DISSERTATION WRITING SERVICEJack M. Morehouse
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Richa: I knew there was somebody looking out for my work. That made a big difference. Mallory: It really helped me with sentence structure, and with the structure of the sections as a whole. Richa: It keeps you on track. That’s the most positive feedback I can give about DATA sessions. Megan: Howdy Ags, welcome to Write Right, the student podcast for the Texas A&M University Writing Center. Today’s episode will highlight a special program for our graduate students who are writing a thesis or dissertation. This program is called the DATA program, which stands for Dissertation And Thesis Assistance program. It provides one-on-one guidance with the same consultant for up to 10 sessions. DATA sessions are designed to help students create a personalized appointment calendar and obtain regular feedback about the progress of their writing. Today, we’re talking with 2 students who previously completed the DATA program. They’ve agreed to share their experiences and discuss how their sessions were structured. Let’s meet Richa and Mallory. Ricaha: My name is Richa Dhanju, and I study cultural anthropology. I’m a PhD student. I’m studying politics and slums and how they’re changing due to the new liberal governance in Delhi, India. Mallory: My name’s Mallory Frazier. I’m in the Psychology Department, specifically the BCN Program- Behavioral and Cellular Neuroscience. The topic of my paper was social stress in mice, exacerbates mouse model of multiple sclerosis called Theiler’s murine and encephalomyelitis virus. Megan: First, I asked Richa and Mallory about the focus of their DATA sessions and how they used their time. They both worked with a Writing Center consultant named Lara. Mallory: Mostly we worked on the introduction and the discussion, because those are the parts that are generally the most difficult to write for scientific students. We would read each section and make corrections while we were reading. Richa: Essentially our sessions were a lot of brainstorming. So I would tell her, “Look I have these three examples from my paper. Do you think they’re fitting here? Do you think this is more emphatic? Do you think this is getting the point across? And she would just be able to tell me right on. Lara really helped me focus on what I want to say, how many pages it should be, what should be the organization of the chapter. It was a lot of brainstorming, a lot of organizing, a lot of cleaning up the text, including grammatical issues. So, it was a mix of everything really. Megan: Next, Richa described how attending DATA sessions on a regular basis helped her stay on track and meet deadlines. Richa: I’m sure as you know, graduate students suffer from procrastination. There are times when graduate students feel overwhelmed because their progress has not been spanned over a regular period of time. And frankly one of the reasons I came to the University Writing Center was to get help with being regular. And that’s exactly what my sessions with Lara did. I knew I had to meet Lara every week or every second week and show her work, so that helped me really sit down every day and think and write about issues. I also knew that there would be somebody looking at my work and asking me questions. That helped me clarify beforehand what I thought the questions could be. The committee essentially does not, more often than not, want to see anything other than a finished product. What do you do in the process? That’s where the University Writing Center and its experts come in. Megan: I also asked if Richa and Mallory ran into challenges with the DATA program. They worked with Lara to overcome miscommunication about their specialized topics. Mallory: Some of the words that are very specific jargon to my area, she didn’t really understand. But that helped in itself. Yes, you’re supposed to write and assume that people who are reading what you’re writing know kind of what you’re talking about. But, you should still try to define everything that you can and make it so that a layman can read it and understand at least part of it. It was a lot of simplification on my part so that she could understand, and that in turn also helped my writing. I knew eventually there would be a lot of people reading what I write who are not from my field. Finally, I asked if they have recommendations for other students considering the DATA program. They also shared overall benefits of working with Lara. Mallory: I do kind of wish I had gone a little bit earlier. I ended up having to make a lot of revisions without her right before my defense, and I think that if I had gone two full months ahead of time, that would have been better. What I did get with her was really solid. I gave it to my mentor and she had very few edits to make from the things I worked with Lara on, whereas the things I didn’t’ work with Lara on, there was a lot more to do. Richa: Lara’s amazing. I think the best thing I found in her is that she took interest in my project. There would be times when I was sitting there telling her stories from my fieldwork and what my project is about, and she would listen with keen interest. And that provided both of us a background, a foundation to start from. Knowing that the people you’re talking to are not just students here, but they care about your work and they want to see it going ahead. That’s definitely what I felt with Lara. She was very engaged with my progress, and that gave me a lot of hope. Megan: We want to thank Richa and Mallory for taking the time to share their feedback with us. If anyone is interested in more information about the DATA program, please go to our website at writingcenter.tamu.edu, and click on the Graduate Student Services link. An application form is also available online for anyone who wants to join the program. Thanks for tuning in to this episode of Write Right, and have a great day.
Edward A. Castillo - this video will review basic Tippett's to further assist in the formatting of your doctoral manuscript based on college and APA standards due to incompatibility x' do not alternate between different operating systems or platforms stick to one system when writing the manuscript for example Microsoft Word on a Mac versus PC operate differently formatting inconsistencies will occur if the manuscript is opened between different operating systems avoid creating different Microsoft Word files per chapter write your doctoral manuscript within a single Microsoft Word file use file naming techniques to save the manuscript at different stages of the writing process since major content changes can occur within a single day avoid using dates as part of the file name instead use a numeric sequence such as my manuscript version 1 do CX manuscript version to do CX manuscript version 3 do CX and so on reduce formatting issues by creating a master manuscript that will only be opened on your system when required email a copy of the manuscript to your doctoral committee they will review and provide comments on the manuscript as needed do not work from this new version of the manuscript instead make any changes on your original master file avoid the use of any template due to incompatibility between operating systems there may be a risk of experiencing odd formatting issues in addition the template may not meet APA and College standards it is always best to start from a brand new word document and only refer to official College resources for further support turn paragraph marks on to ensure brakes are not trailing at the end of the sentence it is best to try to keep brakes on their own line to avoid accidentally adding unnecessary repetitive brakes word styles also has an option to modify captions that are used for tables or figures within a chapter modify the style to meet basic APA text standards such as Times New Roman 12-point black font double spaced usually the formatting of the table contents changes when the entire table is updated during the process of inserting the table contents there will be an opportunity to modify the formatting to meet basic college standards Times New Roman 12-point black font single-spaced note unless specifically told by your committee it is only required to list level 1 and level 2 headings in the table of contents using headings three to five word styles can be tricky as it tends to apply the style to the entire paragraph since headings three to five are on the same line as a paragraph that is important to structure the level heading correctly before applying the word style use the normal word style to remove any unwanted special formatting the normal word style is also a great tool to use when unwanted blank headings appear within the navigation pane these usually occur when heading styles are accidentally applied to repetitive paragraph marks in situations where a table is best read in a horizontal page layout use next page section breaks before and after the table to change the orientation of the page from portrait to landscape the table tools ribbon contains the option to autofit tables within the window of the manuscript there are also options for text alignment and to ensure there is no text wrapping occurring around the table if you have any questions about this video or any others please contact the sight lab help desk thank you.
Mary W. McCane - welcome to this week's video interview and today what we're going to be talking about is the role of Supervisors and what your expectations should be of them and what their expectations are of you so I'm going to be talking to three experienced supervisors in DI T Lucy Horan and Jared in Gorham and John Ryan's and thanks very much for coming today and let's start by just talking about what is the role of Supervisors and what it's not we start with what it is okay well it suppose the role of the supervisor is to guide the student in the process because the supervisor will have gone through this process previously whereas the student may not have and therefore I mean this supervisor can give guidance and direction in the overall research process from the setting of the topic the objectives through to identifying literature and the research design and dance through analysis and recommendations so that whole process is very important I suppose to outline from the beginning but that will be supported as well by things like this reference handbook another other research material but that guidance role and feedback Rona it's quite that word guy isn't it Lucy like we always have this debate tell me about whether we should be calling them supervisors or advisers and you know I always fall back into the supervisor type of thing but really it is more of an advisory role isn't absolutely yeah I always see the word facilitation mm-hmm we will facilitate them through the process but that they have to remember that the work is very very much their own mm-hmm we really give as much help as we can in terms of guiding them and pointing out where there might be perhaps going into a subject too deeply or not deeply enough but you ask the question what are we not we're absolutely not the owner of that piece of work it is entirely their piece of work and we will guide them but the other thing I think is important as well we can only you know we can't drag them through us you know they think they have to put in the effort and we will guide them and we will give I think that's a very important thing from day one for me to notice and if something will be talking about it earlier and videos is that you know it's their personal achievement is what this is about it's self-directed learning and it's not about just jumping through hoops because they can jump through all of our hoops but that doesn't mean that they're going to get 100 percent it's to do with their ability and their effort and that we advise them and we do all we can do for them to get the best mark that they can get but it is down to them they're the ones doing the writing and making the research questions and it's important for them to remember that it's a different type of writing and we regard them again in the process as no Sam you can take them through all these steps but it's it's not like anything that would have done before insofar as it's not like an assignment in that it's a very different type of supposed technical writing your search is a different type of writing and it's important with the students you know cognizant of the fact that they have to take time to learn that and if they don't engage against the supervisor is there again as we've already seen as a guide or as a support with all the other things we have in place but then if you don't engage in that thing that you're going to be in trouble because it is very difficult to do this on your own and I think that's what that's very important because I often think students come in to have meetings with us and they've given us document and we've read your made comments on and we discuss the comments with them but I mean I can think of very few students who came in and asked she starts with a piece of paper and a pen and actually wrote down what I was saying and then you're thinking how or when they leave are they actually going to have taken in everything I've said so that maybe they're then working off the sheets where we've marked things in but actually what we're saying is much more fundamental we're talking about the writing style or their level of analysis no discussion so I think that's even one small thing the students can do in terms of meeting is to take notes and to be aware and and there is a log for crazy June as you know as advice to do that that's important maybe to have like a list of this is what this the alcohol this meeting is what I need to go and look at I think the log book is very important and personally I would always use the log book and have a to-do list as a result of every meeting so the student very clearly knows what's on the to-do list for the next week or two weeks that they're working on and then to review that when the next meeting they happen and to see if they've actually I you know done the things identified on to do list yeah yeah just just don't come back to the original question when you ask what are we not ok scum is that yeah the other thing I think we're absolutely not is we are not English teachers selecting that correct grammar and spelling now I always personally I I will comment and I'm certainly in the first piece of work I see from them and I will tell them if they have somebody friend or family or someone they know that's very good at English to give them the document and have them read it but as we all know this the standard of English sometimes isn't what we would like and people have to pay particular attention to it but it is I certainly don't see it as my rule to keep correcting absolutely the spelling and grammar and it can be actually quite frustrating if you're getting the same thing over and over again you know if you get a draft off a student and you point it out where there are errors and in the next track and the same in rivers are still there and didn't you know that can be very very frustrating yeah I think that's something that's important as well that we will be talking about it in other video entries is the whole thing about writing style and you know the grammar and the correct way to write in the style of writing and that it's a learned thing and so if you come on your first edition supervisor girls or on those markings everywhere it's not that that's not fixable it is possible to become a good writer and also in other you know in other video interest we've talked about how what makes a good dissertation and the bottom line is a well written document and that's a really important element so something that's very important for the students to work on with the supervisor early on but again to be aware that's their responsibility but I think not not to frighten students out there I think the first time we meet them the first time to present us with a piece of work like we don't expect it to be absolutely her friend you know and I think in all the years I've been supervising I have maybe maybe once seen somebody that I wouldn't have had to call attention to yeah there's not the brahmers so for them not to worry about that that it is a learning process and as we go through the months leading up to the submission of it that they will improve as you say they will learn you know you know that will come to them but they have to listen today and for them to remember as well that you know we're not just supervisors like we've gone to that process ourselves and I mean we all know I mean we've all written stuff from the force the first draft of anything that you write it's never going to be it's never going to be something that would present ideal as a final version and it's often hard for students as well but they should just be aware of it's the first time they have written something that they've tried to write in a technical manner and that's very difficult to do for anybody doesn't matter if you're in fortune of degree program or if you're a master student or PhD student it is very very difficult to write in that study that's why it's important to start writing early as well and getting drafts in earlier so that you can get that guidance and feedback rather than leaving at all until the last minute and then you know realizing you're running last time or there's just too much revision to be made so as if she says it is but you know we're not expecting at the finished product for every chapter of first time okay then nother thing that that often comes up is how often should a student meets their supervisor and I know you're all laughing because different people have different guidelines different ideas and I just sort of want to throw it out I suppose of the students are aware the supervisors work differently of different ideas about this well I suppose it depends on what stage of the process the student is that perhaps in the earlier stages I know personally I find that you know when you're trying to form the topic and get you know gather literature that you might meet the student as quick as frequently and then towards the latter stages of the process I suppose when you know the deadlines are nearing that you know maybe once a week or whatever meeting the student but in the earlier stages I would sort of you know not meet as regularly but have email contact to find out how things are going it's important to maintain contact and that the student initiates contact as well you know I think as well that's something that's probably quite important to discuss with supervisor in the first week yes sort of work out well so that the expectations are clear enough to get what the first meetings about laying it down as do you know what expectations are and you know and supervisors are for my safety students you know I want contact by email or I want it by phone and and the other thing you know that that often is an issue is that the students not turning up it's not the most frustrating thing so if you aren't going to make meeting the student should phone you or email you and let you know it's common courtesy ana makes big difference supervised get frustrated if there's constantly people non turning on I think Jerry didn't hit the nail on the head there too that it's not necessarily that we you we have to meet them every week but it is about contact and normally what I say to my no I set out by him well I set out by saying let's agree a time ana day that we'll meet each wait yeah now I understand that you might get a whole lot of work done from one week to the next so we won't be meeting everything but if they're not coming to me you have to tell me yeah because I don't want to be sitting around waiting on you and you don't I could be maybe doing other things but it is about contact I mean if we think of the master students back when a lot of their dissertations are done over the summer a lot of people would do it by email yeah you know so once there's something coming all the time no no this is worth going on face to face we just want to know that they're working anyway it matters and what about then when students are you know there's a meeting coming up what should they be doing to prepare for a meeting certainly if you're looking to meet your supervisor that you should have some material for them to review more even more slightly and again that you have to give the supervisor time to review that material so for instance if you're meeting a supervisor just for instance and of course the morning there's no point it's in there supervise or something and I think that's I think it's point is exercise sitting in a room when you haven't read the document anything that's pointless there's nothing like mommy's Thank You somebody at least you know I mean I would always say at least two days to get the material reviewed so that you give decent feedback and proper comments you know and that's important because otherwise as you say the beatings are wasted there's no point in agreeing that you're going to meet every week or every two weeks if you have supervisor I also think sometimes it's good for the student to direct meeting isn't it for them to have I mean I've had some students where they come they have questions yeah yeah and I think that's good because I think again is that something is that what facilitators so we facilitate a process but you to ask what's the problem you know what do you need what do we need to discuss today I think you know good student that's what they're doing is that they have concise questions that they need so that they can keep going for the next week which in that last thing then what about students aren't making deadlines you know and I've just been talking to Catherine Paul's you know about you know time management and motivation and she's saying you know that they're coming some students to come into her you know when things are really bad as I don't know what to do I'm too embarrassed because I've missed the deadlines and I can't go back now and what we've been saying in those interviews is that you do have to go to the supervisors and I suppose maybe just you know what would you say to those students that you know repeatedly are missing meetings I'm not making deadlines what your guidance well I think it's important that they talk to the supervisor or the adviser rather than just hide from them completely you know we're all human and we know that life happens and things happen and it's much better if there is something going on from a personal circumstances perspective to bring that to the fore quite early if it's just the you know the whole process is overwhelming then it's better to have that out in the open from early on and that you know you make so much time to work with the students on that but hiding from the the supervisor you know it's not it's not in anybody's interest so I think making contact and trying to work through whatever it might be because the super you know all supervisors would be willing to work with students that are having difficulties of problems and so you know it is important to contain the supervisors you know again as you say we're all human we've all we've all been there ourselves and are in our own academic careers where we've maybe missed a deadline or to ourselves and I mean we understand that you know as you say a life happens but as you know if you hide from it the problem isn't going to get a separate whereas if you come and you engage with your supervisor and you talk to me about the problems maybe they can help you in some way you know maybe again if it was just the case of the workers too much maybe you can break it down into smaller smaller segments so because more manageable if it's a narrative problem maybe your supervisor can help you get help from your student services or from wherever it's necessary but again you know I supposed to treat your supervisor as a resource you know their resource there there and there their sole aim is to help you get as good at math as you can for your thesis I do think though what is very important is that again it goes back to the very original question I don't think personally that it's my room to chase the student no now if I have a situation where there you know what session you know we've kind of agreed we don't tend to date to meet up or whatever and they don't appear and I don't hear anything I will of course send that email yeah but I am NOT it is not my road to chase down I think that goes back to the whole image which is is that it's you know it's their project a third piece of work and that they're taking ownership and in some ways this of all the things that they've drawn through their academic career this is the one thing which singles the match because it's all their own work and it's all separate the strong students are the ones that struggle more and it's the thing that's gonna make a difference when they go to the work place is that you have to be able to control your own deadlines on your own work and much more so something that's always looked at I mean if you if you go to any job interview you know it's one of the things will always come up is what was your thesis topic what grade did you get to a thesis and again that that's very much as a capstone piece of work it tells the person who's interviewing very very quickly what kind of person is this person you know like if they've got would say 40% in their thesis what does that tell you relatively 2016/17 yeah but he and I supposed to treat those as a resource you know we're the same as if you want to look at it I suppose terms of we're like the library or were like the internet we are resourced there to guide you but you know this is resource because we're there to help them as much as we can but as you say we're not going to chase the students but if the student and I think that's important because I do think that if we look at different students different students gets different things after the supervisor if you like I'm the ones that manage to process well - really good guidance to have promise whereas others may not get so much because they might just be ticking through the meetings and not really getting so it is again after then to tap the resources I think also something you said there as well about students this idea what Katherine was saying to you about them missing deadlines yeah then being too afraid I had a situation last year exactly that happened but because they didn't really know their supervisor very well it kind of made even more difficult so maybe if the student finds themselves in that situation and they're not terribly familiar with the supervisor but there is somebody else and saying can go to that maybe go to that person whether it's a course children future or come to myself as well as me or yourself or exactly as an in-between so does just stop prevent the got along because say if if it slides it is a very important piece of work it does give a huge huge indicator as to the type of person they are and that even you know if you never go into academia that's very important in terms of restructure and they didn't just stand on your own two feet and deliver something so you know don't let it slide there's lots of different points of contact to come okay thanks very much so there's some good tips and useful information and to get you started in terms of meeting with your supervisor and setting out and the guidelines in terms of your expectations and their expectations see you next time.
Michael M. Wilcox - hello everybody Brian here hope you're well sadly no visual today just the audio has nothing to nothing to do with an outbreak of spots nothing like that but anyway I'm actually speaking to you today because I need your help everybody who watches this listens to this any of my subscribers I need your help I am doing another degree yes another one my second master's because you know apparently everyone's got a degree now so you need to get the masters everyone's got the master so you need a double masters the triple masters a triple doctoral is getting ridiculous but in any case I'm doing a another degree and what I'm looking at is the pronunciation of British English how it's changing so I'm doing my dissertation and all I need is volunteers to spend about three or four minutes reading and recording themselves reading nineteen one nine don't panic nineteen sentences which I've written cunningly constructed to test all the things I'm looking at now it really really does take a minute just to look at the script and to three minutes to record yourself so if you could do that I'd be absolutely fantastic I can credit you in my dissertation if you like although obviously most people are doing it anonymously and that's fantastic you know help a brother out honestly I'm struggling badly hey anyone who's ever done any studies at school University knows you really need to get quite a few people for your data to have any effect Oh fifty percent of all respondents it's such-and-such you've only got four four respondents Billy it's not really statistically reliant is it reliable so if anyone could do that place the script is in the description there's a link to it as well on my blog contact me at Brian that's beef Oh Bravo Arthur o mio wifey Yankee a fan for November Brian dot Perry P for Papa Alfa Romeo Romeo Yankee Perry dot the number sixteen one six at UCL dot AC though UK there we are as I say all information is in the description please please please help me out because honestly I'm struggling I am doing everything and I still cannot find enough people please help me out it's honestly two-three minutes of your time it would be fantastic there is nothing in it for you except the feeling of helping someone else who's doing his third degree and you know how much degrees cost now I mean I'm not a wealthy man I work full time I'm laying it on a bit thick that I like help me out please it'll only take five minutes your time thank you very much.
Harriett O. Bowden - this is part of the video series on technology located at clinical psychology student comm today I'm going to demonstrate how to format a table of contents keep in mind this isn't exactly APA formatting you're going to want to check in to exactly what that is but I'm going to show you the basics that a lot that trip up a lot of people so here we have a table of contents that has been attempted to be formatted you can see there's kind of a jaggedness to the the alignment of these numbers you know basically this was done by you know just typing periods and that's not the ideal way to do this here's another table in which we have a tab and then we have a similar type of periods I guess trailing to a final page number that that is right aligned to the edge of the page so I'm going to go over how to do this the ideal way so let's start at the top so this is going to be centered which it is page is typically write a line that may differ based on what your school's requirements or the APA requirements are in this case that's fine we're right aligned and you'll notice we have a width page layout our margins are a little different we have a larger left margin for binding that goes along with this schools requirement for dissertations so that's fine everything else is is left aligned to you know zero inches as we can see here we are left aligned that so that's what we want this is a top-level category which is according to this style guide all in capital letters and again we have these these periods leading all the way to this Roman numeral number so okay there we go so the first thing that I'm going to demonstrate is really how to get all of this formatted in a nicer way and have this Roman numeral digit right aligned so basically the way to do this is with tabs so I'm going to actually just eliminate that space all those periods here and what I'm going to do is I'm going to go into I right-click and go into paragraph and there's a tabs button I can click on so I'm going to clear all the tabs because I think by default there there's tabs every 0.5 inches all the way along the documents I'm going to clear all of them and all I want is you know the first one which already exists is at 0 inches and I want another one at 6 inches I want that one to be for this number and I want it to be right aligned and I guess yeah they call this leader so I can specify what the leader is for this and in this case we want periods we'll click set you could see these are all the tabs that now exist in click ok so now as soon as we hit tab we have nice leading periods all the way up to a right aligned number so I'm going to do this I'm going to repeat this operation by I'm at least going to repeat it for the top level titles I guess you can call them and so to do that so what I'm going to do is click on this line I'm also going to use the ctrl key to click on other lines so I can select multiple lines at the same time I'm using a Windows machine it might be a different key other than ctrl on on a Mac machine but you can figure this out so I'm going to highlight and then that's good highlight all these top-level nodes and now that I've got that I'm just going to repeat that operation again so go to paragraph cabs and I'm going to clear all six inches right with a leader I'm going to set that and we should be all set so now we need to just change these into a tab so I'm going to select all these hit the tab button and you see we have this again so I'm going to fly through the rest of these tab tab tab and so on looks like we had an extra tab in there more tab okay so that takes have care of these top-level notes so next we want to take care of the second level nodes or titles whatever we want to call them so yet the way to do this is ideally to have a we go into paragraph have an indentation a left indentation of in this case 0.5 0.5 inches before each one of these so I'm going to make sure that that is the case on all of these in that a regular tab character hasn't been used so in this case there is a tab character here you can see that so we're going to eliminate that looks like that's done in this whole section and instead I'm going to highlight these again using control to highlight them right-click in paragraph and I'm going to change this left to 0.5 inches okay all right so I've got that section looks like the same thing left to do for this section about the easy out it looks like that one is already done that way a little inconsistent um throughout the document okay so I'm going to select these these and these right-click paragraph and again I'm going to set this to 25 inches all right perfect this one is already set 2.5 yep okay so now with that taken care of I'm going to go on and do the same thing that we did before which is adjusting our tab stops so going to select all these second level nodes all right right click paragraph tabs we're going to clear all the tab stops and I'm going to say 6 inches which is as you can see the edge of the page here write a line and a leading character of periods set okay so now we just have to go back in and replace these manual periods with just tabs for all the second level nodes just hitting tab as I highlight all of these here okay so that's taken care of you can see already it's much better aligned there's going to be this third level node which will have to do the same thing to so and you could see there's you could see the inconsistency here so again now we're going to make sure that we have this in paragraph we have a left indentation now of one-inch for this third level node okay and eliminate all all periods before all tabs before that so there's some use of tabs here select these paragraph so we want the left to be one-inch looks like the first a lot first line is how that was previously set up so we don't want that so there's that let's make sure these other ones or take care of the same way it looks like two tabs were used for this section I'm going to get rid of those I've ate this paragraph and put that at 1 inch and we're all set for all the 1 2 3 the third level nodes so so now you're just going to repeat this process again and highlighting these third level nodes right click paragraph tabs and clear all the tab stops and again at 6 inches we're going to write a line and use these periods as leading characters all right so now all we have to do is go back in and replace all these manual periods with the tab ok last two all right so as you can see we have just very nicely aligned right aligned table of contents so listen a period there so that should take care of the first page so now sometimes there's a little bit more advanced things so here's a list of tables where we have a mandatory tab here and then there will be another tab stop which will require us to use those leading characters of periods so here I'll walk you know us through this make sure that this is Center aligned which it is this should be right aligned which it is and then what we're going to do here is highlight these we're going to set to tab stops so if first is just a regular tab that's going to bring us out to one inch and then the second one is a tab that will be a right aligned tab stop at 6 inches with these leading period characters so let's highlight everything that we need to do that way go to paragraph and tabs let's clear everything and again so at 1 inch we're going to set a regular left-aligned tab with with no leading characters as you can see 1 inch that's for this hit set and then at 6 inches we want a right aligned character right aligned tab stop with with these leading characters of . so we'll set that hit okay so you could tell the first time I hit tab most first time I hit tab it brings us over to 1 inch and then if I replace all these manual periods with another tab it goes and makes this tab a right aligned tab stop at 6 inches with leading characters all right so again I don't have to do this this is already taken care of I'm just going to replace these so we have a perfectly right aligned list of tables I hope this video is helpful for making inform adding a manual table a lot of people like to and prefer to you know kind of make the table themselves use numbers themselves in a future video maybe I'll cover how to get Microsoft Word to generate some of this for you but hope this was helpful please visit clinical psychology student calm and feel free to ask questions on our forum and I would be happy to try to answer you know whatever I can.