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Harry Potter and the Sorcerer's Stone
NAME: # DATE: Reading Packet: HP Sorcerer’s Stone Harry Potter and The Sorcerer’s Stone J. K. Rowling Study Guide/Quiz Questions - Harry Potter Multiple Choice Format Chapter One 1. What did the reader learn about Mr. and Mrs. Dursley in the book’s first paragraph? a. They were wizards in disguise. b. They were “perfectly normal” people. c. They were really named Potter. d. They were descended from trolls. 2. What did Mr. Dursley do for a living? a. He was a big-time politician. b. He was a fireman. c. He was the director of Grunnings, a firm which made drills. d. He was the supervisor of a plastics manufacturing firm. 3. What big secret did Mr. and Mrs. Dursley want to keep? a. They wanted to keep their son a secret. b. They wanted to keep secret the fact that they were gypsies. c. They wanted to keep their embezzlement from the bank a secret. d. They wanted to keep Mrs. Dursley’s sister a secret. 4. What was the first unusual thing that Mr. Dursley thought he saw as he left for work? a. He thought he saw a huge dog chasing its tail. b. He thought he saw a storm coming up. c. He thought he saw a cat reading a map. d. He thought he saw Harry Potter crossing the street ahead of him. 5. What was unusual about the people Mr. Dursley saw while he waited in a traffic jam? a. They were muttering about Mrs. Dursley. b. The people were strangely dressed in cloaks. -
Wands Or Quills? Lessons in Pedagogy from Harry Potter
Summer/ Fall THE CEA FORUM 2015 Wands or Quills? Lessons in Pedagogy from Harry Potter Melissa C. Johnson Virginia Commonwealth University “The real world, then, becomes somewhat illuminated by these characters who can span both worlds. For example, teachers at Hogwarts can be imaginative and compassionate; they are also flighty, vindictive, dim-witted, indulgent, lazy, frightened and frightening. Students are clever, kind, weak, cruel, snobbish. Lessons are inspiring and tedious—as in the best and worst of real schools” (317). – Roni Natov from “Harry Potter and the Extraordinariness of the Ordinary” When I first began teaching first-year college students in 1994 as a graduate student, I was in my mid-twenties, not much older than my students, and a product of the same popular culture. I frequently made reference to that pop culture and used it for comparison, analysis, and discussion to help my 75 www.cea-web.org Summer/ Fall THE CEA FORUM 2015 students develop their thinking and writing skills. Every year, I grew older and a new class of eighteen- and nineteen-year-olds began their first year at the university or college at which I was teaching. The popular culture of my teens and twenties became a part of the great depth and breadth of events encapsulated in the common student phrase “back in the day,” as the double atrocities of “reality” television and movies based on toys began to capture my students’ interests and as the World Wide Web further atomized those interests. Slowly, but surely, I found myself less skilled and less successful at using pop culture in the classroom as a touchstone or an example. -
EXTENDED ESSAY English B
EXTENDED ESSAY English B: Category 2B November 2019 session Evolution and development of the character of Ron Weasley from the saga of Harry Potter by JK Rowling To what extent the family and social context of the character Ron Weasley of the saga of Harry Potter by JK Rowling influenced in the development of his personality? Candidate Code number: 004727 - 0009 Word count: 4000 Supervisor: Gisela Riccio Ipanaque Chiclayo, Peru. Index: Introduction …………………………………………………………………………………………..……………………………1 First Chapter ………………………………………………………………………………………………………………………..2 1.1 Ron´s family context ……………………………………………………………………………………………………….2 1.2 Family influence ……………………………………………………………………………………………………………..4 1.2.1 Parents ……………………………………………………………………………..……………………………………….4 1.2.2 Siblings ………………………………………………………………………………..…………………………………….6 Second Chapter ……………………………………………………………………………………………………………….....8 2.1 Social context …………………………………………………………………………………………………………………8 2.1.1 Ron´s social context …………………………………………………………………………..…………………...…..8 2.1.2 Social context influence ……………………………………………………………………………….…………….10 2.1.2.1 Peers …………………………………………………………………………………………………………………..11 Third Chapter ………………………………………………………………………………………….………………………...13 3.1 Evolution of Ron`s personality …………………………………………………………………………………….…13 Conclusions ……………………………………………………………………………………………………………………….15 References …………………………………………………………………………………………………………………………16 1 Introduction There isn´t a secret that our development as a person is due to the constant influence that our environment gives to us. When we are -
Performance and Participation in Media Fandom Sebastiaan Gorissen University of New Mexico - Main Campus
University of New Mexico UNM Digital Repository Communication ETDs Electronic Theses and Dissertations Spring 5-4-2017 Common among wizards, popstars, and cowboys: Performance and participation in media fandom Sebastiaan Gorissen University of New Mexico - Main Campus Follow this and additional works at: https://digitalrepository.unm.edu/cj_etds Part of the Communication Commons Recommended Citation Gorissen, Sebastiaan. "Common among wizards, popstars, and cowboys: Performance and participation in media fandom." (2017). https://digitalrepository.unm.edu/cj_etds/101 This Thesis is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in Communication ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Sebastiaan Gorissen Candidate Communication & Journalism Department This thesis is approved, and it is acceptable in quality and form for publication: Approved by the Thesis Committee: Dr. David Weiss , Chairperson Dr. Judith Hendry , Chairperson Dr. Richard Schaefer i COMMON AMONG WIZARDS, POPSTARS, AND COWBOYS: PERFORMANCE AND PARTICIPATION IN MEDIA FANDOM BY SEBASTIAAN GORISSEN BACHELOR OF ARTS | MEDIA & CULTURE UNIVERSITY OF AMSTERDAM 2013 MASTER OF ARTS | FILM STUDIES UNIVERSITY OF AMSTERDAM 2014 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS COMMUNICATION The University of New Mexico Albuquerque, New Mexico July, 2017 ii ACKNOWLEDGEMENTS I would like to acknowledge Dr. Judith Hendry and Dr. David Weiss, my advisors and committee chairs, for their invaluable support. Their insights, comments, questions, and critiques have been instrumental in crafting this thesis, and helped me strive for improvement with every draft of every chapter. -
The Unsung Hero of Harry Potter: Neville Longbottom
1 Jaime Feathers The Unsung Hero of Harry Potter: Neville Longbottom The bulk of J.K. Rowling’s magical series chronicles the quests and adventures of the obvious hero of the books, Harry Potter. We wouldn’t expect anything less. It’s also no surprise that the vast majority of the heroism displayed in the story resides firmly within Harry’s grasp. Again, we wouldn’t expect anything less. What we might not expect is that Neville Longbottom, a character who fumbles and bumbles his way through the entire series, is also a hero. Yet that’s exactly what Neville is. Just as Dumbledore says in Sorcerer’s Stone, while speaking of Neville, that “there are all kinds of courage” (306), there are also all kinds of heroism. Neville’s isn’t the obvious, grandiose kind. It is understated and subtle, found hidden within his determination to overcome his blundering nature and his refusal to allow other people’s unfavorable opinions of him to define him. While Harry’s heroism is exciting and entertaining, it’s also larger than life. It is Neville’s heroism that presents itself in an attainable way, giving it the potential to truly resonate within the life of a child. If readers were asked which Harry Potter character they’d most like to emulate, it’s no secret that Neville Longbottom would fall pretty far down on the list. The majority of scenes containing Neville are enough to make anybody cringe. He melts a cauldron in Potions class and blisters himself and his classmates (Sorcerer’s Stone 139). -
WIZARD QUICK DRAW CHALLENGE Cut out the Words Below, Fold Them up and Put Them in a Hat Or Container
22 More Wizarding Activities YOU MAY PHOTOCOPY THIS SHEET WIZARD QUICK DRAW CHALLENGE Cut out the words below, fold them up and put them in a hat or container. Divide your guests into teams of two or more. Each turn, one member of the team selects a card and has to draw the item on a flipchart or large piece of paper, for the rest of their team to guess. Award 10 house points for each correct answer guessed. Nimbus Two Sorting Hat Thousand Cat Toad Broomstick Hogwarts Owl Wand Cauldron Express Flying Pumpkin Scar Portrait Motorbike Golden Ghost Rat Dragon Snitch Chocolate Diagon Butterbeer Frog Alley harrypotterbooknight.com #HarryPotterBookNight 25 More Wizarding Activities YOU MAY PHOTOCOPY THIS SHEET WIZARD WORDSEARCH Can you search out these characters from the Harry Potter books in the grid below? Words can read up, down, across, backwards and diagonally. S E V E R U S S N A P E H I F O A L E B E C L R A D R D L V U N E D H O R U E I E D O N D O A D R D D E U I E I A B G E Y L P F M S R M G B R L P E K R U M B E O Y I B O Y E H O I J L M R D M T H K T O N K S A U T U T N E V I L L E L C S D E C R O O K S H A N K S R M A L F O Y C R E P P H E D W I G I N N Y M N CROOKSHANKS HARRY POTTER REMUS DOBBY HERMIONE RON DUDLEY KRUM SEVERUS SNAPE DUMBLEDORE LUNA SIRIUS BLACK FRED MALFOY TOM RIDDLE GINNY NEVILLE TONKS HAGRID PEEVES VOLDEMORT HEDWIG PERCY harrypotterbooknight.com #HarryPotterBookNight 28 More Wizarding Activities YOU MAY PHOTOCOPY THIS SHEET WIZARDING WORD PLAY Anagrams and riddles play a big part in Harry and his friends’ adventures. -
Lupin's First Lesson
Volume 38 Number 2 Article 10 5-15-2020 Lupin’s First Lesson: An Example of Excellent Teaching Joshua Cole University of Findlay Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Cole, Joshua (2020) "Lupin’s First Lesson: An Example of Excellent Teaching," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 38 : No. 2 , Article 10. Available at: https://dc.swosu.edu/mythlore/vol38/iss2/10 This Notes and Letters is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract A story is often better than abstract theorizing; and the best stories provide opportunities for readers to reflect on their own lives. J.K. Rowling's portrayal of Professor Lupin's first class with Harry's group of Gryffindor third years in Harry Potter and the Prisoner of Azkaban embodies some useful pedagogical orientations and practices. -
Harry Potter Chamber of Secrets
HARRY POTTER AND THE CHAMBER OF SECRETS screenplay by STEVEN KLOVES based on the novel by J.K. ROWLING FADE IN: 1 EXT. PRIVET DRIVE - DAY 1 WIDE HELICOPTER SHOT. Privet Drive. CAMERA CRANES DOWN, DOWN, OVER the rooftops, FINDS the SECOND FLOOR WINDOW of NUMBER 4. HARRY POTTER sits in the window. 2 OMITTED 2 3 INT. HARRY'S BEDROOM - DAY 3 Harry pages through a SCRAPBOOK, stops on a MOVING PHOTO of Ron and Hermione. SQUAWK! Harry jumps. HEDWIG pecks at the LOCK slung through her cage door, then glowers at Harry. HARRY I can't, Hedwig. I'm not allowed to use magic outside of school. Besides, if Uncle Vernon -- At the sound of the name, HEDWIG SQUAWKS again, LOUDER. UNCLE VERNON (O.S.) Har-ry Pot-ter! HARRY Now you've done it. 4 INT. KITCHEN - DAY 4 While AUNT PETUNIA puts the finishing touches to a PUDDING of WHIPPED CREAM and SUGARED VIOLETS, UNCLE VERNON struggles with DUDLEY'S BOW TIE, all the while glowering at Harry. UNCLE VERNON I warned you. If you can't control that bloody bird, it'll have to go. HARRY She's bored. If I could just let her out for an hour or two -- UNCLE VERNON And have you sending secret messages to your freaky little friends? No, sir. (CONTINUED) THE CHAMBER OF SECRETS - Rev. 1/28/02 2. 4 CONTINUED: 4 HARRY But I haven't gotten any messages. From any of my friends. Not one. All summer. DUDLEY Who'd want to be friends with you? UNCLE VERNON I should think you'd be more grateful. -
Gender Roles in Harry Potter
ENGLISH Gender Roles in Harry Potter Stereotypical or Unconventional? Filippa Tsatsa Supervisor: Ronald Paul BA thesis Examiner: Spring 2013 Chloé Avril Title: Gender Roles in Harry Potter. Stereotypical or Unconventional? Author: Filippa Tsatsa Supervisor: Ronald Paul Abstract: In this essay I will analyze the three main characters in the Harry Potter books based on how they perform gender. My main focus is if the characters challenge gender stereotypes or if they build on clichés, norms and stereotypes when it comes to performing gender. By performing a close reading of the novels and by theorizing them with the help of Judith Butler’s theory on gender as something performative I have come to the conclusion that the Harry Potter novels both challenge and do not challenge the stereotypes of gender. However, all characters show both masculine and feminine characteristics and that is what makes the novels unconventional in this aspect. Keywords: Harry Potter, Sex, Gender, Judith Butler, Femininity/Masculinity, Stereotypes Table of Contents 1. Introduction ............................................................................................................................ 1 1.1 Aim and formulation of questions .................................................................................... 2 2. Previous research .................................................................................................................... 2 2.1 Gender theories ............................................................................................................... -
Harry Potter: Order of the Phoenix Chair: Arjun Mathur JHUMUNC 2018
Harry Potter: Order of the Phoenix Chair: Arjun Mathur JHUMUNC 2018 Harry Potter: Order of the Phoenix Topic A: Increase security and impose stricter background checks on Ministry of Magic employees Topic B: Mobilize protection for the vulnerable Muggle population and for other creatures that are friends of the Wizarding World Committee Overview delegate motions otherwise, and most actions War has consumed the Wizarding will occur through the passing of directives. World. Since Voldemort’s return, destruction Directives and all other procedural matters and danger have run rampant throughout the will be passed with a simple majority. world and no one is safe. Voldemort’s army is a This committee is a specialized crisis threat to every person, Muggle or magic, and it committee — this gives you the freedom to is up to the Order of Phoenix to put a stop to him change how you want to run your committee. and his sinister agents, the Death Eaters. The It would be preferred if the topics were protection of both worlds rests squarely on the discussed in a moderated caucus so the shoulders of the Order of the Phoenix, a secret committee may move through them in an team of wizards and witches dedicated to orderly fashion. With that said, unmoderated safeguarding the rights of Muggles and wizards caucuses can be used fairly regularly if it will alike and fighting against dark magic. As the help the conversation move forward. Order of the Phoenix committee, you will be For those that are new to charged with making sure security measures are Crisis/Specialized, it is much more fast-paced in place such that no Death Eater can infiltrate than any of the GA committees. -
AMC Theatres® Reveals What Character Harry Potter Fans Love the Most...And It's Not Harry Potter
AMC Theatres® Reveals What Character Harry Potter Fans Love The Most...And It's Not Harry Potter Kansas City, Mo. (Nov. 17, 2010) - AMC Theatres (AMC), a leading theatrical exhibition and entertainment company, announces today that more than 18,000 movie fans nationwide voted for their favorite Harry Potter character with Harry Potter's friend and fellow wizard Hermione Granger besting him in the final results: 1. Hermione Granger - 33% 2. Harry Potter - 17% 3. Sirius Black - 15% 4. Ron Weasley - 13% 5. Albus Dumbledore - 7% 6. Rubeus Hagrid - 5% 7. Minerva McGonagall - 3% 8. Remus Lupin - 3% 9. Ginny Weasley - 3% 10. Alastor "Mad-Eye" Moody - 1% The vote was part of the promotion for AMC's "Harry Potter Adventure," where fans have the opportunity to enjoy the two previous Harry Potter movies - HARRY POTTER AND THE ORDER OF THE PHOENIX and HARRY POTTER AND THE HALF BLOOD PRINCE - in AMC theatres across the country at 6 p.m. local time on Nov. 18, before they experience the midnight release of HARRY POTTER AND THE DEATHLY HALLOWS: PART 1. Fans are also treated to all three films plus a collectible lanyard (while supplies last) for one low price of $20. For more information, please visit: http://www.amctheatres.com/harrypotter HARRY POTTER AND THE DEATHLY HALLOWS: PART 1 is the seventh and final two-part adventure in the Harry Potter series. In part one, Voldemort's power is growing stronger and he now controls the Ministry of Magic and Hogwarts. Harry, Ron and Hermione decide to finish Dumbledore's work and find the rest of the Horcruxes to defeat the Dark Lord. -
An Investigation of Theory of Mind and Empathy in the Harry Potter Series
University of Tennessee at Chattanooga UTC Scholar Student Research, Creative Works, and Honors Theses Publications 12-2017 Magically empathetic: an investigation of theory of mind and empathy in the Harry Potter series Lindsey M. Layman University of Tennessee at Chattanooga, [email protected] Follow this and additional works at: https://scholar.utc.edu/honors-theses Part of the Communication Commons Recommended Citation Layman, Lindsey M., "Magically empathetic: an investigation of theory of mind and empathy in the Harry Potter series" (2017). Honors Theses. This Theses is brought to you for free and open access by the Student Research, Creative Works, and Publications at UTC Scholar. It has been accepted for inclusion in Honors Theses by an authorized administrator of UTC Scholar. For more information, please contact [email protected]. Magically Empathetic: An Investigation of Empathy and Theory of Mind in the Harry Potter Series Lindsey Layman Departmental Honors Thesis The University of Tennessee at Chattanooga Communication Department Examination Date: November 22, 2016 Dr. Elizabeth Gailey Dr. Chandler Harriss Associate Professor of Communication Associate Professor of Thesis Director Communication Department Examiner Dr. Michael McCluskey Associate Professor of Communication Department Examiner 4 ABSTRACT Magically Empathetic: An Investigation of Empathy and Theory of Mind through the Character of Harry Potter By Lindsey Layman Research suggests that reading fiction can increase empathy, and a number of studies have found the Harry Potter series to promote pro-social values. One prosocial value that has not been explored directly in relation to the series, however, is empathy. Defined as “the experience of understanding another person’s condition from their perspective,” empathy is the motivation behind many prosocial behaviors and values, making it an important focus of investigation.