Maharaja Krishnakumarsinhji Bhavnagar University celebrate 28th Youth festival on 26th 27th and 28th October in different places.In this Youth Festival 's hosted by Takshashila institute of commerce and science collage.This started by Yuvarajsinhji Gohil He and his mother and wife come in this celebration and start this programme.
In this Youth festival every college show own ability and art by their talent and give some of idea to do something different this events like singing,writing,dancing,drawing and acting play also.I was look some of events these i like it and thus I try to explain it in my words.
This programme performed different theater , and it divide 5 place and in this place's Manager and Co-Ordinate also present in and arrange PASS system.
1) Shree Kalaguru Dharamashi shah Theater First day performance is in this theater. Group song is perform there.
2)Shree Kiritsinhji gohil theater Act play perform there
There are three one act play and every play take time 30 minutes,"Sikka ni be baju",the theme was this play third gender. This defined the Aristotle's poetry.It give idea about traditional way of play.This can give idea about perspective of cultural studied include of third gender society. The second is "Aur mujhe Fakr hai "this plays theme is nationalism it define terrorism violence honesty of soldier and suffering their family.Third one "Papan vache dariyo"this play give idea about life of fish man and his family.He don't come to home during this time what is his family situation this explain in this play.It play like a Robinson Crusoe and we look in this play feminism.
POETRY RECITATION :
In this competition that when we comes that time they give subject and say to write suddenly. In this 20-25 student have take part in this Competition,and this subject like, 'The story of pen',feeling of jungle girl,song of rain and story of jungle girl describe this poem feeling Mara ghare aavo Mara ram story of SHABARI in the Ramayana.Most of them have write in Gujarati language and use different and high level words in Gujarati language,Only 2-3 student write good poem in 25 students.
CLAY MODELING :
In every art this art is beautiful and very famous in rural area.many student have take part in this art.But every model like old thus nobody new model in this art.
RANGOLI :
In our every function Rangoli is very famous and useful art in the world.There make Rangoli in traditional style with different colors.Some of use only color and flower and water color rope and many other thing use in this competition and try to became some thing good and show their own ability.They draw different some of describe all religion, some of draw like FB ,google and etc.
PAINTING ,COLLAGE AND POSTER MAKING :
Here many picture and poster it describe political, mobile ,and some modern idea.Every give different idea freedom fighter and whats app's last update's idea describe picture,and man and insects picture.One make shurpankha's picture and it is very interesting.Some like and some do not like every have own choice.
Teachers play vital roles in the lives of the students in their classrooms. Teachers are best known for the role of educating the students that are placed in their care. Beyond that, teachers serve many other roles in the classroom. Teachers set the tone of their classrooms, build a warm environment, mentor and nurture students, become role models, and listen and look for signs of trouble.
Teaching Knowledge
The most common role a teacher plays in the classroom is to teach knowledge to children. Teachers are given a curriculum they must follow that meets state guidelines. This curriculum is followed by the teacher so that throughout the year, all pertinent knowledge is dispensed to the students. Teachers teach in many ways including lectures, small group activities and hands-on learning activities.
Creating Classroom Environment
Teachers also play an important role in the classroom when it comes to the environment. Students often mimic a teacher’s actions. If the teacher prepares a warm, happy environment, students are more likely to be happy. An environment set by the teacher can be either positive or negative. If students sense the teacher is angry, students may react negatively to that and therefore learning can be impaired. Teachers are responsible for the social behavior in their classrooms. This behavior is primarily a reflection of the teacher’s actions and the environment she sets.
Role Modeling
Teachers typically do not think of themselves as role models, however, inadvertently they are. Students spend a great deal of time with their teacher and therefore, the teacher becomes a role model to them. This can be a positive or negative effect depending on the teacher. Teachers are there not only to teach the children, but also to love and care for them. Teachers are typically highly respected by people in the community and therefore become a role model to students and parents.
Mentoring
Mentoring is a natural role taken on by teachers, whether it is intentional or not. This again can have positive or negative effects on children. Mentoring is a way a teacher encourages students to strive to be the best they can. This also includes encouraging students to enjoy learning. Part of mentoring consists of listening to students. By taking time to listen to what students say, teachers impart to students a sense of ownership in the classroom. This helps build their confidence and helps them want to be successful.
Signs of Trouble
Another role played by teachers is a protector role. Teachers are taught to look for signs of trouble in the students. When students’ behaviors change or physical signs of abuse are noticed, teachers are required to look into the problem. Teachers must follow faculty procedures when it comes to following up on all signs of trouble
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The most important thing when engaging students in any role in school is to acknowledge their first duty: Learning. Their learning is paramount to being meaningfully involved throughout schools. Learning through meaningful student involvement should include: stated learning goals, meaningful action, and sustained, deep reflection.
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Following are a several roles students can have that can transform schools and education forever.
Roles for Students throughout the Education System
Students as Facilitators. Knowledge comes from study, experience, and reflection. Engaging students as learning guides and facilitators helps reinforce their commitment to learning and the subject they are teaching; it can also engage both young and older learners in exciting ways.
Students as Researchers. Identifying issues, surveying interests, analyzing findings, and developing projects in response are all powerful avenues for Student Voice.
Students as Planners. Planning includes program design, event planning, curriculum development, and hiring staff. Students planning activities can lend validity, creativity, and applicability to abstract concepts and broad outcomes.
Students as Organizers. Community organizing happens when leaders bring together everyone in a community in a role that fosters social change. Students community organizers focus on issues that affect themselves and their communities; they rally their peers, families, and community members for action.
Students as Advocates. When students stand for their beliefs and understand the impact of their voices, they can represent their families and communities with pride, courage, and ability.
Students as Evaluators. Assessing and evaluating the effects of programs, classes, activities, and projects can promote Student Voice in powerful ways. Students can learn that their opinions are important, and their experiences are valid indicators of success.
Students as Experts. Envisioning roles for students to teach students is relatively easy; seeing new roles for students to teach adults is more challenging. Students specialists bring expert knowledge about particular subjects to programs and organizations, enriching everyone’s ability to be more effective.
Students as Advisors. When students advise adults they provide genuine knowledge, wisdom, and ideas to each other, adults, schools, and education agencies, and other locations and activities that affect them and their world at large.
Students as Designers. Students participate in creating intentional, strategic plans for an array of activities, including curriculum, building construction, students and community programs, and more.
Students as Teachers. Facilitating learning for themselves, other students and educators, other adults in schools, or adults throughout our schools can be teachers of small and large groups in all kinds of topics. [Examples]
Students as Grant-makers. Students can identify funding, distribute grants, evaluate effectiveness, and conduct other parts of the process involved in grant-making.
Students as Lobbyists. Influencing policy-makers, legislators, politicians, and the people who work for them are among the activities for students as lobbyists.
Students as Trainers. When they train adults, students, children, and others, youth can share their wisdom, ideas, knowledge, attitudes, actions, and processes in order to guide programs, nurture organization and community cultures, and change the world.
Students as Politicians. Running for political office at the community, city, county, or state levels, students can be politicians in a variety of positions. In some places, they can run for school boards or as education trustees too.
Students as Recruiters. Students building excitement, sharing motivation, or otherwise helping their peers and other people to get involved, create change, or make all sorts of things happen throughout schools and the entire education system.
Students as Social entrepreneurs. When students recognize a social problem, they can use entrepreneurial principles to organize, create, and manage a venture to make schools and their communities change.
Students as Paid staff. When schools hire students, they can be staff members in schools and throughout the education system. They can fulfill many roles on this list in paid positions.
Students as Mentors. Mentoring is a non-hierarchical relationship between students and adults, adults and students, or among students themselves, that helps facilitate learning and guidance for each participant.
Students as Decision-Makers. Making rules in classrooms is not the only way to engage students in decision-making. Participating in formal and informal decision-making, students can be school board members, education committee members, and in many different roles throughout schools.
Students as Activity Leaders. As activity leaders in schools and education agencies, students can facilitate, teach, guide, direct, and otherwise lead youth, adults, and children in a variety of ways.
Students as Policy-Makers. When they research, plan, write, and evaluate education rules, regulations, laws, and other policies, students as policy-makers can enrich, substantiate, enliven, and impact the outcomes of policies and schools in many ways.
Mourning Becomes Electra
Eugene O'Neill's post-Civil War version of the ancient Greek classic was at best 'good for those who like that sort of thing'. The success of the 1931 play proved that there were plenty who did # or who were drawn by the O'Neill name and/or a sense that they owed it to themselves aesthetically to see Electra.
Eugene O’Neill’s post-Civil War version of the ancient Greek classic was at best ‘good for those who like that sort of thing’. The success of the 1931 play proved that there were plenty who did # or who were drawn by the O’Neill name and/or a sense that they owed it to themselves aesthetically to see Electra.
Unfortunately, the picture # although still laden with tense drama # lacks much of the impact of the play. The five-hour play (plus an hour’s intermission for dinner) seemed less long than the 2 hours and 53 minutes of picture, which is run without intermission.
Nichols, who produced, directed and wrote the adaptation for the screen, will rate a bow from the O’Neill lovers in that he has made no compromises. The picture is every bit as unrelenting in its detailing of family tragedy, brought on by the warping effect of Puritan conscience in conflict with human emotion, as was the play. Even the distorted Oedipus relationships are unflaggingly handled. Never is there concession to a smile or other relaxation from the hammering tragedy of murder, self-destruction and twisted, dramatic emotionalism. The legend has been set down in almost modern surroundings and given the locale and speech, the morals and manners of Civil War New England.
Performances are uniformly good, although they never rise beyond the drama that is inherent in the situations themselves. Too often the emoting consists of Rosalind Russell, and Michael Redgrave popping their eyes. Outstanding are Raymond Massey and Henry Hull, the latter in the secondary role of an aged retainer.
1947: Nominations: Best Actor (Michael Redgrave), Actress (Rosalind Russell)
Mourning Becomes Electra
PRODUCTION: RKO. Director Dudley Nichols; Producer Dudley Nichols; Screenplay Dudley Nichols; Camera George Barnes; Editor Roland Gross, Chandler House; Music Richard Hageman; Art Director Albert S. D'Agostino
CREW: (Color) Available on VHS, DVD. Extract of a review from 1947. Running time: 173 MIN.
WITH: Rosalind Russell Michael Redgrave Raymond Massey Katina Paxinou Leo Genn Kirk Douglas
The Homecoming
It is late spring afternoon in front of the Mannon house. The master of the house, Brigadier-General Ezra Mannon, is soon to return from war.
Lavinia, Ezra's severe daughter, has just come, like her mother Christine, from a trip to New York. Seth, the gardener, takes the anguished girl aside. He needs to warn her against her would-be beau, Captain Brant. Before Seth can continue, however, Lavinia's suitor Peter and his sister Hazel, arrive. Lavinia stiffens. If Peter is proposing to her again, he must realize that she cannot marry anyone because Father needs her.
Lavinia asks Seth to resume his story. Seth asks if she has not noticed that Brant looks just like her all the other male Mannons. He believes that Brant is the child of David Mannon and Marie Brantôme, a Canuck nurse, a couple expelled from the house for fear of public disgrace.
Suddenly Brant himself enters from the drive. Calculatingly Lavinia derides the memory of Brant's mother. Brant explodes and reveals his heritage. Lavinia's grandfather loved his mother and jealously cast his brother out of the family. Brant has sworn vengeance.
A moment later, Lavinia appears inside her father's study. Christine enters indignantly, wondering why Lavinia has summoned her. Lavinia reveals that she followed her to New York and saw her kissing Brant. Christine defiantly tells Lavinia that she has long hated Ezra and that Lavinia was born of her disgust. She loves her brother Orin because he always seemed hers alone.
Lavinia coldly explains that she intends to keep her mother's secret for Ezra's sake. Christine must only promise to never see Brant again. Laughingly Christine accuses her daughter of wanting Brant herself. Lavinia has always schemed to steal her place. Christine agrees to Lavinia's terms. Later she proposes to Brant that they poison Ezra and attribute his death to his heart trouble.
One week later, Lavinia stands stiffly at the top of the front stairs with Christine. Suddenly Ezra enters and stops stiffly before his house. Lavinia rushes forward and embraces him.
Once she and Ezra alone, Christine assures her that he has nothing to suspect with regards to Brant. Ezra impulsively kisses her hand. The war has made him realize that they must overcome the wall between them. Calculatingly Christine assures him that all is well. They kiss.
Toward daybreak in Ezra's bedroom, Christine slips out from the bed. Mannon's bitterly rebukes her. He knows the house is not his and that Christine awaits his death to be free. Christine deliberately taunts that she has indeed become Brant's mistress. Mannon rises in fury, threatening her murder, and then falls back in agony, begging for his medicine. Christine retrieves a box from her room and gives him the poison.
Mannon realizes her treachery and calls Lavinia for help. Lavinia rushes to her father. With his dying effort, Ezra indicts his wife: "She's guilty—not medicine!" he gasps and then dies. Her strength gone, Christine collapses in a faint.
The Hunted
Peter, Lavinia, and Orin arrive at the house. Orin disappointedly complains of Christine's absence. He jealously asks Lavinia about what she wrote him regarding Brant. Lavinia warns him against believing Christine's lies.
Suddenly Christine hurries out, reproaching Peter for leaving Orin alone. Mother and son embrace jubilantly. Suspiciously Orin asks Christine about Brant. Christine explains that Lavinia has gone mad and begun to accuse her of the impossible. Orin sits at Christine's feet and recounts his wonderful dreams about her and the South Sea Islands. The Islands represented all the war was not: peace, warmth, and security, or Christina herself. Lavinia reappears and coldly calls Orin to see their father's body.
In the study, Orin tells Lavinia that Christine has already warned him of her madness. Calculatingly Lavinia insists that Orin certainly cannot let their mother's paramour escape. She proposes that they watch Christine until she goes to meet Brant herself. Orin agrees.
The night after Ezra's funeral, Brant's clipper ship appears at a wharf in East Boston. Christine meets Brant on the deck, and they retire to the cabin to speak in private. Lavinia and an enraged Orin listen from the deck. The lovers decide to flee east and seek out their Blessed Islands. Fearing the hour, they painffully bid each other farewell. When Brant returns, Orin shoots him and ransacks the room to make it seem that Brant has been robbed.
The following night Christine paces the drive before the Mannon house. Orin and Lavinia appear, revealing that they killed Brant. Christine collapses. Orin knees beside her pleadingly, promising that he will make her happy, that they can leave Lavinia at home and go abroad together. Lavinia orders Orin into the house. He obeys.
Christine glares at her daughter with savage hatred and marches into the house. Lavinia determinedly turns her back on the house, standing like a sentinel. A shot is heard from Ezra's study. Lavinia stammers: "It is justice!"
The Haunted
A year later, Lavinia and Orin return from their trip East. Lavinia's body has lost its military stiffness and she resembles her mother perfectly. Orin has grown dreadfully thin and bears the statue-like attitude of his father.
In the sitting room, Orin grimly remarks that Lavinia's has stolen Christine's soul. Death has set her free to become her. Peter enters from the rear and gasps, thinking he has seen Christine's ghost. Lavinia approaches him eagerly. Orin jealously mocks his sister, accusing her of becoming a true romantic during their time in the Islands.
A month later, Orin works intently at a manuscript in the Mannon study. Lavinia knocks sharply at the locked door. With forced casualness, she asks Peter what he is doing. Orin insists that they must atone for Mother's death. As the last male Mannon, he has written a history of the family crimes, from Abe's onward. Lavinia is the most interesting criminal of all. She only became pretty like Mother on Brant's Islands, with the natives staring at her with desire.
When Orin accuses her of sleeping with one of them, she assumes Christine's taunting voice. Reacting like Ezra, Orin grasps his sister's throat, threatening her murder. He has taken Father's place and she Mother's.
A moment later, Hazel and Peter appear in the sitting room. Orin enters, insisting that he see Hazel alone. He gives her a sealed envelope, enjoining her to keep it safe from his sister. She should only open it if something happens to him or if Lavinia tries to marry Peter. Lavinia enters from the hall. Hazel moves to leave, trying to keep Orin's envelope hidden behind her back. Rushing to Orin, Lavinia beseeches him to make her surrender it. Orin complies.
Orin tells his sister she can never see Peter again. A "distorted look of desire" comes into his face. Lavinia stares at him in horror, saying, "For God's sake—! No! You're insane! You can't mean—!" Lavinia wishes his death. Startled, Orin realizes that his death would be another act of justice. Mother is speaking through Lavinia.
Peter appears in the doorway. Unnaturally casual, Orin remarks that he was about to go clean his pistol and exits. Lavinia throws herself into Peter's arms. A muffled shot is heard.
Three days later, Lavinia appears dressed in deep mourning. A resolute Hazel arrives and insists that Lavinia not marry Peter. The Mannon secrets will prevent their happiness. She already has told Peter of Orin's envelope.
Peter arrives, and the pair pledges their love anew. Started by the bitterness in his voice, Lavinia desperately flings herself into his arms crying, "Take me, Adam!" Horrified, Lavinia orders Peter home.
Lavinia cackles that she is bound to the Mannon dead. Since there is no one left to punish her, she must punish herself—she must entomb herself in the house with the ancestors.
Design is a fourteen line sonnet which explores the notion that nature and the whole universe is designed by a malevolent intelligence. It is based on the everyday observation of a spider on a flower holding up a dead moth but essentially the poem is playing around with theological argument.
"And God saw everything that he had made, and behold, it was very good."
From a simple first person scenario the poem moves into more complex narrative, using paradox and allusion and other devices, before ending up with a sestet of puzzling questions.
In typical fashion Robert Frost crafts his poem with technical ingenuity and ambiguity, leaving the reader to work out the answers to a series of questions that defy concrete conclusions. Irony lurks as always, and there are some fascinating shifts of rhythm and rhyme.
Frost's first attempt at this poem came in 1912 and he titled it In White. This first draught was altered ten years later when it was first published as Design (American Poetry 1922: A Miscellany), the definitive version appearing in a collected volume, A Further Range, in 1936.
It was whilst teaching his New Hampshire students metaphysics in 1912 that Frost came across the ideas of William James, a well known psychologist, in his book Pragmatism, which deals with the nature and application of truth. In Lecture 3 there is a fascinating paragraph directly related to Frost's poem:
The mere word 'design' by itself has, we see, no consequences and explains nothing. It is the barrenest of principles. The old question of whether there is design is idle. The real question is what is the world, whether or not it have a designer -and that can be revealed only by the study of all nature's particulars.
So, it is possible to imagine Frost the poet going out one day and observing the spider with the moth on the flower and being inspired to create his sonnet, having had inspiration from the writings of William James.
Design is often seen as Frost's dark response to the classical argument from design, the argument for an intelligent benevolent God. This is why some teachers shy away from this powerful poem, believing it to be a construct against the existence of this good God. My
Further Analysis
Design does ask some profound questions about the nature of the universe, whether or not it is godless - or if there is an omnipotent intelligence why design darkness into the fabric of life?
This sonnet starts off innocently enough, the steady iambic rhythm, familiar and safe, taking the first person speaker outdoors, where a slightly unusual spider is discovered on a wild flower, called a heal-all.
The spider has probably just eaten. It's fat, well fed, dimpled like a baby, and sits on a flower - white against white.
White is highly significant in this poem because it is mentioned several times. It is a symbol of purity and innocence and is often associated with angelic beings in the bible.
And the flower is aptly named. It is a panacea for many different ills in herbal medicine so the fact that the spider is sitting on this plant suggests there is a benevolent relationship between the two?
Hardly. The poet is being ironic, choosing white to contrast deeply with the dark business of the hunting and devouring spider, in cahoots with the ironically named heal-all.
The moth is a prize being held high by the spider, like a piece of rigid satin cloth. This implies that the cloth has been ripped, a parallel with the death veils that cover the dead in a casket or coffin, now raised like a flag.
The predator is victorious, the image becoming a little sinister - from the initial innocence fear is creeping in. And this fear mixes with surrealism in the fifth line, an echo of a breakfast commercial coming through as the three 'ingredients' are likened to a broth, no ordinary broth it turns out.
In Shakespeare's Macbeth the three witches appear in the first scene, and taunt the leading protagonist with their hubble bubble toil and trouble chants. They eventually forecast his downfall, undermining the concept of freewill, implying that there is some grand design behind all life.
The last two lines of the octet describe in rather playful terms what these special ingredients are - so the spider is a snow-drop, the flower a froth (a foam which was supposedly dropped on plants by the moon) and the moth's wings a paper kite.
तू भी ओनलाइन हे ओर में भी ओनलाइन हूं।
बस बातें नही है रही ।
न जाने क्यूं तू चुप है।
ऐ केसी नाराज गी है ।
तो फिर क्या फ़ाई दा ओनलाइन रेह ने का।
जो तू जे बात ही नहीं कर नी तो।
न जाने क्यूं तुज क्या हुआ है।
क्यू तू पास हो कर भी दूर हो।
क्यू मूजे ही हर बार एमएसजी कर ना पड़ ता है।
जो तू एमएसजी करे गि तो तेरा अभिमान नहीं टूट जाएं गा।
क्यू मजे ही इंतजार करना पड़ता है तेरा।
क्या तू भी मेरे एमएसजी का इंतजार कर रही है।
तो फ़िर तेरा मेरा ओनलाइन रे हने का क्या फायदा " सनम" ।
बस तेरा ओनलाइन देख कर ही खुश है।
पर ई ख़ुशी और भी बढ़ जाती जो तेरा एमएसजी आ जाता।
सुनो री सखी क्या कर रही हो।
तेरे एमएसजी के इंतजार में ओनलाइन होते होते थक चुका हूं।
आब मजे ऑफलाइन कर दे।
सरीफ एक एमएसजी की तो बात है।
सुनो री सखी ई इंतजार बहुत हूं आ।
इसी लिए माही के गए नहीं रही ओनलाइन ओर नहीं ऑफलाइन।
करो इंतजार सखी के ऑन होने कारी उन के ऑन होते - होते सयाद में ऑफ न हो जावू।
के से तेरा शुक्रिया करू, ओ रोसनी।
आज तुने मुजे पूरा कर दिया।
जो कामी थी , वो तूने पूरी की रोशनी।
मुजे उजाला दे कर , खुद अंधेरों में चली गई।
ओ रोशनी , वापस आज तेरे बीन जिंदगी अधूरी सी है।
वापा मुजे मेरी रोशनी से मिला दो कोयी।
तू वापस आज , अब अंधेरों से डर लगता है।
न जाने क्यूं अब अपने आप को देखे नहीं पता।
यार्र वापस आजा ओ
रोशनी ने उजालों से मिला दीया।
तेरा शुक्रिया के से करू तेरा।
तेरे आने से मेरा अंधेरा दूर कर दिया ।
केस शुक्रिया करू तेरा।
माफ़ कर दे यारा में वो खुशी न दे सका ।
तेरी ख़ुशी के बदले तुजे दुख ही दीया।
माफ़ कर दे यारा।
पर तू वापस आजा मेरी रोशनी ।
तेरे जाने से जे से रात- दिन में कोय फर्क ही नहीं ।
आजा वापस एक बार फिर से वही मील ते है जहा।
पहली बार मिले थे ।
फिर से एक बार मील जा वही मोड़ पे जहा मीले थे।
आजा फिर से वेसे ही बात कर ते हे जैसे ,
पहली बार बात की थी।
फिर वैसे ही वापस मिल ते हे जैसे पहली बार मिले थे।
तेरी रोशनी के बिना में अधूरा हूं।
वापा स मील जा वैसे ही जैसे चांद को रात का इंतजार रहे ता है।
वे से ही मील जा वापस यारा।
तेरा बिना जिंदगी जे से रेगिस्तान में प्यासे को पानी वैसे तेरे बिना जिंदगी आधुरी है।
इसी लिए "माही" के गए सुनो री रोशनी ।
आवो री रोशनी वापस एक हो जाय ।
ऐ केसी तनहा पन से गुजर रहा हूं ।
आज तो ये जाम की प्यालियां भी जैसे बागी सी है ।
आज फिर किसी की यादों ने दील पे दस्तक दी है ।
ओर फिर से आखे नम सी हो रखी है ।
न जाने क्यूं आज ये सराब का नशा फिका हो गया ।
आज फिर गम ने घेर लिया है ।
आज आशु भी लफ्ज़ बन कर रो रहे है।
क्या बताएं जनाब आज-कल उजालों का दामन छोड़ दी या है।
बस अब य मेखाने की बुज ती हुई रोशनी से ही पयार हों गया है।
न जाने कब वो सूरज की रोशनी का दीदार किया था।
लम्बा समय हो गया उस रोशनी को देखे।
अब अंधेरी रात से ओर इस जाम की प्यालियां के साथ वकत बीत जाता है।
जनाब पहले मुझे लगता था की में अकेला हूं पर इस मेखान में बेठा हर एक इंसान
उजालों के फरेब का सिकार हुए हैं।
इसी लिए "माही" के गए करी ऐ संग मेखाने का निर्वाण हो ई,
जलदी ,ओर जो उजालों के पीछे जय ता ज़िन्दगी हो ई नरक।
કેમ છે તને શું કરે છે ?
તું નથી તરી વાતો નથી તારી યાદ છે.
બસ હવે શું થશે એજ નથી સમજાતું .
શું કામ તું સાવ આમ મને છોડી ચલી ગયી .
તારો નય તો કઈ નય મારો તો વિચાર કરિયો હોતા.
શું કરે છે તુ હવે તો મરી વાતો પન અધૂરી છે.
તારા વગર હું પન પૂરો છું કે અધૂરો એ પન ખબર નથી.
સાવ આમજ છોડી ચાલી જવું તુ તો તુ શું કામ આવી તી.
તારા વગર પન જીવું છુ ને તારી યાદો સાથે પન જીવું છું.
બસ હવે છેલા સ્વાસ ની રાહ જોવ છું.
શું કરે છે તુ ?
બસ હવે ન તો તરી યાદ આવે છે નાતો એ વીતે લો સમેય,
બસ હવે તો આસુ ઓ પન સુ કાય ગયા છે.
હવે ફરી જીવ માં જીવ તો આવો છે.
પરંતુ એ પ્રેમ ને તારી યાદો હવે પાછી ન આવે તો સારું.
હવે હું ફરી નથી તૂટવા માગતો.
તે ને તરી યાદો એ બોવ તોડી નાખો છે હવે ફરી થી હું ટૂટી ન હી સકું.
બસ તુ જેમ ચાલી ગય એમ હું પન ચાલો જાય.
હું એકલા જીવતા સીખી ગયો છું.
Post-Viewing Tasks:
1) Why are two scenes of Lulu omitted from the movie?
---> Its depend on directors mind where is no necessity to follow original text important is the essence of tax is remained there so doing that omitted 2 scene of Lulu still the essence or sequence order maintained by director so is it all ok.
2) Is movie successful in giving us the effect of menace? Where you able to feel it while reading the text?
Yes when we visualise something its give more effect on us just because when we reading at the time we have to imagine and our imagination fulfill what we read means at that time what come in our mind that type of image we portrait in character but when we visualise at that time we can find the original characters with their own nature and their on significant and at that time we can easily analyse them.
1).When the Dono and Stanley try to hide a him in kitchen at that moment.
2). when the to stranger I started questioning and Stanley have no answer and so much question trolley comes.
3) in the last scene when Stanley go with them.
4) and second if we find that Stanley try to speak but he cannot speak at that time they said that now we become a gentleman.
5) Do you feel the effect of lurking danger while viewing the movie? Where you able to feel the same while reading the text ?
6) What do you read in 'newspaper' in the movie? Petey is reading newspaper to Meg, it torn into pieces by McCain, pieces are hidden by Petey in last scene.
Newspaper names outside the world. The power control bye Petey. and the reflection thatpetey is more know about outside world then McCain. In last scene we find that the Petey hidden the pieces it means he knows something about Stanley but you don't reveal the original thing which McCain don't know.
7) Camera is positioned over the head of McCain when he is playing Blind Man's Buff and is positioned at the top with a view of room like a cage (trap) when Stanley is playing it. What interpretations can you give to these positioning of camera?
Camera is positioned over the head of McCain when he is playing Blind Man's Buff , it means McCain don't know what's going on but still she try to cover up and she is thinking like that all is going good. When is positioned at the top with a view of room like a cage (trap) when Stanley is playing it, it means Stanley is cover up by two strangers and now there is no scope To out of the condition. It represent that went too powerful Nation are Force to third country then that country has to sacrifice.
Example :- America and Russia border Bombay Dyeing in Syria.
6 "Pinter restored theater to its basic elements: an enclosed space and unpredictable dialogue, where people are at the mercy of one another and pretense crumbles." (Pinter, Art, Truth & Politics: Excerpts from the 2005 Nobel Lecture). Does this happen in the movie?
------>. yes, some extent it happens in the movie. Everyone has love and care for each other for instance Meg, lulu and Petey show care for Stanley but at the end when Stanley is in problem no one can helps or even care. So, we can connect this with
1) India faith for Kashmiri people but there are problems still going on and there is no solution.
2) America and Russia fighting in Syria.
3) biggest issue of Philistine.
4) Naxalite Movement.
7) How does viewing movie help in better understanding of the play ‘The Birthday Party’ with its typical characteristics (like painteresque, pause, silence, menace, lurking danger)?
Yes it's a helpful to understand birthday party just because when we reading at that time we have to imagine and sometime our personal imagination also come in reading so that's why the character become very complicated to understand but when we watching movie at that time we come to know the character are visualise so they are in their characteristics and we can analyse them as they are so that's why movie is better than reading.
8) With which of the following observations you agree:
o “It probably wasn't possible to make a satisfactory film of "The Birthday Party."
o “It's impossible to imagine a better film of Pinter's play than this sensitive, disturbing version directed by William Friedkin”[3]. (Ebert
---> It probably wasn't possible to make a satisfactory film of "The Birthday Party."
Yes it is too tough to make movie just because its manner of comedy and absurdity so it's impossible to describe that all thing that's why it is impossible to make movie on that type of topics.
---> It's impossible to imagine a better film of Pinter's play than this sensitive, disturbing version directed by William Friedkin”[3].
Yes that is also true that is impossible to imagine a better film of Pinter's play than this sensitive, disturbing version directed by William Friedkin.
9 ) If you were director or screenplay writer, what sort of difference would you make in the making of movie?
No I have not make any kind of change and go with the original text and also the same dialogue delivery and Same location I have to put in movie not a single thing I want to change this because it's a perfect no need to change that's why
10) Who would be your choice of actors to play the role of characters?
1) What connection do you see in the setting (“A country road. A tree.Evening.”) of the
play and these paintings?
In movie we find that countryside road and tree and evening is reflection of nothing to be done or nothingness represent.
All so in this painting the difference is the Sky colour and the tree background is also different.
2) The tree is the only important ‘thing’ in the setting. What is the importance of tree in both acts? Why does Beckett grow a few leaves in Act II on the barren tree - The tree has four or five leaves - ?
The tree is reflection of absurdity and it's apt for the background that's why tree is more important in this setting. They also try to make suicide and thy used tree but they are not getting success,
In second act we find that there is 2,3, leaves come it's reflect that nature has no connection with humanity or there is no connection between nature and human being just because nature has grown on itself nature never wait for anything and when time come nature will change that is the reflection of second act.
3) In both Acts, evening falls into night and moon rises. How would you like to interpret this ‘coming of night and moon’ when actually they are waiting for Godot?
In both the act we find that when night comes its reflection of there life how are absurd they are waiting for something is not come so finally the night is reflection of there lost or something that they want to achieve but then not achieve or then not get success,
And when the moon rise it's reflect that there is one hope that The Dark night will be end with this beautiful moon and there life darkness is also and just like night will end and morning comes so the moon is reflection of hope in Dark night.
4) The director feels the setting with some debris. Can you read any meaning in the contours of debris in the setting of the play?
5) The play begins with the dialogue “Nothing to be done”. How does the theme of ‘nothingness’ recurs in the play?
Just becauseboth the character do lots of activity to " kill time " but there is nothing happen in the life it represent that a failure person that never achieve something or that person's life is nothing or absurdity we find just because there is no hope for good thing happened that's why and after doing all the things still there nothing to be done y just because they are waiting for someone or like they want to achieve something in the life and they are in the way but still that don't find it that's why the life is " nothing to be done."
6) Do you agree: “The play (Waiting for Godot), we agreed, was a positive play, not negative, not pessimistic. As I saw it, with my blood and skin and eyes, the philosophy is: 'No matter what— atom bombs, hydrogen bombs, anything—life goes on. You can kill yourself, but you can't kill life." (E.G. Marshal who played Vladimir in original Broadway production 1950s)?
Yes just because its representation of absurdity and philosophy an existentialism, that's why display is not negative or Pessimistic just because it's a reflection of hope that at the end of the life there is good thing happened up till and of the last breath we have to wait for something which give us success peace honour or some kind of social important anything which we are waiting for.
7) How are the props like hat and boots used in the play? What is the symbolical significance of these props?
Hat represent the intellectuality , when boot represent the some physical or outside world Dzire, when Hat represent mentally or thinking philosophical touch that person who remember history and then facing so much problem just because he know the things which happened or what next come that's why so in that way we can interpret at that hat represent intellectuality and boots represent outside world Desire.
8) Do you think that the obedience of Lucky is extremely irritating and nauseatic? Even when the master Pozzo is blind, he obediently hands the whip in his hand. Do you think that such a capacity of slavishness is unbelievable?
Here I want to give some post colonial point of you just like this play come after Second World War so I want to give interpretation like pozzo was European countries and lucky represent third world which become free after Second World War they get independence but still the facing problem now they are habituated or the like the master that's why we see that after they become independent but somehow there is some sense or essence of colonization we still find after they become independent or we can say that the more love to their Masters after becoming Independents still they want their master to rule them.
9) Who according to you is Godot? God? An object of desire? Death? Goal? Success? Or . . .
Its depend on person just because on my point of you " godot is peace " just because this play come after Second World War so here we find that the player writer or at that times majorly literary work facing absurdity nothingness or westworld become hopeless that's why on my point of you godot is peace.
10 ) “The subject of the play is not Godot but ‘Waiting’” (Esslin, A Search for the Self). Do you agree? How can you justify your answer?
No I am not agree with this argument just because at the end of the play we find that both the character are waiting for godot and their motive want to meet godot and they are just " killing time " just because they are waiting so we think that waiting is the main theme but not at all just because finally the main theme is to achieve something in life or something for what is not in our life but we want that so it is like a struggle to achieve something that is the thing what I have understand.
11) Do you think that plays like this can better be ‘read’ than ‘viewed’ as it requires a lot of thinking on the part of readers, while viewing, the torrent of dialogues does not give ample time and space to ‘think’? Or is it that the audio-visuals help in better understanding of the play?
In the both the way we something missing if we reading then we have to imagine what was the condition when we are watching at that time we cannot pose oh no 1 dialogue just because dialogue delivery are going so fast we cannot focus on any one particular dialogue or we cannot stop there but if we read first play then we watch it's better to understand so on my point of view is both the thing we have to do then and then we can understand very well deeply.
12) Which of the following sequence you liked the most:
o Vladimir – Estragon killing time in questions and conversations while waiting
Vladimir and Estragon: The Had and the Boot
o Pozzo – Lucky episode in both acts
o Converstion of Vladimir with the boy
Conversation of Vladimir with the boy just because in Act 1 when boy come at that time Vladimir some conversation going on with boy and finally come to know that the boy is messenger of Godot and ask lots of questions and boy try to give answer and at the end
Vladimir say to boy that
" tell to Godot we are waiting for him ".
But when next time in next act we find that one more time boy come and same conversation going on and Vladimir asking same question and boy still give him same answer second time and finally Vladimir tell to the boy
" tell to Godot that I am waiting here ".....
13) Did you feel the effect of existential crisis or meaninglessness of human existence in the irrational and indifference Universe during screening of the movie? Where and when exactly that feeling was felt, if ever it was?
When second time godot is not coming so that time . Only boy come
14) Vladimir and Estragon talks about ‘hanging’ themselves and commit suicide, but they do not do so. How do you read this idea of suicide in Existentialism?
Suicide in existentialism we find that it's a symbolically represent the death by philosophy suicide means philosophical suicide at that moment person stop to thinking that is the suicide which we call philosophical suicide.
15) Can we do any political reading of the play if we see European nations represented by the 'names' of the characters (Vladimir - Russia; Estragon - France; Pozzo - Italy and Lucky - England)? What interpretation can be inferred from the play written just after World War II? Which country stands for 'Godot'?
Vladimir - Russia;
Estragon - France;
Pozzo - Italy and
Lucky - England
Godot - Germany ( Hitler )
16 )So far as Pozzo and Lucky [master and slave] are concerned, we have to remember that Beckett was a disciple of Joyce and that Joyce hated England. Beckett meant Pozzo to be England, and Lucky to be Ireland." (Bert Lahr who played Estragon in Broadway production). Does this reading make any sense? Why? How? What?
17) The more the things change, the more it remains similar. There seems to have no change in Act I and Act II of the play. Even the conversation between Vladimir and the Boy sounds almost similar. But there is one major change. In Act I, in reply to Boy;s question, Vladimir says:
"BOY: What am I to tell Mr. Godot, Sir?
VLADIMIR: Tell him . . . (he hesitates) . . . tell him you saw us. (Pause.) You did see us, didn't you?
How does this conversation go in Act II? Is there any change in seeming similar situation and conversation? If so, what is it? What does it signify?
In second act we find that VLADIMIR remember all the things what was happened yesterday or in Fist act but boy didn't remember all the things and now one more time he say that remember us but now in second time the dialogue exchange and he say remember only me that is the thing is changed.
Last I want to give one Gujarati devotional song example it's also represent of nothingness and existentialism.
" सिगरेट संग "
में अपनी तन्हाई सिगरेट के साथ बाँट ही रहा था।
कि, किसीने वो सुकून भी छीन लिया
वो बोला क्या रखा है इस नशे में
कर नशा हुनर का, तेरी सिगरेट से ज़्यादा नशीला है।
मेने मुस्कुराते हुए कहा यह मेरी सिगरेट है।
ये परियों की तरह धोखा नहीं देती।
फिर क्या था, बात ही दिया कि क्या अंतर
हेबेस सिगरेट ओर उस परियों में।
"मतलब परियों से अच्छी तो मेरी सिगरेट है।
जो मेरे होंठ से अपनी ज़िंदगी शुरू करती है।
और मेरे कदमों के निचे अपना दम तोड़ देती है।"
ये परीयों का koi ईमान, धर्म नहीं होता
इन्हें ख़्वाब में रहेना अच्छा लगता है।
ये हक़ीक़तों में कहा जिती है।
ये वो है जिन्हें सिर्फ नीले बादलों से
ही प्यार हो सकता है।
क्यूंकि वो उस काली राते पसंद नहीं
पर को उसे बताये, की काली रात ही तो
सच्ची है बाकी सब धोखा है।
वो हर पैमाने पर तुझे तोलेगी, रूआब, रूतबा,
शान-य-शौकत होना ज़रूरी है ओर एक बात
कहना भूल गया की खूबसूरत चहेरा होना ज़रूरी है।
ज़नाब इसे तो अच्छी मेरी सिगरेट है।
जो न मेरा धर्म पुछती है ना मेरा कर्म
ओर ना ही मेरी जाती और रूप
बस एक ही बात क्या आप तन्हा है
तो मुझे दोस्त बनालें आपकी तन्हाई दूर हो जायेगी।
सही तो बात है, जब भी इन परियोंसे
मिलोगे तो अपने आपसे अकेला पाएंगे।
जबभी सिगरेट से मिलोगे तो भरी
महफ़िलो तो कही दोस्तों के साथ तो
किसी के गम के साथ बटते हुये देखोगे।
ज़नाब ये मेरी सिगरेट है जो मेरे साथ जल जल
कर मर रही है।
ये उन परीयों की तरह नहीं जो जलाकर हमें चली जाती है।
"इस लिए "माही" कह गये करियो
संग सिगरेट जल्दी जइयो स्वर्ग
करियो संग "परी" तो ज़िन्दगी बनजावे नर्क"
They all have different point of view about existentialism.
Some believe in good and some not believe in God.
Change the point of view ....
1) Individualit
2) Passion.
3) Freedom
This all thing happened with youngster and there are certain reason behind it just like,
1) suicide
2) anguish
3) absurdity
4) patient
5) emotion
6) death
7) freedom
After understanding that life is absurd and then we tried to connect with God,
It is not possible if you are connected with caste or community you must be individual then and then we can connect with God.
According to camue
Believe in God it means we're Philosophical deth.
Camue is Absurdist.
Video - 2 The myth of Sisyphus
1) An Abusurd Reasoning
There is only one Philosophical problem is suicide.
When we think life is worthless, then we think about suicide.
Suicide is individual act.
The relationship between individual thought and suicide.
2) Best example is movie
Stay
How did he kill himself ?
An elegant suicide is the ultimate worek of art .
Healthy man thought is death or suicide
3) Hope or suicide .
Life is Meaningless
In there a logic to the point death ?
Only the Absurd Reasoning.
To be continue..
In next video...
Video - 3 The Myth of Sisyphus
What is Philosophical death ?
Philosophical death or
Physical death.
Philosophical death means when human beings have no Desire at that time philosophical death occurs it means human beings need Dzire for to leave,
When men will be die by mentally or absurdity kill men at that time it's call philosophical death,
For that always need of absurdity in mind.
" Does not the failure reveal beyond any possible explanations and interpretation not the Absence but the Existence of " Transcendence " ".
" Thus Absurd become God "
" Nothing logical prepares this Reasoning"
LEAP
Abusrd ,Hope, To Dispel
For Religious Person reason is something good.
But abusrd man
Reason is useless and there is nothing beyond reason
( hope )
Despair
If man had no eternal consciousness what would life be but despair ?
Seeking what is true in not
Seeking what is desirable
Abusrd + faith = solution
Faith is the objective uncertainty
With the repulsion of the Absurd.
Video - 4 Dadaism Nihilism
Dadaism is a cause of first world war
And existentialism is second world war cause.
Dadaism pure art ...
It's deny to old values moral and each and every thing which is connected with old sad or values rejected by the Dadaism
" we condemn old values to death "
" creation of art " = " Dadaism ".
" Whom do they hate most ?
Him who breaks up their tables of
value the breaker ,
the law breaker , he however is the creatar ".
" Dadaism is question to values ".
" I don't want words that other people have invented "
Example
Why we called tree
1) pluplusch
When rain comes
2) pluplu basch
When it was.
" it is intended art what kind of art is it ? "
Video - 5 Existentialism - a gloomy philosophy.
Existentialism is a gloomy philosophy , and in ever life we find
1) Anxiety 2) Despair 3) Absurdity
Life + Anxiety = ?
" mirror mirror on the wall who's The prettles Philosophical movement of them all .
Asked the question
Become who you are ?
Bear ===> Heroin
Existentialism ===> Nihilism
Cigarette ===> Heroin
Video - 7 Let us Introduction Existentialism Again !
1) History
2) Existentialists is the key of philosophy
3) Existence precedes ' Essence '
4) Different between Existentialism and Nihilism
(#) What Existentialism is not ?
It's movement
In 19th century Europe
1) Siren Kierkegaard 2) Friedrich Nietzsche 3) Fyodor Dostoyevsky
20th century Existentialism
Existentialism became especially prominent in the mid 20 th century.
1) Franz Kafka. 4) Albert Camus
2) Maurice Merleau-Ponty. 5) Jean Paul sartep
3) Martin Heidegger
(#) What is it that ties those in the Existentialists movement together ?
Problem of living life as a human being
" Robot Solomon " ' example '
Existentialism is an attitude that recognize the unresolvable confirmation of the human world .
Attitude begins with a disoriented individual facing confused world that he cannot accept.
(#) The Human condition
Why am I here ?
What does it mean to be human ?
How should Iive my life ?
Existentialists
(#) Rejection of all - Encompassing system
1) Philosophy 2) religion 3) scientific
Definitive answers to the question of meaning and purpose in life.
In history of the West " Christianity "
(#) problem Rejection of all - Encompassing system.
Haven and Plato example .
Divine perspective as being communication to us
Though the words of prophet.
Nietzsche
" Human ,all too human ".
(#) Divine perspective vs Human perspective
Deep belief in immortality.
(#) Existentialists see a benefit to facing up to our mortality.
Existence precedes " Essence " [ Jean Paul Sartre in a 1945 ]
The essence + substance + characteristics + Human nature. [ aristotle's ]
As an Atheist Sartre did not believe humans were " designed ".
(#) Existentialism vd Nihilism
Nihilism -----> There is no meaning or purpose to life.
Nihilism -----> Is not a necessary characteristics of existentialism.
Existentialism. Nihilism
1) no objective meaning 1) no objective meaning
2) no one can create there. 2) no personal subjective meaning.
Own personal subjective me
(#) Conclusion
Injustice and fith they throw after the lonely one but my brother .if you would be a star you must not shine less for them because of that
And ware of the good and the just ; they like to crucify those who invent their own Virtue for themselves they lonely one [ Nietzsche ]
Video - 8 Example like I am Five
Not believe any kind of rule and regulation which made by society government justice system any other.
Believe in your own system make on your rule and regulation.
Video - 9 Why I like Existentialism ?
(#) why I like Existentialism ?
1) Combining mind and heart
2) Honest & directness
3) Holism
4) Rebellion
(#) How Existentialism has affected my every day life .
1) Why I am not an Existentialists ?
2) Thinking & Epistemology
3) Compassion
4) Immensity
(#) To 10 suggestion to apply in our life.
1) Why I am not an Existentialists ?
It's look in two side inside and outside
It's connected mind and heart
Way of life or looking is change
2) Honest & directness
Honest , straightforward,
How abusrd life really is
How we full away from our deepar destinies
How we self deceptively deny our deepar freedom
Anxiety dread ; Death
3) Holism
Acceptance, Contexts
The universe as a whole
Life itself.
4) Rebellion
Rebellious
Way of the thinking fidelity.
(#) How Existentialism has affected my every day life .
2) Thinking & Epistemology
Epistemology, not a sufficient paradigm.
3) Compassion
Along with Buddhism
" love and compassion luxuries,
Withouts them humanity cannot survive "
4) Immensity
Learning is a gift even.when pain is your teacher.
Suffering is not our enemy.
(#) To 10 suggestion to apply in our life.
10) Question what you've been told .
9) start relating to the big picture.
8) Honnor life's difficult experiences
7) lay claim to your power in life
6) see how free you cak be
5) learn to live with passion
4) Inhabit the present moment
3)Recover the ability to play
2) Build responsible community
" (1) Remember that you're Bron to a brilliant and terrifying universe.
Video 10 let sum up
1) what gives your life meaning ?
2) Essence ,
Religio , Social Justice, Educate other people,
" Plato and Aristotle theory on Essence"
Part of what it means to be good human is to adhere to your "Essence"
(#) Essentialism
#) Nietzsche -----> " Nihilism " The belief in the ultimate meaning of life.
#) Jean Paul Sartre ------> what is Existentialism first ?
Existentialism × Atheism
The Existentialists refute the notion that God made the universe or our world or us,with any particular purpose in mind.
Absurdity
The search for answers in the an answer less world .
Since there's no teleology the world wasn't created for a reason and it doesn't Exist for a Reason.
If there's no reason for any of this then there are also no absolutely to abide by there's no cosmic justice, no Fairness, no order, no rvleas.
(#) Freedom
If there are no guidelines for our actions then each of us is forced to design our own moraal code to invent a morality to live by.
( # ) Jean - Paul - Sartre
You might think that there is some authority you could look to for answers but all of the authorities you can think of are fake.
Those Authorities are really just people like you people who don't have any answers people who had to figure out for themselves how to live.
Bad faith " Refusal to accept the Absurd "
Albert Camus " The literal meaning of life is what ever you're doing that prevents you from killing yourself.
Here I am accept the challenge to interpret Samuel Beckett's 30 seconds play breath.
Here I want to express some of the word and their significance or hidden meaning,
1) Faint light on stage.
Light is it on significant that something good happen,
2) Miscellaneous rubbish.
Means in human life we are suffering so many problems or, rubbish means like something not good or bad memory or darker side of our Humanities.
3) Hold about five seconds.
It means something good and bad both the happening together .
4) Brief and cry
Means someone die and someone is born both the thing happened together at one side one human is dying and another side someone is born.
5) silence and hold for about five seconds
Means at one time our life is stable or there is nothing in our life there is no aim to achieve ,
6) Immediately cry
Means at that time someone was not born but dad ,
7) Curtain down
Means our life is ended.
One more interpretation we can give it.
In this xxxii we see that first when someone is breathing like mother is breathing and after finally 9 month process a baby come to in earth and first started crying .
" Silence and hold for about five seconds "
It's our journey what we have done in our life what we achieve what we get by education how we struggle ,
" Immediately cry "
At that time there is no happiness it's reflect that someone is dying.
" Silence and hold about five seconds "
One more time its reflex that how our life is not possible without someone else and when someone is dying our life became frozen.
" Curran down "
Finally its death.
Conclusion
It's all about to journey Born To Die and what we have achieved and what we have lost and our struggle and finally the trouble are reflected here and it's try to explain our journey Born To Die
In Shashi Tharoor interview I find two three things which very prominent argument like
1) GDP growth,
2) exploitation of human sources, Natural sources,
3) they are not come for to settle down they only exploit the natural resources and earning money was the target.
Orientalism and which five concept I like after reading Edward side interview transcript
Here I share the five concept which I understand :-
1) Narration of History
------> how West narrate the east or middle east part and how the Portrait Arab people and you people and the Philistine imaginative Homeland.
-----> what was the real reason behind that why America supporting to Israel and Israel become anti Arab that is the question that history have to answer ?
2) How Muslim people portrayed in film.
--------> many films end up with huge numbers of bodies, Muslim
bodies strewn all over the place, the result of Arnold Schwarzenegger or Chuck Norris,
lot's of films about guerrillas going into kill Muslim terrorists. So the idea of Islam is
something to be stamped out.
3) America afraid for Muslims
-----> Jihad in America
4) How Western media represent Middle East Army related fake news
--------> the Arab-Israeli War of 1973, which had been preceded
by a lot of images and discussions in the media in the popular press about how the
Arabs are cowardly and they don't know how to fight and they are always going to be
beaten because they are not modern. And then everybody was very surprised when the
Egyptian army crossed the canal in early October of 1973 and demonstrated that like
anybody else they could fight. That was one immediate impulse.
5.) Co-existence
---------> In which Jew and Areb, Muslim Christian and Jew can live to there in some Polity.
The reluctant Fundamentalist this movie also based on postcolonial study or best example of postcolonial studies . Its major only speak about after 9/11 attack and post 9/11 attack what happened with some Nation or Nations countries people how they are treated in America this movie is speak about them that American police are doubting some people just because of their name and I didn't are Muslim.
Its begin with Sufi qawwali going on and at the same time the foreigner professor is kidnap and now secret agencies are worried for him and the story begin.
Movie majorly talks in two persons dialogue delivery but at one point it is in present and sometime it's in his past so that is the combination of movie the two person are talking and past and present are both are connected we find it.
Majorly to character are speaking Genghis Khan and Bobby Lincoln. Baby Lincoln is journalist and he comes to Pakistan to get Genghis Khan's interview but Genghis Khan not gives interviews date and finally he gives date to Bobby Lincoln and there is the interview goes on and the both try to goes in past and present what's towards going on.
Majorly year we find that third world countries people have dream a Desire that go to America dream of America that we see by Genghis point of view.
Genghis Khan father r local poet and their family belong to Royal family but now time is changed and the capitalist or business communities related people are also become a royal family there are upcoming new Royal people
Like Genghis Khan say that :- " in my neighborhood now new Prince are coming "
And finally Genghis Khan reach to America and started collagen and he is advisor of very biggest international company and started his study.
And his professor are also impressed with his knowledge and other people are also impress at that time someone ask that what you want to become after 30 age
Genghis Khan reply that " I want to be an a dictator of some of the nuclear power research or missile weapon "
At that time is all colleagues will vary lightly humorously say that " Osama ".
And finally he meet one American girl Erica , and finally I fell in love with Erica.
And some of the project he went to Philippines and then he get his first achievement and people are appreciate he is intelligency and there is one little party and professor game Well wishes for to his future.
And suddenly story is changed 9/11 attack will be happen and now Genghis Khan life is changing their is the one turning point in his life.
one more time we come in present and bob Lincoln asking question to Genghis Khan that : - " did you feel happy seeing this moment ? "
And there reply " yes I feel happy "
But suddenly Genghis Khan was asking to Bobby Lincoln that :- " I hope so then when you people kill 1 lakh innocent people in Baghdad you are also feel happy ? "
Then one more time story move in past and we find that returning to the America Sanjay Khan facing trouble in airport that secret agency are asking to come inside inside for checking just because they are thinking that he is also suspect of this 9/11 attack.
After that one more tragedy will happen with Genghis Khan when her girlfriend also making one event and he gives title that " one Pakistani boyfriend "
For Genghis Khan it's like and discriminate his image you feel shame is and also angry on his belief that are you portrayed me as a terrorist but Erica not intend to portrait him as a terrorist but she praise his propose or love to change is Khan but Sangeet cannot understand and after that come back to Pakistan.
And now he becomes a professor and his teaching to students that we have to make our future here and not we have to desire that we will go to First World Country like America and and we have to make our career why we cannot make our career here we make our nation great we make our Nation's policy people and everything good or great that we never go outside for jobs for education.
One more time we come in present and we find that the bob Lincoln and Genghis Khan are talking and Bob Lincoln call asking question about professor which few day ago kidnap and also asking making victimize that Genghis Khan was the suspect that he make all thing and he was the jihadi that is influencing to to the student to become jihadi and also he is involved in a kidnapping of Professor.
But end of the story bobolink and asking the question of professor and some of the terrorist group activity done by Genghis Khan but Genghis Khan clear that what was the real thing happened and clear the doubt of Bob Lincoln and at the he get one message that professor is kill but this message is not right it's a wrong message delivered by someone else and he doubted that Genghis Khan order to kill professor but when secret agency tell that we get professor location and professor is safe he reached his home at that time Bob feel very bad that still he has not trust on changes. Of you Changezi is right.
Postcolonial point of view :-
Here we see that after 9/11 attack American government as doubted or suspect to the all people which the name is different their identity are not American but they are foreign Traveller and they belong to the any Arabic country then people always look him as a suspect or looking with some terrorist point of view .
After 9/11 attack America fields Muslim phobia that all people who are migrated are coming in America if they are Muslim then we have to worried just because they are terrorist also.
It is a related with postcolonial study and very best example to study of postcolonial.
Story begin with first world war and with India's democracy is very darkest decision like Emergency. Also speak about three generations story. Here author explain his experience and relate with Nation born. Nation and protagonist both are born on at same time. Two Main character are there Salim and Shiv and and Meri change the destiny of both the child and how the tragedy occurs between the children's life are portrayed here
Story begin with Kashmir and saleems grandparents how they meet in Kashmir start with this angle story moves ( 1917 ) directly or indirectly it speak about Indira Gandhi is born.
It also reflect that how first world war was coming to his and.
After towards story moves to the Agra and it's time of second generation is coming like protagonist mother and father are meeting hey get married and its period of 1942 the world is is afraid of Second World War one side for Colony its comes with happiness and for colonies master it's come with very sad just because after Second World War the colonize master have no control on their Colony and all Colony becomes free.
And finally the protagonist born at midnight 12 o'clock and two Nation are also become born or get independence that's why the movie and novels title is at a significant at midnight children its on reflect.
In 1947 Salim comes in the earth and also India and Pakistan both Nation our Bond and Salim has spend his early childhood in Bombay and his father is Businessman and facing so much trouble after getting a new government is apply some [ Planning Commission ] of the restriction that he is harmful for his business like in our current Nations condition GST and demonetisation very effective our Businessman community.
In 20th century we find that there is no one truth of history there is so many truth written by peoples are writers like in Salman Rushdie novel or moving in midnight's children we find that he never explain any political view but still we find in his magical nest that all political views and history are coming in his moves with some satire and some iron its reflected and measuring its against to the capitalism and it support to the Marxist it's not directly but indirectly it's reflect.
And also movie plot is too much complicated to understand this because there are so many complicated relationship between men and women and political condition are also describe with connect to the life.
Here I want to share some of the example of movie that present that how politics and their personal life are connected,
1) Mumtaz has relationship with his first love for husband Nadir , after some circumstances Mumtaz marry with Ahmed Shenoy and he gets two child a boy name Salim and girl Jiya and boy called midnight children. ( narrator the talk about Nanavati case which was happen ) given context of his mother's relationship with his first lover.
2).Salim find that his mother after marriage still meet his first we love and at that time the background we see the image of [Mother India ] film poster it it's on significant that something is reflected here very highly.
3) Vanita exploited by William Methwold.
4) general Zulfikar and emory marriage happened.
First the all as one family but after partition or after getting a Independence The become two different different family to become different nation civilians.
In hospital when Saleem was born at that time nurse has changed the babies and she thinks that now the time is come that reach becomes poor and poor becomes rich and store it gets new twist and so many peoples life are changed by one person decision.
* Indo Pak Wars related to the movie*
Majorly Salim Spanish time in his aunt home in Karachi and later on his mother and father also come there and he meet them and they live and after that suddenly one more tragedy occurs like the [ first Indo Pak war ] was started and Salim lost his family in one war
When the second time war will started its gets 6 years time and Salim has forgot his past memory by one ,
{ [ spittoon ] and spittoon is significant that you should try to remember something but is the memory will erase your past memory.}
Second war Bangladesh civil war
Second war is independent of Bangladesh and at that time we find that Salim has also struggling for his own identity just because Saleem don't know about what's happened with him and last 6 year his sleep so he don't know is past only some of the words and only one [ Spittoon ]reminder there.
At the end finally Saleem meet Parvati and it gets about his own identity and how he has some magical power that he called all midnight children and make one discussion with them it's a reflect the India and India's different states how they are connected with each other yeah it's reflected and Salim initiative was to help them.
Finally in 1972 Saleem reach to India it's reflect the immigrants of Bangladeshi who come in India they are the migrator this because of afred of the Civil War.
Here in movie we find that how to be occur in the and of the movie just for first thing was the Pokhran 1 [ 1972 ]happen and second was the Emergency [ 1975 - 1977 ] comes in the India darkest decision of the democracy history and has notice.
[ NOT :- " Picturesingh " it's reflected India is a nation of snake charmer
" Parvati " it's reflect that India still believe in superstitious blind faith black magic and all other thing ]
After emergency is over then Salim go back to home and find that did Parvati was alive but Parvati was not alive but get one beautiful child a boy and name is " Adam ",
At the end of the movie, the family has a Hindu grandfather(Picturesingh), a Christian grandmother(Mary), a Muslim Father(Saleem), and a son who can be consider as mixture of different identities and again as Midnight’s children.
Postcolonial point of view in this movie :- According to Oxford dictionary :-
1) new country
2) fermentation
3) settlement
1). Here in this movie we find that new countries are rising.
2). The child exchanging it's on significant that the fermentation happening. Means that there is no purity find it who is the original one only way that cannot be clear.
3). And doing a settlement of two Nations partition. According to Annaya loomba :-
1) when the new countries are found means there are lots of bloodshed happened then the new countries are rising that was earlier Loom was first. That which Oxford dictionary as not defined.
2) doing fermentation at that time the what happened with original people of aboriginal people we remove their history and put other history with our own point of view.
Example :- " Origin of Aryans "
3) sometime we think that it is settlement but this settlement make lots of people homeless property less they become poor they migrate to newland which they are not familiar.
One more example I have to give which also base on the same theme
In this we also find it the story telling or story narration is very differently told and each and every political movement and historical movement are also concluded but with some connect with the protagonist life.
