Production Control Essay Example for Free

Production Control Essay Spreading Cutting Sorting/Bundling Sewing/Assembling Inspection Pressing/ Finishing Final Inspection Packing Despatch Design / Sketch: In the garment manufacturing the first step is designing the sketch for the dresses that have to be prepared. For this purpose the designer first draw several rough sketches in the sketch book. The designer does not go for details at this moment but he rather let his creativity flow on the paper and he draws many sketches. Later these sketches are analyzed by a panel of designers. They finally select few out of them. These few sketches are rendered in detail separately or in the form of a single collection. The designer also draws working drawings along with the sketch. Working drawings are flat drawing of the sketch and it help  pattern maker  in understanding the patterns involved in the construction.  ·Ã‚  Pattern Design: The pattern maker now develop first pattern for the designsin any one standard size. This is made by pattern drafting method and the purpose of making this pattern is to create the sample garment for test fit.  ·Ã‚  Sample Making: The first patterns are sent to the sewing unit for assembling them into garment. This is usually stitched on calico or muslin which is an inferior quality of fabric and it reduces cost. This sample is constructed to analyze the pattern fit and design too. After the sample garment is stitched it is reviewed by a panel of designers, pattern makers and sewing specialists. If any changes have to be made they are made at this time.  · Production Pattern: The pattern design is now taken for creating the production patterns. The production pattern is one which will be used for huge production of garments. The pattern maker makes the patterns on standard pattern making paper. These papers are made-up of various grades. The most important component, the tissue paper pattern, is made from the lightest and thinnest paper commercially available (it is not made at the pattern companies). It is called 7. 5 lb (3. 4 kg) basis paper, meaning that a ream of it (500 sheets) only weighs

The Classification Of Fundamental Movement Skills

The Classification Of Fundamental Movement Skills The objective of this paper to have a literature review on fundamental movement skills and also to use the integrated approach of qualitative analysis of human movement to study the FMS performed by the child subject. The definition of FMS Fundamental movement skills are movement patterns that involve different body parts such as the legs, arms, trunk and head. Fundamental movement skills are the building blocks for playing games, sports, dance, gymnastics, outdoor education and physical recreation activities. The twelve common skills are balancing, running, jumping, catching, hopping, throwing, galloping, skipping, leaping, kicking, striking and dodging (Steps PD ,2007). The Classification of FMS Skills have many characteristics that can change in different environment, which makes classifying them difficult. In general, the Skill classification systems are based on the view that motor skills are affected by three factors: how precise a movement is whether the movement has a definite beginning and end whether the environment affects the performance of the skill (Brian Mac Sport Coach,1997) In this assignment, we will only look at Open and Closed skill classification. Open/Closed Skill Open skill is refers to the environment is constantly changing and so movements have to be continually adapted. Therefore, skills are predominantly perceptual and mostly externally paced; sports like Football is usually involve open skills. Close skill take place in a stable, predictable environment and the performer knows exactly what to do. These skills are not affected by the environment and tend to be habitual. Movements follow set patterns and have a clear beginning and end. The skills tend to be self-paced, for example a free throw in Basketball. The importance and relevance of developing FMS in children Fundamental motor skills provide a support base of movement from which more advanced skills can be developed. A child individual whose fundamental motor skills are not properly developed will not have a foundation upon which to build proficient movement forms. For example if a child is not able to balance, run, jump, throw, kick, strike, he will not be able to develop proficiency in playing soccer. The factors effecting the development of FMS Impairment Individuals with inherited impairment will have a significant constraint on the upper limit of performance attainable; there is no guarantee of success for an individual even with extensive and intensive specific practice. For example, one legged individual will definitely not able to dribble a soccer ball on the field. Social economic status Studies from WHO have showed that countries with higher socioeconomic status like UK, USA, Australia will have heavier or overweight kids who grow faster that those with lower socioeconomic status, for example in UK, a 3 years old kid are 1/2 taller than other countries like Laos. These overweight kids will usually spent more time on watching television than exercise; hence studies have shown that these kids tend to be less competent in the skill of running than non-overweight (Informa Health , 2010). Cultural This refers to cultural restriction in certain countries that do not allow individual to play or learn certain sports. Example, in middle countries like Iran because of its strict Islamic dress code, women are not allow to reveal any parts of the body such as face, hand and leg. This prohibits women gymnast in Iran to compete internationally, hence gymnastics is not a popular sport for women in Iran at all. Environmental Environmental constraints is refers to family or social support. Individual can reacts in many different ways to such constraints. This could either motivate an individual to greater heights or cause a dumper on the promising sport careers. School School with good coaching coach or teacher, sport science support, training equipment and facilities will usually have a positive impact on the individuals development of FMS as compared to those do not have. In Singapore this year another 9 primary schools and 6 secondary schools have been awarded the Program for School-Based Excellence and Niche Program status respectively. The awards aim to encourage greater diversity in schools by helping them to develop their strengths and unique niches. Students would have a more enriched educational experience by having more opportunities to grow in different areas of excellence like Sports. Assessment of FMS The assessment of movement skill is a critical component of many disciplines, In particular, the accurate information about the skill level of individual. There are several different ways to measure childrens performance of FMS, each with advantages and disadvantages, namely Quantitative and Qualitative. Quantitative assessment approaches involve measuring the product or outcome of the performance. Qualitative assessment focuses on the form or technique of the movement, namely how the skill is performed (Dr Beth Hands). The 4 stages of qualitative analysis of human movement written by Knudson and Morrison are Preparation, Observation, Evaluation and Diagnosis and Intervention (Duane V. Knudson Craig S. Morrison, 2002). Preparation The 1st of the 4 tasks of qualitative analysis is preparation. Kinesiology staff preparing for qualitative analysis must have some knowledge on the activity or movement, the performers, and able to give effective instruction as such professionals must continuously update their knowledge in all of these areas. In this experiment, the subject chosen is a 10 year old kid studying in a neighborhood school. He has no specialize training on athletics except from attending physical education lesson during school time. The critical features of the running movement suggested are as follow: Preparatory, Runners to your mark Hands sideways at starting line Stronger foot forward Opposite knee by opposite toe foot Head up and eyes looking forward about 2 feet Preparatory, Get Set Rear end raises up, butt is a little higher then shoulders Slowly raise to a standing position Head up and eyes Execution, Go Lands on ball of the foot Head stable Trunk stable Eyes focused forward Elbows bent at 90 Â ° Arms drive forward and back in opposition to the legs Non-support knee bends at least 90 Â ° during the recovery phase Observational strategy The 2nd task of qualitative analysis is observation. The observation for this experiment is based on a systematic observational strategy (SOS) to gather information about the critical features of a movement. An SOS can be organized based on the phases or sequence of the movement by balance or base of support, by the importance of critical features, or from a general impression to specific aspects of performance. The key elements of an SOS are: To focus attention, Control the situation so to optimize observation and the subjects performance, use variety of sensory information and the interaction of all the senses, not just vision for observation. Plan vantage points, viewing distances and numbers of observations, Plan the number of observations, Extend observational power using tools such as slow motion video replay. In this experiment, the observation is done by phases of the running movement. The 3 phases for the running movement observed are preparation, execution and follow through. A simple criteria sheet was developed to record the details of the observation in Appendix 1. Critical elements and observation remarks for the running movement were also detailed in Appendix 1. Evaluation and diagnosis of performance ( The 3rd task of qualitative analysis of human movement is the evaluation and the diagnosis of performance. The analyst must evaluate the strengths and weakness of the movements critical features. The process of diagnosis involves prioritizing the strengths and weaknesses so that intervention can be selected to improve performance. There are 6 rationales that may be used to prioritize intervention: Relating actions to previous actions, Maximizing improvement, Making the easiest corrections first (working in order of difficulty), Correcting in sequence, Moving upward from the base of support, Fixing critical features first. In this experiment, the evaluation done for the subject is as follow: The strength The subject is able to stand at the stronger foot forward before he runs; he is able to keep his eyes focused while is going forward. His truck is stable, and he is able to keep his elbows bent at 900 during the run. He is able to keep his arms swinging forward and back in opposition to the legs. He is able to land on ball of the foot or heels when he is running. The weakness The subject is not able to keep his head looking forward when he runs. His head is also tilt upwards; this may hurt his neck during the run. He tends to speed very fast during the initial stage of the run, and he gets very tired before he can finish the run. When he is running, he tends to open his hands, this has created more winds resistance (known as dragging). Validity and Reliability of the observation Validity is refers to the extent which a variable has been adequately measured, in the experiment conducted, the critical features of the running movement are captured using a video cam and it is later analyzed repeatedly using video playback, hence both the face validity and content validity relating to the running were captured and observed. Reliability refers to the extent to which any measuring procedure yields the same results on repeated trials. In the experiment conducted, intra-rater reliability was observed because the different experiment was conducted by the same analyst. In addition, Inter-rater reliability was also observed because the same subject was used in different trials. Intervention (Strategies for improving performance) The 4th task of qualitative analysis is the provision of some intervention to help the performer improve. Intervention includes traditional augment verbal feedback like using specific cue word or phrase for intervention and other methods such as using visual models, exaggeration, task modification, manual guidance, conditioning, attentional cueing, ecological intervention to teach and train a person to move better. Another consideration for those who wish to improve performance is the use of positive terms during feedbacks and in language that is age-appropriate or specific to the individual. So in this experiment, a variety of approaches of intervention are used for the subject for the 2 weakness as observed in the last topic. The use of age-appropriate cues when teaching the subject to close his hands when he run, example to tell the subject do not run like a duck, must close his hands. Demonstration by the instructors will be effective, because most people have a visual learning style. Using videos replays from the gold standards or poster of the key body positions in running will also effective. Through manual guidance by holding the subjects hand in specific position to give the subject a feel for the actual position or action or to ask subject to freeze on command so that the coach can manually change the subjects hand posture. Attentional cueing can involve the coach providing intervention as cue words to guide the subsequent performance. Cue words use like Close hands, should focus on the actions of the movement and teach the subject to become more aware of the movement. Conclusion Fundamental motor skills provide a wide base of movement abilities where more advanced skills can be developed. A child whose fundamental motor skills are not amply developed will not have a foundation upon which to build proficient movement forms. Using an integrated approach of qualitative analysis of human movement through preparation, observation, evaluation, diagnosis, intervention, coaches and teachers will able to improve the movement of the children. References Steps PD (2007). Foundation movement skill. Retrieved May 24, 2010 from http://www.steps-pd.co.uk/fms.htm Brian Mac Sport Coach (1997). Skill Classification. Retrieved May 24, 2010 from http://www.brianmac.co.uk/continuum.htm Informa Health (2010).International Journal of Pediatric Obesity. Retrieved May 24, 2010 from http://informahealthcare.com/doi/abs/10.3109/17477160903271971 Dr Beth Hands. How can we best measure Fundamental Movement Skills. Retrieved May 24, 2010 from http://escalate.ac.uk/downloads/6831.pdf AD Okely ML Booth (2004). Mastery of fundamental movement skills among children in New South Wales: prevalence and sociodemographic distribution. Retrieved May 24, 2010 http://www.jsams.org/article/S1440-2440(04)80031-8/abstract. Duane V. Knudson Craig S. Morrison (2002). Qualitative Analysis of Human Movement. Champaign IL: Human kinetics.

Narrative Strategy in Hurstons Sweat :: Hurston Sweat Essays

Narrative Strategy in Hurston's Sweat The narrative strategy and point of view in Zora Neale Hurston's "Sweat" mold the reader's understanding of the story. They craft the personalities of both Delia and Sykes as well as developing their relationship. The choice of a third person omniscient narrator charges the story with more brutal honesty than would any other type of narration. The scene where the village men discuss Sykes and Delia holds relevance as a narrative tool and explores an alternative point of view to the narrator. The narrator draws the character sketches of both Sykes and Delia. Hurston lets us see their thoughts that allow her to develop their personalities rapidly and thoroughly. In a story of roughly only seven and a half pages Hurston manages to create vivid and complex characters. Much of this can be credited to her choice of narration. Long passages of narration mixed with the dialogue design a relationship fed on pain: " She lay awake, gazing upon the debris that cluttered their matrimonial trail. Not an image left standing along the way. Anything like flowers had long ago been drowned in the salty stream that had been pressed from her heart. Her tears, her sweat, her blood" (1675). Since the thoughts of Sykes and Delia are so different, a series of contrasts develops their relationship and personalities. Hurston's choice of narrator lends believability to the entire story and makes Delia's plight more extreme. If Delia were the one telling the story things would be quite different. The reader would not give her version of the story the same credibility he gives that of an outside narrator. It also makes the reader more sympathetic for Delia. A combination of what Delia feels and what Sykes does to her leads the reader to feel sympathetically towards her. This can be clearly seen with the addition of Bertha--the other woman in Sykes life. "Too late now to hope for love, even if it were not Bertha it would be someone else " (1675). What happens to her seems truthful and real which directs the reader's expected reaction to the story. The scene where the men of the town discuss Delia and Sykes rounds the view of the characters. In this passage perhaps the most significant lines in the story can be found: "There's plenty men dat takes a wife lak dey do a joint uh sugarcane.

Dangers of Buying Bottled Water Essay -- Food

Water Consider bottled water, have you ever wondered why you bring yourself to spend two to five dollars on a simple bottle of water? Water is one our earth’s very resources, should it be legal to have to purchase water at all? Wouldn’t you consider water a human right? According to TIME, Nestle’ makes $2.2 billion a year off of bottled water. This company and many like it are taking groundwater from local communities at little to no cost, and selling it at inflated prices as â€Å"purified† water. In the state of Michigan, citizens are protesting the outflow of water. They are claiming that groundwater levels are dangerously dropping and becoming unhealthy. When groundwater begins to drop to an unhealthy level that community must begin rationing out water to some how maintain the levels. This leaves children thirsty and mothers frantically trying to find ways to supply such a necessity to their families. It is not fair that these companies, like Nestle’, are permitted to withdraw 210 million gallons of water a year to sell at a profit that is yet to be figured. In this process, sta...

Behind The Lines: Spies In The Civil War :: essays research papers fc

Behind the Lines: Spies in the Civil War   Ã‚  Ã‚  Ã‚  Ã‚  The Civil War was the bloodiest, most devestating war that has ever been fought on American soil. It began on April 12, 1861, at 4:30 in the morning. The main reason that the war was fought was because Southern states believed that they should have the right to use African-Americans as slaves, and the Northern States opposed that belief.   Ã‚  Ã‚  Ã‚  Ã‚  Millions of American men and women fought against each other in this war, and more than half a million died. Yes, that is a fact. The men were usually soldiers. Women tended to be nurses, aides, or doctors, although some of them posed as men in order to be able to fight in the war. Some of these men and women, though, were spies. Instead of fighting with guns and ammunition, these people fought through secrets and sabotage. These tactics turned out to be essential. Battle could be won or lost depending on information aquired from spies.   Ã‚  Ã‚  Ã‚  Ã‚  Back then, spying was hardly the same as it is today, with all of our high-tech gadgets and well-organised secret agent groups. However, most of the things that spies do today were done in the nineteenth century just as effectively. On thing that spies did was send messages, which were usually about the enemy's plans and movements, their troop size, their supplies, and the placement or strength of their forts. Many used coded messages with words that stood for different words. Some had different symbols for letters and numbers. Some spies even used inivisible ink. The spies also had ways of concealing the messages that they had to deliver. Messages were often hidden in articles of clothing. People had to write on silk, that was then sewn into clothing, and spies could also hide information in large metal buttons. Women's clothing was ideal for hiding things in. Sometimes, they would even hide people under their hoop skirts!   Ã‚  Ã‚  Ã‚  Ã‚  Two other things that spies did often were interceptin gmilitary dispatches and sending supplies. Supplies were often hidden in the same places that messages were hidden. It was also common practice for Confederate spies to hide morphine in the heads of dolls to smuggle it in from the North, as morphine was a painkiller that was desperately needed in Confederate hospitals.   Ã‚  Ã‚  Ã‚  Ã‚  If a spy was caught, they were usually treated just like common criminals. The penalty for being a spy was most often death by a public hanging, although many spies begged to be shot to death, which was considered to be a more honorable way to go.

Happy: Gender and Old Fashion Remedies Essay

The Woman Box is full of old fashion remedies that took placed a very long time ago. Its basically saying that woman are less than men and that men are in charge and women aren’t, women should just follow and do what they say do because they are superiors and women are inferior, women are weak and are less value, and view them as property of men, and sexual objects. I totally disagree with this and to me this is totally insulting. Even though I know that’s how things went back in the day and I’m glad that things changed and everyone are consider equally. As a woman, I know that I can do almost everything that a man can do and just like they can work for 12 hours or more, I do that every day with no problem. How hard is it to act outside the rules society has set for each gender? Well for men, for them to act outside of the rules society has set for them is like being a punk or they would be looked at differently and less of or they just are not consider cool anymore. Women on the other hand act outside of the rules society has set for them because we are no longer living in the past where we are inferior to anyone. We work and do as we please and over 90% of women today are leaders and we are stronger than ever. Do you think The Man Box or The Women Box is the same in all families? In all cultures? I don’t think that The Man Box or The Women Box is the same in all families and cultures, however in some families and cultures it still exist. Like in Afghanistan, I know their women still live up to these rules and more cultures do also. In the United States there are many families that still live up to these rules and they think its okay to be looked down at. Tony Porter says that the contents of The Man Box lead men to believe that violence against women is OK. Do you agree or disagree with this assertion? I definitely agree with Tony saying that the contents of The Man Box lead men to believe that violence against women is ok because it give men to many excuses to treat women unequal and treated like they are inferior and it also tell men that it is ok to be violent, controlling and basically flat out abusive. Tony Porter says â€Å"My liberation as a man is tied to your liberation as a woman.† What do you think he means by this? Tony meant that all human is equal and should be treated as one. That it is ok to teach and raise out son that violence against women is unacceptable and that as a boy, young man and adult man that it is ok to cry have feelings. What else did you find provocative in this talk? I found that when his father waited until the women left the car to cry and share his emotions with his son provocative. Its strange because I know a lot of men who will not cry or show emotions in front of women because they don’t want to be looked at different. Some men think that it is not okay for men to cry. I was really happy that he got it out no matter who he was in front of because holding anything in can also tear you to pieces.

Guidelines Research Paper

GUIDLINES? FOR? WRITING? A? RESEARCH? PAPER? ? ? RESEARCH? (Where? to? find? primary? and? secondary? material)? ? ? ? ? ? ? ? Evaluate? sources? you? find? according? to? authority,? accuracy,? and? currency.? ? ? PLAGIARISM? (How? not? to? use? research? material)? ? University? of? Innsbruck? library? (ALEPH? library? catalogue)? Humanities? library? (Bruno? Sander? Haus,? ground? floor)? Databases:? Many? databases? can? only? be? accessed? via? the? university? network.? Use? a? computer? at? the? university? or? install? a? VPN? client? to? log? on? to? the? system.? You? find? the? portal? to? access? databases? on? the? university? ibrary? website:? http://ub. uibk. ac. at.? Some? databases? provide? full? text? material,? others? provide? sources? for? articles? and? books? which? you? have? to? cross? check? with? the? library? holdings.? The? most? important? databases? for? research? in? American? Studies? are:? o MLA? International? Bibliography? o Metalib? o JSTOR? o Ac ademic? Search? Premier? (via? EBSCO? host)? o Contemporary? Authors? o Literature? Online? o Periodicals? Index? Online? Video? Archive:? The? Department? of? American? Studies? has? its? own? video? archive? where? DVDs? and? videos? can? be? checked? out? free.? Check? the? department’s? ebsite? for? more? information.? Internet:? Well? used,? the? Internet? can? be? a? great? source? for? your? research.? However,? always? double? check? the? quality? of? websites,? the? provider,? and? the? author’s? expertise? and? authority.? The? rule? of? thumb? is:? If? you? cannot? find? all? the? information? you? need? for? a? complete? and? decent? bibliographic? entry,? it? is? not? a? source? worth? using.? Plagiarism? is? the? use? of? other? people’s? research? achievements? or? ideas? and? passing? them? on? as? your? own? or? using? them? without? proper? acknowledgement.? Sources? must? be? provided? for? direct? quotes,? ummaries,? and? paraphrases? of? oth er? people’s? work? or? ideas.? For? details? on? how? to? avoid? plagiarism? see? chapter? 2? of? the? MLA? Handbook.? Course? instructors? have? access? to? tools? that? reveal? plagiarism.? Students? who? plagiarize? will? be? failed. ? ? TOPIC/THESIS? (What? your? paper? should? focus? on)? ? Before? you? start? writing:? ? Find? a? topic? ? Choose? a? focus? ? Phrase? a? research? question? ? Phrase? your? thesis? statement? (which? should? be? included? in? your? introduction)? Information? that? is? not? important? for? your? thesis? statement? does? not? belong? in? your? paper.? Therefore,? void? lengthy? information? about? authors,? plots,? characters,? periods,? genres,? etc.? Focus? on? information? that? answers? your? research? question(s)? and? that? is? essential? to? prove? your? thesis? statement.? ? ? FORMAT? (What? you? paper? should? look? like? when? you? hand? it? in)? ? ? ? ? ? ? ? ? c.? schwarz? Din? A4? format? double? spaced? (everything,? includin g? footnotes? and? bibliography)? margins? (standard? margins,? i. e.? 2. 5? cm? on? each? side) font? size:? 12? page? numbers? on? the? top? or? bottom? of? each? page,? preceded? by? your? last? name? The? length? of? papers? required? may? vary? and? is? efined? by? your? course? instructor.? General? guidelines? are? 10? 15? pages? (3,000? 5,000? words)? for? proseminar? papers,? 15? 20? pages? (5,000? 7,000? words)? for? seminar? papers,? and? 80? 120? pages? (26,000? 40,000? words)? for? diploma? theses.? Before? you? start? writing,? make? sure? o your? word? processing? program? is? switched? to? â€Å"English†? (in? menu? item? â€Å"Extras†? and? â€Å"Language†;? this? way? quotation? marks? will? appear? correctly? as? â€Å"textâ€Å"? instead? of? „textâ€Å")? 1? ? o o the? spell? checker? is? switched? on? (in? menu? item? â€Å"Extras†? and? â€Å"Spelling? and? Grammar†? and? then? â€Å"Options†¦Ã¢â‚¬ )? German? auto? orrections? are? disabled,? e. g.? Word? often? auto? corrects? â€Å"its†? to? â€Å"ist†? (to? edit? this? function? enter? menu? item? â€Å"Extras†? and? â€Å"Auto? Corrections†? and? delete? the? entry? from? the? list)? ? When? you? hand? in? papers,? the? sheets? should? be? pinned? together? with? a? paperclip? or? simply? put? into? a? file? jacket.? Do? NOT? put? every? single? sheet? into? a? sheet? protector!? Do? NOT? put? papers? into? expensive? binders,? portfolios,? or? folders! ? ? STRUCTURE? (How? your? paper? should? be? structured)? ? Research? paper? with? chapters? Research? paper? without? chapters? ? title? page? ? title? page? table? of? content? ? text? ? introduction? o introduction? ? chapters? o main? body ? conclusion? o conclusion? ? bibliography? /? list? of? works? cited? ? bibliography? /? list? of? works? cited? ? appendix? (if? applicable)? ? appendix? (if? applicable)? ? Start? a? new? page? after? the? cover? page,? the? table? of? content,? and? the? conclusion? (and? the? bibliography? if? you? have? an? appendix).? Do? not? start? a? new? page? for? every? single? chapter!? ? Information? that? belongs? on? a? title? page:? ? title? of? the? paper? ? course? information? (title,? number,? semester,? name? of? course? instructor)? ? student? nformation? (full? name,? student? number,? study? code,? e? mail? address)? ? date? of? submission? ? (There? is? no? page? number? on? the? front? page,? even? though? it? counts? as? a? page. )? ? ? GENERAL? POINTS? TO? CONSIDER? ? ? ? ? ? ? ? Try? to? be? very? specific? in? your? writing;? avoid? generalizations.? Stick? to? general? composition? guidelines,? i. e.? how? to? structure? paragraphs? (e. g.? usually? there? is? no? such? thing? as? a? one? sentence? paragraph? in? an? academic? paper;? start? a? paragraph? with? a? topic? sentence? and? build? your? argument? from? there).? Stick? to? the? academic? register? and? do? ot? include ? colloquial? expressions? or? words.? Be? as? specific? and? explicit? in? your? statements? as? possible? but? do? not? state? the? very? obvious? in? terms? of? what? you? do,? use,? and? analyze? in? your? paper.? E. g.? do? NOT? write:? â€Å"I? am? going? to? do? this? by? analyzing? the? primary? text? and? consulting? secondary? sources? on? the? text†;? or? â€Å"The? final? chapter? is? followed? by? a? conclusion,? which? summarizes? all? the? main? arguments? brought? forward? in? the? discussion†;? or? â€Å"After? the? conclusion,? a? list? of? works? cited? includes? all? the? references. †? Those? things? are? obvious!? It? is? ermissible? to? use? â€Å"I†? in? academic? papers? on? a? limited? basis? (e. g.? â€Å"In? this? paper? I? will? argue? that†¦Ã¢â‚¬ ).? If? possible,? however,? use? passive? constructions? or? other? expressions? (e. g.? â€Å"The? aim? of? this? paper? is? to? show? that†¦Ã¢â‚¬ ? or? â€Å"It? ha s? been? argued? that†).? Avoid? expressions? like? â€Å"The? author? of? this? article? thinks? that†? (use? â€Å"I†? instead)? or? â€Å"as? we? have? shown†? (if? there? is? only? one? single? author).? Make? sure? you? note? down? the? bibliographical? information? of? all? sources? you? consult? for? your? research? to? avoid? plagiarism.? While? you? do? your? research,? keep? a? orking? bibliography? that? helps? you? keep? track? of? all? material? used? and? allows? you? to? go? back? to? sources,? e. g.? to? check? quotations.? ? ? QUOTATION? GUIDELINES? (How? to? include? quotes? in? your? text)? ? ? c.? schwarz? ? Use? parenthetical? documentation,? i. e.? include? the? author’s? name? and? page? reference? right? after? the? quote,? summary,? or? paraphrase.? The? idea? of? performance? art? is? to? â€Å"turn? to? the? body? as? material? for? art†? (Goldberg? 7).? Note? that? the? punctuation? mark? goes? AFTER? the? parenthe sis.? ? Always? use? the? exact? name? or? title? under? which? a? work? is? listed? n? the? bibliography.? Parenthetical? reference? for? two? or? more? authors:? (Gilbert? and? Gubar? 127)? 2? ? ? ? ? (Rabkin,? Greenberg,? and? Oleander? 25)? (Lauter? et? al.? 1584? 87)? Parenthetical? reference? for? more? than? one? source:? (Brown? 26;? Fukuyama? 42;? Armstrong,? Yang,? and? Cuneo? 80? 82)? Parenthetical? reference? for? more? than? one? author? with? the? same? last? name:? (C.? Brown? 26;? M.? Brown? 52)? Parenthetical? reference? for? more? than? one? source? by? one? author:? (Frye,? Anatomy? 13)? (Frye,? Doubt? Vision? 56)? Parenthetical? reference? for? work? listed? under? title? n? the? bibliography:? (Special? Report? 3)? ? If? someone? else? is? quoted? in? a? secondary? source,? use? the? abbreviation? â€Å"qtd.? in†:? As? the? reporter? Casey? Burko? puts? it:? â€Å"The? story? speaks? to? us,? and? we? respond†? (qtd.? in? Buckman? 35).? ? Use? single? quotation? marks? for? a? quote? within? a? quote:? â€Å"‘It’s? a? good? thing? we? stopped,’? the? dark? man? said? huskily†? (Gardner? 47).? ? If? a? direct? quotation? is? longer? than? three? lines,? set? it? apart:? ? The? following? quote? illustrates? the? transcendence? of? time? through? literature:? ? We? read? the? verses? of? one? of? the? great? English? oets,? of? Chaucer,? of? Marvell,? of? Dryden,? with? the? most? modern? joy? –? with? a? pleasure,? I? mean,? which? is? in? great? part? caused? by? the? abstraction? of? all? time? from? their? verses.? (Emerson? 50? 51)? ? ? ? ? Note? that? the? punctuation? mark? goes? BEFORE? the? parenthetical? reference? in? this? case? and? that? NO? quotation? marks? are? used.? ? Punctuation? marks? with? quotations? o No? punctuation? if? the? quote? is? part? of? the? sentence:? People? consider? watching? TV? news? as? a? â€Å"form? of? modern? civic? duty†? (Lewis? 26).? o Colon? or? comma? if? it? is? independent? from? the? structure? of? he? main? sentence:? Schopenhauer? holds? a? bold? view:? â€Å"Music? [†¦]? is? in? the? highest? degree? a? universal? language†? (qtd.? in? Nietzsche? 99).? â€Å"Music,†? according? to? Schopenhauer,? â€Å"[†¦]? is? in? the? highest? degree? a? universal? language†? (qtd.? in? Nietzsche? 99).? ? Alterations? to? original? quotes:? o Leaving? something? out:? [†¦]? He? notes? that? â€Å"we? read? the? verses? [†¦]? with? the? most? modern? joy†? (Emerson? 50)? o Adding? something:? [addition]? Even? harsh? critics? acknowledge? that? â€Å"[s]ometimes,? it? [the? fictional? form]? serves? simply? as? the? framework? for? developing? an? argument†? (Faber? and?Sherry? 831).? o Adding? an? emphasis:? italics? (emphasis? added)? â€Å"Ours? is? a? world? that? is? both? everywhere? and? nowhere,? but? it? is? not? where? bodies? live†? (Barlow;? emp hasis? added).? o Indicating? an? error? in? the? original:? [sic]? â€Å"The? Business? of? Printing? has? chiefly? to? do? with? Mens? [sic]? Opinions†? (Franklin? qtd.? in? Burns? 95).? ? Footnotes? and? endnotes? are? only? used? as? content? notes,? i. e.? to? include? additional? information? that? does? not? belong? in? the? text? itself.? ? c.? schwarz? Also,? he? did? not? regard? the? professional? blues? as? a? threat? to? the? folk? blues,? but? as? ? development? of? the? same? tradition? under? new,? urban? circumstances. 1? 1? In? â€Å"songs? Called? the? Blues,†? Hughes? emphasized? that? he? saw? the? blues? as? â€Å"city? songs? ? rising? from? the? crowded? streets? of? big? towns,†? and? as? â€Å"today? songs,? here? and? now†? (159;? Hughes's? emphases).? ? Hurston? gives? a? list? of? the? most? significant? contributions. 2? 2? The? examples? in? the? following? paragraph? are? taken? from? Hurston? 176.? ? 3? WRITING? AND? PUN CTUATION? GUIDELINES? ? ? ? ? Be? consistent? with? your? spelling? and? punctuation? throughout? the? paper? Do? NOT? se? abbreviations? and? avoid? short? versions:? I? am? (I’m),? we? are? (we’re),? do? not? (don’t),? will? not? (won’t),? cannot? (can’t),? they? have? (they’ve),? etc.? Capitalize? every? word? in? titles,? except? articles,? prepositions,? and? conjunctions.? Separate? a? title? from? a? subtitle? with? a? colon? (unless? it? ends? with? â€Å"? †? or? â€Å"! †).? â€Å"The? American? Declaration? of? Independence:? Narrative? Horizons? of? a? Text? in? Con? Text†? â€Å"Teaching? American? Studies? Abroad:? The? European? Experience†? Whose? Music A? Sociology? of? Musical? Language? Bringing? It? All? Back? Home:? Essays? on? Cultural? Studies?