AFRICAN AMERICAN EXHIBIT PROVIDES LEARNING OPPORTUNITY FOR ALL
-Sherri Davis and Caroline Wilkinson
The Franklin Institute Science Museum is hosting the exhibit "Africa" from February 16 to May 27. The exhibit is located in the Mandell Futures Center in the museum on the second floor. It is full of knowledge for people of all ages to learn about the continent and its people. Many people immediately think "poverty" when they hear the word Africa. The exhibit sheds a new light on life in this gigantic continent. "Africa" incorporates the issue of slavery and successfully highlights the African culture. Not only is a visitor able to learn about Africa's terrain, but the exhibit explores in full detail the different cultures, religions, languages, traditions, hobbies, holidays, communities, family values and accomplishments of the African people.
One notable part of the exhibit is the question and answer board located in the center of the display which shows some astounding figures. One striking figure was that the population of Africa as of 1993 was 817,000,000. This number means one out of six people in the world lives in Africa. Another compelling section of "Africa" was the African Tour of a slave ship. Here the visitor could board the ship and experience from the slave's point of view. As the visitor walks through the ship, s/he could read about real people who endured this oceanic voyage into slavery. Artwork including pottery and paintings of African Americans were also on display. Visitors could also follow a day in the life of an African boy.
If you are interested in experiencing the cultures of Africa and broadening your knowledge about other cultures, visit this museum. The Franklin Institute is located in Philadelphia, Pennsylvania.
-Janine Koch and Eric Cook
The government attempted to devise a policy that would appease supporters of homosexuals and military service members, but the problems seem to continue. The "don't ask, don't tell" policy has made it easier, rather than more difficult, for homosexuals to be discriminated against in the armed services.
In 1994, President Clinton commissioned the Department of Defense to create a policy to stop discrimination of homosexuals in the military. The policy states that a person's sexual orientation is a personal and private matter. Officials of the armed forces will not ask and service members will not be required to reveal their sexual orientation. Although their sexual orientation may be private, their conduct, including homosexual acts, and statements that demonstrate an intent to engage in homosexual acts or homosexual marriage, can result in discharge from the armed services. There needs to be credible proof, which must be a direct factual statement or observation, for a commander's inquiry or military criminal law enforcement. So, if a person is found to have engaged in homosexual acts, then that person will be discharged according to policy.
Some may see benefits to this policy. One such benefit is that it supposedly makes straight soldiers feel more comfortable. Some people feel threatened by open homosexuality, so by having homosexuals keep their orientation a secret, they feel less distressed. Another positive aspect of the policy is that it helps prevent discrimination, by not inquiring about sexual orientation on the entry forms. Basically, homosexuals can fight for our country if they keep their homosexual feelings suppressed.
Several problems with the policy are easily noticed. One impediment includes the vagueness of terms. The policy seems circular and certain points are either redundant or contradictory. Also, it seems the policy is used for the purpose of providing a valid reason for discharging, rather than protecting, a suspected homosexual. In the past, the military used principally the same procedures as now, only protest is less viable under a written policy. This policy is meant to protect homosexuals, yet it seems to be causing more problems than it is worth. It seems that military members are taking advantage of the policy by trying to dig up information based on the slightest suggestion of homosexual behavior, even though this is against the policy. Ironically, the major problem is that the number of discharges for homosexuality has increased since the implementation of this policy.
Therefore, while the "don't ask, don't tell" policy has some good points, it seems to cause more problems. Essentially, there is still discrimination against homosexuals. Thus, there should be changes in the don't ask, don't tell policy in order to protect homosexuals from unfair treatment in the military.
SHOULD AMERICA MODEL ITS EDUCATIONAL SYSTEM AFTER JAPAN'S?
-Kimberly Wall and Jen Cackowski
A growing dissatisfaction with the American educational system has provoked many educators to consider viable alternatives. One consideration, adapting the principal educational elements of Japan into our schools, is said to result in a student's increased achievement and desire to learn. Hypothetically speaking, this may be a valid argument.
In Japan, educational institutions are geared toward what is known as "social engineering," where emphasis lies primarily on a student's responsibility and position in relation to the greater whole. This presence of social hierarchy demands displays of respect from the students and positively encourages them to progress to higher levels. In many ways, strong parallels can be made to United States military branches and their operating procedures. In addition, Japanese schools enforce ubiquitous rules which further create a military atmosphere. Rebellion occurs nevertheless, but to a significantly lesser degree than in the U.S. For example, Japanese students smoke cigarettes instead of marijuana, resolve disputes with their fists over guns, and are generally kissed instead of impregnated. In addition, per-student spending is considerably less in Japan than in the United States.
In many ways, Japanese students face more rigor in school than American students. Japanese school days extend an average of three hours longer and additional classes, held on Saturday, meet twice a month. At the end of each day, students spend up to thirty minutes cleaning bathrooms, hallways, and removing graffiti, which not only eliminates the cost of janitors, but also teaches students the valuable lesson of respecting their property and that of others. Costs are also cut by minimizing air conditioning and heating throughout the schools.
Some Japanese public schools not only stipulate the use of uniforms, but ban any factor distinguishing one student from another. Curled or bleached hair, perfumed deodorant, hair products, fragrances, make-up, earrings, or any other nonstandard school item are strictly prohibited. This certainly exceeds necessity, but mandatory uniforms could possibly help deter gang violence in American schools.
Modeling our educational system after Japan's may not be the answer to all of our problems, but it is definitely worth consideration. As teachers, future educators, and parents, it is our responsibility to recognize that the children of America are not receiving an adequate education, and NOW is the time to take the responsibility and do something about it.
To return to front page, click here...or to contine reading, go to next page.