Films

Shaan Cre­ations Inter­na­tion­al is also a pro­duc­tion com­pa­ny for films. So far we have pro­duced three films:
COLORS OF LIFE: a Dutch film that deals with the con­se­quences of hiv/aids among the young gen­er­a­tion. And how the old­er gen­er­a­tions deals with it. The con­tent of the movie is based on real life events. The movie has been screened in many schools in The Nether­lands and Suri­name.

COLORS OF LIFE

SILENT TEARS: a Dutch film that deals with sui­cide pre­ven­tion. The con­tent of this movie is also based on real life events. The screen­ing of this movie has been very suc­ces­ful in The Nether­lands and Suri­name main­ly in the schools. It’s con­tent is very infor­ma­tion­al and edu­ca­tion­al.

AMBAR: an Eng­lish movie that describes the jour­ney of three young female advo­cates at the start­ing of their careers. Their enthu­si­asm and their fight for jus­tice. A very light­heart­ed movie with a mod­ern set­ting. This movie has a cast ensem­ble of dif­fer­ent actors from dif­fer­ent fields. Also we have artists from Mau­ri­tius work­ing in the movie.

Besides fea­ture films, Shaan Cre­ations Inter­na­tion­al also pro­duces short train­ing films with sev­er­al social themes such as:
SUICIDE: is a rea­son­able big social prob­lem in The Nether­lands as well as oth­er coun­tries like: India, Suri­name, USA and almost every oth­er coun­try in the world. Young peo­ple in the prime of their lives, take a step to end their life. This is very dis­turb­ing what­ev­er the rea­son may be. We have to inform peo­ple in the soci­ety to stop this from hap­pen­ing. They should know that there is always help avail­able and their prob­lems can be solved. We have to pro­tect our soci­ety from get­ting pol­lut­ed and save lives.

SILENT TEARS

PARENTING: is so essen­tial and impor­tant for chil­dren in their youth. And this is no easy task for par­ents. They have to find the right bal­ance between being tol­er­ate and being strict, in cre­at­ing bound­aries for their chil­dren, feed­ing them with the right infor­ma­tion and guid­ing them to the right path of life. There is a lot to learn, even for the par­ents. Par­ent­ing is a very com­plex and sen­si­tive sub­ject for all, young and old.

SCHOOLING: is very impor­tant for chil­dren. Not only in choos­ing the right school, but also a good rela­tion­ship with the teach­ers, the dis­ci­pline in doing their home­work, the involve­ment of the par­ents in the process of stim­u­lat­ing and encour­ag­ing their chil­dren, in choos­ing the right sub­ject and field of study. School­ing is not only the time chil­dren spend in the school, but a big part of what goes on at home as well. 

TEACHER PARENT RELATIONSHIPS: is an indis­pens­able fac­tor in the suc­cess of chil­dren at school. A healthy rela­tion­ship between par­ents and teach­ers means a good com­mu­ni­ca­tion line between them in the well­be­ing of the chil­dren. Par­ents should feel free to express their emo­tions to the teach­ers about their chil­dren and they should wel­come the feed­back they get from the teach­ers about their chil­dren. That’s how they can influ­ence the process of good school­ing of their chil­dren. A good teacher par­ent rela­tion­ship is ben­e­fi­cia­ry for all.

AMBAR

DYSLEXIA: dyslex­ic peo­ple are high­ly cre­ative, intu­itive, and excel at three-dimen­sion­al prob­lem solv­ing and hands-on learn­ing. Dyslex­ia is a learn­ing prob­lem some kids have, which makes it tough to read and spell. The prob­lem is inside the brain, but it does­n’t mean the per­son is dumb. Plen­ty of smart and tal­ent­ed peo­ple strug­gle with dyslex­ia. But dyslex­ia does­n’t have to keep a kid down. With some help and a lot of hard work, a kid who has dyslex­ia can learn to read and spell. It is caused by an impair­ment in the brain’s abil­i­ty to trans­late images received from the eyes or ears into under­stand­able lan­guage. It does not result from vision or hear­ing prob­lems. It is not due to men­tal retar­da­tion, brain dam­age, or a lack of intel­li­gence.

ADHD: is a med­ical con­di­tion that affects how well some­one can sit still, focus, and pay atten­tion. Peo­ple with ADHD have dif­fer­ences in the parts of their brains that con­trol atten­tion and activ­i­ty. This means that they may have trou­ble focus­ing on cer­tain tasks and sub­jects, or they may seem “wired,” act impul­sive­ly, and get into trou­ble. Although ADHD begins in child­hood, some­times it’s not diag­nosed until a per­son is a teen — and occa­sion­al­ly not even until some­one reach­es adult­hood. Because ADHD is a broad cat­e­go­ry cov­er­ing dif­fer­ent things — atten­tion, activ­i­ty, and impul­siv­i­ty — it can show up in dif­fer­ent ways in dif­fer­ent peo­ple.

AUTISM: is a word that refers to a wide range of devel­op­men­tal dis­or­ders that some peo­ple are born with or devel­op in the first 2 years of life. This group of dis­or­ders makes up what doc­tors call the autism spec­trum. Some­one whose con­di­tion falls with­in the spec­trum has an autism spec­trum dis­or­der (ASD). Autism affects the brain and makes com­mu­ni­cat­ing and inter­act­ing with oth­er peo­ple (chat­ting, play­ing, hang­ing out, or social­iz­ing with oth­ers) more dif­fi­cult. Peo­ple on the autism spec­trum often have trou­ble talk­ing and under­stand­ing lan­guage from an ear­ly age. It can be hard for them to play games and under­stand the rules when they are kids. As they become teens, peo­ple on the autism spec­trum might have trou­ble under­stand­ing what clothes are cool to wear, or how to play sports, or how to just hang out and talk.

UNCERTAINTY AND ANXIETY: tt’s com­plete­ly nor­mal to wor­ry when things get hec­tic and com­pli­cat­ed. But if wor­ries become over­whelm­ing, you may feel that they’re run­ning your life. If you spend an exces­sive amount of time feel­ing wor­ried or ner­vous, or you have dif­fi­cul­ty sleep­ing because of your anx­i­ety, pay atten­tion to your thoughts and feel­ings. They may be symp­toms of an anx­i­ety prob­lem or dis­or­der. Anx­i­ety is a nat­ur­al human reac­tion that involves mind and body. It serves an impor­tant basic sur­vival func­tion: Anx­i­ety is an alarm sys­tem that is acti­vat­ed when­ev­er a per­son per­ceives dan­ger or threat. When the body and mind react to dan­ger or threat, a per­son feels phys­i­cal sen­sa­tions of anx­i­ety — things like a faster heart­beat and breath­ing, tense mus­cles, sweaty palms, a queasy stom­ach, and trem­bling hands or legs. These sen­sa­tions are part of the body’s fight-flight response. They are caused by a rush of adren­a­line and oth­er chem­i­cals that pre­pare the body to make a quick get­away from dan­ger. They can be mild or extreme.

TEASING AND BULLYING: every day thou­sands of teens wake up afraid to go to school. Bul­ly­ing is a prob­lem that affects mil­lions of stu­dents, and it has every­one wor­ried, not just the kids on its receiv­ing end. Yet because par­ents, teach­ers, and oth­er adults don’t always see it, they may not under­stand how extreme bul­ly­ing can get. Bul­ly­ing is when a per­son is picked on over and over again by an indi­vid­ual or group with more pow­er, either in terms of phys­i­cal strength or social stand­ing. Two of the main rea­sons peo­ple are bul­lied are because of appear­ance and social sta­tus. Bul­lies pick on the peo­ple they think don’t fit in, maybe because of how they look, how they act (for exam­ple, kids who are shy and with­drawn), their race or reli­gion, or because the bul­lies think their tar­get may be gay or les­bian.

CHILD ABUSE: abuse can be phys­i­cal, sex­u­al, emo­tion­al, ver­bal, or a com­bi­na­tion of any or all of these. Abuse can also be neglect, which is when par­ents or guardians don’t take care of the basic needs of the chil­dren who depend on them. Phys­i­cal abuse is often the most eas­i­ly rec­og­nized form of abuse. Phys­i­cal abuse can be any kind of hit­ting, shak­ing, burn­ing, pinch­ing, bit­ing, chok­ing, throw­ing, beat­ing, and oth­er actions that cause phys­i­cal injury, leave marks, or cause pain. Fam­i­ly vio­lence can affect any­one. It can hap­pen in any kind of fam­i­ly. Some­times par­ents abuse each oth­er, which can be hard for a child to wit­ness. Some par­ents abuse their kids by using phys­i­cal or ver­bal cru­el­ty as a way of dis­ci­pline.

DOMESTIC VIOLENCE: is a type of abuse. It involves injur­ing some­one, usu­al­ly a spouse or part­ner, but it can also be a par­ent, child or oth­er fam­i­ly mem­ber. Domes­tic vio­lence is a seri­ous prob­lem. It is a com­mon cause of injury. Vic­tims may suf­fer phys­i­cal injuries such as bruis­es or bro­ken bones. They may suf­fer emo­tion­al­ly from depres­sion, anx­i­ety or social iso­la­tion. It is hard to know exact­ly how com­mon domes­tic vio­lence is, because peo­ple often don’t report it. There is no typ­i­cal vic­tim. It hap­pens among peo­ple of all ages. It affects those of all lev­els of income and edu­ca­tion.