coursework study meaning

What is Coursework? | Definition, Meaning & keypoints!

What is coursework.

Coursework is a practical work or study done by a student in partial fulfilment of a degree or training. Projects, field work, design studies, long essays etc constitutes a coursework. The nature of work which requires to be carried out depends on the course. It is largely a part of learning exercise and a step to prepare you to handle the required work/ task effectively and efficiently.

Written or practical work done by a student during a course of study, usually assessed in order to count towards a final mark or grade.

Who assigns coursework and why?

Major types of coursework & how to go about them, coursework for academic topics which require writing:, what makes a good and effective content, coursework requiring you to make something like model, sculpture or artwork, key points to be kept in mind while working on coursework.

Doctorates are the highest degrees conferred by universities. An online or on campus doctorate can lead to a high-level position in a number of different fields, from business administration to health care to quality control. The lengthy road to earning a doctorate can be shortened by at least several months through online study.

Admission to doctoral programs requires completion of an undergraduate degree program and typically, but not always, of a master’s degree program. Students earning a doctorate must take a specified number of advanced graduate-level courses, requiring at least two or three years of study beyond the master’s degree. Upon passing written or oral examinations, or a combination of both, doctoral students are granted the status of doctoral candidates. Then they must research and write a dissertation on an original topic, and then satisfactorily defend the dissertation before a committee of professors in the field.

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What is Coursework? A Guide for Students

Rebekah Marshall

May 22, 2024

Read Time: 4 min

Coursework is the most significant part of academic writing and requires a lot of time and effort. You should consider the guidance of your teachers and your seniors who have similar experiences in writing coursework. This makes the process of working faster and more effective, which leads to the best outcomes. This guide will help you to understand what coursework is and how to write coursework effectively, based on expert tips from our  coursework writing service team.

What is Coursework?

Coursework consists of all basic assignments given to students to evaluate their level of understanding. It includes many types of assignments, such as essay writing, research papers, discussion boards, and written reports. To get excellent grades and grade point averages (GPA), students must understand the basic concepts of their courses. Coursework is difficult to define, even though it is usually important to complete a specific program. This kind of assignment can be completed in a wide range of formats. 

Importance of Coursework

Coursework is the most common type of assignment that teachers give students to understand their level of learning on a specific topic or subject. Moreover, it shows how well a student understands and uses the topic in various contexts. Through coursework writing, students may improve their research abilities, increase their understanding of a subject, develop their analytical skills, and apply the knowledge they have discovered to use independently. Furthermore, students learn to summarize the topic with key arguments and then draw conclusions by learning  how to write coursework . 

Types of Coursework

Five different types of coursework are given to students:

Analytical Coursework

Analytical Coursework presents a thesis statement or claim and demonstrates how to study different things. It usually focuses on the literary style of the text rather than the synopsis.

Supportive Commentary

Supportive Commentary helps students to create a single piece of media writing. Coursework should be written in an experimental mode, such as written, spoken, or multimodal. Students must also include a supporting statement that contains all the information and aspects. 

Journal Coursework

Writing journals for coursework is regarded as an act that promotes casual writing as a regular activity. This can take many different forms and is useful for multiple purposes. It can be both creative and personal. In order to organize their thoughts, compose their ideas, and respond to them, students are always expected to keep journals as part of their coursework.

Analytical Study

Analytical study is the process of sharing an analysis of the chosen work and how it relates to the relevant material. It also shows how well the writer understands the entire process of writing. Students should use proper vocabulary and must maintain word consistency. Also, understand the structure and format of writing.  

Commentary and Creative Writing

In commentary and creative writing coursework, students are asked to generate creative content that reflects the tone or style of the assessed text. It also helps to share comments to support the knowledge. Additionally, the major purpose of creative writing and commentary is to demonstrate knowledge, test skills, and engage the target audience through various languages.

Coursework Writing Tips

There are some key points that you should keep in mind while writing coursework. 

It is the worst possible scenario for any kind of academic writing assignment. Today, the internet has tons of relevant information, and professors become rigorous in the context of plagiarism. Your own words should be used in all writing! Use the advised citation style and make a references list if you choose to include quotations from the sources. Claim that it is your own project and sign the declaration.

Keep in mind the precise guidelines for the coursework’s length. Specify whether the references, appendices, and footnotes are counted as part of the word count.

Browse the possible topics. Try to pick a relevant coursework topic that is similar to the subject of the upcoming exam if one will be held on it. 

Get Help from Tutor

Never ignore your teacher’s advice; ask for their guidance on your topic. Also, to learn more, ask questions, but remember they may only read the first draft once and give general suggestions.

Perfect Coursework Writing Structure

The precision required for coursework writing depends not only on the writing process but also on the design. Even if you produce a stunning and thoroughly researched paper for the professor, poor design will still result in bad grades. We have chosen the most significant components to build a flawless coursework structure for you after reviewing many coursework standards. The structure consists of the following main components:

Introduction or Opening

The first step is to write the coursework introduction after choosing a topic. This introduction section needs to be extraordinary to catch the reader’s attention. Make sure to include all essential details, and keep it brief or precise. 

Include any background data about the topic you have chosen. Write down your goals as well. This section should contain your thesis statement. Also, write the introduction in such a way that it serves as the reader’s guide.

Main Body 

Your hard work and dedication will be reflected in this section. In the body section, you should add every minute detail you discovered on your research journey. Additionally, this section will be written in the past tense with an informative tone. 

Readers may find research findings boring because they are just stats and figures. Therefore, this section should include appealing tables, graphs, infographics, and charts to make it interesting. Mention each statistic as it is; do not change any findings. 

Summarize your whole coursework in this section. The conclusion needs to be short while covering all the details. You might mention the essential takeaways from the coursework.

How to Write a Coursework: Step-by-Step Guide

This step-by-step guide will walk you through how to write coursework effectively

Research : Gather information from primary and secondary sources, ensuring accuracy and reliability. Keep detailed notes and organize them in a table for easy reference.

Planning : Create a rough outline, deciding what to include in each section. Use a timeline to manage your tasks and meet deadlines.

Drafting : Start writing with the section you know best, using coursework examples to illustrate your points. Focus on gradually narrowing down your topic.

Editing : Proofread for consistency, style, grammar, and punctuation errors using tools like Grammarly. Ensure the document meets word count and formatting requirements, allowing time for thorough editing.

Formative vs Summative Coursework Assessments

Formative assessment assesses students’ understanding of a subject by offering them practice in essay creation and structure which can also be beneficial for tasks like  term paper writing . It assists students in evaluating their strengths and weaknesses and focuses on areas that require improvement. Moreover, formative assessments help instructors identify students’ areas of difficulty and take action to resolve issues

Summative assessments , on the other hand, evaluate students’ knowledge at the end of the semester. Summative assessment includes mid-term exams and final-year projects. When completing courses, it is vital to understand the type of review you are submitting. If you understand the cocoursework’seaning and finish your assignments on time, you might obtain an A+.

Get Coursework Help from Experts

If you want to write your coursework successfully, follow all the steps mentioned above. If you still have difficulty writing coursework, you can get academic writing help at our  essay writing service  with one click. We have a group of experienced writers who can offer you timely, cost-effective coursework help online. 

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[ kawrs -wurk , kohrs - ]

• the work required of a student in a particular course of study; classroom work .
• curricular studies or academic work .

/ ˈkɔːsˌwɜːk /

• written or oral work completed by a student within a given period, which is assessed as an integral part of an educational course

Word History and Origins

Origin of coursework 1

Example Sentences

Derek Dodson is practicing with the Georgetown University soccer team for a rescheduled season while preparing for the resumption of senior coursework next week.

In San Diego, and throughout the state, an unconscionable number of students are failing or haven’t completed their coursework.

She took a full load of classes in the spring, summer and fall, and in November completed all the coursework for an undergraduate degree in psychology.

Pevzner, who took over the program in 2017, still heads into the field—though day to day he focuses more on developing coursework and swapping insights with similar programs around the world.

Although most schools have increased their offerings of online coursework, the number and sizes of in-person classes vary widely, as does the density of students in on-campus housing.

Digital art coursework at the Rhode Island School of Design simultaneous with an English Ph.D. at Yale?

Her pre-college education had been weak, and Leo was utterly unprepared for the academic part of the coursework.

An obsession with college preparation permeated all of our coursework.

The ad-hocs spent their time badmouthing the profs and tearing apart their coursework.

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Definition of coursework noun from the Oxford Advanced Learner's Dictionary

• Coursework accounts for 40 per cent of the final marks.

Join our community to access the latest language learning and assessment tips from Oxford University Press!

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What is Coursework at University?

In University by Think Student Editor October 5, 2023 Leave a Comment

Compared to the rest of the British education system, university can seem so very different. Lessons are now lectures or seminars, you have complete independence, and you even have the option to live on campus. Plus, there are so many other differences on top of this. This might make you wonder if the components of studying at university are different as well, especially in terms of how the course works. One of the components that’s important to look at in this way is coursework and how it differs at university.

In short, at university coursework is similar to at previous levels of education, where coursework is a form of assessment without exams that helps to make up your grade. At university, this is because successfully completing coursework helps you to pass modules, allowing you to get your qualification. This coursework can come in many different forms and the types you do will depend on your course and your university. However, some of the main types are essays, reports and projects, including research projects such as dissertations.

Continue reading to learn more about what coursework is at university. This article will take you through how coursework works at university and what some of the main types of university coursework are.

Table of Contents

Is there coursework at university?

When thinking about coursework, we tend to be more familiar with the term when it’s associated with school or college. In this case, coursework is a form of internally assessed assignment that will make up a part of your grade.

As a form of assessment, it will often be essential to help you to get your qualification, whether that’s for a GCSE/ National 5 qualification, an A-Level/ Higher or Advanced Higher or a more vocational qualification, such as a BTEC or a T-Level. For more information about what coursework is like at this stage, check out this guide by NI Direct.

As university can feel so different from school or college, you may be wondering whether or not there even is coursework at university and whether it works in the same way.

Simply put, yes, there is coursework at university . In fact, some universities state that most modules will have some form of coursework involved in them.

Students take a range of modules to make up their degree programmes. This means that students are very likely to do at least a bit of coursework in a few of their modules across the course of their studies. You can learn more about this by checking out this page on the University of St Andrews website.

What do you do in coursework at university?

At university there is so much more variation in what you can study and how you study it. From the different classifications of degree, even just within the undergraduate level, from foundation degrees to all the different kinds of bachelor’s degree, such as the BA, BSc or LLB, to all of the other kinds of qualification that you can do at university.

Due to all of this variation, there should be no surprise that in each of these different kinds of courses, students will be taught in different ways. Moreover, there isn’t any actual standardisation across universities, meaning that even on very similar courses, students can be taught with completely different methods.

As a result of this, the coursework that you do at university will completely depend on your course and your university. However, there are some common types of coursework that are done.

Some of these main ones are essays, reports and projects . For more information about what different types of coursework at university might be, you can check out this page by the University of Leeds.

You can learn more about these in their respective sections below.

Is an essay a type of coursework at university?

An essay is an academic piece of writing where students will have to make an argument in response to a certain question. In secondary school and college, you may have come across essays in the form of exam questions, where they would be valued in terms of their marks. For example, you may have had to do a “10-marker”, a “20-marker” and so on.

Alternatively, you may have come across them as part of your own coursework or NEAs, particularly in humanities subjects, where the knowledge and argument you present would be more detailed and in-depth. For university study, essays as a form of coursework, are more similar to the latter as they will need to be well-researched and in-depth .

However, university is at a higher level that school and college . As a result, university essays will need to be as well with students needing to carry out some independent research and reading before they can start the essay rather than relying just on what they have been taught.

You can learn more about essays as a form of coursework at university on this page by the University of Nottingham.

Is a report a type of coursework at university?

Reports and lab reports are a type of coursework that you will probably not have directly come across in previous study, although you may have done something a bit similar. Unlike an essay, a report is purely factual and objective, where the main aim is to present findings and to analyse the data collected, rather than to make an argument.

While they are particularly present in the sciences and social science subjects, reports are a form of coursework that can be used across a large variety of different subjects. Due to this, there are many different types of report and which one you may have to undertake as a part of your coursework will depend on your degree.

For more information about this, look at this page on the University of York’s website.

One of the main types of report is a lab report. This is a type of report done by sciences students after an experiment has been done. You can learn more about them by checking out this guide by the University of Nottingham.

Is a project a type of coursework at university?

For university study, a project as a form of coursework can refer to a few different modes of study. First of all, when talking about a project, we might be referring to a research project.

A research project is an extended essay that students complete by undertaking and then presenting their own research and comparing this to the preexisting ideas. This kind of research project will typically be big and may even be an entire module.

In cases like this, the research project will most likely be in the form of a dissertation or even a thesis if done at doctorate level. You can learn more about this type of project by looking at this page on the University of Sheffield’s website and for more on dissertations, look at the following section.

However, projects can also be in the form of group projects that can vary a bit more across universities. For example, at Imperial College London, students undertake a multidisciplinary group project to try and come up with solutions to the biggest social challenges. You can learn more about this on this page on their website.

Also, the University of Edinburgh Business School runs group consultancy projects at both undergraduate and master’s degree levels. For more information about this, check out this page on their website.

Is a dissertation a type of coursework at university?

At university in the UK, a dissertation is a type of research project that can be taken by students for either a bachelor’s degree or a master’s degree. As an extended essay, students will need to produce an answer to a specific question of somewhere between 5,000 and 50,000 words depending on the university and whether it is a bachelor’s or master’s degree that you’re doing.

There are different kinds of dissertation and depending on which kind students do will depend on how they go about writing it. For an empirical dissertation, students will need to carry out research and collect data first hand to use as part of their dissertation. Whereas for a non-empirical dissertation, students will have to research into data and information that is pre-existing.

You can learn more about what a dissertation is by looking at this Think Student article .

As previously mentioned, one of the main types of coursework at university are projects, including research projects. This means that yes, dissertations are a type of coursework at university as they are types of research project.

What is Coursework?

Table of Contents

Definition and Meaning

So what is coursework? Coursework is an integral part of the educational process, which refers to written or practical tasks that students perform during educational courses. These assignments are typically evaluated and contribute to the final grade or mark. The coursework definition, especially the term “curriculum-mandated” signifies that instructors are required to assign coursework within certain guidelines. This aspect of academic work is crucial as it extends learning beyond the traditional classroom setting.

While some coursework may involve practical tasks conducted within the classroom, a significant portion is often completed independently by students, such as in their homes or dormitories. Notably, certain colleges in Texas are adopting policies that mandate a minimum of 20% of writing coursework to be completed in class, under the supervision of educators. This approach ensures the authenticity of students’ work and provides an opportunity for direct observation of their writing skills.

Additionally, it’s common for students to access previously submitted coursework online, serving as a resource for their own assignments. However, when utilizing such materials, it is imperative to thoroughly rewrite and adapt the content to maintain originality and avoid plagiarism.

Types and Examples of Coursework

The many faces of coursework.

So, what is coursework? Coursework isn’t a one-size-fits-all kind of deal. It morphs to fit the subject, the course, and the learning objectives. Here’s a snapshot:

• Essays and Written Assignments. From reflective pieces to extensive research papers, these are staples in humanities and social sciences.
• Lab Reports and Scientific Research. Science and engineering students often get hands-on with experiments, followed by detailed reporting.
• Art and Design Portfolios. For the creatives, it’s about showcasing their artistic journey through portfolios.
• Group Projects and Presentations. These emphasize collaboration and communication skills, common in business and management courses.
• Fieldwork and Case Studies. Especially in disciplines like anthropology or marketing, where real-world application is key.

Examples in Different Fields

• Biology Coursework. Might involve a lab-based investigation into a specific biological phenomenon.
• Literature Coursework. Could be an analysis of a particular literary work or a comparative study of multiple pieces.
• Computer Science Coursework. Often involves coding projects or developing software solutions.

Importance and Objectives

More than just grades.

What is coursework? Coursework is about more than chasing an ‘A’. It’s an integral part of the learning process. Through coursework, you:

• Develop Critical Skills. Like research, analysis, and problem-solving.
• Apply Theoretical Knowledge. It’s your chance to use what you’ve learned in a practical context.
• Prepare for the Future. Whether it’s further academic pursuits or the professional world, coursework lays the groundwork.

Educational Objectives

Graduate coursework, in particular, is designed to deepen expertise in a field. It’s less about memorizing facts and more about developing a sophisticated understanding of complex concepts.

Challenges and Strategies

Common roadblocks.

• Time Management: Juggling multiple assignments can be overwhelming.
• Understanding Requirements: Sometimes, assignment briefs are as clear as mud.
• Maintaining Academic Integrity: The line between inspiration and plagiarism can get blurry.

Navigating the Coursework Maze

• Start Early: Procrastination is your enemy. Begin as soon as you get the assignment.
• Seek Clarification: If you’re not sure, ask. Better safe than sorry.
• Use Resources Wisely: Libraries, online databases, and even study groups can be goldmines.

Helpful Sources

• Cambridge Dictionary
• Merriam-Webster
• Can you attend two colleges at once ?

Final Thoughts

In a nutshell, what is coursework? Coursework is an indispensable part of the academic journey. It’s where theory meets practice, where skills are honed, and knowledge is deepened. As education continues to evolve with technology and changing societal needs, so does coursework. It adapts, transforms, and continues to play a crucial role in shaping competent, well-rounded individuals ready to take on the world. So, embrace your coursework – it’s not just a stepping stone to a grade, but a pathway to learning, growth, and success.

Coursework vs Course: When To Use Each One In Writing?

Looking at discussing educational programs, it’s important to understand the distinction between coursework and course. While the two terms are often used interchangeably, they actually have different meanings and contexts.

In simple terms, coursework refers to the assignments, projects, and activities that students are required to complete as part of a specific course or program of study. It encompasses all the tasks and assessments that contribute to a student’s final grade. On the other hand, a course is a broader term that refers to the overall educational program or subject of study. It includes the content, curriculum, and instructional materials that are used to teach a particular topic or discipline.

With these definitions in mind, it becomes clear that coursework is a subset of a course. While a course provides the framework and structure for learning, coursework is the practical application and demonstration of knowledge and skills acquired during the course. In other words, coursework is the hands-on component that allows students to apply theoretical concepts and showcase their understanding of the subject matter.

Now that we have established the distinction between coursework and course, let’s explore the importance of each in the learning process and how they complement each other to provide a comprehensive educational experience.

Exploring The Definitions

In order to fully understand the differences between coursework and a course, it is essential to first establish clear definitions for each term. Let us delve into the intricacies of these terms and gain a comprehensive understanding of their meanings.

Define Coursework

Coursework, in the realm of education, refers to a set of academic tasks or assignments that students are required to complete as part of a specific course. These tasks are designed to assess the students’ understanding and application of the knowledge and skills acquired throughout the course. Coursework encompasses a wide range of activities, including essays, research papers, presentations, laboratory experiments, and even practical assessments.

Coursework acts as a vital component of the overall assessment process, allowing educators to evaluate students’ comprehension, critical thinking abilities, and their ability to apply theoretical concepts in practical scenarios. It serves as a means to gauge the students’ progress and proficiency in a particular subject or discipline.

It is worth noting that coursework often carries a significant weightage in the final grading of a course, making it imperative for students to dedicate ample time and effort to complete these assignments in a meticulous and scholarly manner.

Define Course

A course, on the other hand, refers to a structured educational program or module offered by an educational institution or organization. Courses are designed to provide students with a structured learning experience focused on a specific subject or area of study. They are typically led by qualified instructors or professors who guide students through the curriculum and facilitate the acquisition of knowledge and skills.

Courses can vary in duration, ranging from a few weeks to an entire academic year, depending on the level of complexity and depth of the subject matter. They may be offered in various formats, including in-person classes, online modules, or a combination of both, commonly known as blended learning.

Each course is carefully curated to cover a specific set of topics, theories, and practical applications relevant to the subject. The course outline typically includes learning objectives, a breakdown of topics or modules, recommended readings, and assessments, such as coursework, quizzes, and examinations.

It is important to recognize that a course provides students with a structured framework to acquire knowledge and skills, whereas coursework represents the tangible tasks and assessments that students must complete within the course to demonstrate their understanding and mastery of the subject matter.

How To Properly Use The Words In A Sentence

In order to effectively communicate your ideas, it is crucial to understand how to use the words “coursework” and “course” appropriately in a sentence. This section will provide guidance on the correct usage of these terms, ensuring clarity and precision in your writing.

How To Use coursework In A Sentence

When incorporating the term “coursework” into your sentence, it is important to remember that it refers to the academic assignments, projects, or tasks that students are required to complete as part of a specific course. Here are some examples of how to use “coursework” correctly:

• After attending the lecture, students were assigned a significant amount of coursework to complete before the end of the semester.
• She diligently worked on her coursework throughout the week, ensuring each assignment was thoroughly researched and well-written.
• The professor emphasized the importance of submitting coursework on time to maintain a good academic standing.

By using “coursework” in these sentences, we clearly convey that the tasks being discussed are specific to a particular course or academic program.

How To Use course In A Sentence

Unlike “coursework,” the term “course” refers to a specific unit of study or a series of educational lessons. It can also indicate the path or direction one takes in their academic or professional journey. Here are some examples of how to properly use “course” in a sentence:

• He enrolled in an advanced mathematics course to further enhance his problem-solving skills.
• After completing the introductory course , she decided to pursue a more specialized field of study.
• The university offers a wide range of courses in various disciplines, allowing students to tailor their education to their specific interests.

By using “course” correctly in these sentences, we convey the idea of a specific subject or area of study, highlighting the individual’s educational journey or the offerings provided by an institution.

More Examples Of Coursework & Course Used In Sentences

As we delve deeper into the comparison between coursework and course, it is essential to understand how these terms are used in practical contexts. By examining various sentences, we can gain a clearer understanding of their usage and nuances.

Examples Of Using Coursework In A Sentence

• The demanding coursework in the advanced mathematics program challenged the students’ problem-solving skills.
• Completing the coursework for the computer science degree required extensive coding knowledge and analytical thinking.
• Her impeccable time management allowed her to excel in her coursework while participating in extracurricular activities.
• The professor assigned a research paper as part of the coursework to assess the students’ ability to conduct independent investigations.
• Online platforms offer a wide range of coursework options, allowing individuals to enhance their skills from the comfort of their homes.

Examples Of Using Course In A Sentence

• As an elective, I decided to take a course on art history to broaden my understanding of different artistic movements.
• The university offers a comprehensive course on entrepreneurship, providing students with the necessary knowledge to start their own businesses.
• She enrolled in a language course to improve her fluency in Spanish before her upcoming trip to South America.
• The course on environmental sustainability emphasized the importance of conserving natural resources for future generations.
• The professor’s engaging teaching style made the course on psychology captivating and enjoyable for the students.

Common Mistakes To Avoid

When it comes to discussing academic studies, it is essential to use the correct terminology to convey your ideas accurately. Unfortunately, many people often confuse the terms “coursework” and “course” and use them interchangeably, which can lead to confusion and miscommunication. In this section, we will highlight some common mistakes people make when using these terms incorrectly, along with explanations of why they are incorrect.

Mistake 1: Using “Course” When Referring To “Coursework”

One of the most prevalent mistakes is using the term “course” when actually referring to “coursework.” While both words are related to academic studies, they have distinct meanings and should not be used interchangeably.

A course refers to a specific educational program or subject of study offered by an educational institution. It encompasses a set of lectures, assignments, and examinations that students undertake to gain knowledge and skills in a particular field. For example, a university may offer courses in mathematics, literature, or biology.

On the other hand, coursework refers to the individual assignments, projects, or tasks that students are required to complete as part of a course. It includes activities such as essays, research papers, presentations, or laboratory experiments. Coursework contributes to the overall assessment and evaluation of a student’s performance in a specific course.

Using “course” instead of “coursework” can lead to confusion because it fails to distinguish between the broader educational program and the specific tasks or assignments within that program.

Mistake 2: Using “Coursework” When Referring To “Course”

Conversely, another common mistake is using the term “coursework” to refer to a “course.” While this error may seem less common, it is still important to understand the distinction between the two terms.

As mentioned earlier, a course represents a comprehensive educational program that encompasses various components such as lectures, readings, assignments, and assessments. It provides a structured learning experience for students to gain knowledge and skills in a specific field of study.

However, coursework specifically refers to the individual tasks, assignments, or projects that students complete as part of their course. It is the practical application of the knowledge and concepts learned during the course. Coursework allows students to demonstrate their understanding, critical thinking abilities, and mastery of the subject matter.

Using “coursework” instead of “course” can lead to confusion because it narrows down the discussion to the specific assignments and tasks, disregarding the broader educational program and its various components.

Mistake 3: Failing To Recognize The Different Contexts

Another common mistake is failing to recognize the different contexts in which “course” and “coursework” are used. Each term has its own appropriate usage depending on the context.

When discussing academic programs, it is more appropriate to use the term “course” to refer to the overall educational program or subject of study. For example, you would say, “I am taking a course in literature this semester.”

On the other hand, when focusing on the individual tasks or assignments within a course, it is correct to use the term “coursework.” For instance, you would say, “I have a lot of coursework to complete for my literature course.”

Recognizing and using the appropriate term based on the context not only demonstrates your understanding of the academic environment but also ensures effective communication with others.

Mistake 4: Neglecting The Importance Of Precision

Lastly, a common mistake is neglecting the importance of precision when using “course” and “coursework.” Using the correct terminology not only showcases your knowledge and expertise but also enhances clarity and understanding in academic discussions.

By avoiding the interchangeable use of “course” and “coursework,” you can convey your ideas more accurately and avoid potential misunderstandings. Remember, precision in language is crucial, especially in academic and professional settings.

It is crucial to avoid common mistakes when using “coursework” and “course” interchangeably. By understanding the distinctions between these terms and using them appropriately, you can effectively communicate your ideas and contribute to a more precise and meaningful academic discourse.

Context Matters

When it comes to discussing education and learning, the choice between the terms “coursework” and “course” can greatly depend on the context in which they are used. Both words have distinct meanings and nuances that can influence their usage. Understanding these differences is essential for effective communication in various educational and professional settings.

The term “coursework” typically refers to the assignments, projects, and assessments that students complete as part of a specific course or program of study. It encompasses the practical and theoretical work that students undertake to demonstrate their understanding and mastery of the subject matter. Coursework often involves research, writing papers, participating in group projects, and taking exams.

For instance, in an undergraduate psychology program, coursework might involve conducting experiments, analyzing data, and writing research papers to apply theoretical concepts. In this context, the term “coursework” emphasizes the practical application of knowledge and the development of critical thinking skills.

On the other hand, the term “course” typically refers to the broader educational experience that includes lectures, discussions, and other learning activities. It encompasses the entire curriculum and structure of a subject or program. A course may consist of multiple modules or units, each covering different topics or themes.

For example, in a business administration program, a course might include lectures on finance, marketing, and organizational behavior. Students would attend these lectures, engage in class discussions, and complete assignments related to the topics covered. In this context, the term “course” emphasizes the overall structure and content of the educational program.

Contextual Examples

The choice between “coursework” and “course” can vary depending on the specific context in which they are used. Here are a few examples:

• Academic Setting: In an academic setting, such as a university or college, the term “coursework” is commonly used to refer to the assignments and assessments that students complete as part of their studies. On the other hand, the term “course” is used to describe the overall educational experience, including lectures, discussions, and assignments.
• Professional Training: In a professional training program, such as a workshop or seminar, the term “course” is often used to describe the entire learning experience. It includes both the theoretical content and any practical exercises or assessments. The term “coursework” may be less commonly used in this context.
• Online Learning: In the context of online learning platforms or e-learning courses, both “coursework” and “course” can be used interchangeably. However, “course” is more commonly used to describe the overall program, while “coursework” may refer specifically to the assignments and assessments completed within that program.

It is important to consider the context in which these terms are used to ensure clear and effective communication. Whether you are a student, educator, or professional, understanding the nuances of these terms can help you navigate the educational landscape with confidence.

Exceptions To The Rules

While the usage of the terms “coursework” and “course” generally follows specific rules, there are a few exceptions where these rules may not apply. These exceptions are important to understand in order to use these terms accurately and effectively. Let’s explore a few key exceptions and provide brief explanations and examples for each case.

1. Technical Courses

In technical fields, such as engineering or computer science, the term “course” is often used to refer to a specific subject or topic within a broader curriculum. In this context, “coursework” may not be used as frequently or in the same way. For example, a student studying mechanical engineering may refer to their individual subjects as “courses,” such as “Fluid Mechanics course” or “Thermodynamics course.” In this case, the term “coursework” would not be commonly used to describe the specific assignments or projects related to these subjects.

2. Professional Development

When it comes to professional development or continuing education, the term “course” is often used to describe a specific program or training opportunity. In these contexts, the term “coursework” may not be applicable at all. For instance, a professional seeking to enhance their leadership skills may enroll in a “Leadership Development course” rather than “Leadership Development coursework.” Here, the focus is on the overall program or training experience rather than the individual assignments or assessments.

3. Informal Learning

Informal learning settings, such as workshops or seminars, may also deviate from the traditional use of “coursework” and “course.” In these situations, the term “course” is often used to refer to a specific session or event, rather than a comprehensive curriculum. For example, a photography enthusiast attending a workshop on portrait photography may refer to it as a “Portrait Photography course” even though it may not involve the typical structure or assessments associated with formal coursework. In this case, the term “coursework” would not be applicable as the focus is primarily on the practical learning experience.

4. Academic Jargon

Within academic circles, particularly in specialized fields, there may be specific jargon or terminology that deviates from the general usage of “coursework” and “course.” For instance, in certain scientific disciplines, researchers may refer to their research projects or experiments as “courses” rather than “coursework.” This usage is specific to the context of their field and may not align with the conventional understanding of the terms. It is essential to be aware of such discipline-specific variations to communicate effectively within these academic communities.

Understanding these exceptions to the rules surrounding the usage of “coursework” and “course” allows for more precise and accurate communication in various contexts. By recognizing when these exceptions apply, individuals can effectively navigate conversations and written work within their specific fields or areas of interest.

After examining the key differences between coursework and course, it is evident that these terms have distinct meanings and applications within the realm of education. Coursework refers to the specific assignments, projects, and assessments that students complete as part of a course, while a course encompasses the broader curriculum and instructional content provided by an educational institution or instructor.

While coursework focuses on the practical application and demonstration of knowledge and skills, a course encompasses a comprehensive learning experience that includes lectures, discussions, readings, and other instructional activities. Coursework is often graded and contributes to the overall evaluation of a student’s performance in a course.

Understanding the distinction between coursework and course is crucial for students, educators, and administrators alike. Students must diligently engage with their coursework to succeed in a course, as it directly impacts their grades and academic progress. Educators, on the other hand, must design and deliver courses that effectively integrate coursework to foster meaningful learning outcomes.

Coursework and course are interconnected yet distinct components of the educational landscape. While coursework represents the practical assignments and assessments that students undertake to demonstrate their understanding and mastery of course material, a course encompasses the broader educational experience. By recognizing and appreciating the nuances between these terms, individuals can navigate the educational journey more effectively, both as learners and as facilitators of knowledge.

Shawn Manaher

Shawn Manaher is the founder and creative force behind GrammarBeast.com. A seasoned entrepreneur and language enthusiast, he is dedicated to making grammar and spelling both fun and accessible. Shawn believes in the power of clear communication and is passionate about helping people master the intricacies of the English language.

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course of study

noun phrase

Definition of course of study, examples of course of study in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'course of study.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1647, in the meaning defined at sense 1

Dictionary Entries Near course of study

course of sprouts

course protractor

Cite this Entry

“Course of study.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/course%20of%20study. Accessed 30 Aug. 2024.

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How to decide between postgraduate research and coursework

It can be a little tricky figuring out which postgraduate degree is for you. That’s why we’ve done the work for you to clarify the differences between a coursework degree and a research degree, and where each could take your career.

The main difference between these two styles is coursework has classes and research has a thesis.

Postgraduate coursework: advanced classes

In a nutshell: an advanced continuation of undergrad-style learning.

Choosing a coursework degree means you’ll attend lectures and tutorials, complete assignments and sit exams – just like your first degree. You’ll be taught discrete units that are part of a set program and at a higher academic level than your undergrad.

Coursework degrees aim to deepen your knowledge and enhance your undergraduate degree with postgraduate training, focusing you towards a specific profession. Alternatively, you can use your undergraduate degree to pivot and pursue a new area of study at postgraduate level.

For instance, you may have completed a Bachelor of Arts majoring in English and Japanese, then realised you’d like be a high school teacher, so you enrol in a Master of Teaching (Secondary) .

Or perhaps you did a Bachelor of Science majoring in Engineering Science and after working for a couple of years, you now want to start your own business. Enrolling in a Graduate Certificate in Entrepreneurship and Innovation could get you there.

Also bear in mind, some coursework courses can involve a research element such as the completion of a minor thesis. This forms part of training your time management and written skills.

If you’re looking to complete a degree part time or solely online, you can find a postgraduate coursework degree to suit you. There are graduate certificates, graduate diplomas and master’s degrees, and we’ve explained the difference between these  too.

Postgraduate research: independent thesis

In a nutshell: solo research project to produce an original thesis.

Taking on a postgraduate research degree provides you with the unique opportunity to follow your interest in an area of research and contribute to the field.

You’ll work on your own project, under the guidance of an academic supervisor who you have chosen, with the aim of producing, presenting and submitting a final thesis. This final thesis is the culmination of your original research and investigation – an original contribution to knowledge.

You can often undertake any project of your choosing, as long as you can find a supervisor to connect with. Once you’ve found a potential supervisor, meet with them to discuss your project proposal and see if they agree to supervise you.

If you’re interested in completing a PhD or are thinking about a career in academia, a research degree is a popular decision. This type of study enables you to demonstrate your capacity to conduct research independently and form a distinct contribution to an area.

So what’s ‘honours’, then?

Honours  is the opportunity to extend your undergraduate degree by a year – a sort of bridging year between undergrad and postgrad. The benefit is setting yourself apart from other undergraduate grads, as employers value the skills gained from the independent research project you’ll complete.

Honours is reserved for students who demonstrate strong academic performance in their final-year units. You may be invited to consider honours or you can apply directly . Students considering a research master’s or PhD are strongly encouraged to complete an honours year as a research training exercise and a taster of what’s to come in the research life.

Still can’t decide? See what some of our coursework and research graduates have to say .

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Definition of coursework – Learner’s Dictionary

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(Definition of coursework from the Cambridge Learner's Dictionary © Cambridge University Press)

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Course of study.

Other forms: courses of study

• noun an integrated course of academic studies synonyms: curriculum , program , programme , syllabus see more see less types: crash course , crash program , crash programme a rapid and intense course of training or research (usually undertaken in an emergency) reading program a program designed to teach literacy skills degree program a course of study leading to an academic degree type of: info , information a message received and understood
• noun education imparted in a series of lessons or meetings synonyms: class , course , course of instruction see more see less types: show 18 types... hide 18 types... adult education a course (via lectures or correspondence) for adults who are not otherwise engaged in formal study art class a class in which you learn to draw or paint childbirth-preparation class a course that teaches pregnant women to use breathing and concentration and exercise techniques to use during labor correspondence course a course offered (by mail) by a correspondence school course of lectures a series of lectures dealing with a subject directed study a course of study that is supervised and controlled by a specialist in the subject elective , elective course a course that the student can select from among alternatives extension course a course offered as part of an extension service home study a course of study carried out at home rather than in a classroom industrial arts a course in the methods of using tools and machinery as taught in secondary schools and technical schools orientation , orientation course a course introducing a new situation or environment propaedeutic , propaedeutics a course that provides an introduction to an art or science (or to more advanced study generally) refresher , refresher course a course that reviews and updates a topic for those who have not kept abreast of developments required course a course that all students are required to take seminar a course offered for a small group of advanced students shop , shop class a course of instruction in a trade (as carpentry or electricity) workshop a brief intensive course for a small group; emphasizes problem solving life class an art class using a live human model type of: didactics , education , educational activity , instruction , pedagogy , teaching the activities of educating or instructing; activities that impart knowledge or skill

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Part 1. Overview Information

National Institutes of Health ( NIH )

R25 Education Projects

• April 4, 2024  - Overview of Grant Application and Review Changes for Due Dates on or after January 25, 2025. See Notice NOT-OD-24-084 .
• August 31, 2022 - Implementation Changes for Genomic Data Sharing Plans Included with Applications Due on or after January 25, 2023. See Notice  NOT-OD-22-198 .
• August 5, 2022 - Implementation Details for the NIH Data Management and Sharing Policy. See Notice  NOT-OD-22-189 .
• July 22, 2019 - Requirement for ORCID iDs for Individuals Supported by Research Training, Fellowship, Research Education, and Career Development Awards Beginning in FY 2020. See Notice  NOT-OD-19-109 .

See Section III. 3. Additional Information on Eligibility.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs.

To accomplish the stated over-arching goal, this notice of funding opportunity (NOFO) will support educational activities with a primary focus on:

• Courses for Skills Development

The goal of this NOFO is to support short courses designed to increase utilization of the cognitive data from the Health and Retirement Study's (HRS) International Family of Studies (International HRS) and Harmonized Cognitive Assessment Protocol (HCAP) to improve skills in conducting cross-national comparative research using these cognitive data to study a variety of aging and Alzheimer’s disease and Alzheimer’s disease-related dementias (AD/ADRD) topics. Priority areas of focus include, but are not limited to, the following:

• Behavioral and social pathways to AD/ADRD 
• Cognitive and dementia epidemiology
• Dementia care 
• Caregiver/care partner research
• Unexpected environmental or economic shocks to the system 
• Factors that are protective of AD/ADRD at the individual-level 
• Statistical methods 

Such research may further our understanding of how different contexts can lead to different outcomes related to AD/ADRD. This information may inform interventions and policies in the United States and globally to improve population health. 

September 10, 2024

All applications are due by 5:00 PM local time of applicant organization.

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

No late applications will be accepted for this Notice of Funding Opportunity (NOFO).

Not Applicable

It is critical that applicants follow the instructions in the Research (R) Instructions in the How to Apply - Application Guide , except where instructed to do otherwise (in this NOFO or in a Notice from NIH Guide for Grants and Contracts ).

Conformance to all requirements (both in the How to Apply - Application Guide and the NOFO) is required and strictly enforced. Applicants must read and follow all application instructions in the How to Apply - Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the How to Apply - Application Guide , follow the program-specific instructions.

Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

• Use the NIH ASSIST system to prepare, submit and track your application online.
• Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
• Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.

Part 2. Full Text of Announcement

Section i. funding opportunity description.

The NIH Research Education Program (R25) supports research educational activities that complement other formal training programs in the mission areas of the NIH Institutes and Centers. 

The overarching goal of this R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs.

The overarching goal of this NOFO is to support short courses designed to increase utilization of the cognitive data from the International HRS and HCAP . Through this initiative, NIA hopes to further the scientific communities' understanding of how different social, cultural, and institutional factors affect the trajectory of AD/ADRD in different contexts that will move the field forward. 

To accomplish the stated over-arching goal, this NOFO will support educational activities with a primary focus on: 

• Courses for Skills Development: Short courses designed to increase utilization of the cognitive data from the International HRS and HCAP to improve skills in conducting cross-national comparative research using these cognitive data to study a variety of aging and AD/ADRD topics. The short courses could complement and/or enhance the training of scientists already engaged or interested in behavioral and social science AD/ADRD research, help to recruit new researchers from various backgrounds into AD/ADRD research, and provide course participants with formal and informal opportunities to interact with one another and with course faculty, and to form research collaborations. This initiative aims to develop training for scientists from multiple disciplines. 

Cross-national research on AD/ADRD provides opportunities to study variation in cognitive aging and AD/ADRD outcomes in contexts that vary socially, economically, culturally, and geographically. This type of research can help us better understand how aging in different institutional, policy, environmental, economic, social, geographical, and cultural contexts can lead to different outcomes for individuals and populations related to AD/ADRD. The “cross-national laboratory” provides opportunities to examine differences in national and regional policies in ways that studies of specific countries cannot. This information may inform interventions and policies in the United States and globally to improve population health. 

Rich longitudinal data capturing the social, economic, cultural, and environmental circumstances people age in, coupled with comparable assessments of dementia, can facilitate such research. The International HRS provides these data and includes cognitive data. The HCAP, a sub-study within the HRS , can also help further this area of research. HCAP includes an expanded battery of cognitive tests and informant interviews that is administered to a random subsample of HRS respondents 65 years and older. The HCAP is part of a collaboration with research teams from the International HRS to develop similar cognitive testing protocols across studies.  

HCAP data from the United States, England, Mexico, Chile, India, China, and South Africa have been released. Additionally, data collection is either underway, or has recently been completed, for five countries in the European Union (Denmark, Czech Republic, Germany, France, and Italy) as well as in Ireland, Northern Ireland, Dominican Republic, Lebanon, and Nepal. In addition, NIA has funded the Gateway to Global Aging, a free public resource designed to facilitate cross-national and longitudinal studies on aging using the International HRS from around the world and the HCAP. The website includes access to survey data as well as harmonized data. The Gateway is a convenient source for a wider variety of phenotypes associated with AD. 

Cross-national analyses require a large investment of time and resources, as scholars must learn how to use multiple datasets from various countries as well as learn about varying country contexts in order to employ appropriate methods. While the harmonization of the HCAP data across countries makes this process easier, it does not eliminate these challenges. With this initiative, NIA seeks to lower these barriers and support the development of short courses that strengthen the skills of researchers to fully exploit these data resources to conduct cross-national analyses using the cognitive data from the International HRS and HCAP studies. These studies may contribute to scientific advances in NIA priority research areas such as Cognitive and Dementia Epidemiology , Behavioral and Social Pathways to AD/ADRD , Dementia Care , and Caregiver/Care Partner Research . 

NIA plans to support short courses to help researchers develop skills to conduct cross-national analysis of the International HRS cognitive and HCAP data to further our understanding of how different social, cultural, and institutional factors affect the trajectory of AD/ADRD in different contexts that will move the field forward. The short courses could complement and/or enhance the training of scientists already engaged or interested in behavioral and social science AD/ADRD research, help to recruit new researchers from various backgrounds into AD/ADRD research, and provide course participants with formal and informal opportunities to interact with one another and with course faculty, and to form research collaborations. This initiative aims to develop training for scientists from multiple disciplines. 

Research Objectives

Short courses may focus on the following topics and/or statistical methods, although other topics may be proposed by applicants: 

• Overall -  Improve understanding of how aging in different institutional, policy, environmental, economic, social, geographical, and cultural contexts mitigate or exacerbate cross-national differences in cognitive health.
• Behavioral and Social Pathways to AD/ADRD - Conduct research to identify behavioral, social, and biobehavioral risk and protective factors (e.g., educational attainment, work/occupation, personality, social engagement, smoking, obesity, sleep, physical activity, diet, adverse childhood experiences, socioeconomic status) on the pathway to cognitive decline and AD/ADRD in different policy and cultural contexts cross-nationally.
• Improve understanding of disparities in trajectories of cognitive aging and decline and association of dementia with common comorbidities (e.g., diabetes, cardiovascular disease, etc.) cross-nationally.
• Investigate links between environmental exposures, behavioral and social processes, biological (including genetic) risk, and later life cognitive impairment cross-nationally.
• Consideration of race and sex in trajectories of cognitive aging across and within different international contexts. 
• Dementia Care - Examine how varying national and subnational policy incentives and constraints affect short- and long-term care access, quality, and health outcomes for persons living with dementia.
• Caregiver/Care Partner Research - Examine how varying contexts influence the caregiving experience and impact caregiver outcomes across different populations, including intensity and duration of caregiving, care activities, positive and negative aspects, services and supports, health and well-being, and caregiving effects on employment, income, and participation of caregivers.
• Unexpected national shocks to the system, including natural disasters, extreme weather events, pandemics, and economic shocks - Examine how catastrophic events disrupt access to consumption, economic resources, and social connections and how those vary by regional and/or national context, and how they influence AD/ADRD-related outcomes.
• Protective factors at the individual-level - Examine how protective factors, such as social relationships, cognitive engagement, occupational complexity, health behaviors, well-being, personality, and other behavioral and psychosocial factors influence AD/ADRD-related outcomes, and how these relationships vary across countries and contexts.
• Methods - Focus on methods, rather than a specific content area, such as item response theory (IRT), practice effects, random effects modeling, and other methods to facilitate cross-country co-calibration of cognitive tests. Also, quasi-experimental methods to facilitate analysis of data in the cross-national context.

Short courses topics must be related to AD/ADRD. Any AD/ADRD-related issue may be proposed, as long as the topic aims to help researchers better understand how to leverage the rich social and economic data in the International HRS studies and deal with its related complexities to conduct cross-national analyses of the HRS cognitive and HCAP data. Short courses may be in any of a variety of formats, delivery modalities, length, and expected time to complete.

Required Short Course Dissemination, Delivery, Evaluation, and Sharing

Applicants must provide a description of the strategy for dissemination of the short courses as it is critical that participation in these courses is available to a broad audience. Applicants must propose a plan to deliver and evaluate the short course to at least one cohort of learners that are representative of those who may take, teach, and/or facilitate the course in the future. This plan must include how learners will be selected, approximately how many will be selected to take the near-final course, how feedback about the course will be collected, and how curricula or other procedures will incorporate course feedback.  

When resources have been developed with NIH funds and the associated research findings published or provided to NIH, it is important that the results be made readily available for research purposes to qualified individuals within the scientific community. Grant applications must propose a plan for how course materials will be integrated beyond the current setting into real-time curricula (e.g., teaching materials) and/or asynchronous or self-guided learning.  

Non-Responsiveness Criteria:

The following types of applications will be considered non-responsive to this NOFO and will be administratively withdrawn prior to scientific peer review:

• Propose short courses related to facilitating cross-national analyses of cognitive data from the International HRS and HCAP . 
•  Include specific aims related to AD/ADRD.
•  Disseminate the opportunity to participate to a wide audience.
• Provide an evaluation plan for the short courses.
•  Describe the selection process and how curricula will incorporate feedback.
•  Include a specific plan to disseminate nationally any findings resulting from or materials developed under the auspices of the research education program (e.g., sharing course curricula and related materials via web postings, presentations at scientific meetings, workshops).  
•  Include a Recruitment Plan to Enhance Diversity. 

Resources for Applicants  

Cross-national Research Resources -The following resources are designed to facilitate cross-national comparative research:

• Gateway to Global Aging  
• HCAP Network  
• Health and Retirement Studies Around the World Network 
• NIA's Division of Behavioral and Social Research (BSR) Global Aging Webpage     
• HRS International Family of Studies   

The following are studies that currently have HCAP data available: 

• Chile-Cog  
• China Health and Retirement Longitudinal Study  (CHARLS-HCAP)  
• English Longitudinal Study of Ageing (ELSA): Healthy Cognitive Ageing Project  (ELSA-HCAP)  
• Longitudinal Aging Study in India: Diagnostic Assessment of Dementia  (LASI-DAD)  
• Mexican Health and Aging Study: Cognitive Aging Ancillary Study  (Mex-Cog)  
• Health and Aging in Africa: Longitudinal Studies in Three INDEPTH Communities  (HAALSI) 
• HCAP (U.S.)  

The following are studies that will have HCAP data available soon: 

• The Caribbean-American Dementia and Aging Study  
• SHARE-HCAP  
• The Irish Longitudinal Study on Ageing 
• The Northern Ireland Longitudinal Study of Ageing  
• Lebanon Study on Aging and HeAlth  
• Chitwan Valley Family Study (Nepal)   

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

Grant: A financial assistance mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.

The  OER Glossary  and the How to Apply - Application Guide provide details on these application types. Only those application types listed here are allowed for this NOFO.

Not Allowed: Only accepting applications that do not propose clinical trial(s).

Need help determining whether you are doing a clinical trial?

NIA intends to commit $1,512,000 in fiscal year 2025 to fund 4-5 awards.

Direct costs up to $350,000 per year may be requested. 

The scope of the proposed project should determine the project period. The maximum project period is 5 years. 

Other Award Budget Information

Individuals designing, directing, and implementing the research education program may request salary and fringe benefits appropriate for the person months devoted to the program. Salaries requested may not exceed the levels commensurate with the institution's policy for similar positions and may not exceed the congressionally mandated cap. (If mentoring interactions and other activities with participants are considered a regular part of an individual's academic duties, then any costs associated with the mentoring and other interactions with participants are not allowable costs from grant funds).

Participants may be compensated for participation in activities specifically required by the proposed research education program, if sufficiently justified. Participant costs must be itemized in the proposed budget.

Allowable participant costs depend on the educational level/career status of the individuals to be selected to participate in the program.

While generally not an allowable cost, with strong justification, participants in the research education program may receive per diem unless such costs are furnished as part of the registration fee. Participants may also receive funds to defray partial tuition and other education-related expenses.

Expenses for foreign travel must be exceptionally well justified.

Individuals supported by NIH training and career development mechanisms (K, T, or F awards) may receive, and indeed are encouraged to receive, educational experiences supported by an R25 program, as participants, but may not receive salary or stipend supplementation from a research education program.

Because the R25 program is not intended as a substitute for an NRSA institutional training program (e.g.,T32), costs to support full-time participants (supported for 40 hours/week for a continuous, 12-month period) are not allowable.

Consultant costs, equipment, supplies, travel for key persons, and other program-related expenses may be included in the proposed budget. These expenses must be justified as specifically required by the proposed program and must not duplicate items generally available at the applicant institution.

Indirect Costs (also known as Facilities & Administrative [F&A] Costs) are reimbursed at 8% of modified total direct costs (exclusive of tuition and fees, expenditures for equipment and consortium costs in excess of $25,000), rather than on the basis of a negotiated rate agreement.

NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. eligible applicants.

Higher Education Institutions

• Public/State Controlled Institutions of Higher Education
• Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

• Hispanic-serving Institutions
• Historically Black Colleges and Universities (HBCUs)
• Tribally Controlled Colleges and Universities (TCCUs)
• Alaska Native and Native Hawaiian Serving Institutions
• Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

Nonprofits Other Than Institutions of Higher Education

• Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Higher Education)
• Nonprofits without 501(c)(3) IRS Status (Other than Institutions of Higher Education)

For-Profit Organizations

• Small Businesses
• For-Profit Organizations (Other than Small Businesses)

Local Governments

• State Governments
• County Governments
• City or Township Governments
• Special District Governments
• Indian/Native American Tribal Governments (Federally Recognized)
• Indian/Native American TribalGovernments (Other than Federally Recognized)

Federal Governments

• U.S. Territory or Possession
• Eligible Agencies of the Federal Government
• Independent School Districts
• Public Housing Authorities/Indian Housing Authorities
• Native American Tribal Organizations (other than Federally recognized tribal governments)
• Faith-based or Community-based Organizations
• Regional Organizations

The sponsoring institution must assure support for the proposed program. Appropriate institutional commitment to the program includes the provision of adequate staff, facilities, and educational resources that can contribute to the planned program.

Institutions with existing Ruth L. Kirschstein National Research Service Award (NRSA) institutional training grants (e.g., T32) or other Federally funded training programs may apply for a research education grant provided that the proposed educational experiences are distinct from those training programs receiving federal support. In many cases, it is anticipated that the proposed research education program will complement ongoing research training occurring at the applicant institution.

Non-domestic (non-U.S.) Entities (Foreign Organizations) are not eligible to apply

Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.

Foreign components, as defined in the NIH Grants Policy Statement , are allowed. 

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the How to Apply - Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. Failure to complete registrations in advance of a due date is not a valid reason for a late submission, please reference NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications for additional information.

• System for Award Management (SAM) – Applicants must complete and maintain an active registration, which requires renewal at least annually . The renewal process may require as much time as the initial registration. SAM registration includes the assignment of a Commercial and Government Entity (CAGE) Code for domestic organizations which have not already been assigned a CAGE Code.
• NATO Commercial and Government Entity (NCAGE) Code – Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
• Unique Entity Identifier (UEI) – A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
• eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registration; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
• Grants.gov – Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account.  PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

Any individual(s) with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director(s)/Principal Investigator(s) (PD(s)/PI(s)) is invited to work with their organization to develop an application for support. Individuals from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. 

For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the How to Apply - Application Guide .

The PD/PI should be an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. The PD/PI will be expected to monitor and assess the program and submit all documents and reports as required.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement Section 1.2 Definition of Terms .

3. Additional Information on Eligibility

Number of Applications

Applicant organizations may submit more than one application, provided that each application is scientifically distinct.

NIH will not accept duplicate or highly overlapping applications under review at the same time per NIH Grants Policy Statement Section 2.3.7.4 Submission of Resubmission Application . This means that the NIH will not accept:

• A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
• A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
• An application that has substantial overlap with another application pending appeal of initial peer review. ( see NIH Grants Policy Statement 2.3.9.4 Similar, Essentially Identical, or Identical Applications )

Program Faculty Researchers from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, persons with disabilities, and women are encouraged to participate as preceptors/mentors. Mentors should have research expertise and experience relevant to the proposed program. Mentors must be committed to continue their involvement throughout the total period of the mentee’s participation in this award.

Section IV. Application and Submission Information

1. requesting an application package.

The application forms package specific to this opportunity must be accessed through ASSIST, Grants.gov Workspace or an institutional system-to-system solution. Links to apply using ASSIST or Grants.gov Workspace are available in Part 1 of this NOFO. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the instructions in the Research (R) Instructions in the How to Apply - Application Guide , except where instructed in this Notice of Funding Opportunity to do otherwise. Conformance to the requirements in the How to Apply - Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions will not be reviewed.

Letter of Intent

Although a letter of intent is not required, is not binding, and does not enter into the review of a subsequent application, the information that it contains allows IC staff to estimate the potential review workload and plan the review.

By the date listed in Part 1. Overview Information , prospective applicants are asked to submit a letter of intent that includes the following information:

• Descriptive title of proposed activity
• Name(s), address(es), and telephone number(s) of the PD(s)/PI(s)
• Names of other key personnel
• Participating institution(s)
• Number and title of this funding opportunity

The letter of intent should be sent to:

Minki Chatterji, Ph.D. National Institute on Aging  Telephone: 301-402-7469  Email: [email protected]  

All page limitations described in the How to Apply - Application Guide and the  Table of Page Limits  must be followed.

The following section supplements the instructions found in the How to Apply - Application Guide and should be used for preparing an application to this NOFO.

Follow all instructions provided in the How to Apply - Application Guide .

Follow all instructions provided in the How to Apply - Application Guide with the following additional modifications:

Facilities & Other Resources. Describe the educational environment, including the facilities, laboratories, participating departments, computer services, and any other resources to be used in the development and implementation of the proposed program. List all thematically related sources of support for research training and education following the format for Current and Pending Support. Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program.

Other Attachments.

An Advisory Committee is not a required component of a Research Education program. However, if an Advisory Committee is intended, provide a plan for the appointment of an Advisory Committee to monitor progress of the research education program. The composition, roles, responsibilities, and desired expertise of committee members, frequency of committee meetings, and other relevant information should be included. Describe how the Advisory Committee will evaluate the overall effectiveness of the program. New applications should not include the names of proposed Advisory Committee members, and proposed members should not be contacted prior to peer review.  Please name your file “Advisory_Committee.pdf”.

The filename provided for each “Other Attachment” will be the name used for the bookmark in the electronic application in eRA Commons.

• Include all personnel other than the PD(s)/PI(s) in the Other Personnel section, including clerical and administrative staff.
• Use the section on Participant/Trainee Support Costs to include all allowable categories of funds requested to support participants in the program.

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions:

Research Strategy

Research Strategy section must be used to upload the Research Education Program Plan , which must include the following components described below:

• Proposed Research Education Program
• Program Director/Principal Investigator
• Program Faculty
• Program Participants
• Institutional Environment and Commitment
• Recruitment Plan to Enhance Diversity
• Training Plan in Methods to Enhance Reproducibility
• Plan for Instruction in the Responsible Conduct of Research
• Evaluation Plan
• Dissemination Plan

Research Education Program Plan

Proposed Research Education Program. While the proposed research education program may complement ongoing research training and education occurring at the applicant institution, the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support. When research training programs are on-going in the same department, the applicant organization should clearly distinguish between the activities in the proposed research education program and the research training supported by the training program. As a reminder, applicants may choose to address one or more of the activities listed in Section I. Funding Opportunity Description.

Program Rationale, Mission, Objectives, and Overall Research Education Plan:  

The application should describe:

• Rationale for the topics to be covered in the proposed short course, including the scientific need, timeliness, and how the course complements existing course/training opportunities (as appropriate) in facilitating increased utilization of the cognitive data from the HRS International Family of Studies  (International HRS) and Harmonized Cognitive Assessment Protocol  (HCAP). Programs may span institutions or draw on expertise from multiple institutions. 
• Learning objectives for the proposed short course, how the proposed course will enhance existing skills and capabilities of the target participants.
• How course content and syllabus are linked to the course objectives. 
• Justification for the balance between didactic and hands-on training and the time allotted for the planned material. 
• Plans for individual attention and faculty-participant interaction to accomplish the course objectives.
• Rationale for any curriculum development activities proposed. 
• Evidence that the program is based on sound research concepts and educational principles.
• Feasibility of the proposed activities and how they relate to the strengths of the institution.
• The estimated number of participants in each offering of the course. 
• Expected processes for planning and implementing the proposed educational activities and coordinating among existing training or research activities already available (where appropriate). 
• Plans for enabling the continued exchange of information after participants complete the course. 
• How the short course may be modified over time depending upon the outcome of the initial offering, participant feedback, and/or new developments in the field to ensure that the course continues to be at the cutting edge.
• Approaches to managing potential problems and alternative strategies for their solutions. 

The application must include:

• Specific aims related to AD/ADRD.
• A description of how the proposed topic(s) address an issue that helps researchers better understand how to leverage the rich social and economic data in the International HRS studies and deal with its related complexities to conduct cross-national analyses of the HRS cognitive and HCAP data.
• If applicable, a description of how the proposed foreign component helps program participants learn how to analyze HRS and HCAP data to investigate how different social, cultural, and institutional factors affect AD/ADRD outcomes.
• A description of how data resources are integrated into the coursework.
• A description of how the program will effectively reach an audience in need of the program’s offerings.
• A description of the strategy for dissemination of the short courses as it is critical that participation in these courses is available to a broad audience. 
• A plan to deliver and evaluate the short course, to at least one cohort of learners that are representative of those who may take, teach, and/or facilitate the course in the future. 
• Where appropriate, describe how the proposed program will develop or utilize innovative approaches and latest best practices to improve the knowledge and/or skills of the intended audience.
• If applicable, a description of how the proposed foreign component ensures that foreign participants achieve the learning objectives of the course.
• If applicable, a description of how the proposed foreign component enhances the program and helps to achieve the project’s stated goals. 

Program Director/Principal Investigator. Describe arrangements for administration of the program.  Provide evidence that the Program Director/Principal Investigator is actively engaged in research and/or teaching in an area related to the mission of NIH, and can organize, administer, monitor, and evaluate the research education program. For programs proposing multiple PDs/PIs, describe the complementary and integrated expertise of the PDs/PIs, their leadership approach, and governance appropriate for the planned project.

Describe the PD/PI’s expertise to provide administrative and scientific leadership to the development and implementation of the proposed program. Provide evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's intended goal is accomplished. If applicable, provide evidence that the participating faculty have experience mentoring students and teaching science. If applicable, describe how the faculty are good role models for the participants by nature of their scientific accomplishments.

Program Faculty. Researchers from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, persons with disabilities, and women are encouraged to participate as program faculty. Faculty should have research expertise and experience relevant to the proposed program and demonstrate a history of, or the potential for, their intended roles.

Program Participants. Applications must identify the career levels for which the proposed program is planned. Participants   can be citizens of other countries as well as US citizens and permanent residents as the goal is to foster cross-national analyses of the HRS and HCAP data. Applications must include a plan of how learners will be selected, approximately how many will be selected to take the near-final course, how feedback about the course will be collected, and how curricula or other procedures will incorporate course feedback.

Institutional Environment and Commitment. Describe any additional aspects of the Institutional Environment and Commitment not addressed under “Facilities & Other Resources” or the required “Institutional Commitment Letter of Support,” described below. Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program. This section should not duplicate information provided elsewhere.

Recruitment Plan to Enhance Diversity ( NOT-OD-20-031 ):

The applicant must provide a Recruitment Plan to Enhance Diversity. Include outreach strategies and activities designed to recruit prospective participants from groups described in the Notice of NIH's Interest in Diversity . Describe the specific efforts to be undertaken by the program and how the proposed plan reflects past experiences in recruiting individuals from underrepresented groups.

Applications lacking a Recruitment Plan to Enhance Diversity will not be reviewed.

Plan for Instruction in the Responsible Conduct of Research. All applications must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). The plan must address the following five, required instructional components outlined in the NIH policy:

1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable);  2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics;  3) Faculty Participation - the role of the program faculty in the instruction;  4) Duration of Instruction - the number of contact hours of instruction, taking into consideration the duration of the program; and  5) Frequency of Instruction – instruction must occur during each career stage and at least once every four years. See also  NOT-OD-10-019  and  NOT-OD-22-055 . The plan should be appropriate and reasonable for the nature and duration of the proposed program. Renewal (Type 2) applications must, in addition, describe any changes in formal instruction over the past project period and plans to address any weaknesses in the current instruction plan. All participating faculty who served as course directors, speakers, lecturers, and/or discussion leaders during the past project period must be named in the application.

Applications lacking a plan for instruction in responsible conduct of research will not be reviewed.

Evaluation Plan. Applications must include a plan for evaluating the activities supported by the award. The application must specify baseline metrics (e.g., numbers, educational levels, and demographic characteristics of participants), as well as measures to gauge the short or long-term success of the research education award in achieving its objectives. The application must specify how the learning will be evaluated, including benchmarks for success. Wherever appropriate, applicants are encouraged to obtain feedback from participants to help identify weaknesses and to provide suggestions for improvements.  Please note that the race, ethnicity, or sex of participants or faculty will not be considered in the application review process or when making funding decisions.

Dissemination Plan. A specific plan must be provided to disseminate nationally any findings resulting from or materials developed under the auspices of the research education program (e.g., sharing course curricula and related materials via web postings, presentations at scientific meetings, workshops). This plan must describe how course materials will be integrated beyond the current setting into real-time curricula (e.g., teaching materials) and/or asynchronous or self-guided learning. 

Letters of Support

A letter of institutional commitment must be attached as part of Letters of Support (see section above: " Institutional Environment and Commitment. ")

Resource Sharing Plan Note: Effective for due dates on or after January 25, 2023, a Data Management and Sharing Plan is not applicable for this NOFO.

Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the How to Apply - Application Guide , with the following modification:

When relevant, applications are expected to include a software dissemination plan if support for development, maintenance, or enhancement of software is requested in the application. There is no prescribed single license for software produced. However, the software dissemination plan should address, as appropriate, the following goals:

• Software source code should be freely available to biomedical researchers and educators in the non-profit sector, such as institutions of education, research institutions, and government laboratories. Users should be permitted to modify the code and share their modifications with others.
• The terms of software availability should permit the commercialization of enhanced or customized versions of the software, or incorporation of the software or pieces of it into other software packages.
• To preserve utility to the community, the software should be transferable such that another individual or team can continue development in the event that the original investigators are unwilling or unable to do so.

Only limited Appendix materials are allowed. Follow the instructions for the Appendix as described in the How to Apply - Application Guide .

PHS Human Subjects and Clinical Trials Information

When involving human subjects research, clinical research, and/or NIH-defined clinical trials (and when applicable, clinical trials research experience) follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the How to Apply - Application Guide , with the following additional instructions:

If you answered “Yes” to the question “Are Human Subjects Involved?” on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

All instructions in the How to Apply - Application Guide must be followed.

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start). All instructions in the How to Apply - Application Guide must be followed.

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 2. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I.  contains information about Key Dates and times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday , the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies). Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time. If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications .

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the How to Apply - Application Guide .

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review .

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Pre-award costs are allowable only as described in the NIH Grants Policy Statement Section 7.9.1 Selected Items of Cost .

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the How to Apply - Application Guide . Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit How to Apply – Application Guide . If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the  Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII .

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form . Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the How to Apply - Application Guide .

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review and responsiveness by NIA, NIH. Applications that are incomplete, non-compliant and/or nonresponsive will not be reviewed.

In order to expedite review, applicants are requested to notify the NIA Referral Office by email at [email protected] when the application has been submitted. Please include the FON and title, PD(s)/PI(s) name(s), and title of the application.

Recipients or subrecipients must submit any information related to violations of federal criminal law involving fraud, bribery, or gratuity violations potentially affecting the federal award. See Mandatory Disclosures, 2 CFR 200.113 and NIH Grants Policy Statement Section 4.1.35 .

Send written disclosures to the NIH Chief Grants Management Officer listed on the Notice of Award for the IC that funded the award and to the HHS Office of Inspector Grant Self Disclosure Program at [email protected] . 

Applicants are required to follow the instructions for post-submission materials, as described in  the policy .

Section V. Application Review Information

1. criteria.

Only the review criteria described below will be considered in the review process. Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

The goal of this research education program is to support short courses geared to increase utilization of the cognitive data from the International HRS and HCAP . This project aims to develop training for scientists from multiple disciplines to improve skills in cross-national comparative research using these cognitive data to study a variety of AD/ADRD topics. Priority areas of focus include but are not limited to behavioral and social pathways to AD/ADRD, cognitive and dementia epidemiology, dementia care, caregiver/care partner research, natural disasters or extreme weather events, protective factors at the individual-level and statistical methods. 

Reviewers will provide an overall impact score to reflect their assessment of the likelihood for the project to strongly advance research education by fulfilling the goal of this research education program, in consideration of the following review criteria and additional review criteria, as applicable for the project proposed.

Reviewers will consider each of the review criteria below in the determination of scientific merit and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.

Does the proposed program address a key audience and an important aspect or important need in research education? Is there convincing evidence in the application that the proposed program will significantly advance the stated goal of the program?

Specific to this NOFO:

• To what extent does the proposed topic(s) address an issue that helps researchers better understand how to leverage the rich social and economic data in the International HRS studies and deal with its related complexities to conduct cross-national analyses of the HRS cognitive and HCAP data?  
• If applicable, to what extent does the proposed foreign component help program participants learn how to analyze HRS and HCAP data to investigate how different social, cultural, and institutional factors affect AD/ADRD outcomes.

Is the PD/PI capable of providing both administrative and scientific leadership to the development and implementation of the proposed program? Is there evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's intended goal is accomplished? If applicable, is there evidence that the participating faculty have experience in mentoring students and teaching science? If applicable, are the faculty good role models for the participants by nature of their scientific accomplishments? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance, and organizational structure appropriate for the project?

Taking into consideration the nature of the proposed research education program, does the applicant make a strong case for this program effectively reaching an audience in need of the program’s offerings? Where appropriate, is the proposed program developing or utilizing innovative approaches and latest best practices to improve the knowledge and/or skills of the intended audience?

Does the proposed program clearly state its goals and objectives, including the educational level of the audience to be reached, the content to be conveyed, and the intended outcome? Is there evidence that the program is based on a sound rationale, as well as sound educational concepts and principles? Is the plan for evaluation sound and likely to provide information on the effectiveness of the program? If the proposed program will recruit participants, are the planned recruitment, retention, and follow-up (if applicable) activities adequate to ensure a highly qualified participant pool?

• To what extent does the application describe how data resources are integrated into the coursework?
• To what extent does the application describe the strategy for dissemination of the short courses to reach a broad audience?
• To what extent does the application describe a plan to deliver and evaluate the short course, to at least one cohort of learners that are representative of those who may take, teach, and/or facilitate the course in the future?
• To what extent does the application describe a plan of how learners will be selected, approximately how many will be selected to take the near-final course, how feedback about the course will be collected, and how curricula or other procedures will incorporate course feedback?
• To what extent does the application describe a specific plan to disseminate nationally any findings resulting from or materials developed under the auspices of the research education program (e.g., sharing course curricula and related materials via web postings, presentations at scientific meetings, workshops)?
• To what extent does the application describe a plan that describes how course materials will be integrated beyond the current setting into real-time curricula (e.g., teaching materials) and/or asynchronous or self-guided learning? 
• If applicable, to what extent does the proposed foreign component ensure that foreign participants will achieve the learning objectives of the course? 

Will the scientific and educational environment of the proposed program contribute to its intended goals? Is there a plan to take advantage of this environment to enhance the educational value of the program? Is there tangible evidence of institutional commitment? Is there evidence that the faculty have sufficient institutional support to create a sound educational environment for the participants? Where appropriate, is there evidence of collaboration and buy-in among participating programs, departments, and institutions?

Specific to this NOFO: 

• If applicable, to what extent does the proposed foreign component enhance the proposed program and help achieve this project’s stated goals? 

As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact score, but will not give separate scores for these items.

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: (1) risk to subjects, (2) adequacy of protection against risks, (3) potential benefits to the subjects and others, (4) importance of the knowledge to be gained, and (5) data and safety monitoring for clinical trials. For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: (1) the justification for the exemption, (2) human subjects involvement and characteristics, and (3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects .

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research .

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following three points: (1) a complete description of all proposed procedures including the species, strains, ages, sex, and total numbers of animals to be used; (2) justifications that the species is appropriate for the proposed research and why the research goals cannot be accomplished using an alternative non-animal model; and (3) interventions including analgesia, anesthesia, sedation, palliative care, and humane endpoints that will be used to limit any unavoidable discomfort, distress, pain and injury in the conduct of scientifically valuable research. Methods of euthanasia and justification for selected methods, if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals, is also required but is found in a separate section of the application. For additional information on review of the Vertebrate Animals section, please refer to the Worksheet for Review of the Vertebrate Animals Section.

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.

Does the Instruction in Methods for Enhancing Reproducibility plan describe how participants will be instructed in principles important for enhancing research reproducibility including, at a minimum, evaluation of foundational research underlying a project (i.e., scientific premise), rigorous experimental design, consideration of relevant biological variables such as sex, authentication of key biological and/or chemical resources, data and material sharing, record keeping, and transparency in reporting? Are the rigor and transparency components sufficiently well integrated into the overall curriculum? Are they taught at multiple stages of participant development and in a variety of formats and contexts? Does the teaching synergize with elements of the curriculum designed to enhance participants' abilities to conduct responsible research? Is there evidence that all program faculty reiterate and augment key elements of methods for enhancing reproducibility when participants are performing mentored research in their laboratories?

Not applicable 

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Peer reviewers will separately evaluate the Recruitment Plan to Enahnce Diversity after the overall score has been determined. Reviewers will examine the strategies to be used in the recruitment of prospective participants from underrepresented groups. The review panel’s evaluation will be included in the summary statement. Plans will be rated as acceptable or unacceptable , and the summary statement will provide the consensus of the review committee.

Taking into account the specific characteristics of the proposed research education program, the level of participant experience, the reviewers will evaluate the adequacy of the proposed RCR training in relation to the following five required components: 1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable); 2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics; 3) Faculty Participation - the role of the program faculty in the instruction; 4) Duration of Instruction - the number of contact hours of instruction, taking into consideration the duration of the program; and 5) Frequency of Instruction – instruction must occur during each career stage and at least once every four years. See also: NOT-OD-10-019 and NOT-OD-22-055 . The review panel’s evaluation will be included in the summary statement. Plans will be rated as acceptable or unacceptable , and the summary statement will provide the consensus of the review committee.

Not Applicable.

Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.

Reviewers will comment on whether the Resource Sharing Plan(s) (e.g., Sharing Model Organisms ) or the rationale for not sharing the resources, is reasonable. If support for development, maintenance, or enhancement of software is requested in the application, the reviewers will comment on the proposed software dissemination plan.

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process 

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s), in accordance with NIH peer review policies and practices , using the stated review criteria. Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications will receive a written critique.

Applications may undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.

Appeals  of initial peer review will not be accepted for applications submitted in response to this NOFO.

Applications will be assigned to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications submitted in response to this NOFO. Following initial peer review, recommended applications will receive a second level of review by the National Advisory Council on Aging (NACA). The following will be considered in making funding decisions:

• Scientific and technical merit of the proposed project as determined by scientific peer review.
• Availability of funds.
• Relevance of the proposed project to program priorities.

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the  NIH Grants Policy Statement Section 2.5.1. Just-in-Time Procedures . This request is not a Notice of Award nor should it be construed to be an indicator of possible funding.

Prior to making an award, NIH reviews an applicant’s federal award history in SAM.gov to ensure sound business practices. An applicant can review and comment on any information in the Responsibility/Qualification records available in SAM.gov.  NIH will consider any comments by the applicant in the Responsibility/Qualification records in SAM.gov to ascertain the applicant’s integrity, business ethics, and performance record of managing Federal awards per 2 CFR Part 200.206 “Federal awarding agency review of risk posed by applicants.”  This provision will apply to all NIH grants and cooperative agreements except fellowships.

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the  eRA Commons . Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the NIH Grants Policy Statement Section 2.4.4 Disposition of Applications .

Section VI. Award Administration Information

1. award notices.

A Notice of Award (NoA) is the official authorizing document notifying the applicant that an award has been made and that funds may be requested from the designated HHS payment system or office. The NoA is signed by the Grants Management Officer and emailed to the recipient’s business official.

In accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions. 

Recipients must comply with any funding restrictions described in Section IV.6. Funding Restrictions . Any pre-award costs incurred before receipt of the NoA are at the applicant's own risk.  For more information on the Notice of Award, please refer to the NIH Grants Policy Statement Section 5. The Notice of Award and NIH Grants & Funding website, see Award Process.

Institutional Review Board or Independent Ethics Committee Approval: Recipient institutions must ensure that protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

2. Administrative and National Policy Requirements

The following Federal wide and HHS-specific policy requirements apply to awards funded through NIH: 

• The rules listed at 2 CFR Part 200 , Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards.
• All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the terms and conditions in the Notice of Award (NoA). The NoA includes the requirements of this NOFO. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities .  
• HHS recognizes that NIH research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research.  For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

All federal statutes and regulations relevant to federal financial assistance, including those highlighted in  NIH Grants Policy Statement Section 4 Public Policy Requirements, Objectives and Other Appropriation Mandates.

Recipients are responsible for ensuring that their activities comply with all applicable federal regulations.  NIH may terminate awards under certain circumstances.  See  2 CFR Part 200.340 Termination and  NIH Grants Policy Statement Section 8.5.2 Remedies for Noncompliance or Enforcement Actions: Suspension, Termination, and Withholding of Support . 

3. Data Management and Sharing

Consistent with the 2023 NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement . Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

Not applicable for R25 research education program awards.

4. Reporting

When multiple years are involved, recipients will be required to submit the  Research Performance Progress Report (RPPR) annually and financial statements as required in the  NIH Grants Policy Statement Section 8.4.1 Reporting.   To learn more about post-award monitoring and reporting, see the NIH Grants & Funding website, see  Post-Award Monitoring and Reporting . Continuation support will not be provided until the required forms are submitted and accepted. Programs that involve participants should report on education in the responsible conduct of research and complete a Training Diversity Report , in accordance with the RPPR Instruction Guide .

NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 2 CFR 200.301.

Failure by the recipient institution to submit required forms in a timely, complete, and accurate manner may result in an expenditure disallowance or a delay in any continuation funding for the award.

Other Reporting Requirements

• The institution must submit a completed Statement of Appointment ( PHS Form 2271 ) for each participant appointed full time for eight weeks or more or the equivalent. Recipients must submit the PHS 2271 data electronically using the xTrain system. More information on xTrain is available at  xTrain (eRA Commons) . An appointment or reappointment may begin any time during the budget period, but not before the budget period start date of the grant year.
• Participant Termination Notice: Within 30 days of the end of the total support period for each participant, the institution must submit a Termination Notice ( PHS Form 416-7 ) via xTrain for each participant appointed full time for eight weeks or more, or the equivalent.

A final RPPR and the expenditure data portion of the Federal Financial Report are required for closeout of an award as described in the NIH Grants Policy Statement Section 8.6 Closeout .

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten submission by the due date, and post-submission issues)

Finding Help Online:  https://www.era.nih.gov/need-help  (preferred method of contact) Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application instructions, application processes, and NIH grant resources) Email:  [email protected]  (preferred method of contact) Telephone: 301-480-7075

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace) Contact Center Telephone: 800-518-4726 Email:  [email protected]

SBA Company Registry (Questions regarding required registration at the SBA Company Registry and for technical questions or issues) Website to Email: http://sbir.gov/feedback?type=reg

Minki Chatterji, Ph.D.  Division of Behavioral and Social Research (DBSR) National Institute on Aging (NIA)  Telephone: 301-402-8788 Email:  [email protected]

Maryam Ghaleh, Ph.D. Division of Neuroscience (DN) National Institute on Aging (NIA) Email: [email protected]

Ramesh Vemuri, Ph.D.  National Institute on Aging (NIA)  Telephone: 301-496-9666  Email:  [email protected]  

Jessica Perez  National Institute on Aging (NIA)  Telephone: 301-402-7739   Email:  [email protected] 

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts . All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 2 CFR Part 200.

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NCERT Solutions for Class 6 Hindi Chapter 5: Rahim Ke Dohe (Malhar)

NCERT Solutions for Class 6 Chapter 5 Hindi - FREE PDF Download

Vedantu provides NCERT Solutions for Class 6 Hindi Malhar Chapter 5, which explores the profound and timeless wisdom encapsulated in the couplets (dohe) of the renowned poet and saint, Rahim. Known for his insightful and reflective poetry, Rahim’s dohe offers valuable lessons on morality, life, and human nature. In this chapter, students will learn the meanings and interpretations of Rahim’s couplets, which convey deep philosophical thoughts and practical advice in a concise and poetic form.

Our solutions for Class 6 Hindi NCERT Solutions PDF breaks down the lesson into easy-to-understand explanations, making learning fun and interactive. Students will develop essential language skills with engaging activities and exercises. Check out the revised CBSE Class 6 Hindi Syllabus and start practising Hindi Class 6 Chapter 5.

Glance on Class 6 Hindi (Malhar) Chapter 5 - Rahim Ke Dohe

Chapter 5, "Rahim Ke Dohe," introduces students to the poetic couplets of Rahim, a prominent figure in Hindi literature known for his insightful and moralistic poetry. 

Rahim's dohe are short, yet profound verses that reflect his deep understanding of life, ethics, and human nature.

The chapter begins with an introduction to Rahim, explaining his significance as a poet and philosopher.

It highlights his contributions to Hindi literature and the moral values expressed in his poetry.

The core of the chapter revolves around the dohe (couplets) written by Rahim. Each doha is presented with its text and followed by an explanation of its meaning. 

These couplets offer practical wisdom and reflect Rahim's perspective on various aspects of life.

The chapter discusses the central themes of Rahim’s dohe, such as humility, wisdom, the value of time, and the importance of learning from experience. 

It emphasises how these teachings are relevant in everyday life and can guide individuals in their personal growth.

Access NCERT Solutions for Class 6 Hindi Chapter 5 Rahim Ke Dohe

मेरी समझ से.

(क) नीचे दिए गए प्रश्नों का सबसे सही (सटीक) उत्तर कौन-सा है ? उसके सामने तारा (★) बनाइए—

प्रश्न 1. “रहिमन जिह्वा बावरी, कहि गइ सरग पताल। आपु तो कहि भीतर रही, जूती खात कपाल।” दोहे का भाव है-

सोच-समझकर बोलना चाहिए।

मधुर वाणी में बोलना चाहिए।

धीरे – धीरे बोलना चाहिए।

सदा सच बोलना चाहिए।

उत्तर: सोच-समझकर बोलना चाहिए।

प्रश्न 2. “रहिमन देखि बड़ेन को, लघु न दीजिये डारि । जहाँ काम आवे सुई, कहा करे तलवारि।” इस दोहे का भाव क्या है?

तलवार सुई से बड़ी होती है।

सुई का काम तलवार नहीं कर सकती।

तलवार का महत्व सुई से ज्यादा है।

हर छोटी-बड़ी चीज़ का अपना महत्व होता है।

उत्तर: हर छोटी-बड़ी चीज़ का अपना महत्व होता है।

(ख) अब अपने मित्रों के साथ चर्चा कीजिए और कारण बताइए कि आपने यही उत्तर क्यों चुने? उत्तर:

सोच-समझकर बोलना चाहिए ताकि बाद में पछतावा न पड़े।

हर छोटी-बड़ी चीज़ का अपना महत्व होता है अर्थात किसी को उसके रूप, आकार या आर्थिक स्थिति से नहीं आंकना चाहिए क्योंकि प्रत्येक का अपनी-अपनी जगह महत्व होता है।

मिलकर करें मिलान

पाठ में से कुछ दोहे स्तंभ 1 में दिए गए हैं और उनके भाव स्तंभ 2 में दिए गए हैं। अपने समूह में इन पर चर्चा कीजिए और रेखा खींचकर सही भाव से मिलान कीजिए।

उत्तर: 1. → 3 2. → 2 3. → 1

पंक्तियों पर चर्चा

नीच दिए गए दोहों पर समूह में चर्चा कीजिए और उनके अर्थ या भावार्थ अपनी लेखन पुस्तिका में लिखिए –

(क) “रहिमन बिपदाहू भली, जो थोरे दिन होय । हित अनहित या जगत में, जानि परत सब कोय। ” उत्तर: रहीमदास का मानना है कि थोड़े दिन की विपदा भी भली होती है जो हमें यह बता देती है कि संसार में कौन हमारा हितैषी है और कौन अहितैषी अर्थात कौन हमारा मुश्किल में साथ देने वाला है और कौन नहीं।

(ख) “रहिमन जिह्वा बावरी, कहि गइ सरग पताल। आपु तो कहि भीतर रही, जूती खात कपाल।” उत्तर: रहीमदास का कहना है कि हमारी जीभ बिलकुल बावरी अर्थात पागल जैसी होती है । यह कई बार ऐसा कुछ बोल देती है कि दिमाग को जूते खाने पड़ते हैं अर्थात मनुष्य को पछताना पड़ता है।

सोच-विचार के लिए

दोहों को एक बार फिर से पढ़िए और निम्नलिखित के बारे में पता लगाकर अपनी लेखन पुस्तिका में लिखिए-

प्रश्न 1. “रहिमन धागा प्रेम का, मत तोड़ो छिटकाय। टूटे से फिर ना मिले, मिले गाँठ परि जाय।”

(क) इस दोहे में ‘मिले’ के स्थान पर ‘जुड़े’ और ‘छिटकाय’ के स्थान पर ‘चटकाय’ शब्द का प्रयोग भी लोक में प्रचलित है। जैसे— “रहिमन धागा प्रेम का, मत तोड़ो चटकाय। टूटे से फिर ना जुड़े, जुड़े गाँठ पड़ जाय ।” इसी प्रकार पहले दोहे में ‘डारि’ के स्थान पर ‘डार’, ‘तलवार’ के स्थान पर ‘तरवार’ और चौथे दोहे में ‘’मानुष’ के स्थान पर ‘मानस’ का उपयोग भी प्रचलित हैं। ऐसा क्यों होता है? उत्तर: डारि के स्थान पर डार तलवारि के स्थान पर तलवार मानुष के स्थान पर मानस आदि शब्दों का प्रयोग थोडी-सी दूरी पर बोली बदल जाने के कारण होता है।

(ख) इस दोहे में प्रेम के उदाहरण में धागे का प्रयोग ही क्यों किया गया है? क्या आप धागे के स्थान पर कोई अन्य उदाहरण सुझा सकते हैं? अपने सुझाव का कारण भी बताइए। उत्तर: कवि ने प्रेम के टूटने को धागे द्वारा दर्शाया है कि जिस प्रकार धागा एक बार टूट जाए तो उसे जोड़ने के लिए गाँठ लगानी पड़ती है। ऐसे ही प्रेम संबंधों में दरार आ जाए तो भले ही उन्हें फिर से जोड़ लिया जाए परंतु मन-मुटाव रह ही जाता है। इसे हम अन्य उदाहरणों द्वारा भी समझ सकते है जैसे-

नदी के जल से एक लोटा पानी ले लिया जाए तो उन्हें दोबारा नदी में मिलाया तो जा सकता है परंतु उसे उसकी सहोदर (मित्र) बूँदों से नहीं मिलाया जा सकता। ऐसे ही किसी से संबंध अगर टूट जाए तो दोबारा वैसे नहीं बन पाते।

एक टूटे हुए लकड़ी के डंडे को प्रयत्न करके सिल भी लिया जाए तो हम पहले की भाँति उसका प्रयोग नहीं कर सकते। हर बार ध्यान से प्रयोग करना पड़ता है।

एक कीमती कपड़े के फट जाने पर उसे कितना भी सिल लिया जाए लेकिन मन में उसका फटा होना खटकता ही रहता है।

प्रश्न 2. “तरुवर फल नहिं खात हैं, सरवर पियहिँ न पान । कहि रहीम पर काज हित, संपति सँचहि सुजान।” इस दोहे में प्रकृति के माध्यम से मनुष्य के किस मानवीय गुण की बात की गई है? प्रकृति से हम और क्या-क्या सीख सकते हैं? उत्तर: प्रकृति के माध्यम से इस दोहे में मनुष्य के इस मानवीय गुण की बात की गई है कि जैसे पेड़ अपने फल नहीं खाते, सरोवर अपना जल ग्रहण नहीं करते। ऐसे ही सज्जन धन का संचय स्वयं के लिए न करके दूसरों की भलाई के लिए करते हैं। प्रकृति से हम और गुण भी सीख सकते हैं। जैसे-

नदियों के जल की भाँति निरंतर आगे बढ़ना चाहिए।

जिस प्रकार तपती गरमी से बचाने के लिए वृक्ष छाया देते हैं, वैसे ही दूसरों के कठिन समय में हमें उनकी मदद करनी चाहिए।

फूलों की भाँति अपने अच्छे कार्यों की सुगंध चारों ओर बिखेरनी चाहिए।

सूरज की भाँति अच्छे कार्य करने पर अपना नाम जग में चमकाना चाहिए।

चाँद की चाँदनी की ठंड कला की भाँति अपने विचारों से सबको प्रभावित करना चाहिए।

पर्वतों की भाँति अपने विचारों को दृढ़ रखना चाहिए।

सागर की भाँति अपने हृदय को विशाल बनाना चाहिए। जीवन में अच्छी-बुरी जिन भी घटनाओं का सामना हो उन्हें गहराई से अपने अंदर समेटना चाहिए।

शब्दों की बात

हमने शब्दों के नए-नए रूप जाने और समझे। अब कुछ करके देखें- 

कविता में आए कुछ शब्द नीचे दिए गए हैं। इन शब्दों को आपकी मातृभाषा में क्या कहते हैं? लिखिए।

शब्द एक अर्थ अनेक

“रहिमन पानी राखिये, बिनु पानी सब सून। पानी गए न ऊबरै, मोती, मानुष, चून।”

इस दोहे में ‘पानी’ शब्द के तीन अर्थ हैं— सम्मान, जल, चमक।

इसी प्रकार कुछ शब्द नीचे दिए गए हैं। आप भी इन शब्दों के तीन-तीन अर्थ लिखिए। आप इस कार्य में शब्दकोश, इंटरनेट, शिक्षक या अभिभावकों की सहायता भी ले सकते हैं।

कल – ________, _________, _________ उत्तर: कल – आने वाला कल , चैन या शांति , पुर्जा/मशीन

पत्र – ________, _________, _________ उत्तर: पत्र – पत्ता , चिट्ठी , दल

कर – ________, _________, _________ उत्तर: कर – हाथ , टैक्स , किरण

फल – ________, _________, _________ उत्तर: फल – परिणाम , एक खाने का फल (आम) , हल का अग्र भाग

“रहिमन देखि बड़ेन को, लघु न दीजिये डारि । जहाँ काम आवे सुई, कहा करे तलवारि ॥”

इस दोहे का भाव है— न कोई बड़ा है और न ही कोई छोटा है। सबके अपने-अपने काम हैं, सबकी अपनी-अपनी उपयोगिता और महत्ता है। चाहे हाथी हो या चींटी, तलवार हो या सुई, सबके अपने-अपने आकार-प्रकार हैं और सबकी अपनी-अपनी उपयोगिता और महत्व है। सिलाई का काम सुई से ही किया जा सकता है, तलवार से नहीं। सुई जोड़ने का काम करती है जबकि तलवार काटने का। कोई वस्तु हो या व्यक्ति, छोटा हो या बड़ा, सबका सम्मान करना चाहिए।

अपने मनपसंद दोहे को इस तरह की शैली में अपने शब्दों में लिखिए | दोहा पाठ से या पाठ से बाहर का हो सकता है। उत्तर: बड़े बड़ाई न करै; बड़ो न बोले बोल । रहिमन हीरा कब कहैं, लाख मेरो टकै का मोल रहीमदास जी कहते हैं कि जिनमें बड़प्पन होता है वे अपनी बड़ाई स्वयं कभी नहीं करते। उनके कार्य ही उनके कौशल को दर्शा देते हैं। जैसे हीरा कितना भी बहुमूल्य क्यों न हो लेकिन कभी अपने मुँह से अपने बारे में नहीं कहता। हमें भी अपने गुणों को दर्शाना नहीं चाहिए। वे स्वतः ही हमारे कार्यों के माध्यम से सबके समक्ष आ जाते हैं। जैसे- कुशल खिलाड़ी अपने खेल से, बावर्ची अपने स्वादिष्ट पकवानों से अच्छा नर्तक अपने नृत्य से श्रेष्ठ गायक अपने गायन से प्रतिभाशाली विद्यार्थी अपने परिणाम से ही जाना जाता है।

आज की पहेली

1. दो अक्षर का मेरा नाम, आता हूँ खाने के काम उल्टा होकर नाच दिखाऊँ, मैं क्यों अपना नाम बताऊँ।

2. एक किले के दो ही द्वार, उनमें सैनिक लकड़ीदार टकराएँ जब दीवारों से, जल उठे सारा संसार।

उत्तर: माचिस

खोजबीन के लिए

रहीम के कुछ अन्य दोहे पुस्तकालय या इंटरनेट की सहायता से पढ़ें, देखें व समझें।

उत्तर: रहीम के दोहे उनकी गहन सोच और जीवन के मूल्यवान सबक को दर्शाते हैं। यदि आप रहीम के कुछ अन्य दोहे पढ़ना और समझना चाहते हैं, तो निम्नलिखित संसाधनों की सहायता ले सकते हैं:

अपने स्थानीय पुस्तकालय में "रहीम के दोहे" या "रहीम की कविताएँ" से संबंधित किताबें खोजें। वहां आप रहीम के अन्य दोहे और उनकी व्याख्याएँ प्राप्त कर सकते हैं।

इंटरनेट पर "रहीम के दोहे" खोजें। कई वेबसाइट्स और साहित्यिक पोर्टल्स पर रहीम के दोहे और उनकी व्याख्या उपलब्ध हैं।

आप Google पर "Rahim ke dohe" या "Rahim's couplets" सर्च करके भी उनकी अन्य रचनाओं तक पहुंच सकते हैं।

Benefits of NCERT Solutions for Class 6 Hindi Chapter 5 Rahim Ke Dohe

Class 6 Hindi Lesson 5 Question Answers provide detailed explanations of the lesson, helping students learn the lesson easily.

The solutions Break down the text and vocabulary, making it easier for students to understand the context and characters' actions.

Offers clear answers to textbook questions, enabling students to complete their assignments accurately and efficiently.

Class 6 Hindi Chapter 5 Question Answers encourage critical thinking and discussion about empathy, cooperation, and real-life problem-solving.

NCERT Solutions include engaging exercises and activities related to the chapter, making learning fun and interactive for students.

It helps students feel more prepared and confident in understanding the chapter's themes and content.

The Class 6 Hindi Chapter 5 Question Answer PDF is available for FREE download so that students can easily access it when needed.

Important Study Material Links for Hindi Chapter 5 Class 6 - Rahim Ke Dohe

NCERT Solutions for Hindi Class 6 Chapter 5 is a comprehensive resource for understanding the lesson’s concepts. With step-by-step explanations and examples, students can learn the concepts effectively. Accessible in PDF format, students can review the material conveniently. These solutions for Hindi Malhar Chapter 5 Class 6 enhance understanding, and exam performance, making it easier for students studying in Class 6. You can easily access and download the FREE Class 6 Hindi Chapter 5 PDF from Vedantu updated for the 2024-25 syllabus. Students can refer to these solutions to perform better in their examinations.

Chapter-wise NCERT Solutions Class 6 Hindi - Malhar

After familiarising yourself with the Class 6 Hindi Chapter 5 Question Answers, you can access comprehensive NCERT Solutions from all Hindi Class 6 Malhar textbook chapters.

Related Important Links for Hindi (Malhar) Class 6

Along with this, students can also download additional study materials provided by Vedantu for Hindi Class 6.

FAQs on NCERT Solutions for Class 6 Hindi Chapter 5: Rahim Ke Dohe (Malhar)

1. What are the main themes explored in Rahim's dohe featured in Chapter 5?

The main themes include wisdom, humility, the nature of time, and moral conduct. Rahim’s dohe often provide insights into ethical behaviour and practical life lessons.

2. Who was Rahim, and why is he significant in Hindi literature?

Rahim, also known as Rahimdas, was a prominent poet and scholar in Hindi literature. He is known for his dohe (couplets) which convey deep philosophical thoughts and moral teachings.

3. What is a doha, and how is it used in Rahim’s poetry?

A Doha is a two-line couplet with a specific rhythmic pattern and meaning. Rahim used dohas to express profound ideas and moral lessons in a concise and impactful manner.

4. Can you provide a summary of one of the dohe from the Class 6 Hindi Chapter 5 Rahim Ke Dohe?

For example, one of Rahim's dohas discusses the value of being humble and how one's actions should reflect inner virtue rather than outward show.

5. How does Rahim's use of language contribute to the effectiveness of his dohe?

Rahim’s use of simple yet profound language makes his dohe accessible and memorable. The use of metaphor and allegory adds depth to his teachings.

6. What lessons can students learn from Rahim's dohe in this chapter from Class 6 Hindi?

Students can learn about the importance of humility, the value of wisdom, and the significance of ethical behaviour in daily life.

7. How does Rahim’s poetry reflect the cultural and historical context of his time?

Rahim’s poetry reflects the socio-cultural and moral values of his time, offering insights into the ethical norms and philosophical beliefs prevalent in his era.

8. What are some examples of Rahim's dohe included in the Class 6 Hindi Chapter 5 Rahim Ke Dohe?

Examples include couplets on the nature of time, the value of learning from others, and the importance of not boasting.

9. How is Rahim's dohe relevant to modern readers?

Rahim’s dohe offers timeless wisdom and practical advice that remain relevant for personal growth and ethical conduct in contemporary times.

10. What role do illustrations or explanations play in understanding Rahim’s dohe?

Illustrations and explanations help clarify the meaning and context of the dohe, making it easier for readers to grasp the underlying message.