Gender & Sexual Studies. Joan Acker-Class Question, Feminist Answers Assignment

Gender & Sexual Studies. Joan Acker-Class Question, Feminist Answers - Assignment Example Acker uses the term to describe the general position of women and how the society has come to accept and practice the dictates of hegemonic masculinity which is an extension of the patriarchal leanings. In the book, Acker talks of the general imbalance of men and women in senior position and privileged positions within our corporations. She explains that this is no way a reflection of education but representative of hegemonic masculinity. In practice, the term implies that our society is still laden with gendered inequality. This prompts questions and effort on how such inequality can be addressed to achieve a balanced society that does not judge on gender but on ability. Beyond the book, the term can be used in creating awareness on how gender biasness has created a chasm in our society. Question 2-Means of provisioning Acker constantly uses the term provisioning to describe the activities that people engage in, mostly informal, to be able to cater for their basic needs. She cites a ctivities such as babysitting as a means of provisioning. In a wider scope, and in relation to the economy, means of provisioning appears to refer to all activities that hold the capacity to provide a means of livelihood for members of various classes within an economy. An example of how she uses the term is in her efforts to define class; in this instance she cites â€Å"class as a differing and unequal situation in access to and control over the means of provisioning and survival† (Acker 55). The term implies a struggle between classes, an effort to compete for the limited economic means which are largely beneficial in ensuring livelihood. Question 3-Corporate Nonresponsibility In Acker’s view, corporate nonresponsiblity represents a situation where modern day corporations pass on certain responsibilities, mainly survival and caring work, to households. This places greater responsibility to women who are in essence home keepers. Through corporate nonresponsibility, o rganizations relay responsibility from centers of wealth and power to those with little resources. In a large scope, Acker uses this term to bring into perspective the role of wealth centers, mainly corporations, in compounding the culture of class suppression and gender biasness. This is because these centers refuse to take on responsibilities that would otherwise grant women a favorable chance in competing for opportunities in the corporate world. In the book, Acker uses the term severally, but perhaps one situation where she draws on a practical illustration is when she notes Wal-Mart as an example of corporate nonresponsibility. She notes the corporation as a â€Å"prime example of corporate nonresponsibility mainly by turning workers into lowest cost, easily replaceable, factors of production† (Acker, 162). Question 4-Unpaid Labor/reproductive labor Unpaid labor or reproductive labor is brought to the fore in an attempt to describe the value and contribution of women to a capitalist economy. In essence, it represents labor that is actually not compensated but one that has value to the economy. An example of unpaid labor is domestic labor. In her larger argument, Acker appears to â€Å"monetize† this class of labor and also brings into perspective the idea that women are basically the victims of unpaid labor. In this context, she appears to link unpaid labor and the unfortunate position of women whose efforts are not duly compensated and whose position is majorly determined by the men they support. An example of how

Three Key Learnings Essay Example for Free

Three Key Learnings Essay This course had been a strong push for me in my career as it has given me the key skills that I needed to face the challenges that I am to face as a professional individual in my field of interest. Undeniably, the skills that I have learned made me more confident in handling real hands-on-basis activities that are to be presented to me in the actual field of work that I am to undergo. These skill enhancements have certainly made me more confident in presenting software that would be much helpful in the field of technological development in the society today.   Ã‚  Ã‚  Ã‚   The qualitative research elements that have been presented to us through this course made me more knowledgeable in handling new era developments in the field of Computer Technology. Improving the existing computer software being used today has become one of the main goals that I have set for myself because of the exposure that I had with qualitative research approach studies. Undermining the different strengths and weaknesses of the existing computer programs today has made me greatly interested the process of enhancing and developing more sophisticated programs that would appear much helpful in the process of improving the systems of the current computer technology situation in the society.   Ã‚  Ã‚  Ã‚   In terms of analyzing other sets of studies that aim to present the different details about several software-programs prepared to present the pros and the cons of the systems in actual applications, this course has made me more confident in the presentations that I am making to be able to handle several analysis reports. Undeniably, this course me more dependable and a lot more competent in my field of study as I am now able to become more practically critical with the works that I am presenting to the officials of my profession and to the public as well. This course actually gave me a clear view on what grave responsibilities I am about to take in as I take steps forward in accepting this profession. True, facing a highly technological world is a huge responsibility for individuals such as my type. But with the right skills and right disposition in facing the challenges of the profession that I am to accept, the said responsibilities could be well performed for the betterment of the larger population of the human society that I am about to serve.   Ã‚  Ã‚  Ã‚   On the part of synthesizing the studies that are further performed to help in the process of computer technology’s development for the present world of commerce and world connections, I have been able to see the difference of simply understanding the issue from that of directly making solutions for the issues that are concerned with the current computer applications used today. I have learned that seeing deeply in the problem is one particular key that enhances the analysis of the programs thus equipping the analysts the needed understanding that they have to posses to be able to deal with the issues of the system.   Ã‚  Ã‚  Ã‚   Overall, from this course, I was able to recognize what it is that I have to deal with in facing the major issues concerned with computer technology today. Through the skills that I have learned and the attitude that I have gained, I realized how important my profession is for the modern society that we are living with today.

US Entry into Vietnam Essay Example for Free

US Entry into Vietnam Essay Every American president basically regarded the enemy in Vietnam, whether the Vietminh, the National Liberation Front in the 60s and the government of Ho Chi Minh in North Vietnam, as agents of global communism (Rotter 1999, p 1). US policymakers and most Americans conceived of communism as the opposite of what they stood for. Communists opposed democracy, violated human rights, conducted military attacks and formed closed-state economies, which did not trade with capitalist countries. They loathed communism like a contagious disease. When the Communist Party rose to power in China in 1949, the US government in Washington feared that Vietnam would fall into the hands of communists. This was the reason why the administration of US President Harry Truman decided to send aid to the French who were then fighting the Vietminh in 1950 (Smitha 2005, p 2). Earlier in May, 1945, the Truman administration approved the resumption of France’s colonial authority in Indochina in the hope that France would fight communism in Vietnam. The Viet Minh, a movement led by Ho Chi Minh, a veteran communist, resisted the French regime in Vietnam. At the end of the war, the Viet Minh announced Vietnam’s independence of foreign rule. But the Truman administration and the Allied powers did not want the Vietnamese to be independent. The war between the French and the Viet Minh then began in December 1946. The US sided with the French in Vietnam for the sake of fighting communism in Europe and Indochina and sent financial and material support to the French to overthrow Ho Chi Minh’s government in Vietnam (Rotter p 5, Smitha pp 16-17). President Truman supported the French also in the hope of helping them build and reinforce non-Communist nations whose fate depended to a large extent on the preservation of Vietnam (Rotter 2005, Smitha 1999). He saw that a free world in the region would open markets for Japan, The involvement of the US in Vietnam likewise assured the British of the revival of the rubber and tin industries in Malaya, a neighbor of Vietnam. With US help, the French could move on with efforts at economic recovery at home and ultimately retrieve their military forces from Indochina to oversee the rearmament of West Germany. These were the perceived deep-seated motivations of US involvement in Vietnam (Rotter, Smitha). After the invasion of South Korea by North Korea in 1950, Secretary of State Dean Acheson convinced President Truman to increase US assistance to the French (Smitha 2005). The US also recognized France’s puppet king, Bao Dai, in Vietnam, only to be replaced later (Smitha, p 9). Step by step, the US entered into the conflict for these goals, which gradually waned and were forgotten. What later developed was a tendency against withdrawing from Vietnam itself (Smitha, p 10). When the Vietnamese Nationalist Vietminh army won over the French at Dienbienphu in 1954, the French were forced to accept the creation of a Communist Vietnam north of the 17th parallel and leaving a non-Communist side in the south (Rotter 1999, p 2). Then US President Dwight Eisenhower rejected the arrangement. Instead, he endeavored to set up a government there to wrestle control from the French, sent military advisers to train a South Vietnamese army, and operate the Central Intelligence Agency to stage a psychological warfare against North Vietnam (Rotter). In his address at the Gettysburg College, Eisenhower pointed to Vietnam as a free but poor and underdeveloped country with a weak economy where the average individual income was less than $200 a year (1959, pp 96-97). The northern part of Vietnam was taken over by communists. He stressed that South Vietnam needed assistance in self-defense and economic growth. The people of Vietnam wanted to thrive and to become self-sufficient. For Vietnam to expand economically, it would need to acquire capital and for this to happen, it should be freed from outside hostility and private investments should be established to infuse capital. Otherwise, it should be given outside loans and grants from more fortunate countries. He emphasized that Vietnam’s freedom should first be insured and then its economic problem would be solved. In addition, the military forces in Vietnam also needed support without affecting or destroying the economy of Vietnam. He justified the continued existence of US military forces in Vietnam because of the closeness of Communist military forces in the north. He also said that while Communist guerrillas had been substantially contained, the remaining ones continued to disrupt the overall conditions of the nation. He emphasized the need to equally provide sufficient moral support to the troops so that they would continue to have the hope, confidence and pride needed to ward off the threats of aggressions from within and without the borders Upon his assumption as President in 1952, US aid to the French in Vietnam increased and reached 80% in two years’ time (Smitha 2005). In 1954, Bao Dai was replaced by Ngo Dinh Diem. But the French disliked Diem, a nationalist who stood aside during the struggle for independence from the French. He was a courageous, honest and persistent, but he was also inept and he was not popular with ordinary people. He was surrounded by relatives and friends and did not establish close relationships with local leaders and groups in the South. His forces in the rural areas were feared and hated. His strategic hamlet program relocated peasants into communities, surrounded by barbed wire to separate them from the guerillas. They did not like their new hamlets (Smitha, p 14). At a news conference on the steel crisis during his term, US President John F. Kennedy contrasted those Americans fighting for freedom in Vietnam with executives who pursued private power and profits beyond a sense of public responsibility (Bostdorff and Goldzwig 1994). While recognizing the importance of the steel controversy, he re-emphasized the value of the US mission in Vietnam. Whenever he had the chance, he restated the nation’s moral commitment. His morally-grounded idealistic rhetoric gained him definite advantages. His arguments made him sound tough and pleased those with an equally hard-line position against communism in Southeast Asia. He could also use these arguments to justify and support his policies, such as when Congress threatened to reduce foreign aid. He insisted that foreign aid was an all-or-nothing proposition because principles were at stake. He pressed that Congress could provide all the aid he believed should be given or Congress must assume the responsibility and culpability in the event of a victory of Communism and the defeat of freedom in those nations at risk. He maintained that representatives and senators must make policy decision in the light of the larger moral consequences to which these policies would inevitably lead. At the Economic Club of New York in 1962, he commented that Vietnam would instantaneously collapse if the US did not assist it. He consistently presented and idealistically argued that Vietnam as the conflict or a battle of principles and urged all citizens to commit themselves to an all-out support to that commitment. If they did not, they would then have to prepare for a communist victory, which would negate and destroy the cause of freedom all over the world (Bostdorff and Goldzwig). France’s Charles de Gaulle warned President Kennedy that the US would sink into a â€Å"bottomless quagmire† in Vietnam, no matter how much money was spent on it and how many men were sent to it (Smitha 2005, p 10). The President increased the number of advisors to help the Diem regime in 1961, until he realized that the battle had to be won by the Vietnamese themselves, not by Americans. He was aware of Diem’s unpopularity and that Diem would fail to rally in the South in the fight against the communists.The time came when it decided to find an alternative to Diem and connived with his generals to overthrow him (Smitha, pp 13-15). # BIBLIOGRAPHY 1. Bostdorff, Denise and , Steven. Idealism and Pragmatism in American Foreign Policy. New York: Presidential Studies Quarterly. Vol 24 Issue 3, 1994 2. Rotter, Andrew J. The Causes of the Vietnam War. The Oxford Companion to American Military History. New York: Oxford University Press, 1999. http://www. english. uuc. edu/maps/vietnam/causes. htm 3. Smitha, Frank E. The United States and Vietnam. Macrohistory, 2005. http://www. smitha. com/h2/ch26. htm

The Concept Of Happiness

The Concept Of Happiness However dull ones life may be there are times when one cannot help but question the meaningfulness of it. The subject of death is often a prime example of how people begin to question the value of life. Death usually brings people down and it makes them wonder if there is a meaning to existence or whether the recently deceased found it. In such situations, most of us turn to questions such as: What am I doing here? Am I happy? Am I doing the right thing? Am I making a difference? Hopefully one does not need to face such extreme events in order to question the meaning of life. In Nicomachean Ethics, Aristotle expresses his opinions about the function of the human being in an attempt to show that the human good is activity in accordance with reason, and in turn this alignment alone is responsible for our happiness which in his view is the highest good, a self sufficient and final goal for any human being. Along the same lines, in The Experience Machine, Robert Nozick is addressing a similar issue, by arguing that pleasure is not the only thing which matters to us and brings to our attention the fact that there are other factors which contribute to our well-being. In this paper I will explain the arguments of both Aristotle and Nozick by exploring the concept of happiness, its role in morality and what I understand through ones function of living a happy and moral life. Soon after reading some Aristotelian material, one cannot help but notice that Aristotle was a man of science, a very analytical man. It seems that he deeply enjoyed putting things into categories of belonging. Things like the four causes, things like his classification of things that are inorganic and living, and the list goes on. The same applies for his work, Nicomachean Ethics, and as the name implies, this is as close as we can get to Aristotles code of moral values. Aristotle felt that virtue and being active were a means to happiness, which he believed to be the universal goal of every human being. However, since we are all different, every person has a unique way of achieving happiness and he starts his argument by bringing this issue into focus. He sets out to investigate what does happiness really mean? Does it mean a warm cup of tea, a healthy family or perhaps a good looking partner? Happiness means many things to many people, and that brings into question the meaning of true happiness and what makes something true happiness. Aristotle says that the good we are looking for is apparently one thing in one action and another thing in another, (NE 106a15-17) thus we have to identify which is the good in each of these cases (1096a17-19). Aristotle uses medicine as an example where the good would be health, or generalship where the good would be victory, but in every action and decision it is the end, since it is for the sake of the end that everyone does the other things (NE 1096a20-22). Some, may find this argument problematic and could say that sometimes we do things without a set goal in mind, and rather do them just for the sheer joy of it, but I disagree. Aristotles point seems to be applicable in every situation, since even if the good is not obtained as a distant goal but rather as an immediate reward, or at the same time as the action is performed, his argument still holds. For example, listening to music or walking my dog results in pleasure form just the activity alone, in the very moment that the action takes place. He then proceeds to explain that the highest good has to be complete and cannot be for the sake of something else as that would imply that the latter would become the highest. Aristotle says that it must be something complete and self-sufficient, since it is the end of the things pursued in action (NE 1097b21-22). This also seems like a very sound point to me. If there is such a thing as a highest good, then we can easily imply that it should be complete and sufficient in itself in order to make a life choiceworthy (NE 1097b15). While reading Nicomachean Ethics, I could not help but wonder if Aristotle ever realized the irony of this vicious circle we seem to be caught in. Most people live life by going from one compensation to another, trying different experiences, looking for a lover, wife or husband, career or money. I strongly believe that one must realize that these are just learned concepts and not something we are born with, and the same applies for our morality. It seems like we have a constant need to fill our lives with content, in order to keep us busy and to give us some sort of identity. Its quite easy to see the cycle that most people constantly go through: One feels empty and suddenly desire arises; soon after compensation comes, boredom sets in and then again one feels empty. I think we should strive to realize that it is not the object acquired that gives satisfaction, but rather that we are satisfied once were at peace, not needing anything. It seems to me that satisfying desire is only a temporary solution and once the initial excitement associated with the new acquisition is fading, the need to acquire arises again and again. This only turns life into an addicting habit, and while I do believe in true happiness I doubt it can be achieved this way. Nozicks philosophy is similar to this analogy, but rather than just arguing his point methodically, Nozick starts off by laying out a thought experiment. This experiment revolves around a hypothetical machine called the experience machine which is supposed to create a stimulated reality for any person that connects to it. The machine will then allow the user to experience various pleasures determined for each person by their own individual desires. In this hypothetical experiment, one would only have to be outside of the machine very briefly, in order to program the desired events and experiences for the next upcoming years of ones life. Another possibility would be for one to map out his entire life in the machine based on a very carefully conducted survey by superduper neuropsychologists which would guarantee a pleasant experience without having to ever leave the machine (EM p.606). Further, Nozick asks us to overlook certain concerns that would arise, such as who would run the machine if everyone would be plugged in, as it would not change the purpose of the experiment. He then asks: if presented with a choice would you choose to plug in? (EM p.606) Nozick opposes the question using a few distinct reasons, namely: we want to do certain things, and not just have the experience of doing them (EM p.606); we want to be a certain sort of person and we dont want to be limited to a man-made reality, to a world no deeper than that which people can construct. (EM p.607) In short, Nozick argues that, if plugging in to the experience machine provides more pleasure, we should simply follow this idea; however that will only happen if pleasure is all that matters to us. Nozicks own reply is that we would not choose to connect to the machine, and thus he concludes that pleasure is not the only thing that matters to us. I believe that, the answer provided by Nozick for his own hypothetical experiment, only sounds like a choice one would make simply because it appeals to the human biases against things which are considered artificial. Simply put, a person will not opt for an artificial reality if given the choice, even if it was an ecstatic experience but that does not mean that one is not seeking pleasure. It may as well be that, the psychological gratification received from knowing that one is living a real life is more rewarding than an artificial but pleasant experience. If we carefully examine the values that people hold we can see how they are just a different form of pleasure. Certain people would easily get pleasure because theyve turned down this machine and feel good because theyve made the right choice. Just because the psychological pleasure one may feel because of the choice made is more subtle than some ecstatic experience, it does not mean that it is not pleasure that one seeks. In my opinion, we are often faced with trials during the course of our lives. These trials sometimes change us and our perception of what life really is, which is what I understand through Aristotles function of a human being. He believes reason is what separates us from plants, animals and just about everything else. He calls the man who only identifies with human enjoyment vulgar, because while pleasure is related to happiness it is not the highest good, since one can feel pleasure but might not be happy. To me, this sounds exactly like Nozicks line of thought, but to be honest I dont think Nozicks experiment proves this argument. I believe his experiment may prove that there are several forms and types of pleasures, of which some are very subtle, but Im not convinced of how his experiment is showing that we choose other things over pleasure itself. At most, I believe it shows that we like the idea of achieving something ourselves rather than it being given to us, but then again, achievement is just another form of pleasure in itself. Aristotles function argument also states that our unique human function is the use of reason. According to him, playing the harp is a harpists function, and is the same as the function of an exceptional harpist. When virtue is expressed and added to the function, the harpists function becomes playing the harp, while the exceptional harpists function is to play the harp well. Each function is not considered complete until it expresses proper virtue and a degree of excellence (1098a11-16). Aristotle says that virtue is acquired through the practice of any given function, and that people are born only with the potential of being virtuous, yet they must act accordingly in order to acquire it. As I see it, Aristotles human function argument is a solid moral code that we should all follow. Given the use of reason is a primary requirement, everything one does needs to be analyzed, needs to make sense and needs to be channeled towards achieving happiness. If everyone strives towards the good with this in mind it is hardly possible to do harm or injustice to someone else for selfish or superficial reasons. I believe this is exactly what Robert Nozick was aiming toward in his work as well. My opinion is that life should be accepted as a gift which was given to us or an opportunity rather than striving to turn it into a race of satisfying desires and fulfilling ideas or concepts. I strongly believe life should be simply lived in harmony with everything around us and I would encourage anyone to consider the idea that life is not happening to us, but rather that we are happening in life.

Our Planet Needs Genetically Modified Foods :: GMOs, Genetically Modified Crops

Our Planet Needs Genetically Modified Foods Throughout the advancing technology of today, the human culture is becoming futuristic with science and all of its components. Genetically modifying foods presents positive opportunities in agriculture and human health. Furthermore, more scientifically advanced modifications that select genetically superior plants, have enhanced the yield of crops, improved storability, and increased disease resistance. To simply remove genes from one organism and transfer them to another is generally harmless if we take appropriate precautions. This often debated issue holds many objections. Moreover, one may claim that modifying genes at all is unnatural and evaluates a sufficient risk to many different organisms and species. However, the current technology we possess provides us with the capabilities to go beyond our limits. Why draw the line here? Genetically modifying foods presents positive and beneficial opportunities. In most cases, we are not eating those genes. By the time a genetically engineered corn plant has been processed into corn oil, virtually none of the genes or the proteins they produce are left in the food (Nutrition Action Healthletter, 2001). Transferring genes from one plant or animal to another provides an advantageous outcome to this production. A better resistance to weeds, pests, and diseases is produced as well as better yield and a more efficient use of land. Additionally, altering genetics in foods contributes to a better texture, flavour, and nutritional value of a product. Therefore, there is a longer shelf life and less herbicide or other chemicals are used in the production of genetically modified foods, which provides a healthier option and an increased selection for the consumer. Biotechnology is going to help solve problems that we face going into the next century such as reduction of allergi es, development of more nutritious foods, and an increased nutritional production to feed a growing population (McLaughlin, 1999). Subsequently, changing one or two genes does not make a foodstuff unacceptable. Religious and vegetarian groups would object to genes from some species, while adequate protection can be given with labelling the product. Ethically, one may argue that it is radically useless to modify foods genetically or that agriculture is already too technological and it will only progress more negatively. However, it is likely that increasing numbers of genetically modified foods will emerge in the near future with more variety of modifications and associated benefits. Generally, genetically modified foods will affect the lives of most people in the areas of food, medicine and environmental protection as it meets the modern technology of today.

Education Philosophy Essay -- Philosophy of Education Statement Teache

Education Philosophy My life has been influenced greatly by teachers. Since I was a child, teaching is all I wanted to do. My mother is a fifth grade teacher. I have quite a few friends that are teachers. I have been fortunate to be influenced by some great teachers throughout my academic career. I love to be around kids and I like participating in the process of learning. I appreciate learning even today. I enjoy the learning process and hope to one day influence students in the future. I hope to one day become a high school social studies teacher. I enjoy history and geography, and I especially love politics and discussing current events. I like class discussions and letting different opinions express themselves. These are my beliefs regarding the education of a student. I would strongly agree that students should be active in the learning process. I would strongly agree that many students learn best by engaging in real-world activities rather than reading. I would strongly agree that schools should prepare students for analyzing and solving the types of problems they will face outside the classroom. I would also strongly agree that people are shaped more by their environment than by their genetic dispositions or the exercise of their free will. I would agree that material is taught effectively when it is broken down into small parts. I would agree that the curriculum of a school should be determined by information that is essential for all students to know. I agree that students should be immersed in the community’s problems, resulting in taking action or responsibility in planning a change. I do agree that the United States must become more competitive economically with counties such as Japan, and schoo... ...eaching methods would include programmed instruction, teaching machine, computer-assisted instruction, interactive multimedia, classical conditioning, operant conditioning, critical thinking skills, and cognitive problem solving. The classroom management style would include monitoring and observing events, using reward systems, and establishing rules. The evaluation of the student would include behavioral objectives and performance contracting. The teacher would be trained in the scientific method, a planner and user of behavioral objectives, controller of behavior, and an arranger of contingencies. I hope that one day I will be able to use these different philosophies in my own classroom. I hope that I keep these values, and be able to shape some young minds. I hope that I will become a great teacher, like the ones that I have experienced in my own career.

The War Between The Classes :: essays research papers fc

The War Between the Classes By (Your Name Here) The War Between the Classes is an excellent book written by Gloria D. Miklowitz. It is about a high-school class that plays the â€Å"Color Game†. In the game, there are four social classes which are represented by armbands: Blues – highest, richest; Dark Greens – upper-middle class, semi-rich; Light Greens – lower-middle class, semi-poor; Oranges – lowest class, very poor. To further split up the classes, there are the superior sex, Teks(females), and the inferior sex, No-Teks(males). There are also groups of Color Game â€Å"policemen†, which are older students who played the game in previous years. They record the students’ activities, and record any good or bad behavior, which can result in demotions or promotions. The Color Game runs like this: Lower classes, or No-Teks, must bow when they meet eyes with a higher class, or Tek. Higher classes can give orders to lower classes. Lower c lasses may not speak to a higher class unless spoken to, and can only reply in a short answer. You must have your armband and journal with you at all times. The main character in this book is Emiko â€Å"Amy† Sumoto. She comes from a Japanese family, and her parents believe she should keep the family going by marrying a Japanese boy. Instead, she is interested in a rich, white boy names Adam, which is the opposite of her. In the Color Game, all the Latinos in the class turn out to be high colors, and rich whites end up as lower colors, which are all planned out by their teacher. Although she is used to being treated as a lower person in real life, along with the rest of the Latinos, she doesn’t feel right with the power she has, being one of the most powerful people in the class. She decides to try and unite all the colors to an equal rank. After being demoted from Blue to Orange with Adam, she plans to post â€Å"Unite All Colors† posters all over the school, a nd make quad-colro armbands for all students to wear. Finally she succeeds in doing this, and unites the whole school as one. My favorite part of this book is when Amy and her friend Juan sneak into the school at night and post the posters all over the school. I like this part because it sounds very fun to do, and it’s the only actual action part or the book.