1. the Crowning Virtue
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Mumbai Macbeth: Gender and Identity in Bollywood Adaptations Rashmila Maiti University of Arkansas, Fayetteville
University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 8-2018 Mumbai Macbeth: Gender and Identity in Bollywood Adaptations Rashmila Maiti University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Asian Studies Commons, Comparative Literature Commons, and the Literature in English, British Isles Commons Recommended Citation Maiti, Rashmila, "Mumbai Macbeth: Gender and Identity in Bollywood Adaptations" (2018). Theses and Dissertations. 2905. http://scholarworks.uark.edu/etd/2905 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. Mumbai Macbeth: Gender and Identity in Bollywood Adaptations A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Comparative Literature and Cultural Studies by Rashmila Maiti Jadavpur University Bachelor of Arts in English Literature, 2007 Jadavpur University Master of Arts in English Literature, 2009 August 2018 University of Arkansas This dissertation is approved for recommendation to the Graduate Council. M. Keith Booker, PhD Dissertation Director Yajaira M. Padilla, PhD Frank Scheide, PhD Committee Member Committee Member Abstract This project analyzes adaptation in the Hindi film industry and how the concepts of gender and identity have changed from the original text to the contemporary adaptation. The original texts include religious epics, Shakespeare’s plays, Bengali novels which were written pre- independence, and Hollywood films. This venture uses adaptation theory as well as postmodernist and postcolonial theories to examine how women and men are represented in the adaptations as well as how contemporary audience expectations help to create the identity of the characters in the films. -
Bhagawan Sri Sathya Sai Baba
Om Sri Sai Ram BHAGAVAT GITA VAHINI By Bhagawan Sri Sathya Sai Baba Greetings Bhagawan Sri Sathya Sai Baba is the Sanathana Sarathi, the timeless charioteer, who communicated the Geetha Sastra to Adithya and helped Manu and king Ikshwaku to know it; He was the charioteer of Arjuna during the great battle between good and evil fought out at Kurukshetra. When the rider, Arjuna, was overcome with grief at the prospect of the fight, Krishna instructed him in the science of recognising one's oneness with all, and removed the grief and the fear. He is the charioteer even now, for every one of us; let me greet you as a fellow-sufferer and a fellow-disciple. We have but to recognise Him and accept Him in that role, holding the reins of discrimination and flourishing the whip of detachment, to direct the horses of the senses along the path of Sathya, asphalted by Dharma and illumined by Prema towards the goal of Shanthi. Arjuna accepted Him in that role; let us do likewise. When worldly attachment hinders the path of duty, when ambition blinds the eyes of sympathy, when hate shuts out the call of love, let us listen to the Geetha. He teaches us from the chariot whereon He is installed. Then He showers His grace, His vision and His power, and we are made heroes fit to fight and win. This precious book is not a commentary or summary of the Geetha that was taught on the field of Kurukshetra. We need not learn any new language or read any old text to imbibe the lesson that the Lord is eager to teach us now, for victory in the battle we are now waging. -
Prabhat Prakashan (In English)
S.No ISBN Title Author MRP Lang. Pages Year Stock Binding 1 9789352664634 Kaka Ke Thahake Kaka Hathrasi 300.00 Hindi 128 2021 10 Hardcover 2 9789352664627 Kaka Ke Golgappe Kaka Hathrasi 450.00 Hindi 184 2021 10 Hardcover 3 9789386870803 Hindu Dharma Mein Vaigyanik Manyatayen K.V. Singh 400.00 Hindi 184 2021 10 Hardcover 4 9789390366842 Ahilyabai (& udaykiran) Vrindavan Lal Verma 700.00 Hindi 352 2021 10 Hardcover 5 9789352669394 Sudha Murty Ki Lokpriya Kahaniyan Sudha Murty 350.00 Hindi 176 2021 10 Hardcover 6 9788173150500 Amarbel Vrindavan Lal Verma 400.00 Hindi 200 2021 10 Hardcover 7 9788173150999 Shreshtha Hasya Vyangya Ekanki Kaka Hatharasi 450.00 Hindi 224 2021 10 Hardcover 8 9789389982664 Mera Desh Badal Raha Hai Dr. A.P.J. Abdul Kalam 500.00 Hindi 224 2021 10 Hardcover 9 9789389982329 Netaji Subhash Ki Rahasyamaya Kahani Kingshuk Nag 350.00 Hindi 176 2021 10 Hardcover 10 9789389982022 Utho! Jago! Aage Barho Sandip Kumar Salunkhe 400.00 Hindi 160 2021 10 Hardcover 11 9789389982718 Champaran Andolan 1917 Ashutosh Partheshwar 400.00 Hindi 184 2021 10 Hardcover 12 9789389982916 Ramayan Ki Kahani, Vigyan Ki Zubani Saroj Bala 400.00 Hindi 206 2021 10 Hardcover 13 9789389982688 Vidyarthiyon Mein Avishkarak Soch Lakshman Prasad 400.00 Hindi 192 2021 10 Hardcover 14 9789390101757 Zimmedari (Responsibility) P.K. Arya 500.00 Hindi 240 2021 10 Hardcover 15 9789389982305 Samaya Prabandhan (Time Management) P.K. Arya 500.00 Hindi 232 2021 10 Hardcover 16 9789389982312 Smaran Shakti (Memory Power) P.K. Arya 400.00 Hindi 216 2021 10 Hardcover 17 9789389982695 Jannayak Atalji (Sampoorn Jeevani) Kingshuk Nag 350.00 Hindi 168 2021 10 Hardcover 18 9789389982671 Positive Thinking Napoleon Hill ; Michael J. -
Pendidikan Siswa/I
EDISI REVISI 2018 Pendidikan Agama Hindu dan Budi Pekerti Pendidikan Buku pelajaran pendidikan agama Hindu untuk siswa/i tingkat Sekolah Dasar ini disusun sesuai dengan Kurikulum 2013, agar siswa/i aktif dalam proses pembelajaran. Buku ini dilengkapi dengan Agama Hindu kegiatan-kegiatan seperti, berpendapat, kreativitasku, aktivitasku, diskusi dengan orang tua, diskusi di kelas, bermain huruf, teka-teki silang, menceritakan pengalaman, demontrasi dan latih kognitif. Semua kegiatan tersebut bertujuan membantu siswa/i memahami dan mengaplikasikan ajaran agama Hindu dan Budi Pekerti dalam kehidupan. Buku ini dilengkapi glosarium dan ilustrasi guna memotivasi siswa/i gemar membaca, Kelas III SD • menumbuhkan rasa cinta melalui ajaran Tri Parartha, memahami ajaran Hindu melalui tokoh-tokoh dalam Mahābhārata, mengenal ajaran Daivi dan Asuri Sampad dalam Kitab Bhagavadgītā, mengenal nama-nama planet dalam tata surya Hindu serta mencintai budaya Hindu melalui materi Tari Profan dan Tari Sakral. Dengan buku agama Hindu ini, kami berharap siswa/i dapat belajar dengan mudah dalam memahami materi-materi pelajaran pendidikan agama Hindu, sehingga dapat menumbuhkan semangat dan kreativitas dalam meningkatkan Sraddha dan Bhakti siswa/i. Pendidikan Agama Hindu dan Budi Pekerti Agama Pendidikan ZONA 1 ZONA 2 ZONA 3 ZONA 4 ZONA 5 HET RpXX.XXX RpXX.XXX RpXX.XXX RpXX.XXX RpXX.XXX ISBN: SD 978-602-282-224-0 (jilid lengkap) 978-602-282-227-1 (jilid 3) KELAS III Hak Cipta © 2018 pada Kementerian Pendidikan dan Kebudayaan Dilindungi Undang-Undang Disklaimer: Buku ini merupakan buku siswa yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam tahap awal penerapan Kurikulum 2013. -
PDF Version of This Article
INDIA It's never too late... by Paramesh Krishnan Nair Afew years ago, a well-known Indian Reverso Inter-negative" process is prac¬ turned to powder, or after extraction of the film pioneer told me that of the forty tically unknown and all release copies are silver from the nitro-cellulose base, had odd films he had made he con¬ printed from the original negatives. As a been turned into bangles and ladies' sidered that only two or three were worth result, a large number of original negatives handbags. preserving in the National Film Archive of In¬ of highly successful films have been damag¬ One such film was Alam Ara (1 931 , in Hin¬ dia. This in a way reflects the attitude of most ed beyond repair due to indiscriminate di), the first Indian talkie, which is still not of our film-makers to archival preservation of duplication of positive prints, both 35mm traceable. When contacted two years before their films. and 16mm. his death, Ardeshir M. Irani, the maker of The average film-maker in India does not In India the cinema has never been ac¬ this film and the man who brought sound to believe that what he is doing is of any corded high priority. To the intelligentsia and Indian cinema, told us that he had kept some historical consequence, let alone of cultural educationists the cinema was something to reels of the film in his office at the Imperial interest. For him, as for his colleagues be looked down on with contempt and it was Studio (now Jyothi Studio). -
Happy Diwaili
Chinmaya-Tej www.chinmaya.org Chinmaya Mission San Jose Publication Vol.22, No.5 September/October 2011 Happy Diwaili MISSION STATEMENT To provide to individuals, from any background, the wisdom of Vedanta and practical means for spiritual growth and happiness, enabling them to become a positive contributor to the society. Religion is not for the unworthy, the unintelligent, and the abnormal. Religion is only for the most level- headed and balanced people — people who are sound spiritually, psychologically, and physically. Cowards cannot progress in spiritual life. Spiritual life is meant for the person who enjoys good health, who is alert in mind and intellect, and who has a deep “craving of the soul.” Only such a thirsty, full- blossomed human being, who has fully lived life, can come to vairgya, or dispassion. s Table of Contents s Volume 22, No.5 September/October 2011 From The Editors Desk ..................................... 2 Chinmaya Tej Editorial Staff ................................. 2 Groundbreaking Ceremony Invitation.......................... 3 Chinmaya-Tej ............................................ 4 Deepavali Jyoti ............................................ 5 The Great Reveling —The Mahabharata ....................... 8 The True Meaning of Deepavalli............................. 14 Ganesh Chaturthi Celebrations: 2011 ......................... 19 Balavihar Stories: Sahasranama — of 999 Names ................ 20 Bala Vihar Locations & Choir............................... 23 The Second Pearl ........................................ -
2.Hindu Websites Sorted Category Wise
Hindu Websites sorted Category wise Sl. No. Broad catergory Website Address Description Reference Country 1 Archaelogy http://aryaculture.tripod.com/vedicdharma/id10. India's Cultural Link with Ancient Mexico html America 2 Archaelogy http://en.wikipedia.org/wiki/Harappa Harappa Civilisation India 3 Archaelogy http://en.wikipedia.org/wiki/Indus_Valley_Civil Indus Valley Civilisation India ization 4 Archaelogy http://en.wikipedia.org/wiki/Kiradu_temples Kiradu Barmer Temples India 5 Archaelogy http://en.wikipedia.org/wiki/Mohenjo_Daro Mohenjo_Daro Civilisation India 6 Archaelogy http://en.wikipedia.org/wiki/Nalanda Nalanda University India 7 Archaelogy http://en.wikipedia.org/wiki/Taxila Takshashila University Pakistan 8 Archaelogy http://selians.blogspot.in/2010/01/ganesha- Ganesha, ‘lingga yoni’ found at newly Indonesia lingga-yoni-found-at-newly.html discovered site 9 Archaelogy http://vedicarcheologicaldiscoveries.wordpress.c Ancient Idol of Lord Vishnu found Russia om/2012/05/27/ancient-idol-of-lord-vishnu- during excavation in an old village in found-during-excavation-in-an-old-village-in- Russia’s Volga Region russias-volga-region/ 10 Archaelogy http://vedicarcheologicaldiscoveries.wordpress.c Mahendraparvata, 1,200-Year-Old Cambodia om/2013/06/15/mahendraparvata-1200-year- Lost Medieval City In Cambodia, old-lost-medieval-city-in-cambodia-unearthed- Unearthed By Archaeologists 11 Archaelogy http://wikimapia.org/7359843/Takshashila- Takshashila University Pakistan Taxila 12 Archaelogy http://www.agamahindu.com/vietnam-hindu- Vietnam -
Bombay Talkies
A Cinematic Imagination: Josef Wirsching and The Bombay Talkies Debashree Mukherjee Encounters, Exile, Belonging The story of how Josef Wirsching came to work in Bombay is fascinating and full of meandering details. In brief, it’s a story of creative confluence and, well, serendipity … the right people with the right ideas getting together at the right time. Thus, the theme of encounters – cultural, personal, intermedial – is key to understanding Josef Wirsching’s career and its significance. Born in Munich in 1903, Wirsching experienced all the cultural ferment of the interwar years. Cinema was still a fledgling art form at the time, and was radically influenced by Munich’s robust theatre and photography scene. For example, the Ostermayr brothers (Franz, Peter, Ottmarr) ran a photography studio, studied acting, and worked at Max Reinhardt’s Kammertheater before they turned wholeheartedly to filmmaking. Josef Wirsching himself was slated to take over his father’s costume and set design studios, but had a career epiphany when he was gifted a still camera on his 16th birthday. Against initial family resistance, Josef enrolled in a prestigious 1 industrial arts school to study photography and subsequently joined Weiss-Blau-Film as an apprentice photographer. By the early 1920s, Peter Ostermayr’s Emelka film company had 51 Projects / Processes become a greatly desired destination for young people wanting to make a name in cinema. Josef Wirsching joined Emelka at this time, as did another young man named Alfred Hitchcock. Back in India, at the turn of the century, Indian artists were actively trying to forge an aesthetic language that could be simultaneously nationalist as well as modern. -
Summer Course Summer Course
SRI SATHYA SAI INSTITUTE OF HIGHER LEARNING (Deemed to be University) SUMMER COURSE in Indian Culture and Spirituality 2012 Summer Course in Indian Culture and Spirituality - 2012 Dedicated to our Beloved Master, Bhagawan Sri Sathya Sai Baba SRI SATHYA SAI INSTITUTE OF HIGHER LEARNING (Deemed to be University) SRI SATHYA SAI INSTITUTE OF HIGHER LEARNING (Deemed to be University) SUMMER COURSE in Indian Culture and Spirituality 8-10 June 2012 | Prasanthi Nilayam Copyright © 2012 by Sri Sathya Sai Institute of Higher Learning Vidyagiri, Prasanthi Nilayam – 515134, Anantapur District, Andhra Pradesh, India All Rights Reserved. The copyright and the rights of translation in any language are reserved by Sri Sathya Sai Institute of Higher Learning (Deemed to be University). No part, paragraph, passage, text, photograph or artwork of this book should be reproduced, transmitted or utilised - in original language or by translation - in any form or by means, electronic, mechanical, photocopying, recording or by any information, storage and retrieval system, except with prior permission, in writing from the Sri Sathya Sai Institute of Higher Learning, Vidyagiri, Prasanthi Nilayam - 515134, Anantapur District, Andhra Pradesh, India. First Edition: February 2013 Published by: Sri Sathya Sai Institute of Higher Learning www.sssihl.edu.in Printed at: Vagartha, # 149, 8th Cross, N R Colony, Bangalore – 560 019 +91 80 2242 7677 | [email protected] Preface The Sri Sathya Sai Institute of Higher Learning (SSSIHL) organized a Summer Course in Indian Culture and Spirituality from the 8th to 10th June 2012 at Prasanthi Nilayam, to mark the commencement of the new Academic Year. All the students and teachers of the Institute participated in this programme. -
Discernment: the Message of the Bhagavad-Gita
Acta Theologica 2013 Suppl 17: 271-290 DOI: http://dx.doi.org/10.4314/actat.v32i2S.14 ISSN 1015-8758 © UV/UFS <http://www.ufs.ac.za/ActaTheologica> K. Perumpallikunnel DISCERNMENT: THE MESSAGE OF THE BHAGAVAD-GITA ABSTRACT The Bhagavad-Gita is an intelligent response to a perennial human predicament which other religions and philosophies also tried to resolve in their own way. Human beings often stood perplexed and mystified as they confronted paradoxical situations in life that demanded action. Discerning right from wrong often became an existential predicament. The Pandava prince Arjuna found himself standing on the shaky ground of Kurukshetra not knowing the way forward. Lord Krishna outlines for him the path towards gaining flawless self-knowledge and self-mastery from his sorrowful state of confusion and opened his eyes to perceive the truths beyond appearances. Krishna instructs him that, when a person is capable of watching everything that happens within and around him dispassionately and acting with an attitude of detachment, he attains sthithaprajna (equanimity) and samadhai (liberation). 1. INTRODUCTION The subject matter of the Bhagavad-Gita (The song of God) is nothing other than discernment (Ramacharaka 2010:3). According to the Gita, discernment is all about nityanithya vastu viveka (discernment of the eternal and temporal realities) (Kaji 2001:27). Lord Krishna, the supreme Guru, tutors his confused disciple, Arjuna, to lead him from the state of maya (illusion) to the perfect understanding of satyasya satyam (really real). Krishna outlines for Arjuna the path towards gaining flawless self- knowledge and self-mastery from his sorrowful state of confusion (1:47). -
1. World Needs Spiritual Transformation
1. World needs spiritual transformation THE four Purusharthas (Dharma, Artha, Kama and Moksha) are regarded in common parlance as the purposes of human life. They are given a worldly meaning. But their real meaning is spiritual. The foremost purpose of the four Purusharthas is to make man realise that his primary duty is to divinise himself (to transform himself from Man to Madhava). The word Purusha does not signify the masculine gender as is commonly assumed. It refers to the Atma, the Supreme Consciousness, which has no gender and which is immanent in all beings. Of the two terms Purusha and Prakriti, the latter represents the gross element in Nature. It refers also to the body. Purusha is the Consciousness, the Indweller in the body. The two are interdependent. The sastras have declared that the body is jada (gross) and the Atma is chaitanya (consciousness) and that the body is feminine. Every being can be considered as made up of both elements and therefore everyone irrespective of sex, is entitled to pursue the Purusharthas. The true meaning of Purusharthas Of the four Purusharthas (Dharma, Artha, Kama and Moksha, the first one, Dharma, is regarded in common usage as referring to actions like charity, the duties of one's ashrama (stage in life), going on pilgrimages and such other good deeds. But these relate only to external actions. The true Dharma of every human being is to make every endeavour to realise the Divine. The process by which this consummation can be reached constitutes Dharma. The observance of the duties relating to different ashramas (Brahmacharya , Grihastha, Vaanaprastha and Sanyasa) is incidental to the particular stage in life. -
Srimad Bhagavad Gita
Srimad Bhagavad Gita Introduction & Chapter 1 Arjuna Vishaada Yogah: Yoga of the Despondency of Arjuna Transliterated Sanskrit Text Free Translation & Brief Explanation By T.N.Sethumadhavan Published In Esamskriti.com & Medhajournal.com Nagpur September 2010 [email protected] Srimad Bhagavad Gita Methodology of Presentation T.N.Sethumadhavan The radiance of the Bhagavad Gita is being brought to the readers under this column through the means of easy to handle tools. This arrangement consists of a series of essays covering the entire Gita in a simple, direct and interactive style employing the technique of a Distance Education Programme. The presentation of each Chapter of the Gita will have ¾ All transliterated Sanskrit Verses with a lucid translation and explanatory notes divided into different topics for a clear-cut grasp of the subject ¾ A brief account of the issues and concepts involved ¾ Strategies to put the ideas discussed into practice and ¾ A questionnaire for self-assessment by the reader The periodicity of posting these essays would be about once in a fortnight barring unforeseen circumstances. In preparing these essays I have steered clear off all the scholastic debates and controversies with a view to reach out to the average modern educated young people who require the strength of the Gita to wade through the current day troubled waters. My purpose is just to help them to understand the essential message of the Gita so that they will blossom into integrated persons full of equanimity of mind, speech and action. Their needs in the context of our present habits of study were fully kept in view in this process.