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Quiz 17: The Research Report

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• 10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Other interesting articles

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

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

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McCombes, S. (2023, October 19). 10 Research Question Examples to Guide your Research Project. Scribbr. Retrieved April 1, 2024, from https://www.scribbr.com/research-process/research-question-examples/

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Research Methods in Early Childhood: An Introductory Guide

Student resources, multiple choice quiz.

Test your understanding of each chapter by taking the quiz below. Click anywhere on the question to reveal the answer. Good luck!

1. What is an abstract?

• A short footnote in the text of your work
• A chance to acknowledge those who have helped you in your research project, placed at the beginning of the written-up project
• A brief resume of the study to entice the reader to read more
• An introduction to the research

2. What should always be included in an introduction?

• Detail of your research findings
• Your interview schedule (or detail of any other research instruments)
• A rationale for conducting the study and key research questions
• Recommendations for early childhood practice in detail

3. What is a literature review?

• A place to provide autobiographic detail
• A place to outline all the reading you have done in your studies
• A place to link your reading to your research findings
• A place to discuss literature which helps to frame your study

4. Where is a literature review typically found in written-up research?

• Before the methodology chapter
• After the findings chapter
• In the appendices
• Integrated into the data analysis

5. What would you expect to find in a methodology chapter in a piece of empirical research?

• Detail of the methodological approach taken
• Detail of the methods employed
• Detail of ethical considerations linked to the research project
• All of the above

6. Should data and discussion of data be presented as two separate chapters?

• Never. They are inappropriate for early childhood research
• Always. Students tend to undertake qualitative research projects
• Possibly, depending on the kind of research undertaken and tutor advice
• Possibly, depending if there is time to complete two chapters as opposed to one larger chapter

7. What should a conclusion chapter contain?

• A sense of the research story
• A summary of the key findings
• Reflection on what these findings mean
• Discussion of possible implications for practice or future research

8. Having read the chapter, what do Mukherji and Albon advise in relation to using ‘I’ when writing up research?

• You should always use the personal pronoun when writing up research as it reflects that it is a personal piece of work
• Writing seems far too ‘chatty’ if you use ‘I’ when writing. In order to write academically use of ‘I’ should always be avoided
• If talking about the decisions you made in research and your own viewpoint, it is hard to avoid use of ‘I’ and it does not necessarily mean lack of academic tone if used judiciously (but do ask your tutor!)
• You could be in danger of failing a module if you use the personal pronoun in your work. You will never see academic journal articles using ‘I’

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Home » Research Report – Example, Writing Guide and Types

Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Definition:

Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.

The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.

Components of Research Report

Components of Research Report are as follows:

Introduction

The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.

Literature Review

The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.

Methodology

The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.

The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.

The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.

The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.

The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.

The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.

Types of Research Report

Types of Research Report are as follows:

Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.

Research Paper

Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.

Technical Report

A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.

Progress Report

A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.

Feasibility Report

A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.

Field Report

A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.

Experimental Report

An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.

Case Study Report

A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.

Literature Review Report

A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.

Research Report Example

Following is a Research Report Example sample for Students:

Title: The Impact of Social Media on Academic Performance among High School Students

This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.

Introduction:

Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).

Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.

Methodology:

The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.

The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.

The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.

Discussion:

The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.

Conclusion:

In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.

Limitations:

One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.

Implications:

The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.

References:

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
• Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Journal of the Research Center for Educational Technology, 8(1), 1-19.
• Pantic, I. (2014). Online social networking and mental health. Cyberpsychology, Behavior, and Social Networking, 17(10), 652-657.
• Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.

Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.

Applications of Research Report

Research reports have many applications, including:

• Communicating research findings: The primary application of a research report is to communicate the results of a study to other researchers, stakeholders, or the general public. The report serves as a way to share new knowledge, insights, and discoveries with others in the field.
• Informing policy and practice : Research reports can inform policy and practice by providing evidence-based recommendations for decision-makers. For example, a research report on the effectiveness of a new drug could inform regulatory agencies in their decision-making process.
• Supporting further research: Research reports can provide a foundation for further research in a particular area. Other researchers may use the findings and methodology of a report to develop new research questions or to build on existing research.
• Evaluating programs and interventions : Research reports can be used to evaluate the effectiveness of programs and interventions in achieving their intended outcomes. For example, a research report on a new educational program could provide evidence of its impact on student performance.
• Demonstrating impact : Research reports can be used to demonstrate the impact of research funding or to evaluate the success of research projects. By presenting the findings and outcomes of a study, research reports can show the value of research to funders and stakeholders.
• Enhancing professional development : Research reports can be used to enhance professional development by providing a source of information and learning for researchers and practitioners in a particular field. For example, a research report on a new teaching methodology could provide insights and ideas for educators to incorporate into their own practice.

How to write Research Report

Here are some steps you can follow to write a research report:

• Identify the research question: The first step in writing a research report is to identify your research question. This will help you focus your research and organize your findings.
• Conduct research : Once you have identified your research question, you will need to conduct research to gather relevant data and information. This can involve conducting experiments, reviewing literature, or analyzing data.
• Organize your findings: Once you have gathered all of your data, you will need to organize your findings in a way that is clear and understandable. This can involve creating tables, graphs, or charts to illustrate your results.
• Write the report: Once you have organized your findings, you can begin writing the report. Start with an introduction that provides background information and explains the purpose of your research. Next, provide a detailed description of your research methods and findings. Finally, summarize your results and draw conclusions based on your findings.
• Proofread and edit: After you have written your report, be sure to proofread and edit it carefully. Check for grammar and spelling errors, and make sure that your report is well-organized and easy to read.
• Include a reference list: Be sure to include a list of references that you used in your research. This will give credit to your sources and allow readers to further explore the topic if they choose.
• Format your report: Finally, format your report according to the guidelines provided by your instructor or organization. This may include formatting requirements for headings, margins, fonts, and spacing.

Purpose of Research Report

The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.

Some common purposes of a research report include:

• Sharing knowledge: A research report allows researchers to share their findings and knowledge with others in their field. This helps to advance the field and improve the understanding of a particular topic.
• Identifying trends: A research report can identify trends and patterns in data, which can help guide future research and inform decision-making.
• Addressing problems: A research report can provide insights into problems or issues and suggest solutions or recommendations for addressing them.
• Evaluating programs or interventions : A research report can evaluate the effectiveness of programs or interventions, which can inform decision-making about whether to continue, modify, or discontinue them.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies.

When to Write Research Report

A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.

In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.

In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.

Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.

Characteristics of Research Report

There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:

• Objective: A research report should be written in an objective and unbiased manner. It should present the facts and findings of the research study without any personal opinions or biases.
• Systematic: A research report should be written in a systematic manner. It should follow a clear and logical structure, and the information should be presented in a way that is easy to understand and follow.
• Detailed: A research report should be detailed and comprehensive. It should provide a thorough description of the research methods, results, and conclusions.
• Accurate : A research report should be accurate and based on sound research methods. The findings and conclusions should be supported by data and evidence.
• Organized: A research report should be well-organized. It should include headings and subheadings to help the reader navigate the report and understand the main points.
• Clear and concise: A research report should be written in clear and concise language. The information should be presented in a way that is easy to understand, and unnecessary jargon should be avoided.
• Citations and references: A research report should include citations and references to support the findings and conclusions. This helps to give credit to other researchers and to provide readers with the opportunity to further explore the topic.

Advantages of Research Report

Research reports have several advantages, including:

• Communicating research findings: Research reports allow researchers to communicate their findings to a wider audience, including other researchers, stakeholders, and the general public. This helps to disseminate knowledge and advance the understanding of a particular topic.
• Providing evidence for decision-making : Research reports can provide evidence to inform decision-making, such as in the case of policy-making, program planning, or product development. The findings and conclusions can help guide decisions and improve outcomes.
• Supporting further research: Research reports can provide a foundation for further research on a particular topic. Other researchers can build on the findings and conclusions of the report, which can lead to further discoveries and advancements in the field.
• Demonstrating expertise: Research reports can demonstrate the expertise of the researchers and their ability to conduct rigorous and high-quality research. This can be important for securing funding, promotions, and other professional opportunities.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies. Producing a high-quality research report can help ensure compliance with these requirements.

Limitations of Research Report

Despite their advantages, research reports also have some limitations, including:

• Time-consuming: Conducting research and writing a report can be a time-consuming process, particularly for large-scale studies. This can limit the frequency and speed of producing research reports.
• Expensive: Conducting research and producing a report can be expensive, particularly for studies that require specialized equipment, personnel, or data. This can limit the scope and feasibility of some research studies.
• Limited generalizability: Research studies often focus on a specific population or context, which can limit the generalizability of the findings to other populations or contexts.
• Potential bias : Researchers may have biases or conflicts of interest that can influence the findings and conclusions of the research study. Additionally, participants may also have biases or may not be representative of the larger population, which can limit the validity and reliability of the findings.
• Accessibility: Research reports may be written in technical or academic language, which can limit their accessibility to a wider audience. Additionally, some research may be behind paywalls or require specialized access, which can limit the ability of others to read and use the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Research Question 101 📖

Everything you need to know to write a high-quality research question

By: Derek Jansen (MBA) | Reviewed By: Dr. Eunice Rautenbach | October 2023

If you’ve landed on this page, you’re probably asking yourself, “ What is a research question? ”. Well, you’ve come to the right place. In this post, we’ll explain what a research question is , how it’s differen t from a research aim, and how to craft a high-quality research question that sets you up for success.

Research Question 101

What is a research question.

• Research questions vs research aims
• The 4 types of research questions
• How to write a research question
• Frequently asked questions
• Examples of research questions

As the name suggests, the research question is the core question (or set of questions) that your study will (attempt to) answer .

In many ways, a research question is akin to a target in archery . Without a clear target, you won’t know where to concentrate your efforts and focus. Essentially, your research question acts as the guiding light throughout your project and informs every choice you make along the way.

Let’s look at some examples:

What impact does social media usage have on the mental health of teenagers in New York?

How does the introduction of a minimum wage affect employment levels in small businesses in outer London?

How does the portrayal of women in 19th-century American literature reflect the societal attitudes of the time?

What are the long-term effects of intermittent fasting on heart health in adults?

As you can see in these examples, research questions are clear, specific questions that can be feasibly answered within a study. These are important attributes and we’ll discuss each of them in more detail a little later . If you’d like to see more examples of research questions, you can find our RQ mega-list here .

Research Questions vs Research Aims

At this point, you might be asking yourself, “ How is a research question different from a research aim? ”. Within any given study, the research aim and research question (or questions) are tightly intertwined , but they are separate things . Let’s unpack that a little.

A research aim is typically broader in nature and outlines what you hope to achieve with your research. It doesn’t ask a specific question but rather gives a summary of what you intend to explore.

The research question, on the other hand, is much more focused . It’s the specific query you’re setting out to answer. It narrows down the research aim into a detailed, researchable question that will guide your study’s methods and analysis.

Let’s look at an example:

Research Aim: To explore the effects of climate change on marine life in Southern Africa.

Research Question: How does ocean acidification caused by climate change affect the reproduction rates of coral reefs?

As you can see, the research aim gives you a general focus , while the research question details exactly what you want to find out.

Need a helping hand?

Types of research questions

Now that we’ve defined what a research question is, let’s look at the different types of research questions that you might come across. Broadly speaking, there are (at least) four different types of research questions – descriptive , comparative , relational , and explanatory . 

Descriptive questions ask what is happening. In other words, they seek to describe a phenomena or situation . An example of a descriptive research question could be something like “What types of exercise do high-performing UK executives engage in?”. This would likely be a bit too basic to form an interesting study, but as you can see, the research question is just focused on the what – in other words, it just describes the situation.

Comparative research questions , on the other hand, look to understand the way in which two or more things differ , or how they’re similar. An example of a comparative research question might be something like “How do exercise preferences vary between middle-aged men across three American cities?”. As you can see, this question seeks to compare the differences (or similarities) in behaviour between different groups.

Next up, we’ve got exploratory research questions , which ask why or how is something happening. While the other types of questions we looked at focused on the what, exploratory research questions are interested in the why and how . As an example, an exploratory research question might ask something like “Why have bee populations declined in Germany over the last 5 years?”. As you can, this question is aimed squarely at the why, rather than the what.

Last but not least, we have relational research questions . As the name suggests, these types of research questions seek to explore the relationships between variables . Here, an example could be something like “What is the relationship between X and Y” or “Does A have an impact on B”. As you can see, these types of research questions are interested in understanding how constructs or variables are connected , and perhaps, whether one thing causes another.

Of course, depending on how fine-grained you want to get, you can argue that there are many more types of research questions , but these four categories give you a broad idea of the different flavours that exist out there. It’s also worth pointing out that a research question doesn’t need to fit perfectly into one category – in many cases, a research question might overlap into more than just one category and that’s okay.

The key takeaway here is that research questions can take many different forms , and it’s useful to understand the nature of your research question so that you can align your research methodology accordingly.

How To Write A Research Question

As we alluded earlier, a well-crafted research question needs to possess very specific attributes, including focus , clarity and feasibility . But that’s not all – a rock-solid research question also needs to be rooted and aligned . Let’s look at each of these.

A strong research question typically has a single focus. So, don’t try to cram multiple questions into one research question; rather split them up into separate questions (or even subquestions), each with their own specific focus. As a rule of thumb, narrow beats broad when it comes to research questions.

Clear and specific

A good research question is clear and specific, not vague and broad. State clearly exactly what you want to find out so that any reader can quickly understand what you’re looking to achieve with your study. Along the same vein, try to avoid using bulky language and jargon – aim for clarity.

Unfortunately, even a super tantalising and thought-provoking research question has little value if you cannot feasibly answer it. So, think about the methodological implications of your research question while you’re crafting it. Most importantly, make sure that you know exactly what data you’ll need (primary or secondary) and how you’ll analyse that data.

A good research question (and a research topic, more broadly) should be rooted in a clear research gap and research problem . Without a well-defined research gap, you risk wasting your effort pursuing a question that’s already been adequately answered (and agreed upon) by the research community. A well-argued research gap lays at the heart of a valuable study, so make sure you have your gap clearly articulated and that your research question directly links to it.

As we mentioned earlier, your research aim and research question are (or at least, should be) tightly linked. So, make sure that your research question (or set of questions) aligns with your research aim . If not, you’ll need to revise one of the two to achieve this.

FAQ: Research Questions

Research question faqs, how many research questions should i have, what should i avoid when writing a research question, can a research question be a statement.

Typically, a research question is phrased as a question, not a statement. A question clearly indicates what you’re setting out to discover.

Can a research question be too broad or too narrow?

Yes. A question that’s too broad makes your research unfocused, while a question that’s too narrow limits the scope of your study.

Here’s an example of a research question that’s too broad:

“Why is mental health important?”

Conversely, here’s an example of a research question that’s likely too narrow:

“What is the impact of sleep deprivation on the exam scores of 19-year-old males in London studying maths at The Open University?”

Can I change my research question during the research process?

How do i know if my research question is good.

A good research question is focused, specific, practical, rooted in a research gap, and aligned with the research aim. If your question meets these criteria, it’s likely a strong question.

Is a research question similar to a hypothesis?

Not quite. A hypothesis is a testable statement that predicts an outcome, while a research question is a query that you’re trying to answer through your study. Naturally, there can be linkages between a study’s research questions and hypothesis, but they serve different functions.

How are research questions and research objectives related?

The research question is a focused and specific query that your study aims to answer. It’s the central issue you’re investigating. The research objective, on the other hand, outlines the steps you’ll take to answer your research question. Research objectives are often more action-oriented and can be broken down into smaller tasks that guide your research process. In a sense, they’re something of a roadmap that helps you answer your research question.

Need some inspiration?

If you’d like to see more examples of research questions, check out our research question mega list here .  Alternatively, if you’d like 1-on-1 help developing a high-quality research question, consider our private coaching service .

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project. 

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Research Paper Quiz Questions And Answers!

Have you ever prepared research papers? If you want to check how well you understand the terms, you can take this research paper quiz. With research paper quiz questions and answers, you can check your knowledge and get to learn something, which you were unable to recall during the routine. Read the questions carefully to get all the questions correct with a perfect score. All the best! And, don't forget to share the results on social handles and friends.

If you have good research skills, then when you’re doing research, you should feel a bit like you are:

Solving a mystery.

Designing a puzzle.

Digging in the ground to retrieve something.

Classifying books in a research library.

Rate this question:

What should be your writing persona, when you have finished researching and are writing your paper, ? How should you come across in your paper?

As a student writing for your instructor.

As an instructor writing for students.

As an expert writing for other experts.

As a reporter writing for the general public.

While writing a research paper, your goal is to:

Inform your reader.

Persuade your reader.

Save your reader time.

Motivate your reader to learn more about the subject.

You begin a research paper by stating your research topic. While stating your topic, what punctuation mark should you use? 

A semi-colon.

A question mark.

In academic writing, the square brackets [ ] are used for

To qualify statements.

To add minor comments.

To make insertions in quotations.

To indicate deleted material.

In academic writing, three periods (. . .) are used for?

To imply something that isn’t actually stated.

In your research paper, you must include your research question.

In your introduction.

In your thesis statement in your introduction.

In the first sentence of your introduction.

In the last sentence of your introduction.

What should not be done in your paper’s conclusion?

Summarize your paper’s main point or thesis (since it’s unnecessary).

Introduce a final, strong argument to support your thesis.

State why the results of your research are significant.

Point out where further research on your topic is needed.

Should you quote Wikipedia in your research paper? Experts address this question when they are discussing.

Digital publishing vs. print publishing

Wiki technology

Information literacy

When you are assessing the strength of research arguments and evidence, which of the following factors should you ignore?

Representativeness

Sufficiency

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Sat / act prep online guides and tips, 113 great research paper topics.

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Project: Final Report

Project report.

Due: Wednesday, 4/24

Example report in box folder, linked here

General Directions

The final report is intended to provide a comprehensive account of your collaborative course project in data science. The report should demonstrate your ability to apply the data science skills you have learned to a real-world project holistically, from posing research questions and gathering data to analysis, visualization, interpretation, and communication. The report should stand on its own so that it makes sense to someone who has not read your proposal or prototype.

The report should contain at least the parts defined below. In terms of length, it should be 5-7 pages using standard margins (1 in.), font (11-12 pt), and line spacing (1-1.5). A typical submission is around 3-4 pages of text and 5-7 pages overall with tables and figures. It is important to stay within the page limit, as practicing being succinct is an important skill. Your final report should also have a descriptive title, not “CS216 Project Report”. You should convert your written report to a pdf and upload it to Gradescope under the assignment “Project Final Report” by the due date, and assign the appropriate pages to questions in the grading rubric. Be sure to include your names and NetIDs in your final document and use the group submission feature on Gradescope. You do not need to upload your accompanying data, code, or other supplemental resources demonstrating your work to Gradescope; instead, your report should contain instructions on how to access these resources (see the Results and Methods section below for more details).

In general, your approach to this report should be to write as if you had “planned this as your project all along.” A report is not a chronological story of your project, it is a summary of what you did where the “story” serves the reader’s comprehension.

• E (Exemplary, 20pts) – Work that meets all requirements in terms of formatting and sections.
• S (Satisfactory, 19 pts) – Work that meets all requirements but is over 7 pages.
• N (Not yet, 12pts) – Does not meet all requirements.
• U (Unassessable, 4pts) –  Missing at least one section.

Part 1: Introduction and Research Questions (15 points)

Your final report should begin by introducing your topic and restating your research question(s) as in your proposal. As before, your research question(s) should be (1) substantial, (2) feasible, and (3) relevant. In contrast to the prior reports, the final report does not need to explicitly justify that the research questions are substantial and feasible in the text ; your results should demonstrate both of these points. Therefore, you should remove that text to save space.

You should still explicitly justify how your research questions are relevant. In other words, be sure to explain the motivation of your research questions. Remember that relevant research questions address a subject of importance and interest within the scientific community or broader society. Additionally, we are looking for why your group believes this research project is worthwhile to your time in this course.

You can start with the text from your prototype, but you should update your introduction and research questions to reflect changes in or refinements of the project vision. You should not state specific updates, rather, write the report as the final product and the prior milestones do not exist. Pretend the readers are unaware of the prior milestones. If you feel like an explanation of changes since the prototype is warranted, place that in the appendix. Your introduction should be sufficient to provide context for the rest of your report.

• E (Exemplary, 15pts) – Comprehensive introduction with clearly labeled, up-to-date research questions and a justification for how the research questions are relevant. Report  introduction can stand alone without references to prior versions of the project; no text for explicit justifications for “substantial” and “feasible” are made for the research question(s).   
• S (Satisfactory, 14pts) – Comprehensive introduction with clearly labeled, updated research questions and a justification for how the research questions are relevant. The introduction and research questions may not have been refined from the prototype (they have still kept reasoning for why their research questions are substantial and feasible).
• N (Not yet, 9pts) – Incomplete introduction where the research questions or justification are missing pieces, but at least some of it is present. Or the justification is clearly not reasonable.
• U (Unassessable, 3pts) – Incomplete introduction where it is entirely missing the research questions or justification or does not demonstrate meaningful effort.

Part 2: Data Sources (15 points)

Discuss the data you have collected and are using to answer your research questions. Be specific: name the datasets you are using, the information they contain, and where they were collected from / how they were prepared. You can begin with the text from your prototype, but be sure to update it to fit the vision for your final project.

• E (Exemplary, 15pts) – Origins of data are properly specified, cited, and relevant to answering the research question(s). If any significant data wrangling, cleaning, or other data preparation was done, these processes are explained.
• S (Satisfactory, 14pts) – Origins of data are properly specified and cited. However, the justification is not clear why the data is relevant to the proposed research question(s). If any significant data wrangling, cleaning, or other data preparation was done, these processes are explained.
• N (Not yet, 9pts) – Poorly specified data sources or the justification for using that data set or the methods to acquire the data is lacking. No discussion of preparing the dataset.
• U (Unassessable, 3pts) – Data sources or methods to acquire data are missing or do not demonstrate meaningful effort.

Part 3: What Modules Are You Using? (15 points)

Your project should utilize concepts from modules we have covered in this course to answer your research question(s). We will assume you will use modules 1 (Python), 2 (Numpy/Pandas), and 5 (Probability).  Your final report should state at least 3 more modules that you have utilized for your project. Each module should have a short description of how you used the knowledge in this module and a justification for that use. In addition, include what specific concepts from the module you used and at what stage of your project you mostly used this module. Potential stages include, but are not limited to: data gathering, data cleaning, data investigation, data analysis, and final report.

• Module 3: Visualization
• Module 4: Data Wrangling
• Module 6: Combining Data
• Module 7: Statistical Inference
• Module 8: Prediction & Supervised Machine Learning
• Module 9: Databases and SQL
• Module 10: Deep Learning

Your overall report should clearly show that you used the modules discussed in this section. You should add any additional modules used and update the existing modules to be more specific to the different tasks and stages of your projects that changed since your prototype.

• E (Exemplary, 15pts) – States at least 3 modules. For each module, they provide an updated (1) short description of how they used the module, (2) justification for using this module, (3) specific concepts they used, (4) what stage they used it, and (5) clearly implemented it in the final report. 
• S (Satisfactory, 14pts) – States at least 3 modules. For each module, they provide an updated (1) short description of how they used the module, (2) justification for using this module, (3) what concepts they used and (4) what stage they used it. Less than 3 modules are clearly implemented in the final report. 
• N (Not yet, 9pts) – States at least 3 modules. For each module, they provide an updated (1) short description of how they used the module, (2) justification for using this module, (3) what concepts they used and (4) what stage they used it. Only one module is clearly implemented in the final report.
• U (Unassessable, 3pts) – Does not meet the Not Yet criteria.

Part 4: Results and Methods (15 points)

This is likely to be the longest section of your paper at multiple pages. The results and methods section of your report should explain your detailed results and the methods used to obtain them. Where possible, results should be summarized using clearly labeled tables or figures and supplemented with written explanations of the significance of the results with respect to the research questions outlined previously. Please note that a screenshot of your dataset does not count as a table or figure and should not be included in your final report.

Your description of your methods should be specific. For example, if you scraped multiple web databases, merged them, and created a visualization, then you should explain how each step was conducted in enough detail that an informed reader could reasonably be expected to reproduce your results with time and effort. Just saying, “we cleaned the data and dealt with missing values” or “we built a predictive model” is insufficient detail.

Your report should also contain instructions on how to access your full implementation (that is, your code, data, and any other supplemental resources like additional charts or tables). The simplest way to do so is to include a link to the box folder, GitLab repo, or whatever other platforms your group is using to house your data and code.

• E (Exemplary, 15pts) – Results are thoroughly discussed using clearly labeled tables or figures followed by written descriptions. Specific explanation of how the results were generated and from what data. Link to code/data to create charts or visualizations is provided. 
• S (Satisfactory, 14pts) – Results are thoroughly discussed using clearly labeled tables or figures followed by written descriptions. Explanation of how the results were generated may lack some specification or it is somewhat unclear as to what data the results are from. Link provided.
• N (Not yet, 9pts) – Results are discussed using tables with missing labels or lacking written descriptions. It is unclear how the results were generated and from what data.
• U (Unassessable, 3pts) – Results are missing or do not demonstrate meaningful effort.

Part 5: Limitations and Future Work (10 points)

In this part, you should discuss any important limitations or caveats to your results with respect to answering your research questions. For example, if you don’t have as much data as you would like or are unable to fairly evaluate the performance of a predictive model, explain and contextualize those limitations. You may want to consider any ethical implications or potential biases of your results as well. 

Finally, provide a brief discussion of future work. This could explain how future research might address the limitations you outline, or it could pose additional follow-up research questions based on your results so far. In short, explain how an informed reader (such as a peer in the class) could improve on and extend your results.

• E (Exemplary, 10pts) – Comprehensive and explicit discussion of important limitations and caveats to results. Brief discussion of future work and how results could be extended and improved upon.
• S (Satisfactory, 9pts) – Discussion of important limitations and caveats to results could be improved or the discussion of future work and how results could be extended and improved upon lacks some specification.
• N (Not yet, 6pts) –  Incomplete discussion of important limitations and caveats to results. Discussion of future work and how results could be extended and improved upon may lack some specification.
• U (Unassessable, 2pts) – Limitations and future work are missing or do not demonstrate meaningful effort.

Part 6: Conclusion (5 points)

Provide a brief (one or two paragraphs) summary of your results. This summary of results should address all of your research questions.

If one of your research questions was “Did COVID-19 result in bankruptcy in North Carolina during 2020?” then a possible (and purely hypothetical) summary of results might be:

We aggregate the public records disclosures of small businesses in North Carolina from January 2019 to December 2020 and find substantial evidence that COVID-19 did result in a moderate increase in bankruptcy during 2020. This increase is not geographically uniform and is concentrated during summer and fall 2020. We also examined the impact of federal stimulus but cannot provide an evaluation of its impact from the available data.

• E (Exemplary, 10pts) – Research questions are clearly and completely addressed through a summary of results. 
• S (Satisfactory, 9pts) – Research questions are clearly addressed through a summary of results. The results may be lacking in completely answering the research questions.
• N (Not yet, 6pts) –  Research questions are somewhat addressed through a summary of results. The results are lacking in completely answering the research questions. Or the results of one of the research questions is missing.
• U (Unassessable, 2pts) – Conclusion is missing or does not demonstrate meaningful effort.

(Optional) Part 7: Appendix of additional figures, tables, and updates summary.

If you are struggling to keep your report within the 5-7 page limit, you may move some (not all) of your figures and tables to an optional appendix that will not count against your page limit. However, your report should stand on its own without the appendix . The appendix is for adding more nuance to your results, not to give you more space to talk about your results. Succinctness is an important skill to practice when doing data science. Your grader is not expected to look at the appendix when grading.

If you strongly feel like a summary of project updates since the proposal is required, you may put them in this appendix as well and mention they are in the appendix in the introduction.

Checklist Before You Submit:

• 5-7 pages in length
• Standard margins (1 in.)
• Font size is 11-12 pt
• Line spacing is 1-1.5
• Final document is a pdf
• Descriptive project title
• Do you feel as if this part meets the requirements of E (Exemplary) or S (Satisfactory) ?

Author Joey Scarpa

Posted March 30, 2024 — 4:30 pm

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This paper is in the following e-collection/theme issue:

Published on 1.4.2024 in Vol 26 (2024)

Response of Unvaccinated US Adults to Official Information About the Pause in Use of the Johnson & Johnson–Janssen COVID-19 Vaccine: Cross-Sectional Survey Study

Response of unvaccinated us adults to official information about the pause in use of the johnson & johnson–janssen covid-19 vaccine: cross-sectional survey study.

Authors of this article:

Research Letter

• Vishala Mishra 1 * , MBBS, MMCi   ; 
• Joseph P Dexter 2, 3, 4 * , PhD  

1 Department of Biostatistics and Bioinformatics, Duke University School of Medicine, Durham, NC, United States

2 Data Science Initiative, Harvard University, Allston, MA, United States

3 Department of Human Evolutionary Biology, Harvard University, Cambridge, MA, United States

4 Institute of Collaborative Innovation, University of Macau, Taipa, Macao

*all authors contributed equally

Corresponding Author:

Joseph P Dexter, PhD

Data Science Initiative

Harvard University

Science and Engineering Complex 1.312-10

150 Western Avenue

Allston, MA, 02134

United States

Phone: 1 8023381330

Email: [email protected]

Using a rapid response web-based survey, we identified gaps in public understanding of the Centers for Disease Control and Prevention’s messaging about the pause in use of the Johnson & Johnson–Janssen COVID-19 vaccine and estimated changes in vaccine hesitancy using counterfactual questions.

Introduction

On April 13, 2021, the Centers for Disease Control and Prevention (CDC) and Food and Drug Administration recommended a pause in use of the Johnson & Johnson (J&J)–Janssen COVID-19 vaccine due to 6 reports of cerebral venous sinus thrombosis in recently vaccinated individuals [ 1 ]. The announcement of the pause required development of a coordinated communication strategy under extreme time pressure and careful messaging by stakeholders to mitigate reduced public confidence in COVID-19 vaccines [ 2 ]. Moreover, official communication efforts had to consider the potential influence of already widespread misinformation about the vaccines on attitudes toward the pause [ 3 , 4 ]. In this survey study, we evaluated understanding and impressions of the CDC’s public web-based information about the J&J-Janssen pause among unvaccinated US adults.

Web-Based Survey About J&J-Janssen Pause

We administered the web-based survey to two cohorts of US adults recruited through Prolific between April 19-21, 2021 (cohort A), and April 21-23, 2021 (cohort B). Both cohorts were assembled using convenience sampling of unvaccinated adults. To obtain information about a population that especially needed targeted vaccine communication, the first cohort was restricted to individuals expressing neutral or negative sentiments about COVID-19 vaccines. The survey design and recruitment strategy are described in Multimedia Appendix 1 ; the survey questions are provided in Multimedia Appendices 2 and 3 .

Ethical Considerations

The study was approved by Harvard University’s Committee on the Use of Human Subjects (IRB20-2089), and participants agreed to a consent statement on the first page of the survey. Participants were paid US $2 for taking the survey. All study data were collected anonymously.

A total of 271 and 286 participants were included in cohorts A and B, respectively (demographic characteristics listed in Table 1 ). Across participants, the median number of correct responses to the comprehension questions was 6 in both cohort A (IQR 1.5; range 0-7) and cohort B (IQR 1.0; range 1-7). The total number of correct responses was negatively associated with intention not to seek vaccination in both cohort A (odds ratio 0.61, 95% CI 0.45-0.82; P =.001) and cohort B (odds ratio 0.48, 95% CI 0.31-0.74; P =.001; Multimedia Appendix 4 ). Although a majority of participants rated the passages as “clear and easy to read” (cohort A: n=229, 84.5%; cohort B: n=243, 85%), fewer indicated that they would be likely to share them on social media (cohort A: n=53, 19.6%; cohort B: n=75, 26.3%).

The web page mentioned “a small number of reports” of cerebral venous sinus thrombosis in individuals who received the J&J-Janssen vaccine. When asked to guess a specific number, 188 (69.4%) and 133 (46.5%) respondents in cohorts A and B, respectively, estimated 100 or more cases, at least an order of magnitude higher than the actual value; 176 (64.9%) and 128 (44.8%) respondents in cohorts A and B, respectively, estimated 10 or more deaths after vaccination ( Figure 1 ).

Responding to a counterfactual question, 127 (46.9%) and 139 (48.6%) participants in cohorts A and B, respectively, indicated that the pause reduced their confidence in the J&J-Janssen vaccine’s safety ( Figure 1 ). Most participants reported no change in their confidence in COVID-19 vaccines’ safety in general (cohort A: n=182, 67.2%; cohort B: n=194, 67.8%) or intention to receive the Pfizer-BioNTech or Moderna vaccine (cohort A: n=206, 76%; cohort B: n=211, 73.8%).

a Participants could select more than one option.

b Includes participants who selected “American Indian or Alaska Native,” “Native Hawaiian or Other Pacific Islander,” or “Another option not listed here.”

c Number of participants who gave the correct answer to each question.

d Number of participants who gave the indicated number of correct answers across all questions.

e Number of participants who answered “Strongly agree” or “Agree” about each description on a 6-point Likert scale.

In our web-based survey about the CDC’s messaging around the J&J-Janssen vaccine pause, many respondents overestimated the number of case reports that prompted the pause, often by several orders of magnitude. Since verbal descriptors are elastic concepts that can be misinterpreted, grounding them with numbers can reduce variability in risk perception and promote informed decision-making [ 5 ].

Respondents also expressed reduced confidence in the safety of the J&J-Janssen vaccine, highlighting the potential danger of conveying piecemeal information about risk during a pandemic response [ 3 ]. Encouragingly, the reduced confidence did not extend to mRNA COVID-19 vaccines, consistent with previous findings that overall vaccine hesitancy remained stable following the pause [ 6 ]. These results were obtained using the counterfactual format, which is less susceptible to overestimating shifts in beliefs than the change format ( Multimedia Appendix 1 ). The negative association between understanding of the passage and self-reported vaccine hesitancy suggests that more targeted messaging may have been useful to promote vaccine confidence [ 7 , 8 ].

Consistent with uncertainty management theory [ 9 ], individuals likely viewed the pause in different ways, leading to a spectrum of emotional responses and changes in behavior. Despite being a safety precaution, the pause introduced new uncertainties requiring effective management through clear and consistent messaging, highlighting the balance that must be maintained between fostering trust and preventing unnecessary alarm [ 10 ]. Given the limitations of the deficit model of scientific communication [ 11 ], just providing technically correct information is insufficient for effective communication during public health crises. Instead, attention should be given to the accessibility of information across diverse socioeconomic groups, in line with the knowledge gap hypothesis [ 12 ], and to countering misinformation by providing easy-to-use official guidance [ 6 , 7 ].

The study is limited by the convenience sampling strategy; the participants recruited were not representative of the US population as a whole, and the findings should not be generalized to other contexts. Since the study was conducted on the web, individuals with lower internet and health literacy may have been excluded.

Acknowledgments

We thank Vasudha Mishra, MBBS, for assistance with graphic design. This work was supported by a CoronaVirusFacts Alliance Grant from the Poynter Institute, a Harvard Data Science Fellowship, and the Institute of Collaborative Innovation at the University of Macau.

Data Availability

The data sets generated during this study are available from the corresponding author upon reasonable request.

Conflicts of Interest

None declared.

Additional information about survey methodology.

Survey administered to cohort A.

Survey administered to cohort B.

Supplemental tables about survey questions and ordinal logistic regression analysis.

• Karron RA, Key NS, Sharfstein JM. Assessing a rare and serious adverse event following administration of the Ad26.COV2.S vaccine. JAMA. Jul 22, 2021;325(24):2445-2447. [ CrossRef ] [ Medline ]
• Wood S, Schulman K. Beyond politics—promoting Covid-19 vaccination in the United States. N Engl J Med. Mar 18, 2021;384(7):e23. [ CrossRef ] [ Medline ]
• Lee JJ, Kang K, Wang MP, Zhao SZ, Wong JYH, O'Connor S, et al. Associations between COVID-19 misinformation exposure and belief with COVID-19 knowledge and preventive behaviors: cross-sectional online study. J Med Internet Res. Dec 13, 2020;22(11):e22205. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Ginossar T, Cruickshank IJ, Zheleva E, Sulskis J, Berger-Wolf T. Cross-platform spread: vaccine-related content, sources, and conspiracy theories in YouTube videos shared in early Twitter COVID-19 conversations. Hum Vaccin Immunother. Dec 31, 2022;18(1):1-13. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Edwards A, Elwyn G, Mulley A. Explaining risks: turning numerical data into meaningful pictures. BMJ. May 06, 2002;324(7341):827-830. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Hsieh YL, Rak S, SteelFisher GK, Bauhoff S. Effect of the suspension of the J&J COVID-19 vaccine on vaccine hesitancy in the United States. Vaccine. Jan 24, 2022;40(3):424-427. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Miller M, Castrucci BC. Changing the COVID-19 conversation: it's about language. JAMA Health Forum. Mar 01, 2021;2(2):e210020. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Mishra V, Dexter JP. Comparison of readability of official public health information about COVID-19 on websites of international agencies and the governments of 15 countries. JAMA Netw Open. Aug 03, 2020;3(8):e2018033. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Brashers D. Communication and uncertainty management. J Commun. 2001;51(3):477-497. [ CrossRef ]
• Petersen MB, Bor A, Jørgensen F, Lindholt MF. Transparent communication about negative features of COVID-19 vaccines decreases acceptance but increases trust. Proc Natl Acad Sci U S A. Jul 20, 2021;118(29):e2024597118. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Reincke CM, Bredenoord AL, van Mil MH. From deficit to dialogue in science communication: the dialogue communication model requires additional roles from scientists. EMBO Rep. Oct 03, 2020;21(9):e51278. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Lind F, Boomgaarden HG. What we do and don’t know: a meta-analysis of the knowledge gap hypothesis. Ann Int Commun Assoc. May 09, 2019;43(3):210-224. [ CrossRef ]

Abbreviations

Edited by A Mavragani; submitted 25.08.22; peer-reviewed by M Graham, T Ginossar, A Scherer; comments to author 25.01.23; revised version received 26.05.23; accepted 29.12.23; published 01.04.24.

©Vishala Mishra, Joseph P Dexter. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 01.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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Introducing new   Paper mode

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This refers to the information or content from different sources ralated to the topic.

Methodology

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The final step in the research process is analyzing your data.

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Evaluating what you read in terms of your own research questions

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being negative about something before you read it

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New Research Reveals Full Diversity of Killer Whales as Two Species Come into View on Pacific Coast

March 27, 2024

Long viewed as one worldwide species, killer whale diversity now merits more. Southern Resident Connections - Post 35

Scientists have resolved one of the outstanding questions about one of the world’s most recognizable creatures, identifying two well-known killer whales in the North Pacific Ocean as separate species.

Killer whales are one of the most widespread animals on Earth. They have long been considered one worldwide species known scientifically as Orcinus orca , with different forms in various regions known as “ecotypes.”

However, biologists have increasingly recognized the differences between resident and Bigg’s killer whales. Resident killer whales maintain tight-knit family pods and prey on salmon and other marine fish. Bigg’s killer whales roam in smaller groups, preying on other marine mammals such as seals and whales. (Killer whales actually belong to the dolphin family.) Bigg’s killer whales, sometimes called transients, are named for Canadian scientist Michael Bigg, the first to describe telltale differences between the two types.

He noted in the 1970s that the two animals did not mix with each other even when they occupied many of the same coastal waters. This is often a sign of different species.

The finding recognizes the accuracy of the listing of Southern Resident killer whales as a Distinct Population Segment warranting protection under the Endangered Species Act in 2005. At the time, NOAA described the distinct population segment as part of an unnamed subspecies of resident killer whales in the North Pacific.

Now a team of scientists from NOAA Fisheries and universities have assembled genetic, physical, and behavioral evidence. The data distinguish two of the killer whale ecotypes of the North Pacific Coast—residents and Bigg’s—as separate species.

“We started to ask this question 20 years ago, but we didn’t have much data, and we did not have the tools that we do now,” said Phil Morin, an evolutionary geneticist at NOAA Fisheries’ Southwest Fisheries Science Center and lead author of the new paper . “Now we have more of both, and the weight of the evidence says these are different species.”

Genetic data from previous studies revealed that the two species likely diverged more than 300,000 years ago and come from opposite ends of the killer whale family tree. That makes them about as genetically different as any killer whale ecotypes around the globe. Subsequent studies of genomic data confirm that they have evolved as genetically and culturally distinct groups, which occupy different niches in the same Northwest marine ecosystem.

“They’re the most different killer whales in the world, and they live right next to each other and see each other all the time,” said Barbara Taylor, a former NOAA Fisheries marine mammal biologist who was part of the science panel that assessed the status of Southern Residents. “They just do not mix.”

Recognizing New Species

The Taxonomy Committee of the Society of Marine Mammalogy will determine whether to recognize the new species in its official list of marine mammal species . The committee will likely determine whether to accept the new designations at its next annual review this summer.

The scientists proposed scientific names for the new species based on their earliest published descriptions in the 1800s. Neither will keep the ubiquitous worldwide moniker, orca . The team proposed to call resident killer whales Orcinus ater , a Latin reference to their dominant black coloring. Bigg’s killer whales would be called Orcinus rectipinnus , a combination of Latin words for erect wing, probably referring to their tall, sharp dorsal fin.

Both species names were originally published in 1869 by Edward Drinker Cope, a Pennsylvania scientist known more for unearthing dinosaurs than studying marine mammals. He was working from a manuscript that California whaling captain Charles Melville Scammon had sent to the Smithsonian Institution describing West Coast marine mammals, including the two killer whales. While Cope credited Scammon for the descriptions, Scammon took issue with Cope for editing and publishing Scammon’s work without telling him. (See accompanying story .)

The Smithsonian Institution had shared Scammon’s work with Cope, and a Smithsonian official later apologized to Scammon for what he called “Cope’s absurd blunder.”

Species Reflect Ecosystem

The contested question of whether Southern Residents were distinct enough to merit endangered species protections initially drove much of the research that helped differentiate the two species, said Eric Archer, who leads the Marine Mammal Genetics Program at the Southwest Fisheries Science Center and is a coauthor of the new research paper. The increasing processing power of computers has made it possible to examine killer whale DNA in ever finer detail. He said the findings not only validate protection for the animals themselves, but also help reveal different components of the marine ecosystems the whales depend on.

“As we better understand what makes these species special, we learn more about how they use the ecosystems they inhabit and what makes those environments special, too,” he said.

The new research synthesizes the earliest accounts of killer whales on the Pacific Coast with modern data on physical characteristics. The team also use aerial imaging (called photogrammetry ), and measurement and genetic testing of museum specimens at the Smithsonian and elsewhere. While the two species look similar to the untrained eye, the evidence demonstrates they are very different species. The two species use different ecological niches, such as specializing in different prey, said Kim Parsons, a geneticist at the NOAA Fisheries Northwest Fisheries Science Center in Seattle and coauthor of the new research.

Recent research with drones that collect precise aerial photos has helped differentiate Bigg’s killer whales as longer and larger. This might better equip them to go after large marine mammal prey. The smaller size of residents is likely better suited to deep dives after their salmon prey, said John Durban, an associate professor at Oregon State University’s Marine Mammal Institute. His killer whale drone research is done collaboratively with Holly Fearnbach, a researcher at SR³.

The different prey of the two species may also help explain their different trajectories. Southern Residents are listed as endangered in part because of the scarcity of their salmon prey. Bigg’s killer whales, by contrast, have multiplied while feeding on plentiful marine mammals, including California sea lions.

While killer whales represent some of the most efficient predators the world has ever seen, Durban said science is still unraveling the diversity among them. The identification of additional killer whale species is likely to follow. One leading candidate may be “Type D” killer whales identified in the Southern Ocean around Antarctica.

Other killer whales in Antarctic waters also look very different from the best-known black and white killer whales. This reflects a wider diversity within the species, said Durban, who has used drones to study killer whales around the world. “The more we learn,” he said, “the clearer it becomes to me that at least some of these types will be recognized as different species in due course.”

Southern Resident Connections

Southern Resident killer whales are icons of a vibrant but struggling marine ecosystem that is important to us all. Join us in exploring the ecological connections that tie this system together, and the ways we are protecting and working to recover the whales we all care so much about.

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More Information

• New Research Reveals Two Species of Killer Whale
• How Scientists Chose Names for Newly Identified Killer Whale Species
• Two Species of Killer Whale Infographic
• Marine Mammal Genetics Research
• 2004 Status Review of Southern Resident Killer Whales
• Saving the Southern Resident Killer Whales
• Listing of Southern Resident Killer Whale Under the ESA
• Killer Whale Ecotypes Poster

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'Pretending to grow forests in the desert': New research questions integrity in safeguard mechanism scheme

A major Australian study has found some of the nation's biggest polluters are meeting their emissions obligations using carbon credits that have not actually resulted in emissions reductions.

Almost a third of projects under Australia's carbon credit scheme did little to nothing to reduce emissions despite costing taxpayers hundreds of millions of dollars, the researchers found.

Andrew Macintosh, one of the lead authors of the paper and an environment law and policy professor at the Australian National University first sounded the alarm two years ago, calling the carbon market "largely a sham".

His calls were rejected by a government-commissioned review, but Professor Macintosh said the new research shows further evidence that human-induced regeneration – a core part of the Australian Carbon Credit Unit (ACCU) scheme – hasn't worked.

"The data is telling us very clearly that the credits that are being issued are in no way shape or form being matched by the abatement that these projects are actually generating," He told the ABC.

Researchers monitored 182 Human Induced Regeneration (HIR) projects, which make up about 30 per cent of all ACCUs and have cost taxpayers nearly $300 million over their lifetime.

They found many of the projects to grow native forests were claiming to be regenerating them in uncleared desert and semi-desert areas.

According to the study, 80 per cent of those projects experienced either no change, or negative change to their tree cover between 2013 when first registered, and June 2022, despite receiving nearly 23 million credits.

Researchers say study calls into question emissions results of biggest emitters

In October 2023 the government banned the registration of new HIR projects, but existing projects are still operating and generating carbon credits.

The research group's claims would have significant implications for the government's safeguard mechanism, the emissions cap placed on heavy emitters that forces them to either lower their emissions or buy credits to abate them.

The safeguard mechanism applies to facilities that emit more than 100,000 tonnes of carbon dioxide emissions a year in the mining, oil and gas, manufacturing, transport and waste sectors.

Professor Macintosh said the ACCU scheme was "severely lacking in integrity" and jeopardised the integrity of the safeguard mechanism.

"Most of the [safeguard mechanism] entities that are covered by the [ACCU] scheme will meet their obligations by buying carbon credits and surrendering them, rather than reducing their own emissions," Professor Macintosh said.

"That would be fine if the carbon credits reflected real, additional and permanent abatement but what our results are saying is they're not."

HIR projects received 37 million credits to June 2023, nearing a third of the issuances under the scheme, and covering a total area of around 42 million hectares.

The researchers found an increase of just 1.8 per cent in tree cover across those projects, based on satellite data since the projects were registered.

Professor Macintosh said those projects also didn't show a marked difference in regeneration from other nearby areas outside the credit scheme.

"We also compared the trends of tree cover inside the projects that have been credited to what's happening in comparison areas," he said.

"The primary driver is not the controlling of grazing areas but something else, and that something else is very likely to be rainfall."

Recommendations for ACCU monitor progressing

In 2022 after Professor Macintosh blew the whistle on the carbon credit scheme, the government ordered a review led by the former national chief scientist Ian Chubb.

That review, released in January last year, dismissed claims the scheme lacked integrity . 

It said it disagreed with Professor Macintosh's claims the level of emissions reduction was overstated, and that the carbon credits scheme was not effective.

But the review did make a suite of recommendations, including a new integrity committee to monitor the scheme, which the government has agreed to establish.

Professor Macintosh has always questioned the methodology of that review.

"The main problem with the Chubb review is that they didn't analyse the performance of a single project to inform their decision or their conclusion that there wasn't a problem with over-crediting," he said.

Professor Macintosh has declared he has a competing interest as a non-executive director of Paraway Pastoral Company, which has projects that use Australia's offset scheme but does not have any HIR projects.

Climate Change and Energy Minister Chris Bowen reiterated that while he understood Professor Macintosh's disagreement with Professor Chubb's findings, he emphasised that Professor Macintosh's own findings were not supported by Professor Chubb.

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Clinical Research Manager

• Madison, Wisconsin
• SCHOOL OF MEDICINE AND PUBLIC HEALTH/DEPARTMENT OF SURGERY
• Partially Remote
• Staff-Full Time
• Staff-Part Time
• Opening at: Mar 29 2024 at 13:40 CDT
• Closing at: Apr 14 2024 at 23:55 CDT

Job Summary:

The Clinical Research Manager is responsible for leading the clinical research program and the Office of Clinical Research (OCR) in the UW Madison Department of Surgery (DOS) and reports directly to the Director of Research Operations. The OCR provides full-service study coordination and regulatory services for industry, extramurally and government funded, as well as investigator-initiated interventional studies including drug and device trials. This position will work closely with department leadership including the Director of Research Operations and Vice Chairs of Research and with key collaborators outside of the department including the Clinical Trials Institute. The Clinical Research Manager will: - Lead the growth, innovation, process improvement, and sustainability for the OCR and the clinical research program - Ensure compliant and high-quality clinical research - Facilitate relationships with the Clinical Trials Institute, clinical providers in multiple care areas (ICU, emergency department, operating room, etc.), industry sponsors, faculty, residents, staff, and research trainees This position will provide day-to-day oversight and support to the OCR including: - Managing the portfolio of studies, establishing policies and procedures, and managing the OCR budget and finances - Supervising a clinical research supervisor and research program coordinator - Collaborating with the Clinical Trials Institute on regulatory services provided for department research, such as IRB submissions, FDA submissions, and internal and external audit and inspection management. - Providing direction and issue resolution for study-related concerns and risks. The clinical research coordinator team provides 24/7 on-call coverage through a balanced on-call model. The Clinical Research Manager may need to be available to be periodically contacted outside normal hours to support on-call staff and activities.

Responsibilities:

• 20% Plans staff implementation of protocols and on-going quality review of one or multiple, basic or moderately complex clinical research trials or programs
• 25% Analyzes research portfolios and accounts, solicits internal and external research opportunities, promotes unit capabilities, and makes recommendations to leadership for strategic program enhancements
• 10% Compiles audits and documents research data to ensure necessary compliance with institutional policies and procedures
• 5% Composes, assembles, and submits grant proposals and protocols according to applicable rules and regulations
• 15% Exercises supervisory authority, including hiring, transferring, suspending, promoting, managing conduct and performance, discharging, assigning, rewarding, disciplining, and/or approving hours worked of at least 2.0 full-time equivalent (FTE) employees
• 5% Develops and monitors the program budget; and reviews and approves expenditures
• 10% Collaborates with UW Health, SMPH leadership, and Department leadership to support department and institutional clinical trial strategic goals
• 5% Interfaces with clinical providers to support 24/7 activities across phases of care
• 5% Provides faculty mentorship, development, and guidance related to clinical research including feasibility assessments and consultations for new projects

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred Bachelor's Degree in business administration, biological sciences, or health-related field

Qualifications:

Required Qualifications - Experience coordinating clinical research - Experience leading teams Preferred Qualifications - Experience in coordinating pharmaceutical, device and/or biological products - Experience with regulatory services including IRB submissions and FDA submissions - Experience conducting clinical research in an academic medical center An ideal candidate will be: - Very knowledgeable about current clinical research regulations and good clinical practices - A proven team leader with exemplary skills in process/change management - A highly skilled mentor and communicator able to engage professionally with a wide variety of individuals - A problem solver, highly collaborative, adaptive, proactive, and committed to creating a positive work environment that is transparent, cooperative, and trusting.

Full or Part Time: 80% - 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $80,000 ANNUAL (12 months) Depending on Qualifications The starting salary for the position is $80,000 but is negotiable based on experience and qualifications. Employees in this position can expect to receive benefits such as generous vacation, holidays, and sick leave; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ ).

Additional Information:

This position has been identified as a position of trust with access to vulnerable populations. The selected candidate will be required to pass an initial caregiver check to be eligible for employment under the Wisconsin Caregiver Law and every four years. The successful applicant will be responsible for ensuring eligibility for employment in the United States on or before the effective date of the appointment. University sponsorship is not available for this position. The department will not be able to support a request for a J-1 waiver. If you chose to pursue a waiver and apply for our position, neither the UW nor UWMF will reimburse you for your legal or waiver fees.

How to Apply:

To apply for this position, please click on the "Apply Now" button. You will be asked to upload a current resume/CV and a cover letter briefly describing your qualifications and experience. You will also be asked to provide contact information for three (3) references, including your current/most recent supervisor during the application process. References will not be contacted without prior notice.

Samantha Connell [email protected] 608-265-5311 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Clinical Research Manager(RE018)

Department(s):

A53-MEDICAL SCHOOL/SURGERY/RESEARCH ADMIN

Employment Class:

Academic Staff-Renewable

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