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• How to write a research paper

Last updated

11 January 2024

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With proper planning, knowledge, and framework, completing a research paper can be a fulfilling and exciting experience. 

Though it might initially sound slightly intimidating, this guide will help you embrace the challenge. 

By documenting your findings, you can inspire others and make a difference in your field. Here's how you can make your research paper unique and comprehensive.

• What is a research paper?

Research papers allow you to demonstrate your knowledge and understanding of a particular topic. These papers are usually lengthier and more detailed than typical essays, requiring deeper insight into the chosen topic.

To write a research paper, you must first choose a topic that interests you and is relevant to the field of study. Once you’ve selected your topic, gathering as many relevant resources as possible, including books, scholarly articles, credible websites, and other academic materials, is essential. You must then read and analyze these sources, summarizing their key points and identifying gaps in the current research.

You can formulate your ideas and opinions once you thoroughly understand the existing research. To get there might involve conducting original research, gathering data, or analyzing existing data sets. It could also involve presenting an original argument or interpretation of the existing research.

Writing a successful research paper involves presenting your findings clearly and engagingly, which might involve using charts, graphs, or other visual aids to present your data and using concise language to explain your findings. You must also ensure your paper adheres to relevant academic formatting guidelines, including proper citations and references.

Overall, writing a research paper requires a significant amount of time, effort, and attention to detail. However, it is also an enriching experience that allows you to delve deeply into a subject that interests you and contribute to the existing body of knowledge in your chosen field.

• How long should a research paper be?

Research papers are deep dives into a topic. Therefore, they tend to be longer pieces of work than essays or opinion pieces. 

However, a suitable length depends on the complexity of the topic and your level of expertise. For instance, are you a first-year college student or an experienced professional? 

Also, remember that the best research papers provide valuable information for the benefit of others. Therefore, the quality of information matters most, not necessarily the length. Being concise is valuable.

Following these best practice steps will help keep your process simple and productive:

1. Gaining a deep understanding of any expectations

Before diving into your intended topic or beginning the research phase, take some time to orient yourself. Suppose there’s a specific topic assigned to you. In that case, it’s essential to deeply understand the question and organize your planning and approach in response. Pay attention to the key requirements and ensure you align your writing accordingly. 

This preparation step entails

Deeply understanding the task or assignment

Being clear about the expected format and length

Familiarizing yourself with the citation and referencing requirements 

Understanding any defined limits for your research contribution

Where applicable, speaking to your professor or research supervisor for further clarification

2. Choose your research topic

Select a research topic that aligns with both your interests and available resources. Ideally, focus on a field where you possess significant experience and analytical skills. In crafting your research paper, it's crucial to go beyond summarizing existing data and contribute fresh insights to the chosen area.

Consider narrowing your focus to a specific aspect of the topic. For example, if exploring the link between technology and mental health, delve into how social media use during the pandemic impacts the well-being of college students. Conducting interviews and surveys with students could provide firsthand data and unique perspectives, adding substantial value to the existing knowledge.

When finalizing your topic, adhere to legal and ethical norms in the relevant area (this ensures the integrity of your research, protects participants' rights, upholds intellectual property standards, and ensures transparency and accountability). Following these principles not only maintains the credibility of your work but also builds trust within your academic or professional community.

For instance, in writing about medical research, consider legal and ethical norms , including patient confidentiality laws and informed consent requirements. Similarly, if analyzing user data on social media platforms, be mindful of data privacy regulations, ensuring compliance with laws governing personal information collection and use. Aligning with legal and ethical standards not only avoids potential issues but also underscores the responsible conduct of your research.

3. Gather preliminary research

Once you’ve landed on your topic, it’s time to explore it further. You’ll want to discover more about available resources and existing research relevant to your assignment at this stage. 

This exploratory phase is vital as you may discover issues with your original idea or realize you have insufficient resources to explore the topic effectively. This key bit of groundwork allows you to redirect your research topic in a different, more feasible, or more relevant direction if necessary. 

Spending ample time at this stage ensures you gather everything you need, learn as much as you can about the topic, and discover gaps where the topic has yet to be sufficiently covered, offering an opportunity to research it further. 

4. Define your research question

To produce a well-structured and focused paper, it is imperative to formulate a clear and precise research question that will guide your work. Your research question must be informed by the existing literature and tailored to the scope and objectives of your project. By refining your focus, you can produce a thoughtful and engaging paper that effectively communicates your ideas to your readers.

5. Write a thesis statement

A thesis statement is a one-to-two-sentence summary of your research paper's main argument or direction. It serves as an overall guide to summarize the overall intent of the research paper for you and anyone wanting to know more about the research.

A strong thesis statement is:

Concise and clear: Explain your case in simple sentences (avoid covering multiple ideas). It might help to think of this section as an elevator pitch.

Specific: Ensure that there is no ambiguity in your statement and that your summary covers the points argued in the paper.

Debatable: A thesis statement puts forward a specific argument––it is not merely a statement but a debatable point that can be analyzed and discussed.

Here are three thesis statement examples from different disciplines:

Psychology thesis example: "We're studying adults aged 25-40 to see if taking short breaks for mindfulness can help with stress. Our goal is to find practical ways to manage anxiety better."

Environmental science thesis example: "This research paper looks into how having more city parks might make the air cleaner and keep people healthier. I want to find out if more green spaces means breathing fewer carcinogens in big cities."

UX research thesis example: "This study focuses on improving mobile banking for older adults using ethnographic research, eye-tracking analysis, and interactive prototyping. We investigate the usefulness of eye-tracking analysis with older individuals, aiming to spark debate and offer fresh perspectives on UX design and digital inclusivity for the aging population."

6. Conduct in-depth research

A research paper doesn’t just include research that you’ve uncovered from other papers and studies but your fresh insights, too. You will seek to become an expert on your topic––understanding the nuances in the current leading theories. You will analyze existing research and add your thinking and discoveries.  It's crucial to conduct well-designed research that is rigorous, robust, and based on reliable sources. Suppose a research paper lacks evidence or is biased. In that case, it won't benefit the academic community or the general public. Therefore, examining the topic thoroughly and furthering its understanding through high-quality research is essential. That usually means conducting new research. Depending on the area under investigation, you may conduct surveys, interviews, diary studies , or observational research to uncover new insights or bolster current claims.

7. Determine supporting evidence

Not every piece of research you’ve discovered will be relevant to your research paper. It’s important to categorize the most meaningful evidence to include alongside your discoveries. It's important to include evidence that doesn't support your claims to avoid exclusion bias and ensure a fair research paper.

8. Write a research paper outline

Before diving in and writing the whole paper, start with an outline. It will help you to see if more research is needed, and it will provide a framework by which to write a more compelling paper. Your supervisor may even request an outline to approve before beginning to write the first draft of the full paper. An outline will include your topic, thesis statement, key headings, short summaries of the research, and your arguments.

9. Write your first draft

Once you feel confident about your outline and sources, it’s time to write your first draft. While penning a long piece of content can be intimidating, if you’ve laid the groundwork, you will have a structure to help you move steadily through each section. To keep up motivation and inspiration, it’s often best to keep the pace quick. Stopping for long periods can interrupt your flow and make jumping back in harder than writing when things are fresh in your mind.

10. Cite your sources correctly

It's always a good practice to give credit where it's due, and the same goes for citing any works that have influenced your paper. Building your arguments on credible references adds value and authenticity to your research. In the formatting guidelines section, you’ll find an overview of different citation styles (MLA, CMOS, or APA), which will help you meet any publishing or academic requirements and strengthen your paper's credibility. It is essential to follow the guidelines provided by your school or the publication you are submitting to ensure the accuracy and relevance of your citations.

11. Ensure your work is original

It is crucial to ensure the originality of your paper, as plagiarism can lead to serious consequences. To avoid plagiarism, you should use proper paraphrasing and quoting techniques. Paraphrasing is rewriting a text in your own words while maintaining the original meaning. Quoting involves directly citing the source. Giving credit to the original author or source is essential whenever you borrow their ideas or words. You can also use plagiarism detection tools such as Scribbr or Grammarly to check the originality of your paper. These tools compare your draft writing to a vast database of online sources. If you find any accidental plagiarism, you should correct it immediately by rephrasing or citing the source.

12. Revise, edit, and proofread

One of the essential qualities of excellent writers is their ability to understand the importance of editing and proofreading. Even though it's tempting to call it a day once you've finished your writing, editing your work can significantly improve its quality. It's natural to overlook the weaker areas when you've just finished writing a paper. Therefore, it's best to take a break of a day or two, or even up to a week, to refresh your mind. This way, you can return to your work with a new perspective. After some breathing room, you can spot any inconsistencies, spelling and grammar errors, typos, or missing citations and correct them. 

• The best research paper format 

The format of your research paper should align with the requirements set forth by your college, school, or target publication. 

There is no one “best” format, per se. Depending on the stated requirements, you may need to include the following elements:

Title page: The title page of a research paper typically includes the title, author's name, and institutional affiliation and may include additional information such as a course name or instructor's name. 

Table of contents: Include a table of contents to make it easy for readers to find specific sections of your paper.

Abstract: The abstract is a summary of the purpose of the paper.

Methods : In this section, describe the research methods used. This may include collecting data , conducting interviews, or doing field research .

Results: Summarize the conclusions you drew from your research in this section.

Discussion: In this section, discuss the implications of your research . Be sure to mention any significant limitations to your approach and suggest areas for further research.

Tables, charts, and illustrations: Use tables, charts, and illustrations to help convey your research findings and make them easier to understand.

Works cited or reference page: Include a works cited or reference page to give credit to the sources that you used to conduct your research.

Bibliography: Provide a list of all the sources you consulted while conducting your research.

Dedication and acknowledgments : Optionally, you may include a dedication and acknowledgments section to thank individuals who helped you with your research.

• General style and formatting guidelines

Formatting your research paper means you can submit it to your college, journal, or other publications in compliance with their criteria.

Research papers tend to follow the American Psychological Association (APA), Modern Language Association (MLA), or Chicago Manual of Style (CMOS) guidelines.

Here’s how each style guide is typically used:

Chicago Manual of Style (CMOS):

CMOS is a versatile style guide used for various types of writing. It's known for its flexibility and use in the humanities. CMOS provides guidelines for citations, formatting, and overall writing style. It allows for both footnotes and in-text citations, giving writers options based on their preferences or publication requirements.

American Psychological Association (APA):

APA is common in the social sciences. It’s hailed for its clarity and emphasis on precision. It has specific rules for citing sources, creating references, and formatting papers. APA style uses in-text citations with an accompanying reference list. It's designed to convey information efficiently and is widely used in academic and scientific writing.

Modern Language Association (MLA):

MLA is widely used in the humanities, especially literature and language studies. It emphasizes the author-page format for in-text citations and provides guidelines for creating a "Works Cited" page. MLA is known for its focus on the author's name and the literary works cited. It’s frequently used in disciplines that prioritize literary analysis and critical thinking.

To confirm you're using the latest style guide, check the official website or publisher's site for updates, consult academic resources, and verify the guide's publication date. Online platforms and educational resources may also provide summaries and alerts about any revisions or additions to the style guide.

Citing sources

When working on your research paper, it's important to cite the sources you used properly. Your citation style will guide you through this process. Generally, there are three parts to citing sources in your research paper: 

First, provide a brief citation in the body of your essay. This is also known as a parenthetical or in-text citation. 

Second, include a full citation in the Reference list at the end of your paper. Different types of citations include in-text citations, footnotes, and reference lists. 

In-text citations include the author's surname and the date of the citation. 

Footnotes appear at the bottom of each page of your research paper. They may also be summarized within a reference list at the end of the paper. 

A reference list includes all of the research used within the paper at the end of the document. It should include the author, date, paper title, and publisher listed in the order that aligns with your citation style.

10 research paper writing tips:

Following some best practices is essential to writing a research paper that contributes to your field of study and creates a positive impact.

These tactics will help you structure your argument effectively and ensure your work benefits others:

Clear and precise language:  Ensure your language is unambiguous. Use academic language appropriately, but keep it simple. Also, provide clear takeaways for your audience.

Effective idea separation:  Organize the vast amount of information and sources in your paper with paragraphs and titles. Create easily digestible sections for your readers to navigate through.

Compelling intro:  Craft an engaging introduction that captures your reader's interest. Hook your audience and motivate them to continue reading.

Thorough revision and editing:  Take the time to review and edit your paper comprehensively. Use tools like Grammarly to detect and correct small, overlooked errors.

Thesis precision:  Develop a clear and concise thesis statement that guides your paper. Ensure that your thesis aligns with your research's overall purpose and contribution.

Logical flow of ideas:  Maintain a logical progression throughout the paper. Use transitions effectively to connect different sections and maintain coherence.

Critical evaluation of sources:  Evaluate and critically assess the relevance and reliability of your sources. Ensure that your research is based on credible and up-to-date information.

Thematic consistency:  Maintain a consistent theme throughout the paper. Ensure that all sections contribute cohesively to the overall argument.

Relevant supporting evidence:  Provide concise and relevant evidence to support your arguments. Avoid unnecessary details that may distract from the main points.

Embrace counterarguments:  Acknowledge and address opposing views to strengthen your position. Show that you have considered alternative arguments in your field.

7 research tips 

If you want your paper to not only be well-written but also contribute to the progress of human knowledge, consider these tips to take your paper to the next level:

Selecting the appropriate topic: The topic you select should align with your area of expertise, comply with the requirements of your project, and have sufficient resources for a comprehensive investigation.

Use academic databases: Academic databases such as PubMed, Google Scholar, and JSTOR offer a wealth of research papers that can help you discover everything you need to know about your chosen topic.

Critically evaluate sources: It is important not to accept research findings at face value. Instead, it is crucial to critically analyze the information to avoid jumping to conclusions or overlooking important details. A well-written research paper requires a critical analysis with thorough reasoning to support claims.

Diversify your sources: Expand your research horizons by exploring a variety of sources beyond the standard databases. Utilize books, conference proceedings, and interviews to gather diverse perspectives and enrich your understanding of the topic.

Take detailed notes: Detailed note-taking is crucial during research and can help you form the outline and body of your paper.

Stay up on trends: Keep abreast of the latest developments in your field by regularly checking for recent publications. Subscribe to newsletters, follow relevant journals, and attend conferences to stay informed about emerging trends and advancements. 

Engage in peer review: Seek feedback from peers or mentors to ensure the rigor and validity of your research . Peer review helps identify potential weaknesses in your methodology and strengthens the overall credibility of your findings.

• The real-world impact of research papers

Writing a research paper is more than an academic or business exercise. The experience provides an opportunity to explore a subject in-depth, broaden one's understanding, and arrive at meaningful conclusions. With careful planning, dedication, and hard work, writing a research paper can be a fulfilling and enriching experience contributing to advancing knowledge.

How do I publish my research paper? 

Many academics wish to publish their research papers. While challenging, your paper might get traction if it covers new and well-written information. To publish your research paper, find a target publication, thoroughly read their guidelines, format your paper accordingly, and send it to them per their instructions. You may need to include a cover letter, too. After submission, your paper may be peer-reviewed by experts to assess its legitimacy, quality, originality, and methodology. Following review, you will be informed by the publication whether they have accepted or rejected your paper. 

What is a good opening sentence for a research paper? 

Beginning your research paper with a compelling introduction can ensure readers are interested in going further. A relevant quote, a compelling statistic, or a bold argument can start the paper and hook your reader. Remember, though, that the most important aspect of a research paper is the quality of the information––not necessarily your ability to storytell, so ensure anything you write aligns with your goals.

Research paper vs. a research proposal—what’s the difference?

While some may confuse research papers and proposals, they are different documents. 

A research proposal comes before a research paper. It is a detailed document that outlines an intended area of exploration. It includes the research topic, methodology, timeline, sources, and potential conclusions. Research proposals are often required when seeking approval to conduct research. 

A research paper is a summary of research findings. A research paper follows a structured format to present those findings and construct an argument or conclusion.

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Research Paper Examples

Research paper examples are of great value for students who want to complete their assignments timely and efficiently. If you are a student in the university, your first stop in the quest for research paper examples will be the campus library where you can get to view the research sample papers of lecturers and other professionals in diverse fields plus those of fellow students who preceded you in the campus. Many college departments maintain libraries of previous student work, including large research papers, which current students can examine.

Embark on a journey of academic excellence with iResearchNet, your premier destination for research paper examples that illuminate the path to scholarly success. In the realm of academia, where the pursuit of knowledge is both a challenge and a privilege, the significance of having access to high-quality research paper examples cannot be overstated. These exemplars are not merely papers; they are beacons of insight, guiding students and scholars through the complex maze of academic writing and research methodologies.

At iResearchNet, we understand that the foundation of academic achievement lies in the quality of resources at one’s disposal. This is why we are dedicated to offering a comprehensive collection of research paper examples across a multitude of disciplines. Each example stands as a testament to rigorous research, clear writing, and the deep understanding necessary to advance in one’s academic and professional journey.

Access to superior research paper examples equips learners with the tools to develop their own ideas, arguments, and hypotheses, fostering a cycle of learning and discovery that transcends traditional boundaries. It is with this vision that iResearchNet commits to empowering students and researchers, providing them with the resources to not only meet but exceed the highest standards of academic excellence. Join us on this journey, and let iResearchNet be your guide to unlocking the full potential of your academic endeavors.

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Importance of Research Paper Examples

• Research Paper Writing Services

A Sample Research Paper on Child Abuse

A research paper represents the pinnacle of academic investigation, a scholarly manuscript that encapsulates a detailed study, analysis, or argument based on extensive independent research. It is an embodiment of the researcher’s ability to synthesize a wealth of information, draw insightful conclusions, and contribute novel perspectives to the existing body of knowledge within a specific field. At its core, a research paper strives to push the boundaries of what is known, challenging existing theories and proposing new insights that could potentially reshape the understanding of a particular subject area.

The objective of writing a research paper is manifold, serving both educational and intellectual pursuits. Primarily, it aims to educate the author, providing a rigorous framework through which they engage deeply with a topic, hone their research and analytical skills, and learn the art of academic writing. Beyond personal growth, the research paper serves the broader academic community by contributing to the collective pool of knowledge, offering fresh perspectives, and stimulating further research. It is a medium through which scholars communicate ideas, findings, and theories, thereby fostering an ongoing dialogue that propels the advancement of science, humanities, and other fields of study.

Research papers can be categorized into various types, each with distinct objectives and methodologies. The most common types include:

• Analytical Research Paper: This type focuses on analyzing different viewpoints represented in the scholarly literature or data. The author critically evaluates and interprets the information, aiming to provide a comprehensive understanding of the topic.
• Argumentative or Persuasive Research Paper: Here, the author adopts a stance on a contentious issue and argues in favor of their position. The objective is to persuade the reader through evidence and logic that the author’s viewpoint is valid or preferable.
• Experimental Research Paper: Often used in the sciences, this type documents the process, results, and implications of an experiment conducted by the author. It provides a detailed account of the methodology, data collected, analysis performed, and conclusions drawn.
• Survey Research Paper: This involves collecting data from a set of respondents about their opinions, behaviors, or characteristics. The paper analyzes this data to draw conclusions about the population from which the sample was drawn.
• Comparative Research Paper: This type involves comparing and contrasting different theories, policies, or phenomena. The aim is to highlight similarities and differences, thereby gaining a deeper understanding of the subjects under review.
• Cause and Effect Research Paper: It explores the reasons behind specific actions, events, or conditions and the consequences that follow. The goal is to establish a causal relationship between variables.
• Review Research Paper: This paper synthesizes existing research on a particular topic, offering a comprehensive analysis of the literature to identify trends, gaps, and consensus in the field.

Understanding the nuances and objectives of these various types of research papers is crucial for scholars and students alike, as it guides their approach to conducting and writing up their research. Each type demands a unique set of skills and perspectives, pushing the author to think critically and creatively about their subject matter. As the academic landscape continues to evolve, the research paper remains a fundamental tool for disseminating knowledge, encouraging innovation, and fostering a culture of inquiry and exploration.

Browse Sample Research Papers

iResearchNet prides itself on offering a wide array of research paper examples across various disciplines, meticulously curated to support students, educators, and researchers in their academic endeavors. Each example embodies the hallmarks of scholarly excellence—rigorous research, analytical depth, and clear, precise writing. Below, we explore the diverse range of research paper examples available through iResearchNet, designed to inspire and guide users in their quest for academic achievement.

Anthropology Research Paper Examples

Our anthropology research paper examples delve into the study of humanity, exploring cultural, social, biological, and linguistic variations among human populations. These papers offer insights into human behavior, traditions, and evolution, providing a comprehensive overview of anthropological research methods and theories.

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Art Research Paper Examples

The art research paper examples feature analyses of artistic expressions across different cultures and historical periods. These papers cover a variety of topics, including art history, criticism, and theory, as well as the examination of specific artworks or movements.

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Cancer Research Paper Examples

Our cancer research paper examples focus on the latest findings in the field of oncology, discussing the biological mechanisms of cancer, advancements in diagnostic techniques, and innovative treatment strategies. These papers aim to contribute to the ongoing battle against cancer by sharing cutting-edge research.

• Breast Cancer Research Paper
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Communication Research Paper Examples

These examples explore the complexities of human communication, covering topics such as media studies, interpersonal communication, and public relations. The papers examine how communication processes affect individuals, societies, and cultures.

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Crime Research Paper Examples

The crime research paper examples provided by iResearchNet investigate various aspects of criminal behavior and the factors contributing to crime. These papers cover a range of topics, from theoretical analyses of criminality to empirical studies on crime prevention strategies.

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Criminal Justice Research Paper Examples

Our criminal justice research paper examples delve into the functioning of the criminal justice system, exploring issues related to law enforcement, the judiciary, and corrections. These papers critically examine policies, practices, and reforms within the criminal justice system.

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Criminal Law Research Paper Examples

These examples focus on the legal aspects of criminal behavior, discussing laws, regulations, and case law that govern criminal proceedings. The papers provide an in-depth analysis of criminal law principles, legal defenses, and the implications of legal decisions.

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Criminology Research Paper Examples

iResearchNet’s criminology research paper examples study the causes, prevention, and societal impacts of crime. These papers employ various theoretical frameworks to analyze crime trends and propose effective crime reduction strategies.

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Culture Research Paper Examples

The culture research paper examples examine the beliefs, practices, and artifacts that define different societies. These papers explore how culture shapes identities, influences behaviors, and impacts social interactions.

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Economics Research Paper Examples

Our economics research paper examples offer insights into the functioning of economies at both the micro and macro levels. Topics include economic theory, policy analysis, and the examination of economic indicators and trends.

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Education Research Paper Examples

These examples address a wide range of issues in education, from teaching methods and curriculum design to educational policy and reform. The papers aim to enhance understanding and improve outcomes in educational settings.

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Health Research Paper Examples

The health research paper examples focus on public health issues, healthcare systems, and medical interventions. These papers contribute to the discourse on health promotion, disease prevention, and healthcare management.

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History Research Paper Examples

Our history research paper examples cover significant events, figures, and periods, offering critical analyses of historical narratives and their impact on present-day society.

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Leadership Research Paper Examples

These examples explore the theories and practices of effective leadership, examining the qualities, behaviors, and strategies that distinguish successful leaders in various contexts.

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Mental Health Research Paper Examples

The mental health research paper examples provided by iResearchNet discuss psychological disorders, therapeutic interventions, and mental health advocacy. These papers aim to raise awareness and improve mental health care practices.

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Political Science Research Paper Examples

Our political science research paper examples analyze political systems, behaviors, and ideologies. Topics include governance, policy analysis, and the study of political movements and institutions.

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Psychology Research Paper Examples

These examples delve into the study of the mind and behavior, covering a broad range of topics in clinical, cognitive, developmental, and social psychology.

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Sociology Research Paper Examples

The sociology research paper examples examine societal structures, relationships, and processes. These papers provide insights into social phenomena, inequality, and change.

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Technology Research Paper Examples

Our technology research paper examples address the impact of technological advancements on society, exploring issues related to digital communication, cybersecurity, and innovation.

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Each category of research paper examples provided by iResearchNet serves as a valuable resource for students and researchers seeking to deepen their understanding of a specific field. By offering a comprehensive collection of well-researched and thoughtfully written papers, iResearchNet aims to support academic growth and encourage scholarly inquiry across diverse disciplines.

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In essence, research paper examples are a fundamental resource that can significantly enhance the academic writing and research capabilities of students. iResearchNet’s commitment to providing access to a diverse collection of exemplary papers reflects its dedication to supporting academic excellence. Through these examples, students are equipped with the tools necessary to navigate the challenges of academic writing, foster innovative thinking, and contribute meaningfully to the scholarly community. By leveraging these resources, students can elevate their academic pursuits, ensuring their research is not only rigorous but also impactful.

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A research paper is an academic piece of writing, so you need to follow all the requirements and standards. Otherwise, it will be impossible to get the high results. To make it easier for you, we have analyzed the structure and peculiarities of a sample research paper on the topic ‘Child Abuse’.

The paper includes 7300+ words, a detailed outline, citations are in APA formatting style, and bibliography with 28 sources.

To write any paper you need to write a great outline. This is the key to a perfect paper. When you organize your paper, it is easier for you to present the ideas logically, without jumping from one thought to another.

In the outline, you need to name all the parts of your paper. That is to say, an introduction, main body, conclusion, bibliography, some papers require abstract and proposal as well.

A good outline will serve as a guide through your paper making it easier for the reader to follow your ideas.

I. Introduction

Ii. estimates of child abuse: methodological limitations, iii. child abuse and neglect: the legalities, iv. corporal punishment versus child abuse, v. child abuse victims: the patterns, vi. child abuse perpetrators: the patterns, vii. explanations for child abuse, viii. consequences of child abuse and neglect, ix. determining abuse: how to tell whether a child is abused or neglected, x. determining abuse: interviewing children, xi. how can society help abused children and abusive families, introduction.

An introduction should include a thesis statement and the main points that you will discuss in the paper.

A thesis statement is one sentence in which you need to show your point of view. You will then develop this point of view through the whole piece of work:

‘The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood.’

Child abuse is a very real and prominent social problem today. The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood. Most children are defenseless against abuse, are dependent on their caretakers, and are unable to protect themselves from these acts.

Childhood serves as the basis for growth, development, and socialization. Throughout adolescence, children are taught how to become productive and positive, functioning members of society. Much of the socializing of children, particularly in their very earliest years, comes at the hands of family members. Unfortunately, the messages conveyed to and the actions against children by their families are not always the positive building blocks for which one would hope.

In 2008, the Children’s Defense Fund reported that each day in America, 2,421 children are confirmed as abused or neglected, 4 children are killed by abuse or neglect, and 78 babies die before their first birthday. These daily estimates translate into tremendous national figures. In 2006, caseworkers substantiated an estimated 905,000 reports of child abuse or neglect. Of these, 64% suffered neglect, 16% were physically abused, 9% were sexually abused, 7% were emotionally or psychologically maltreated, and 2% were medically neglected. In addition, 15% of the victims experienced “other” types of maltreatment such as abandonment, threats of harm to the child, and congenital drug addiction (National Child Abuse and Neglect Data System, 2006). Obviously, this problem is a substantial one.

In the main body, you dwell upon the topic of your paper. You provide your ideas and support them with evidence. The evidence include all the data and material you have found, analyzed and systematized. You can support your point of view with different statistical data, with surveys, and the results of different experiments. Your task is to show that your idea is right, and make the reader interested in the topic.

In this example, a writer analyzes the issue of child abuse: different statistical data, controversies regarding the topic, examples of the problem and the consequences.

Several issues arise when considering the amount of child abuse that occurs annually in the United States. Child abuse is very hard to estimate because much (or most) of it is not reported. Children who are abused are unlikely to report their victimization because they may not know any better, they still love their abusers and do not want to see them taken away (or do not themselves want to be taken away from their abusers), they have been threatened into not reporting, or they do not know to whom they should report their victimizations. Still further, children may report their abuse only to find the person to whom they report does not believe them or take any action on their behalf. Continuing to muddy the waters, child abuse can be disguised as legitimate injury, particularly because young children are often somewhat uncoordinated and are still learning to accomplish physical tasks, may not know their physical limitations, and are often legitimately injured during regular play. In the end, children rarely report child abuse; most often it is an adult who makes a report based on suspicion (e.g., teacher, counselor, doctor, etc.).

Even when child abuse is reported, social service agents and investigators may not follow up or substantiate reports for a variety of reasons. Parents can pretend, lie, or cover up injuries or stories of how injuries occurred when social service agents come to investigate. Further, there is not always agreement about what should be counted as abuse by service providers and researchers. In addition, social service agencies/agents have huge caseloads and may only be able to deal with the most serious forms of child abuse, leaving the more “minor” forms of abuse unsupervised and unmanaged (and uncounted in the statistical totals).

While most laws about child abuse and neglect fall at the state levels, federal legislation provides a foundation for states by identifying a minimum set of acts and behaviors that define child abuse and neglect. The Federal Child Abuse Prevention and Treatment Act (CAPTA), which stems from the Keeping Children and Families Safe Act of 2003, defines child abuse and neglect as, at minimum, “(1) any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse, or exploitation; or (2) an act or failure to act which presents an imminent risk or serious harm.”

Using these minimum standards, each state is responsible for providing its own definition of maltreatment within civil and criminal statutes. When defining types of child abuse, many states incorporate similar elements and definitions into their legal statutes. For example, neglect is often defined as failure to provide for a child’s basic needs. Neglect can encompass physical elements (e.g., failure to provide necessary food or shelter, or lack of appropriate supervision), medical elements (e.g., failure to provide necessary medical or mental health treatment), educational elements (e.g., failure to educate a child or attend to special educational needs), and emotional elements (e.g., inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs). Failure to meet needs does not always mean a child is neglected, as situations such as poverty, cultural values, and community standards can influence the application of legal statutes. In addition, several states distinguish between failure to provide based on financial inability and failure to provide for no apparent financial reason.

Statutes on physical abuse typically include elements of physical injury (ranging from minor bruises to severe fractures or death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other object), burning, or otherwise harming a child. Such injury is considered abuse regardless of the intention of the caretaker. In addition, many state statutes include allowing or encouraging another person to physically harm a child (such as noted above) as another form of physical abuse in and of itself. Sexual abuse usually includes activities by a parent or caretaker such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials.

Finally, emotional or psychological abuse typically is defined as a pattern of behavior that impairs a child’s emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance. Emotional abuse is often the most difficult to prove and, therefore, child protective services may not be able to intervene without evidence of harm to the child. Some states suggest that harm may be evidenced by an observable or substantial change in behavior, emotional response, or cognition, or by anxiety, depression, withdrawal, or aggressive behavior. At a practical level, emotional abuse is almost always present when other types of abuse are identified.

Some states include an element of substance abuse in their statutes on child abuse. Circumstances that can be considered substance abuse include (a) the manufacture of a controlled substance in the presence of a child or on the premises occupied by a child (Colorado, Indiana, Iowa, Montana, South Dakota, Tennessee, and Virginia); (b) allowing a child to be present where the chemicals or equipment for the manufacture of controlled substances are used (Arizona, New Mexico); (c) selling, distributing, or giving drugs or alcohol to a child (Florida, Hawaii, Illinois, Minnesota, and Texas); (d) use of a controlled substance by a caregiver that impairs the caregiver’s ability to adequately care for the child (Kentucky, New York, Rhode Island, and Texas); and (e) exposure of the child to drug paraphernalia (North Dakota), the criminal sale or distribution of drugs (Montana, Virginia), or drug-related activity (District of Columbia).

One of the most difficult issues with which the U.S. legal system must contend is that of allowing parents the right to use corporal punishment when disciplining a child, while not letting them cross over the line into the realm of child abuse. Some parents may abuse their children under the guise of discipline, and many instances of child abuse arise from angry parents who go too far when disciplining their children with physical punishment. Generally, state statutes use terms such as “reasonable discipline of a minor,” “causes only temporary, short-term pain,” and may cause “the potential for bruising” but not “permanent damage, disability, disfigurement or injury” to the child as ways of indicating the types of discipline behaviors that are legal. However, corporal punishment that is “excessive,” “malicious,” “endangers the bodily safety of,” or is “an intentional infliction of injury” is not allowed under most state statutes (e.g., state of Florida child abuse statute).

Most research finds that the use of physical punishment (most often spanking) is not an effective method of discipline. The literature on this issue tends to find that spanking stops misbehavior, but no more effectively than other firm measures. Further, it seems to hinder rather than improve general compliance/obedience (particularly when the child is not in the presence of the punisher). Researchers have also explained why physical punishment is not any more effective at gaining child compliance than nonviolent forms of discipline. Some of the problems that arise when parents use spanking or other forms of physical punishment include the fact that spanking does not teach what children should do, nor does it provide them with alternative behavior options should the circumstance arise again. Spanking also undermines reasoning, explanation, or other forms of parental instruction because children cannot learn, reason, or problem solve well while experiencing threat, pain, fear, or anger. Further, the use of physical punishment is inconsistent with nonviolent principles, or parental modeling. In addition, the use of spanking chips away at the bonds of affection between parents and children, and tends to induce resentment and fear. Finally, it hinders the development of empathy and compassion in children, and they do not learn to take responsibility for their own behavior (Pitzer, 1997).

One of the biggest problems with the use of corporal punishment is that it can escalate into much more severe forms of violence. Usually, parents spank because they are angry (and somewhat out of control) and they can’t think of other ways to discipline. When parents are acting as a result of emotional triggers, the notion of discipline is lost while punishment and pain become the foci.

In 2006, of the children who were found to be victims of child abuse, nearly 75% of them were first-time victims (or had not come to the attention of authorities prior). A slight majority of child abuse victims were girls—51.5%, compared to 48% of abuse victims being boys. The younger the child, the more at risk he or she is for child abuse and neglect victimization. Specifically, the rate for infants (birth to 1 year old) was approximately 24 per 1,000 children of the same age group. The victimization rate for children 1–3 years old was 14 per 1,000 children of the same age group. The abuse rate for children aged 4– 7 years old declined further to 13 per 1,000 children of the same age group. African American, American Indian, and Alaska Native children, as well as children of multiple races, had the highest rates of victimization. White and Latino children had lower rates, and Asian children had the lowest rates of child abuse and neglect victimization. Regarding living arrangements, nearly 27% of victims were living with a single mother, 20% were living with married parents, while 22% were living with both parents but the marital status was unknown. (This reporting element had nearly 40% missing data, however.) Regarding disability, nearly 8% of child abuse victims had some degree of mental retardation, emotional disturbance, visual or hearing impairment, learning disability, physical disability, behavioral problems, or other medical problems. Unfortunately, data indicate that for many victims, the efforts of the child protection services system were not successful in preventing subsequent victimization. Children who had been prior victims of maltreatment were 96% more likely to experience another occurrence than those who were not prior victims. Further, child victims who were reported to have a disability were 52% more likely to experience recurrence than children without a disability. Finally, the oldest victims (16–21 years of age) were the least likely to experience a recurrence, and were 51% less likely to be victimized again than were infants (younger than age 1) (National Child Abuse and Neglect Data System, 2006).

Child fatalities are the most tragic consequence of maltreatment. Yet, each year, children die from abuse and neglect. In 2006, an estimated 1,530 children in the United States died due to abuse or neglect. The overall rate of child fatalities was 2 deaths per 100,000 children. More than 40% of child fatalities were attributed to neglect, but physical abuse also was a major contributor. Approximately 78% of the children who died due to child abuse and neglect were younger than 4 years old, and infant boys (younger than 1) had the highest rate of fatalities at 18.5 deaths per 100,000 boys of the same age in the national population. Infant girls had a rate of 14.7 deaths per 100,000 girls of the same age (National Child Abuse and Neglect Data System, 2006).

One question to be addressed regarding child fatalities is why infants have such a high rate of death when compared to toddlers and adolescents. Children under 1 year old pose an immense amount of responsibility for their caretakers: they are completely dependent and need constant attention. Children this age are needy, impulsive, and not amenable to verbal control or effective communication. This can easily overwhelm vulnerable parents. Another difficulty associated with infants is that they are physically weak and small. Injuries to infants can be fatal, while similar injuries to older children might not be. The most common cause of death in children less than 1 year is cerebral trauma (often the result of shaken-baby syndrome). Exasperated parents can deliver shakes or blows without realizing how little it takes to cause irreparable or fatal damage to an infant. Research informs us that two of the most common triggers for fatal child abuse are crying that will not cease and toileting accidents. Both of these circumstances are common in infants and toddlers whose only means of communication often is crying, and who are limited in mobility and cannot use the toilet. Finally, very young children cannot assist in injury diagnoses. Children who have been injured due to abuse or neglect often cannot communicate to medical professionals about where it hurts, how it hurts, and so forth. Also, nonfatal injuries can turn fatal in the absence of care by neglectful parents or parents who do not want medical professionals to possibly identify an injury as being the result of abuse.

Estimates reveal that nearly 80% of perpetrators of child abuse were parents of the victim. Other relatives accounted for nearly 7%, and unmarried partners of parents made up 4% of perpetrators. Of those perpetrators that were parents, over 90% were biological parents, 4% were stepparents, and 0.7% were adoptive parents. Of this group, approximately 58% of perpetrators were women and 42% were men. Women perpetrators are typically younger than men. The average age for women abusers was 31 years old, while for men the average was 34 years old. Forty percent of women who abused were younger than 30 years of age, compared with 33% of men being under 30. The racial distribution of perpetrators is similar to that of victims. Fifty-four percent were white, 21% were African American, and 20% were Hispanic/Latino (National Child Abuse and Neglect Data System, 2006).

There are many factors that are associated with child abuse. Some of the more common/well-accepted explanations are individual pathology, parent–child interaction, past abuse in the family (or social learning), situational factors, and cultural support for physical punishment along with a lack of cultural support for helping parents here in the United States.

The first explanation centers on the individual pathology of a parent or caretaker who is abusive. This theory focuses on the idea that people who abuse their children have something wrong with their individual personality or biological makeup. Such psychological pathologies may include having anger control problems; being depressed or having post-partum depression; having a low tolerance for frustration (e.g., children can be extremely frustrating: they don’t always listen; they constantly push the line of how far they can go; and once the line has been established, they are constantly treading on it to make sure it hasn’t moved. They are dependent and self-centered, so caretakers have very little privacy or time to themselves); being rigid (e.g., having no tolerance for differences—for example, what if your son wanted to play with dolls? A rigid father would not let him, laugh at him for wanting to, punish him when he does, etc.); having deficits in empathy (parents who cannot put themselves in the shoes of their children cannot fully understand what their children need emotionally); or being disorganized, inefficient, and ineffectual. (Parents who are unable to manage their own lives are unlikely to be successful at managing the lives of their children, and since many children want and need limits, these parents are unable to set them or adhere to them.)

Biological pathologies that may increase the likelihood of someone becoming a child abuser include having substance abuse or dependence problems, or having persistent or reoccurring physical health problems (especially health problems that can be extremely painful and can cause a person to become more self-absorbed, both qualities that can give rise to a lack of patience, lower frustration tolerance, and increased stress).

The second explanation for child abuse centers on the interaction between the parent and the child, noting that certain types of parents are more likely to abuse, and certain types of children are more likely to be abused, and when these less-skilled parents are coupled with these more difficult children, child abuse is the most likely to occur. Discussion here focuses on what makes a parent less skilled, and what makes a child more difficult. Characteristics of unskilled parents are likely to include such traits as only pointing out what children do wrong and never giving any encouragement for good behavior, and failing to be sensitive to the emotional needs of children. Less skilled parents tend to have unrealistic expectations of children. They may engage in role reversal— where the parents make the child take care of them—and view the parent’s happiness and well-being as the responsibility of the child. Some parents view the parental role as extremely stressful and experience little enjoyment from being a parent. Finally, less-skilled parents tend to have more negative perceptions regarding their child(ren). For example, perhaps the child has a different shade of skin than they expected and this may disappoint or anger them, they may feel the child is being manipulative (long before children have this capability), or they may view the child as the scapegoat for all the parents’ or family’s problems. Theoretically, parents with these characteristics would be more likely to abuse their children, but if they are coupled with having a difficult child, they would be especially likely to be abusive. So, what makes a child more difficult? Certainly, through no fault of their own, children may have characteristics that are associated with child care that is more demanding and difficult than in the “normal” or “average” situation. Such characteristics can include having physical and mental disabilities (autism, attention deficit hyperactivity disorder [ADHD], hyperactivity, etc.); the child may be colicky, frequently sick, be particularly needy, or cry more often. In addition, some babies are simply unhappier than other babies for reasons that cannot be known. Further, infants are difficult even in the best of circumstances. They are unable to communicate effectively, and they are completely dependent on their caretakers for everything, including eating, diaper changing, moving around, entertainment, and emotional bonding. Again, these types of children, being more difficult, are more likely to be victims of child abuse.

Nonetheless, each of these types of parents and children alone cannot explain the abuse of children, but it is the interaction between them that becomes the key. Unskilled parents may produce children that are happy and not as needy, and even though they are unskilled, they do not abuse because the child takes less effort. At the same time, children who are more difficult may have parents who are skilled and are able to handle and manage the extra effort these children take with aplomb. However, risks for child abuse increase when unskilled parents must contend with difficult children.

Social learning or past abuse in the family is a third common explanation for child abuse. Here, the theory concentrates not only on what children learn when they see or experience violence in their homes, but additionally on what they do not learn as a result of these experiences. Social learning theory in the context of family violence stresses that if children are abused or see abuse (toward siblings or a parent), those interactions and violent family members become the representations and role models for their future familial interactions. In this way, what children learn is just as important as what they do not learn. Children who witness or experience violence may learn that this is the way parents deal with children, or that violence is an acceptable method of child rearing and discipline. They may think when they become parents that “violence worked on me when I was a child, and I turned out fine.” They may learn unhealthy relationship interaction patterns; children may witness the negative interactions of parents and they may learn the maladaptive or violent methods of expressing anger, reacting to stress, or coping with conflict.

What is equally as important, though, is that they are unlikely to learn more acceptable and nonviolent ways of rearing children, interacting with family members, and working out conflict. Here it may happen that an adult who was abused as a child would like to be nonviolent toward his or her own children, but when the chips are down and the child is misbehaving, this abused-child-turned-adult does not have a repertoire of nonviolent strategies to try. This parent is more likely to fall back on what he or she knows as methods of discipline.

Something important to note here is that not all abused children grow up to become abusive adults. Children who break the cycle were often able to establish and maintain one healthy emotional relationship with someone during their childhoods (or period of young adulthood). For instance, they may have received emotional support from a nonabusing parent, or they received social support and had a positive relationship with another adult during their childhood (e.g., teacher, coach, minister, neighbor, etc.). Abused children who participate in therapy during some period of their lives can often break the cycle of violence. In addition, adults who were abused but are able to form an emotionally supportive and satisfying relationship with a mate can make the transition to being nonviolent in their family interactions.

Moving on to a fourth familiar explanation for child abuse, there are some common situational factors that influence families and parents and increase the risks for child abuse. Typically, these are factors that increase family stress or social isolation. Specifically, such factors may include receiving public assistance or having low socioeconomic status (a combination of low income and low education). Other factors include having family members who are unemployed, underemployed (working in a job that requires lower qualifications than an individual possesses), or employed only part time. These financial difficulties cause great stress for families in meeting the needs of the individual members. Other stress-inducing familial characteristics are single-parent households and larger family size. Finally, social isolation can be devastating for families and family members. Having friends to talk to, who can be relied upon, and with whom kids can be dropped off occasionally is tremendously important for personal growth and satisfaction in life. In addition, social isolation and stress can cause individuals to be quick to lose their tempers, as well as cause people to be less rational in their decision making and to make mountains out of mole hills. These situations can lead families to be at greater risk for child abuse.

Finally, cultural views and supports (or lack thereof) can lead to greater amounts of child abuse in a society such as the United States. One such cultural view is that of societal support for physical punishment. This is problematic because there are similarities between the way criminals are dealt with and the way errant children are handled. The use of capital punishment is advocated for seriously violent criminals, and people are quick to use such idioms as “spare the rod and spoil the child” when it comes to the discipline or punishment of children. In fact, it was not until quite recently that parenting books began to encourage parents to use other strategies than spanking or other forms of corporal punishment in the discipline of their children. Only recently, the American Academy of Pediatrics has come out and recommended that parents do not spank or use other forms of violence on their children because of the deleterious effects such methods have on youngsters and their bonds with their parents. Nevertheless, regardless of recommendations, the culture of corporal punishment persists.

Another cultural view in the United States that can give rise to greater incidents of child abuse is the belief that after getting married, couples of course should want and have children. Culturally, Americans consider that children are a blessing, raising kids is the most wonderful thing a person can do, and everyone should have children. Along with this notion is the idea that motherhood is always wonderful; it is the most fulfilling thing a woman can do; and the bond between a mother and her child is strong, glorious, and automatic—all women love being mothers. Thus, culturally (and theoretically), society nearly insists that married couples have children and that they will love having children. But, after children are born, there is not much support for couples who have trouble adjusting to parenthood, or who do not absolutely love their new roles as parents. People look askance at parents who need help, and cannot believe parents who say anything negative about parenthood. As such, theoretically, society has set up a situation where couples are strongly encouraged to have kids, are told they will love kids, but then society turns a blind or disdainful eye when these same parents need emotional, financial, or other forms of help or support. It is these types of cultural viewpoints that increase the risks for child abuse in society.

The consequences of child abuse are tremendous and long lasting. Research has shown that the traumatic experience of childhood abuse is life changing. These costs may surface during adolescence, or they may not become evident until abused children have grown up and become abusing parents or abused spouses. Early identification and treatment is important to minimize these potential long-term effects. Whenever children say they have been abused, it is imperative that they be taken seriously and their abuse be reported. Suspicions of child abuse must be reported as well. If there is a possibility that a child is or has been abused, an investigation must be conducted.

Children who have been abused may exhibit traits such as the inability to love or have faith in others. This often translates into adults who are unable to establish lasting and stable personal relationships. These individuals have trouble with physical closeness and touching as well as emotional intimacy and trust. Further, these qualities tend to cause a fear of entering into new relationships, as well as the sabotaging of any current ones.

Psychologically, children who have been abused tend to have poor self-images or are passive, withdrawn, or clingy. They may be angry individuals who are filled with rage, anxiety, and a variety of fears. They are often aggressive, disruptive, and depressed. Many abused children have flashbacks and nightmares about the abuse they have experienced, and this may cause sleep problems as well as drug and alcohol problems. Posttraumatic stress disorder (PTSD) and antisocial personality disorder are both typical among maltreated children. Research has also shown that most abused children fail to reach “successful psychosocial functioning,” and are thus not resilient and do not resume a “normal life” after the abuse has ended.

Socially (and likely because of these psychological injuries), abused children have trouble in school, will have difficulty getting and remaining employed, and may commit a variety of illegal or socially inappropriate behaviors. Many studies have shown that victims of child abuse are likely to participate in high-risk behaviors such as alcohol or drug abuse, the use of tobacco, and high-risk sexual behaviors (e.g., unprotected sex, large numbers of sexual partners). Later in life, abused children are more likely to have been arrested and homeless. They are also less able to defend themselves in conflict situations and guard themselves against repeated victimizations.

Medically, abused children likely will experience health problems due to the high frequency of physical injuries they receive. In addition, abused children experience a great deal of emotional turmoil and stress, which can also have a significant impact on their physical condition. These health problems are likely to continue occurring into adulthood. Some of these longer-lasting health problems include headaches; eating problems; problems with toileting; and chronic pain in the back, stomach, chest, and genital areas. Some researchers have noted that abused children may experience neurological impairment and problems with intellectual functioning, while others have found a correlation between abuse and heart, lung, and liver disease, as well as cancer (Thomas, 2004).

Victims of sexual abuse show an alarming number of disturbances as adults. Some dislike and avoid sex, or experience sexual problems or disorders, while other victims appear to enjoy sexual activities that are self-defeating or maladaptive—normally called “dysfunctional sexual behavior”—and have many sexual partners.

Abused children also experience a wide variety of developmental delays. Many do not reach physical, cognitive, or emotional developmental milestones at the typical time, and some never accomplish what they are supposed to during childhood socialization. In the next section, these developmental delays are discussed as a means of identifying children who may be abused.

There are two primary ways of identifying children who are abused: spotting and evaluating physical injuries, and detecting and appraising developmental delays. Distinguishing physical injuries due to abuse can be difficult, particularly among younger children who are likely to get hurt or receive injuries while they are playing and learning to become ambulatory. Nonetheless, there are several types of wounds that children are unlikely to give themselves during their normal course of play and exploration. These less likely injuries may signal instances of child abuse.

While it is true that children are likely to get bruises, particularly when they are learning to walk or crawl, bruises on infants are not normal. Also, the back of the legs, upper arms, or on the chest, neck, head, or genitals are also locations where bruises are unlikely to occur during normal childhood activity. Further, bruises with clean patterns, like hand prints, buckle prints, or hangers (to name a few), are good examples of the types of bruises children do not give themselves.

Another area of physical injury where the source of the injury can be difficult to detect is fractures. Again, children fall out of trees, or crash their bikes, and can break limbs. These can be normal parts of growing up. However, fractures in infants less than 12 months old are particularly suspect, as infants are unlikely to be able to accomplish the types of movement necessary to actually break a leg or an arm. Further, multiple fractures, particularly more than one on a bone, should be examined more closely. Spiral or torsion fractures (when the bone is broken by twisting) are suspect because when children break their bones due to play injuries, the fractures are usually some other type (e.g., linear, oblique, compacted). In addition, when parents don’t know about the fracture(s) or how it occurred, abuse should be considered, because when children get these types of injuries, they need comfort and attention.

Head and internal injuries are also those that may signal abuse. Serious blows to the head cause internal head injuries, and this is very different from the injuries that result from bumping into things. Abused children are also likely to experience internal injuries like those to the abdomen, liver, kidney, and bladder. They may suffer a ruptured spleen, or intestinal perforation. These types of damages rarely happen by accident.

Burns are another type of physical injury that can happen by accident or by abuse. Nevertheless, there are ways to tell these types of burn injuries apart. The types of burns that should be examined and investigated are those where the burns are in particular locations. Burns to the bottom of the feet, genitals, abdomen, or other inaccessible spots should be closely considered. Burns of the whole hand or those to the buttocks are also unlikely to happen as a result of an accident.

Turning to the detection and appraisal of developmental delays, one can more readily assess possible abuse by considering what children of various ages should be able to accomplish, than by noting when children are delayed and how many milestones on which they are behind schedule. Importantly, a few delays in reaching milestones can be expected, since children develop individually and not always according to the norm. Nonetheless, when children are abused, their development is likely to be delayed in numerous areas and across many milestones.

As children develop and grow, they should be able to crawl, walk, run, talk, control going to the bathroom, write, set priorities, plan ahead, trust others, make friends, develop a good self-image, differentiate between feeling and behavior, and get their needs met in appropriate ways. As such, when children do not accomplish these feats, their circumstances should be examined.

Infants who are abused or neglected typically develop what is termed failure to thrive syndrome. This syndrome is characterized by slow, inadequate growth, or not “filling out” physically. They have a pale, colorless complexion and dull eyes. They are not likely to spend much time looking around, and nothing catches their eyes. They may show other signs of lack of nutrition such as cuts, bruises that do not heal in a timely way, and discolored fingernails. They are also not trusting and may not cry much, as they are not expecting to have their needs met. Older infants may not have developed any language skills, or these developments are quite slow. This includes both verbal and nonverbal means of communication.

Toddlers who are abused often become hypervigilant about their environments and others’ moods. They are more outwardly focused than a typical toddler (who is quite self-centered) and may be unable to separate themselves as individuals, or consider themselves as distinct beings. In this way, abused toddlers cannot focus on tasks at hand because they are too concerned about others’ reactions. They don’t play with toys, have no interest in exploration, and seem unable to enjoy life. They are likely to accept losses with little reaction, and may have age-inappropriate knowledge of sex and sexual relations. Finally, toddlers, whether they are abused or not, begin to mirror their parents’ behaviors. Thus, toddlers who are abused may mimic the abuse when they are playing with dolls or “playing house.”

Developmental delays can also be detected among abused young adolescents. Some signs include the failure to learn cause and effect, since their parents are so inconsistent. They have no energy for learning and have not developed beyond one- or two-word commands. They probably cannot follow complicated directions (such as two to three tasks per instruction), and they are unlikely to be able to think for themselves. Typically, they have learned that failure is totally unacceptable, but they are more concerned with the teacher’s mood than with learning and listening to instruction. Finally, they are apt to have been inadequately toilet trained and thus may be unable to control their bladders.

Older adolescents, because they are likely to have been abused for a longer period of time, continue to get further and further behind in their developmental achievements. Abused children this age become family nurturers. They take care of their parents and cater to their parents’ needs, rather than the other way around. In addition, they probably take care of any younger siblings and do the household chores. Because of these default responsibilities, they usually do not participate in school activities; they frequently miss days at school; and they have few, if any, friends. Because they have become so hypervigilant and have increasingly delayed development, they lose interest in and become disillusioned with education. They develop low self-esteem and little confidence, but seem old for their years. Children this age who are abused are still likely to be unable to control their bladders and may have frequent toileting accidents.

Other developmental delays can occur and be observed in abused and neglected children of any age. For example, malnutrition and withdrawal can be noticed in infants through teenagers. Maltreated children frequently have persistent or untreated illnesses, and these can become permanent disabilities if medical conditions go untreated for a long enough time. Another example can be the consequences of neurological damage. Beyond being a medical issue, this type of damage can cause problems with social behavior and impulse control, which, again, can be discerned in various ages of children.

Once child abuse is suspected, law enforcement officers, child protection workers, or various other practitioners may need to interview the child about the abuse or neglect he or she may have suffered. Interviewing children can be extremely difficult because children at various stages of development can remember only certain parts or aspects of the events in their lives. Also, interviewers must be careful that they do not put ideas or answers into the heads of the children they are interviewing. There are several general recommendations when interviewing children about the abuse they may have experienced. First, interviewers must acknowledge that even when children are abused, they likely still love their parents. They do not want to be taken away from their parents, nor do they want to see their parents get into trouble. Interviewers must not blame the parents or be judgmental about them or the child’s family. Beyond that, interviews should take place in a safe, neutral location. Interviewers can use dolls and role-play to help children express the types of abuse of which they may be victims.

Finally, interviewers must ask age-appropriate questions. For example, 3-year-olds can probably only answer questions about what happened and who was involved. Four- to five-year-olds can also discuss where the incidents occurred. Along with what, who, and where, 6- to 8-year-olds can talk about the element of time, or when the abuse occurred. Nine- to 10-year-olds are able to add commentary about the number of times the abuse occurred. Finally, 11-year-olds and older children can additionally inform interviewers about the circumstances of abusive instances.

A conclusion is not a summary of what a writer has already mentioned. On the contrary, it is the last point made. Taking every detail of the investigation, the researcher makes the concluding point. In this part of a paper, you need to put a full stop in your research. You need to persuade the reader in your opinion.

Never add any new information in the conclusion. You can present solutions to the problem and you dwell upon the results, but only if this information has been already mentioned in the main body.

Child advocates recommend a variety of strategies to aid families and children experiencing abuse. These recommendations tend to focus on societal efforts as well as more individual efforts. One common strategy advocated is the use of public service announcements that encourage individuals to report any suspected child abuse. Currently, many mandatory reporters (those required by law to report abuse such as teachers, doctors, and social service agency employees) and members of communities feel that child abuse should not be reported unless there is substantial evidence that abuse is indeed occurring. Child advocates stress that this notion should be changed, and that people should report child abuse even if it is only suspected. Public service announcements should stress that if people report suspected child abuse, the worst that can happen is that they might be wrong, but in the grander scheme of things that is really not so bad.

Child advocates also stress that greater interagency cooperation is needed. This cooperation should be evident between women’s shelters, child protection agencies, programs for at-risk children, medical agencies, and law enforcement officers. These agencies typically do not share information, and if they did, more instances of child abuse would come to the attention of various authorities and could be investigated and managed. Along these lines, child protection agencies and programs should receive more funding. When budgets are cut, social services are often the first things to go or to get less financial support. Child advocates insist that with more resources, child protection agencies could hire more workers, handle more cases, conduct more investigations, and follow up with more children and families.

Continuing, more educational efforts must be initiated about issues such as punishment and discipline styles and strategies; having greater respect for children; as well as informing the community about what child abuse is, and how to recognize it. In addition, Americans must alter the cultural orientation about child bearing and child rearing. Couples who wish to remain child-free must be allowed to do so without disdain. And, it must be acknowledged that raising children is very difficult, is not always gloriously wonderful, and that parents who seek help should be lauded and not criticized. These kinds of efforts can help more children to be raised in nonviolent, emotionally satisfying families, and thus become better adults.

Bibliography

When you write a paper, make sure you are aware of all the formatting requirements. Incorrect formatting can lower your mark, so do not underestimate the importance of this part.

Organizing your bibliography is quite a tedious and time-consuming task. Still, you need to do it flawlessly. For this reason, analyze all the standards you need to meet or ask professionals to help you with it. All the comas, colons, brackets etc. matter. They truly do.

Bibliography:

• American Academy of Pediatrics: https://www.aap.org/
• Bancroft, L., & Silverman, J. G. (2002). The batterer as parent. Thousand Oaks, CA: Sage.
• Child Abuse Prevention and Treatment Act, 42 U.S.C.A. § 5106g (1998).
• Childhelp: Child Abuse Statistics: https://www.childhelp.org/child-abuse-statistics/
• Children’s Defense Fund: https://www.childrensdefense.org/
• Child Stats.gov: https://www.childstats.gov/
• Child Welfare League of America: https://www.cwla.org/
• Crosson-Tower, C. (2008). Understanding child abuse and neglect (7th ed.). Boston: Allyn & Bacon.
• DeBecker, G. (1999). Protecting the gift: Keeping children and teenagers safe (and parents sane). New York: Bantam Dell.
• Family Research Laboratory at the University of New Hampshire: https://cola.unh.edu/family-research-laboratory
• Guterman, N. B. (2001). Stopping child maltreatment before it starts: Emerging horizons in early home visitation services. Thousand Oaks, CA: Sage.
• Herman, J. L. (2000). Father-daughter incest. Cambridge, MA: Harvard University Press.
• Medline Plus, Child Abuse: https://medlineplus.gov/childabuse.html
• Myers, J. E. B. (Ed.). (1994). The backlash: Child protection under fire. Newbury Park, CA: Sage.
• National Center for Missing and Exploited Children: https://www.missingkids.org/home
• National Child Abuse and Neglect Data System. (2006). Child maltreatment 2006: Reports from the states to the National Child Abuse and Neglect Data System. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
• New York University Silver School of Social Work: https://socialwork.nyu.edu/
• Pitzer, R. L. (1997). Corporal punishment in the discipline of children in the home: Research update for practitioners. Paper presented at the National Council on Family Relations Annual Conference, Washington, DC.
• RAND, Child Abuse and Neglect: https://www.rand.org/topics/child-abuse-and-neglect.html
• Richards, C. E. (2001). The loss of innocents: Child killers and their victims. Wilmington, DE: Scholarly Resources.
• Straus, M. A. (2001). Beating the devil out of them: Corporal punishment in American families and its effects on children. Edison, NJ: Transaction.
• Thomas, P. M. (2004). Protection, dissociation, and internal roles: Modeling and treating the effects of child abuse. Review of General Psychology, 7(15).
• U.S. Department of Health and Human Services, Administration for Children and Families: https://www.acf.hhs.gov/

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13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

What’s Included: Research Paper Template

If you’re preparing to write an academic research paper, our free research paper template is the perfect starting point. In the template, we cover every section step by step, with clear, straightforward explanations and examples .

The template’s structure is based on the tried and trusted best-practice format for formal academic research papers. The template structure reflects the overall research process, ensuring your paper will have a smooth, logical flow from chapter to chapter.

The research paper template covers the following core sections:

• The title page/cover page
• Abstract (sometimes also called the executive summary)
• Section 1: Introduction 
• Section 2: Literature review 
• Section 3: Methodology
• Section 4: Findings /results
• Section 5: Discussion
• Section 6: Conclusion
• Reference list

Each section is explained in plain, straightforward language , followed by an overview of the key elements that you need to cover within each section. We’ve also included links to free resources to help you understand how to write each section.

The cleanly formatted Google Doc can be downloaded as a fully editable MS Word Document (DOCX format), so you can use it as-is or convert it to LaTeX.

FAQs: Research Paper Template

What format is the template (doc, pdf, ppt, etc.).

The research paper template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

What types of research papers can this template be used for?

The template follows the standard best-practice structure for formal academic research papers, so it is suitable for the vast majority of degrees, particularly those within the sciences.

Some universities may have some additional requirements, but these are typically minor, with the core structure remaining the same. Therefore, it’s always a good idea to double-check your university’s requirements before you finalise your structure.

Is this template for an undergrad, Masters or PhD-level research paper?

This template can be used for a research paper at any level of study. It may be slight overkill for an undergraduate-level study, but it certainly won’t be missing anything.

How long should my research paper be?

This depends entirely on your university’s specific requirements, so it’s best to check with them. We include generic word count ranges for each section within the template, but these are purely indicative. 

What about the research proposal?

If you’re still working on your research proposal, we’ve got a template for that here .

We’ve also got loads of proposal-related guides and videos over on the Grad Coach blog .

How do I write a literature review?

We have a wealth of free resources on the Grad Coach Blog that unpack how to write a literature review from scratch. You can check out the literature review section of the blog here.

How do I create a research methodology?

We have a wealth of free resources on the Grad Coach Blog that unpack research methodology, both qualitative and quantitative. You can check out the methodology section of the blog here.

Can I share this research paper template with my friends/colleagues?

Yes, you’re welcome to share this template. If you want to post about it on your blog or social media, all we ask is that you reference this page as your source.

Can Grad Coach help me with my research paper?

Within the template, you’ll find plain-language explanations of each section, which should give you a fair amount of guidance. However, you’re also welcome to consider our private coaching services .

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Writing a Research Paper

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The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

• Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
• Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
• Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
• Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

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Home » Research Paper Outline – Types, Example, Template

Research Paper Outline – Types, Example, Template

Table of Contents

By creating a well-structured research paper outline, writers can easily organize their thoughts and ideas and ensure that their final paper is clear, concise, and effective. In this article, we will explore the essential components of a research paper outline and provide some tips and tricks for creating a successful one.

Research Paper Outline

Research paper outline is a plan or a structural framework that organizes the main ideas , arguments, and supporting evidence in a logical sequence. It serves as a blueprint or a roadmap for the writer to follow while drafting the actual research paper .

Typically, an outline consists of the following elements:

• Introduction : This section presents the topic, research question , and thesis statement of the paper. It also provides a brief overview of the literature review and the methodology used.
• Literature Review: This section provides a comprehensive review of the relevant literature, theories, and concepts related to the research topic. It analyzes the existing research and identifies the research gaps and research questions.
• Methodology: This section explains the research design, data collection methods, data analysis, and ethical considerations of the study.
• Results: This section presents the findings of the study, using tables, graphs, and statistics to illustrate the data.
• Discussion : This section interprets the results of the study, and discusses their implications, significance, and limitations. It also suggests future research directions.
• Conclusion : This section summarizes the main findings of the study and restates the thesis statement.
• References: This section lists all the sources cited in the paper using the appropriate citation style.

Research Paper Outline Types

There are several types of outlines that can be used for research papers, including:

Alphanumeric Outline

This is a traditional outline format that uses Roman numerals, capital letters, Arabic numerals, and lowercase letters to organize the main ideas and supporting details of a research paper. It is commonly used for longer, more complex research papers.

I. Introduction

• A. Background information
• B. Thesis statement
• 1 1. Supporting detail
• 1 2. Supporting detail 2
• 2 1. Supporting detail

III. Conclusion

• A. Restate thesis
• B. Summarize main points

Decimal Outline

This outline format uses numbers to organize the main ideas and supporting details of a research paper. It is similar to the alphanumeric outline, but it uses only numbers and decimals to indicate the hierarchy of the ideas.

• 1.1 Background information
• 1.2 Thesis statement
• 1 2.1.1 Supporting detail
• 1 2.1.2 Supporting detail
• 2 2.2.1 Supporting detail
• 1 2.2.2 Supporting detail
• 3.1 Restate thesis
• 3.2 Summarize main points

Full Sentence Outline

This type of outline uses complete sentences to describe the main ideas and supporting details of a research paper. It is useful for those who prefer to see the entire paper outlined in complete sentences.

• Provide background information on the topic
• State the thesis statement
• Explain main idea 1 and provide supporting details
• Discuss main idea 2 and provide supporting details
• Restate the thesis statement
• Summarize the main points of the paper

Topic Outline

This type of outline uses short phrases or words to describe the main ideas and supporting details of a research paper. It is useful for those who prefer to see a more concise overview of the paper.

• Background information
• Thesis statement
• Supporting detail 1
• Supporting detail 2
• Restate thesis
• Summarize main points

Reverse Outline

This is an outline that is created after the paper has been written. It involves going back through the paper and summarizing each paragraph or section in one sentence. This can be useful for identifying gaps in the paper or areas that need further development.

• Introduction : Provides background information and states the thesis statement.
• Paragraph 1: Discusses main idea 1 and provides supporting details.
• Paragraph 2: Discusses main idea 2 and provides supporting details.
• Paragraph 3: Addresses potential counterarguments.
• Conclusion : Restates thesis and summarizes main points.

Mind Map Outline

This type of outline involves creating a visual representation of the main ideas and supporting details of a research paper. It can be useful for those who prefer a more creative and visual approach to outlining.

• Supporting detail 1: Lack of funding for public schools.
• Supporting detail 2: Decrease in government support for education.
• Supporting detail 1: Increase in income inequality.
• Supporting detail 2: Decrease in social mobility.

Research Paper Outline Example

Research Paper Outline Example on Cyber Security:

A. Overview of Cybersecurity

• B. Importance of Cybersecurity
• C. Purpose of the paper

II. Cyber Threats

A. Definition of Cyber Threats

• B. Types of Cyber Threats
• C. Examples of Cyber Threats

III. Cybersecurity Measures

A. Prevention measures

• Anti-virus software
• Encryption B. Detection measures
• Intrusion Detection System (IDS)
• Security Information and Event Management (SIEM)
• Security Operations Center (SOC) C. Response measures
• Incident Response Plan
• Business Continuity Plan
• Disaster Recovery Plan

IV. Cybersecurity in the Business World

A. Overview of Cybersecurity in the Business World

B. Cybersecurity Risk Assessment

C. Best Practices for Cybersecurity in Business

V. Cybersecurity in Government Organizations

A. Overview of Cybersecurity in Government Organizations

C. Best Practices for Cybersecurity in Government Organizations

VI. Cybersecurity Ethics

A. Definition of Cybersecurity Ethics

B. Importance of Cybersecurity Ethics

C. Examples of Cybersecurity Ethics

VII. Future of Cybersecurity

A. Overview of the Future of Cybersecurity

B. Emerging Cybersecurity Threats

C. Advancements in Cybersecurity Technology

VIII. Conclusion

A. Summary of the paper

B. Recommendations for Cybersecurity

• C. Conclusion.

IX. References

A. List of sources cited in the paper

B. Bibliography of additional resources

Introduction

Cybersecurity refers to the protection of computer systems, networks, and sensitive data from unauthorized access, theft, damage, or any other form of cyber attack. B. Importance of Cybersecurity The increasing reliance on technology and the growing number of cyber threats make cybersecurity an essential aspect of modern society. Cybersecurity breaches can result in financial losses, reputational damage, and legal liabilities. C. Purpose of the paper This paper aims to provide an overview of cybersecurity, cyber threats, cybersecurity measures, cybersecurity in the business and government sectors, cybersecurity ethics, and the future of cybersecurity.

A cyber threat is any malicious act or event that attempts to compromise or disrupt computer systems, networks, or sensitive data. B. Types of Cyber Threats Common types of cyber threats include malware, phishing, social engineering, ransomware, DDoS attacks, and advanced persistent threats (APTs). C. Examples of Cyber Threats Recent cyber threats include the SolarWinds supply chain attack, the Colonial Pipeline ransomware attack, and the Microsoft Exchange Server hack.

Prevention measures aim to minimize the risk of cyber attacks by implementing security controls, such as firewalls, anti-virus software, and encryption.

• Firewalls Firewalls act as a barrier between a computer network and the internet, filtering incoming and outgoing traffic to prevent unauthorized access.
• Anti-virus software Anti-virus software detects, prevents, and removes malware from computer systems.
• Encryption Encryption involves the use of mathematical algorithms to transform sensitive data into a code that can only be accessed by authorized individuals. B. Detection measures Detection measures aim to identify and respond to cyber attacks as quickly as possible, such as intrusion detection systems (IDS), security information and event management (SIEM), and security operations centers (SOCs).
• Intrusion Detection System (IDS) IDS monitors network traffic for signs of unauthorized access, such as unusual patterns or anomalies.
• Security Information and Event Management (SIEM) SIEM combines security information management and security event management to provide real-time monitoring and analysis of security alerts.
• Security Operations Center (SOC) SOC is a dedicated team responsible for monitoring, analyzing, and responding to cyber threats. C. Response measures Response measures aim to mitigate the impact of a cyber attack and restore normal operations, such as incident response plans (IRPs), business continuity plans (BCPs), and disaster recovery plans (DRPs).
• Incident Response Plan IRPs outline the procedures and protocols to follow in the event of a cyber attack, including communication protocols, roles and responsibilities, and recovery processes.
• Business Continuity Plan BCPs ensure that critical business functions can continue in the event of a cyber attack or other disruption.
• Disaster Recovery Plan DRPs outline the procedures to recover from a catastrophic event, such as a natural disaster or cyber attack.

Cybersecurity is crucial for businesses of all sizes and industries, as they handle sensitive data, financial transactions, and intellectual property that are attractive targets for cyber criminals.

Risk assessment is a critical step in developing a cybersecurity strategy, which involves identifying potential threats, vulnerabilities, and consequences to determine the level of risk and prioritize security measures.

Best practices for cybersecurity in business include implementing strong passwords and multi-factor authentication, regularly updating software and hardware, training employees on cybersecurity awareness, and regularly backing up data.

Government organizations face unique cybersecurity challenges, as they handle sensitive information related to national security, defense, and critical infrastructure.

Risk assessment in government organizations involves identifying and assessing potential threats and vulnerabilities, conducting regular audits, and complying with relevant regulations and standards.

Best practices for cybersecurity in government organizations include implementing secure communication protocols, regularly updating and patching software, and conducting regular cybersecurity training and awareness programs for employees.

Cybersecurity ethics refers to the ethical considerations involved in cybersecurity, such as privacy, data protection, and the responsible use of technology.

Cybersecurity ethics are crucial for maintaining trust in technology, protecting privacy and data, and promoting responsible behavior in the digital world.

Examples of cybersecurity ethics include protecting the privacy of user data, ensuring data accuracy and integrity, and implementing fair and unbiased algorithms.

The future of cybersecurity will involve a shift towards more advanced technologies, such as artificial intelligence (AI), machine learning, and quantum computing.

Emerging cybersecurity threats include AI-powered cyber attacks, the use of deepfakes and synthetic media, and the potential for quantum computing to break current encryption methods.

Advancements in cybersecurity technology include the development of AI and machine learning-based security tools, the use of blockchain for secure data storage and sharing, and the development of post-quantum encryption methods.

This paper has provided an overview of cybersecurity, cyber threats, cybersecurity measures, cybersecurity in the business and government sectors, cybersecurity ethics, and the future of cybersecurity.

To enhance cybersecurity, organizations should prioritize risk assessment and implement a comprehensive cybersecurity strategy that includes prevention, detection, and response measures. Additionally, organizations should prioritize cybersecurity ethics to promote responsible behavior in the digital world.

C. Conclusion

Cybersecurity is an essential aspect of modern society, and organizations must prioritize cybersecurity to protect sensitive data and maintain trust in technology.

for further reading

X. Appendices

A. Glossary of key terms

B. Cybersecurity checklist for organizations

C. Sample cybersecurity policy for businesses

D. Sample cybersecurity incident response plan

E. Cybersecurity training and awareness resources

Note : The content and organization of the paper may vary depending on the specific requirements of the assignment or target audience. This outline serves as a general guide for writing a research paper on cybersecurity. Do not use this in your assingmets.

Research Paper Outline Template

• Background information and context of the research topic
• Research problem and questions
• Purpose and objectives of the research
• Scope and limitations

II. Literature Review

• Overview of existing research on the topic
• Key concepts and theories related to the research problem
• Identification of gaps in the literature
• Summary of relevant studies and their findings

III. Methodology

• Research design and approach
• Data collection methods and procedures
• Data analysis techniques
• Validity and reliability considerations
• Ethical considerations

IV. Results

• Presentation of research findings
• Analysis and interpretation of data
• Explanation of significant results
• Discussion of unexpected results

V. Discussion

• Comparison of research findings with existing literature
• Implications of results for theory and practice
• Limitations and future directions for research
• Conclusion and recommendations

VI. Conclusion

• Summary of research problem, purpose, and objectives
• Discussion of significant findings
• Contribution to the field of study
• Implications for practice
• Suggestions for future research

VII. References

• List of sources cited in the research paper using appropriate citation style.

Note : This is just an template, and depending on the requirements of your assignment or the specific research topic, you may need to modify or adjust the sections or headings accordingly.

Research Paper Outline Writing Guide

Here’s a guide to help you create an effective research paper outline:

• Choose a topic : Select a topic that is interesting, relevant, and meaningful to you.
• Conduct research: Gather information on the topic from a variety of sources, such as books, articles, journals, and websites.
• Organize your ideas: Organize your ideas and information into logical groups and subgroups. This will help you to create a clear and concise outline.
• Create an outline: Begin your outline with an introduction that includes your thesis statement. Then, organize your ideas into main points and subpoints. Each main point should be supported by evidence and examples.
• Introduction: The introduction of your research paper should include the thesis statement, background information, and the purpose of the research paper.
• Body : The body of your research paper should include the main points and subpoints. Each point should be supported by evidence and examples.
• Conclusion : The conclusion of your research paper should summarize the main points and restate the thesis statement.
• Reference List: Include a reference list at the end of your research paper. Make sure to properly cite all sources used in the paper.
• Proofreading : Proofread your research paper to ensure that it is free of errors and grammatical mistakes.
• Finalizing : Finalize your research paper by reviewing the outline and making any necessary changes.

When to Write Research Paper Outline

It’s a good idea to write a research paper outline before you begin drafting your paper. The outline will help you organize your thoughts and ideas, and it can serve as a roadmap for your writing process.

Here are a few situations when you might want to consider writing an outline:

• When you’re starting a new research project: If you’re beginning a new research project, an outline can help you get organized from the very beginning. You can use your outline to brainstorm ideas, map out your research goals, and identify potential sources of information.
• When you’re struggling to organize your thoughts: If you find yourself struggling to organize your thoughts or make sense of your research, an outline can be a helpful tool. It can help you see the big picture of your project and break it down into manageable parts.
• When you’re working with a tight deadline : If you have a deadline for your research paper, an outline can help you stay on track and ensure that you cover all the necessary points. By mapping out your paper in advance, you can work more efficiently and avoid getting stuck or overwhelmed.

Purpose of Research Paper Outline

The purpose of a research paper outline is to provide a structured and organized plan for the writer to follow while conducting research and writing the paper. An outline is essentially a roadmap that guides the writer through the entire research process, from the initial research and analysis of the topic to the final writing and editing of the paper.

A well-constructed outline can help the writer to:

• Organize their thoughts and ideas on the topic, and ensure that all relevant information is included.
• Identify any gaps in their research or argument, and address them before starting to write the paper.
• Ensure that the paper follows a logical and coherent structure, with clear transitions between different sections.
• Save time and effort by providing a clear plan for the writer to follow, rather than starting from scratch and having to revise the paper multiple times.

Advantages of Research Paper Outline

Some of the key advantages of a research paper outline include:

• Helps to organize thoughts and ideas : An outline helps to organize all the different ideas and information that you want to include in your paper. By creating an outline, you can ensure that all the points you want to make are covered and in a logical order.
• Saves time and effort : An outline saves time and effort because it helps you to focus on the key points of your paper. It also helps you to identify any gaps or areas where more research may be needed.
• Makes the writing process easier : With an outline, you have a clear roadmap of what you want to write, and this makes the writing process much easier. You can simply follow your outline and fill in the details as you go.
• Improves the quality of your paper : By having a clear outline, you can ensure that all the important points are covered and in a logical order. This makes your paper more coherent and easier to read, which ultimately improves its overall quality.
• Facilitates collaboration: If you are working on a research paper with others, an outline can help to facilitate collaboration. By sharing your outline, you can ensure that everyone is on the same page and working towards the same goals.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Types of research papers

Analytical research paper

Argumentative or persuasive paper, definition paper, compare and contrast paper, cause and effect paper, interpretative paper, experimental research paper, survey research paper, frequently asked questions about the different types of research papers, related articles.

There are multiple different types of research papers. It is important to know which type of research paper is required for your assignment, as each type of research paper requires different preparation. Below is a list of the most common types of research papers.

➡️ Read more:  What is a research paper?

In an analytical research paper you:

• pose a question
• collect relevant data from other researchers
• analyze their different viewpoints

You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic. It is important to stay neutral and not show your own negative or positive position on the matter.

The argumentative paper presents two sides of a controversial issue in one paper. It is aimed at getting the reader on the side of your point of view.

You should include and cite findings and arguments of different researchers on both sides of the issue, but then favor one side over the other and try to persuade the reader of your side. Your arguments should not be too emotional though, they still need to be supported with logical facts and statistical data.

Tip: Avoid expressing too much emotion in a persuasive paper.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information. You should include facts from a variety of sources, but leave those facts unanalyzed.

Compare and contrast papers are used to analyze the difference between two:

Make sure to sufficiently describe both sides in the paper, and then move on to comparing and contrasting both thesis and supporting one.

Cause and effect papers are usually the first types of research papers that high school and college students write. They trace probable or expected results from a specific action and answer the main questions "Why?" and "What?", which reflect effects and causes.

In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

An interpretative paper requires you to use knowledge that you have gained from a particular case study, for example a legal situation in law studies. You need to write the paper based on an established theoretical framework and use valid supporting data to back up your statement and conclusion.

This type of research paper basically describes a particular experiment in detail. It is common in fields like:

Experiments are aimed to explain a certain outcome or phenomenon with certain actions. You need to describe your experiment with supporting data and then analyze it sufficiently.

This research paper demands the conduction of a survey that includes asking questions to respondents. The conductor of the survey then collects all the information from the survey and analyzes it to present it in the research paper.

➡️ Ready to start your research paper? Take a look at our guide on how to start a research paper .

In an analytical research paper, you pose a question and then collect relevant data from other researchers to analyze their different viewpoints. You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information.

Cause and effect papers are usually the first types of research papers that high school and college students are confronted with. The answer questions like "Why?" and "What?", which reflect effects and causes. In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

This type of research paper describes a particular experiment in detail. It is common in fields like biology, chemistry or physics. Experiments are aimed to explain a certain outcome or phenomenon with certain actions.

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A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

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How to Write a Research Methodology for a Research Paper

Crafting a comprehensive research paper can be daunting. Understanding diverse citation styles and various subject areas presents a challenge for many.

Without clear examples, students often feel lost and overwhelmed, unsure of how to start or which style fits their subject.

Explore our collection of expertly written research paper examples. We’ve covered various citation styles and a diverse range of subjects.

So, read on!

• 1. Research Paper Example for Different Formats
• 2. Examples for Different Research Paper Parts
• 3. Research Paper Examples for Different Fields
• 4. Research Paper Example Outline

Research Paper Example for Different Formats

Following a specific formatting style is essential while writing a research paper . Knowing the conventions and guidelines for each format can help you in creating a perfect paper. Here we have gathered examples of research paper for most commonly applied citation styles :

Social Media and Social Media Marketing: A Literature Review

APA Research Paper Example

APA (American Psychological Association) style is commonly used in social sciences, psychology, and education. This format is recognized for its clear and concise writing, emphasis on proper citations, and orderly presentation of ideas.

Here are some research paper examples in APA style:

Research Paper Example APA 7th Edition

Research Paper Example MLA

MLA (Modern Language Association) style is frequently employed in humanities disciplines, including literature, languages, and cultural studies. An MLA research paper might explore literature analysis, linguistic studies, or historical research within the humanities. 

Here is an example:

Found Voices: Carl Sagan

Research Paper Example Chicago

Chicago style is utilized in various fields like history, arts, and social sciences. Research papers in Chicago style could delve into historical events, artistic analyses, or social science inquiries. 

Here is a research paper formatted in Chicago style:

Chicago Research Paper Sample

Research Paper Example Harvard

Harvard style is widely used in business, management, and some social sciences. Research papers in Harvard style might address business strategies, case studies, or social policies.

View this sample Harvard style paper here:

Harvard Research Paper Sample

Examples for Different Research Paper Parts

A research paper has different parts. Each part is important for the overall success of the paper. Chapters in a research paper must be written correctly, using a certain format and structure.

The following are examples of how different sections of the research paper can be written.

Research Proposal

The research proposal acts as a detailed plan or roadmap for your study, outlining the focus of your research and its significance. It's essential as it not only guides your research but also persuades others about the value of your study.

Example of Research Proposal

An abstract serves as a concise overview of your entire research paper. It provides a quick insight into the main elements of your study. It summarizes your research's purpose, methods, findings, and conclusions in a brief format.

Research Paper Example Abstract

Literature Review 

A literature review summarizes the existing research on your study's topic, showcasing what has already been explored. This section adds credibility to your own research by analyzing and summarizing prior studies related to your topic.

Literature Review Research Paper Example

Methodology

The methodology section functions as a detailed explanation of how you conducted your research. This part covers the tools, techniques, and steps used to collect and analyze data for your study.

Methods Section of Research Paper Example

How to Write the Methods Section of a Research Paper

The conclusion summarizes your findings, their significance and the impact of your research. This section outlines the key takeaways and the broader implications of your study's results.

Research Paper Conclusion Example

Research Paper Examples for Different Fields

Research papers can be about any subject that needs a detailed study. The following examples show research papers for different subjects.

History Research Paper Sample

Preparing a history research paper involves investigating and presenting information about past events. This may include exploring perspectives, analyzing sources, and constructing a narrative that explains the significance of historical events.

View this history research paper sample:

Many Faces of Generalissimo Fransisco Franco

Sociology Research Paper Sample

In sociology research, statistics and data are harnessed to explore societal issues within a particular region or group. These findings are thoroughly analyzed to gain an understanding of the structure and dynamics present within these communities. 

Here is a sample:

A Descriptive Statistical Analysis within the State of Virginia

Science Fair Research Paper Sample

A science research paper involves explaining a scientific experiment or project. It includes outlining the purpose, procedures, observations, and results of the experiment in a clear, logical manner.

Here are some examples:

Science Fair Paper Format

What Do I Need To Do For The Science Fair?

Psychology Research Paper Sample

Writing a psychology research paper involves studying human behavior and mental processes. This process includes conducting experiments, gathering data, and analyzing results to understand the human mind, emotions, and behavior.

Here is an example psychology paper:

The Effects of Food Deprivation on Concentration and Perseverance

Art History Research Paper Sample

Studying art history includes examining artworks, understanding their historical context, and learning about the artists. This helps analyze and interpret how art has evolved over various periods and regions.

Check out this sample paper analyzing European art and impacts:

European Art History: A Primer

Research Paper Example Outline

Before you plan on writing a well-researched paper, make a rough draft. An outline can be a great help when it comes to organizing vast amounts of research material for your paper.

Here is an outline of a research paper example:

Here is a downloadable sample of a standard research paper outline:

Research Paper Outline

Want to create the perfect outline for your paper? Check out this in-depth guide on creating a research paper outline for a structured paper!

Good Research Paper Examples for Students

Here are some more samples of research paper for students to learn from:

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Now that you have explored the research paper examples, you can start working on your research project. Hopefully, these examples will help you understand the writing process for a research paper.

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How to Read a Research Paper – A Guide to Setting Research Goals, Finding Papers to Read, and More

If you work in a scientific field, you should try to build a deep and unbiased understanding of that field. This not only educates you in the best possible way but also helps you envision the opportunities in your space.

A research paper is often the culmination of a wide range of deep and authentic practices surrounding a topic. When writing a research paper, the author thinks critically about the problem, performs rigorous research, evaluates their processes and sources, organizes their thoughts, and then writes. These genuinely-executed practices make for a good research paper.

If you’re struggling to build a habit of reading papers (like I am) on a regular basis, I’ve tried to break down the whole process. I've talked to researchers in the field, read a bunch of papers and blogs from distinguished researchers, and jotted down some techniques that you can follow.

Let’s start off by understanding what a research paper is and what it is NOT!

What is a Research Paper?

A research paper is a dense and detailed manuscript that compiles a thorough understanding of a problem or topic. It offers a proposed solution and further research along with the conditions under which it was deduced and carried out, the efficacy of the solution and the research performed, and potential loopholes in the study.

A research paper is written not only to provide an exceptional learning opportunity but also to pave the way for further advancements in the field. These papers help other scholars germinate the thought seed that can either lead to a new world of ideas or an innovative method of solving a longstanding problem.

What Research Papers are NOT

There is a common notion that a research paper is a well-informed summary of a problem or topic written by means of other sources.

But you shouldn't mistake it for a book or an opinionated account of an individual’s interpretation of a particular topic.

Why Should You Read Research Papers?

What I find fascinating about reading a good research paper is that you can draw on a profound study of a topic and engage with the community on a new perspective to understand what can be achieved in and around that topic.

I work at the intersection of instructional design and data science. Learning is part of my day-to-day responsibilities. If the source of my education is flawed or inefficient, I’d fail at my job in the long term. This applies to many other jobs in Science with a special focus on research.

There are three important reasons to read a research paper:

• Knowledge —  Understanding the problem from the eyes of someone who has probably spent years solving it and has taken care of all the edge cases that you might not think of at the beginning.
• Exploration —  Whether you have a pinpointed agenda or not, there is a very high chance that you will stumble upon an edge case or a shortcoming that is worth following up. With persistent efforts over a considerable amount of time, you can learn to use that knowledge to make a living.
• Research and review —  One of the main reasons for writing a research paper is to further the development in the field. Researchers read papers to review them for conferences or to do a literature survey of a new field. For example, Yann LeCun’ s paper on integrating domain constraints into backpropagation set the foundation of modern computer vision back in 1989. After decades of research and development work, we have come so far that we're now perfecting problems like object detection and optimizing autonomous vehicles.

Not only that, with the help of the internet, you can extrapolate all of these reasons or benefits onto multiple business models. It can be an innovative state-of-the-art product, an efficient service model, a content creator, or a dream job where you are solving problems that matter to you.

Goals for Reading a Research Paper — What Should You Read About?

The first thing to do is to figure out your motivation for reading the paper. There are two main scenarios that might lead you to read a paper:

• Scenario 1 —  You have a well-defined agenda/goal and you are deeply invested in a particular field. For example, you’re an NLP practitioner and you want to learn how GPT-4 has given us a breakthrough in NLP. This is always a nice scenario to be in as it offers clarity.
• Scenario 2 —  You want to keep abreast of the developments in a host of areas, say how a new deep learning architecture has helped us solve a 50-year old biological problem of understanding protein structures. This is often the case for beginners or for people who consume their daily dose of news from research papers (yes, they exist!).

If you’re an inquisitive beginner with no starting point in mind, start with scenario 2. Shortlist a few topics you want to read about until you find an area that you find intriguing. This will eventually lead you to scenario 1.

ML Reproducibility Challenge

In addition to these generic goals, if you need an end goal for your habit-building exercise of reading research papers, you should check out the ML reproducibility challenge.

You’ll find top-class papers from world-class conferences that are worth diving deep into and reproducing the results.

They conduct this challenge twice a year and they have one coming up in Spring 2021. You should study the past three versions of the challenge, and I’ll write a detailed post on what to expect, how to prepare, and so on.

Now you must be wondering – how can you find the right paper to read?

How to Find the Right Paper to Read

In order to get some ideas around this, I reached out to my friend, Anurag Ghosh who is a researcher at Microsoft. Anurag has been working at the crossover of computer vision, machine learning, and systems engineering.

Here are a few of his tips for getting started:

• Always pick an area you're interested in.
• Read a few good books or detailed blog posts on that topic and start diving deep by reading the papers referenced in those resources.
• Look for seminal papers around that topic. These are papers that report a major breakthrough in the field and offer a new method perspective with a huge potential for subsequent research in that field. Check out papers from the morning paper or C VF - test of time award/Helmholtz prize (if you're interested in computer vision).
• Check out books like Computer Vision: Algorithms and Applications by Richard Szeliski and look for the papers referenced there.
• Have and build a sense of community. Find people who share similar interests, and join groups/subreddits/discord channels where such activities are promoted.

In addition to these invaluable tips, there are a number of web applications that I’ve shortlisted that help me narrow my search for the right papers to read:

• r/MachineLearning  — there are many researchers, practitioners, and engineers who share their work along with the papers they've found useful in achieving those results.

• Arxiv Sanity Preserver  — built by Andrej Karpathy to accelerate research. It is a repository of 142,846 papers from computer science, machine learning, systems, AI, Stats, CV, and so on. It also offers a bunch of filters, powerful search functionality, and a discussion forum to make for a super useful research platform.

• Google Research  — the research teams at Google are working on problems that have an impact on our everyday lives. They share their publications for individuals and teams to learn from, contribute to, and expedite research. They also have a Google AI blog that you can check out.

How to Read a Research Paper

After you have stocked your to-read list, then comes the process of reading these papers. Remember that NOT every paper is useful to read and we need a mechanism that can help us quickly screen papers that are worth reading.

To tackle this challenge, you can use this Three-Pass Approach by S. Keshav . This approach proposes that you read the paper in three passes instead of starting from the beginning and diving in deep until the end.

The three pass approach

• The first pass —  is a quick scan to capture a high-level view of the paper. Read the title, abstract, and introduction carefully followed by the headings of the sections and subsections and lastly the conclusion. It should take you no more than 5–10 mins to figure out if you want to move to the second pass.
• The second pass —  is a more focused read without checking for the technical proofs. You take down all the crucial notes, underline the key points in the margins. Carefully study the figures, diagrams, and illustrations. Review the graphs, mark relevant unread references for further reading. This helps you understand the background of the paper.
• The third pass —  reaching this pass denotes that you’ve found a paper that you want to deeply understand or review. The key to the third pass is to reproduce the results of the paper. Check it for all the assumptions and jot down all the variations in your re-implementation and the original results. Make a note of all the ideas for future analysis. It should take 5–6 hours for beginners and 1–2 hours for experienced readers.

Tools and Software to Keep Track of Your Pipeline of Papers

If you’re sincere about reading research papers, your list of papers will soon grow into an overwhelming stack that is hard to keep track of. Fortunately, we have software that can help us set up a mechanism to manage our research.

Here are a bunch of them that you can use:

• Mendeley [not free]  — you can add papers directly to your library from your browser, import documents, generate references and citations, collaborate with fellow researchers, and access your library from anywhere. This is mostly used by experienced researchers.

• Zotero [free & open source] —  Along the same lines as Mendeley but free of cost. You can make use of all the features but with limited storage space.

• Notion —  this is great if you are just starting out and want to use something lightweight with the option to organize your papers, jot down notes, and manage everything in one workspace. It might not stand anywhere in comparison with the above tools but I personally feel comfortable using Notion and I have created this board to keep track of my progress for now that you can duplicate:

⚠️ Symptoms of Reading a Research Paper

Reading a research paper can turn out to be frustrating, challenging, and time-consuming especially when you’re a beginner. You might face the following common symptoms:

• You might start feeling dumb for not understanding a thing a paper says.
• Finding yourself pushing too hard to understand the math behind those proofs.
• Beating your head against the wall to wrap it around the number of acronyms used in the paper. Just kidding, you’ll have to look up those acronyms every now and then.
• Being stuck on one paragraph for more than an hour.

Here’s a complete list of emotions that you might undergo as explained by Adam Ruben in this article .

Key Takeaways

We should be all set to dive right in. Here’s a quick summary of what we have covered here:

• A research paper is an in-depth study that offers an detailed explanation of a topic or problem along with the research process, proofs, explained results, and ideas for future work.
• Read research papers to develop a deep understanding of a topic/problem. Then you can either review papers as part of being a researcher, explore the domain and the kind of problems to build a solution or startup around it, or you can simply read them to keep abreast of the developments in your domain of interest.
• If you’re a beginner, start with exploration to soon find your path to goal-oriented research.
• In order to find good papers to read, you can use websites like arxiv-sanity, google research, and subreddits like r/MachineLearning.
• Reading approach — Use the 3-pass method to find a paper.
• Keep track of your research, notes, developments by using tools like Zotero/Notion.
• This can get overwhelming in no time. Make sure you start off easy and increment your load progressively.

Remember: Art is not a single method or step done over a weekend but a process of accomplishing remarkable results over time.

You can also watch the video on this topic on my YouTube channel :

Feel free to respond to this blog or comment on the video if you have some tips, questions, or thoughts!

If this tutorial was helpful, you should check out my data science and machine learning courses on Wiplane Academy . They are comprehensive yet compact and helps you build a solid foundation of work to showcase.

Web and Data Science Consultant | Instructional Design

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Study reveals why AI models that analyze medical images can be biased

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Artificial intelligence models often play a role in medical diagnoses, especially when it comes to analyzing images such as X-rays. However, studies have found that these models don’t always perform well across all demographic groups, usually faring worse on women and people of color.

These models have also been shown to develop some surprising abilities. In 2022, MIT researchers reported that AI models can make accurate predictions about a patient’s race from their chest X-rays — something that the most skilled radiologists can’t do.

That research team has now found that the models that are most accurate at making demographic predictions also show the biggest “fairness gaps” — that is, discrepancies in their ability to accurately diagnose images of people of different races or genders. The findings suggest that these models may be using “demographic shortcuts” when making their diagnostic evaluations, which lead to incorrect results for women, Black people, and other groups, the researchers say.

“It’s well-established that high-capacity machine-learning models are good predictors of human demographics such as self-reported race or sex or age. This paper re-demonstrates that capacity, and then links that capacity to the lack of performance across different groups, which has never been done,” says Marzyeh Ghassemi, an MIT associate professor of electrical engineering and computer science, a member of MIT’s Institute for Medical Engineering and Science, and the senior author of the study.

The researchers also found that they could retrain the models in a way that improves their fairness. However, their approached to “debiasing” worked best when the models were tested on the same types of patients they were trained on, such as patients from the same hospital. When these models were applied to patients from different hospitals, the fairness gaps reappeared.

“I think the main takeaways are, first, you should thoroughly evaluate any external models on your own data because any fairness guarantees that model developers provide on their training data may not transfer to your population. Second, whenever sufficient data is available, you should train models on your own data,” says Haoran Zhang, an MIT graduate student and one of the lead authors of the new paper. MIT graduate student Yuzhe Yang is also a lead author of the paper, which appears today in Nature Medicine . Judy Gichoya, an associate professor of radiology and imaging sciences at Emory University School of Medicine, and Dina Katabi, the Thuan and Nicole Pham Professor of Electrical Engineering and Computer Science at MIT, are also authors of the paper.

Removing bias

As of May 2024, the FDA has approved 882 AI-enabled medical devices, with 671 of them designed to be used in radiology. Since 2022, when Ghassemi and her colleagues showed that these diagnostic models can accurately predict race, they and other researchers have shown that such models are also very good at predicting gender and age, even though the models are not trained on those tasks.

“Many popular machine learning models have superhuman demographic prediction capacity — radiologists cannot detect self-reported race from a chest X-ray,” Ghassemi says. “These are models that are good at predicting disease, but during training are learning to predict other things that may not be desirable.”

In this study, the researchers set out to explore why these models don’t work as well for certain groups. In particular, they wanted to see if the models were using demographic shortcuts to make predictions that ended up being less accurate for some groups. These shortcuts can arise in AI models when they use demographic attributes to determine whether a medical condition is present, instead of relying on other features of the images.

Using publicly available chest X-ray datasets from Beth Israel Deaconess Medical Center in Boston, the researchers trained models to predict whether patients had one of three different medical conditions: fluid buildup in the lungs, collapsed lung, or enlargement of the heart. Then, they tested the models on X-rays that were held out from the training data.

Overall, the models performed well, but most of them displayed “fairness gaps” — that is, discrepancies between accuracy rates for men and women, and for white and Black patients.

The models were also able to predict the gender, race, and age of the X-ray subjects. Additionally, there was a significant correlation between each model’s accuracy in making demographic predictions and the size of its fairness gap. This suggests that the models may be using demographic categorizations as a shortcut to make their disease predictions.

The researchers then tried to reduce the fairness gaps using two types of strategies. For one set of models, they trained them to optimize “subgroup robustness,” meaning that the models are rewarded for having better performance on the subgroup for which they have the worst performance, and penalized if their error rate for one group is higher than the others.

In another set of models, the researchers forced them to remove any demographic information from the images, using “group adversarial” approaches. Both strategies worked fairly well, the researchers found.

“For in-distribution data, you can use existing state-of-the-art methods to reduce fairness gaps without making significant trade-offs in overall performance,” Ghassemi says. “Subgroup robustness methods force models to be sensitive to mispredicting a specific group, and group adversarial methods try to remove group information completely.”

Not always fairer

However, those approaches only worked when the models were tested on data from the same types of patients that they were trained on — for example, only patients from the Beth Israel Deaconess Medical Center dataset.

When the researchers tested the models that had been “debiased” using the BIDMC data to analyze patients from five other hospital datasets, they found that the models’ overall accuracy remained high, but some of them exhibited large fairness gaps.

“If you debias the model in one set of patients, that fairness does not necessarily hold as you move to a new set of patients from a different hospital in a different location,” Zhang says.

This is worrisome because in many cases, hospitals use models that have been developed on data from other hospitals, especially in cases where an off-the-shelf model is purchased, the researchers say.

“We found that even state-of-the-art models which are optimally performant in data similar to their training sets are not optimal — that is, they do not make the best trade-off between overall and subgroup performance — in novel settings,” Ghassemi says. “Unfortunately, this is actually how a model is likely to be deployed. Most models are trained and validated with data from one hospital, or one source, and then deployed widely.”

The researchers found that the models that were debiased using group adversarial approaches showed slightly more fairness when tested on new patient groups than those debiased with subgroup robustness methods. They now plan to try to develop and test additional methods to see if they can create models that do a better job of making fair predictions on new datasets.

The findings suggest that hospitals that use these types of AI models should evaluate them on their own patient population before beginning to use them, to make sure they aren’t giving inaccurate results for certain groups.

The research was funded by a Google Research Scholar Award, the Robert Wood Johnson Foundation Harold Amos Medical Faculty Development Program, RSNA Health Disparities, the Lacuna Fund, the Gordon and Betty Moore Foundation, the National Institute of Biomedical Imaging and Bioengineering, and the National Heart, Lung, and Blood Institute.

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‘Visionary’ study finds inflammation, evidence of Covid virus years after infection

By Isabella Cueto July 3, 2024

R emember when we thought Covid was a two-week illness? So does Michael Peluso, assistant professor of medicine at the University of California, San Francisco. 

He recalls the rush to study acute Covid infection, and the crush of resulting papers. But Peluso, an HIV researcher, knew what his team excelled at: following people over the long term. 

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So they adapted their HIV research infrastructure to study Covid patients. The LIINC program, short for “Long-term Impact of Infection with Novel Coronavirus,” started in San Francisco at the very beginning of the pandemic. By April 2020, the team was already seeing patients come in with lingering illness and effects of Covid — in those early days still unnamed and unpublicized as long Covid. They planned to follow people’s progress for three months after they were infected with the virus.

By the fall, the investigators had rewritten their plans. Some people’s symptoms were so persistent, Peluso realized they had to follow patients for longer. Research published Wednesday in Science Translational Medicine builds on years of that data. In some cases, the team followed patients up to 900 days, making it one of the longest studies of long Covid (most studies launched in 2021 or 2022, including the NIH-funded RECOVER program).

Investigators found long-lasting immune activation months and even years after infection. And, even more concerning, they report what looked like lingering SARS-CoV-2 virus in participants’ guts. Even those who’d had Covid but no continuing symptoms had different results than those who’d never been infected. 

Related: Listen: Why Long Covid can feel scarier than a gun to the head

The team’s big idea — hypothesizing in early 2020 that, contrary to the popular narrative, Covid would last in the body — was “visionary,” long Covid researcher Ziyad Al-Aly said. “A lot of people don’t think like that.” Al-Aly was not involved with the study, but has published other long-term studies of Covid patients. He is chief of research and development at the VA Saint Louis Healthcare System. 

The research makes use of novel technology developed by the paper’s senior authors, Henry Vanbrocklin, professor in the department of radiology at UCSF, and associate professor of medicine Timothy Henrich. They figured out in the last several years they could use an antibody that bound to HIV’s code protein as a guide to see viral reservoirs. The HIV antibody, labeled with radioactive isotopes, could be tracked with imaging as it moved through the body and migrated to infected tissues. 

There were no antibodies to latch onto early in the coronavirus pandemic. Vanbrocklin instead used a chemical agent, called F-AraG, that binds to activated T cells — immune cells that flood into infected tissues. They injected F-AraG into patients, and into a scan they went. 

Tissues full of activated T cells glowed in the resulting image. Researchers found more glowing sites of immune activation in people who had been infected with Covid than in those who had not, including: the brain stem, spinal cord, cardiopulmonary tissues, bone marrow, upper pharynx, chest lymph nodes, and gut wall. 

In people with long Covid symptoms, like brain fog and fatigue, the study found the gut wall and spinal cord lit up more than in other participants. People with continuing pulmonary symptoms showed greater immune activation in their lungs. Gut biopsies in five participants revealed what appears to be persistent virus, said Peluso, who is part of the LongCovid Research Consortium of the PolyBio Research Foundation (which helped fund the study). 

Related: ‘Concern is real’ about long Covid’s impact on Americans and disability claims, report says

“The data are striking,” said Akiko Iwasaki, a professor of immunobiology and long Covid researcher at Yale University. Iwasaki was not involved in the study but is also part of PolyBio’s long Covid research group. 

Researchers used pre-pandemic scans as a control group, “the cleanest comparison that there is, before anybody on the planet could’ve possibly had this virus,” Peluso said. There were 30 participants in total (24 who’d had Covid, and six controls). Uninfected participants showed some T cell activation, but it showed up in parts of the body that help clear inflammation, like the kidney and liver. In the post-Covid group, immune activation was widespread, even in those who report that they are back to their normal health. 

The data don’t explain what exactly T cells are reacting to. As Iwasaki noted, activated T cells can be responding to persistent SARS-CoV-2 antigens or autoantigens found in people with autoimmune disease. The immune response could also be to antigens coming from other pathogens, like the common Epstein-Barr Virus. This piece requires more study, she said. 

In the gut, the researchers found what they think is RNA that encodes the virus’s signature spike protein. Other studies have found similar pieces of virus in autopsies, or within a couple of months after infection. Peluso’s work suggests the virus may stay in the body much longer — up to years after infection.

The researchers don’t know if what they’re seeing is “fossilized” leftover virus or active, productive virus. But they found double-stranded RNA in the guts of some patients who underwent biopsy. That should technically only be there if a virus is still alive, going through its life cycle, Peluso said. 

Related: Long Covid research gets a big-time funding boost

Scientists and patient advocates have been suspicious for a while of the gut reservoir post-Covid. This new data may add fuel to the idea that SARS-CoV-2 stays in some people’s guts for a long time and could actually be driving long Covid. Or, on the other hand, it could mean our immune response is failing to clear the virus and leaving behind little pieces (which might not be harmful). There are still a lot of questions, Peluso admitted. But the paper undermines the paradigm that declares Covid infection disappears after two weeks, and long Covid is just residual damage. 

The findings also suggest a need for more aggressive evaluation of immunomodulating therapies, and treatments that target leftover virus. 

Most researchers hunting for a long Covid biomarker have turned to the blood or small pieces of tissue as surrogates for what’s happening inside a patient. With the new imaging technique, Peluso and his team can see a full person on their screen — a patient’s phantom figure and gauzy organs covered in splotches of light. “It’s really striking,” he said. “‘Oh, my goodness, this is happening in someone’s spinal cord, or their GI tract, or their heart wall, or their lungs.’” 

For patients like Ezra Spier, a member of the LIINC cohort who’s had imaging done after the period captured in this latest study, the experience was validating. Finally, the life-changing experience of long Covid had become visible. “ I can now see with my own eyes the kind of dysfunction going on throughout my own body,” said Spier, who created a website for long Covid patients to more easily find clinical trials near them. 

Most participants had been infected with a pre-Omicron variant of the virus, and one person had repeat infections throughout the study period. Two participants had been hospitalized during their initial bout of Covid, but neither one received intensive care. A half-dozen patients in the study reported zero long Covid symptoms, but still showed elevated levels of immune activation. 

Related: Could long Covid’s signs of immune dysregulation in the blood lead to a diagnostic test?

The paper does not explain what the sites of infection mean for symptoms, and immune activation in a particular organ doesn’t correspond to symptoms (for example, a gut full of T cells doesn’t necessarily match with GI problems). More studies are needed to figure out what the glowing spots mean for patients’ experience of long Covid. 

And the scans don’t work as a diagnostic. In other words, patients shouldn’t rush to San Francisco (Peluso’s group only accepts study participants from the area). The imaging technique isn’t available to the general public, either. F-AraG is still being studied in this context.

But Peluso and Vanbrocklin said imaging could be a major tool in figuring out long Covid. They’ve expanded their research program to do imaging on about 50 additional patients. They are also scanning people before and after they receive different long Covid clinical trial interventions to see if there’s a change in immune activity.

About the Author Reprints

Isabella cueto.

Chronic Disease Reporter

Isabella Cueto covers the leading causes of death and disability: chronic diseases. Her focus includes autoimmune conditions and diseases of the lungs, kidneys, liver (and more). She writes about intriguing research, the promises and pitfalls of treatment, and what can be done about the burden of disease.

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Disclaimer: Early release articles are not considered as final versions. Any changes will be reflected in the online version in the month the article is officially released.

Volume 30, Number 8—August 2024

Research Letter

Persistence of influenza h5n1 and h1n1 viruses in unpasteurized milk on milking unit surfaces.

Suggested citation for this article

Examining the persistence of highly pathogenic avian influenza A(H5N1) from cattle and human influenza A(H1N1)pdm09 pandemic viruses in unpasteurized milk revealed that both remain infectious on milking equipment materials for several hours. Those findings highlight the risk for H5N1 virus transmission to humans from contaminated surfaces during the milking process.

Highly pathogenic avian influenza A(H5N1) virus was detected in US domestic dairy cattle in late March 2024, after which it spread to herds across multiple states and resulted in at least 3 confirmed human infections ( 1 ). Assessment of milk from infected dairy cows indicated that unpasteurized milk contained high levels of infectious influenza virus ( 2 ; L.C. Caserta et al., unpub. data, https://doi.org/10.1101/2024.05.22.595317 ). Exposure of dairy farm workers to contaminated unpasteurized milk during the milking process could lead to increased human H5 virus infections. Such infections could enable H5 viruses to adapt through viral evolution within humans and gain the capability for human-to-human transmission.

Figure 1 . Illustration of milking unit surfaces tested in a study of persistence of influenza H5N1 and H1N1 viruses in unpasteurized milk. Before attaching the milking unit (claw), a dairy worker disinfects...

The milking process is primarily automated and uses vacuum units, commonly referred to as clusters or claws, which are attached to the dairy cow teats to collect milk ( Figure 1 ) ( 3 ). However, several steps in the milking process require human input, including forestripping, whereby workers manually express the first 3–5 streams of milk from each teat by hand. Forestripping stimulates the teats for optimal milk letdown, improves milk quality by removing bacteria, and provides an opportunity to check for abnormal milk. The forestripping process can result in milk splatter on the floor of the milking parlor and surrounding equipment and production of milk aerosols.

After forestripping, each teat is cleaned and dried by hand before the claw is installed. During milking, a flexible rubber inflation liner housed within the stainless-steel shell of the claw opens to enable the flow of milk and closes to exert pressure on the teat to stop the flow of milk ( Figure 1 ). When the flow of milk decreases to a specific level, the claw automatically releases ( 3 ), at which point residual milk in the inflation liner could spray onto dairy workers, equipment, or the surrounding area. Of note, milking often takes place at human eye level; the human workspace is physically lower than the cows, which increases the potential for infectious milk to contact human workers’ mucus membranes. No eye or respiratory protection is currently required for dairy farm workers, but recommendations have been released ( 4 ).

Influenza virus persistence in unpasteurized milk on surfaces is unclear, but information on virus persistence is critical to understanding viral exposure risk to dairy workers during the milking process. Therefore, we analyzed the persistence of infectious influenza viruses in unpasteurized milk on surfaces commonly found in milking units, such as rubber inflation liners and stainless steel ( Figure 1 ).

For infectious strains, we used influenza A(H5N1) strain A/dairy cattle/TX/8749001/2024 or a surrogate influenza A(H1N1)pdm09 pandemic influenza virus strain, A/California/07/2009. We diluted virus 1:10 in raw unpasteurized milk and in phosphate-buffered saline (PBS) as a control. As described in prior studies ( 5 – 7 ), we pipetted small droplets of diluted virus in milk or PBS onto either stainless steel or rubber inflation liner coupons inside an environmental chamber. We then collected virus samples immediately (time 0) or after 1, 3, or 5 hours to detect infectious virus by endpoint titration using a 50% tissue culture infectious dose assay ( 7 ). To mimic environmental conditions within open-air milking parlors in the Texas panhandle during March–April 2024, when the virus was detected in dairy herds, we conducted persistence studies using 70% relative humidity.

Figure 2 . Viral titers in a study of persistence of influenza H5N1 and H1N1 viruses in unpasteurized milk on milking unit surfaces. A) Viral titers of bovine A(H5N1) virus diluted 1:10 in...

We observed that the H5N1 cattle virus remained infectious in unpasteurized milk on stainless steel and rubber inflation lining after 1 hour, whereas infectious virus in PBS fell to below the limit of detection after 1 hour ( Figure 2 , panel A). That finding indicates that unpasteurized milk containing H5N1 virus remains infectious on materials within the milking unit. To assess whether a less pathogenic influenza virus could be used as a surrogate to study viral persistence on milking unit materials, we compared viral decay between H5N1 and H1N1 in raw milk over 1 hour on rubber inflation liner and stainless-steel surfaces ( Figure 2 , panel B). The 2 viruses had similar decay rates on both surfaces, suggesting that H1N1 can be used as a surrogate for H5N1 cattle virus in studies of viral persistence in raw milk. Further experiments examining H1N1 infectiousness over longer periods revealed viral persistence in unpasteurized milk on rubber inflation liner for at least 3 hours and on stainless steel for at least 1 hour ( Figure 2 , panel C). Those results indicate that influenza virus is stable in unpasteurized milk and that influenza A virus deposited on milking equipment could remain infectious for >3 hours.

Taken together, our data provide compelling evidence that dairy farm workers are at risk for infection with H5N1 virus from surfaces contaminated during the milking process. To reduce H5N1 virus spillover from dairy cows to humans, farms should implement use of personal protective equipment, such as face shields, masks, and eye protection, for workers during milking. In addition, contaminated rubber inflation liners could be responsible for the cattle-to-cattle spread observed on dairy farms. Sanitizing the liners after milking each cow could reduce influenza virus spread between animals on farms and help curb the current outbreak.

Dr. Le Sage is a research assistant professor at the University of Pittsburgh Center for Vaccine Research, Pittsburgh, Pennsylvania, USA. Her research interests include elucidating the requirements for influenza virus transmission and assessing the pandemic potential of emerging influenza viruses.

Acknowledgments

We thank the Lakdawala lab members, Centers of Excellence for Influenza Research and Response (CEIRR) risk assessment pipeline meeting attendees, Rachel Duron, and Linsey Marr for useful feedback.

This project was funded in part with federal funds from the National Institute of Allergy and Infectious Diseases, National Institutes of Health, Department of Health and Human Services, under contract no. 75N93021C00015 and a National Institutes of Health award (no. UC7AI180311) from the National Institute of Allergy and Infectious Diseases supporting the operations of the University of Pittsburgh Regional Biocontainment Laboratory in the Center for Vaccine Research. H5N1 studies were performed in accordance with select agent permit no. 20230320-074008 at the University of Pittsburgh.

This article was preprinted at https://www.medrxiv.org/content/10.1101/2024.05.22.24307745v1 .

• Centers for Disease Control and Prevention . H5N1 bird flu: current situation summary [ cited 2024 Jun 13 ]. https://www.cdc.gov/flu/avianflu/avian-flu-summary.htm
• Burrough  ER , Magstadt  DR , Petersen  B , Timmermans  SJ , Gauger  PC , Zhang  J , et al. Highly pathogenic avian influenza A(H5N1) clade 2.3.4.4b virus infection in domestic dairy cattle and cats, United States, 2024. Emerg Infect Dis . 2024 ; 30 : 1335 – 43 . DOI PubMed Google Scholar
• Odorčić  M , Rasmussen  MD , Paulrud  CO , Bruckmaier  RM . Review: Milking machine settings, teat condition and milking efficiency in dairy cows. Animal . 2019 ; 13 ( S1 ): s94 – 9 . DOI PubMed Google Scholar
• Centers for Disease Control and Prevention . Avian influenza (bird flu): reducing risk for people working with or exposed to animals [ cited 2024 Jun 20 ]. https://www.cdc.gov/bird-flu/prevention/worker-protection-ppe.html
• Qian  Z , Morris  DH , Avery  A , Kormuth  KA , Le Sage  V , Myerburg  MM , et al. Variability in donor lung culture and relative humidity impact the stability of 2009 pandemic H1N1 influenza virus on nonporous surfaces. Appl Environ Microbiol . 2023 ; 89 : e0063323 . DOI PubMed Google Scholar
• Kormuth  KA , Lin  K , Qian  Z , Myerburg  MM , Marr  LC , Lakdawala  SS . Environmental persistence of influenza viruses is dependent upon virus type and host origin. MSphere . 2019 ; 4 : e00552 – 19 . DOI PubMed Google Scholar
• Kormuth  KA , Lin  K , Prussin  AJ II , Vejerano  EP , Tiwari  AJ , Cox  SS , et al. Influenza virus infectivity is retained in aerosols and droplets independent of relative humidity. J Infect Dis . 2018 ; 218 : 739 – 47 . DOI PubMed Google Scholar
• Figure 1 . Illustration of milking unit surfaces tested in a study of persistence of influenza H5N1 and H1N1 viruses in unpasteurized milk. Before attaching the milking unit (claw), a dairy worker...
• Figure 2 . Viral titers in a study of persistence of influenza H5N1 and H1N1 viruses in unpasteurized milk on milking unit surfaces. A) Viral titers of bovine A(H5N1) virus diluted 1:10...

Suggested citation for this article : Le Sage V, Campbell AJ, Reed DS, Duprex WP, Lakdawala SS. Persistence of influenza H5N1 and H1N1 viruses in unpasteurized milk on milking unit surfaces. Emerg Infect Dis. 2024 Aug [ date cited ]. https://doi.org/10.3201/eid3008.240775

DOI: 10.3201/eid3008.240775

Original Publication Date: June 24, 2024

1 These first authors contributed equally to this article.

Table of Contents – Volume 30, Number 8—August 2024

Please use the form below to submit correspondence to the authors or contact them at the following address:

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• Types of Research Designs Compared | Guide & Examples

Types of Research Designs Compared | Guide & Examples

Published on June 20, 2019 by Shona McCombes . Revised on June 22, 2023.

When you start planning a research project, developing research questions and creating a  research design , you will have to make various decisions about the type of research you want to do.

There are many ways to categorize different types of research. The words you use to describe your research depend on your discipline and field. In general, though, the form your research design takes will be shaped by:

• The type of knowledge you aim to produce
• The type of data you will collect and analyze
• The sampling methods , timescale and location of the research

This article takes a look at some common distinctions made between different types of research and outlines the key differences between them.

Table of contents

Types of research aims, types of research data, types of sampling, timescale, and location, other interesting articles.

The first thing to consider is what kind of knowledge your research aims to contribute.

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The next thing to consider is what type of data you will collect. Each kind of data is associated with a range of specific research methods and procedures.

Finally, you have to consider three closely related questions: how will you select the subjects or participants of the research? When and how often will you collect data from your subjects? And where will the research take place?

Keep in mind that the methods that you choose bring with them different risk factors and types of research bias . Biases aren’t completely avoidable, but can heavily impact the validity and reliability of your findings if left unchecked.

Choosing between all these different research types is part of the process of creating your research design , which determines exactly how your research will be conducted. But the type of research is only the first step: next, you have to make more concrete decisions about your research methods and the details of the study.

Read more about creating a research design

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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How people around the world view same-sex marriage

Attitudes about same-sex marriage vary widely around the world, according to several Pew Research Center surveys fielded in 32 places in the last two years. Among the surveyed publics, support for legal same-sex marriage is highest in Sweden, where 92% of adults favor it, and lowest in Nigeria, where only 2% back it.

In the United States, where the Supreme Court legalized same-sex marriage nationally in 2015, 63% of adults support it and 34% oppose it. But views are highly fractured along political and demographic lines.

For example, Democrats and independents who lean toward the Democratic Party are nearly twice as likely as Republicans and Republican leaners to support same-sex marriage rights (82% vs. 44%). Similarly, nearly three-quarters (73%) of Americans under the age of 40 say they favor allowing gays and lesbians to marry legally – 16 percentage points higher than the share of Americans 40 and older who agree (57%).

Related : In places where same-sex marriages are legal, they account for a small share of all marriages

Below is a closer look at how attitudes about same-sex marriage differ around the world, based on our surveys. This analysis looks at how attitudes vary by geography, demographic factors, political ideology and religion, as well as how views have changed over time.

This Pew Research Center analysis focuses on public opinion of the legality of same-sex marriage in 32 places in North America, Europe, the Middle East, Latin America, Africa and the Asia-Pacific region. This is the first year since 2019 that the Global Attitudes Survey has included publics from Africa and Latin America, which were not included more recently due to the coronavirus outbreak .

For non-U.S. data, this analysis draws from three nationally representative surveys conducted across 31 publics. In 21 publics, we conducted a survey of 24,546 adults from Feb. 20 to May 22, 2023. All interviews were conducted over the phone in Canada, France, Germany, Greece, Italy, the Netherlands, Spain, Sweden and the United Kingdom. Interviews were conducted face-to-face in Hungary, Poland, India, Indonesia, Israel, Kenya, Nigeria, South Africa, Argentina, Brazil and Mexico. In Australia, we used a mixed-mode probability-based online panel.

Data for Hong Kong, Japan, South Korea, Taiwan and Vietnam draws on another survey of 10,390 adults conducted in five Asian publics from June 2 to Sept. 17, 2023. All interviews in Hong Kong, Japan, South Korea and Taiwan were conducted over the phone. Interviews were conducted face-to-face in Vietnam.

Data for Cambodia, Malaysia, Singapore, Sri Lanka and Thailand draws on a third survey of 10,551 adults conducted in five South and Southeast Asian publics from June 1 to Sept. 4, 2022. All interviews in Malaysia and Singapore were conducted over the phone. Interviews were conducted face-to-face in Cambodia, Sri Lanka and Thailand. Both the survey in East Asia and the one in South and Southeast Asia are part of the  Pew-Templeton Global Religious Futures project , which analyzes religious change and its impact on societies around the world.

In the United States, we surveyed 3,576 U.S. adults from March 20 to 26, 2023. Everyone who took part in this survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. Read more about the ATP’s methodology .

Respondents for all surveys were selected using probability-based sample designs. In Thailand, we conducted additional interviews in the Southern region, which has larger shares who are Muslim. The data in all publics is weighted to account for different probabilities of selection among respondents and to align with demographic benchmarks for adult populations.

This post is an update of one published June 13, 2023. This new post includes more publics surveyed. It also uses a different rounding procedure to generate the “total” figures, so results may differ slightly from previously published estimates. The accompanying topline figures are unchanged.

Here are the questions used for the analysis , along with responses, and the survey methodology .

How attitudes about same-sex marriage vary geographically

People in Western Europe stand out as staunch supporters of same-sex marriage. At least eight-in-ten adults support it in Sweden (92%), the Netherlands (89%), Spain (87%), France (82%) and Germany (80%). In each of these places, the practice is legal .

In Italy, where issues of LGBTQ+ rights have been in the headlines , 73% of adults favor same-sex marriage rights, though it is not legal there.

Around three-quarters (74%) of adults in the United Kingdom also support same-sex marriage. The practice is legal in England, Wales, Scotland and Northern Ireland, although those laws were approved at various times over the past decade.

At the other end of the spectrum in Europe, just 41% of adults in Poland and 31% in Hungary support same-sex marriage. In both places, same-sex marriage is not legal, and LGBTQ+ rights are a political and social flashpoint .

In North America, around eight-in-ten Canadians (79%) support same-sex marriage, as do 63% in both the U.S. and Mexico. Same-sex marriage is legal in all three places.

Related : About six-in-ten Americans say legalization of same-sex marriage is good for society

In South America, 67% of Argentines and 52% of Brazilians support the right of gay and lesbian people to marry. Both places have also legalized the practice.

Asia-Pacific

In the Asia-Pacific region, support for same-sex marriage is highest in Australia and Japan. Three-quarters of adults in Australia and nearly seven-in-ten (68%) in Japan favor legal same-sex marriage. But while many Australians who favor same-sex marriage say they strongly support it (52%), support is weaker in Japan , where a 56% majority somewhat favor legal same-sex marriage. Australia has legalized same-sex marriage, but Japan has not .

Views toward legalizing same-sex marriage are similarly favorable in Vietnam, where 65% say they support it.

In India , 53% of adults say same-sex marriage should be legal, while 43% oppose it. The Indian Supreme Court recently rejected a petition to legalize same-sex marriage. (The survey there was conducted prior to the ruling.)

And in Taiwan, roughly equal shares say they support (45%) and oppose (43%) same-sex marriage, with the remainder providing no answer. Taiwan is the only place in Asia where same-sex marriage is legal .

In South Korea, same-sex marriage is not legal, though some lawmakers have proposed changing this . Among South Koreans, 41% favor legal same-sex marriage and 56% oppose it.

Indonesians are highly opposed to same-sex marriage legalization. Roughly nine-in-ten (92%) oppose allowing gays and lesbians to marry, including 88% who say they strongly oppose it. Just 5% of Indonesians support same-sex marriage.

Related : Asian views of same-sex marriage

Africa and Middle East

South Africa remains the only place in Africa where same-sex marriage is legal, having codified it in 2006. Nevertheless, 59% of South Africans oppose the practice.

Nigerians and Kenyans are the least supportive of same-sex marriage rights among the places in Africa surveyed. In Nigeria, where homosexuality is illegal, only 2% of adults say they support allowing gays and lesbians to marry. And in Kenya, just 9% favor it.

In the Middle East, 56% of Israelis are also opposed to making same-sex marriage legal. Religious affiliation and political leanings heavily shape views of same-sex marriage rights in Israel .

How attitudes about same-sex marriage vary by demographic factors

In 21 of the places surveyed, adults under the age of 35 are more likely than their older counterparts to say they favor allowing gays and lesbians to marry legally. And in some places, older adults are less likely to provide a response than younger adults.

The age gap is greatest in Taiwan. Three-quarters of Taiwanese adults under 35 express support for same-sex marriage, compared with roughly a third of those 35 and older.

In 19 of the surveyed places, women are more likely than men to say they support allowing gays and lesbians to marry legally.

For example, in Australia, 83% of women favor it, compared with 67% of men.

There are similar gender differences in Argentina, Cambodia, Germany, Greece, Japan, Poland, South Africa, South Korea, Sri Lanka and Taiwan.

Education and income

In 22 of the surveyed places, people with more education are more likely than those with less education to support allowing gays and lesbians to marry. In some places, those with less education are less likely to provide a response than those with more education.

Similarly, in 10 places, people with incomes over the national average are more likely than those with incomes at or below the median to support same-sex marriage. In one of these places – Poland – those with lower incomes were less likely to provide a response.

How attitudes about same-sex marriage vary by political ideology

Views on same-sex marriage are related to political ideology in 15 of the 18 places where we asked about respondents’ ideology this year. In these places, those on the ideological left are significantly more likely than those on the right to favor allowing gays and lesbians to marry legally.

The ideological difference is greatest in the U.S., where liberals are 54 points more likely than conservatives to support same-sex marriage (90% vs. 36%). Still, in nine surveyed places, majorities of those on both the right and left say they support same-sex marriage.

How attitudes about same-sex marriage vary by religion

Support for legal same-sex marriage tends to be lower in places where more people say religion is somewhat or very important in their lives. Support is higher in places where fewer people consider religion important.

In Nigeria, 99% of adults say religion is at least somewhat important in their lives and only 2% favor legal same-sex marriage. In Indonesia, where 100% of Indonesians say religion is important to them, 5% support legal same-sex marriage. In Sweden, by comparison, just 20% of adults consider religion important to them – and 92% favor allowing gay and lesbian people to wed.

Similarly, people who are not affiliated with a religion are much more likely to say they support same-sex marriage. In Australia, for example, 89% of religiously unaffiliated adults say they favor same-sex marriage, compared with 64% of adults with a religious affiliation.

Together, the most recent surveys show some additional patterns by religion:

• Religiously unaffiliated Americans (85%) – especially atheists (96%) – are the most likely to favor same-sex marriage legality. White, non-Hispanic evangelical Protestants are the least likely religious group to say they favor it (30%). Around two-thirds of U.S. Catholics (65%) favor same-sex marriage, as do 70% of White nonevangelical Protestants.
• In Brazil , Catholics (56%) are more likely than Protestants (32%) to support same-sex marriage.
• In Israel , Jewish adults (41%) are more likely than Muslims (8%) to support same-sex marriage. Among Israeli Jews, 4% of those who are Haredi (“ultra-Orthodox”) or Dati (“religious”) support legal same-sex marriage, compared with 29% of Masorti (“traditional”) Jews. Around three-quarters of Hiloni (“secular”) Jews support this policy.
• In Nigeria , Christians and Muslims are equally likely to oppose same-sex marriage (97% and 98%, respectively).

How attitudes about same-sex marriage have changed over time

It is difficult to directly compare these new survey findings with past surveys on whether people favor or oppose same-sex marriage. Earlier Center surveys focused more on religion and its influence in society, rather than political attitudes and international affairs. And in some places, the mode of the survey (e.g., face-to-face vs. phone vs. web) has changed over time.

However, a comparison with surveys conducted in Latin America in 2013-14 , in Europe in 2015-17 , and the long-term trend in the U.S. generally shows increased public support for the legalization of same-sex marriage over the past decade.

Note: This is an update of a post originally published June 13, 2023. Here are the questions used for the analysis , along with responses, and the survey methodology .

• International Affairs
• LGBTQ Acceptance
• LGBTQ Attitudes & Experiences
• Religion & LGBTQ Acceptance
• Same-Sex Marriage

Sneha Gubbala is a research assistant focusing on global attitudes research at Pew Research Center .

Jacob Poushter is an associate director focusing on global attitudes at Pew Research Center .

Christine Huang is a research associate focusing on global attitudes at Pew Research Center .

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