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List of Source Citations for Battle of Baton Rouge
2. MOKRZYCKI, P. (2012). After the Stand Comes the Fall: Racial Integration and White Student Reactions at the University of Alabama, 1963-1976. Alabama Review, 65(4), 290-313.
 * 1) ECKINGER, H. (2013). The Militarization of the University of Alabama. Alabama Review, 66(3), 163-185.

Excerpts from article
1. Discipline and student behavior was a major issue at the university almost from the day it opened. Early presidents attempted to enforce strict rules regarding conduct.Students were prohibited from drinking, swearing, making unauthorized visits off-campus, or playing musical instruments outside a one-hour time frame. Yet riots and gunfights were not an uncommon occurrence. To combat the severe discipline problem, president Landon Garland lobbied and received approval from the legislature in 1860 to transform the university into a military school.

2. The first attempt to integrate the university occurred in 1956 when Autherine Lucy successfully enrolled on February 3 as a graduate student in library sciences after having secured a court order preventing the university from rejecting her application on the basis of race. In the face of violent protests against her attendance, Lucy was suspended (and later outright expelled) three days later by the board of trustees on the basis of being unable to provide a safe learning environment for her. The university was not successfully integrated until 1963 when Vivian Malone and James Hood registered for classes on June 11. Foster Auditorium and Malone-Hood Plaza today. Lucy Clock Tower is in the foreground. Governor George Wallace made his infamous "Stand in the Schoolhouse Door", standing in the front entrance of Foster Auditorium in a symbolic attempt to stop Malone and Hood's enrollment.

Supporting passages from Sources

 * 1) The primary purpose of the military department, according to die pamphlet, would be to effectuate a new system of educadón diat would replace the former model that Garland deemed a failure. Its authors opined that " [t] he Legislature must have supposed that military discipline was better calculated to secure die ends of educadón than that prevailing in American Colleges." Physical educadón, in die form of "vigorous exercise," would play an integral role in the new system; die authors noted that die old order produced "good madiemadcians and incurable dyspepdcs .. . it is not unfrequendy [sic] the case diat those who graduate with die highest disdncdons and carry off the prizes of the insdtudon, have bodies too much enfeebled by neglect, to be die useful depositories of highly culdvated and acdve minds." Similarly, students would be required to keep dieir physical appearance, dress, and living quarters in adherence widi strict guidelines. "It is frequendy revoldng to see die slovenly and careless manner in which some students live," the authors noted. In an attempt to curtail "extravagance," the university also planned to pay for all of its students' needs direcdy, using their tuidon payments, although diis goal might be circumvented by imprudent parental gifts of pocket money, the authors admitted.^s Most importandy, the new system would be devoted to the "preservadon of morals." "We are persuaded that die military dirows around the student a better protecdón against die numerous temptadons which assail him than any odier can," the audiors wrote. Two elements of the system would work together to insulate students from debauchery.
 * 2) Most people familiar with Wallace’s infamous performance in Tuscaloosa consider it to be the end of the story, but in actuality, integration at the Capstone was an arduous, protracted, and convoluted process. Vivian Malone and James Hood only desegregated the university for good in 1963. (Autherine Lucy had entered the university and been swiftly expelled, ostensibly for her own safety, in 1956.) Integration, on the other hand, entailed a complete and seamless incorporation of African Americans into every facet of academic life—from student government to the Greek system, from faculty hires to athletics, from housing arrangements to multicultural curriculum.

Copy-edit changes
Several options were considered for the foundation design for the NSC. Ultimately, the final design was specified as consisting of three lines of two 4.50 by foundation panels 21 m in length and a 4 m high pile cap that reaches to a height of +118 m of elevation. - changed this long sentence into two by adding a period and then starting with "ultimately"

The foundation has a slight difference between the area in which the NSC will be constructed and the final resting area around unit 4. - changed the wording from "slightly different" to "has a slight diffference"

Lead:
The great Japanese Sword, a symbol of honor and tradition within the Japanese culture. These unique tools of war and peace are greatly symbolized in society in the past and present. In fiction, the Japanese sword, or Katana, is greatly used and appreciated. The Katana sword shows up in everything from books, folklore, TV, movies, and even comic books where super heroes use the sword for battle between good and evil. This symbol of Japanese tradition can be seen in countless works of fiction both in legends and modern day cartoons such as the Ninja Turtles. The Katana has reached far in wide in the world of fiction and can be used to tell tales of wisdom and bravery or tales of evil and treachery. The sword gained its popularity from old Japanese legends and cartoons, but will continue to appear in many stories to come.

Lead revision:
The katana sword appears in many folk tales as well as legends. This piece of Japanese history not only appears in old folklore, it is also very popular in modern fiction as well as contemporary art pieces such as film and theater. The katana has reached far and wide in the world of fictional stories and can be used to tell tales of wisdom and bravery or evil and treachery. The sword can be seen not only as a tool for the hero but also a tool for the villain.