F Class Reflection

The Cat in The Hat Comes Back is an illustrated children’s book written by Dr. Seuss and published in 1958. This book is made for children aged three to eight who are just at the beginning of learning how to read. This book is the second of the two The Cat in The Hat books and it is full of silliness, messiness and despair on behalf of the narrator. However, some people try to analyse this children’s book as an allegory of the Cold War. In the following paper, I will show why some people might think of The Cat in The Hat Comes Back as a Cold War Allegory although Dr. Seuss never indicated anything about this theory.

Thinking about having the ability to embody all of the students within Texas A&M’s College of Agriculture and Life Sciences quickly grabs my attention. The majority of the goals I have set for myself throughout my life have been related to bettering the community I was apart of. In order to achieve my goals, I have talked to my peers to create an concept that could benefit everyone. Afterwards we put the plan into motion.

Through this book, an average American high school student can learn academically through this book. This book teaches the reader about different forms of perspective. This book is told through each character’s perspective and can be seen as a learning tool for young writers. In addition to the perspectives, another benefit of reading this book is the literary devices used through it. For example, a common literary device that can be found throughout the story is the use of cliffhangers. They leave the reader in suspense and they often happen at the end of chapters. The story features many diverse squads of soldiers and their experiences are split into chapters. The use of cliffhangers leaves the reader waiting for their favorite character’s story to come back. Finally, the reader can take organization skill from this book. Throughout this story, the events of different characters happen at the same time and Mark Bowden divides the experiences through the chapters. A high school student can take this style of writing and utilize it throughout their literature. As well as teaching a student academically, the story provides social benefits.

To get a clear view and understanding of the book, first must review the time period in history. The book was written in the mid 1950's during the cold war. Former General McCarthy, then U.S. Senator started a fire ball of suspicion, suppression, and

On the first day of class, after he was done checking in, he sat down to observe his classmates returning from their summer vacations. Initially, he walked in full of confidence and his head held high. However, that quickly changed when he heard his classmates speak French, and the feeling of intimidation washed over him like waves hitting the beach, “at my age, a reasonable person should have completed his sentence in the prison of the nervous and insecure . . . my fears have not vanished, rather, they have multiplied with age” (Sedaris, 1999, 1). For being a forty-one-year-old man, he thought these feelings of insecurity and fear in the classroom would have ended long ago. If he thought things could not get worse, he was mistaken. The teacher walked in, rattled off commands to the class, and then asked them to recite the alphabet. In that moment, he knew he was in trouble, “I’ve spent time in Normandy, and I took a monthlong French class in New York. I am not completely in the dark, yet I only understood half of what she said” (Sedaris, 1999, 1) and, despite the exposure he already had, he was still unable to understand everything the teacher was saying.

As part of this class, we have been required to read many chapters in order to better our understanding of certain sociological terms and open our eyes to new cultures and their societies such as in the cases of reading Japan and Mexico. Upon saying that, the most intriguing and relatable chapter to me has been “Tuck In That Shirt” which discusses race, class, gender and discipline in a poorer school that requires their students to, as the eponymous title states, tuck in their shirt and wear what the school deems as proper attire in the form of uniforms. This chapter is in the form of a research paper in which the author extensively researched the school for around two years. This chapter in the book is very relatable to me for a number of

Everyone is likely to experience some form of discrimination or prejudice; as is anyone capable of acting prejudiced towards others. On April 5th, 1968, a teacher in Riceville, Iowa named Jane Elliot conducted an experiment with her third grade class that dealt with the concept of discrimination; and was documented in Peters’ 1985 ‘A Class Divided’. The exercise originally took place the day after Martin Luther King was assassinated. The documentary is an eye opener to the world of racism and discrimination. Bucher (2010) describes racism as “discrimination based on the belief that one race is superior to another” (97). According to Bucher (2010) “discrimination is defined as the

Can you remember what your teacher taught you back in kindergarten? Chances are she was introducing you to the basics of reading and writing. Literacy is the ability to read and write, and because I did not think I was very good at either of the two, it had never been my favorite thing to do. It wasn’t until my senior year of high school that I had an English class that I actually enjoyed. My teacher was Ms. Holly Eubanks. The past classes had boasted about how good of a teacher Ms. Eubanks was and how, even though she may take a while to grade your papers, she was always trying to help you improve in every possible way she could. On the first day

I had my appointment on the previous week at the Writing center. I brought my 2nd project for ENGL 160 class. I scheduled tutor to “face to face”, because I think it is the best way to improve all of my mistakes. Before going to Writing center, I was thinking that this tutor doesn’t help me at all, but fortunately my thoughts was wrong and I enjoyed 1 hour of editing my project.

Thomas Paine had it wrong when he wrote about “times that try men’s souls” during the Revolution. I want to introduce him to the real test of willpower- waking up for school in the notorious Northeast winters. One such morning, I groggily opted for comfort over style and wore my rattiest pair of sweatpants, and beautiful heels. The school day passed by in a warm haze of chatter, laughter and a discussion of rather crude symbolism in Ethan Frome. The events after school

Not only should this book be recommended to other A.P. US History students, it should be read by people regardless of their age. It allows the reader to fully visualize what the soldiers saw, heard, experienced, and felt. While reading, an atmosphere is created in which the reader is transported to that specific moment in time and can envision themselves on the

As for this book investigation, the novel for this assignment is called, When Books Went to War, by Molly Guptill Manning. The purpose of this novel is to demonstrate how books helped soldiers in World War II. Throughout this book, it explains how American troops read textbooks to help escape the world around them. Soldiers turn to books to release the tension they have from the war. Most of the time veterans feel lonely or depressed and by reading novels, it helps them to manage their emotions. This novel is written because it indicates how powerful books are towards people. These books have the power to “... soothed troubled minds and hearts...” (Manning 110). As the author claims, books helped win World War II.

Were it a testimony to the rigors and cruelness of human nature, it would be crushing. As it is, it shatters our perception of man and ourselves as no other book, besides perhaps Anne Franke`s diary and the testimony of Elie Wiesl, could ever have done. The prisoners of the labor camp, as in Shukhov?s predicament, were required to behave as Soviets or face severe punishment. In an almost satirical tone Buinovsky exclaims to the squadron that ?You?re not behaving like Soviet People,? and went on saying, ?You?re not behaving like communist.? (28) This type of internal monologue clearly persuades a tone of aggravation and sarcasm directly associated to the oppression?s of communism.

Texts that encapsulate the anxieties of the Cold War era not only reflect the preoccupations of the time, but also offer re-evaluations of its values and ideas. The Cold War was not an era characterised by cataclysmic battles or great military victories, but by ‘small wars’, ubiquitous surveillance, and a precarious stalemate. John Hersey’s Hiroshima, Joseph Heller’s Catch-22, Sidney Lumet’s film Fail-Safe, and Stanley Kubrick’s film, Full Metal Jacket, encapsulate the paradigmatic shifts that encompassed this age of tumultuous change, as they not only offer reflections of contemporaneous anti-nuclear or anti-Soviet sentiments, but also engage in a complex negotiation between contrasting attitudes towards a range of Cold War concerns. Thus, the texts serve as biting social critiques of humanity’s unbridled efforts to assume absolute global dominance, which will inevitably result of the destruction of even the most resilient of minds and, ultimately, the entire fabric of civilisation. (149)

As we close out 2016, I am confident that the initiatives implemented, and are still developing were executed with the utmost professionalism and precision. In keeping with our continuous improvement traditions at Union Pacific as well as my personal drive to always excel. I know, I can always do more. I remain fully engaged at all levels and areas of my territory. The border interchange locations at times seem to encompass a greater portion of my activity, however, I know I must additionally meet the same requirements and standards set for my entire fellow SQ Field manager team. All of our field managers have area specific challenges. No matter how great my challenges are or have been I make every effort to complete my assigned tasks. In