introduction - uthsc.edu · web viewif you use superscript numbers, place the period immediately...

Put Your Title HereNote: Instructions for Using this Template are Under Dedication

A DissertationPresented for

The Graduate Studies CouncilThe University of Tennessee

Health Science Center

In Partial FulfillmentOf the Requirements for the Degree

Doctor of PhilosophyFrom The University of Tennessee

ByGraduate Student NameMay or December 2011

Copyright © 2011 by Graduate Student Name.All rights reserved.

See special wording in Guide if you have a copyright release to use previously published material.

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DEDICATION

This template provides the basic structure for your ET/D, including standard section titles (e.g., Dedication, Table of Contents, Vita, etc.), chapter title styling (Heading 1) and four levels of subdivisions (Headings 2-5). Use these section heads exactly as they are set up here, except add the descriptive portion of your chapter titles, if they differ from what’s given here; don’t change “CHAPTER #” as this auto generates table/figure numbers for each chapter.

If you are pouring in an already created ET/D, DO NOT bring in the Title page, Table of Contents (TOC), List of Tables (LOT), and List of Figures (LOF) in the front matter. You can copy in the blocks of text on the Title page.

Note for Title page: This is set up for a Doctor of Philosophy; change appropriately for other degrees. Other templates are available on the ET/D web page (http://www.uthsc.edu/grad/TandD/index.php?page=TandDGuidesForms#Guide); see also the Appendix to the Guide there for sample pages.

The Title page, Table of Contents (TOC), List of Tables (LOT), and List of Figures (LOF) have correct styling preset in this template; do not change it. Your title on the Title page and all front- and back-matter titles as well as chapter titles are locked for all caps, even if you type lowercase, to help ensure correct styling of these areas; do not change them.

To auto update the Table of Contents, List of Tables, and List of Figures after you have styled your headings and table/figure captions in the body, right click the top line on the appropriate page. Choose Update Field, and update the entire table to ensure that all titles and page numbers are correct. When proofing, print these front matter sections and check against the entire body; if you failed to style a heading it won’t appear.

NOTE regarding the TOC: If you have an asterisk after a chapter title that points the reader to a footnote for previously published material, you must manually delete that asterisk if it appears in the TOC. You can also change styling of the * to Normal in the body.

Detailed instructions for each section as well as tables and figures are in the body, beginning with Chapter 1. Look over the entire template, reading the instructions, before you begin, to get a good idea of what’s available here.

Be sure you delete all the additional text in the template as you use it. Before you begin working, you may wish to save a copy of the original template for reference.

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http://www.uthsc.edu/grad/TandD/index.php?page=TandDGuidesForms#Guide

ACKNOWLEDGEMENTS

Start your acknowledgements here, leaving 1 blank space between paragraphs.

Use the Tab key (not the space bar) to indent paragraphs in this document.

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ABSTRACT

Start the text of your abstract here. Leave 1 blank space between all paragraphs in the ET/D.

Use the Tab key (not the space bar) to indent paragraphs in this document.

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PREFACE

Start your preface statement here, if you have one, or delete this page.

NOTE: Start the Table of Contents exactly where it starts in this template to achieve the visual look of 2 blank single spaces above it even though there is only 1 hard return (extra space is auto added above each chapter title).

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TABLE OF CONTENTS

CHAPTER 1. INTRODUCTION.....................................................................................1

Heading 2 Is the First Subdivision in a Chapter..............................................................1Heading 2.........................................................................................................................1

Heading 3.....................................................................................................................1Heading 3.....................................................................................................................1

Heading 4.................................................................................................................2Heading 4.................................................................................................................2

Heading 5.............................................................................................................2Heading 5.............................................................................................................2

Heading 2.........................................................................................................................2Heading 3.....................................................................................................................3Heading 3.....................................................................................................................3

Heading 2.........................................................................................................................3Heading 2.......................................................................................................................11

CHAPTER 2. YOUR TITLE GOES HERE; USUALLY IT IS LITERATURE REVIEW...........................................................................................................................12

CHAPTER 3. YOUR TITLE GOES HERE; OFTEN IT IS METHODOLOGY*.. .13

Study Design..................................................................................................................13Sample Title...................................................................................................................14

CHAPTER 4. TYPICALLY THIS IS CALLED RESULTS.......................................15

Staff Outcomes..............................................................................................................15

CHAPTER 5. TYPICALLY THIS IS CALLED DISCUSSION.................................18

CHAPTER 6. ADDING A CHAPTER..........................................................................19

LIST OF REFERENCES................................................................................................20

VITA..................................................................................................................................26

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LIST OF TABLES

Table 1-1. Title of your table goes at top line of type......................................................6

Table 1-2. Title of table starts here.................................................................................11

Table 4-1. Characteristics of staff sample (N = 49).......................................................15

Table 4-2. Comparison of age at diagnosis for all cancer diagnoses and for acute lymphoblastic leukemia in Guatemala and Honduras..................................16

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LIST OF FIGURES

Figure 1-1. Sample figure to show that the title goes 2 visual line spaces under the figure..............................................................................................................4

Figure 1-2. Conceptual model based on logic model theory.............................................5

Figure 1-3. Title of figure for a legend page goes here.....................................................8

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LIST OF ABBREVIATIONS

LOA List of Abbreviations

NOTES:

Give abbreviations at left in alpha order and definitions at right. Include items beginning with a Greek letter at the beginning of the list. Include items with numbers in numerical order at the end of the list. Use capitalization consistently.

CAUTION: If you delete this page, be careful not to delete the Section Break immediately below this comment, since it signals for page numbering on Chap.1 to start at page 1.

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CHAPTER 1. INTRODUCTION

Heading 2 Is the First Subdivision in a Chapter

Start paragraph here. Note that 1 space is left after free-standing heads before starting the text. Use initial caps or all caps when typing all Heading 2 titles.

When typing chapter titles, only add the descriptive title after the chapter number. “Chapter 1” is built into the template; don’t mess with it as it is auto numbered, and that number feeds into the auto numbering of tables and figures.

Leave 1 space between all paragraphs. Leave 2 spaces above all Heading 2 and 3 levels; leave 1 or 2 consistently before all additional headings. This template leaves 2 spaces above all headings after chapter titles.

Heading 2

The front matter, back matter, and chapter titles as well as subdivision heads already have the correct style on the Home tab applied (Heading 1 for chapter titles). To create additional subdivisions within a chapter, click a head whose level you wish to replicate and check styles to know the name of the style to use. In the Styles gallery, use the arrow at bottom right corner to view all styles; the list will appear at the right of your document.

Heading 3

Use initial caps or sentence caps when typing all Heading 3 titles.

On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, lists, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current document look.

You can easily change the formatting of selected text by choosing a look for that text from the Font gallery on the Home tab: e.g., bold, italic,.or superscript. Leave styling of all section titles and headings as designated in this template, however.

Heading 3

There should be no punctuation after free-standing heads (Headings 2-4) unless a question mark is needed. There must be at least two subheadings at each level, as there are two Heading 3s under Heading 2 here.

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Heading 4. Text after this run-in head starts here. If there are several sentences, they will auto wrap back to the left margin, like this. Note that there is a period after this head. There should be no punctuation after any free-standing head (unless a question mark is needed).

Heading 4. Text after this run-in head starts here. If there are several sentences, they will auto wrap back to the left margin, like this.

Note that at any level, you must have a minimum of 2 subdivisions of any topic. Check for this after you generate the Table of Contents.


The next paragraph begins here.










Heading 2

Start paragraph here. If a head falls at the bottom of a page, as here, it must be followed by 2 lines of text. Otherwise, insert a page break to force it to the next page.

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Heading 3

Bulleted list begins here with first item. Use this List Paragraph styling under any heading level. If the list needs to be numbered, simply change the bullet to “1)” (or other appropriate choice). The tabbed indent is set to accommodate a two-digit number.

Item 2

Item 3

Heading 3

Text begins here. This text illustrates a reference to the first figure like this (Figure 1-1). Note that the period goes after the end paren. If you use superscript numbers, place the period immediately after the last word; do not leave a space before or between superscript numbers.

If the figure and its title/notes are less than half a page tall and the initial callout comes in the top half of the page, the figure can appear at the bottom of the page, preceded by 2 blank spaces. Fill all the space above it with text.

If the figure and its title/notes are more than half a page tall, they must go on the next page. Here is the reference to Figure 1-2. Tables and figures follow on succeeding pages in the order in which they are called out. When possible, put two figures/tables per page.

The initial reference to the first table occurs here like this (Table 1-1). The next figure reference is here (Figure 1-3); note that the figure needs a legend page preceding it because the figure and its title and notes cannot get on one page. If your figure will be on the next page, fill this page with text clear to the bottom line, even if a sentence must split between this page and the page immediately after the last table/figure presented. (This text is artificially added to show that you need to fill this page completely with text. This text is artificially added to show that you need to fill this page completely with text. This text is artificially added to show that you need to fill this page completely with text. This text is artificially added to show that you need to fill this page completely with text. This text is artificially added to show that you need to fill this page completely with text.)

Heading 2

Start paragraph here. Note that if a head falls at the bottom of a page, it must be followed by 2 lines of text. Otherwise, put a page break to force it to the next page. Because a figure page, table page, and then a legend page and figure will come next, the next heading will be on the page after the last table/figure at the top line of type.

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Figure 1-1. Sample figure to show that the title goes 2 visual line spaces under the figure

Only insert a figure, not the caption; flatten images in your imaging program before inserting. To add the caption for your figure, right click on the figure to select it; choose Insert Caption. Choose—Label: Select Figure. Position. Choose insert the caption below the selected item. Remove check from Exclude Label from Caption if not already deselected. Numbering. Choose numbering options for the label. Format 1,2,3. Check include chapter number; chapter starts with styles heading 1; use separator hyphen, click OK.

Insert 2 single spaces above the figure number (this should visually look like 2 spaces). After the figure number add a period; then use a tab instead of spaces. Type your figure title with sentence caps. If you copy and paste your title you may need to delete any extra spaces before it and insert the tab after the figure number. All figures should start at the top line of type and be centered horizontally. Crop figures with as little extra white space outside the figure as possible for correct centering. Ensure that notes are styled Normal.

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Figure 1-2. Conceptual model based on logic model theory

If you have notes or a legend, start here, ensuring that they are styled Normal or they will pull into the List of Figures. Order and style them consistently—e.g., legend information, then definitions of abbreviations, then general notes. Style references to panels consistently.

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Table 1-1. Title of your table goes at top line of type

Column 1 head Column 2 headGuatemalan nursing program

A program developed at St. Jude’s partner site in Guatemala City, Guatemala, to meet critical nursing needs determined by the JCI nursing assessment. The primary focus of the program was improving nursing education and staffing. A secondary focus was improving all nursing quality standards.

Pediatric oncology nurse educator

A professional nurse dedicated full time to implementing a pediatric oncology education program,, providing continuing education, teaching courses in chemotherapy administration and central venous line care skills, improving quality standards relevant to nursing, and serving as the IOP nursing liaison.

Staff nurse A full time professional nurse who had worked for a minimum of six months at St. Jude’s partner site at the National Unit of Pediatric Oncology in Guatemala City, Guatemala and was not in a management position.

Professional nurse Graduation from a school of nursing (diploma or university degree) as documented by the hospital’s human resources department.

Employed full time Working ≥ 30 hours per week.Continuing education hours Documented attendance at an educational class.

Education was documented in the nurse’s education record and included title of class, length of time, and presenter.

Chemotherapy competency Documented chemotherapy course completion in the nurse’s education record. Documentation included course title, date, hours of course, presenter, and course evaluation score. A course evaluation score of ≥70% was required for competency.

Central venous line care competency

Documented central venous line care course completion in the nurse’s education record. Documentation included course title, date, hours of course, presenter, and course evaluation score. A course evaluation score of ≥ 70% was required for competency.

Pediatric oncology education course for newly hired nurses

5 consecutive days of documented theoretical presentations and 5 consecutive days of documented clinical experience with a preceptor. An evaluation score of ≥ 70% was required for successful completion of the course.

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Table 1-1. (Continued)

Column 1 head Column 2 headAbandonment of treatment 4 consecutive weeks of missed appointments during

active cancer treatment.Cancer Patients diagnosed with acute lymphoblastic

leukemia, acute myelogenous leukemia, neuroblastoma, hepatoblastoma, retinoblastoma, rhabdomyosarcoma, Hodgkin’s disease, Non-Hodgkin’s lymphoma, osteosarcoma, Ewing’s sarcoma, Wilms tumor, and germ cell tumor

NOTE: In this table template, there is no space over or under the column heads and none after the column head closing line. There is also no space between the last line of the table data and the table closing line. Be consistent in using sentence caps or initial caps for column heads and text within the table. Table notes go after the table, preceded by 1 single blank space, as in this sample.

The 3 horizontal lines you see in this table template are the only lines that should be visible; there should be no vertical lines. The lines should be black and of a light weight (these are ½ pt). Spanner heads should be underlined to show all columns under them that are affected.

To add additional tables, place a return at the top line on a new page; copy and paste an already created table, or create a table using the Insert function; choose table and style appropriately. To autogenerate the caption for your table, mouse over the table to get a crosshair (+) at the top left of the table body (by the colum heads) and choose choose Insert Caption—It will auto add the next table #; label Table; choose Position Above selected item; remove check from Exclude Label from Caption. Click OK. After the table number, add a period; then insert a tab. Type the title of your table using sentence caps. After creating the table, go back and delete the return you added at the top of the page since that simply helped you add the table caption and leave 1 blank space after it before the table opening line.

NOTE: If you use tabs to create a table, you must right click on the table to select it and go up to References. Choose Insert Caption and follow the instructions in the last paragraph.

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Figure 1-3. Title of figure for a legend page goes here

Notes for figure go here, left justified; ensure they are styled Normal. If you have asterisks that you must define; handle them like this, after the note:* Start your definition here.** Start second definition here. Note that all abbreviations must be defined for each figure, even if they are repeated on several figures, and even if they are defined in text.

NOTES: This page is an example of a legend page, which is used when a figure and its title and notes won’t fit on one page. The next page is considered the first page of the actual figure and hence is not a continued page. If the figure itself is on two pages, the actual second page of the figure is be treated as a continued page.

Only the figure title and notes go on this page; start at the top line of type.

The figure number on this page feeds to the List of Figures.

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Imagine figure fills the page.

Your figure needs to start at the top line of type on the page after the legend page. Be sure to crop figures so you leave as little extra space around them as possible. Center figures horizontally.

For illustration purposes, imagine that this figure fills this page and has panels that continue to the next page.

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Figure 1-3. (Continued)

Pretend that the figure is continued on this page. Your continued figure (like all figures and tables that fill a page) should start at the top line of type. Leave 2 blank visual spaces after the figure end before putting the figure number and continued statement; note that this line is styled Normal.

For continued table pages, the table number goes at the top line of type, followed by the continued statement after the tab.

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Heading 2

The text starts here. Note that the heading or text that follows a figure/table page starts at the top line of type.

If a reference to a table/figure that is small occurs at the top half of a page, as here, you can put the figure/table at the very bottom of the page, but fill the rest of the page with type---leaving 2 line spaces (but only 2) blank above the figure/table (Table 1-2).

If they are referred to in text, equations are numbered consecutively throughout the text (and appendix, if appropriate) using the format in the following example. The equation number is styled like table/figure numbers.

R1cosθ1+R2cosθ2+R3 cosθ3+R4 cosθ4=0 (Eq. 1-1)

Number equations by chapter (e.g., 3-2), since tables and figures are numbered by chapter in this template. Number equations only if referred to in the text; each equation in a series of equations does not need to be numbered. Center the equation itself, leaving 1 blank space over and under it.

Pretend the rest of this page is filled with type.







Table 1-2. Title of table starts here

Characteristics Mean (SD)Age (yrs) 12.9 (2.9)Weight (kg) 92.2 (28.4)RBMI (kg/m2) 195.5 (42.4)Gender (%) female 70.0

RBMI – Relative Body Mass Index

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CHAPTER 2. YOUR TITLE GOES HERE; USUALLY IT IS LITERATURE REVIEW

Text or a Heading 2 starts here.

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CHAPTER 3. YOUR TITLE GOES HERE; OFTEN IT IS METHODOLOGY*

This page shows how to handle footnoting previously published material. It contains sample text so you can see now the page is filled above the footnote at bottom. The asterisk after the chapter title and use of a corresponding footnote is for previously published material. Be sure that your styling for the chapter title as Heading 1 ends before the asterisk (*) so that it doesn’t carry over to the Table of Contents.

Study Design

The purpose of the study was to evaluate the Guatemalan Nursing Program’s (GNP) impact on staff, organizational, and clinical outcomes. Staff and organizational outcomes were evaluated using a before and after one group design often used in program evaluation. The clinical outcomes were evaluated using a control site comparison but no randomization and was therefore a quasi-experimental design.

Variables analyzed included staff variables of a) continuing education hours, b) chemotherapy competency, c) central venous line care competency, and d) pediatric oncology nursing education course completion, organizational variables of a) JCI standards, and b) patient to nurse ratio, and clinical variables of a) event free survival (EFS), and b) abandonment of treatment. The sample used to measure staff variables consisted of 49 professional nurses employed full time at the Guatemalan site and not in a management position. The sample used to measure event free survival and abandonment consisted of all patients entered in the Pediatric Oncology Networked Data Base (POND) diagnosed with cancer from January 1, 2004 to October 1, 2008. For analysis, the sample was further divided into two groups: pre program group and post program group.

The principal investigator traveled to the intervention site in July of 2009 to collect data to evaluate the staff and organizational outcomes. The education charts of all professional nurses who qualified for the study were reviewed and results documented on a data collection assessment form. The nursing quality assessment was used to evaluate the organizational outcomes. The same process used to conduct the initial nursing assessment completed in April of 2006 was used to conduct the post intervention assessment.

Fill this page with text, leaving only 2 blank line spaces before starting the footnote. Note the wording of the permission statement. Footnote for acknowledgement of previously published material goes here. Note wording: Citation wording and styling should match the LOR entry.

* Adapted with permission. Day, S. W., Dycus, P. M., Chismark, E. A., & McKeon, L. (2008). Quality assessment of pediatric oncology nursing care in a Central American country: findings, recommendations, and preliminary outcomes. Pediatr Nurs, 34(5), 367-373.

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Sample Title

NOTE: This title was forced to this page by inserting a page break because it and 2 lines of text would not fit at the bottom of the previous page above the permission statement.

When you finish a chapter, insert a page break to go to the next chapter title.

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CHAPTER 4. TYPICALLY THIS IS CALLED RESULTS

This sample page with text illustrates a table correctly placed at the bottom of a page since the initial callout appears in the top half of the page. If the initial callout for this table had come in the bottom half of the page, it would have appeared at the top of the next page.

Staff Outcomes

The sample consisted of 49 full time professional staff nurses. Staff nurse was defined as a full time professional nurse (working ≥ 30 hours per week) who had worked for a minimum of six months at St. Jude’s partner site at the National Unit of Pediatric Oncology in Guatemala City, Guatemala and was not in a management position. Professional nurse was defined as a graduate from a school of nursing (diploma or university degree) as documented by the hospital’s department of human resources. Forty-nine nurses met the defining criteria and all were included in the study. Their mean length of employment at the partner site was 3.5 years (range 0.5 to 9.6). The sample was predominately female (94%), and 48 (98%) had a nursing diploma, as opposed to a university degree. Twenty -four nurses (51%) were hired pre GNP implementation (before January 1, 2007), and 25 (49%) were hired post program implementation (on or after January 1, 2007). Age was not included in the demographics for identity reasons. Demographic characteristics of the staff sample are reported in Table 4-1.

NOTE: Continue adding text here until it fills the page to within 2 blank line spaces above the Table 4.1, as is illustrated in this sentence (which is artificially long to illustrate the point). Table 4-2 illustrates a landscape table. Note that you insert section break on the page before it, and you end the section by inserting another section break. To make the page landscape orientation, choose it under Page Layout – then Orientation, Ensure that page number styling is continuous from previous section. (This text is added artificially to show how the page should be filled with type. This text is added artificially to show how the page should be filled with type.)

Table 4-3. Characteristics of staff sample (N = 49)

Characteristics Total Sample

Employment in years, mean (range) 3.5 (0.5-9.6)

Female, % (N) 94% (46)Diploma 98% (48)Hired pre GNP 49% (24)Hired post GNP 51% (25)

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Table 4-4. Comparison of age at diagnosis for all cancer diagnoses and for acute lymphoblastic leukemia in Guatemala and Honduras

Age at Diagnosis (Yrs) N Min 5% Quartile

Median 95%Quartile

Max Mean SD p-Value

All Cancer DiagnosesTotal 1936 0.00 0.92 6.54 15.58 23.58 7.35 4.64Guatemala 1145 0.00 0.83 6.33 15.33 19.17 7.11 4.56 0.0092Honduras 791 0.08 1.42 6.92 16.08 23.58 7.69 4.74

Acute LymphoblasticLeukemia

Total 923 0.00 1.92 7.00 15.58 17.83 7.76 4.42Guatemala 513 0.00 1.50 6.92 15.33 17.83 7.62 4.25 0.4759Honduras 410 0.08 2.08 7.08 16.00 17.83 7.94 4.62

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Text on this page following a table or figure page starts at top line of type. Note that this line is not indented because the text from the previous paragraph (page before the table) continued to this page. Be sure to insert a paragraph tab if the top line on such a page starts a new paragraph.

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CHAPTER 5. TYPICALLY THIS IS CALLED DISCUSSION

Start text or a Heading 2 here.

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CHAPTER 6. ADDING A CHAPTER

To add additional chapters after this one, type descriptive title text for the wording after the Chapter #, which is preset; do not change them. All chapter titles are Heading 1. To add a page break before a new chapter title, next move the insertion cursor to the left of the descriptive title (just after Chapter #) and add a page break

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LIST OF REFERENCES

Aiken, L. H., Clarke, S. P., Cheung, R. B., Sloane, D. M., & Silber, J. H. (2003). Educational levels of hospital nurses and surgical patient mortality. JAMA, 290(12), 1617-1623.

Aiken, L. H., Clarke, S. P., & Sloane, D. M. (2002). Hospital staffing, organization, and quality of care: cross-national findings. Int J Qual Health Care, 14(1), 5-13.

The previous entries illustrate formatting if you are alphabetizing your LOR.

The next entries illustrate formatting if you are numbering your entries. The gap space between the number and start of the entry accommodates a 3-digit number.

1. Barr, R., Ribeiro, R., Agarwal, B., Masera, G., Hessling, P., & Magrath, I. (2006). Pediatric oncology in countries with limited resources. In P. A. Pizzo & D. G. Poplack (Eds.), Principles and practice of pediatric oncology. (pp. 1604-1616). Philadelphia: Lippincott, Williams and Wilkins.

2. Aiken, L. H., Clarke, S. P., Sloane, D. M., Lake, E. T., & Cheney, T. (2008). Effects of hospital care environment on patient mortality and nurse outcomes. J Nurs Adm, 38(5), 223-229.

3. Carty, R. M., & White, J. F. (1996). Strategic planning for international nursing education. Nurs Outlook, 44(2), 89-93.

4. Bonilla, M., Rossell, N., Salaverria, C., Gupta, S., Barr, R., Sala, A., et al. (2009). Prevalence and predictors of abandonment of therapy among children with cancer in El Salvador. Int J Cancer, 125(9), 2144-2146.

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APPENDIX TITLE GOES HERE

Use the Single Appendix style if you do not have more than one; otherwise delete this section and use the numbered appendix style on the next page.

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APPENDIX A. TITLE GOES HERE

Text or a Heading 2 starts here, as in chapters. If you have large, full-page tables/figures in an appendix, you may have to put the appendix title, centered vertically and horizontally, on a page by itself.

If you have text in the appendix with subdivisions, style them as you styled subdivision heads in the body.

NOTE: This appendix style is called APPENDIX and is to be used if you have more than one appendix. As with chapters, where the word CHAPTER and the number are coded into the template, here the word APPENDIX is built and each new appendix will be given the next alpha letter.

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Start full-page tables/figures in an appendix on this line, centered, as this is.

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APPENDIX B. TITLE GOES HERE

If you have text or small tables/figures, start at this line if it/they can go on this title page. If you need a separate appendix title page, use the Appendix A page that’s centered both vertically and horizontally. Ensure that front-/back-matter titles and chapter titles all start at the top line of type.

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APPENDIX C. TITLE GOES HERE

If you have text or small tables/figures, start at this line if it/they can go on this title page. If you need a separate appendix title page, use the Appendix A page that’s centered both vertically and horizontally. Ensure that front-/back-matter titles and chapter titles all start at the top line of type.

To add appendixes after this one, we suggest you copy from the last paragraph return at the bottom of Appendix B down to the second return under Appendix C in order to be sure you’ve caught the styling for the entire Appendix C title; note that the next alpha letter will be auto added by doing this.

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VITA

Start your vita here. Include your year of birth for library cataloging purposes.

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introduction - uthsc.edu · web viewif you use superscript numbers, place the period immediately...

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