Racism in the Tuskegee Experiment Essay Example for Free

Racism in the Tuskegee Experiment Essay The Tuskegee experiment, begun in 1932 by the United States Public Health Service in Macon County, Alabama, used 400 black men who suffered from advanced stages of syphilis.   This study was not a means of finding a cure; the patients offered no preventative measures to prolong or better life.   Although the history and nature of syphilis was well understood, certain scientists believed that more research could certainly be done. In terms of whom to study, the doctors developing the format discovered a â€Å"ready-made situation† (Jones 94). Macon County Alabama was impoverished, like much of the country in 1932.   The selection process began during the depression, a time of separation and intolerance.   In the rural South, where we find Tuskegee, the men chosen were not seen, at the time, as equal in any sense of the word. Jones refers to prominent doctors of the region who, in the late 1800s, scientifically defined diseases that were peculiar to the race.   One such disease, Cachexia Africana, caused the subject to eat dirt.   The public did not question such obviously ridiculous claims at the time.   In fact, the public heralded these doctors and requested a manual for treating blacks in order to save slave-owners and the like money in paying for doctors (17).   Given the distaste for the ethnicity of the subjects, could their ethnicity have been a factor in the selection process? At the time, the medical profession had already made some false assumptions about the African American race in general.   Jones reiterated the white-held theory that black men had larger penises and little constraints when it came to sexual intercourse (23).   It was also believed that they were harder to treat for syphilis because African Americans were stupid. In examining this mindset, it becomes clear why the government erringly felt it should go to the poorer black communities in rural Alabama conduct a syphilis study.   Believed to be an immoral sex-centered culture placed at the level of animals, the government would put them in league with mice and rats.   As disgusting as the premise is, the doctors needed lab animals and set out to find them. If this were true – how could the government get away with it?   Blatant disregard for humanity and life could not go unnoticed.   However, the geographical area in question had just been the last state of the union to discontinue chain gang use in its penitentiaries in 1928.   The South had not yet begun to consider African-Americans as people not in the slightest meaning of the word. Jones reiterates the sentiment of the doctors at the time and place with, â€Å"short of a ‘quick-fix’ by science requiring no behavior changes by blacks, there was no hope for the race† (26). The Health service claimed they informed the subjects of their disease, although an internship at the time the experiments began, Dr. J.W. Williams, stated the men received no such information.   He also claims the internships registered the data collected without understanding the nature of the experiment either (Jones 5). The term ‘racist’ as defined in the Random House Webster’s College Dictionary reads, †a belief or doctrine that inherent differences among various human races determine cultural or individual achievement, usually involving the idea that one’s own race is superior† (1072).   Given this definition, it is clear that the Tuskegee experiments were racist.   To withhold the nature of the experiments from the subjects, the name of the disease, the treatment of its symptoms and to feel no remorse in inflicting this sort of medical indictment on fellow human beings is not just racist, but also immoral and unjust. Jones points out the Health Services did investigate the treatment of these patients in an Ad Hoc committee.   The resulting medical treatments for the wives and children of the male subjects was offered with no cash restitution allowed (214).   In the end, the government did agree to $10 million dollars in payments to the â€Å"living syphiltics†, the next of kin for those already dead, â€Å"living controls† and the next of kin for the dead controls.   If you had been living with the disease and never treated, you would get a grand total of $37, 500; a paltry amount for the pain and suffering from neglect and racist bigotry (217). Works Cited Jones, James H. Bad Blood: The scandalous story of the Tuskegee experiment – when government doctors played God and science went mad. New York, NY: The Free Press, 1981. Random House Webster’s College Dictionary, 2nd Ed.   New York, NY: Random House, 1997.

Writing Techniques in Poes The Raven Essay -- Poe Raven Essays

Writing Techniques in Poe's "The Raven"    Edgar Allan Poe uses several writing techniques to create a single concentrated effect of unending despair in his classic poem, "The Raven." The most noticeable technique is the use of repetition. Just as repeated exposure to cold raindrops can chill one to the bone, repeated exposure to words of hopelessness and gloom creates a chilling effect. Poe saturates the reader with desperate futility by repetitive use of the words "nothing more" and "nevermore." These two phrases, used in refrain to end seventeen of the poem's eighteen stanzas, drench the reader with melancholy. Poe also uses repetition to spark the reader's curiosity. He refers to the sound of rapping or tapping eight times in the first six stanzas. The unexplained repetitive sound helps the reader identify with the search for answers that the speaker is experiencing. Poe makes use of repetition to emphasize feeling with the words, "'Surely,' said I, 'surely that is something at my window lattice'" (33). Repeating the word "surely" adds a sense of desperation concerning the search.   Poe uses a gothic setting to create an atmosphere of gloom. The time is described as "a midnight dreary" (1) in "the bleak December" (7). The supernatural is referred to through the words "ghost" (8), "angels" (11, 81, 95), "Plutonian" (47), "soul" (19, 56, 93, 99,107), "ominous" (70), "unseen censer" (79), "prophet" (85, 91), "thing of evil" (85, 91), "devil" (85, 91), and "demon" (105). The time of night and the inhospitable weather outside allow no escape from the speaker's chamber which becomes a chamber of horror.   Contrast intensifies the sense of gloom. The windy, bleak, December night is contrasted to a room full of books, ric... ...anguage and a memorable singular effect. Poe's use of the first person perspective combines with vivid details of sight and sound to form a powerful connection between the speaker and the reader. Poe shows how the sounds of words can be used to suggest more than their actual meaning. The poem displays the impact of setting on a character and reveals the use of contrast as a tool to magnify descriptions. "The Raven" demonstrates how the effect of rhythm and repetition can be as hypnotic as the swinging of a pendulum and as chilling as a cold rain. "The Raven" is a poem better experienced than interpreted. Poe's words go down like an opiate elixir inducing a fascinating, hypnotic effect.   Works Cited Poe, Edgar Allan. "The Raven." The Norton Anthology of American Literature. Eds. Nina Baym, et. al. 4th ed. New York, London: W.W. Norton & Company, 1995: 648-51.  

Case Study 8.1: His Team Gets the Best Assignments Essay

Case Summary: Jack’s team: †¢ Most creative †¢ Willing to go the extra mile †¢ Gets along well with Carly †¢ Often gets allocated extra resources †¢ Praised for a provocative ad campaign Terri’s team: †¢ Counseled out of an ad campaign †¢ Performs well for the agency †¢ Unhappy with how Carly treats the team †¢ Holds animosity toward Carly †¢ Feels Carly is unfair and favors Jack’s team Julie’s team: †¢ Notices Carly favors other teams †¢ Feels the other teams get the best writers and art directors †¢ Feels Carly doesn’t notice her team or help it with its work †¢ Feels undervalued Sarah’s team: †¢ Sarah has worked for 10 years †¢ Agrees with some of Terri’s & Julie’s observations, but it doesn’t seem to bother her †¢ Her team gets the job done †¢ Being in Carly’s ‘inner circle’ would require extra time and more headaches †¢ No interest in changing the way department works Carly Peters directs the creative department at Mills, Smith, & Peters, which has the reputation for being one of the best advertising and public relation agencies in the country. The department has four major account teams, each is led by an associate director, who report directly to Carly. These four teams are headed by Jack, Terri, Julie, and Sarah. Each of the associate directors have different relationship with Carly. Questions 1.Based on the principles of LMX theory, what observations would you make about Carly’s leadership at Mills, Smith and Peters? According to LMX theory and its research, subordinates become a part of the in-group or the  out-group based on how well they work with the leader and how well the leader works with them. Leaders should create a special relationship with all employees, similar to the in-group relationship. Leaders should also offer each employee the opportunity to take on new roles and responsibilities, and should look for ways to build trust and respect. It is clear from this case that Carly has different relationship with each associate directors. Jack’s team is the most creative and goes the extra mile. The result of these team members going the extra mile is that Carly, in turn, does more for them. Jack and Carly’s relationship is clearly in the phase three â€Å"partnership† of leadership making. Terri and Julie, claim that their teams perfo rm well for the agency and hence, it’s clearly unfair for Carly to be biased towards Jack’s team. Terri’s and Julie’s relationship with Carly appears to be in the Phase 2 â€Å"acquaintance† of the leadership making. The quality of leader member exchange matters most to employees who feel less empowered, and in this case it matters the most to Terri and Julie. It is the responsibility of the leader to make high quality exchanges will all the employees and make them feel as part of in-group to avoid negative implications and inequities. Sarah’s team gets the job done for the agency and Sarah clearly doesn’t want to be in Carly’s in-group, as it will mean more responsibilities for her and her team. Carly has low quality exchanges with Sarah, and their relationship appears to be in the phase 1 â€Å"stranger† of the leadership making. 2.Is there and in-group and an out-group, and if so, which are they? Jack’s team is clearly in the in-group and Sarah’s team is in the out-group. Julie’s and Terri’s team are also in the out-group but struggling to be a part of the in-group. 3.In what way is Carly’s relationship with the four groups productive or counterproductive to the overall goals of the agency? Leaders should have high quality exchanges and try to build effective dyads with all employees in the work unit, this would avoid inequities and negative implications of being in an out group. This in turn will also empower employees, and empowering them will have a positive implication on the job satisfaction, performance, turnover and the overall organizational goals. Carly’s  relationship with Jack’s team is clearly productive. I feel that her relationship with Sarah’s team is also somewhat productive from an organizational standpoint, as Sarah mentions that her team gets the job done and she clearly doesn’t want to be in the in-group. However, her relationship with Terri’s and Julie’s team seems to affect the team’s morale. It also has made them feel ignored and invaluable, which would certainly af fect the teams productivity in the future, and in turn would be counterproductive to the overall goals of the agency. 4.Do you think Carly should change her approach toward the associate directors? If so, what should she do differently? Definitely, organizations stand to gain much from having leaders who can create good working relationship. Carly should try to be an effective leader and build effective relationships with all her employees, the number one thing to do would be to communicate and listen to each of them about their roles and responsibilities. She should also support them in their tasks and motivate them to perform better. If she creates high quality exchanges, builds effective relationships and makes everyone feel a part of in-group, the team dynamics and attitudes will become more positive and this in turn will have positive effect on the overall goals of the organization.

Booming Hispanic Population in Texas do not have Good...

By the year 2020, the Hispanic population in Texas will outnumber the non-Hispanic White population (Petter and Hoque, 2013). However, Hispanics do not play a significant role in the STEM workforce (Robinson, 2007). The drastically low number of Hispanic students with a STEM degree only represent 5% of the total STEM workforce (Clewell, 2006; Malcolm, 2010; Arcidiacono, Aucejo, Hotz, 2013). To further amplify the situation, 25% of jobs created over the next six years will require a bachelor’s degree (Strong American Schools, 2008). This potential shortage of qualified workers has come to a level of conscious awareness and states such as Texas could benefit from the skill sets found within this diverse group of people (Hrabowski, 2012). Another problem centers on the need to fill the void that will be left by the large number of baby boomers who are close to retirement age (Malcolm, 2010). This phenomenon is not new, studies have established a correlation between earning a col lege degree and different socio-economic levels (Swaii, Redd, Perna, 2003). Another study looked at the advantages of earning a post- secondary degree such as more pay, higher level of job satisfaction, movement between classes, access to better health insurance, and contributions as a tax payer (Baum, Ma, Payea, 2013). The Texas Higher Education plan â€Å"Closing the Gaps† has indicated the need for an educated workforce to contribute to the state’s prosperity and noted that an education takes anShow MoreRelated Curbing illegal immigration in the United States Essay2114 Words   |  9 Pagescountry an estimated $113 billion annually: $16.4 billion in Texas alone (Barnes C1). According to the Center For Immigration Studies, tax credits paid to illegal immigrants exceeded payments by illegals by $7.3 billion during the period from 2005 to 2010 (Schulkin 2). 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