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The Research Paper

The Research Paper

The research process is an integral part of the learning experience for every student. The research paper differs from a report, in which information is gathered and summarized. Unlike the report, the research paper requires the student to develop a position on an issue, and defend that position. While the topics may vary, the steps in the research process are standardized and consistent. This section of your manual provides guidelines for the research process.



Step One : Choosing a Topic

The first step in writing a research paper is to choose a topic. If your teacher does not assign specific topics and you are allowed to choose your own, keep in mind the following criteria. Choose a topic that :

1. you find interesting
2. fulfills teacher and course requirements
3. has information available from known sources
4. has a realistic scope- not too narrow or too broad

General topics such as robots, the labor movement, or Shakespeare's tragedies provide convenient sources of information but are too broad for a 5-10 page research paper. They must be narrowed in order to generate a more focused paper.

Examples of Topics
General Topic Narrowed Topic
Robots
a. Factors involved in designing robots.
b. The possible impact of robots on history.
The Labor Movement
a. The importance of the Knights of Labor in the early American labor movement.
b.The role of immigration in the American labor movement.
Shakespeare's Tragedies
a. The use of garden imagery found in Hamlet.
b. The theme of fate in Romeo and Juliet.


Step Two : Gathering Information

Now that you have a manageable topic, it is time to start your research. The first step is to gather and evaluate your sources. It is necessary to skim through material to gain a general understanding of your topic before you continue.

At this point you should formulate a preliminary thesis statement. A thesis statement is one or two sentences that state the goal and main idea of your paper.


Step Three : Developing Preliminary Source Cards

As you locate suitable materials, make a source card for each reference you might use. These source cards should be written on index cards. Because your source cards contain information for your "Works Cited" page, be sure to include all of the material necessary about your sources.

Each source card should contain the following information:

1. Author's name (last name, first)
2. Title of work
3. Publication information (place, company, copyright date)
4. Other publication items when necessary



This is a model of a source card for a book.



Author's last name, First name. Title.
      City of Publication: Publisher,
      Copyright date.

Each source card should be written on an index card. Be sure to follow exact format including the correct spacing and punctuation.



This is an example of a source card for a book.



Harrington, Michael. The Other
     America : Poverty in the United States
     New York: Penguin, 1981.



This is an example of a source card for a magazine.



Annin, Peter. "OK BOMB : McVeigh in
      the Dock." Newsweek 9 June 1997:
      40-41.

Refer to the Proper Documentation of Works Cited Page section of this manual for more examples of proper format.


Step Four : Taking Notes

Taking notes is an integral part of the research process. Note-taking has three important objectives :

1. to record main ideas
2. to gather specific evidence to support your main ideas
3. to record exact wording of sources you may want to quote

There are three types of note cards :

1. Summary- used to record only the general ideas of large amounts of material
2. Paraphrase- used to restate the material in your own words when exact wording is not needed.
3. Quotation-used to record material exactly as it appears, word for word, comma for comma. Quotation marks must be used to distinguish the quotation from summary or paraphrase.


Step Five : Establishing a Note-taking System

The following guidelines will help to keep your notes organized and meaningful :

l. Write author's last name and page number in the lower right corner of each source card. If there is no author's name given, write a shortened version of the title.
2. If there is more than one source by the same author, include the author's last name, shortened version of title and page number.
3. Write the main idea of the card as a heading at the top. This is called a slug line and gives you an idea of the subject of each card.
4. Write only one idea per card and on only one side of the card. When it comes time to write your report, cards can be arranged by main ideas.
5. Use complete sentences when taking notes.


Step Six : Revising Your Thesis Statement

By now you have read enough material to be able to narrow your subject and write a more specific and developed thesis statement. Remember that a thesis statement is one or two sentences which state the goal and main idea of your paper. It limits the subject to a narrow focus on one issue that has grown out of your research. It points forward to the conclusion and matches your note card evidence and your title. If your research leads you to new and different issues, your thesis statement can be changed to reflect this new information.

Examples of Thesis Statements

Narrowed Topic Thesis Statement
1. Possible impact of robots on industry 1. Despite the misgivings of some people, robots will probably have beneficial effects on industry and its workforce.
2. The factors involved in designing robots 2. The advent of fiber optics has enabled scientists to program robots with the capability for sophisticated movements.
3. The importance of the Knights of Labor in the early American labor movement 3. The Knights of Labor were the forerunner of the modern American labor union.
4. The influence of immigration on the American labor movement. 4. Immigration weakened the American labor movement during the late nineteenth century.
5. The use of garden imagery in Hamlet 5. Shakespeare's use of garden imagery illustrated the characters' attitudes and feelings throughout Hamlet.
6. The theme of fate in Romeo and Juliet 6. The plot of Romeo and Juliet illustrates how people's actions are dictated by forces they cannot control.


Step Seven : Making a Sentence Outline

An outline will organize your information into a logical order and prepare you to write your final paper. The outline is divided into Roman numeral divisions, which are major points, and then these are subdivided. The proper form for outlines is logical. The first level is the Roman numeral "I," which must be followed by Roman numeral "II" and other Roman numerals if needed. The next division is a capital letter "A" followed by "B" with other letters if needed. The Arabic numeral "1" comes next, followed by a "2." If you separate into smaller units, the lower case letter "a" comes next followed by a lower case letter "b." Each level may be further subdivided. It is important to keep in mind that one point cannot stand alone. In other words, you should not have a "I" without a "II" or an "A" without a "B," etc.



Model Outline



I.
    A.
        1.
          a.
          b.
        2.
    B.
II.
    A.
        1.
          a.
          b.
        2.
    B.


Use the following guidelines to prepare an effective sentence outline :

1. At the top of your outline, write your thesis statement.
2. The first section of your outline may represent the ideas you wish to express in your introduction. This introduction sets the scene by giving general background information and states the problem or issue to be discussed. This should begin with Roman numeral "I."
3. The body of your outline should begin with Roman numeral "II," and should provide all the information needed to support your thesis. Use your notecards to determine the subject headings of your outline.
4. Each heading represents one or more paragraphs in the completed research paper. Be sure to use complete sentences.
5. The last section of your outline is the conclusion.
6. The conclusion will summarize your evidence presented in the body of the paper.


Sample Outline


Thesis Statement: Despite the misgivings of some people, robots will probably have beneficial effects on industry and its workforce.

I. Robots have a short but highly successful history.
    A. Karel Capek, a Czech writer, coined the term "robot."
    B. George C. Devol and Joseph F. Engelberger launched the robot revolution.
    C. The first robots were sold to automakers.
    D. Robots are now firmly established in American industry.
         1. Robots will continue to become more sophisticated and important to American industry.

II. Many people fear the impact that robots will have.
     A. Corporate management often looks with disfavor on robots.
          1. Some managers fear their financial impact.
          2. Some worry about unemployment.
     B. Some people outside of corporations also worry about unemployment.

III. Robots are another form of mechanization., and mechanization is beneficial, not harmful.
      A. Historical evidence points up the benefits of automation.
           1. The introduction of the assembly line into the auto industry caused manufacturing costs and car prices to plummet and sales and employment to leap.
           2. The invention of the Hargreaves spinning jenny benefited employment in Britain's textile industry.
           3. Robots offer corporate managers a number of advantages.
               a. They are more efficient than human workers.
               b. They are more economical than human workers.
      B. Robots offer advantages to workers as well as managers.
           1. Jobs become more interesting and challenging.
           2. Workers will spend less time on the job.
           3. Workers will face fewer health and safety risks.

IV. Robots do not pose a serious unemployment threat.
      A. Most displaced workers will move into jobs directly or indirectly associated with robots.
      B. Efforts are now underway to provide the specialized training these workers will need.
           1. Industry is initiating training programs.
           2. Colleges are also rising to the challenge.
               a. Twelve Michigan colleges are offering or considering programs.
               b. Nationwide, over 30 colleges have programs.
           3. Government and private organizations may also play a role in training workers.


Step Eight : Writing the First Draft

When you begin to write your paper, sort your note cards according to the divisions of your outline. Use this information to develop your first draft. Because you will use parenthetical notations, be sure to include the author's name and page number in parentheses immediately after the material you are citing.


Step Nine : Using Citations

In the process of writing your research paper, you will need to cite the sources used. These citations refer to sources listed in the Works Cited page. Cite your sources for ideas or concepts developed by author(s), facts and statistics that are not common knowledge, and direct quotations.

Place the internal citation directly after the material which you are referring to, or which you are quoting, and before the end punctuation of the sentence. If you use the author's name or author's name and title of the work in the text of your paper, write only the page number of the source in the citation.

Examples of Internal Citations

Exactly what is a robot? The Robot Institute of America defines it as " a reprogrammable multifunctional manipulator designed to move material, parts, tools, or specialized devices through variable programmed motions for the performance of a variety of tasks" (Rosenblatt 349).

A robot consists essentially of a manipulator arm, a pair of grippers, an electrical control unit, and a power pack to move the mechanical arm (McElroy 43).

Refer to the Proper Documentation of Internal Citations section of this manual for more examples of internal citations.


Step Ten : Preparing Your Works Cited Page

The Works Cited page contains complete information about each of the references used and appears at the end of your research paper. You have already compiled this information on your source cards. You should not list references that you did not use or cite in your paper.

The following guidelines will help you put together your Works Cited page :

1. Organize your source cards in alphabetical order according to the author's or or editor's last name, then record all of the bibliographic information.
2. Entries begin at the left margin with the following lines of the entries indented five spaces (or half an inch).
3. All works cited are listed in alphabetical order according to the author's or editor's
4. If there is no author or editor, begin with the title of the work. Note that the words the, a, and an are not alphabetical when they begin a title.
5. Do not number the entries on the Works Cited page.
6. Do not give page numbers except for works in anthologies, periodicals, and newspapers. Also, abbreviate all months except May, June, and July.
7. If there are more than three authors, list the first one and add et al ( which means and others ) instead of listing the rest of the names.
8. When two books by the same author are cited, use three hyphens in the second entry instead of the author's name. Alphabetize these entries according to the titles of the books.
9. Use the following initials to indicate when information cannot be found: n.p. for no place of publication; n.p. for no publisher; n.d. for no date of publication; and n.pag for no page if none is given. Put these initials in the place where such information is usually found.
10. If a suffix, such as Jr., or a Roman numeral, such as IV, appears after the author's or editor's last name, it should be preceded by a comma.

See section on Proper Documentation of Works Cited Page for examples.



Step 11 : Revising Your First Draft

Careful revision of your first draft is an essential step. You should provide ample time to do it well.

After you have finished writing the first draft of the paper, you should lay it aside for a few hours or even a few days. Revising the first draft objectively is easier if you view it later with a critical eye.

Your job when revising is to make changes and corrections to improve the first draft so that it will be a successful paper.

The following guidelines will aid effective revision :

Check Content

1. Does the thesis statement state the main idea and reveal your purpose, attitude and tone?
2. Do you have adequate facts and examples to illustrate the points you wish to make?
3. Did you eliminate irrelevant or unnecessary details?
4. Does the end of the paper clearly conclude the presentation?
5. Does the conclusion reinforce the thesis statement?

Check Clarity of Explanation

1. Did you use too many quotations, too much paraphrasing, too much summarization and not enough explanation and comparison?
2. Did you define or explain key terms?
3. Did you keep the reader from becoming confused about who says what?
4. Did you use a phrase like "according to Dewey" or "as his biographer observes" to keep identification clear?

Check Organization

1. Did you arrange paragraphs in a logical order?
2. Can you improve upon the order of your rough outline?
3. Did you eliminate or switch around paragraphs to reflect any changes made while writing first draft revision?
4. Are your paragraphs too short or choppy to be properly developed?
5. Did you provide smooth transition between paragraphs and between the major sections of the paper? (Use appropriate connectives such as however, therefore, secondly, nevertheless, for example. Use words that refer to the last idea or key words in the preceding paragraph.)

Check Style and Sentence Structure

1. Did you use language appropriate for a general audience?
2. Did you eliminate awkward repetitions, overly involved sentences, sentence fragments and run-ons?
3. Does your tone reflect a serious attitude?
4. Did you rewrite awkward sentences so that your style is smooth and diction is clear?

Check Grammar, Usage and Mechanics

1. Did you use correct punctuation, spelling and capitalization?
2. Did you refer to a grammar handbook to verify correct usage and grammar?


Step 12 : Preparing Your Final Paper

Use the following guidelines when typing your final paper :

1. Print or type on only one side of the paper.
2. Be sure to keep a copy of the paper.
3. Double-space your typing throughout, including quotations and the list of works cited.
4. Keep your margins consistent. Except for page numbers, leave one inch on both sides and one inch at the top and bottom.
5. Indent the first word of a paragraph five spaces from the left margin. Indent long quotations of four lines or more ten spaces from the left margin.
6. Your research paper does not need a title page.
7. On the first page of the research paper, beginning one inch below the top of the page and flush with the left margin, type the following information:
     a. Your name
     b. Your instructor's name
     c. Title of the course
     d. Date
8. Doublespace again and center the title of the paper on that line. Double-space between the title and the first line of the text. Do not underline your title, enclose it in quotation marks, or type it in all capital letters. Underline only those words you would underline in the text, such as the title of a book.
9. Put your last name and the page number in the top right-hand corner, one-half inch from the top of the page, even on the first page. Number all the pages consecutively without using any punctuation and without using the letter (p) before the number.
10. Prepare your Works Cited page
     a. Center the title Works Cited one inch below the top of the page. Double-space between the title and the first entry. Number the page consecutively with the other pages, as you have done on the previous pages, with your name preceding the page number.
     b. Double-space both within and between entries.
     c. Begin each entry flush with the left margin; if the entry is more than one line, indent each following line five spaces from the left margin.
     d. Alphabetize the entries according to the author's or editor's name. If these are not given, alphabetize by the title of the work. ( Note: Never alphabetize by the words a, an, or the).

Though the order for turning in the pages of your paper may vary from teacher to teacher, the following order is usually followed :

1. Title page (if required)
2. Outline (if required)
3. Text of your paper
4. Works Cited page
5. Blank page


A sample research paper is provided on the following pages.



Christine Harding
Professor Reinking
English 113
7 May, 1990

Robots in Industry : A Boon for Everyone

Historically, industry has relied on humans to perform its tasks. In the beginning, productivity depended upon the sheer muscle power of workers, augmented by a few hand-operated devices. With the Industrial Revolution, these devices gave way to ever-larger, ever-more-complicated machines that made modern factories possible and multiplied enormously the production capacity of their workers. Now technological advances have ushered in a new Industrial Revolution, one in which robots will take over many of the operations now carried out by conventional machines and their human attendants.

Exactly what is a robot? The Robot Institute of America defines it as "a reprogrammable multifunctional manipulator designed to move material, parts, tools, or specialized devices through variable programmed motions for the performance of a variety of tasks" (Rosenblatt 349). A robot consists essentially of a manipulator arm, a pair of grippers, an electrical control unit, and a power pack to move the mechanical arm (McElroy 43). Currently, efforts are underway to develop robots that can "see" and "feel," so that they can respond to changes in the environment without expensive human assistance (Rosenblatt, 350, 352). Although the rapid growth in robot technology has aroused some fears of its consequences, robots will actually benefit everyone, and efforts are being made to lessen any harmful impact upon the work force.

As Rosenblatt notes, the term "robot" was coined in 1921 by Karel Capek, a Czech writer, who used it to designate the humanoid factory workers in his satirical play R.U. R. or Rosson's Universal Robots (348) . George C. Devol, an engineer, developed the basic technology that made the robot industry possible. In 1956, Devol met Joseph F. Engelberger, a physics student at Columbia University, and shared with him his dream of a day when robots would be used for a broad spectrum of industrial tasks. Engelberger, an avid disciple of Devol, went on to become the founder and president of Unimation, Inc. , which produced the first robots industry was to buy (Feder F6).

These first robots were sold to auto makers. The pioneer purchaser, General Motors, installed a robot welding line in its Lordstown, Ohio auto plant, where it was used in respot welding on the 1969 Vega automobile. By 1975, Ford was using robots for a whole range of welding operations, and its Kansas City facility was recognized as the world's most technically advanced auto assembly plant (Weisel 19).

Robots have become firmly established in many industries. By 1982, 29 percent of all automated factories were using robots, 19 percent were planning to install them very soon, and 44 percent were considering them for a later time ("Robot Productivity" 53).

Specific functions now performed by robots in automobile plants and elsewhere include die casting, arc and spot welding, machine tool loading and unloading, forging, shot blasting, and spray painting (Weisel 18).

As time passes, robots will become more sophisticated, and their industrial role will continue to enlarge. The Robot Institute of America forecasts that by 1990, 25 percent of all robots will have "vision," 20 percent will be able to "feel," and 88 percent will be controlled by computers (McElroy 43). At that time, the Institute says, the nation's robot population will number between 75,000 and 100,000 (Hunt and Hunt 3). Robots willdo 15 to 20 percent of all are welding, 30 to 35 percent of all materials handling, and 35 to 40 percent of all assembly work in our factories (Rosenblatt 360). Annual sales of industrial robots in the United States will be as much as 82.5 billion, as compared to 1984 sales of $190 million (Stepanek 4B). Similarly, annual sales of service robots are expected to top $2 billion by 1995, up from 1987's $120 million (Bylinsky 82). The swift industrial inroads made by robots have led many people to fear their impact on industry as well as on the overall economy. Corporate management is often reluctant to invest in robots, reasoning that workers are plentiful and that the high initial cost and long payback period could jeopardize the financial position of their companies. Many managers also fear that robots may bring about massive unemployment (Rosenblatt 360) Others outside the corporate fold have criticized the impact of robots upon the employment picture. Thus Harley Shaiken, a labor analyst at the Massachusetts Institute of

Technology, wonders, "What of the worker in Flint, Mich.? He's being asked to commit economic suicide so GM can return to profitability" (qtd. in Skrzycki 25) . William Wimpisinger, of the International Association of Machinists, goes so far as to declare that "The union worker is the endangered species in the robot revolution" (qtd. in Cromie 16). At first glance, this gloomy assessment of the impact of robotics on the work force seems only too well-founded since, Skrzycki notes, robots may eliminate 1.3 million jobs by the year 2000 (25).

These fears would shrink or disappear if the people holding them would only stop to realize that robots are merely another form of automation or mechanization. Historical evidence shows that automation leads to more, not less, employment. Consider, for example, Henry Ford's introduction of the assembly line and mass production into the automobile industry. This innovation proved spectacularly successful, boosting the productivity of the work force by 8.5 percent a year and reducing by 56 percent the number of hours needed to build each vehicle. As a result, the average price of a Ford car dropped by more than 62 percent, sales increased tenfold, and the employment of assembly workers in the Ford factory jumped from 37,000 to 206,000 in just one decade (Vedder 26).

Some 140 years earlier, the invention of the Hargreaves spinning jenny brought about much the same happy outcome in Britain's textile industry. This invention made it possible for one spinner to do as much in a day as 200 could have done previously. But instead of creating mass unemployment, the jenny led to a sharp jump in the work force-from approximately 100,000 in 1770 to 350,000 in 1800 (Deane 90-91). As more and more industries become highly robotized, we can expect this pattern of falling prices and surging sales to repeat itself. Robots offer corporate managers a number of advantages over human workers. To begin, robots require much less instruction and can outperform even the best humans by working around the clock with precision and at high speed. Furthermore, robots, unlike humans, can be reassigned and reprogrammed for new jobs instantly (Cromie 13). Adopting robots also allows management to avoid production losses that stem from human frailty. A survey cited by Walter Weisel found that 30 percent of the workday is lost because of scheduling problems, misunderstood assignments, improper staffing, and poor discipline (18). Other sources have pointed out the extent to which sickness, vacations, physical disabilities, injuries, carelessness, and boredom cut into productivity. Robots have none of these shortcomings. In fact, they surpass human capabilities by working in hot, dirty, noisy, dangerous, fume-filled areas without any type of safety equipment (Chamberlin 32).

Not surprisingly, robots, despite their high initial cost, are much more economical than human workers. According to the Robot Institute of America, an average human assembly-line worker costs management about $17 per hour in wages, fringe benefits, and the expenses associated with absenteeism, work stoppages, and so on. In contrast, the cost of a robot--including maintenance charges, indirect labor support costs, depreciation, and property tax liabilities--works out to be 65 to 66 per hour (Cromie 13). Often the costs of a robot can be recovered in two years, a small fraction of its working life ("Robots Are Coming" 75).

Robots offer important advantages to workers as well as to corporate management. The introduction of robots into a plant makes it necessary for workers to tend their charges more carefully as well as to show more ability to plan and to exercise good judgment. The result: more interesting and mentally challenging work (Mueller et al. 14-15) . Here's what The Economist of London says about this matter:

Most of the skilled workers doing 4-7% of American jobs that could be taken over by robots by 1990 should welcome their incursion. Robots will have to be taught to do their jobs and be supervised while they would American companies are discovering that few people can teach or supervise a robot better than the man who did the job before. Although fewer people are needed in the trade as a whole ... the skilled people in factories where robots are welcomed generally get more interesting jobs…Joblessness is created in firms that fail to welcome robots. ("Robots Are Coming" 75)

Besides having some interesting jobs, employees in plants with robots will have to work fewer hours - possibly only a four-day work week - and will earn more money (McElroy 43). When this happens, a significant number of workers may well use the extra time in creative and socially useful ways - painting, carpentry, restoring antiques, and becoming involved in public issues such as conservation, for example. If enough of them do so, the result could be a noticeable improvement in the quality of American life.

Thanks to the robots, workers will face fewer on-the-job health and safety risks. In many factories robots have already taken over welding, spray painting, and other heavy or hazardous work, and efforts are now underway to develop robots that will take over other dangerous tasks. Several robots are on the drawing board for the mining industry, including those that excavate, haul coal, and bolt mine roofs. The nuclear power industry is developing robots that walk up poles and that search out flaws in power plants. For the construction industry, robots that dig around natural gas lines and install tunnel liners are in the offing (Armstrong 6). By 1995, the Society of Manufacturing Engineers says, robots should bring about a 41 percent decrease in factory injuries (McElroy 44).

Despite predictions to the contrary, robots have not created an unemployment problem, nor should they have a significant direct impact on the nation's employment level in the future. Government studies show that by 1990 robots will reduce the overall employment level by less than 1 percent. Many displaced workers will move into job building, installing, programming, and serving robots. Still others will become involved in designing and engineering them, while some will provide a backup cadre of clerical workers and managers (Hunt and Hunt 82, 139).

To handle these jobs, workers will have to be more highly trained than in the past. Over one half of the jobs created by robot technology will require two or more years of college, while others will require extensive on-the-job training. Industry has risen to the challenge by initiating training programs to provide the needed technical and scientific know-how.

In this connection, General Motors and the United Auto Workers have endorsed a "Statement on Technological Progress," which states, In view of the corporation's interest in affording maximum opportunity for employees (sic) to progress with advancing technology, the Corporation shall make available short-range, specialized training programs for those employees who have the qualifications to perform the new or changed work, where such programs are reasonable and practicable. (qtd. in Hunt and Hunt 156-57) To implement training, GM is providing $80 million annually. This development reflects industry' s awareness of the problems workers face from robots and a willingness to help cope with them.

A number of colleges are now instituting programs to train robot technicians. In 1983, Hunt and Hunt report, four Michigan junior colleges were offering such programs, and eight others were considering them. These programs have proved extremely popular; at one school, 600 students enrolled in the semester that the program began, and over 800 enrolled the second semester (159-60). Nationwide, over 30 colleges and universities have robotics programs, including such prestigious institutions as the Massachusetts Institute of Technology and Pittsburgh's Carnegie-Mellon University. Graduates can expect salaries ranging upward from $30,000 (Rosenblatt 360).

Government can also play a role in retraining the victims of robotization for different jobs. Help could, for example, be provided in the form of vouchers to cover the costs of retraining in private or public schools. In addition, government could distribute labor market information and help reshape vocational educational programs to meet the needs of industry (Vedder 20) . As time passes, help may come from other sources. Labor unions, for instance, might establish their own retraining programs. Other organizations- churches, service clubs, charitable groups--might also offer some retraining or help displaced workers find jobs unconnected with robots.

Robots are firmly and irreversibly entrenched in industry. Already they have greatly altered the manufacture of many products, and in the coming years they could transform the world of work as greatly as did the first Industrial Revolution in the 18th century. But even greater potential exists. As technology advances, we can expect robots to move out of the factory and into the wider world. Someday, household robots may vacuum our floors, feed our dogs, cook our meals, take out our trash, balance our checkbooks, and then, for relaxation, challenge us to checkers or chess. Out-of-the-home mechanical servants may include robot security officers, fire fighters, ditch diggers, trash collectors, and salesclerks, to name just a few possibilities. Whatever the future of robots, we can be sure of one thing: the world will never be the same as before they arrived on the scene.

Works Cited

Armstrong, Scott . "Hard-Hat Robots May Take Risk Out of Dangerous
     Jobs." Christian Science Monitor 30 Aug. 1983: 6.

Bylinsky, Gene. "Invasion of the Service Robots." Fortune 1
      Sept. 1987: 81-88.

Chamberlin, Leslie J. "Facing up to Robotation." USA Today Nov.
     1982: 31-33.1

Cromie, William J. "Robots: A Growing, Maturing Population."
     Sciquest Mar. 1981: 12-16.

Deane, Phyllis. The First Industrial Revolution. Cambridge, Eng.:
     Cambridge UP, 1979.

Feder, Barnaby J. "He Brought the Robot to Life." New York Times 21
     Mar. 1982: F6.

Hunt, H. Allan, and Timothy L. Hunt. Human Resource Implications
     of Robotics. Kalamazoo, MI: The W. E. Upjohn Institute for
     Employment Research, 1983.

McElroy, John. "Industrial Robot Growth: How Experts See It."
     Automotive Industries Sept. 1982: 43-45.

Mueller, Eva, et al. Technological Advance in an Expanding
     Economy. Ann Arbor: U of Mich P, 1969.

"Robot Productivity." 11 Production Engineering May 1982: 52-55.

"Robots are Coming to Industry's Service." The Economist 29 Aug.
     1981: 71-75.

Rosenblatt, Jean. "The Robot Revolution." Editorial Research
     Reports 14 May 1982: 347-62.

Skrzycki, Cindy. "Will Robots Bring More Jobs--Or Less?" U.S. News
     &World Report 5 Sept - 1983: 25.

Stepanek, Marcia. "Automotive Leader Directs Invasion of a
     Cutthroat Industry." Detroit Free Press 28 May 1984: Bl. 4.

Vedder, Richard K. Robotics and the Economy. Subcommittee on Monetary and Fiscal
     Policy, Joint Economic Committee, U.S. 97th Cong. 26 Mar. 1982.

Weisel, Walter K. "The Robot's Role in Productivity." Production
     Engineering Dec. 1981: 18-19.