page six
Mind Twisters
From the. Phoenix
15. O 16.
DDS OUT
IJLD 321
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MA Answers to
13. Right in the middle of
3UJ everything.
14. Repair or repeat.
Search on
The National Advisory Coun
cil on Women's Educational
Programs is conducting an on
going project to examine ways
in which the Federal govern
ment can and should assist in
protecting students from being
sexually harassed by faculty,
staff or other employees of
secondary and postsecondary
education institutions.
As part of that study, the
Council is requesting informa
tion from former and present
victims about their experiences
and from any others who may
have knowledge of such harass
ment.
Responses need not provide
any data which might identify
the respondent, the institutional
and academic setting in which
the incident(s) took place, any
institutional or other action on
the matter if the incident was
reported, and eventual out
come.
Although the Council wel
ENDANGERED
SPECIES
The children of
Cambodia
The condemned people of
W Cambodia await the final
M tragedy: extinction. One
& third of the population has
W perished. The living face
death by starvation. And the
M children are too weak to
"Soon there won't be
any Cambodians left at
Westport, Connecticut
comes comments on this issue
at any time, we hope to con
clude this phase of the project
by January 1980, and ask that
responses be submitted before
then. Depending on the nature,
scope, and circumstances of
sexual harassment reported,
the Council may hold hearings
on this subject in the future.
Ultimately, the Council may
make recommendations for
appropriate Federal action on
the problem if warranted by the
project's findings.
The National Advisory Coun
cil on Women's Educational
Programs is a
appointed body, established by
Congress to advise and report
on attaining sex equity in
education.
Its offices are at 1832 M.
Street, N.W., Suite 821, Wash
ington D.C., 20036. Responses
should be addressed to the chair
of the Council, Ms. Eliza M.
Carney.
I : y r^H
■
Kay Freeland and Gay Dilland present their organ donation project during Death and Dying:
"A Collective Exploration.
Death is not only dying
Continued from page three
the least bit dying.
I discovered a 30-minute mul
ti-media interpretation of Eliza
beth Kubler-Ross's five stages
of accepting death, put together
by Marsha Halper and Suzi
Gilchrist. Mixed with passages
from Kahlil Cibran's "The Pro
phet" and modern music, the
slides covered natural and vio
lent death, as well as today's
future death: radiation.
Now that I knew where to go
to die, I turned a corner to find
out how much all this would cost
me. Smack in front of me was a
map made by Ellen Boulle,
which marked all the cemeteries
in Greensboro still in use.
Next to that were very de
pressing statistics on how much
plots cost, the number of plots
left in the cemeteries, and
burial rules and regulations
from planting flowers on
mounds to what type of tomb
stones were permitted.
I asked her why she chose
that subject for her project.
Ellen replied, "I didn't know
anything about the subject or
the costs involved, like many
people who never experience
burial procedures and costs
until they have a need to."
Many other projects were
adjacent to that one. I finally
found out why Tamara Frank of
Shore Hall called up every
church in Greensboro request
ing their quotes and passages
used in funeral services. Sam
Shelton and Susan Troemner
presented outlines on grief and
mourning.
Marvin Carroll informed peo
ple on ways to plan funerals, the
current legal problems, social
traditions and economic factors,
while, at the same time plan
ning his own funeral srvice!
Straying from procedures and
statistics, Julie Green, a psy
chology major, looks at how
young children view death, and
how society reveals death to
children through literature.
"Death is a closed subject
where children are concerned,"
says Julie. "Adults don't want
to talk about death to their
children. My own parents were
very open with me but they
never discussed death and dy
ing."
Lisa Rice, coordinator of the
whole program takes a rather,
historic view of death. She
displayed posters of the death
and burial practices of Eastern
American Indians. One example
December 4, 1979
is the Natchez Indians, who
believe in moral suicide: when a
chief dies, others must die with
him so he won't be alone in his
after life. East Coast
Indians* have a certain fixed
time, date and place for each
person to die.
Some students looked at the
"inappropriate at death". Linda
Jewson and Lisa Russell collec
ted current statistics on suicide,
its causes and its increases
among all ages. David Dolson,
interested in violent death,
examined the KKK killings
along with various weapons
used by the police to inflict
death.
Margaret Young, sociology
professor, teaches the course
out of her own interest, which
was sparked four years ago in
patient rights: the right to know
what is wrong with them and
the right to let them decide how
they want to die.
"The first day was somewhat
unsuccessful, but later, as the
class continued, we opened up
with each other." says Margar
et. "The main reason why
people dread it (death) so much
is that they have not exper
ienced it."
In the film, "To Die Today"
Dr. Elisabeth Kubler-Ross in
terviews a 30-year-old patient
who is dying from Hodgkin's
disease. The IDS class studies
Ross' theories and results in
depth. Ross states, "The only
way to find out about death and
what it is like is to listen to the
dying person."
During one part of the closing
discussion period, something
that a child had said told exactly
why many adults fear dying. It
is because they feel that they
have not lived a fulfilling life.
Sometimes it takes the ironic
accident of a child's words to
make adults think:
"Now I lay me down to sleep.
I pray the Lord my soul to
keep.
If I should die before I
1ive...."