e.g. ‘owing to the lack of extramural funding, other important factors such as and extra funding for travel costs to scientific meetings were not provided’
CMOCs indicated in bold highlight the three cross‐cutting themes of time, identity and relationships.
ECRs = early‐career researchers.
As Table Table1 1 shows, the same intervention can lead to positive or negative outcomes depending on the particular contexts and mechanisms triggered. This highlights greater complexity than is evident at first glance. Cross‐cutting these four interventions were three mechanisms that were regularly identified as critical to the success (or not) of a research environment: time; researcher identities, and relationships. We now present key findings for each of these cross‐cutting mechanisms and discuss how their inter‐relations lead to our modified programme theory (Fig. (Fig.3). 3 ). Note that although we have tried to separate these three mechanisms for ease of reading, they were often messily entangled. Table Table2 2 presents quotes illustrating the way in which each mechanism mediates outcomes within particular circumstances.
Modified programme theory. ECR = early‐career researcher
Time, identity and relationships as cross‐cutting mechanisms mediating successful research environments
Quote no. | Mechanism | Quote |
---|---|---|
1 | Time: efficient use of time | ‘I never say I need more time because you could use that as an excuse for anything… But I think support in terms of being quite smart at aligning research activity to other activity you're involved in is quite important’ |
2 | Identity: internal motivation | ‘[For teacher researchers] inherent satisfaction and reward from research, rather than external praise and feedback, was certainly an indication of moving towards a research identity’ |
3 | Relationships: leadership | ‘From an institutional perspective, much depends on the perceived value of research and how it is actively supported by management, for example, in terms of study leave, time allocated for research and the impact of financial savings’ |
4 | Time and identity | ‘I say personal determination and resilience is a big factor because there are people who have been given some time and have then not delivered… I mean some of them are keen, they will say they have got no time and you know that is an interesting question about whether you make time or whether you have to wait for time to be given to you’ |
5 | Identity and leadership | ‘…research leadership as a “process through which academic values and identities are constructed, promoted and maintained”. Leadership is, therefore, central to establishing a healthy and vibrant research culture’ |
6 | Time and relationships | ‘We recognise that the sense of community developed over time would not have been possible without mutual trust and respect. This has been instrumental in creating a safe environment for both academic and personal development, and has in turn made it “possible to share problems without feeling uncomfortable”. Without a sense of trust it would also have been impossible for us to become more confident both in ourselves, as emerging academics, and in our work’ |
Time was identified as an important mechanism for mobilising research outcomes across our three disciplines. Time was conceptualised severally including as: protected time; workload pressures influencing time available; efficient use of time; flexible use of time; making time, and time in career. The two most commonly considered aspects were protected time and workload implications. Protected time was largely talked about in the negative across a variety of contexts and disciplines, with lack of protected time leading to lack of researcher engagement or inactivity and reduced research productivity. 32 , 35 , 37 , 41 , 44 , 47 , 49 , 61 , 62 , 63 , 67 Also across a variety of contexts and disciplines, and acting as a positive mechanism, available protected time was found to lead to increased research productivity and active research engagement. 31 , 36 , 40 , 48 , 49 , 63 , 65 With regard to workload, limitations on the time available for research imposed by excessive other workloads led to reduced research activity, lower research productivity, poor‐quality research and reduced opportunity to attend research training. 40 , 41 , 47 , 49 , 60 , 67 Juggling of multiple responsibilities, such as clinical, teaching, administrative and leadership roles, also inhibited research productivity by diminishing the time available for research. 35 , 40 , 49 The alignment of research with other non‐research work was described as driving efficiencies in the use of time leading to greater research productivity (Table (Table2, 2 , quote 1).
Identity was also an important mechanism for mobilising research outcomes across our three disciplines. Interpretations included personal identities (e.g. gender), professional identity (e.g. as a primary practitioner or a primary researcher), and social identity (e.g. sense of belongingness). Researcher identity was often referred to in relation to first‐career practitioners (and therefore second‐career researchers). Sharp et al. 48 defined these as participants recruited into higher education not directly from doctoral study but on the basis of their extensive ‘first‐order’ knowledge and pedagogical expertise. These were also practitioners conducting research in schools or hospitals. Identities were also referenced in relation to early, mid‐career or senior researchers. Academic staff working in academic institutions needed to develop a sense of researcher identity, belongingness, self‐efficacy for research and autonomy to increase their satisfaction, competence and research activity. 39 , 40 , 44 , 46 , 51 , 67 For first‐career practitioners (i.e. teachers, doctors), the research needed to be highly relevant and aligned to their primary identity work in order to motivate them. 53 , 59 , 62 , 65 This alignment was described as having a strong research–teaching nexus. 40 , 48 Linked to this concept was the need for first‐career practitioners to see the impact of research in relation to their primary work (e.g. patient‐ or student‐oriented) to facilitate motivation and to develop a researcher identity (Table (Table2, 2 , quote 2). 36 , 37 , 41 , 49 , 53 , 54 , 67 Where research was seen as irrelevant to primary identity work (e.g. English language teaching, general practice), there was research disengagement. 37 , 48 , 52 , 59 , 67
For all researchers and across our three disciplines, relationships were important in the mediating of successful research environments. 31 , 34 , 38 , 39 , 41 , 44 , 57 , 60 , 66 , 67 Positive research relationships were characterised by mutual trust and respect, 40 , 41 , 42 , 43 , 54 , 66 , 72 whereas others described them as friendships that take time to develop. 51 Mutually supportive relationships seemed to be particularly relevant to ECRs in terms of developing confidence, self‐esteem and research capacity and making identity transitions. 35 , 43 , 48 , 58 , 67 Relationships in the form of networks were considered to improve the quality of research through multicentre research and improved collaboration. 33 , 60 Supportive leadership as a particular form of relationship was an important mechanism in promoting a successful research environment. Supportive leaders needed to monitor workloads, set the vision, raise awareness of the value of research, and provide positive role‐modelling, thereby leading to increased productivity, promoting researcher identities and creating thriving research environments (Table (Table2, 2 , quote 3). 31 , 34 , 37 , 38 , 40 , 41 , 43 , 44 , 46 , 48 , 49 , 53 , 55 , 62 Research leadership, however, could be influenced negatively by the context of compliance and counting in current university cultures damaging relationships, creating a loss of motivation, and raising feelings of devalue. Indeed, the failure of leaders to recognise researcher identities led to negative research productivity. 36 , 37 , 38 , 43 , 46 , 48 , 49
Time and identity.
Time and identity intersected in interesting ways. Firstly, time was a necessary enabler for the development of a researcher identity. 37 , 38 , 41 , 48 , 49 , 54 , 59 , 61 , 63 , 65 , 67 , 69 Secondly, those who identified as researchers (thus holding primary researcher identities) used their time efficiently to favour research activity outcomes despite a lack of protected time. 35 , 43 Conversely, for other professors who lacked personal determination and resilience for research, having protected time did not lead to better research activity. 43 This highlights the fact that time alone is insufficient to support a successful research environment, and that it is how time is utilised and prioritised by researchers that really matters (Table (Table2, 2 , quote 4).
Interventions aimed at developing researcher identity consistently focused on relationship building across the three disciplines. The interventions that supported identity transitions into research included formal research training, 44 , 48 , 52 , 68 mentoring, 41 , 48 , 57 , 65 , 72 writing groups, 72 and collaboration with peers and other researchers, 39 , 41 , 43 operating through multiple mechanisms including relationships. The mechanisms included self‐esteem/confidence, increased networks, external recognition as a researcher, belongingness, and self‐efficacy. 35 , 41 , 43 , 44 , 45 , 52 , 57 Furthermore, our data suggest that leadership can be an enabler to the development of a researcher identity. In particular, leadership enabled research autonomy, recognition and empowerment, and fostered supportive mentoring environments, leading to researcher identity development and research productivity (Table (Table2, 2 , quote 5). 34 , 38 , 46 , 48
Relationships were developed and sustained over time (Table (Table2, 2 , quote 6). Across the three disciplines, the role of leaders (managers, directors, deans) was to acknowledge and raise awareness of research, and then to prioritise time for research against competing demands, leading to effective research networks, cohesion and collaboration. 31 , 34 , 38 , 43 , 46 , 48 , 49 , 50 , 53 , 55 , 70 Second‐career PhD students who did not invest time in establishing relationships with researchers in their new disciplines (as they already had strong supportive networks in their original disciplines) found that they had limited research networks following graduation. 48
Our initial programme theory was based on previous literature reviews 1 , 4 , 5 , 6 , 7 and on the REF2014 criteria. 10 , 21 However, we were able to develop a modified programme theory on the basis of our realist synthesis, which highlights novel findings in terms of what really matters for successful research environments. Firstly, we found that key interventions led to both positive (subjective and objective) and negative (subjective and objective) outcomes in various contexts. Interestingly, we did not identify any outcomes relating to research impact despite impact nowadays being considered a prominent marker of research success, alongside quantitative metrics such as number of publications, grant income and h‐indices. 21 Secondly, we found that disciplinary contexts appeared to be less influential than individual, local and institutional contexts. Finally, our modified programme theory demonstrates a complex interplay among three cross‐cutting mechanisms (time, researcher identity and relationships) as mechanisms underpinning both successful and unsuccessful research environments.
Our research supports the findings of earlier reviews 1 , 5 , 6 , 7 regarding the importance of having a clear research strategy, an organisation that values research, research‐oriented leadership, access to resources (such as people, funding, research facilities and time), and meaningful relationships. However, our research extends these findings considerably by flagging up the indication that a clear linear relationship, whereby the presence of these interventions will necessarily result in a successful research environment, does not exist. For example, instituting a research strategy can have negative effects if the indicators are seen as overly narrow in focus or output‐oriented. 38 , 40 , 46 , 47 , 64 Similarly, project money can lead to the employment of more part‐time staff on fixed‐term contracts, which results in instability, turnover and lack of research team expertise. 40 , 67 , 71
Our findings indicate that the interplays among time, identity and relationships are important considerations when implementing interventions promoting research environments. Although time was identified as an important mechanism affecting research outcomes within the majority of papers, researcher identity positively affected research outcomes even in time‐poor situations. Indeed, we found that identity acted as a mechanism for research productivity that could overcome limited time through individuals efficiently finding time to prioritise research through their motivation and resilience. 35 , 43 Time was therefore more than just time spent doing research, but also included investment in developing a researcher identity and relationships with other researchers over time. 37 , 38 , 41 , 48 , 49 , 54 , 59 , 61 , 63 , 67 , 69 Relationship‐building interventions were also found to be effective in supporting difficult identity transitions into research faced by ECRs and those with first‐career practitioner backgrounds. Supportive leadership, as a particular form of relationship, could be seen as an enabler to the provision of protected time and a reasonable workload, allowing time for research and for researcher identity formation. 34 , 38 , 46 , 48 Indeed, our realist synthesis findings highlight the central importance of researcher identity and thus offer a novel explanation for why research environments may not flourish even in the presence of a research strategy, resources (e.g. time) and valuing of research.
Researcher identity is complex and intersects with other identities such as those of practitioner, teacher, leader and so on. Brew et al. 39 , 73 , 74 explored researcher identification and productivity by asking researchers if they considered themselves to be ‘research‐active’ and part of a research team. Those who identified as researchers prioritised their work differently: those who were highly productive prioritised research, whereas those in the low‐productivity group prioritised teaching. 73 Interestingly, highly productive researchers tended to view research as a social phenomenon with publications, presentations and grants being ‘traded’ in academic networks. Brew et al. 39 explain that: ‘…the trading view relates to a self‐generating researcher identity. Researcher identity develops in the act of publication, networks, collaborations and peer review. These activities support a person's identification as a researcher. They also, in turn, influence performance measures and metrics.’ Although the relationships among identity, identification and productivity are clearly complex, we explored a broader range of metrics in our realist synthesis than just productivity.
This is the first study to explore this important topic using realist synthesis to better understand the influence of context and how particular interventions lead to outcomes. We followed RAMESES 20 guidelines and adopted a rigorous team‐based approach to each analytic stage, conducting regular quality checks. The search was not exhaustive as we could have ‘exploded’ the interventions and performed a comprehensive review of each in its own right (e.g. mentoring). However, for pragmatic reasons and to answer our broad research questions, we chose not to do this, as suggested by Wong et al. 20 Although all members of the team had been involved in realist syntheses previously, the process remained messy as we dealt with complex phenomena. The messiness often lies in untangling CMOCs and identifying recurrent patterns in the large amounts of literature reviewed.
Our findings suggest that interventions related to research strategy, people, IIF and collaboration are supported under the ‘right’ conditions. We need to focus on time, identity and relationships (including leadership) in order to better mobilise the interventions to promote successful research environments.
Individuals need to reflect on how and why they identify as researchers, including their conceptions of research and their working towards the development of a researcher identity such that research is internally motivated rather than just externally driven. Those who are second‐career researchers or those with significant teaching or practitioner roles could seek to align research with their practice while they establish wider research networks.
We recommend that research leaders support individuals to develop their researcher identity, be seen to value research, recognise that research takes time, and provide access to opportunities promoting research capacity building, strong relationships and collaboration. Leaders, for example, may introduce interventions that promote researcher identities and build research relationships (e.g. collaborations, networking, mentoring, research groups etc.), paying attention to the ways in which competitive or collaborative cultures are fostered. Browne et al. 75 recently recommended discussions around four categories for promoting identity transition: reflection on self (values, experiences and expectations); consideration of the situation (circumstances, concerns); support (what is available and what is needed), and strategies (personal strategies to cope with change and thrive). With the professionalisation of medical education, 76 research units are increasingly likely to contain a mixture of first‐ and second‐career researchers, and our review suggests that discussions about conceptions of research and researcher identity would be valuable.
Finally, organisations need to value research and provide access to resources and research capacity‐building activities. Within the managerialist cultures of HEIs, compliance and counting have already become dominant discourses in terms of promotion and success. Policymakers should therefore consider ways in which HEIs recognise, incentivise and reward research in all its forms (including subjective and objective measures of quantity, quality and impact) to determine the full effects of their policies on research environments.
Future research would benefit from further exploration of the interplay among time, identities and relationships (including leadership) in different contexts using realist evaluation. 77 Specifically, as part of realist approaches, longitudinal audio‐diaries 78 could be employed to explore researcher identity transitions over time, particularly for first‐career practitioners transitioning into second‐career researchers.
RA and CER were responsible for the conception of the synthesis. All authors contributed to the protocol development. RA and PESC carried out the database searches. All authors sifted for relevance and rigour, analysed the papers and contributed to the writing of the article. All authors approved the final manuscript for publication.
Ethical approval.
not required.
Table S1. Definitions of key terms.
Table S6. Contexts, interventions, mechanisms and outcomes identified in individual studies.
we thank Andy Jackson, Learning and Teaching Librarian, University of Dundee, Dundee, UK, for his advice and help in developing our literature searches. We also thank Laura McDonald, Paul McLean and Eilidh Dear, who were medical students at the University of Dundee, for their help with database searches and with sifting papers for relevance and rigour. We would also like to thank Chau Khuong, Australian Regenerative Medicine Institute, Monash University, Melbourne, Victoria, Australia, for her work in designing Figs Figs1 1 and and3 3 .
Setting is far more than the backdrop of a novel. It’s the environment that breathes life into a story. It can paint hues of emotion, provide necessary backstory, enhance characterization, and serve as a tool to unfold significant plot elements.
When a writer prepares to write a book, they should spend just as much time researching and developing a setting as they do with their characters. In fact, setting should be treated with much attention as if it were a character in itself.
Think of your favorite book. How would the plot differ if it were set in the snow-capped mountains of Colorado? Or in a dry desert of New Mexico?
When a writer accurately portrays a believable setting for their novel, the reader becomes sucked into the story. This should be done in a way so that the story would not be the same if it were set in another location.
For example: The setting is a crucial element in the movie The Titanic . It would be impossible to set that story in another location; the entire plot would unravel.
Readers fall in love with books that present well-developed settings and story worlds. What would The Chronicles of Narnia be without Narnia? Or Anne of Green Gables without Green Gables?
When choosing a setting, ask yourself:
I chose Lake Lure, NC for the setting of Purple Moon for the following reasons:
If you want your readers to become swept away in your story, it’s crucial that you spend necessary time researching your setting before you begin to write.
It’s important to research your setting for the following reasons:
In the next post, we’ll discuss how to go about researching your setting and how to filter it through the eyes of your protagonist.
What is your favorite story setting? How does it enhance the plot, theme, mood, and protagonist of the novel?
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By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | March 2024
For many students, crafting a strong research paper from scratch can feel like a daunting task – and rightly so! In this post, we’ll unpack what a research paper is, what it needs to do , and how to write one – in three easy steps. 🙂
What (exactly) is a research paper.
Let’s start by asking the most important question, “ What is a research paper? ”.
Simply put, a research paper is a scholarly written work where the writer (that’s you!) answers a specific question (this is called a research question ) through evidence-based arguments . Evidence-based is the keyword here. In other words, a research paper is different from an essay or other writing assignments that draw from the writer’s personal opinions or experiences. With a research paper, it’s all about building your arguments based on evidence (we’ll talk more about that evidence a little later).
Now, it’s worth noting that there are many different types of research papers , including analytical papers (the type I just described), argumentative papers, and interpretative papers. Here, we’ll focus on analytical papers , as these are some of the most common – but if you’re keen to learn about other types of research papers, be sure to check out the rest of the blog .
With that basic foundation laid, let’s get down to business and look at how to write a research paper .
While there are, of course, many potential approaches you can take to write a research paper, there are typically three stages to the writing process. So, in this tutorial, we’ll present a straightforward three-step process that we use when working with students at Grad Coach.
These three steps are:
Let’s dig into each of these.
As we mentioned earlier, in a research paper, you, as the researcher, will try to answer a question . More specifically, that’s called a research question , and it sets the direction of your entire paper. What’s important to understand though is that you’ll need to answer that research question with the help of high-quality sources – for example, journal articles, government reports, case studies, and so on. We’ll circle back to this in a minute.
The first stage of the research process is deciding on what your research question will be and then reviewing the existing literature (in other words, past studies and papers) to see what they say about that specific research question. In some cases, your professor may provide you with a predetermined research question (or set of questions). However, in many cases, you’ll need to find your own research question within a certain topic area.
Finding a strong research question hinges on identifying a meaningful research gap – in other words, an area that’s lacking in existing research. There’s a lot to unpack here, so if you wanna learn more, check out the plain-language explainer video below.
Once you’ve figured out which question (or questions) you’ll attempt to answer in your research paper, you’ll need to do a deep dive into the existing literature – this is called a “ literature search ”. Again, there are many ways to go about this, but your most likely starting point will be Google Scholar .
If you’re new to Google Scholar, think of it as Google for the academic world. You can start by simply entering a few different keywords that are relevant to your research question and it will then present a host of articles for you to review. What you want to pay close attention to here is the number of citations for each paper – the more citations a paper has, the more credible it is (generally speaking – there are some exceptions, of course).
Ideally, what you’re looking for are well-cited papers that are highly relevant to your topic. That said, keep in mind that citations are a cumulative metric , so older papers will often have more citations than newer papers – just because they’ve been around for longer. So, don’t fixate on this metric in isolation – relevance and recency are also very important.
Beyond Google Scholar, you’ll also definitely want to check out academic databases and aggregators such as Science Direct, PubMed, JStor and so on. These will often overlap with the results that you find in Google Scholar, but they can also reveal some hidden gems – so, be sure to check them out.
Once you’ve worked your way through all the literature, you’ll want to catalogue all this information in some sort of spreadsheet so that you can easily recall who said what, when and within what context. If you’d like, we’ve got a free literature spreadsheet that helps you do exactly that.
With your research question pinned down and your literature digested and catalogued, it’s time to move on to planning your actual research paper .
It might sound obvious, but it’s really important to have some sort of rough outline in place before you start writing your paper. So often, we see students eagerly rushing into the writing phase, only to land up with a disjointed research paper that rambles on in multiple
Now, the secret here is to not get caught up in the fine details . Realistically, all you need at this stage is a bullet-point list that describes (in broad strokes) what you’ll discuss and in what order. It’s also useful to remember that you’re not glued to this outline – in all likelihood, you’ll chop and change some sections once you start writing, and that’s perfectly okay. What’s important is that you have some sort of roadmap in place from the start.
At this stage you might be wondering, “ But how should I structure my research paper? ”. Well, there’s no one-size-fits-all solution here, but in general, a research paper will consist of a few relatively standardised components:
Let’s take a look at each of these.
First up is the introduction section . As the name suggests, the purpose of the introduction is to set the scene for your research paper. There are usually (at least) four ingredients that go into this section – these are the background to the topic, the research problem and resultant research question , and the justification or rationale. If you’re interested, the video below unpacks the introduction section in more detail.
The next section of your research paper will typically be your literature review . Remember all that literature you worked through earlier? Well, this is where you’ll present your interpretation of all that content . You’ll do this by writing about recent trends, developments, and arguments within the literature – but more specifically, those that are relevant to your research question . The literature review can oftentimes seem a little daunting, even to seasoned researchers, so be sure to check out our extensive collection of literature review content here .
With the introduction and lit review out of the way, the next section of your paper is the research methodology . In a nutshell, the methodology section should describe to your reader what you did (beyond just reviewing the existing literature) to answer your research question. For example, what data did you collect, how did you collect that data, how did you analyse that data and so on? For each choice, you’ll also need to justify why you chose to do it that way, and what the strengths and weaknesses of your approach were.
Now, it’s worth mentioning that for some research papers, this aspect of the project may be a lot simpler . For example, you may only need to draw on secondary sources (in other words, existing data sets). In some cases, you may just be asked to draw your conclusions from the literature search itself (in other words, there may be no data analysis at all). But, if you are required to collect and analyse data, you’ll need to pay a lot of attention to the methodology section. The video below provides an example of what the methodology section might look like.
By this stage of your paper, you will have explained what your research question is, what the existing literature has to say about that question, and how you analysed additional data to try to answer your question. So, the natural next step is to present your analysis of that data . This section is usually called the “results” or “analysis” section and this is where you’ll showcase your findings.
Depending on your school’s requirements, you may need to present and interpret the data in one section – or you might split the presentation and the interpretation into two sections. In the latter case, your “results” section will just describe the data, and the “discussion” is where you’ll interpret that data and explicitly link your analysis back to your research question. If you’re not sure which approach to take, check in with your professor or take a look at past papers to see what the norms are for your programme.
Alright – once you’ve presented and discussed your results, it’s time to wrap it up . This usually takes the form of the “ conclusion ” section. In the conclusion, you’ll need to highlight the key takeaways from your study and close the loop by explicitly answering your research question. Again, the exact requirements here will vary depending on your programme (and you may not even need a conclusion section at all) – so be sure to check with your professor if you’re unsure.
Finally, it’s time to get writing. All too often though, students hit a brick wall right about here… So, how do you avoid this happening to you?
Well, there’s a lot to be said when it comes to writing a research paper (or any sort of academic piece), but we’ll share three practical tips to help you get started.
First and foremost , it’s essential to approach your writing as an iterative process. In other words, you need to start with a really messy first draft and then polish it over multiple rounds of editing. Don’t waste your time trying to write a perfect research paper in one go. Instead, take the pressure off yourself by adopting an iterative approach.
Secondly , it’s important to always lean towards critical writing , rather than descriptive writing. What does this mean? Well, at the simplest level, descriptive writing focuses on the “ what ”, while critical writing digs into the “ so what ” – in other words, the implications . If you’re not familiar with these two types of writing, don’t worry! You can find a plain-language explanation here.
Last but not least, you’ll need to get your referencing right. Specifically, you’ll need to provide credible, correctly formatted citations for the statements you make. We see students making referencing mistakes all the time and it costs them dearly. The good news is that you can easily avoid this by using a simple reference manager . If you don’t have one, check out our video about Mendeley, an easy (and free) reference management tool that you can start using today.
We’ve covered a lot of ground here. To recap, the three steps to writing a high-quality research paper are:
Remember, this is just a b ig-picture overview of the research paper development process and there’s a lot more nuance to unpack. So, be sure to grab a copy of our free research paper template to learn more about how to write a research paper.
Can you help me with a full paper template for this Abstract:
Background: Energy and sports drinks have gained popularity among diverse demographic groups, including adolescents, athletes, workers, and college students. While often used interchangeably, these beverages serve distinct purposes, with energy drinks aiming to boost energy and cognitive performance, and sports drinks designed to prevent dehydration and replenish electrolytes and carbohydrates lost during physical exertion.
Objective: To assess the nutritional quality of energy and sports drinks in Egypt.
Material and Methods: A cross-sectional study assessed the nutrient contents, including energy, sugar, electrolytes, vitamins, and caffeine, of sports and energy drinks available in major supermarkets in Cairo, Alexandria, and Giza, Egypt. Data collection involved photographing all relevant product labels and recording nutritional information. Descriptive statistics and appropriate statistical tests were employed to analyze and compare the nutritional values of energy and sports drinks.
Results: The study analyzed 38 sports drinks and 42 energy drinks. Sports drinks were significantly more expensive than energy drinks, with higher net content and elevated magnesium, potassium, and vitamin C. Energy drinks contained higher concentrations of caffeine, sugars, and vitamins B2, B3, and B6.
Conclusion: Significant nutritional differences exist between sports and energy drinks, reflecting their intended uses. However, these beverages’ high sugar content and calorie loads raise health concerns. Proper labeling, public awareness, and responsible marketing are essential to guide safe consumption practices in Egypt.
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If you already have a headache trying to understand what research paper is all about, we have created an ultimate guide for you on how to write a research paper. You will find all the answers to your questions regarding structure, planning, doing investigation, finding the topic that appeals to you. Plus, you will find out the secret to an excellent paper. Are you at the edge of your seat? Let us start with the basics then.
What is a research paper.
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You probably know the saying ‘the devil is not as black as he is painted’. This particular saying is absolutely true when it comes to writing a research paper. Your feet are cold even with the thought of this assignment. You have heard terrifying stories from older students. You have never done this before, so certainly you are scared. What is a research paper? How should I start? What are all these requirements about?
Luckily, you have a friend in need. That is our writing service. First and foremost, let us clarify the definition. A research paper is a piece of academic writing that provides information about a particular topic that you’ve researched . In other words, you choose a topic: about historical events, the work of some artist, some social issues etc. Then you collect data on the given topic and analyze it. Finally, you put your analysis on paper. See, it is not as scary as it seems. If you are still having doubts, whether you can handle it yourself, we are here to help you. Our team of writers can help you choose the topic, or give you advice on how to plan your work, or how to start, or craft a paper for you. Just contact us 24/7 and see everything yourself.
Why should I spend my time writing some academic paper? What is the use of it? Is not some practical knowledge more important? The list of questions is endless when it comes to a research paper. That is why we have outlined 5 main reasons why writing a research paper is a good thing.
If you want to write a research paper, you will have to learn how to manage your time. This type of assignment cannot be done overnight. It requires careful planning and you will need to learn how to do it. Later, you will be able to use these time-managing skills in your personal life, so why not developing them?
You cannot know something before you try it. This rule relates to writing as well. You cannot claim that you cannot write until you try it yourself. It will be really difficult at the beginning, but then the words will come to your head themselves.
Writing a research paper is all about investigation and analysis. You will need to collect data, examine and classify it. These skills are needed in modern life more than anything else is.
Once you do your own research, it gives you the feeling of confidence in yourself. The reason is simple human brain likes solving puzzles and your assignment is just another puzzle to be solved.
When you write your paper, you should always remember that you are writing it for someone to read. Moreover, you want this someone to believe in your ideas. For this reason, you will have to learn different convincing methods and techniques. You will learn how to make your writing persuasive. In turns, you will be able to use these methods in real life.
A common question is ‘what is the difference between a report paper and a thesis paper?’ The difference lies in the aim of these two assignments. While the former aims at presenting the information, the latter aims at providing your opinion on the matter. In other words, in a report paper you have to summarize your findings. In a thesis paper, you choose some issue and defend your point of view by persuading the reader. It is that simple.
A thesis paper is a more common assignment than a report paper. This task will help a professor to evaluate your analytical skills and skills to present your ideas logically. These skills are more important than just the ability to collect and summarize data.
Research comes from the French word rechercher , meaning “to seek out.” Writing a research paper requires you to seek out information about a subject, take a stand on it, and back it up with the opinions, ideas, and views of others. What results is a printed paper variously known as a term paper or library paper, usually between five and fifteen pages long—most instructors specify a minimum length—in which you present your views and findings on the chosen subject.
It is not a secret that the majority of students hate writing a research paper. The reason is simple it steals your time and energy. Not to mention, constant anxiety that you will not be able to meet the deadline or that you will forget about some academic requirement.
We will not lie to you; a research paper is a difficult assignment. You will have to spend a lot of time. You will need to read, to analyze, and to search for the material. You will probably be stuck sometimes. However, if you organize your work smart, you will gain something that is worth all the effort – knowledge, experience, and high grades.
The reason why many students fail writing a research paper is that nobody explained them how to start and how to plan their work. Luckily, you have found our writing service and we are ready to shed the light on this dark matter.
We have created a step by step guide for you on how to write a research paper. We will dwell upon the structure, the writing tips, the writing strategies as well as academic requirements. Read this whole article and you will see that you can handle writing this assignment and our team of writers is here to assist you.
It all starts with the assignment. Your professor gives you the task. It may be either some general issue or specific topic to write about. Your assignment is your first guide to success. If you understand what you need to do according to the assignment, you are on the road to high results. Do not be scared to clarify your task if you need to. There is nothing wrong in asking a question if you want to do something right. You can ask your professor or you can ask our writers who know a thing or two in academic writing.
It is essential to understand the assignment. A good beginning makes a good ending, so start smart.
Learn how to start a research paper .
We have already mentioned that it is not enough to do great research. You need to persuade the reader that you have made some great research. What convinces better that an eye-catching topic? That is why it is important to understand how to choose a topic for a research paper.
First, you need to delimit the general idea to a more specific one. Secondly, you need to find what makes this topic interesting for you and for the academia. Finally, you need to refine you topic. Remember, it is not something you will do in one day. You can be reshaping your topic throughout your whole writing process. Still, reshaping not changing it completely. That is why keep in your head one main idea: your topic should be precise and compelling .
Learn how to choose a topic for a research paper .
If you do not know what a proposal is, let us explain it to you. A proposal should answer three main questions:
In other words, proposal should show why your topic is interesting and how you are going to prove it. As to writing requirements, they may differ. That is why make sure you find out all the details at your department. You can ask your departmental administrator or find information online at department’s site. It is crucial to follow all the administrative requirements, as it will influence your grade.
Learn how to write a proposal for a research paper .
The next step is writing a plan. You have already decided on the main issues, you have chosen the bibliography, and you have clarified the methods. Here comes the planning. If you want to avoid writer’s block, you have to structure you work. Discuss your strategies and ideas with your instructor. Think thoroughly why you need to present some data and ideas first and others second. Remember that there are basic structure elements that your research paper should include:
You should keep in mind this skeleton when planning your work. This will keep your mind sharp and your ideas will flow logically.
Learn how to write a research plan .
Your research will include three stages: collecting data, reading and analyzing it, and writing itself.
First, you need to collect all the material that you will need for you investigation: films, documents, surveys, interviews, and others. Secondly, you will have to read and analyze. This step is tricky, as you need to do this part smart. It is not enough just to read, as you cannot keep in mind all the information. It is essential that you make notes and write down your ideas while analyzing some data. When you get down to the stage number three, writing itself, you will already have the main ideas written on your notes. Plus, remember to jot down the reference details. You will then appreciate this trick when you will have to write the bibliography.
If you do your research this way, it will be much easier for you to write the paper. You will already have blocks of your ideas written down and you will just need to add some material and refine your paper.
Learn how to do research .
To make your paper well organized you need to write an outline. Your outline will serve as your guiding star through the writing process. With a great outline you will not get sidetracked, because you will have a structured plan to follow. Both you and the reader will benefit from your outline. You present your ideas logically and you make your writing coherent according to your plan. As a result, this outline guides the reader through your paper and the reader enjoys the way you demonstrate your ideas.
Learn how to write an outline for a research paper . See research paper outline examples .
Briefly, the thesis is the main argument of your research paper. It should be precise, convincing and logical. Your thesis statement should include your point of view supported by evidence or logic. Still, remember it should be precise. You should not beat around the bush, or provide all the possible evidence you have found. It is usually a single sentence that shows your argument. In on sentence you should make a claim, explain why it significant and convince the reader that your point of view is important.
Learn how to write a thesis statement for a research paper . See research paper thesis statement examples .
Do you know any writer who put their ideas on paper, then never edited them and just published? Probably, no writer did so. Writing a research paper is no exception. It is impossible to cope with this assignment without writing a rough draft.
Your draft will help you understand what you need to polish to make your paper perfect. All the requirements, academic standards make it difficult to do everything flawlessly at the first attempt. Make sure you know all the formatting requirements: margins, words quantity, reference requirements, formatting styles etc.
Learn how to write a rough draft for a research paper .
Let us make it more vivid for you. We have narrowed down the tips on writing an introduction to the three main ones:
Remember to include the thesis statement in your introduction. Usually, it goes at the end of the first paragraph.
You should tell the main topics you are going to discuss in the main body. For this reason, before writing this part of introduction, make sure you know what is your main body is going to be about. It should include your main ideas.
When you finish the main body of your paper, come back to the thesis statement and introduction. Restate something if needed. Just make it perfect; because introduction is like the trailer to your paper, it should make the reader want to read the whole piece.
Learn how to write an introduction for a research paper . See research paper introduction examples .
A body is the main part of your research paper. In this part, you will include all the needed evidence; you will provide the examples and support your argument.
It is important to structure your paragraphs thoroughly. That is to say, topic sentence and the evidence supporting the topic. Stay focused and do not be sidetracked. You have your outline, so follow it.
Here are the main tips to keep in head when writing a body of a research paper:
See? When it is all structured, it is not as scary as it seemed at the beginning. Still, if you have doubts, you can always ask our writers for help.
Learn how to write a body of a research paper . See research paper transition examples .
Writing a good conclusion is important as writing any other part of the paper. Remember that conclusion is not a summary of what you have mentioned before. A good conclusion should include your last strong statement.
If you have written everything according to the plan, the reader already knows why your investigation is important. The reader has already seen the evidence. The only thing left is a strong concluding thought that will organize all your findings.
Never include any new information in conclusion. You need to conclude, not to start a new discussion.
Learn how to write a conclusion for a research paper .
An abstract is a brief summary of your paper, usually 100-200 words. You should provide the main gist of your paper in this short summary. An abstract can be informative, descriptive or proposal. Depending on the type of abstract, you need to write, the requirements will differ.
To write an informative abstract you have to provide the summary of the whole paper. Informative summary. In other words, you need to tell about the main points of your work, the methods used, the results and the conclusion of your research.
To write a descriptive abstract you will not have to provide any summery. You should write a short teaser of your paper. That is to say, you need to write an overview of your paper. The aim of a descriptive abstract is to interest the reader.
Finally, to write a proposal abstract you will need to write the basic summary as for the informative abstract. However, the difference is the following: you aim at persuading someone to let you write on the topic. That is why, a proposal abstract should present your topic as the one worth investigating.
Learn how to write an abstract for a research paper .
Revising and editing your paper is essential if you want to get high grades. Let us help you revise your paper smart:
If you need assistance with proofreading and editing your paper, you can turn to the professional editors at our service. They will help you polish your paper to perfection.
Learn how to revise and edit a research paper .
First, let us make it clear that bibliography and works cited are two different things. Works cited are those that you cited in your paper. Bibliography should include all the materials you used to do your research. Still, remember that bibliography requirements differ depending on the formatting style of your paper. For this reason, make sure you ask you professor all the requirements you need to meet to avoid any misunderstanding.
Learn how to write a bibliography for a research paper .
Now when you know all the stages of writing a research paper, you are ready to find the key to a good research paper:
Feeling more confident about your paper now? We are sure you do. Still, if you need help, you can always rely on us 24/7.
We hope we have made writing a research paper much easier for you. We realize that it requires lots of time and energy. We believe when you say that you cannot handle it anymore. For this reason, we have been helping students like you for years. Our professional team of writers is ready to tackle any challenge.
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This vidcast talks about how to set goals and how to maintain motivation for long writing tasks. When setting goals for a writing project, it is important to think about goals for the entire project and also goals for specific writing times. These latter goals should be specific, measurable, and manageable within the time allotted for writing. The section on motivation shares ideas for boosting motivation over the course of a long writing project. The handouts on goal-setting and staying productive, as well as the scholarly writing inventory, complement the material in this vidcast and should be used in conjunction with it.
Note: Closed-captioning and a full transcript are available for this vidcast.
Goal-Setting for your Personal Intensive Writing Experience (IWE) | [PDF]
This handout guides writers through the important process of goal-setting for the personal Intensive Writing Experience. Specifically, it talks about how to (1) formulate specific, measurable, and reasonable writing goals, (2) set an overall IWE goal, (3) break up the overall goal into smaller, daily goals, and (4) break up daily goals into smaller goals for individual writing sessions. Writers are prompted to clear their head of distracting thoughts before each writing session and, after each session, to debrief on their progress and recalibrate goals as needed.
Scholarly Writing Inventory (PDF)
This questionnaire helps writers identify and inventory their personal strengths and weaknesses as scholarly writers. Specifically, writers are prompted to answer questions pertaining to (1) the emotional/psychological aspects of writing, (2) writing routines, (3) research, (4) organization, (5) citation, (6) mechanics, (7) social support, and (8) access to help. By completing this questionnaire, scholarly writers will find themselves in a better position to build upon their strengths and address their weaknesses.
Stay ing Productive for Long Writing Tasks (PDF)
This resource offers some practical tips and tools to assist writers in staying productive for extended periods of time in the face of common challenges like procrastination. It discusses how the process of writing is more than putting words on a page and offers suggestions for addressing negative emotions towards writing, such as anxiety. The handout also lays out helpful methods for staying productive for long writing tasks: (1) time-based methods, (2) social-based methods, (3) output-based methods, (4) reward-based methods, and (5) mixed methods.
Home » Research Methodology – Types, Examples and writing Guide
Table of Contents
Definition:
Research Methodology refers to the systematic and scientific approach used to conduct research, investigate problems, and gather data and information for a specific purpose. It involves the techniques and procedures used to identify, collect , analyze , and interpret data to answer research questions or solve research problems . Moreover, They are philosophical and theoretical frameworks that guide the research process.
Research methodology formats can vary depending on the specific requirements of the research project, but the following is a basic example of a structure for a research methodology section:
I. Introduction
II. Research Design
III. Data Collection Methods
IV. Data Analysis Methods
V. Ethical Considerations
VI. Limitations
VII. Conclusion
Types of Research Methodology are as follows:
This is a research methodology that involves the collection and analysis of numerical data using statistical methods. This type of research is often used to study cause-and-effect relationships and to make predictions.
This is a research methodology that involves the collection and analysis of non-numerical data such as words, images, and observations. This type of research is often used to explore complex phenomena, to gain an in-depth understanding of a particular topic, and to generate hypotheses.
This is a research methodology that combines elements of both quantitative and qualitative research. This approach can be particularly useful for studies that aim to explore complex phenomena and to provide a more comprehensive understanding of a particular topic.
This is a research methodology that involves in-depth examination of a single case or a small number of cases. Case studies are often used in psychology, sociology, and anthropology to gain a detailed understanding of a particular individual or group.
This is a research methodology that involves a collaborative process between researchers and practitioners to identify and solve real-world problems. Action research is often used in education, healthcare, and social work.
This is a research methodology that involves the manipulation of one or more independent variables to observe their effects on a dependent variable. Experimental research is often used to study cause-and-effect relationships and to make predictions.
This is a research methodology that involves the collection of data from a sample of individuals using questionnaires or interviews. Survey research is often used to study attitudes, opinions, and behaviors.
This is a research methodology that involves the development of theories based on the data collected during the research process. Grounded theory is often used in sociology and anthropology to generate theories about social phenomena.
An Example of Research Methodology could be the following:
Research Methodology for Investigating the Effectiveness of Cognitive Behavioral Therapy in Reducing Symptoms of Depression in Adults
Introduction:
The aim of this research is to investigate the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression in adults. To achieve this objective, a randomized controlled trial (RCT) will be conducted using a mixed-methods approach.
Research Design:
The study will follow a pre-test and post-test design with two groups: an experimental group receiving CBT and a control group receiving no intervention. The study will also include a qualitative component, in which semi-structured interviews will be conducted with a subset of participants to explore their experiences of receiving CBT.
Participants:
Participants will be recruited from community mental health clinics in the local area. The sample will consist of 100 adults aged 18-65 years old who meet the diagnostic criteria for major depressive disorder. Participants will be randomly assigned to either the experimental group or the control group.
Intervention :
The experimental group will receive 12 weekly sessions of CBT, each lasting 60 minutes. The intervention will be delivered by licensed mental health professionals who have been trained in CBT. The control group will receive no intervention during the study period.
Data Collection:
Quantitative data will be collected through the use of standardized measures such as the Beck Depression Inventory-II (BDI-II) and the Generalized Anxiety Disorder-7 (GAD-7). Data will be collected at baseline, immediately after the intervention, and at a 3-month follow-up. Qualitative data will be collected through semi-structured interviews with a subset of participants from the experimental group. The interviews will be conducted at the end of the intervention period, and will explore participants’ experiences of receiving CBT.
Data Analysis:
Quantitative data will be analyzed using descriptive statistics, t-tests, and mixed-model analyses of variance (ANOVA) to assess the effectiveness of the intervention. Qualitative data will be analyzed using thematic analysis to identify common themes and patterns in participants’ experiences of receiving CBT.
Ethical Considerations:
This study will comply with ethical guidelines for research involving human subjects. Participants will provide informed consent before participating in the study, and their privacy and confidentiality will be protected throughout the study. Any adverse events or reactions will be reported and managed appropriately.
Data Management:
All data collected will be kept confidential and stored securely using password-protected databases. Identifying information will be removed from qualitative data transcripts to ensure participants’ anonymity.
Limitations:
One potential limitation of this study is that it only focuses on one type of psychotherapy, CBT, and may not generalize to other types of therapy or interventions. Another limitation is that the study will only include participants from community mental health clinics, which may not be representative of the general population.
Conclusion:
This research aims to investigate the effectiveness of CBT in reducing symptoms of depression in adults. By using a randomized controlled trial and a mixed-methods approach, the study will provide valuable insights into the mechanisms underlying the relationship between CBT and depression. The results of this study will have important implications for the development of effective treatments for depression in clinical settings.
Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results. It’s an essential section of any research paper or thesis, as it helps readers understand the validity and reliability of your findings. Here are the steps to write a research methodology:
Research methodology is typically written after the research proposal has been approved and before the actual research is conducted. It should be written prior to data collection and analysis, as it provides a clear roadmap for the research project.
The research methodology is an important section of any research paper or thesis, as it describes the methods and procedures that will be used to conduct the research. It should include details about the research design, data collection methods, data analysis techniques, and any ethical considerations.
The methodology should be written in a clear and concise manner, and it should be based on established research practices and standards. It is important to provide enough detail so that the reader can understand how the research was conducted and evaluate the validity of the results.
Here are some of the applications of research methodology:
Research methodology serves several important purposes, including:
Research methodology has several advantages that make it a valuable tool for conducting research in various fields. Here are some of the key advantages of research methodology:
Research Methodology | Research Methods |
---|---|
Research methodology refers to the philosophical and theoretical frameworks that guide the research process. | refer to the techniques and procedures used to collect and analyze data. |
It is concerned with the underlying principles and assumptions of research. | It is concerned with the practical aspects of research. |
It provides a rationale for why certain research methods are used. | It determines the specific steps that will be taken to conduct research. |
It is broader in scope and involves understanding the overall approach to research. | It is narrower in scope and focuses on specific techniques and tools used in research. |
It is concerned with identifying research questions, defining the research problem, and formulating hypotheses. | It is concerned with collecting data, analyzing data, and interpreting results. |
It is concerned with the validity and reliability of research. | It is concerned with the accuracy and precision of data. |
It is concerned with the ethical considerations of research. | It is concerned with the practical considerations of research. |
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Last Updated: January 12, 2023 Fact Checked
This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 385,879 times.
Research essays are extremely common assignments in high school, college, and graduate school, and are not unheard of in middle school. If you are a student, chances are you will sooner or later be faced with the task of researching a topic and writing a paper about it. Knowing how to efficiently and successfully do simple research, synthesize information, and clearly present it in essay form will save you many hours and a lot of frustration.
The best way to write a research essay is to find sources, like specialty books, academic journals, and online encyclopedias, about your topic. Take notes as you research, and make sure you note which page and book you got your notes from. Create an outline for the paper that details your argument, various sections, and primary points for each section. Then, write an introduction, build the body of the essay, and state your conclusion. Cite your sources along the way, and follow the assigned format, like APA or MLA, if applicable. To learn more from our co-author with an English Ph.D. about how to choose a thesis statement for your research paper, keep reading! Did this summary help you? Yes No
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A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.
Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.
This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.
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Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.
Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:
Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.
The AI-powered Citation Checker helps you avoid common mistakes such as:
There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.
You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.
You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.
Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:
Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.
Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.
In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”
A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.
The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.
You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.
A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.
A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.
Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:
You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.
Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.
Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.
George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.
It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.
You can use our free citation generators to automatically create citations and save your reference list as you go.
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The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.
What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.
Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?
How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.
The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.
One way to stay on track is to use your thesis statement and topic sentences . Check:
Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.
The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.
Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.
You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.
You should not :
There are four main considerations when it comes to the second draft.
The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .
Check the content of each paragraph, making sure that:
Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .
Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading or create an APA title page .
Scribbr’s professional editors can help with the revision process with our award-winning proofreading services.
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I have followed all instructions in the assignment sheet.
My introduction presents my topic in an engaging way and provides necessary background information.
My introduction presents a clear, focused research problem and/or thesis statement .
My paper is logically organized using paragraphs and (if relevant) section headings .
Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .
Each paragraph is relevant to my research problem or thesis statement.
I have used appropriate transitions to clarify the connections between sections, paragraphs, and sentences.
My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.
My conclusion shows how my research has contributed to knowledge or understanding of my topic.
My conclusion does not present any new points or information essential to my argument.
I have provided an in-text citation every time I refer to ideas or information from a source.
I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .
I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.
I have followed all formatting guidelines (page numbers, headers, spacing, etc.).
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An elephant uses its trunk for eating, drinking water, communicating, exploring the environment, social behaviour, and making and using tools. The trunk, which contains six muscle groups, is not only very strong – it can uproot a tree – but can be used with great precision. Elephants use a number of techniques to grasp objects, including suction, pinching with the two “fingers” at the tip of the trunk and wrapping the trunk around the object.
Researcher Pauline Costes was part of a group of scientists who tested six female African savannah elephants in a zoo to see how much force their trunk tips exerted and which part of the trunk tip was strongest. She explains how these findings will be used to improve the ability of robots to grip and handle objects.
In this research project , we studied the maximum pinching force exerted by the tip of the trunk of African savannah elephants. The elephant’s trunk is mainly composed of muscles, has no rigid structure (no bones), and has many nerves, giving it great power, precision and sensibility.
Previous studies have measured the force of the entire trunk when elephants wrap it around an object. We focused on how forceful the trunk tip is. The tip of an elephant’s trunk comprises two finger-like protuberances: a pointy one at the top and a more rounded and shorter one underneath. We also studied how the position of the trunk influenced the force exerted by the elephant.
Read more: Fish fins are teaching us the secret to flexible robots and new shape-changing materials
Electronic engineers who design robots have tried to mimic the flexibility and way in which natural biological tissue can twist or turn when it performs different tasks. This is known as bio-inspired technology. For the past 20 years, the elephant’s trunk has inspired this research, especially in the robotics of grasping and manipulation.
Our research aimed to find out how strong the trunk tip’s pinching grasp is. This kind of grasping allows small objects to be picked up with high precision. This is particularly useful in soft robotics, which focuses on the design and manufacture of robots using flexible and deformable materials, inspired by biology.
We measured a maximum pinch force of 86.4 Newton. A newton, the international unit for measuring force, corresponds to the force that gives a mass of one kilogram an acceleration of one metre per second squared. By comparison, the maximum pinch force between the thumb and index finger in humans is between 49 and 68 Newton .
We found that the trunk tip is used to grasp objects with high precision but without great force. This is useful information for the future development of the soft grippers of robots. Some robots have to be able to grasp objects if they are to carry out routine activities. Soft grippers – the tool on the end of the robot’s arm – are the most important component of grasping.
Read more: How we made an octopus-inspired surgical robot using coffee
Soft grippers based on the elephant’s trunk also adapt to cluttered and unpredictable environments by reconfiguring their shape. In other words, they adapt their elastic bodies to the objects they interact with.
More research means better grippers. Here are a few examples of how soft robots can be used:
Medicine: Use of robots for minimally invasive surgical procedures.
Industry: Handling fragile or irregularly shaped objects on production lines.
Research and exploration: Development of robots capable of navigating in difficult or inaccessible environments.
Agriculture: Harvesting delicate fruit and vegetables without damaging them.
We also found a difference in force between the elephant’s two “fingers”. This had never been studied before.
We created a device to measure the pinching force of an elephant’s trunk tip. This was a box fitted with two force sensors connected to an electronic system. The system recorded the force of the pinch and automatically released apples as a reward .
An apple was released when the elephant managed to pinch strongly enough to cross a predefined threshold. The trunk then had to pinch harder the next time to release the next apple. This was repeated until the elephants reached the maximum force they could manage.
By placing the sensors vertically and then horizontally on the box, we could see how the elephants would grip them in these different orientations. This showed us how the position of the trunk influences the force it exerts.
The equipment itself took us some time to set up and get the elephants ready for it through training. Tests were carried out with the sensors alone, then various prototypes of the box were tested until the final box was functional and fairly solid. After this initial test phase, conducted by several researchers of our team, I spent three months at the zoo to collect the data needed for this work.
The first direct benefit was keeping the captive elephants stimulated through enriching activities.
Our research also examined how the trunk grasping techniques differ between different groups of elephants living in several habitats and the relationship with the density and size of the vegetation. This new knowledge is beneficial for elephant conservation, helping scientists to figure out how climate change, which changes elephant habitats, will affect their feeding behaviour.
The research was carried out in collaboration between France’s MECADEV and ISYEB research units at the Centre National de la Recherche Scientifique, the Muséum National d'Histoire Naturelle and ZooParc de Beauval .
Generative AI models have a variety of uses, such as helping write computer code, crafting stories, composing music, generating images, producing videos, and more. And, as these models continue to grow in size and are trained on even more data, they are producing even higher-quality outputs.
Building and deploying these more intelligent models is incredibly compute-intensive, requiring many high-performance processors working in parallel, orchestrated by efficient and versatile software.
For example, Meta announced that it trained its latest Llama 3 family of large language models (LLMs) using AI clusters featuring 24,576 NVIDIA H100 Tensor Core GPUs. The larger of the models, Llama 3 70B, required a total 6.4 million H100 GPU-hours to train.
When LLMs are pretrained, they can then be customized through a variety of techniques , including model fine-tuning, to achieve higher accuracy for specific tasks. As enterprises move to adopt LLMs for a wide variety of applications, LLM fine-tuning is fast becoming a core industry workload.
AI training is a full-stack challenge, and delivering world-class end-to-end training performance requires the combination of powerful processors, fast memory, high-bandwidth and low-latency networking, and optimized software.
MLPerf Training has emerged as the industry-standard benchmark to measure and evaluate end-to-end AI training performance. Developed by the MLCommons consortium, MLPerf Training workloads are frequently updated to reflect the latest AI use cases. During each submission round, the results undergo a rigorous peer-review process to ensure their integrity before publication.
In MLPerf Training v4.0, NVIDIA set new generative AI training performance records and continued to deliver the highest performance on every workload. This performance was delivered using the full stack of NVIDIA software and hardware:
Each component has been optimized further since the last round of MLPerf Training to continue delivering more performance and value to users. This post provides a closer look at these outstanding results.
This round of MLPerf saw the addition of two new tests to reflect popular industry workloads.
The first measures how quickly Llama 2 70B can be fine-tuned using the popular low-rank adaptation (LoRA) technique. LLM fine-tuning enables enterprises to customize LLMs using their proprietary data to improve response quality for specific use cases.
The second new test focuses on graph neural network (GNN) training, based on an implementation of RGAT (relational graph attention network). GNNs are being applied to many domains, including drug discovery, fraud detection, and recommendation systems.
The latest MLPerf Training v4.0 test suite has the following workloads:
As AI is a diverse and rapidly evolving field, with new models and applications being invented continuously, it’s important that industry benchmarks, such as MLPerf, cover a wide range of use cases and evolve in lock-step with industry trends.
MLPerf incorporates an LLM pretraining benchmark based on GPT-3 175B, a 175B parameter LLM developed by OpenAI . The workload is extremely demanding and is a good test of large-scale LLM training performance, which stresses the compute, networking, and software efficiency of an accelerated computing platform.
NVIDIA first submitted results on the GPT3-175B LLM benchmark when it was introduced in MLPerf Training v3.0 last year. We achieved a time-to-train of 10.9 minutes using 3,584 H100 GPUs, representing both performance and scale records at the time.
In this round of MLPerf Training, NVIDIA has more than tripled its submission scale to 11,616 H100 GPUs and more than tripled performance to 3.4 minutes to train, delivering near-linear performance scaling. These results build upon the prior records set by NVIDIA last round with 10,752 H100 GPUs that delivered a time-to-train of just 3.9 minutes.
MLPerf Training v3.1 and v4.0 results retrieved from www.mlperf.org . on June 12, 2024, from the following entries: NVIDIA 3.0-2069, NVIDIA 4.0-0059. NVIDIA A100 result with 512 A100 is not verified by MLCommons. The MLPerf name and logo are trademarks of MLCommons Association in the United States and other countries. All rights reserved. Unauthorized use strictly prohibited. See www.mlcommons.org for more information.
The exceptional results submitted by NVIDIA this round reflected both increased submission scale, as well as significant software improvements that further enhanced delivered performance at scale.
One notable example is the first use of CUDA Graphs in NVIDIA LLM submissions. As training scales to several thousand GPUs, CPU overhead becomes more pronounced. The use of CUDA Graphs, which enables multiple GPU operations to be launched with a single CPU operation, also contributed to the performance delivered at max scale.
At a scale of 512 GPUs, H100 performance has increased by 27% in just one year, completing the workload in under an hour, with per-GPU utilization now reaching 904 TFLOP/s.
This exceptional result was enabled by numerous improvements to the NVIDIA software stack:
Diving further into the last optimization, a notable characteristic of LLM training is its high compute intensity. Especially for smaller-scale LLM runs, math operations can make up a much greater part of the time required to perform each training step compared to operations related to GPU-to-GPU communication. This leads to high Tensor Core utilization and can result in scenarios where Tensor Core throughput is constrained by the power available to the GPU.
In the submission with 512 H100 GPUs, we improved end-to-end performance by redirecting power from the L2 cache memory on each H100 GPU to the streaming multiprocessor (SM), which houses, among other units, NVIDIA Hopper fourth-generation Tensor Cores. This was done by setting a ratio using a boost slider managed by NVIDIA Management Libraries (NVML).
This resulted in higher GPU operating frequency within the same power budget and improved end-to-end performance by 4%. The boost slider can be set through the command nvidia-smi boost-slider –vboost <value> . For more information about this command, including how to get all possible values, run nvidia-smi boost-slider –help .
By improving performance with the same GPUs, you can either train models with similar computational requirements in less time and at a lower cost or train more computationally intensive models in a similar time with similar costs.
The latest version of MLPerf Training includes a fine-tuning test, which applies LoRA to the Llama 2 70B model, developed by Meta. LoRA is a popular form of parameter-efficient fine-tuning, described in this post .
The NVIDIA platform excelled on this new test, delivering the fastest single-server performance as well as scalability well beyond a single GPU server.
A single DGX H100, incorporating eight H100 GPUs, delivered an outstanding performance, completing the test in just over 28 minutes. The NVIDIA H200 Tensor Core GPU, which upgrades the NVIDIA Hopper architecture with 141 GB of HBM3e memory, delivered an additional 14% speedup, reducing the time-to-train with a single node to just 24.7 minutes.
NVIDIA submissions this round also demonstrated the ability to fine-tune LLMs using up to 1,024 H100 GPUs, delivering an outstanding result of just 1.5 minutes, establishing both performance and scale records.
To enable efficient scaling to 1,024 H100 GPUs, NVIDIA submissions on the LLM fine-tuning benchmark leveraged the context parallelism capability available in the NVIDIA NeMo framework. To learn more about context parallelism and how to leverage it when using the NeMo framework, see this page .
In the NVIDIA LLM fine-tuning submissions this round, we used an FP8 implementation of self-attention, available through cuDNN. This improved performance by 15% at the 8-GPU scale. For more information, see Accelerating Transformers with NVIDIA cuDNN 9 .
These fantastic results complement the great performance on supervised fine-tuning (SFT) and reinforcement learning with human feedback (RLHF) demonstrated on NVIDIA Hopper GPUs late last year.
These fine-tuning techniques can provide better accuracy compared to parameter-efficient methods such as LoRA, but at the cost of greater compute intensity. The NVIDIA NeMo framework supports many model customization techniques to provide you with the flexibility to choose the ones that best serve your needs.
Generative AI is transforming visual design and is being applied to a broad range of use cases, including marketing and advertising, media and entertainment, product design and prototyping, as well as architecture visualization.
To represent visual generative AI, MLPerf Training v4.0 includes a text-to-image benchmark, based on Stable Diffusion v2.
Building upon the record-setting NVIDIA submissions in the last round, NVIDIA submissions this round deliver up to 80% more performance at the same submission scales through extensive software enhancements:
MLPerf Training v3.1 and v4.0 results retrieved from www.mlperf.org . on June 12, 2024, from the following entries: NVIDIA 3.1-2050, NVIDIA 4.0-0053. The MLPerf name and logo are trademarks of MLCommons Association in the United States and other countries. All rights reserved. Unauthorized use strictly prohibited. See www.mlcommons.org for more information
Graph neural networks (GNNs) are used for a range of applications, including social network analysis, drug discovery, fraud detection, recommenders in retail, and even molecular chemistry. The addition of a GNN benchmark to MLPerf broadens the workload coverage to cover this important class of neural networks.
NVIDIA submitted results using 8, 64, and 512 H100 GPUs, setting a new benchmark time to train record of just 1.1 minutes in the largest-scale configuration.
NVIDIA also submitted eight GPU results using eight H200 Tensor Core GPUs, each featuring 141 GB of HBM3e and delivering a 47% boost compared to the H100 submission at the same scale.
The NVIDIA platform continues to demonstrate the highest performance and greatest versatility for the full diversity of AI workloads, spanning both generative AI as well as more traditional AI workloads.
The NVIDIA platform is moving fast. By continuing to optimize the NVIDIA software stack, customers can enjoy more performance per GPU, which reduces the cost to train, and the ability to efficiently scale to larger numbers of GPUs to train even more demanding models.
The NVIDIA platform continues to deliver even more performance through invention across the entire stack, including new chips and systems. The NVIDIA Blackwell platform, announced at GTC 2024, is set to democratize trillion-parameter AI, with NVIDIA GB200 NVL72 delivering up to 30x faster real-time trillion-parameter inference, and up to 4x faster trillion-parameter training compared to the same number of NVIDIA Hopper GPUs.
AI for the rest of us.
Coming in beta this fall *
Built into your iPhone, iPad, and Mac to help you write, express yourself, and get things done effortlessly.
Draws on your personal context while setting a brand-new standard for privacy in AI.
Apple Intelligence powers new Writing Tools, which help you find just the right words virtually everywhere you write. With enhanced language capabilities, you can summarize an entire lecture in seconds, get the short version of a long group thread, and minimize unnecessary distractions with prioritized notifications.
Transform how you communicate using intelligent Writing Tools that can proofread your text, rewrite different versions until the tone and wording are just right, and summarize selected text with a tap. Writing Tools are available nearly everywhere you write, including third-party apps.
Priority notifications appear at the top of the stack, letting you know what to pay attention to at a glance. And notifications are summarized, so you can scan them faster.
Priority messages in Mail elevate time-sensitive messages to the top of your inbox — like an invitation that has a deadline today or a check-in reminder for your flight this afternoon.
Tap to reveal a summary of a long email in the Mail app and cut to the chase. You can also view summaries of email right from your inbox.
Just hit record in the Notes or Phone apps to capture audio recordings and transcripts. Apple Intelligence generates summaries of your transcripts, so you can get to the most important information at a glance.
Reduce Interruptions is an all-new Focus that understands the content of your notifications and shows you the ones that might need immediate attention, like a text about picking up your child from daycare later today.
Use a Smart Reply in Mail to quickly draft an email response with all the right details. Apple Intelligence can identify questions you were asked in an email and offer relevant selections to include in your response. With a few taps you’re ready to send a reply with key questions answered.
Apple Intelligence enables delightful new ways to express yourself visually. Create fun, original images and brand-new Genmoji that are truly personal to you. Turn a rough sketch into a related image that complements your notes with Image Wand. And make a custom memory movie based on the description you provide.
Produce fun, original images in seconds with the Image Playground experience right in your apps. Create an entirely new image based on a description, suggested concepts, and even a person from your Photos library. You can easily adjust the style and make changes to match a Messages thread, your Freeform board, or a slide in Keynote.
Experiment with different concepts and try out image styles like animation, illustration, and sketch in the dedicated Image Playground app . Create custom images to share with friends in other apps or on social media.
Make a brand-new Genmoji right in the keyboard to match any conversation. Provide a description to see a preview, and adjust your description until it’s perfect. You can even pick someone from your Photos library and create a Genmoji that looks like them.
Image Wand can transform your rough sketch into a related image in the Notes app. Use your finger or Apple Pencil to draw a circle around your sketch, and Image Wand will analyze the content around it to produce a complementary visual. You can even circle an empty space, and Image Wand will use the surrounding context to create a picture.
Create a custom memory movie of the story you want to see, right in Photos. Enter a description, and Apple Intelligence finds the best photos and videos that match. It then crafts a storyline with unique chapters based on themes it identifies and arranges your photos into a movie with its own narrative arc.
Search for photos and videos in the Photos app simply by describing what you’re looking for. Apple Intelligence can even find a particular moment in a video clip that fits your search description and take you right to it.
Remove distractions in your photos with the Clean Up tool in the Photos app. Apple Intelligence identifies background objects so you can remove them with a tap and perfect your shot — while staying true to the original image.
Siri draws on Apple Intelligence for all-new superpowers. With an all-new design, richer language understanding, and the ability to type to Siri whenever it’s convenient for you, communicating with Siri is more natural than ever. Equipped with awareness of your personal context, the ability to take action in and across apps, and product knowledge about your devices’ features and settings, Siri will be able to assist you like never before.
Siri has an all-new design that’s even more deeply integrated into the system experience, with an elegant, glowing light that wraps around the edge of your screen.
With a double tap on the bottom of your iPhone or iPad screen, you can type to Siri from anywhere in the system when you don’t want to speak out loud.
Tap into the expansive product knowledge Siri has about your devices’ features and settings. You can ask questions when you’re learning how to do something new on your iPhone, iPad, and Mac, and Siri can give you step-by-step directions in a flash.
Siri, set an alarm for — oh wait no, set a timer for 10 minutes. Actually, make that 5.
Richer language understanding and an enhanced voice make communicating with Siri even more natural. And when you refer to something you mentioned in a previous request, like the location of a calendar event you just created, and ask ”What will the weather be like there?” Siri knows what you’re talking about.
Apple Intelligence empowers Siri with onscreen awareness , so it can understand and take action with things on your screen. If a friend texts you their new address, you can say “Add this address to their contact card,” and Siri will take care of it.
Awareness of your personal context enables Siri to help you in ways that are unique to you. Can’t remember if a friend shared that recipe with you in a note, a text, or an email? Need your passport number while booking a flight? Siri can use its knowledge of the information on your device to help find what you’re looking for, without compromising your privacy.
Seamlessly take action in and across apps with Siri. You can make a request like “Send the email I drafted to April and Lilly” and Siri knows which email you’re referencing and which app it’s in. And Siri can take actions across apps, so after you ask Siri to enhance a photo for you by saying “Make this photo pop,” you can ask Siri to drop it in a specific note in the Notes app — without lifting a finger.
Apple Intelligence is designed to protect your privacy at every step. It’s integrated into the core of your iPhone, iPad, and Mac through on-device processing. So it’s aware of your personal information without collecting your personal information. And with groundbreaking Private Cloud Compute, Apple Intelligence can draw on larger server-based models, running on Apple silicon, to handle more complex requests for you while protecting your privacy.
With ChatGPT from OpenAI integrated into Siri and Writing Tools, you get even more expertise when it might be helpful for you — no need to jump between tools. Siri can tap into ChatGPT for certain requests, including questions about photos or documents. And with Compose in Writing Tools, you can create and illustrate original content from scratch.
You control when ChatGPT is used and will be asked before any of your information is shared. Anyone can access ChatGPT for free, without creating an account. ChatGPT subscribers can connect accounts to access paid features within these experiences.
New App Intents, APIs, and frameworks make it incredibly easy for developers to integrate system-level features like Siri, Writing Tools, and Image Playground into your favorite apps.
Learn more about developing for Apple Intelligence
Apple Intelligence is free to use and will initially be available in U.S. English. Coming in beta this fall. *
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Simply put, research setting is the physical, social, or experimental context within which research is conducted. In a research paper, describing this setting accurately is crucial since the results and their interpretation may depend heavily on it. ... How to write the Methods section of a research paper; Supply adequate details of items ...
The present study followed a qualitative research design based on ethnographic. methods. This approach was chosen given that the purpose of the research was to. describe and analyze part of the culture of a specific community, specifically "by. identifying and describing the participants' practices and beliefs" (Gay & Airasian, 2002).
Mar 10, 2023. The setting of a research study refers to the physical, social, or experimental context in which the research is conducted. This includes the location, time period, population, and environmental factors. Most of these details need to be reported in the Methods section and sometimes in the study abstract too.
Research setting is the specific location (classroom, school, institution, etc.) where research is conducted. The major reason for a detailed description of the setting of the research is to make the readers understand the conditions under which the data were generated and interpreted. ... Write a context section about the environment of your ...
Step 1: Consider your aims and approach. Step 2: Choose a type of research design. Step 3: Identify your population and sampling method. Step 4: Choose your data collection methods. Step 5: Plan your data collection procedures. Step 6: Decide on your data analysis strategies. Other interesting articles.
It puts the proposal in context. 3. The introduction typically begins with a statement of the research problem in precise and clear terms. 1. The importance of the statement of the research problem 5: The statement of the problem is the essential basis for the construction of a research proposal (research objectives, hypotheses, methodology ...
Download chapter PDF. Chapter 3 Research Setting and Methodology describes the research setting and the methods of research. It details the methodological framework of the study as the baseline description in obtaining the research materials. This section begins with the explanation of organizational ethnography as an approach to my research.
research setting. This chapter delineates the research setting. Chapter 3 is structured as follows: Section 3.1 briefly presents the wider socio-economic, political and historical context of the research setting before expounding on the particular research setting, Section 3.2. The iterative process of analysis is presented as part of each
Introduction. State why the problem you address is important. State what is lacking in the current knowledge. State the objectives of your study or the research question. Methods. Describe the context and setting of the study. Specify the study design. Describe the 'population' (patients, doctors, hospitals, etc.) Describe the sampling ...
Step 1: Identify and develop your topic. Selecting a topic can be the most challenging part of a research assignment. Since this is the very first step in writing a paper, it is vital that it be done correctly. Here are some tips for selecting a topic: Select a topic within the parameters set by the assignment.
Table of contents. Step 1: Consider your aims and approach. Step 2: Choose a type of research design. Step 3: Identify your population and sampling method. Step 4: Choose your data collection methods. Step 5: Plan your data collection procedures. Step 6: Decide on your data analysis strategies.
To put the problem in context and set your objectives, you can write a problem statement. This describes who the problem affects, why research is needed, and how your research project will contribute to solving it. >>Read more about defining a research problem. Step 3: Formulate research questions
Writing research papers does not come naturally to most of us. The typical research paper is a highly codified rhetorical form [1, 2]. Knowledge of the rules—some explicit, others implied—goes a long way toward writing a paper that will get accepted in a peer-reviewed journal. ... The study setting, the sampling strategy used, instruments ...
Before beginning your paper, you need to decide how you plan to design the study.. The research design refers to the overall strategy and analytical approach that you have chosen in order to integrate, in a coherent and logical way, the different components of the study, thus ensuring that the research problem will be thoroughly investigated. It constitutes the blueprint for the collection ...
Research environments, or cultures, are thought to be the most influential predictors of research productivity. ... "There is a feeling that you have to be an academic to do research… The system is set up to deliver primary care, ... 65, 72 writing groups,72 and collaboration with peers and other researchers,39, 41, 43 operating through ...
A good research question is essential to guide your research paper, dissertation, or thesis. All research questions should be: Focused on a single problem or issue. Researchable using primary and/or secondary sources. Feasible to answer within the timeframe and practical constraints. Specific enough to answer thoroughly.
How to Choose, Develop, & Research a Setting: Part 1. Setting is far more than the backdrop of a novel. It's the environment that breathes life into a story. It can paint hues of emotion, provide necessary backstory, enhance characterization, and serve as a tool to unfold significant plot elements. When a writer prepares to write a book, they ...
Step 1: Find a topic and review the literature. As we mentioned earlier, in a research paper, you, as the researcher, will try to answer a question.More specifically, that's called a research question, and it sets the direction of your entire paper. What's important to understand though is that you'll need to answer that research question with the help of high-quality sources - for ...
To write an informative abstract you have to provide the summary of the whole paper. Informative summary. In other words, you need to tell about the main points of your work, the methods used, the results and the conclusion of your research. To write a descriptive abstract you will not have to provide any summery.
When setting goals for a writing project, it is important to think about goals for the entire project and also goals for specific writing times. ... Specifically, writers are prompted to answer questions pertaining to (1) the emotional/psychological aspects of writing, (2) writing routines, (3) research, (4) organization, (5) citation, (6 ...
The results of this study will have important implications for the development of effective treatments for depression in clinical settings. How to Write Research Methodology. Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results.
Download Article. 1. Break up your essay into sub-topics. You will probably need to address several distinct aspects of your research topic in your essay. This is an important tactic for producing a well-organized research essay because it avoids 'stream of consciousness' writing, which typically lacks order.
Create a research paper outline. Write a first draft of the research paper. Write the introduction. Write a compelling body of text. Write the conclusion. The second draft. The revision process. Research paper checklist. Free lecture slides.
Keep yourself motivated by setting reasonable goals. Relevant: Your goals should be relevant to you—that is, they should align with your long-term aspirations and values. Think of this as the "why" of your goal. Time-bound: Set a deadline for your goals so you can stay on track and motivated. Getting started on professional development goals
I love how he can bring high fantasy world-building into a cozy setting that still feels alive and immersed in the larger world. In the spirit of Travis' work, take a setting that you find cozy (like a coffee or book shop) and write a fantasy set there. Post your response (500 words or fewer) in the comments below.
New research has found that the two 'fingers' on the tip of an elephant's trunk exert different forces. The finding will be used to improve the abilities of bio-inspired robots.
This was done by setting a ratio using a boost slider managed by NVIDIA Management Libraries (NVML). This resulted in higher GPU operating frequency within the same power budget and improved end-to-end performance by 4%. The boost slider can be set through the command nvidia-smi boost-slider -vboost <value>.
Apple Intelligence powers new Writing Tools, which help you find just the right words virtually everywhere you write. With enhanced language capabilities, you can summarize an entire lecture in seconds, get the short version of a long group thread, and minimize unnecessary distractions with prioritized notifications.