Harry Potter tabular worksheet and movie review

Name of film	Harry’s Task	Voldemort’s presence	Horcrux (Destroyed By?)	Moral of The Story	Hermione’s role including other girls	Central themes (what title suggest)
1.        Harry Potter and the Philosopher’s stone	Defence Against the Dark Arts, Save the philosopher's stone	Head of Quirinus Quirrel	Pro. Quirrel_-By Harry with the charm of mother’s love	Love is a strong weapon to kill out a monster that lives in ourselves and other human. (Love-Parents, friends)	Successful man with the help of woman. Knowledge and curiosity of Hermione leads parallel with Harry.	Destroy a Philosopher's stone to restrict the presence of dark lord. Love of mother.
2.        Harry Potter and the Chamber of Secrets	Discover properties of a mysterious diary	Mysterious Diary	1)       Mysterious Diary-Harry potter with Basilisk fang	Find a past part of dark Magic. Looking to a past is key of present problem.	Hermione’s use of polyjuice potion to know a secret that who is opener of Chamber	Destroy a Mysterious diary with the help of past.
3.        Harry Potter and the Prisoner of Azkaban	Save Buck beak and save the life of Sirius from demonters with Patronus charm	Peter Pettigrew and murder of twelve muggles. .	Harry potter’s dark shade of grey that he want to kill Sirius black without knowing him	Travel back in time Gives a chance to convert mistakes into perfection	Hint of time given by Dumbledore, Hermione’s knowledge gives a path to use Time turner	Power of Harry helps to him in the Time turner. Know ability of self.
4.       Harry Potter and the Goblet of Fire		Physical appearance	Blood of Harry is resurrection is sign that harry is howcrux or part of Voldemort.	On the  exam of life you are alone, but your love ones always there either they are live or dead	Hermione turns her interest in victor crum to make jealous Ron.	Victory that gives you pleasure is no longer lasts, takes you to a new step of life and there is more difficult then last, where you love and friends are one sided and enemy raise your mind to be mature.
5.       Harry Potter and the Order of the Phoenix	Be a leader of Dumbledore’s Army and teach them how to fight with Dark lord and his Death eaters and prove a existence of Voldemort. Propehcy of Crystal ball.	In the drems of Harry potter and physical Appearance also.		Political interference in school with the influence of dark magic must be fallen by rebel of students. Idea of Blood purity is broken	Encourage Harry to be a teacher of Army. Cho’s Affection with harry and then cheated with him.	Political Agenda of control on education system harms the real charm of learning. Anytime it is rebelled by students and broken.
6.       Harry Potter and the Half-Blood Prince	Find a Voldemort’s secret of Howcrux from Pro.slughorn. Accompany with Dumbledore to find howcruxe.	Salazar Slytherine’s Locket Marvolo Gaunt’s Ring	Salazar Slytherine’s Locket - Not destroyed yet 2)       Marvolo Gaunt’s Ring(Voldemort’s mother)-by Albus Dumbledore	Luck potion is not very helpfull than your own confidence.	Reveals Hermione’s love for Ron Weasley. And parted with harry. Lavender’s love for ron is just affection, Romalda’s love potion for Harry harms Ron.	Love, Sacrifice of mother, Pairing of Characters, Support, Importance of Memory to get idea of present problems. Memory is everything, without it we are blind.
7.       Harry Potter and the Deathly Hallows Part-1	Find Howcruxes and destroy it.	Physical presence and with howcruxes, dreams	3)       Salazar Slytherine’s Locket- Ron Weasely with Gryffindor’s Sword	Political presentation and crushing lives of mudblood or Muggles, Power and dominance. Success of love and friendship over fear, jealousy, evil and negative foces.	Help of Small bag to carry all the stuff,  major importance of knowledge of her to find horcrux.	Responsibilities of chosen one is to continue find the horcrux and destroy. Fear and love presents positive and negative energy that how human is conflicting with own good and evil forces. Dobby-slave, elf, death, changing of slavery.
8.        Harry Potter and the Deathly Hallows Part-2	Find Howcruxes and destroy it.	Physical presence and with howcruxes, dreams	4)       Helga Hufflepuff’s cup-hermione with Basilisk fang 5)       Rowena Ravenclaw’s diadem- Harry Potter with Basilisk fang 6)       Harry potter- Voldemort 7)Nagini- Neville Longbottom with Griffinder’s sword	Own evil killed and the new life with no curse is begin, death is overcoming future of every living thing. Life ends with deaths and power destroyed with faith, love, sacrifice, trust, friendship and patience. Everybody have different ability and at the end all abilities confronted the evil ones.	Hermione Marginalised from Ron’s Apperence of Knowledge and female theme of beauty or look when she turns in Bellatrix , Luna helps Harry to find Rowena Ravenclaw’s diadem,	Own evil killed and the new life with no curse is begin, death is overcoming future of every living thing. Life ends with deaths and power destroyed with faith, love, sacrifice, trust, friendship and patience.

One night at the call center Group task Tables

Table no 1

https://drive.google.com/drive/u/0/folders/12p6VQ-Ya5MZvyPNZQbL7M8MAZHW89LMi

Table no 2

https://drive.google.com/drive/u/0/folders/12p6VQ-Ya5MZvyPNZQbL7M8MAZHW89LMi

Table no 3

https://drive.google.com/drive/u/0/folders/12p6VQ-Ya5MZvyPNZQbL7M8MAZHW89LMi

Table no 4

https://drive.google.com/drive/u/0/folders/12p6VQ-Ya5MZvyPNZQbL7M8MAZHW89LMi

paper 15 assignment

Click here to evaluate my assignment

Name: Joshi Riddhi

Topic: Use of cinema in eduaction

Roll no: 30

Paper no 15: Mass Media and Mass communication

M.A: Sem-4

Enrolment no. : 2069108420180028

Year: 2017-19

E-mail: Www.riddhij8@gmail.com

Submitted to:

S.B. Gardi Department of English

Maharaja Krishnakumarsinhji

Bhavnagar University

 

When the school film club planned to take an autistic boy on a trip to London's Leicester Square to watch War Horse, his mother was worried. He wouldn't make it through the tube journey, she warned, let alone the cinema experience. Having survived both by keeping his anorak zipped well up over his nose, the boy was asked what he thought of the film. "It was very interesting," he replied. "I put my hand up to my face when the horse was stuck in the barbed wire and it was wet. That's never happened to me before," he added, revealing how for the first time a film had moved him to tears.

The power of film to make an emotional connection and how best to enable people to experience this power through education was the theme of a roundtable discussion hosted earlier this month by the Guardian in association with Filmclub, part of the new charity Film Nation UK, which aims to put film at the heart of children and young people's learning and cultural experience.

Special needs teacher Liz Warne's story of the cinema trip involving the Orchards community middle school in Worthing, West Sussex, was one of numerous examples cited by speakers at the debate of how film clubs had helped break down barriers – emotional and otherwise.

There was the way the film club at Whickham School, Gateshead, had brought together children from very different family backgrounds when culture clashes between them meant their relationships elsewhere could be volatile. There was the showing of the film Duck Soup – its simple narrative and black and white photography allowed children on the autistic spectrum to watch a film with their peers and for the first time laugh at the same moments. There was the thrill of children with severe learning difficulties at Beacon Hill academy in Thurrock, Essex seeing themselves inserted into scenes from You've Been Framed and projected on to the wall. And then there was the elective mute at another school who spoke to her teacher for the first time to ask to audition for a place in a film they were making, and who has since proved a star performer.

Film clubs are being run in more than 7,000 schools, with 220,000 young people watching, discussing and reviewing film. This service provides, for free, a curated catalogue of DVDs, curriculum-linked guides, film-making tutorials and a members magazine. It also offers masterclasses in film-making, reviewing and programming, and gives film club members the opportunity to post reviews on its website.

It merged with the young people's filmmaking charity, First Light in September to form Film Nation UK and is funded by a number of organisations including the British Film Institute, which awarded £26m lottery funding

Jane Fletcher, schools support director at Film Nation UK, said film watching, understanding and making was a fantastic opportunity, and also a cultural entitlement. "At the end of four years of funding we are hoping to show the validity of that, so film becomes accepted alongside literature, art and music in schools and in the broader world."

A key value of film in education, the roundtable agreed, was that it was a leveller. Samantha Evenson, who runs two primary school film clubs, said: "We have children who have no books at home but immediately have confidence talking about film because it is something they have engaged with already. With a book, they may think they don't have the level of experience needed or feel they aren't bright enough to talk about it."

Even children with severe learning difficulties and disabilities who struggle with any kind of academic curriculum can often relate to film, said Andy Terrington, post-16 team leader at Beacon Hill academy: "Film is a universal language."

As a result, it can be used to spark discussions about issues that could be difficult to tackle, such as racism or homophobia said Joe Goff, a year 11 pupil who runs the film club at Lawnswood secondary school, Leeds.

And Malcolm Richards, a tutor at New River college, a pupil referral unit in Islington, north London, said there was a small group of films, such as Bullet Boy and Kidulthood, telling stories that young, urban kids strongly related to. "Those films are really, really important and can act as a gateway to film literacy," he said. While many explored adult themes, so had to be handled sensitively, it was nevertheless valuable to show they were as valid and open to analysis as a film directed by Alfred Hitchcock.

Denise Rose, a facilitator for Mouth That Roars, which helps young people who would not usually have access to media equipment make their own films, said many were misrepresented in the media and saw themselves as victims, or in terms of negative stereotypes. Critiquing the way films were constructed and the decisions made by producers could therefore be empowering, whether it involved analyzing the news or EastEnders.

Popcorn was important as a way of creating a real cinema experience and enticing children to engage, agreed those who ran film clubs, as was giving pupils some kind of ownership of the club, which often meant allowing them to help decide what to watch. But it was also valuable to encourage them to try films they were not automatically drawn to – and feel free to be critical or won-over. Children at one film club were persuaded to watch The Truman Show by the mantra "risk it for a biscuit" – but once the biscuits were finished, they found themselves gripped by the story.

Many cited examples of how skills and teaching techniques employed in film clubs had spilled over into the curriculum, whether it was getting students to produce animation storyboards in literacy lessons or using films to introduce a lesson topic.

This is something the new merged charity plans to develop further, along with training teachers, face-to-face and online, to help them make better use of the film resources available to them.

But the roundtable agreed it was about more than education. Fletcher said the British film industry was booming, and it was important that young people from all backgrounds became involved, for the sake of the industry as well as themselves. "What we are hoping to do is open up the film industry so less traditional young people look behind the scenes and think 'Maybe I could do that,'" she said.

Noel Goodwin, an education programmer for young people at the British Film Institute, said it was also about careers beyond films. "There will be more and more jobs out there that involve the creation of digital content and require basic film-making techniques," he said.

Roundtable participants recognised that unpaid internships remained a problem and that deeper outreach was needed if young people from all backgrounds were to access the opportunities available.

Resources were also an issue for some. Richards said that while he had a projector and a room to show his students films, he had nothing for film-making – something that the new charity hopes will be a bigger part of school life in future.

He said it was important to gather evidence of how valuable watching and making films could be in order to strengthen the case for support. "We all know how Filmclub is fantastic," he said. "But having to convince an executive head teacher or someone from the local council is more difficult."

Goodwin argued that the government also needed lobbying to ensure that film was embedded in the curriculum and that film studies were considered as viable an option for pupils as music and art.

But Abigail Moss, deputy director of the Literacy Trust, pointed out that with the end of both the numeracy and literacy strategies, film was now the only national strategy programme to be supported in schools.

There was another reason for optimism too – the natural film-making talent of many young people. Some of the films posted online by teenagers who had made them with minimal equipment in their bedrooms were of astonishingly high quality, noted several roundtable participants.

Nick Foxell, an independent film-maker, said that regardless of its value for acquiring skills or a future career, film-making could be hugely empowering. "We all know the big screen has a magic," he said. "It bestows authority and validates people's experience."

And if any lobbying needed to be done to persuade potential supporters of this fact, there was a really good medium available for it, he argued – film.

To participate in Film Nation UK's Filmclub programme, which offers free access to thousands of films and education resources, visit: filmclub.org; email support@filmclub.org

Key discussion points

• Film is a leveller – children can relate to it no matter what their family background or learning abilities.

• The UK film industry is booming but it needs to be open as a career to a more diverse group of young people.

• Teachers may not have the time or confidence to use film effectively in lessons so training and support are important.

• Film can be a gateway to exploring complex ideas and open children's eyes to other ways of looking at the world.

• Young people are increasingly visually literate and the curriculum needs to reflect this

Works Cited

The Gaurdian. <https://www.theguardian.com/teacher-network/2013/nov/19/film-education-learning-tool-inclusion>.

Paper 14 assignment

Click here to evaluate my assignment

Name: Joshi Riddhi

Topic: Once upon a time poem analysis

Roll no: 30

Paper no:14 African Literature

M.A: Sem-4

Enrolment no. : 2069108420180028

Year: 2017-19

E-mail: Www.riddhij8@gmail.com

Submitted to:

S.B. Gardi Department of English

Maharaja Krishnakumarsinhji

Bhavnagar University

Summary of Poem and introduction:

The poet of the poem “Once upon a time” is Gabriel Okara who is a Nigerian. He was born on 24th or 21st of April in the year 1921.In that year Nigeria got independence from Britain so at that time they were still influenced by the British culture. The background of the poem is that he is remembering the way people used to behave and interact with each other and he is comparing it with how people interact with others now. How the people used to do things with their hearts and with pleasure and happiness. It describes what happens when a traditional African culture and civilisation meets with the western culture. My personal opinion of the purpose of this poem is to outline the behaviour and personality people have at the moment and try and bring them back to the personality that people used to have, when they used to do things with emotion and with their heart

The poem is a conversation between a father and his son where the son does things with emotion and the father wants to forget his fake personality and re-learn and create real personalities from his son. And he is asking the son to show him how to express true love and show real personality to others.

It the first stanza the author mentions that people used to laugh with their heart they used to laugh with their emotions, when they would laugh they would do it wholeheartedly and with warmth and they used to laugh with their eyes and show pleasure with them. And know they do it with only their teeth not with their heart, meaning they do not really want to laugh but do it just to get closer to you and with their darky gloomy cold eyes they watch you and wait for you from the corner of their eyes waiting for you to leave “search behind my shadow”. In my opinion the words “they” refer to the white people who had invaded their country and influenced them with their culture. In this stanza the words “ice-block-cold eyes” is used these words emphasize the coldness and the inner hatred they have for you like they can freeze water with their gaze. These also make the poem feel a bit dark and cold and a slight bit sinister

In the second stanza he further talks about the personalities of the people of the past he says “they used to shake with their hearts” here he is trying to say that when you would meet each other you will shake their hands with pleasure and with warmth and do it willingly. “While their left hands search my empty pockets” from this we can see that they are trying to use him to get to his money or receive something from him. This also shows that the people’s personalities are not real and true

In the third stanza he is talking about when people ask you to come again and say “feel at home” you go there once, twice and the third time they will not let you in thinking that you are a pest and that they do not wanted to see you anymore. The words “feel at home” is used for when you want a guest to feel welcomed and that they belong in that household. Here he mentions that “I find the doors shut on me” this shows that they do not even open the door to tell him that he is not wanted and the moment but instead leaves the door closed keeping him standing outside. This also shows that when people speak they lie not telling the truth but just saying something nice to grasp their heart.

In the fourth stanza he talks about how he has learned to put on faces like how outfits and masks are put on at different times, and with different people you act differently, for example in the office you act in one way to a person but when you meet them on the street you act another way to them, and how all the faces that people have on different occasions. He says “I have learned too” which is suggesting that he has also changed with the change of the people around him. he also mentions “with all their conforming smiles like a fixed portrait” suggesting that they all have the same smile all the time not showing any true emotion.

In the fifth stanza he says that he has also been influenced by the people around him and he has learned to keep his true personality a secret and show the world a fake personality, “to laugh with only me teeth” this part is connected with the part in the first stanza “they only laugh with their teeth” from this you can see a comparison of what people do and what he does now. This also shows that he has changed to blend in with the environment. Here in the part where he says “I have also learned to say `Goodbye’ when I mean `Good-riddance’ that is pointing out to the fact that they will, without thinking and without meaning it they will say “Goodbye”. He mentions forward “that Glad to meet you” meaning that he is happy to see you and is happy with your presence “without being glad” meaning that the did not wanted to talk to you and they disliked your presence and if they could they would of avoided you and “it’s been nice talking to you, after being bored” saying that they say things that they do not mean

In the fifth stanza he concludes it all saying that he does not like what he has become and he wants to be like he used to be when he was like a child so small and innocent. He points out that he really wants to learn how to laugh with emotions like you really mean it and he compares his laugh like that of a snake’s fangs that shows only the teeth snakes are those menacing creatures that are full of venom and can never be trusted and to compare his laugh with a snake gives the image that the man really does not like his fake personality. This stanza sums it well by giving the image to the reader that he is not happy and satisfied with himself

The last stanza is the farther asking and pleading to his son to show him how to laugh and smile like he did when he was a child. The last line sums up the entire poem really well making sure that all strings are tied

The structure of the poem is really good and consistent most of the stanzas have 6 lines in them. It is a very nice poem with a nice smooth flow

Poem:

Once upon a time, son,
they used to laugh with their hearts
and laugh with their eyes:
but now they only laugh with their teeth,
while their ice-block-cold eyes
search behind my shadow.

There was a time indeed
they used to shake hands with their hearts:
but that’s gone, son.
Now they shake hands without hearts
while their left hands search
my empty pockets.

‘Feel at home!’ ‘Come again’:
they say, and when I come
again and feel
at home, once, twice,
there will be no thrice-
for then I find doors shut on me.

So I have learned many things, son.
I have learned to wear many faces
like dresses – homeface,
officeface, streetface, hostface,
cocktailface, with all their conforming smiles
like a fixed portrait smile.

And I have learned too
to laugh with only my teeth
and shake hands without my heart.
I have also learned to say,’Goodbye’,
when I mean ‘Good-riddance’:
to say ‘Glad to meet you’,
without being glad; and to say ‘It’s been
nice talking to you’, after being bored.

But believe me, son.
I want to be what I used to be
when I was like you. I want
to unlearn all these muting things.
Most of all, I want to relearn
how to laugh, for my laugh in the mirror
shows only my teeth like a snake’s bare fangs!

So show me, son,
how to laugh; show me how
I used to laugh and smile
once upon a time when I was like you.

Analysis

The heart is a symbol of genuine emotions, and the eyes the conveyor of the same (as sincere feelings are communicated through the eyes). Once upon a time people used to smile and shake hands with their hearts. Though they were rooted in primitivism, the emotions they embodied were genuine. Now, in the contemporary post-colonial context, the smile is purely plastic as it reveals only the teeth. The eyes are devoid of emotion and phrased as 'ice-block.' They appear without the slightest trace of warmth and humanity. They search behind the speakers shadows, as their intentions and motives are not explicit. They are now characterized by ulterior motives. There was a time when their very greeting (shaking of hands) was heart-felt. The ‘right hand’ here is the metaphor for the projected intention. The left hand for the ‘intended intention.’ The left hand gropes in the empty pockets of the speaker.

Niceties like “Feel at home!' and 'Come again' are reiterated just for the sake of formalities. However, when the speaker makes an appearance for the third time, there is certainly a marked change in their behavior. Leave alone the thought of a warm reception, the doors are closed on him. The speaker has now learned to conform to this sophisticated world driven by calculation and manipulation. He talks of many faces that are nothing but metaphors of masks and disguises designed to suit specific needs and situations:

I have learned to wear many faces
like dresses - homeface,
officeface, streetface, hostface,
cocktailface, with all their conforming smiles
like a fixed portrait smile.

The portrait smile is a symbolic act of something that is not felt, but done purely for the sake of it. Conforming to the so-called refined culture the poet has attuned himself with the rest and learnt to smile only with his teeth and greet (shake hands) without any trace of sincerity (heart):

I have also learned to say, 'Goodbye',
when I mean 'Good-riddance';
to say 'Glad to meet you',
without being glad; and to say 'It's been
nice talking to you', after being bored.

'Goodbye' is an expression that originated from the blessing 'God be with ye.' It’s meaning has deteriorated to 'Good-riddance'. In the pseudo-modern fast-forward life people have lost the power to connect as human beings and communicate in naturalness. The poet tells his son that he wishes to transcend into the innocence of childhood characterized by purity where the soul is closer to God, as Wordsworth claimed in his Intimations Ode. He wants to unlearn all the muting things of sophistication. Particularly, he wants relearn to smile as now the poison is becoming more obvious with the fangs showing. The showing of the fangs emblematizes how the people were transforming from their seeming disguise to shameless display of iniquity. The symbol of the snake also points to the first sin of Man.

So show me, son,
how to laugh; show me how
I used to laugh and smile
once upon a time when I was like you. (UKessays)

Towards the end of the poem, the speaker entreats with the son to teach him to emote. The poem, therefore exemplifies that 'Child is the Father of Man.'

Works Cited

MK, Rukhaya. owlcation. 21 march 2018. <https://owlcation.com/humanities/Analysis-of-Symbolism-in-Gabriel-Okaras-Once-Upon-a-Time>.

UKessays. 18 May 2017. <https://www.ukessays.com/essays/english-literature/the-poem-once-upon-a-time-english-literature-essay.php>.