这是一个布加勒斯特历史，他看到灯型的极权主义的架构，我们在那些谁知道，权力是在建筑方面表示期待。 Ceausescu Nicolae a distrus Romania.尼古拉齐奥塞斯库的罗马尼亚销毁。 In locul vechilor orase, a memoriei incastrate in zidurile monumentale, arhitectura de tip stalinist, de inspiratie Nord Coreeana, a erupt ca o plaga amenintand sa umileasca tot si sa demonstreze Puterea regimului.而不是在斯大林的纪念性建筑灵感的墙壁嵌入式记忆体的旧城镇，爆发像瘟疫的威胁侮辱和展示所有电源系统。

这是一个布加勒斯特历史，他看到灯型的极权主义的架构，我们在那些谁知道，权力是在建筑方面表示期待。 Ceausescu Nicolae a distrus Romania.尼古拉齐奥塞斯库的罗马尼亚销毁。 In locul vechilor orase, a memoriei incastrate in zidurile monumentale, arhitectura de tip stalinist, de inspiratie Nord Coreeana, a erupt ca o plaga amenintand sa umileasca tot si sa demonstreze Puterea regimului.而不是在斯大林的纪念性建筑灵感的墙壁嵌入式记忆体的旧城镇，爆发像瘟疫的威胁侮辱和展示所有电源系统。

華沙大學助理教授馬立克長途跋涉，去探訪闊別五年的好朋友兼大學同學楊，目的是要請楊返回大學工作。37歲的楊放棄了大學教席，在一個孤立的氣象站工作，與任職小學教師的妻子安娜及他的祖父住在偏遠的農村小屋，家中甚至沒有一個電視機。當地人亦沒有什麼文化生活，與楊格格不入。 　　馬立克是個前途燦爛的物理學家，專長是研究人工水晶體，曾在哈佛大學和莫斯科留學兩年半。馬立克已離婚，採取玩世不恭的態度對待工作和愛情。他認為付出的必須要有回報，他無法理解為何楊可以在這貧瘠的地區滿足自己。 　　馬立克對安娜描述外地的風光，以幻燈片證明美國的美好生活和蘇聯共產主義的弊端，引起從小在窮鄉僻壤長大的安娜憧憬，兩人甚至幾乎發生戀情，但她最終還是把他送走。 　　影片藉馬立克與楊對人生、愛情和科學的不同態度，探討知識分子應如何在社會上發揮功能，並提出了深刻的哲學問題。

華沙大學助理教授馬立克長途跋涉，去探訪闊別五年的好朋友兼大學同學楊，目的是要請楊返回大學工作。37歲的楊放棄了大學教席，在一個孤立的氣象站工作，與任職小學教師的妻子安娜及他的祖父住在偏遠的農村小屋，家中甚至沒有一個電視機。當地人亦沒有什麼文化生活，與楊格格不入。 　　馬立克是個前途燦爛的物理學家，專長是研究人工水晶體，曾在哈佛大學和莫斯科留學兩年半。馬立克已離婚，採取玩世不恭的態度對待工作和愛情。他認為付出的必須要有回報，他無法理解為何楊可以在這貧瘠的地區滿足自己。 　　馬立克對安娜描述外地的風光，以幻燈片證明美國的美好生活和蘇聯共產主義的弊端，引起從小在窮鄉僻壤長大的安娜憧憬，兩人甚至幾乎發生戀情，但她最終還是把他送走。 　　影片藉馬立克與楊對人生、愛情和科學的不同態度，探討知識分子應如何在社會上發揮功能，並提出了深刻的哲學問題。

Kiarostami presents two cases for talking heads to evaluate in terms of morality, rights and responsibilities. Case One: Your son is in class, sitting in the back row. His teacher is writing on the board. A restless student in the back row makes a lot of noise. Not knowing who the culprit is, the teacher makes all the children sitting in the last two rows stay outside of the class until the weekend, unless they tell him who made the noise. After a few days spent outside of the classroom, your son relents and tattles on the boy who made the noise, so he can go back in and continue learning. Was he in the right? Case Two: The other students from the back row wait out the rest of the week outside of the class, before returning. Were they in the right?

Kiarostami presents two cases for talking heads to evaluate in terms of morality, rights and responsibilities. Case One: Your son is in class, sitting in the back row. His teacher is writing on the board. A restless student in the back row makes a lot of noise. Not knowing who the culprit is, the teacher makes all the children sitting in the last two rows stay outside of the class until the weekend, unless they tell him who made the noise. After a few days spent outside of the classroom, your son relents and tattles on the boy who made the noise, so he can go back in and continue learning. Was he in the right? Case Two: The other students from the back row wait out the rest of the week outside of the class, before returning. Were they in the right?

1999-2003年，葡萄牙建筑师Alvaro Siza被邀请来指导西非佛得角圣地亚哥岛上的古镇Cidade Velha的建筑修复，以准备申请世界遗产...

1999-2003年，葡萄牙建筑师Alvaro Siza被邀请来指导西非佛得角圣地亚哥岛上的古镇Cidade Velha的建筑修复，以准备申请世界遗产...