to the western world. Most of the highly expressive melodies done by Shanker alongside his longtime table player Alla Rakha, was The Doors, Jimi Henrix and he Grateful Dead (Rachael & Jeffrey 2006).
Coltrane in his play ‘my favorite things’ offers a brief outline of the similarities between Raga and Jazz. Both of them employ modal music that is played every day throughout the world/. Coltrane attributed raga and jazz with respect to all religions in all kind of mysticism. Jazz and raga employs similar short compositions, mostly a melody with should variations that also serve as avenues for improvisation. Improvisation of jazz is always expected. Both genres are much similar in the moment art, in that it requires immediate music making, and both require period of amicable discipline and the research before one can play them well (Aaron 2010).
Both jazz and Indian music, just like languages, have grammar, pronunciation, and vocabulary, and contrary to their differences, they share many sonic components in the sphere of human musical expression. Both genres uses harmony and tonal content in their formats, but jazz in western music is grounded on progressive harmony (Bhatt & Kashmiri Education, Culture, and Science Society 2008). Indian music uses elongated compositions (Kritis) that are a major part of the repertoire, and jazz also has the same repertoire of elongated compositions that are played verbatim. This alone gives a tremendous quantity of common base and conceptual strength between Indian music and jazz.
Work cited
Aaron, B. The improvising mind: cognition and creativity in the musical content. Oxford: Oxford University Press.2010. Print.
Biju, M. Kerala tradition: fascinating destination. Kochi: Info Kerala Publications. 2011. Print.
Bhatt, S: Kashmiri Education, Culture, and Science Society. Kashmir scholars’ contribution to knowledge and world peace: proceeding of national seminar by Kashmir Education, Culture & Science Society (K.E.C.S.S.), New Delphi. New Delphi: A.P.H. Publications.2008. Print
Titon, Jeff T, Timothy J. Cooley, David Locke, Anne K. Rasmussen, John M. Schechter, Jonathan P. J. Stock, David P. McAllester, and David B. Reck. Worlds of Music: An Introduction to the Music of the World’s Peoples. Belmont, Calif.: Schirmer/Cengage Learning, 2009. Print.
Discuss his life from youth to adulthood. What made him start to kill, who was his first victim, high profile victims and his last know victim. What made him
different from other serial killers and how was he alike them. How long was his killing sprees, how and when was he captured. Where was his trial and in-
prisoned. What was the final out come of his life.
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