Adolf Hitler was Evil but not Monstrous Essay Example | Topics and Well Written Essays - 750 words

Adolf Hitler was Evil but not Monstrous - Essay Example The entire Germany and the entire army welcomed most of Hitler’s policies. As a leader, he was very effective in perpetuating his foreign policy because the public supported him. Now, does this make the whole German public evil or monstrous as well? There was a desire to raise Germany from defeat and humiliation and Hitler shared this goal. The claim of being evil and being a monster is largely driven by Hitler’s foreign policy because he looked after the welfare of his people. His actions oriented towards the outer world are the ones that could be considered evil and monstrous. But this is even complicated by the fact that Germany was at war and it was bound to commit atrocities and may have partly been compelled to do evil in order to win.Adolf Hitler was also affectionate towards his people; he brought about many reforms and actions that benefit the German public in the local policy making domain. He has also had the capacity for human emotions and the ability to exp ress them. This is excellently depicted in the movie made in 2004 with a title, â€Å"The Downfall† (Palmer). The movie showed Hitler’s last few days during the Second World War. It told us of a complex man with capabilities for affection as he interacted with people and responded to circumstances. The movie depicted Hitler as a man who expresses a wide range of human and positive emotions especially those close to his life. On this account, one cannot argue that Hitler is utterly or completely monstrous.

Hypothesis Testing Paper Essay Example for Free

Hypothesis Testing Paper Essay We are seeing the influence of psychosocial stress on the course of bipolar disorder being increasingly recognized. Child adversity is not just a topic that is discussed, but is a topic that is real in the society in which we live. Child adversity can hit close to home. A child experiences this by being in a state or instance of serious or continued difficulty (Merriam-Webster, 2014). Situations of these types are terrible to see and can affect the child, but just not as children. These types of situations could include: verbal, physical, or sexual abuse, neglect, parental death, bullying, or even poverty. The effects of these types of situations can carry on into an individuals adulthood as well as concerning his/her physical and mental well-being. See what we are looking into is not just child adversity, but another topic as well. The question being asked is, Does early child adversity make bipolar disorder more likely? Individuals have their own views and opinions on this topic and question. In this hypothesis testing, a description of the research issue and a hypothesis statement, regarding the research hypothesis and the null hypothesis will be addressed. For the accuracy of the research issue, the population will have to be determined and the sampling method to help in generating the sample. The data will be described as to how it was collected, the level of  measurement, and the statistical technique used in helping of the task of analyzing the data. All these steps will help in the explanation of the findings. EARLY CHILD ADVERSITY AND THE BIPOLAR DISORDER In understanding the meaning of child adversity, we want to look at the meaning of the term, bipolar disorder. Here we arent just focusing on child adversity; we are focusing on both to see if the child adversity emphasizes bipolar disorder more likely. According to U.S. National Library of Medicine (2014), Bipolar disorder is a condition in which a person has periods of depression and periods of being extremely happy or being cross or irritable In addition to these mood swings, the person has extreme changes in activity and energy (Bipolar Disorder). Symptoms of bipolar disorder can be severe and can result in damaged relationships, poor job or school performance, and even suicide (National Institute of Mental Health, 2012). Bipolar disorder affects both men and women, usually occurring between the ages of 15-25. The exact cause of bipolar disorder is unknown. However, there are factors involved that cause or trigger the occurrences. As we are researching, we are finding environment plays a role. According to Mayo Clinic (2014), An individuals stress, abuse, significant loss, or other traumatic experiences can contribute to this disorder (Causes). All these factors and experiences listed can take place in a childs life, whether we want to admit it or not. Most of the time, more often than we would care to talk about. This connection gives us a starting point in developing our hypothesis. With a research issue, it is essential a hypothesis be formulated. Hypothesis is a prediction often based on informal observation, previous research, or theory that is testing in a research study (Aron, Aron, Coups, 2013, p. 108). In a research study, the testing is referred to as a hypothesis procedure. We must first state a research hypothesis and a null hypothesis. Research hypothesis is a statement in a hypothesis testing procedure about the predicted relation between populations. Null hypothesis is a statement about a relation between populations that is the opposite of the research hypothesis (Aron, Aron, Coups, 2013, p. 108). The null  hypothesis is often said to be the opposite of what is being predicted. For this study, the research hypothesis is, Early child adversity makes bipolar disorder more likely. The null hypothesis is, Early child adversity does not make bipolar disorder more likely. In any hypothesis testing procedure, there is great emphasis in determining the population and the sampling method the researcher is using to generate the sample, The population is the entire group of people to which the researcher intends the results of a study to apply. The sample is the scores of a particular group of people studied (Aron, Aron, Coups, 2013, p. 84). For this research issue, the population would include participants consisting of 58 adults, including 29 males and 29 females. These individuals have a diagnosis of bipolar I disorder. According to National Institute of Mental Health (2012), Bipolar I disorder is defined by manic and mixed episodes that last at least seven days. Usually depressive episodes occur as well, lasting at least two weeks (How is Bipolar Diagnosed?). The sampling method used to generate the sample would be classified as nonrandom samples. With this sample method, the probability selection cannot be accurately determined. In using the nonrandom sampling method, we are focusing on the type judgmental/purposive sampling. These individuals of 58 are being chosen with a specific purpose in mind. These individuals are fit for the research compared to other individuals (Concepts and Definitions, n.d.). This sampling method makes perfect since we are attempting to research if child adversity is a contributing factor to bipolar disorder. THE DATA Regarding the 58 adults of men and women, the data would be collected and evaluated every three months, all the way up to a year. This information would be collected by structured interviews discussing stressful life events pertaining to and dealing with early child adversity. In analyzing the data, the best statistical technique to use would be the t test for independent means. T test for independent means is a hypothesis testing procedure in which there are two separate groups of people tested (Aron, Aron, Coups,  2013, p. 84). Involved in this research issue is two separate groups of people with 29 male participants and 29 female participants. We are testing both of the same number, because we want to find out the conclusion as a whole about the people. Also, we tested equal amounts of both men and women, because they both are equally likely to be diagnosed with bipolar disorder (WebMD, 2014). The data would be analyzed using the five steps of the t test for independent means. Step one consists of stating the research hypothesis and the null hypothesis. Step two consists of determining the characteristics of the comparison distribution. Step three is determining the cutoff sample score on the comparison distribution at which the null hypothesis should be rejected. Step four is determining the samples score on the comparison distribution. And last, step five is deciding to reject the null hypothesis by comparing steps three and four (Aron, Aron, Coups, 2013, p. 84). In following these steps to analyze the data, we can account for to either accept or reject the null hypothesis on early child adversity not making bipolar disorder more likely. CONCLUSION After going into detail of the research issue, formulating the hypothesis statement, determining the population, deciding and describing the sampling method, the task of collecting the data, the level of measurement, and the statistical technique for analyzing the data, now is the big intense moment. The results exhibited that the interaction of early child adversity severity and those stressful life events involved predicted an occurrence in a manner consistent with the research hypothesis for both the men and the women. Therefore, we reject the null hypothesis. There were some limitations to this research issue and the hypothesis testing procedure. The sample size and the number of past episodes were determined retrospectively, mainly through self-report. But, another thought to keep in mind is the individuals who experienced early child adversity had a significantly younger age of bipolar onset. Concerning this conclusion, it would be of great importance for the suggestion for further studies of stress mechanisms in bipolar disorder and of treatments designed to intervene early among those at risk. I would propose when and if the conditions of bipolar disorder are  identified, an effective treatment plan needs to be implemented. This approach would be of great benefit for the patients health, wellbeing, and longevity. Studies speak for themselves regarding childhood adversity being prevalent and having pervasive and long term impacts on mental and physical health. References Aron, A., Aron, E., Coups, E. (2013). Statistics for Psychology (6th ed.). Retrieved from The University of Phoenix eBook Collection database. Concepts and Definitions. (n.d.). Retrieved from http://www.ubos.org/Compendium2012/NonRandomSamplingDesign.html Mayo Clinic. (2014). _Bipolar Disorder Causes_. Retrieved from http://www.mayoclinic.org/diseases-conditions/bipolar-disorder/basics/causes/con-20027544 Merriam-Webster. (2014). _Adversity_. Retrieved from http://www.merriam-webster.com/dictionary/adversity National Institute of Mental Health. (2012). _Bipolar Disorder in Adults_. Retrieved from http://www.nimh.nih.gov/health/publications/bipolar-disorder-in-adults/index.shtml U.S. National Library of Medicine. (2014). _Bipolar Disorder_. Retrieved from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001924/

Strategic Bombing During World War 2 :: World War II History

Strategic Bombing During World War 2 "World War 2 was a war fought in two distinct phases. The first was the last war of a new generation. The second was emphatically the first of a new era" . "The British strategic bomber campaign was of doubtful cost effectiveness" . Bomber Command was by far the largest claimant on labour and factory space within the armed forces. Relative to their size they suffered more casualties than any other sector. The Anglo-American bomber force was divided in terms of strategy. Bomber Command believed it was too risky to bomb by day, while the Americans believed it was too difficult to bomb by night. Initially both forces lacked accurate navigational equipment, which deterred them from precision bombing. Germany developed a 'night fighter' force to counteract the bomber fleet. They were equipped with an on board radar, which enabled them to locate the bombers in the darkness. The German industry was sub-divided in an attempt to minimise the effectiveness of bombing raids. Both the Britain and Germany made substantial scientific developments throughout the course of the war. Prior to the development of the Lancaster, the British Air Force lacked a long-range bomber, capable of carrying substantial bomb loads. Wattson Watt foresaw the need for an early detection system; he developed the 'Radiolocation' system, which alerted Britain to invading forces. The German Air Force developed an on board radar, called the 'Metric system', which was equipped to German night fighters. Bomber Harris believed in the theory of 'carpet bombing'. Nick named 'butcher Harris'; he was known as the man who supported such campaigns as Dresden. He believed in breaking the morale of the German people. The strategic bombing campaign significantly shortened the length of the war. It disabled the production industry and weakened the German morale. Between Jan. 12-23 of 1943 President Franklin D. Roosevelt and Prime Minister Winston Churchill meet at Casablanca, to plan the 'future global military strategy for the Western Allies'. The work of the conference was primarily military; deciding on the invasion of Silicy, apportioning forces to the Pacific theatre and outlining major lines of attack in the Far East. Most important of all was Roosevelt's claims for the "unconditional surrender" from Germany, Italy, and Japan. Hamburg was largely responsible for the production of German U-boats. Subsequently it was the target of numerous air raids. In an attempt to protect the fragile industry, three huge anti-aircraft artilleries were built.

Grades Encourage Students to Learn Essay

These days there are a lot of discussions over education in many colleges and universities. One of the matters under consideration is whether grades encourage students to learn. Some people think that students are not encouraged to learn by grades. From my point of view, I believe that marks actually stimulate students to study for the three following reasons: First of all, grade obviously is a good way to estimate students. If a student gets a good mark, he could feel proud of this result. Moreover, he could be praised for his studiousness as well as intelligence by his teacher and parents and get admiration from his friends. As a result, he would try his best to get at least the same grade in the next time. On the contrary, students getting bad grades would give their whole mind on to their study so as to get higher grades and not be dropped back. In short, grades motivate students to learn much more just because they are supposed as a mirror reflecting students’ performances. Second, grade could enable students clearly understand their performance as well as help them become aware of their strengths and weaknesses. For instance, when I was in high school, I always got good marks in English tests and I realized that I had an aptitude for English. So I decided to choose English as my major at Huflit university. And now, I always get good grades, even excellent ones in English. This makes me feel satisfied with my choice. I will also choose a job as teacher of English after graduating from the university. If there had not been grades, I think I wouldn’t have known what major really suitable for me and I would not be pleased with my present major. So, grade plays an essential role in students’ study. Furthermore, students with good grades could easily reach their dreams in study and career. They have more opportunities to get noble rewards in the national as well as international examinations. Also, attending prestigious universities would become easy for them. This will help heighten their job and promotion opportunities after graduating form those universities especially in today’s ompetitive labor market. For this reason, students always try to get high grades to gain a lot of advantages in their lives. In short, grade actually encourages students to learn much more simply because students are not only evaluated by grades, but also know clearly their strong and weak points. And specially, students with good marks could have much more chances to achieve success in life. So, there is a question for all of us: â€Å"What would happen to students if there was not grade? †

Provide Support for Mobility

Provide support for mobility (HSC 2002) Outcome 1 Understand the importance of mobility 1. define mobility Mobility is defined as, * being able to move or be moved freely and easily * the ability to move physically * The ability to move a part of the body 2. explain how different health conditions may affect and be affected by mobility No matter an individuals age, level of disability or infirmity it is important that everyone maintains some level of exercise. There are a vast range of disabilities and conditions which can result in mobility difficulties.Some of the most common on-going or permanent conditions result from muscular and skeletal disabilities and from on-going medical conditions which affect mobility. Some examples of disabilities and conditions which can have an impact on mobility are: Back and neck problems, accidents or injury leading to long term disability, arthritis and any other condition affecting the joints, dementia, amputation, fibromyalgia, multiple sclerosi s, partial or total paralysis, cerebral palsy and head injury.Other conditions such as respiratory and cardiac diseases, epilepsy, diabetes, cancer and AIDS can all have an impact on co-ordination, dexterity, strength, speed and stamina. There are a vast range of health conditions which can be improved by mobility, here are a few. After an individual has suffered a stroke areas of their body will be weak and it is important that a physiotherapist devises a programme of exercise to strengthen the weak areas in order to regain the mobility.After joint surgery such as hip replacement exercise is key to making a full recovery and mobility of the joint. For individuals who are asthmatic or with chest problems, exercise can expand airways to make breathing easier. 3. outline the effects that reduced mobility may have on an individual’s well-being Both mobility and physical difficulties, and regular or constant pain can impact on an individual’s overall sense of wellbeing. So me people may be affected at times by low-self esteem and self confidence, and motivational difficulties.Keeping mobile is extremely important for health and for giving an individual increased self esteem and a sense of well being. It is vital as we get older to maintain our mobility, to help us remain active as an elderly person and avoid having to sit in a chair all day. Being mobile enables individuals to remain independent. Being able to go when and where they want when they want without having to rely on others for assistance can make a major difference to individuals lives. 4. describe the benefits of maintaining and improving mobility.It is important to maintain and improve mobility and this can be done through exercise. The benefits of exercise for any individual regardless of the level of their disability are both physical and an emotional improvement in their condition. Physically exercise increases heart and lung activity which improves and strengthens the cardiovascular system, which controls breathing and blood circulation. Physical exercise also increases the use of muscles which improves the muscles strength and tone. It also improves sleep and burns calories to keep our weight balanced.Frequent and regular physical exercise boosts the immune system, and helps prevent the â€Å"diseases of affluence† such as heart disease, cardiovascular disease, Type 2 diabetes and obesity. It also improves mental health, helps prevent depression and helps to promote or maintain positive self esteem. By maintaining and improving an individual’s mobility it will increase their independence and freedom to choose actions and destinations. Outcome 2 Be able to prepare for mobility activities The learner can: 1. gree mobility activities with the individual and others Exercise can be both formal and informal. It could also take place as a group or as an individual. Exercise as a formal programme will be assessed by a physiotherapist and will help to inc rease mobility, improve strength stamina or suppleness. An exercise programme has usually been devised by a specialist in order to meet a specific outcome, so it is important to encourage the individual to follow the programme by explaining it’s importance and getting them to agree with it.You need to carry out an exercise programme exactly as specified in the care plan and record and report the outcomes and any problems at each step. Others involved in an individual’s mobility activities could include an occupational therapist, physiotherapist, G. P. or community nurse. If the mobility activities are less formal and the outcome required is to maintain the individual’s mobility on a daily basis this can be done through active support and encouragement. You should encourage the individual to do things for themselves and participate in activity and exercise where possible.An example would be to encourage their participation in household activities You should ident ify and agree with the individual the best way for them to maintain their mobility and any preferences to the form of exercise they prefer. It is important to ensure the individual agrees as it is important they are willing to participate in order for the programme to work. 2. remove or minimise hazards in the environment before beginning a mobility activity It is important to carry out a risk assessment of the environment prior to beginning a mobility activity.This is to ensure the health and safety of the individual and yourself and prevent any accidents or injuries from occurring. You need to carry out a risk assessment in relation to both the activity and the individual. This will include * The floor surface is safe and free of trip hazards * The support the individual needs in the area of equipment and number of carers * Ensure any walking aids to be used are being used properly and have been measured correctly for size of the individualIf the individual is wheelchair bound or bed bound * Ensure the chair/bed is stable and the brakes are on 3. check the suitability of an individual’s clothing and footwear for safety and mobility The individual should be wearing comfortable, easy wear clothing items to allow for mobility and unrestricted movement. Shoes should be comfortable and firm and offer good support and with non slip soles. The correct type of clothing is also important to preserve an individual’s dignity if they are bending and stretching. . check the safety and cleanliness of mobility equipment and appliances. Any equipment used should be checked to ensure it is safe and clean before use. Any walking aids should be measured correctly and be the correct size for the individual. Usually any equipment to be used will be recommended by a professional such as a physiotherapist or occupational therapist, who will ensure the individual can used the aid correctly and safely. Walking sticks – for an individual needing some support, mai nly to give confidenceTo ensure a walking stick is the correct height for the individual you need to ask them to hold the stick in the hand opposite their â€Å"bad† side if there is one otherwise in their dominant hand eg right or left handed. Their hand should be level with the top of their thigh when resting on the stick, elbow slightly bent, shoulders level. Ensure the ferrule (suction foot) is not worn to avoid the stick slipping when leant on. Quadrupeds and tripods – for individuals who have difficulty walking on one particular leg Quadrupeds are for individuals with very poor mobility in one leg such as hip r knee degeneration or stroke. To ensure this is the correct size use the same method as described for the walking stick and again check the ferrules are not worn. Walking frames – for individuals needing considerable support Again use the same method to measure if they are the correct size as with the walking stick and again check the ferrules are no t worn. Wheelchair All wheelchairs should be fitted with the appropriate cushions to minimise the risk of developing pressure area problems Outcome 3 Be able to support individuals to keep mobile 1. romote the active participation of the individual during a mobility activity Active participation is a way of working that recognises an individual’s right to participate in the activities of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. It is important to encourage active participation of the individual during a mobility exercise through encouragement and support. You should encourage them to stretch just a little more or try one more repetition, providing it is following the set plan of care.Instead of clearing away their crockery after a meal, encourage them to assist you where possible. Don’t use a wheelchair to move an individual around just because it is quicke r. It is important to give an individual the time to do things at their pace rather than at yours. Sometimes a specific piece of equipment may be able to be used to assist the individual to participate in the move. For example – an individual may be able to transfer themselves from a wheelchair to a chair either by the use of a transfer board or simply by sing their upper body strength to slide across, once you have removed the wheelchair arm for them. This encourages the individual to exercise their upper body muscles and actively participate in the move, rather than you using a hoist to transfer them. 2. give feedback and encouragement to the individual during mobility activities. It is important to encourage and support an individual during mobility activities. This will increase their confidence and affect how well the individual carries out the activity.It is also important to ensure that the exercise is not too difficult or painful for the individual as this will make t hem reluctant to participate. Always report this if the individual is suffering pain or discomfort during the activity. Discuss any reluctance they may have to participate with them especially if the plan of care advises they are capable of the activity. It may be a lack of confidence or fear of falling which is stopping them from participating. Gentle encouragement, support and discussion will encourage the individual to be more willing to attempt the activity.Never be tempted to change the exercise activity which a physiotherapist has recommended, because an individual finds it easier as this could cause further mobility problems or pain. You can give an individual feedback on their improved mobility. Remind them of how much they have improved since starting the mobility activities, for example, â€Å"When you started these moves Mrs B you could only do five repetitions now you can do fifteen and twice as quickly†. Outcome 4 Be able to observe, record and report on activiti es to support MobilityThe learner can: 1. observe an individual to monitor changes and responses during a mobility activity As a carer you are in a good position to be able to monitor changes and responses to an individual’s mobility activity. These observations are vital when planning the care an individual needs. If you observe the individual having difficulties or improvements in their mobility, if the individual complains of pain or suffers the loss of confidence in a particular technique, it is important to report and record this.Who you report these changes to, will depend on the plan of care but it could be your senior or manager, the GP, community nurse, occupational therapist or physiotherapist. For example As a carer it may be your role to encourage and monitor how many times an individual is able to squeeze a rubber ball, to strengthen their hand and arm muscles after a stroke. By counting and reporting on the number of repetitions carried out you will enable the p hysiotherapist to see any improvements in the individual’s mobility. 2. record observations of mobility activityRecording an individual’s progress on a mobility activity is important. You need to carry out an exercise programme exactly as specified in the care plan and record and report the outcomes and any problems at each step. This is necessary as the physiotherapist will need to review what progress the individual is making, so that the exercise programme can be adjusted as and when needed. You will need to note how often the individual carried out the exercises and if you noticed any improvement to their flexibility or strength, alertness, general level of fitness and mobility.This should be recorded in the care plan notes. 3. report on progress and/or problems relating to the mobility activity including: * choice of activities If an individual enjoys a particular form or type of mobility activity, this should be recorded so that other are aware. It should also be reported to the person in charge of their mobility activity plan eg Physiotherapist. They will then be able to write an exercise plan to suit the individual based on the type of activities they enjoy.There are numerous mobility activities which individuals could take part in, some as a group activity and some as individuals, formal and informal. It is important that an individual agrees with the activity and also cooperates in it otherwise the activity will not take place or benefit them. * Equipment * Appliances These are items which assist an individual to become or continue to be mobile, by providing support. This includes walking sticks, crutches, quadrupeds and walking frames, transfer boards, wheelchairs, mobility scooters etc.It is important to monitor and regularly check how an individual is progressing when using any type of mobility appliance or equipment. As their mobility changes so might the aid they need for support change. If an individual has been using mobility equ ipment or appliance for support, whilst recovering from an injury or illness, it is important to encourage them to manage without it, before they become too dependent on it. If you feel an individual is not managing to use an appliance or piece of equipment correctly or safely, you should report this immediately the support provided. It is important to immediately report on any problems regarding the mobility support provided to an individual. This could be that you feel the support is inadequate or even excessive. For example the plan of care advises two carers assist the individual to move with the aid of a hoist, where you feel one carer would be sufficient as the individual is able and willing to use a transfer board, because their mobility had improved. You should always report accurately any observations you make regarding an individual’s support needs.

Pro-Life vs Pro_choice essays

Pro-Life vs Pro_choice essays For the last 31 years a battle has been raging among people of all ages and races, in every part of not only the country but the world, and perpetuates some of the most heated debates we have ever known. It causes strife among families and churches. It makes us think about our own morals and principles. It makes us say and do things that, normally, we would never think of doing. Things like yelling at people we have never met before, getting arrested in a strange city, spending hundreds of dollars a year to fly to new places to defend our opinions. That battle is between people who believe abortion is a positive thing and people who believe abortion is a negative thing. Pro-lifers and pro-choicers battle it out on the streets of our nation everyday and some of us arent even aware of it. Pro-lifers have three main beliefs. The first is that the fetus inside the mother is fully human from the point of conception. The second, abortion is fundamentally a civil rights issue, not a religious one, and third, that because the fetus inside the mother is fully human, abortion is morally wrong. These arguments have been used throughout the last 31 years an just about everyone has heard them once or twice in their lifetimes. Pro-choicers have counter-arguments that have been thought about just as hard and long. Abortion is a abortion thing because the earth is becoming overpopulated. Every child born should be a wanted child. The fetus is part of the mothers body and , therefore, she should be able to do with it what she wants. Youve heard all these as well, Im sure. These are the most common arguments on the pro-choice side. But before you can counter-attack most of these, on either side, you have to beg the question What constitutes humanity? Personally, I believe that a human life begins at conception. The child has its own DNA, its own fingerprints and it ...

These 5 Microsoft Word tweaks that will make your resume shine

These 5 Microsoft Word tweaks that will make your resume shine A good resume is your foot in the door at the best companies. Even if you have a solid background filled with relevant jobs that make you an ideal candidate, you still need your resume’s formatting to sing. Your number one goal is to make it easier and faster for recruiters to read (and fall in love with) your resume. Remember, you likely have only a quick glance of a few seconds to make a first impression- anything sloppy, out of place, or distracting might send you right into the reject pile before a recruiter has even read one word. Read on for the basic checklist you should use to make sure everything is clean and professional in MS Word before you attach and send away.1. Show/Hide formatting and fix sloppiness.Utilize the Show/Hide feature to see if everything is laid out neatly by clicking the button that looks like a backwards â€Å"P† on your Home toolbar or clicking Ctrl+8 or command+8. Now, you can see all the paragraphs you’ve made and your use of spac ebar vs. tabs. Using the now-visible marks, standardize all spaces and delete any that don’t belong. This is your chance to clean up all the messy bits of DIY formatting you did that might not translate well across computers.At this point, align all of your content uniformly. Use the tab stop menu in the top left corner of your document, just to the left of the ruler. Click until you see the tab stop you want, then click the ruler where you want that stop to be. Use bullets for consistent (and easier to adjust) spacing when you’re listing experiences or skills, and use the Line and Paragraph Spacing tool to manage the size of spaces in-between sections, sentences, bullets, and paragraphs.2. Insert a header and footer.Use the header and footer feature to make use of all the precious space you have. You don’t have a lot of space to work with on one page, so you want to use the body of your resume to list skills, work history, and education. Don’t waste this space with contact information- put that at the top and bottom. Just use the â€Å"Insert† tab drop menu to find the kind of header/footer formatting you want, then go nuts.3. Go bold and use bullets.Bold job titles to make them pop. Then, use bolded headers to delineate your sections, and under them, use bullets to list your skills and relevant bits of detail. Formatting your resume like this makes it easy to follow, clean, and organized. Keep your bullet style neat and simple- in most cases, a resume is not the time for creativity.4. Prioritize.Put your best and most relevant experience and skills at the top, moving all the rest (especially if it’s basically filler) to lower sections. The recruiter’s eye reads the top few lines first (and sometimes stops there!). Make sure your best stuff is most easy to find.5. Convert to PDF.To ensure security and to make sure your beautiful formatting work doesn’t get jumbled up on someone’s not-updated machi ne, make sure to click â€Å"Save as† and then convert your final resume into a PDF. A quick double check will show that this new uneditable document is ready to be uniformly read by any recruiters- just as you wanted them to see it.