Human Biology Essay Example | Topics and Well Written Essays - 1500 words

Human Biology - Essay Example Fixation therefore preserves protoplasm, prevents autolytic changes and bacterial growth (Pawley, 2006, p. 370). After this, tissue sample should undergo dehydration, clearing and embedding. These processes ensure tissue sample is dehydrated or cleared from fixated agents and solidified to provide strong support to tissue blocks to make cutting in thin sections possible (Pawley, 2006, p.370). In bright field light microscopy staining for routine histological examination of tissue sections enhances natural contrast making tissues or cells more visible. Haematoxylin reacts with basophilic components of cells producing bluish tint to dark blue stain, Eosin stains pinkish colour to pink of acidophilic components of cells (Bancroft and Gamble, 2008, p.126). This is a cardiac muscle tissue. Its fibers are joined by intercalated discs, thick plasma membranes, shown as horizontal lines in the picture (DuPree and DuPree, 2007, p.53). The single central nucleus is also visible. This is a central nervous system, particularly a spinal cord formed by nervous tissue. Neurons and neuroglia are remarkable in this image showing the interconnecting cells and their supports (Chiras, 2011, p.78). This is a neuron which contains nucleus in its cell body that is responsible for synthesizing proteins and membranes while the axon conducts electrical impulse while the dendrites collect information (Hollenbeck and Bamburg, 2003). Satellite cells are situated in dorsal root ganglia somewhere in either side of the spinal cord and they enclosed cell bodies containing sensory neurons that are found inside the ganglia (Tiidus, 2008, p.77). Ordinary staining technique could not enhance visibility of the collagen fibres of hyaline cartilage (Amitrano and Tortora, 2012, p.65). Protoplasm and nuclei under intranuclear network are found in this specimen. Giemsa method of

Zipcar It's Not about Cars It's about Urban Life Case Study

Zipcar It's Not about Cars It's about Urban Life - Case Study Example By offering customers something other than the conventional car-rental, Zipcar offered an array of benefits that included reduced traveling time in densely populated cities like New York. By offering a variety of cars to choose from customers had the opportunity to experience new vehicles according to their moods. It helped in saving money and catered to their need of having a car without actually owning one. By tapping on their values of greening, it widely promoted the positive environmental impact of Zipcar through reduced emissions, fuel consumption etc. comfort of rental and easy accessibility also made it easy for customers to trial, use and remain loyal to the business. A2 Zipcar started off by tapping on one of the attributes of the prevalent value system, environment friendliness. By promoting the environmental benefits like reduced emissions and responsible initiative, Zipcar managed to differentiate itself from the other market players. Pairing this with a set of benefits like convenience, affordability, variety and green attitude etc., Zipcar was able to consolidate both the benefits and value to reflect the company’s image of economy and efficiency. The positioning of ‘we love earth’ and subsequent promotion of how they do so through their offering they are able to focus on how the efficiency of their business and its purpose contributes towards convenient, affordable and safe traveling. A3The value-based positioning by Zipcar based on environmental consciousness and responsible actions towards reducing environmental harm, which they started off with, was successful in giving them a strong footing in the market. This is the positioning that allowed them to differentiate themselves from the array of car rental services that were prevalent in the market at that.Customer oriented strategies are driven by the needs of the customers. A combination of tangible benefits and intangible values make a perfect strategy mix that can help gain market standing and make a business a success, much in the case of Zipcar.

Into the Lions Mouth :: China Chinese Culture Papers

Into the Lion's Mouth It is the last Saturday in September and the Brown University lion dance team is about to perform. Eleven students sit on the floor of Leung Gallery. The nine team members walk to the front of the room, seven Chinese, two Caucasian. Each wears a shirt bearing a black and white lion design on the front and the words "Brown Lion Dance" emblazed across the back. The boys who will make up the two lions - Grant, John, Chris and Michael - wear bright yellow pants with orange and gold tassels encircling each leg, meant to mimic fur. The instrumentalists, Cisco and Larissa, wear black pants and black shoes, and Peter Quon, the teaser, sports a navy blue silk ensemble reminiscent of a rich man's pajamas. He dons a mask made of brightly lacquered peach paper mache, with pink dots for cheeks, ruby red lips and thick, black eyebrows. He will signal the lions into place for each stunt. The four boys disappear underneath the heads and tails. The team's captain Brian Fong welcomes the freshmen, but keeps his remarks brief. He can't convey this magic - this magic that keeps him and his team here, week after week, year after year - with words. Brian and the team members move into place. Cisco raises his drumsticks and brings them down hard on the drums. The cymbals crash. The performance begins. Historians trace Chinese lion dancing back to a band of roving Persians who traveled to China via the Silk Road during the T'ang Dynasty (618- 906 A.D.). They performed their Nevruz ("New Day") festival for the emperor who, like his people, had never seen a lion before. The Persians' dance pleased the emperor so much that he ordered the lion to be incorporated into the most important of Chinese festivals, the Harvest Moon and New Year's celebrations. The Chinese, however love to tell another story of how this art form came to be: the Legend of the Nien. In ancient times, a creature called the Nien roamed throughout China, devouring man and beast. News of these atrocities reached a remote mountain village and prompted its inhabitants to seek protection from the mighty lion. When the Nien finally stormed into the village, the lion intercepted him and the two beasts fought a terrible battle. The lion emerged victorious and the wounded Nien slunk away into the shadows of the forest, vowing to return in exactly one year to exact vengeance.

Leadership Taxonomy

Introduction There a numerous leadership theories that help manage a successful business. These theories include techniques that have been developed and constantly improving since 1888. Theorists such as Thomas Carlyle, Kurt Lewin, and James Kouze, have developed characteristics they believe will shape the leaders of tomorrow. These characteristics are structured together to create theories based on personality, relationships, and developmental styles. The following will provided an organized overview of ten theorists and the characteristics they believe to develop successful leaders. Theorist |Theory Title |Theory Characteristics |Year | |Thomas Carlyle |Great Man |â€Å"According to this theory, you're either a natural born leader or |c. 1888 | | | |you're not. The term â€Å"Great Man† was used because, at the time, | | | | |leadership was thought of primarily as a male quality, especially in | | | | |terms of military leadership. (About, 2011) | | | | | | | | | |The Great Man leadership theory became more prevalent during the 19th| | | | |century and was developed from the success of several famous leaders. | | | |A famous quote that sums up this theory is â€Å"great leaders are born, | | | | |not Made. † (Changing Minds, 2011) | | Cherry, K. (2011). The Great Man Theory of Leadership. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/a/great-man-theory-of-leadership. htm Straker, D. (2011). Great Man Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/great_man_theory. htm |Gordon Allport |Personality Trait Theory |â€Å"The trait approach to personality is one of the major theoretical |c. 1936 | | | |areas in the study of personality. The trait theory suggests that | | | | |individual personalities are composed broad dispositions. (About, | | | | |2011) | | | | | | | | | |Allport discovered that there are more then 4,000 words to describe | | | | |personality traits. Allport categorized those traits into three | | | | |different levels, Cardinal, Central and Secondary traits. | | | | | | | | | |Cardinal traits were characterized as traits that dominate an | | | | |individual’s whole life. Central traits are general characteristics | | | | |of an individual personality that would affect their leadership | | | | |quality. â€Å"Terms such as intelligent, honest, shy and anxious are | | | | |considered central traits. (About, 2011) Secondary traits reefers | | | | |to attitudes or preferences that appear in certain situations or from| | | | |the result of a specific circumstance. | | Cherry, K. (2011). Trait Theory of Personality. In About. Retrieved October 2, 2011, from http://psychology. about. om/od/theoriesofpersonality/a/trait-theory. htm Cherry, K. (2011). Leadership Theories – 8 Major Leadership Theories. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/p/leadtheories. htm |Kurt Lewin |Lewin's leadership styles |Lewin’s developed three leadership styles, autocratic, democratic |c. 1939 | | | |style and Laissez-Faire style. | | | | | | | | |â€Å"In the autocratic style, the leader takes decisions without | | | | |consulting with others. The decision is made without any form of | | | | |consultation. In Lewin's experiments, he found that this caused the | | | | |most level of discontent. † (Changing Minds, 2011) | | | | | | | | | |The autocratic style is used when the result from a decision would | | | | |not change if it had the input from others. | | | | | | | | |â€Å"In the democratic style, the leader involves the people in the | | | | |decision-making, although the process for the final decision may vary| | | | |from the leader having the final say to them facilitating consensus | | | | |in the group. (Changing Minds, 2011) | | | | | | | | | |The democratic style is a group decision making process. This style | | | | |usually opens it up for individuals to voice their opinions and can | | | | |create adversity and problems. | | | | | | | | |â€Å"The laissez-faire style is to minimize the leader's involvement in | | | | |decision-making, and hence allowing people to make their own | | | | |decisions, although they may still be responsible for the outcome. | | | | |( Changing Minds, 2011) | | | | | | | | | |When individuals are motivated to make their own decisions and there | | | | |is no need for a central coordination, the laissez-faire style would | | | | |be best suited for that situation. | | | | | | | | | | | | Straker, D. (2011). Lewin's leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/lewin_style. htm |F. E. Fiedler |Least Preferred Co-worker |â€Å"Leaders prioritize between task-focus and people-focus. |c. 1964 | | |(LPC) Theory |Relationships, power and task structure are the three key factors | | | | |that drive effective styles. † ( Changing Minds, 2011) | | | | | | | | | |Fiedler used a scoring system to be able to determine if that leader | | | | |would work with that person again. | | | | | | | | |â€Å"High LPC leaders tend to have close and positive relationships and | | | | |act in a supportive way, even prioritizing the relationship before | | | | |the task. Low LPC leaders put the task first and will turn to | | | | |relationships only when they are satisfied with how the work is | | | | |going. (Changing Minds, 2011) | | | | | | | | | |Three identifying factors | | | | | | | | | |Leader-Member Relations | | | | |Task structure | | | | |Leader’s Position-power | | Straker, D. (2011). . In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/fiedler_lpc. htm Rensis Likert |Likerts leadership styles |Likerts four style of leadership were developed around decision |c. 1967 | | | |making and how much people are involved in the decision making | | | | |process. | | | | | | | | | |Likerts four styles are exploitive authoritative, benevolent | | | | |authoritative, consultative, and participative. | | | | | | | | |The Exploitive authoritative style is a style where the leader has | | | | |low- no concern on how their actions will psychologically affect | | | | |people. This style is based off of fear and threats in order to | | | | |accomplish the task at hand. | | | | | | | | | |The Benevolent authoritative style is a complete opposite of the | | | | |Exploitive authoritative style. This style involves higher ranked | | | | |leaders in an organization listening to the concerns of individuals | | | | |lower in the organization. | | | | | | | | | |The consultative theory is focused on still listening to the upward | | | | |flow of information, but generally decisions are still centrally | | | | |made. | | | | | | | | |The participative theory’s where leaders maximize methods to engage | | | | |with people lower down in the organization in the decision-making | | | | |process. | | | | | | | | | | | | Straker, D. (2011). Likert's leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/likert_style. htm |D. J. Hickson |Strategic Contingencies |The strategic contingencies theory states that if a person does|c. 1971 | | |Theory |no they charisma but that person possesses the ability to solve| | | | |problems they still can be a effective leader. | | | | | | | | | |â€Å"The theory helps to objectify leadership techniques, as | | | | |opposed to relying on personalities. (Leadership-Central, | | | | |2011) | | | | | | | | | | | | Strategic Contingencies Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/strategic-contingencies-theory. html#axzz1ZeSf2sGc |Dr. Paul Hersey, |Situational Leadership |Hersey and Blanchard leadership model was developed into four styles|c. 972 | |Ken Blanchard |Model |(S1 to S4) to match the employee development level (D1 to D4). | | | | | | | | | |â€Å"Leaders should adapt their style to follower development style (or | | | | |'maturity'), based on how ready and willing the follower is to | | | | |perfo rm required tasks (that is, their competence and motivation). | | | | |(Straker, 2011) | | | | | | | | | | | | | | |Style one is Telling/Directing which is designed for an employee at | | | | |a D1 level. This employee is a t a low competence, low commitment | | | | |level to the company. | | | | | | | | |Style two is Selling/ Coaching which is designed for a employee at a| | | | |D 2 level. This employee has some competence and a variable | | | | |commitment to his/her position. | | | | | | | | | |Style three is Participating/ Supporting which is designed for an | | | | |employee at a D3 level. This employee has high competence but still | | | | |a variable commitment to his/her position and the company. | | | | | | | | | |Style four is Delegating/ Observing which is designed for a employee| | | | |at D 4. This employee with have a high competence and a high | | | | |commitment to the company. | | | | | | | | | | | | | |At level S1 the leader is high task focus and not real focus on the | | | | |relationship. As you reach a S4 the leader has a low task focus and | | | | |a low relationship focus. At S3 that is where the leader builds a | | | | |strong relationship to develop that employee into a D4. | | | | | | Straker, D. (2011). Hersey and Blanchard's Situational Leadership. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/situational_leadership_hersey_blanchard. htm Situational Leadership- About us (2011). In Situational Leadership. Retrieved October 2, 2011, from http://www. situational. com/about-us/ |Danser eau, Graen, |Leader-member Exchange (LMX)|â€Å"How a leader maintains leadership through working with her or |c. 1975 | |and Haga |his supporters, those entrusted with responsibility and advisers | | | | |defines the Leader-member Exchange theory as a method for | | | | |exerting and maintaining leadership. † (Leadership-Central, 2011) | | | | | | | | | |LMX is a intuitive theory and would be more expected from a | | | | |leader-group structure. LMX uses three stages of development. | | | | | | | | |Organizational Stage | | | | |Role Development | | | | |Leader-led relationship | | | | | | | | | |Leaders in this theory can range from a person leading a small | | | | |discussion group or a supervisor of a work crew to heads of | | | | |countries or empires. â€Å"The more complex the task and | | | | |organization, the more factors enter into the organizational | | | | |dynamics. † (Leadership-Central, 2011) | | | | | | | Leader-Member Exchange Theory – LMX (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. om/leader-member-exchange. html#axzz1ZeSf2sGc |James MacGregor |Burns Transformational |â€Å"Burns Transformational leadership Theory, in other words, |c. 1978 | |Burns |Leadership Theory |Burns focuses upon motivations and values in assessing how a | | | | |leader approaches power. This aspect of having that basic | | | | |ethical system sets leaders apart from those merely aspiring to| | | | |power. (Leadership-Central, 2011) | | | | | | | | | |Burns theory appeals to those interested in developing social | | | | |values and individual purpose. Burns theory asks a fundamental | | | | |question of what the ultimate goal of leadership is and why one| | | | |should be a leader. | | | | | | Burns Transformational Leadership Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/burns-transformational-leadership-theory. html#axzz1ZeSf2sGc |Bass, B. M. |Transformational Leadership |‘Bass defined transformational leadership in terms of how the |c. 1985 | | |Theory |leader affects followers, who are intended to trust, admire and | | | | |respect the transformational leader. (Straker, 2011) | | | | | | | | | |Bass described three ways which leaders can transform their | | | | |followers. | | | | |Easing their awareness of task importance and value. | | | | |Getting them to focus first on team or organizational goals, rather| | | | |than their own interests. | | | | |Activating their higher-order needs. | | | | | | | | | | | | | | | | | | | | | Bass Transformational Leadership Theory (2011). In Leadership-Centeral. Retrieved October 2, 2011, from http://www. leadership-central. com/bass-transformational-leadership-theory. html#axzz1ZeSf2sGc Straker, D. (2011). Bass' Transformational Leadership Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/bass_transformational. htm |James Kouze and |Leadership Participation |â€Å"Specific factors are listed in a checklist form that |c. 1987 | |Barry Posner |Inventory |organizers can use to assess a group's affinity to a leader. | | | | |While they are subjective, they are better than nothing and can| | | | |help in a focus on organizational problems. † | | | |(Leadership-Central, 2011) | | | | | | | | | |Five characterizes for successful leadership | | | | | | | | | |1. Role Model | | | | |2. Inspiration: | | | | |3. Facing Adversity | | | | |4. Empowerment | | | | |5. Generates Enthusiasm | | | | | | | | | | | | | | | | | | | | | | Leadership Participation Inventory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/leadership-participation-inventory. html#axzz1ZeSf2sGc

Pursuing A Career As A Social Work And How Do You Envision...

*Tell us how you arrived at the decision to pursue a career in social work. What is your reason for pursuing a graduate degree in social work and how do you envision yourself using this degree? When I first came to Humboldt State I declared zoology my major and hoped that I eventually went off to med-school to become a Veterinarian. However, Zoology was not what I expected. I didn’t receive the same life changing experience as when I first took the Introduction to social work. I took social work as a general education class and absolutely admire the work that social workers do in all areas of concentration . I felt empowered to want to assist people around me by providing them in anyway possible. My instructor did a great job teaching the class by bringing awareness to issues that many people in this society are affected by. As I continue with social work, I specifically develop an interest working with youth and like to research more about school social work. Eventually, I switched my major and was probably the toughest and best decision I had to make. Studying social work as an undergrad at Humboldt State helped me find who I am and what I want to become by being in the social work program. I found a sense of belonging by developing my perspective of my own struggles while growing up and realizing how common systemic oppression affects not only me, but everyone around me. Understanding systemic issues, knowing the barriers that people face first hand, encourages me toShow MoreRelatedLimitation of Trait Theory12233 Words   |  49 PagesLeadership can be defined as a process by which one individual influences others toward the attainment of group or organizational goals. Three points about the definition of leadership should be emphasized. First, leadership is a social influence process. Leadership ca nnot exist without a leader and one or more followers. Second, leadership elicits voluntary action on the part of followers. The voluntary nature of compliance separates leadership from other types of influence based on formal authorityRead MorePlenary Session69346 Words   |  278 Pagesthe theory behind this test, and the results it demonstrates, during the session on â€Å"Leadership and Personality Types† during the second day of the conference. The session will be much more valuable to you if you have completed this test PRIOR to the session. Completing the test should only take 15 minutes or so. You can complete it on paper, or can use a web based version located at http://DOMWebserver.Hitchcock.org/mbti/. The web based version has several benefits: 1) You do not have to score yourRead More65 Successful Harvard Business School Application Essays 2nd Edition 147256 Words   |  190 PagesBansal Anonymous Brad Finkbeiner Anonymous 4 7 10 13 17 20 23 26 29 ii. 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Career aspirations Jason Kreuziger Anonymous James Reinhart Jemine Rewane Anonymous Apar Kothari Anonymous Anonymous Stephen Cravens Anne Morriss 63 66 69 72 75 78 81 84 87 90 iV. typical day Anonymous Jay Glaubach Lexie Hallen Benoit...Olivier BoureauRead MoreFundamentals of Hrm263904 Words   |  1056 PagesThis online teaching and learning environment integrates the entire digital textbook with the most effective instructor and student resources With WileyPLUS: Students achieve concept mastery in a rich, structured environment that’s available 24/7 Instructors personalize and manage their course more effectively with assessment, assignments, grade tracking, and more manage time better study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visualRead MoreKellogg Case Book36421 Words   |  146 Pages*** Get Off Of My Case, Version 2.0 *** Kellogg School of Management Northwestern University December, 2003 Edwin Van Dusen, Brian Fox and David Welch (MBAs 2004) prepared this document under the supervision on Professor Sonia Marciano. 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Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:Read MoreLibrary Management204752 Words   |  820 PagesMoran All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2007007922 ISBN: 978–1–59158–408–7 978–1–59158–406–3 (pbk.) 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The Lottery, By Shirley Jackson - 1091 Words

Shirley Jackson, a famous American fiction writer after the Second World War, wrote a story called, â€Å"The Lottery,† to indicate humans’ true nature. How does Jackson be able to draw out humans’ true nature through written words? The story of â€Å"The lottery† is a kind of story that is written in a situational irony form. It is surprising that at the end of the story, people start throwing stones at the one who actually won the lottery. At first glance of reading the topic and the actual context of the story, many people might think that it is a regular gathering for the lottery, which is not involved in life taking. Jackson’s main purpose is to demonstrate humans’ behaviors after the World War Two. As a result, Jackson amazingly illustrates the sinful nature of humans through the central theme, the characters, and the symbol of the story. First of all, Jackson uses the central theme of the story to demonstrate the stupidity of humans to accept a wrong tradition. In the beginning, people start gathering, and it seems harmless. Jackson notes that children are running around gathering rocks, men are taking about â€Å"planting and rain, tractors and taxes,† and women are blathering (70). Everything seems perfectly quiet, and it is a peaceful day before the lottery starts. However, things change when everyone is paying attention to a black box with enough pieces of paper for every family to choose. The readers immediately notice that this event has been conducted each year. JacksonShow MoreRelatedThe Lottery, By Shirley Jackson1195 Words   |  5 PagesOn the surface, Shirley Jackson’s short story, â€Å"The Lottery,† reads as a work of horror. There is a village that holds an annual lottery where the winner is stoned to death so the village and its people could prosper. 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The townspeople in Jackson’s â€Å"The Lottery† unquestioningly adhere to a tradition which seems to have lost its relevance in their lives. The ritual that is the lottery shows how easily and willingly people will give up their free will and suspend their consciences to conform to tradition and people in authority. The same mindless complacency and obedience shown by the villagers in Jackson’s story are seenRead MoreThe Lottery By Shirley Jackson8 11 Words   |  4 Pagesâ€Å"The Lottery† was published by Shirley Jackson. The story was true expression of Jackson’s genuine thoughts about human beings and their heinous competence in an annual village event for corn harvest . First, her used to word symbolized main point of the story. Second, Jackson was inspired by few historical events happened in the past and a life incident in her life. Lastly, She was able to accomplish the connection between historical and biographical with the story. Therefore, Shirley Jackson’sRead MoreThe Lottery By Shirley Jackson934 Words   |  4 Pagesâ€Å"The Lottery† by Shirley Jackson signifies the physical connection between the villagers and their unwillingness to give up their tradition. â€Å"The Lottery† is very unpredictable and quite misleading. The black box has no functionality, except every June 27th. Shirley Jackson depicts the black box as an important and traditional tool. Although the villagers in â€Å"The Lottery† are terrified of the goal of the lottery and the black box, they are unwilling to let go of the tradition. Shirley Jackson portraysRead MoreThe Lottery by Shirley Jackson799 Words   |  4 Pagesthe mood and to foreshadow of things to come. The Lottery by Shirley Jackson is a story in which the setting sets up the reader to think of positive outcomes. However, this description of the setting foreshadows exactly the opposite of what is to come. In addition, the theme that we learn of at the end leads us to think of where the sanity of some human beings lies. The story begins with the establishment of the setting. To begin, Shirley Jackson tells the reader what time of day and what time ofRead MoreThe Lottery by Shirley Jackson1764 Words   |  7 Pagesfilled with excitement and eeriness, leaving the reader speechless. The Lottery , a short story written by famous writer Shirley Jackson, created an uproar on June 26, 1948, when it was published in the magazine The New Yorker (Ball). The gothic thriller, set in an unknown time and place, shares the tradition of a small town, a little larger than three hundred people, in which a drawing is held once a year. In this â€Å"Lottery,† each family’s husband draws a slip of paper from a black box. The husband

Analysis Of Words Of Protest And On The Birth Of My Son By...

Literary Analysis of â€Å"Words of Protest, Words of Freedom† One of the most important aspects of the Civil Rights Movement era was the extraordinarily violent rebellions that happened from 1964 up until 1971. During this point in time, there were a number of poems written depicting the heavy emotions that were felt during this era. In this section, there is a significant range in diversity among the highlighted poets, whether it is through gender or race. Both Charles Bukowski and Julius Lester depict their experience of this point in time during the civil rights era in their respective poems, â€Å"finish† and â€Å"On The Birth Of My Son, Malcolm Coltrane.† Both poems represent a unique point of view from each author, due to the respective differences between the two poets. In addition, through syntax and diction, both poems convey a certain mood or tone that demonstrates the overall message that the poems are trying to convey. Throughout both poems, the respective poets use syntax, diction, and tone to portray their own uniqu e point of view on the Civil Rights Movement. Towards the end of the 1960’s and the beginning of the 1970’s, there appeared to be a rise in both riots and rebellions that were considered a part of the Civil Rights Movement. The entirety of chapter eight is dedicated to these various rebellions and riots, with poetry from all during that point in time where rebellions were prominent during the civil rights era. In Charles Bukowski’s poem, â€Å"finish,† a unique