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Celebrating Holi Festival at home in Butwal.
Celebrating festivals is a part of preserving culture. It makes us strong and helps to transfer the culture and tradition to the generation. I celebrated the festivel with my kids and wife at home in Butwal, Nepal.
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Working at school with colleagues
We conduct differnt programs and activities at school. I involved with other colleagues to such extra curricular activities at my work place.
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Visiting new places for research and entertainment
Visiting different places makes refreshed. I like to visit different places to get entertainment in my ledgure time. It helps to develop internal tourise.
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Taking part at General Election 2017.
It is my responsibility to fulfil the task assigned by Nepal government and related authority. I involved in the election of the parliament of Nepal.
BBS II, Business Communicaiton, Unit: 5 "Business Plans, Reports, and Proposals".
Unit 5, Business Plans, Reports, and Proposals.
Click Here to get the note
"The Fly" BBS II, Business Communication, Visions.
The Fly
-William
Blake
In the poem The Fly, William Blake compares his life
and death to that of a fly that he accidentally kills. He encourages people to
enjoy each day like the fly because no one knows when God will take our
lives.
We cannot control our life or death, so worrying about
the future makes us sad and takes away our joy. Therefore, we should accept our
lives, embrace our fate, and live as fully as we can.
The poem consists of five small stanzas, each with
four lines. The rhyme scheme is ABCB, DEFE, and so on.
Stanza 1
In the first stanza, the poet, sitting outside in
summer, reflects on a little fly that his careless hand killed. He is unhappy
about this act. However, he becomes aware of his actions after killing the fly.
As a Romantic Poet, he feels connected to nature. For him, summer and the fly
hold meaning. Summer stands for hope, prosperity, and joy, while killing the
fly represents disaster, mistakes, and a stark contrast to those feelings.
Stanza 2
In the second stanza, the poet likens himself to the
fly. He asks the fly, now a symbol of death, a rhetorical question about their
similarities. In reality, this comparison may seem flawed. However, the poet
speaks in terms of their existence. Both are created by God, both live their
lives, and both must eventually die, even though the fly has already met its
end.
Stanza 3
The third stanza continues from the second. The poet
believes they are similar because he, too, dances, drinks, and sings like the
fly, until one day when someone, meaning God, will "brush his wing,"
or take away his life just as he did with the fly. Here, the poet highlights
two key points about life: first, both the fly and he (or humanity in general)
enjoy their lives, dancing, singing, and drinking. Second, both are destined
for death, which is unavoidable. The fly was flitting around until, suddenly, the
poet killed it. In the same way, he will face his fate one day.
Stanzas 4 & 5
The poet notes that it is thought that makes him, or
people in general, different from the fly. This thought has both positive and
negative aspects: it makes humans wiser than flies, but it also causes fear of
death. The poet states that for humans, thought constitutes our life, strength,
and breath, including the thought of death. If a person stops thinking, they
can be as happy as a fly, regardless of whether they live or die.
These lines carry significant meaning and reflect the
poem's message. The poet believes that our overthinking—essentially an analysis
that leads to paralysis—causes us to suffer, fear, and evade death. This
mindset obstructs our happiness. If a person stops worrying about death and
starts enjoying the present, they can find happiness similar to that of a fly,
which does not worry about death. Thus, the poem ends with a universal message:
live life without fixating on the future.
"The Allegory of the Cave" BBS II, Business Communication, Visions.
The Allegory of the Cave
-Plato
The Allegory of the Cave, written
by Plato, describes a cave where people are chained as prisoners. They can only
see whatever appears in front of them as objects and believe these images are
real. An allegory is a symbolic narrative that uses inanimate objects, animals,
or events to represent abstract ideas and concepts. This form of symbolism is
common in poetry and prose, often used to communicate broader themes like
politics, religion, or morality.
Summary and Analysis:
Plato's Allegory of the Cave
tells the story of people living in darkness, chained so they can only look at
shadows and reflections on the cave wall. They are unaware of a world outside
their own. Behind them burns a fire, and between the fire and the prisoners is
a raised walkway. People carrying objects or puppets on poles pass in front of
the fire, allowing prisoners to see the shadows cast on the wall. The shadows
often conflict with one another, with some resembling familiar objects like
animals or humans. Others are blurred and constantly changing, showing things
that are unfamiliar to the prisoners.
In his allegory, Socrates
explains to Glaucon that our eyes are like prisoners chained since childhood.
They cannot see behind them and can only look at what is in front of them,
which is the fire and shadows on the wall. This image illustrates how we take
our ability to see and interpret things for granted. Without a different
perspective, we believe the shadows are reality. Like prisoners watching
shadows on a cave wall, we watch rather than live life, controlled by outside
forces like money. Things change when one prisoner breaks free from his chains
and discovers the outside world: the sun, real people, and real objects.
One prisoner, who had been there
the longest, saw a light and called out to his fellow prisoners. They all
realized they were no longer bound and rushed toward it as fast as they could.
Their first instinct was to check their eyes, fearing something might be wrong
after so long in darkness. Once reassured their eyesight was normal, they
reacted with anger. They turned on each other, accusing one another of ruining
their chance for freedom. This shows how people often react to new information
or knowledge. We tend to get angry when challenged by ideas that conflict with
our established beliefs.
Plato’s Allegory of the Cave can
represent several concepts. For instance, it can serve as an analogy for how
our minds work regarding knowledge. We only see shadows on a wall rather than
what's around us, basing most of our assumptions and perceptions solely on
these shadows. This is why many opinions and perspectives seem true from one
viewpoint but wrong from another. In other words, each person sees reality
differently because they perceive different shadows.
Main message:
The main message of the Allegory
of the Cave is that people who are uneducated or unenlightened are like the
prisoners, trapped by their limited view and unable to see the bigger truth of
the world.
What does the cave
represent in the Allegory of the Cave?
In Plato's Allegory of the Cave,
the cave symbolizes the world of appearances and the limited perspective of
those who are unenlightened. The prisoners can only see shadows on the wall and
believe these shadows constitute reality. They cannot see the larger truth of
the world outside the cave, which symbolizes the world of forms or ultimate
reality. The cave also reflects the human condition, with the prisoners
representing individuals trapped by their narrow views. The prisoner who
escapes the cave and sees the outside world illustrates the enlightened
individual who has gained a deeper understanding of reality through education.
Overall, the cave symbolizes the limits of human understanding and the power of
education and enlightenment to overcome these limits and reveal deeper truths
about the world.
What does the sun
represent in the Allegory of the Cave?
In Plato's Allegory of the Cave,
the sun represents the ultimate truth and the ultimate source of knowledge. In
the story, the released prisoner first mistakes the sun for a source of fire
and is blinded by its brightness. However, as he adjusts to the light, he
starts to see the larger truth of the world and the objects that cast the
shadows seen by the other prisoners. The sun in the allegory serves as a
metaphor for enlightenment and the ultimate source of knowledge and
understanding. It represents the goal of the prisoner's journey. Only when he
can see the sun can he grasp reality more fully. The sun can also symbolize the
divine, representing the ultimate source of knowledge and understanding beyond
human comprehension.
"Popular Mechanics" BBS II, Business Communication, Visions
"Popular Mechanics"
-by Raymond Carver
Analysis, Summary,
and Themes
"Popular Mechanics"
tells the story of a separating couple who argue, and the situation quickly
escalates. At just under 500 words, the story leaves room for speculation and
interpretation. It is often read by older students.
Summary:
It's snowy outside and getting
dark. Inside, a man is in the bedroom, hurriedly packing his suitcase. A woman
says she's glad he's leaving. She starts crying. She takes a picture of the
baby from the bed and leaves the room. He wants the picture back. He finishes
packing, puts on his coat, and turns out the light. He goes to the living room.
The woman stands in the kitchen doorway, holding the baby. He wants to take the
baby. She refuses. The baby starts crying. He moves toward her. She retreats
into the kitchen, standing in a corner by the stove. He grabs hold of the baby.
They argue over him. The baby is screaming. They knock down a flowerpot. He
crowds her, trying to break her grip on the baby. He grips the baby under an
arm and tries to pull the woman's fingers apart. She feels her grip loosening.
As the baby slips away, she screams and grabs for the baby's other arm. She
holds one wrist and leans back. The man pulls very hard.
The issue gets decided. What
happens to the baby? This is the main point of speculation in the story. We
can't say for sure what happens. The two likely possibilities are:
• The baby gets injured either
from a fall or the pulling.
• The baby is killed either from
a fall or the pulling.
The last sentence of the story
reads, "In this manner, the issue was decided." To figure out what
happened, we need to answer two questions:
1. What is the
"manner"?
2. What is the
"issue"?
The "manner" refers to
how the couple fights over the baby. Specifically, it involves the physical
actions they take at the moment the story ends. The woman is determined not to
lose this battle: "She would have it, this baby." Her last action is
to lean back while holding the baby's wrist. The man is equally determined:
"But he would not let go." His last action is to pull back very hard
while holding the baby under an arm near the shoulder. The "manner"
of the argument suggests the baby either gets injured or is killed.
The "issue" is about
who gets the baby. This part adds to the uncertainty of the baby's fate. It's
crucial to understand that they are fighting over who gets the baby that night.
This wouldn't settle their disagreement. A custody dispute is a matter for the
courts. If the baby was injured or killed, it would resolve the
"issue" of who gets the baby right now: neither of them.
"The Clock Tower"BBS II, Business Communication, Visions.
The Clock Tower by Bhupi Serchan: Summary and Analysis:
"Her First Ball", BBS II, Business Communication, Visions
Her First Ball by Katherine Mansfield: Summary and Analysis:
Her First Ball
-Katherine Mansfield
Characters:
a)
Leila: 18-year-old simple girl, only child, grew
up in the country.
b)
The
Fat man: A partner who
dances with Leila. An old and fat man, attending balls for 30 years, single and
bitter, spots the 'fresh meat'.
c)
· Setting: The story is set in an early 20th-century ballroom,
possibly in Wellington, New Zealand.
Summary:
A young girl named Leila is about to attend her first
ball with her cousins Meg, Laurie, Laura, and Jose Sheridan. Leila comes from
the New Zealand countryside, and her wealthier cousins are surprised that she
has never been to a ball before. The Sheridans chat casually about their
outfits and the dances ahead, while Leila feels almost overwhelmed with
excitement.
When they arrive at the drill hall, Laura helps Leila
to the ladies’ room. Women are busy preparing, and while Leila is focused on
the noise and excitement, the women appear stressed as they compete for mirror
space and worry about their appearance. After the dance programs are handed
out, Meg takes Leila to the drill hall. Leila is amazed by how beautiful the
room is, and Meg tells the other girls to help Leila find dance partners.
However, the girls are more interested in a nearby group of men, who eventually
come over to fill out their dance cards.
After getting a few partners, Leila meets an old man
who fills out her card even though there’s little space on his. He initially
thinks he recognizes Leila from another ball, which is impossible since this is
her first one.
Leila waits for her first partner to come to her and
reflects on her dance lessons at boarding school. Those lessons were often
uncomfortable; the girls had to dance with each other, frequently stepping on
toes or bumping into one another. However, her experience with her first
partner is much better than those lessons; she notices that he "steered so
beautifully." As they dance, he comments on the floor, and Leila replies
that it’s "beautifully slippery." This surprises him, and he asks if
she attended another ball last week. Leila excitedly shares that this is her
first ball, but he doesn’t seem interested.
Leila’s second partner also mentions the floor and a
previous ball, which she recognizes as a pattern. Despite this, she remains
excited about the night until the old man comes to claim his dance. She is
taken aback by how old and shabby he looks; he’s missing a button on his glove,
and his coat is dusty. He quickly states that it must be Leila’s first dance,
which he can guess because he has attended balls for thirty years. As they
dance, he seems to grow sad, telling Leila that she will never be able to attend
balls for as long as he has. After all, she’s a woman and will soon be too old
to dance. He points out the older women sitting on stage and says Leila will
soon be one of them, gossiping about awful men trying to kiss their daughters
while secretly heartbroken that men no longer want to kiss them.
Leila feels troubled by her conversation with the old
man, especially since she hadn’t thought about her age before. Now, she worries
that "this first ball is only the beginning of her last ball." She
feels angry at the old man, believing he "spoiled everything." They
stop dancing, and Leila decides to lean against the wall instead of going back
to the floor. The old man tells her not to take him seriously, and Leila scoffs
but remains sulky, wishing she could go home. Soon, another partner approaches,
and they start dancing. Suddenly, the ball feels beautiful again. Leila’s
partner bumps into the old man, but she doesn’t recognize him and just smiles.
"What I Think, What I Am?" BBS II, Business Communication, Visions.
What I Think, What I Am? by Edward Hoagland Summary and Analysis with question answers:
“What I Think, What I Am”
-Edward
Hoagland
In the essay, the writer
Hoagland offers a clear definition of the personal essay. He suggests that
there is a blend of logic and reason in this form of writing. He also notes a
great interest in the mind within essays. While many people believe that essays
are no longer relevant, Hoagland disagrees. He argues that essays can be
marketed more easily than short stories. Storytelling has been around since the
time of cave paintings, but movies, novels, and biographies have drained some
of that storytelling power. The writer believes that once short stories are
written in a specific context, they cannot be improved further. In contrast,
essays can be revised and updated in each edition.
Hoagland sees the essay
as straddling the line between what you think and who you are. This means it
reflects the writer's mind, thoughts, and feelings. He strongly supports
personal essays, viewing them as expressions of the human voice. According to
him, personal essays represent the mind's spontaneous flow onto the page. He
argues that these essays do not follow the structured outlines typical of other
writings. In this sense, they are more casual than articles. Essays do not wrap
up with a summary as articles do.
An essay communicates
from one mind to another. An educated person shares ideas in this format. This
makes essays less universally appealing than stories, as they often target an
educated, possibly middle-class audience. Personal essays also tell a story
while maintaining a specific perspective. A good example is Mark Twain's
"Corn-pone Opinions," where Twain describes a 15-year-old boy who
listened to a neighbor's slave preach from a woodpile.
A personal essay is often
not autobiographical, but it can reveal the author's mindset. This genre
differs from others because it focuses directly on the mind. The fascination
with the mind forms the essence of essays.
1. What are the
similarities and differences, as Hoagland maintains, between an essay on one
hand and a story, article, or autobiography on the other?
Ans: An Essay
(especially a personal essay) is different from an article because the personal
essay is more informal. Unlike stories, it is the voice of human beings. An
essay does not usually condense to a summary as articles do. An essay is a mind
speaking to a mind so to understand, it needs intellect and a logical mind. It
is less universal than stories because the essay is addressed to an educated.
For him, autobiographies are generally extended essays that talk only about the
writer self.
2. An "emphasis upon
mind speaking to mind is what makes the essay less universal in its appeal than
stories". What does Hoagland mean by this statement?
Ans: He means
by this statement that essays are written for educated and intellectual
readers. So, to understand essays, there needs minds and intellect. In this
regard, the essay is less universal in its appeal than stories.
3. What does Hoagland
mean by the statement, "the artful I of an essay can bias chameleon as any
narrator in fiction"?
Ans: He means
that like in fiction, in the personal essay, the first-person narrator's status
and existence become like a chameleon. The narrator changes his colors as a
chameleon frequently changes according to the situation. Here color means the
narrator's existence throughout the essay.
4. What is Hoagland's
tone in his essay?
Ans:
Hoagland's tone in his essay is suggestive and appealing (to write a personal
essay).
5. How does Hoagland
"define" essay? Is the definition formal, or extended?
Ans: Hoagland
defines the essay as mind speaking to the mind, the fascination of mind is the
fascination of the essay and it does not boil down to a summary. In this
regard, the definition seems to be formal.
6. "An essay is
intended to convey the same point to each of us". Discuss.
Ans: While
comparing the essay with stories, the writer says that the essay is intended to
convey the same point and ideas to each of us. He means that a personal
essayist does not give symbolic and muddle ideas but he tries to tell us
clearly what he wants.
7. What is the
relationship between what you think and what you are?
Ans: What you
think is related to the mind, what you are is related to your existence. It is
interrelated because without a mind, your existence is meaningless and without
your existence, you cannot think.
8. "Fascination of
the mind is the fascination (of the essay)" (6). Explain.
Ans: The
fascination of the mind is the fascination of the essay because essays are
directly concerned with the mind. The very freedom of the mind possesses is
bestowed on this branch of literature that does honor to. A personal essay
frequently is not autobiographical at all, but what it does keep in common with
autobiography is that by its tone. It conveys the quality of the author's mind.
Nothing gets in the way. It means that only the personal essay and the author's
mind are directly connected. So that fascination of the mind to write only can
be towards fascination of the essays.
"From the Fountainhead to the Future" BBS II, Business Communication, Visions
"From the Fountainhead to the Future" by Alexandra York: Summary and main points.
"From
the Fountainhead to the Future"
-by Alexandra York
The essay "From the Fountainhead to the
Future" by Alexandra York argues that a classical ideal of beauty should
be the foundation for contemporary art. She starts with the quote, "He who
has access to the fountain does not go to the water pot." York believes
art has become political and lacks aesthetic value. She claims its true
purpose—expressing the highest ideals of humanity—has been lost in recent
decades.
York looks back to ancient Greece to find an artistic
vision that can inspire deep thinking and noble living. She identifies a
troubling split in the twentieth century, where art expresses political ideas
while rejecting objective beauty. This has led modern art to create division,
pitting classes and races against one another while ignoring any standards of
grace and beauty.
For York, painting and sculpture should be
representational, music should follow the principles of melody and harmony, and
literature should meet Matthew Arnold's standard for culture: "the best
that has been thought and said in the world." However, York does not
support simply imitating Greek ideals. She points to the Renaissance as an
example. Renaissance artists did not copy classical works, but used classical
principles to create original art. York argues that this is the approach
contemporary artists should take.
Nihilistic: Rejecting all religious and moral principles in the belief that life is
meaningless.
Dichotomy: A division or contrast between two things that are represented as opposed or entirely different things.
Main Points of the essay:
·
York thinks that the visual arts should
represent the outer world.
·
She says that melody, tonality, and
harmony should be in music; rhythm, meaning, and idea should be in written
works.
·
She claims that written art should have
positive content. (Greek art had moral and spiritual parts.)
·
The Greek ideal was personal character,
physical fitness, and spiritual wholeness.
·
In American society, by the early 1950s,
individualism focused only on money, and people became self-centered.
·
Morality changed into permissiveness,
individual freedom turns into license, and objective judgment of art changed
into subjective.
·
At the end of 20th century, people praised
politics and had to attain maximum satisfaction - there is a division between
black and white, men and women, mind and body, art and meaning.
·
Today's media lacks faith in spirituality;
they rush to find out about serial killers, rapists, and so on.
·
According to the writer, we live in an
emotional crisis world.
·
Family bonds and ties are secondary, while
money has become the center of happiness.
·
York thinks that it is essential to have
emotional fuel to correct us.
·
It means that not only the mind, but the heart
and soul should also be nurtured.
·
According to her, beauty possesses
redemptive power - but if beauty is created by human hand, it can be more
redemptive and more powerful.
·
To be beautiful in art, there should be
reason, ideas, and logic that make it meaningful to us.
·
Beauty helps us to get an aesthetic arrest
- it can be in both natural and manmade objects.
·
She supports Renaissance Europeans because
they did not try to repeat the Greek ideal but tried to give a rebirth of
ideas.
·
She advocates that instead of copying
Greek art, we need to give freshness and innovativeness to the art.
"All- Pervading Poetry" BBS II, Business Communication: Visions
All-Pervading Poetry by Balkrishna Sama:
Summary and Analysis:
All-Pervading Poetry
-Bal Krishna Sama
Summary and Analysis:
Michael Hutt's translation, All-Pervading Poetry, is a poem about poetry that persuasively argues for the ubiquity (सर्वव्यापीता) of poetry.
Natya Siromani Bal Krishna Sama is the author of the poem "All-Pervading Poetry." Sama addresses how a person finds inspiration for poetry in the poem. He asserts that in order to be able to write a poem, a person must improve the way they perceive the world. He goes on to say that in order to write a poem, one should combine one's imagination, feelings, and emotions with the natural world.
Since
nature is everywhere, subject matter for poetry can be found everywhere. So,
poetry is all-Pervading (सर्वव्यापी). It is
just the ability of an individual to discover the idea to write a poem. Looking
at the objects through plain eyes never helps to generate (सिर्जना गर्नु) a
poem. An empowering feeling and emotion are required to find poetry in the
objects around us.
A holy man
once wandered around the streams, hills, pastures (चरनहरू), forests,
bushes, etc. to find poetry. But he couldn't find any poetry. He thought that
it wasn't the season for poetry. As he was returning, he met an aesthete (सौन्दर्यवादी). The
aesthete made him realize how he could find all-pervading poetry.
The
aesthete said to use his heart (not mind) sympathetically to search for poems
in the objects around him. The aesthete advised the holy man not to look at
things through prosaic eyes (the eyes that look for fact). Bringing such
emotion and feeling helps an individual see trees melting like resin, green
fields dissolving into lakes, the sky transforming into the Ganga River,
flowers changing into honey, and stars looking like droplets of water. This is
the way to find life in lifeless objects. And this could be the subject matter
to write great poems.
"Beauty" BBS II, Business Communication, Visions.
Beaury by Susan Santog: Summary and analysis.
In this article, you can find the summary and analysis with some questions and their answers based on the curriculum of Tribhuvan University, BBS II, Business Communication, Visions.
Beauty
- Susan Sontag
In this
essay, Susan Sontag portrays how
a woman's beauty has been degraded while being called beautiful. Over
the years, women have been
regarded as the fairer gender. Susan discusses various implications of
beauty, specifically for women. She argues that women should not significantly
value their outlooks rather than their abilities (inner beauty).
According
to the essay, ancient Greek society placed an enormous amount on inner beauty.
It would be better if
inner beauty or talent were matched by outer beauty.
Sontag
provides a clear analogy for her views on the value of a woman. For the Greeks, beauty was a
virtue: a kind of excellence. She effectively compares the Greek concept with
her idea of what people assume today. It is surprising when a beautiful girl is
also talented, intelligent, and so on. Many people would like to agree that intelligence, talent, goodness,
and outer beauty are rare combinations. However, others could argue that
intelligence, talent, and goodness are also rare in ugly people.
According
to Sontag, in patriarchy, women are valued too much for their looks and too
little for other qualities. Beauty has become something essential to a woman's
character. The contrast between the importance of beauty to men and women has
given beauty a mixed reputation. Women now must be beautiful. Sontag uses this opportunity to
describe the challenges faced by Women to be beautiful. Beauty, thus, becomes a
form of self-oppression.
In this
way, throughout the essay, Sontag continuously compares the standard of beauty of a woman to that of men. She brings up the fact that women are beautiful, but men are
handsome. Besides just focusing on outer beauty, women should also be
critical of the concept of beauty given by society. She thinks that the success and achievement of
women through hard work should also be taken as beauty. In the name of beauty, women are exploited
and dominated in society.
1. What is
the conventional attitude about beauty that Sontag seeks to discredit?
Ans: The conventionally used
beauty signifies the attraction of physical appearance. In Greek, beauty has
been distinguished as inner beauty (intellect) and outer beauty (facial
attraction). The author seeks to discredit this outer beauty because it has devalued
the concept of beauty which signifies the wholeness, excellence, and the virtue
of humans during the classical time.
Sontag wants to revive the old Greek concept of inner beauty. Socrates's disciples had observed the inner beauty in him although he was ugly in look.
2. If
beauty is a source of power, why does Sontag object to women's striving to
attain it?
Ans: Beauty is a form of
power. A female is always looked at with a suspicious eye even if she has a
good rise in work, politics, law, medicine, business, or whatever. She is
always under pressure to confess that she still works at being attractive. This
power is not the power to do but to attract. As a result, women's striving to
attain it makes them feel inferior to what they are. They cannot choose this
power freely on their capacity is always under social censorship. That's why
the author objects to women's striving to attain beauty.
3. What
change in attitude do you think Sontag wants to bring about in her female
readers? In male readers?
Ans: Sontag wants to bring a
complete change in attitude in her female readers. The conventional attitude on
beauty has confined women's potentiality. The author wants to emphasize inner
beauty- vision and wisdom, which is long-lasting and more fruitful. A woman
should not limit them to being beautiful outwardly. If they only focus to be
beautiful, it will certainly make them more inferior and dependent on the male.
Sontag holds the view that without being beautiful too, women can compete with
males.
Similarly, male readers too should not see females as sex objects. They should view them as they see males. They should always think that males and females are mentally and physically similar.
4. What is
your personal definition of beauty?
Ans: Beauty is in the eye of
the beholder. Beauty is everywhere and, in every object, but the matter is how
we look. It can be found in a person, place, and nature.
5. Give
two examples of people who fit your definition of beauty. Discuss their traits
and characteristics related to your definition.
Ans: The word
"beautiful" holds more meaning to it than you would think. If people
have two types of beauty: inner and outer, they are the luckiest person in the
world. Personally, I find two types of beauty in Rajesh Hamal and Mother
Teresa. Both of them hold the definition of two types of beauty. Hamal is a
megastar of Nepali movies who is very studious and well known in Nepali
society. As he is, Mother Teresa was the founder of the Order of the
Missionaries of Charity.
6.
Sontag's claims about the place of beauty in a culture applicable to Nepali
culture as well? Explain your answer.
Ans: Yes, it is applicable
in Nepali society. Only facial beauty in the lack of inward talent is hollow.
Females also should involve in productive jobs and stand on own their legs.
They should make their own identity and involvement in politics. They should
not bear patriarchal domination. They should think that what males can do, they
can also do better. I think that biologically they are different but socially
they are similar. So, they should cut off thinking that they are weaker but
should admire thinking the mother of the world.
7.
How are women "Damned if they do ... And damned if they don't"
(9)?" Explain.
Ans: The quoted line,
"Damned if they do ... And damned if they don't" means that female is
blamed in both condition if they do have beauty if they do not have beauty. To
smarten, for a woman, can never be just a pleasure. It is also a duty. It is
her work. If a woman does real work, she is always under pressure to confess
that she still works at being attractive. The writer says that as she keeps up
as one of the fair sex, she brings doubt her very capacity and talent.