what is definition of terms used in research paper

Confusion to Clarity: Definition of Terms in a Research Paper

Explore the definition of terms in research paper to enhance your understanding of crucial scientific terminology and grow your knowledge.

Have you ever come across a research paper and found yourself scratching your head over complex synonyms and unfamiliar terms? It’s a hassle as you have to fetch a dictionary and then ruffle through it to find the meaning of the terms.

To avoid that, an exclusive section called ‘ Definition of Terms in a Research Paper ’ is introduced which contains the definitions of terms used in the paper. Let us learn more about it in this article.

What Is The “Definition Of Terms” In A Research Paper?

The definition of terms section in a research paper provides a clear and concise explanation of key concepts, variables, and terminology used throughout the study. 

In the definition of terms section, researchers typically provide precise definitions for specific technical terms, acronyms, jargon, and any other domain-specific vocabulary used in their work. This section enhances the overall quality and rigor of the research by establishing a solid foundation for communication and understanding.

Purpose Of Definition Of Terms In A Research Paper

This section aims to ensure that readers have a common understanding of the terminology employed in the research, eliminating confusion and promoting clarity. The definitions provided serve as a reference point for readers, enabling them to comprehend the context and scope of the study. It serves several important purposes:

• Enhancing clarity
• Establishing a shared language
• Providing a reference point
• Setting the scope and context
• Ensuring consistency

Benefits Of Having A Definition Of Terms In A Research Paper

Having a definition of terms section in a research paper offers several benefits that contribute to the overall quality and effectiveness of the study. These benefits include:

Clarity And Comprehension

Clear definitions enable readers to understand the specific meanings of key terms, concepts, and variables used in the research. This promotes clarity and enhances comprehension, ensuring that readers can follow the study’s arguments, methods, and findings more easily.

Consistency And Precision

Definitions provide a consistent framework for the use of terminology throughout the research paper. By clearly defining terms, researchers establish a standard vocabulary, reducing ambiguity and potential misunderstandings. This precision enhances the accuracy and reliability of the study’s findings.

Common Understanding

The definition of terms section helps establish a shared understanding among readers, including those from different disciplines or with varying levels of familiarity with the subject matter. It ensures that readers approach the research with a common knowledge base, facilitating effective communication and interpretation of the results.

Avoiding Misinterpretation

Without clear definitions, readers may interpret terms and concepts differently, leading to misinterpretation of the research findings. By providing explicit definitions, researchers minimize the risk of misunderstandings and ensure that readers grasp the intended meaning of the terminology used in the study.

Accessibility For Diverse Audiences

Research papers are often read by a wide range of individuals, including researchers, students, policymakers, and professionals. Having a definition of terms in a research paper helps the diverse audience understand the concepts better and make appropriate decisions. 

Types Of Definitions

There are several types of definitions that researchers can employ in a research paper, depending on the context and nature of the study. Here are some common types of definitions:

Lexical Definitions

Lexical definitions provide the dictionary or commonly accepted meaning of a term. They offer a concise and widely recognized explanation of a word or concept. Lexical definitions are useful for establishing a baseline understanding of a term, especially when dealing with everyday language or non-technical terms.

Operational Definitions

Operational definitions define a term or concept about how it is measured or observed in the study. These definitions specify the procedures, instruments, or criteria used to operationalize an abstract or theoretical concept. Operational definitions help ensure clarity and consistency in data collection and measurement.

Conceptual Definitions

Conceptual definitions provide an abstract or theoretical understanding of a term or concept within a specific research context. They often involve a more detailed and nuanced explanation, exploring the underlying principles, theories, or models that inform the concept. Conceptual definitions are useful for establishing a theoretical framework and promoting deeper understanding.

Descriptive Definitions

Descriptive definitions describe a term or concept by providing characteristics, features, or attributes associated with it. These definitions focus on outlining the essential qualities or elements that define the term. Descriptive definitions help readers grasp the nature and scope of a concept by painting a detailed picture.

Theoretical Definitions

Theoretical definitions explain a term or concept based on established theories or conceptual frameworks. They situate the concept within a broader theoretical context, connecting it to relevant literature and existing knowledge. Theoretical definitions help researchers establish the theoretical underpinnings of their study and provide a foundation for further analysis.

Also read: Understanding What is Theoretical Framework

Types Of Terms

In research papers, various types of terms can be identified based on their nature and usage. Here are some common types of terms:

A key term is a term that holds significant importance or plays a crucial role within the context of a research paper. It is a term that encapsulates a core concept, idea, or variable that is central to the study. Key terms are often essential for understanding the research objectives, methodology, findings, and conclusions.

Technical Term

Technical terms refer to specialized vocabulary or terminology used within a specific field of study. These terms are often precise and have specific meanings within their respective disciplines. Examples include “allele,” “hypothesis testing,” or “algorithm.”

Legal Terms

Legal terms are specific vocabulary used within the legal field to describe concepts, principles, and regulations. These terms have particular meanings within the legal context. Examples include “defendant,” “plaintiff,” “due process,” or “jurisdiction.”

Definitional Term

A definitional term refers to a word or phrase that requires an explicit definition to ensure clarity and understanding within a particular context. These terms may be technical, abstract, or have multiple interpretations.

Career Privacy Term

Career privacy term refers to a concept or idea related to the privacy of individuals in the context of their professional or occupational activities. It encompasses the protection of personal information, and confidential data, and the right to control the disclosure of sensitive career-related details. 

A broad term is a term that encompasses a wide range of related concepts, ideas, or objects. It has a broader scope and may encompass multiple subcategories or specific examples.

Also read: Keywords In A Research Paper: The Importance Of The Right Choice

Steps To Writing Definitions Of Terms

When writing the definition of terms section for a research paper, you can follow these steps to ensure clarity and accuracy:

Step 1: Identify Key Terms

Review your research paper and identify the key terms that require definition. These terms are typically central to your study, specific to your field or topic, or may have different interpretations.

Step 2: Conduct Research

Conduct thorough research on each key term to understand its commonly accepted definition, usage, and any variations or nuances within your specific research context. Consult authoritative sources such as academic journals, books, or reputable online resources.

Step 3: Craft Concise Definitions

Based on your research, craft concise definitions for each key term. Aim for clarity, precision, and relevance. Define the term in a manner that reflects its significance within your research and ensures reader comprehension.

Step 4: Use Your Own Words

Paraphrase the definitions in your own words to avoid plagiarism and maintain academic integrity. While you can draw inspiration from existing definitions, rephrase them to reflect your understanding and writing style. Avoid directly copying from sources.

Step 5: Provide Examples Or Explanations

Consider providing examples, explanations, or context for the defined terms to enhance reader understanding. This can help illustrate how the term is applied within your research or clarify its practical implications.

Step 6: Order And Format

Decide on the order in which you present the definitions. You can follow alphabetical order or arrange them based on their importance or relevance to your research. Use consistent formatting, such as bold or italics, to distinguish the defined terms from the rest of the text.

Step 7: Revise And Refine

Review the definitions for clarity, coherence, and accuracy. Ensure that they align with your research objectives and are tailored to your specific study. Seek feedback from peers, mentors, or experts in your field to further refine and improve the definitions.

Step 8: Include Proper Citations

If you have drawn ideas or information from external sources, remember to provide proper citations for those sources. This demonstrates academic integrity and acknowledges the original authors.

Step 9: Incorporate The Section Into Your Paper

Integrate the definition of terms section into your research paper, typically as an early section following the introduction. Make sure it flows smoothly with the rest of the paper and provides a solid foundation for understanding the subsequent content.

By following these steps, you can create a well-crafted and informative definition of terms section that enhances the clarity and comprehension of your research paper.

In conclusion, the definition of terms in a research paper plays a critical role by providing clarity, establishing a common understanding, and enhancing communication among readers. The definition of terms section is an essential component that contributes to the overall quality, rigor, and effectiveness of a research paper.

Also read: Beyond The Main Text: The Value Of A Research Paper Appendix

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• What is a Glossary? | Definition, Templates, & Examples

What Is a Glossary? | Definition, Templates, & Examples

Published on May 24, 2022 by Tegan George . Revised on July 18, 2023.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation , it’s a list of all terms you used that may not immediately be obvious to your reader.

Your glossary only needs to include terms that your reader may not be familiar with, and it’s intended to enhance their understanding of your work. Glossaries are not mandatory, but if you use a lot of technical or field-specific terms, it may improve readability to add one.

If you do choose to include a glossary, it should go at the beginning of your document, just after the table of contents and (if applicable) list of tables and figures or list of abbreviations . It’s helpful to place your glossary at the beginning, so your readers can familiarize themselves with key terms relevant to your thesis or dissertation topic prior to reading your work. Remember that glossaries are always in alphabetical order.

To help you get started, download our glossary template in the format of your choice below.

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• Table of contents

Example of a glossary

Citing sources for your glossary, additional lists to include in your dissertation, other interesting articles, frequently asked questions about glossaries.

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Glossaries and definitions often fall into the category of common knowledge , meaning that they don’t necessarily have to be cited.

However, it’s always better to be safe than sorry when it comes to citing your sources , in order to avoid accidental plagiarism .

If you’d prefer to cite just in case, you can follow guidance for citing dictionary entries in MLA or APA Style for citations in your glossary. Remember that direct quotes should always be accompanied by a citation.

In addition to the glossary, you can also include a list of tables and figures and a list of abbreviations in your thesis or dissertation if you choose.

Include your lists in the following order:

• List of figures and tables
• List of abbreviations

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, dictionaries are more general collections of words.

A glossary or “glossary of terms” is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and is intended to enhance their understanding of your work.

Glossaries are not mandatory, but if you use a lot of technical or field-specific terms, it may improve readability to add one to your thesis or dissertation. Your educational institution may also require them, so be sure to check their specific guidelines.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, an index is a list of the contents of your work organized by page number.

Definitional terms often fall into the category of common knowledge , meaning that they don’t necessarily have to be cited. This guidance can apply to your thesis or dissertation glossary as well.

However, if you’d prefer to cite your sources , you can follow guidance for citing dictionary entries in MLA or APA style for your glossary.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. (2023, July 18). What Is a Glossary? | Definition, Templates, & Examples. Scribbr. Retrieved August 26, 2024, from https://www.scribbr.com/dissertation/glossary-of-a-dissertation/

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In Need of Definition: How to Select Terms to Define in your Dissertation

One section that is often required in a dissertation is the “Definitions of Terms.” This gives your readers an understanding of the concepts or factors that will be discussed throughout your study, as well as contextual information as to how you will be using those concepts in your study. The “Definitions of Terms” ensures that your readers will understand the components of your study in the way that you will be presenting them, because often your readers may have their own understanding of the terms, or not be familiar with them at all. In this section, you provide a list of terms that will be used throughout the dissertation and definitions of each of them. Seems simple enough, right? But how do you know which terms to define and which ones to leave out?

The rule of thumb is to include and define terms that are important to your study or are used frequently throughout the dissertation but are not common knowledge. You also want to include terms that have a unique meaning within the scope of your study. You do not need to include terms that most, if not all, of your readers will understand without having definitions provided. For example, something like leadership probably does not need to be included in your “Definitions of Terms,” but laissez-faire leadership would be a good choice to include. However, if your study is about leadership, then it may be beneficial to the understanding of your readers to define leadership based on how you are using it within your study. Things like success or achievement may need definition as well, if you are using them within your study, as the readers will need to know what measures or markers of success or achievement that you will focus on within your study.

For more information on “Definitions of Terms,” including what information to include within the definitions, check out our other blog: How to Write Your Definitions.

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Chapter Twelve: Positing a Thesis Statement and Composing a Title / Defining Key Terms

Defining Key Terms

You are viewing the first edition of this textbook. a second edition is available – please visit the latest edition for updated information..

Earlier in this course, we discussed how to conduct a library search using key terms. Here we discuss how to present key terms. Place yourself in your audience’s position and try to anticipate their need for information. Is your audience composed mostly of novices or professionals? If they are novices, you will need to provide more definition and context for your key concepts and terms.

Because disciplinary knowledge is filled with specialized terms, an ordinary dictionary is of limited value. Disciplines like psychology, cultural studies, and history use terms in ways that are often different from the way we communicate in daily life. Some disciplines have their own dictionaries of key terms. Others may have terms scattered throughout glossaries in important primary texts and textbooks.

Key terms are the “means of exchange” in disciplines. You gain entry into the discussion by demonstrating how well you know and understand them. Some disciplinary keywords can be tricky because they mean one thing in ordinary speech but can mean something different in the discipline. For instance, in ordinary speech, we use the word  shadow  to refer to a darker area produced by an object or person between a light source and a surface. In Jungian psychology,  shadow  refers to the unconscious or unknown aspects of a personality. Sometimes there is debate within a discipline about what key terms mean or how they should be used.

To avoid confusion, define all key terms in your paper before you begin a discussion about them. Even if you think your audience knows the definition of key terms, readers want to see how  you  understand the terms before you move ahead. If a definition is contested—meaning different writers define the term in different ways—make sure you acknowledge these differences and explain why you favor one definition over the others. Cite your sources when presenting key terms and concepts.

Key Takeaways

Strategies for Conducting Literary Research Copyright © 2021 by Barry Mauer & John Venecek is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to Write the Definition of Terms in Chapter 1 of a Thesis

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Getting Started: Library Research Strategy

• Choosing Your Topic
• Gathering Background Information
• Defining Key Terms
• Crafting a Research Question
• Gathering Relevant Information
• Evaluating Sources This link opens in a new window
• Formulating a Thesis Statement
• Avoiding Plagiarism This link opens in a new window
• Citation Styles This link opens in a new window

If you have chosen a topic, you may break the topic down into a few main concepts and then list and/or define key terms related to that concept. If you have performed some background searching, you can include some of the words that were used to describe your topic.

For example, if your topic deals with the relationship between teenage smoking and advertising in the United States, the following key terms may apply:

smoking -- tobacco -- nicotine -- cigarettes

teenage -- adolescents -- children -- teens -- youth

advertising -- marketing -- media -- commercials -- TV -- billboards

When listing the key terms or concepts of your topic, be sure to consider synonyms for these terms as well. Since research is an iterative process, you will also find additional key terms to utilize through the resources you encounter throughout your research process.

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• Next: Crafting a Research Question >>
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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Glossary of Key Research Terms

This glossary provides definitions of many of the terms used in the guides to conducting qualitative and quantitative research. The definitions were developed by members of the research methods seminar (E600) taught by Mike Palmquist in the 1990s and 2000s.

Citation Information

Members of the Research Methods Seminar (E600) taught by Mike Palmquist in the 1990s and 2000s. (1994-2024). Glossary of Key Terms. The WAC Clearinghouse. Colorado State University. Available at https://wac.colostate.edu/repository/writing/guides/.

Copyright Information

Copyright © 1994-2024 Colorado State University and/or this site's authors, developers, and contributors . Some material displayed on this site is used with permission.

Child Care and Early Education Research Connections

Research glossary.

The research glossary defines terms used in conducting social science and policy research, for example those describing methods, measurements, statistical procedures, and other aspects of research; the child care glossary defines terms used to describe aspects of child care and early education practice and policy.

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 4. The Introduction
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work in the form of the research problem supported by a hypothesis or a set of questions, explaining briefly the methodological approach used to examine the research problem, highlighting the potential outcomes your study can reveal, and outlining the remaining structure and organization of the paper.

Key Elements of the Research Proposal. Prepared under the direction of the Superintendent and by the 2010 Curriculum Design and Writing Team. Baltimore County Public Schools.

Importance of a Good Introduction

Think of the introduction as a mental road map that must answer for the reader these four questions:

• What was I studying?
• Why was this topic important to investigate?
• What did we know about this topic before I did this study?
• How will this study advance new knowledge or new ways of understanding?

According to Reyes, there are three overarching goals of a good introduction: 1) ensure that you summarize prior studies about the topic in a manner that lays a foundation for understanding the research problem; 2) explain how your study specifically addresses gaps in the literature, insufficient consideration of the topic, or other deficiency in the literature; and, 3) note the broader theoretical, empirical, and/or policy contributions and implications of your research.

A well-written introduction is important because, quite simply, you never get a second chance to make a good first impression. The opening paragraphs of your paper will provide your readers with their initial impressions about the logic of your argument, your writing style, the overall quality of your research, and, ultimately, the validity of your findings and conclusions. A vague, disorganized, or error-filled introduction will create a negative impression, whereas, a concise, engaging, and well-written introduction will lead your readers to think highly of your analytical skills, your writing style, and your research approach. All introductions should conclude with a brief paragraph that describes the organization of the rest of the paper.

Hirano, Eliana. “Research Article Introductions in English for Specific Purposes: A Comparison between Brazilian, Portuguese, and English.” English for Specific Purposes 28 (October 2009): 240-250; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide. Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Reyes, Victoria. Demystifying the Journal Article. Inside Higher Education.

Structure and Writing Style

I.  Structure and Approach

The introduction is the broad beginning of the paper that answers three important questions for the reader:

• What is this?
• Why should I read it?
• What do you want me to think about / consider doing / react to?

Think of the structure of the introduction as an inverted triangle of information that lays a foundation for understanding the research problem. Organize the information so as to present the more general aspects of the topic early in the introduction, then narrow your analysis to more specific topical information that provides context, finally arriving at your research problem and the rationale for studying it [often written as a series of key questions to be addressed or framed as a hypothesis or set of assumptions to be tested] and, whenever possible, a description of the potential outcomes your study can reveal.

These are general phases associated with writing an introduction: 1.  Establish an area to research by:

• Highlighting the importance of the topic, and/or
• Making general statements about the topic, and/or
• Presenting an overview on current research on the subject.

2.  Identify a research niche by:

• Opposing an existing assumption, and/or
• Revealing a gap in existing research, and/or
• Formulating a research question or problem, and/or
• Continuing a disciplinary tradition.

3.  Place your research within the research niche by:

• Stating the intent of your study,
• Outlining the key characteristics of your study,
• Describing important results, and
• Giving a brief overview of the structure of the paper.

NOTE:   It is often useful to review the introduction late in the writing process. This is appropriate because outcomes are unknown until you've completed the study. After you complete writing the body of the paper, go back and review introductory descriptions of the structure of the paper, the method of data gathering, the reporting and analysis of results, and the conclusion. Reviewing and, if necessary, rewriting the introduction ensures that it correctly matches the overall structure of your final paper.

II.  Delimitations of the Study

Delimitations refer to those characteristics that limit the scope and define the conceptual boundaries of your research . This is determined by the conscious exclusionary and inclusionary decisions you make about how to investigate the research problem. In other words, not only should you tell the reader what it is you are studying and why, but you must also acknowledge why you rejected alternative approaches that could have been used to examine the topic.

Obviously, the first limiting step was the choice of research problem itself. However, implicit are other, related problems that could have been chosen but were rejected. These should be noted in the conclusion of your introduction. For example, a delimitating statement could read, "Although many factors can be understood to impact the likelihood young people will vote, this study will focus on socioeconomic factors related to the need to work full-time while in school." The point is not to document every possible delimiting factor, but to highlight why previously researched issues related to the topic were not addressed.

Examples of delimitating choices would be:

• The key aims and objectives of your study,
• The research questions that you address,
• The variables of interest [i.e., the various factors and features of the phenomenon being studied],
• The method(s) of investigation,
• The time period your study covers, and
• Any relevant alternative theoretical frameworks that could have been adopted.

Review each of these decisions. Not only do you clearly establish what you intend to accomplish in your research, but you should also include a declaration of what the study does not intend to cover. In the latter case, your exclusionary decisions should be based upon criteria understood as, "not interesting"; "not directly relevant"; “too problematic because..."; "not feasible," and the like. Make this reasoning explicit!

NOTE:   Delimitations refer to the initial choices made about the broader, overall design of your study and should not be confused with documenting the limitations of your study discovered after the research has been completed.

ANOTHER NOTE: Do not view delimitating statements as admitting to an inherent failing or shortcoming in your research. They are an accepted element of academic writing intended to keep the reader focused on the research problem by explicitly defining the conceptual boundaries and scope of your study. It addresses any critical questions in the reader's mind of, "Why the hell didn't the author examine this?"

III.  The Narrative Flow

Issues to keep in mind that will help the narrative flow in your introduction :

• Your introduction should clearly identify the subject area of interest . A simple strategy to follow is to use key words from your title in the first few sentences of the introduction. This will help focus the introduction on the topic at the appropriate level and ensures that you get to the subject matter quickly without losing focus, or discussing information that is too general.
• Establish context by providing a brief and balanced review of the pertinent published literature that is available on the subject. The key is to summarize for the reader what is known about the specific research problem before you did your analysis. This part of your introduction should not represent a comprehensive literature review--that comes next. It consists of a general review of the important, foundational research literature [with citations] that establishes a foundation for understanding key elements of the research problem. See the drop-down menu under this tab for " Background Information " regarding types of contexts.
• Clearly state the hypothesis that you investigated . When you are first learning to write in this format it is okay, and actually preferable, to use a past statement like, "The purpose of this study was to...." or "We investigated three possible mechanisms to explain the...."
• Why did you choose this kind of research study or design? Provide a clear statement of the rationale for your approach to the problem studied. This will usually follow your statement of purpose in the last paragraph of the introduction.

IV.  Engaging the Reader

A research problem in the social sciences can come across as dry and uninteresting to anyone unfamiliar with the topic . Therefore, one of the goals of your introduction is to make readers want to read your paper. Here are several strategies you can use to grab the reader's attention:

• Open with a compelling story . Almost all research problems in the social sciences, no matter how obscure or esoteric , are really about the lives of people. Telling a story that humanizes an issue can help illuminate the significance of the problem and help the reader empathize with those affected by the condition being studied.
• Include a strong quotation or a vivid, perhaps unexpected, anecdote . During your review of the literature, make note of any quotes or anecdotes that grab your attention because they can used in your introduction to highlight the research problem in a captivating way.
• Pose a provocative or thought-provoking question . Your research problem should be framed by a set of questions to be addressed or hypotheses to be tested. However, a provocative question can be presented in the beginning of your introduction that challenges an existing assumption or compels the reader to consider an alternative viewpoint that helps establish the significance of your study. 
• Describe a puzzling scenario or incongruity . This involves highlighting an interesting quandary concerning the research problem or describing contradictory findings from prior studies about a topic. Posing what is essentially an unresolved intellectual riddle about the problem can engage the reader's interest in the study.
• Cite a stirring example or case study that illustrates why the research problem is important . Draw upon the findings of others to demonstrate the significance of the problem and to describe how your study builds upon or offers alternatives ways of investigating this prior research.

NOTE:   It is important that you choose only one of the suggested strategies for engaging your readers. This avoids giving an impression that your paper is more flash than substance and does not distract from the substance of your study.

Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions. University College Writing Centre. University of Toronto; Introduction. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Introductions. The Writing Center. University of North Carolina; Introductions. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Introductions, Body Paragraphs, and Conclusions for an Argument Paper. The Writing Lab and The OWL. Purdue University; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Resources for Writers: Introduction Strategies. Program in Writing and Humanistic Studies. Massachusetts Institute of Technology; Sharpling, Gerald. Writing an Introduction. Centre for Applied Linguistics, University of Warwick; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Swales, John and Christine B. Feak. Academic Writing for Graduate Students: Essential Skills and Tasks . 2nd edition. Ann Arbor, MI: University of Michigan Press, 2004 ; Writing Your Introduction. Department of English Writing Guide. George Mason University.

Writing Tip

Avoid the "Dictionary" Introduction

Giving the dictionary definition of words related to the research problem may appear appropriate because it is important to define specific terminology that readers may be unfamiliar with. However, anyone can look a word up in the dictionary and a general dictionary is not a particularly authoritative source because it doesn't take into account the context of your topic and doesn't offer particularly detailed information. Also, placed in the context of a particular discipline, a term or concept may have a different meaning than what is found in a general dictionary. If you feel that you must seek out an authoritative definition, use a subject specific dictionary or encyclopedia [e.g., if you are a sociology student, search for dictionaries of sociology]. A good database for obtaining definitive definitions of concepts or terms is Credo Reference .

Saba, Robert. The College Research Paper. Florida International University; Introductions. The Writing Center. University of North Carolina.

Another Writing Tip

When Do I Begin?

A common question asked at the start of any paper is, "Where should I begin?" An equally important question to ask yourself is, "When do I begin?" Research problems in the social sciences rarely rest in isolation from history. Therefore, it is important to lay a foundation for understanding the historical context underpinning the research problem. However, this information should be brief and succinct and begin at a point in time that illustrates the study's overall importance. For example, a study that investigates coffee cultivation and export in West Africa as a key stimulus for local economic growth needs to describe the beginning of exporting coffee in the region and establishing why economic growth is important. You do not need to give a long historical explanation about coffee exports in Africa. If a research problem requires a substantial exploration of the historical context, do this in the literature review section. In your introduction, make note of this as part of the "roadmap" [see below] that you use to describe the organization of your paper.

Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70.

Yet Another Writing Tip

Always End with a Roadmap

The final paragraph or sentences of your introduction should forecast your main arguments and conclusions and provide a brief description of the rest of the paper [the "roadmap"] that let's the reader know where you are going and what to expect. A roadmap is important because it helps the reader place the research problem within the context of their own perspectives about the topic. In addition, concluding your introduction with an explicit roadmap tells the reader that you have a clear understanding of the structural purpose of your paper. In this way, the roadmap acts as a type of promise to yourself and to your readers that you will follow a consistent and coherent approach to addressing the topic of inquiry. Refer to it often to help keep your writing focused and organized.

Cassuto, Leonard. “On the Dissertation: How to Write the Introduction.” The Chronicle of Higher Education , May 28, 2018; Radich, Michael. A Student's Guide to Writing in East Asian Studies . (Cambridge, MA: Harvard University Writing n. d.), pp. 35-37.

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Writing Help

Where to find a research paper definition of terms sample.

When writing your research paper, you want to ensure that attention is given to the minutest of details. A definition of terms may not be deemed necessary for some students, especially those who prefer taking the easier route. However, incorporating a definition of terms can greatly enhance your research paper.

Benefits of a Definition of Terms

• This is a useful place to include technical terms in your topic or your research question.
• You can clarify the definition of a term especially if it has different meanings. Include the definition according to how it will be used throughout your research.
• Makes it easy for someone to consult to revisit the definition of a term instead of searching through the paper to try and locate it.
• Remember your paper is written not only for your professor but also for a general audience. You want to ensure that the general public is able to read your research paper and understand technical terminology and jargons.

This being said, if you have never seen a research paper with a definition of terms, you can find here. Otherwise to find samples of definition of terms, you can consider doing the following:

• Use several different research samples that your professor can provide you. From these samples, pick out the ones that contain a definition of terms.
• Use the internet and plug the terms into your favorite search engines. If you do choose the option of using the Internet, find here useful samples.
• Make use of a handbook for research papers which normally have samples there that you can copy and utilize as a guide.

A Guide For Your Definition of Terms

When you go through the definition of terms samples that you can find here, take note that this is not a place for you to add just any terms. This is a place where you define those terms of a technical nature to the research, a term that you would not want your audience to misinterpret. If this will not add any value to your research paper, then you do not have to include a definition of terms which is optional.

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When doing research, you may come across some unfamiliar words.  Here is a list of common research terms.

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Educational resources and simple solutions for your research journey

6 Commonly Confused Research Terms

While writing your research paper, you would come across elements that are the building blocks of a research paper. However, these often technical and confusing terms in research papers may trip up early career researchers. They may find some terms or elements overlapping and may struggle to differentiate between them. Through this article, we aim to clear the deck for successful research writing by helping you understand commonly confused research terms.

1. Citations and references

One set of confusing terms in research is citations and references You All sources used in a paper must always be mentioned within or at the end of the research paper. Text taken verbatim from any source must have all the details of the source within the paper and alongside the text. In research paper terms, this is a citation. References, on the other hand, are the listed versions of all the sources – books, articles, documents, videos, interviews – that were consumed as a part of research and used for writing the research paper.

2. Aim and objectives

These research paper terms might have similar meanings but when these terms are used in research, they should be considered separate. You may think of aims as the ultimate destination and objectives as the route you take to reach your destination. Here’s something to help understand these confusing terms in research. Aims refer to the outcome of the study – anything that you found out, could prove, or could conclude through your research. On the other hand, objectives are the ways in which you’re going to attain your research aims. Aims are broad in nature, while objectives are very specific and focused. Some types of manuscripts only require you to state an aim, others only objectives, and some require both.

3. Research methods and research methodology

Yes, these research paper terms are not interchangeable. Research methodology refers to the principles that guide you to pick the suitable methods for your research paper. For example, it helps you decide what kind of data analysis would help you achieve your aim – qualitative or quantitative. Research methods are the actual methods used to perform the experiments required to successfully complete your research paper. Depending on your research methodology, the research methods may vary including, but not limited to, observation, surveys, interviews, and laboratory experiments. So, be very careful when working with these two confusing terms in research and writing these sections.

4. Background of a study and introduction

It’s essential to understand these research paper terms to impress your readers – journal editors, fellow researchers, and your target audience. The background of a study is the missing piece of the existing literature’s puzzle. Its purpose is to state the significance of your study and the position of your research paper within the existing literature. It is not lengthy and helps the reader understand your topic of research with a wider perspective. Meanwhile, the introduction of a research paper is the opening section of your paper. It’s meant to set the context for the rest of the paper, establish the purpose of the study, and state the research question. So be sure not to mix up these confusing terms in research.

5. Implications and limitations

Another set of research paper terms that researchers often get confused about is implications and limitations. The ways in which your research findings can be helpful and may be applied are called implications, whereas the shortcomings or the way in which your research findings cannot be applied in real life are the limitations. Stating these two distinct research terms gives a holistic view of the applicability and scope of your research findings, and thus, having clarity on the meaning of these confusing terms in research is crucial.

6. Footnotes and endnotes

The last pair of research paper terms is footnotes and endnotes. Despite their self-explanatory names, this pair of confusing terms in research is a common source of error. Footnotes and endnotes are a way of providing additional information in your research paper. At times, authors may want to elaborate something they have written, but since adding an explanation within the main text may obstruct the flow, this information is added either at the bottom of the page or at the end of the research paper. Depending on the positioning, these additional notes are categorized as footnotes or endnotes when talking about research paper terms. As the names suggest, footnotes are mentioned at the bottom of the page, while endnotes are mentioned at the end of the research paper. Since both have the same function, it’s only a matter of choice which one you prefer to use. While footnotes make it convenient for the reader, having endnotes makes your paper clutter-free.

I hope reading this article helped you distinguish between these confusing terms in research. Moreover, as you gain experience by reading more research papers and writing more papers, you will get better at understanding these research paper terms and other nuances.

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• An Introduction to Punctuation

Olivia Valdes was the Associate Editorial Director for ThoughtCo. She worked with Dotdash Meredith from 2017 to 2021.

• B.A., American Studies, Yale University

A research paper is a common form of academic writing . Research papers require students and academics to locate information about a topic (that is, to conduct research ), take a stand on that topic, and provide support (or evidence) for that position in an organized report.

The term research paper may also refer to a scholarly article that contains the results of original research or an evaluation of research conducted by others. Most scholarly articles must undergo a process of peer review before they can be accepted for publication in an academic journal.

Define Your Research Question

The first step in writing a research paper is defining your research question . Has your instructor assigned a specific topic? If so, great—you've got this step covered. If not, review the guidelines of the assignment. Your instructor has likely provided several general subjects for your consideration. Your research paper should focus on a specific angle on one of these subjects. Spend some time mulling over your options before deciding which one you'd like to explore more deeply.

Try to choose a research question that interests you. The research process is time-consuming, and you'll be significantly more motivated if you have a genuine desire to learn more about the topic. You should also consider whether you have access to all of the resources necessary to conduct thorough research on your topic, such as primary and secondary sources .

Create a Research Strategy 

Approach the research process systematically by creating a research strategy. First, review your library's website. What resources are available? Where will you find them? Do any resources require a special process to gain access? Start gathering those resources—especially those that may be difficult to access—as soon as possible.

Second, make an appointment with a reference librarian . A reference librarian is nothing short of a research superhero. He or she will listen to your research question, offer suggestions for how to focus your research, and direct you toward valuable sources that directly relate to your topic.

Evaluate Sources

Now that you've gathered a wide array of sources, it's time to evaluate them. First, consider the reliability of the information. Where is the information coming from? What is the origin of the source? Second, assess the  relevance  of the information. How does this information relate to your research question? Does it support, refute, or add context to your position? How does it relate to the other sources you'll be using in your paper? Once you have determined that your sources are both reliable and relevant, you can proceed confidently to the writing phase. 

Why Write Research Papers? 

The research process is one of the most taxing academic tasks you'll be asked to complete. Luckily, the value of writing a research paper goes beyond that A+ you hope to receive. Here are just some of the benefits of research papers. 

• Learning Scholarly Conventions:  Writing a research paper is a crash course in the stylistic conventions of scholarly writing. During the research and writing process, you'll learn how to document your research, cite sources appropriately, format an academic paper, maintain an academic tone, and more.
• Organizing Information: In a way, research is nothing more than a massive organizational project. The information available to you is near-infinite, and it's your job to review that information, narrow it down, categorize it, and present it in a clear, relevant format. This process requires attention to detail and major brainpower.
• Managing Time: Research papers put your time management  skills to the test. Every step of the research and writing process takes time, and it's up to you to set aside the time you'll need to complete each step of the task. Maximize your efficiency by creating a research schedule and inserting blocks of "research time" into your calendar as soon as you receive the assignment. 
• Exploring Your Chosen Subject:  We couldn't forget the best part of research papers—learning about something that truly excites you. No matter what topic you choose, you're bound to come away from the research process with new ideas and countless nuggets of fascinating information. 

The best research papers are the result of genuine interest and a thorough research process. With these ideas in mind, go forth and research. Welcome to the scholarly conversation!

• Documentation in Reports and Research Papers
• Thesis: Definition and Examples in Composition
• An Introduction to Academic Writing
• How to Use Footnotes in Research Papers
• How to Write an Abstract
• Definition and Examples of Analysis in Composition
• What Is a Critique in Composition?
• How to Take Better Notes During Lectures, Discussions, and Interviews
• What Is a Literature Review?
• Research in Essays and Reports
• Topic In Composition and Speech
• Focusing in Composition
• What Is a Citation?
• What Are Endnotes, Why Are They Needed, and How Are They Used?
• What Is Plagiarism?
• Definition of Appendix in a Book or Written Work

What is definition of terms in a research paper?  

Insight from top 5 papers.

Definition of terms in a research paper refers to the clarification and explanation of key concepts, terms, and terminology used in the study. It helps readers understand the specific meanings and context of these terms within the research. The definition of terms is typically provided in the introduction or literature review section of the paper. It ensures that there is a common understanding of the terminology used throughout the research, avoiding any confusion or misinterpretation. The definition of terms also helps establish the scope and boundaries of the study, providing a clear framework for the research. [1] [2]

Source Papers (5)

Related Questions

Research is defined as a systematic investigation into materials and sources to establish facts and draw new conclusions, often employing a scientific method . It involves discovering, interpreting, and developing schemes to enhance human knowledge in various scientific fields, particularly crucial in healthcare for disease understanding, treatment, and prevention . Research aims to uncover and interpret facts, revise theories, or apply new theories practically . It is an organized, critical, and ingenious exploration seeking to establish or alter accepted conclusions through scientific methods . Additionally, research plays a vital role in driving economic growth and competitiveness, emphasizing the importance of evaluating its quality for continuous progress and development .

A research paper typically consists of several main parts. These include the title, abstract, introduction, material and methods, results and discussion, and references . The title is an important part as it should be interesting and relevant to the research topic. The abstract provides a summary of the paper, highlighting the main findings and conclusions . The introduction provides background information on the research area and presents the research question or hypothesis . The material and methods section describes the research design and methodology used . The results and discussion section presents the findings of the research and analyzes them in relation to the research question or hypothesis . Finally, the references section lists the sources cited in the paper .

The parts of a research paper typically include the title, abstract, introduction, literature review, methods, results, discussion, and conclusion . The title should be interesting and relevant to the research topic . The abstract provides a concise summary of the research paper, including the main point and keywords . The introduction presents the background and aims of the research, while the literature review surveys previous research and identifies research gaps . The methods section describes the research design and procedures . The results section presents the findings, often using tables and graphs . The discussion section analyzes the results, compares them with previous research, and suggests future research directions . Finally, the conclusion summarizes the main findings and their implications .

Research can be defined as a systematic and well-defined process of searching for knowledge or formulating theories to expand the existing knowledge base. It involves the formulation of hypotheses, data analysis, and deductions to ascertain whether the conclusions fit the hypothesis. Research is a process of creating or formulating knowledge that does not yet exist . It is the generation of new knowledge, distinguishing it from other activities that seek information or gain new knowledge without adding to the existing knowledge base . Research is a scientific examination that involves careful exploration, enquiry, and standardized efforts to increase new knowledge . It is a rigorous problem-solving process that aims to discover new knowledge through systematic, logical, empirical, and replicable methods . Research is a systematic investigation into materials and sources to establish facts, reach new conclusions, and establish theories that resonate with the reader .

A research paper is a part of academic writing that involves gathering information from different sources and synthesizing it into a well-structured document. The selection of an interesting title is crucial for the research purpose . The paper should contain core parts such as introduction, material and methods, results and discussion, as well as additional parts like title, abstract, and references . The dissemination of research through publication allows for the sharing of knowledge and information with a larger audience . It also enhances fellowship and job opportunities for young researchers and provides funding and leadership opportunities for senior researchers . Research papers contribute to future research by publishing both positive and negative results . They also provide reliable information about diseases and available treatment options for patients . Writing a research paper can be challenging, and it is important to consider the methodology, procedures, and analysis of collected data . Overall, research papers play a vital role in the academic community by advancing knowledge and facilitating collaboration .

Trending Questions

To effectively set task prioritization for user research projects, a structured approach that incorporates user interests, project workspace dynamics, and collaborative input is essential. This ensures that the research aligns with user needs and optimizes resource allocation. ## User-Centric Prioritization - Engaging users in the prioritization process can significantly enhance relevance. Research shows that involving individuals with lived experiences leads to more focused research priorities, as seen in mental health studies where user input shaped funding directions. - Task prioritization can also be informed by user engagement metrics, such as the frequency with which users monitor task statuses, indicating their interest and urgency. ## Project Workspace Management - Organizing tasks within project workspaces allows for clearer prioritization. By tagging data items with common identifiers, teams can assess and visualize task priorities effectively, ensuring that the most critical tasks receive attention first. - The User-Support-Worker’s Activity Model (USWAM) enhances task management by visualizing queues and rewarding completed tasks, fostering motivation and engagement among team members. While these strategies emphasize user involvement and structured management, it is also crucial to remain adaptable. Prioritization should evolve based on ongoing feedback and changing project dynamics to ensure continued alignment with user needs and project goals.

Gaussian splatting has emerged as a powerful technique for 3D scene interpolation, particularly in handling occlusion and visibility challenges. Recent advancements have focused on improving its robustness in dynamic and complex environments. ## Handling Occlusion and Visibility - **WildGaussians Approach**: This method integrates robust DINO features and an appearance modeling module, enabling 3D Gaussian Splatting (3DGS) to effectively manage occlusions and appearance variations in uncontrolled environments, outperforming traditional methods like NeRFs in real-time rendering scenarios. - **Localized Point Management (LPM)**: LPM enhances point management by identifying zones requiring densification and adjusting opacities to mitigate occlusion effects. This strategy improves rendering quality in both static and dynamic scenes, addressing limitations of previous methods. - **Deferred Reflection Techniques**: By employing deferred shading, Gaussian splatting can accurately render specular reflections, which are crucial for visibility in complex scenes. This method improves normal estimation and enhances the overall visual fidelity of rendered scenes. While these advancements significantly improve occlusion handling, challenges remain in achieving consistent performance across diverse real-world scenarios, indicating a need for further research and refinement in Gaussian splatting techniques.

Artificial intelligence (AI) holds significant potential for enhancing the education of pharmacy students, particularly in teaching compounding formulation. Its applications can streamline learning processes and improve comprehension of complex topics. ## Enhanced Learning Tools - **Study Aids**: AI can generate mnemonics, flowcharts, and concept maps, aiding memorization and understanding of compounding principles. - **Practice Problems**: AI can create tailored practice questions based on lecture content, allowing students to assess their understanding and readiness for exams. ## Personalized Learning Experiences - **Customized Study Schedules**: AI can help students organize their study time effectively, ensuring comprehensive coverage of all necessary topics. - **Simplification of Complex Concepts**: Tools like ChatGPT can explain intricate formulations in simpler terms, making them more accessible. ## Data Analysis and Research - **Understanding Formulation Relationships**: AI can analyze data to elucidate interactions between various formulation components, enhancing students' grasp of practical applications. While AI offers numerous advantages, concerns about academic integrity and the potential for misuse remain prevalent. Thus, a balanced approach is essential to maximize its benefits while addressing ethical considerations.

The typical age range of customers in Latin American bars predominantly includes young adults, particularly those aged 18 to 25. This demographic is significant due to their social habits and alcohol consumption patterns. ## Age Demographics - The mean age of the population in Latin America is approximately 31 years, with a substantial portion residing in urban areas, which are often the hubs for nightlife and bar culture. - A study focusing on alcohol consumption among adolescents in Mexico indicates that individuals aged 12 to 17 are also influenced by their social circles, suggesting that younger patrons may frequent bars, albeit in a limited capacity due to legal drinking age restrictions. ## Young Adult Trends - Research highlights that young adults (18-25 years) are critical consumers in the bar scene, as they navigate early adulthood and social experiences. - The marketing strategies targeting this age group are crucial, as they are often the most exposed to alcohol advertising, which can influence their drinking behaviors. While the primary clientele in bars tends to be young adults, it is essential to consider the broader implications of alcohol consumption patterns across different age groups, including the rising concerns regarding underage drinking and its social ramifications.

Asthma prevalence and management in California exhibit significant disparities across socioeconomic status (SES). Low-income individuals, particularly children, face a higher burden of asthma, influenced by various factors including environmental exposures and healthcare access. ## Asthma Prevalence and SES - Approximately 12.9% of children in California have asthma, with higher rates among low-income and minority groups, particularly African American children (19.5%). - Low-income Californians experience more frequent asthma symptoms and are more likely to visit emergency departments for care. ## Environmental Factors - Air pollution, particularly nitrogen dioxide (NO2) and particulate matter (PM2.5), disproportionately affects low SES communities, contributing to higher asthma rates. - In 2012, low SES areas had significantly higher exposure to NO2 (13.1 ppb) compared to high SES areas (7.0 ppb). ## Healthcare Access and Management - Low-income individuals often lack adequate health insurance and continuity of care, leading to poorer asthma management outcomes. - Children from families with limited English proficiency are less likely to receive optimal asthma management. Despite improvements in air quality, disparities in asthma burden persist, highlighting the need for targeted interventions to address these inequities.

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Any untoward occurrence in a research participant. The occurrence need not have a clear causal relationship with the individual’s participation in the research; an AE can be any unfavorable and unintended sign, symptom, event, or occurrence affecting a participant’s physical, mental, social, financial, legal, or psychological well-being. An unanticipated AE should be reported to the committee as soon as possible after it is identified.

Agreement by an individual not competent to give legally valid informed consent (e.g., a child or cognitively impaired person) to participate in research. An assent is typically paired with permission from a parent or guardian, and together they comprise the informed consent to participate.

An officer of an institution with the authority to speak for and legally commit the institution to adherence to the requirements of the federal regulations regarding the involvement of human subjects in biomedical and behavioral research.

A statement of basic ethical principles governing research involving human subjects issued by the National Commission for the Protection of Human Subjects in 1979. View a summary of the Belmont Report . The Belmont Report principles permeate human subjects research to this day.

An ethical principle discussed in the Belmont Report that entails an obligation to protect persons from harm. The principle of beneficence can be expressed in two general rules: 1) do not harm; and 2) protect from harm by maximizing possible benefits and minimizing possible risks of harm.

A valued or desired outcome associated with a research project. Anticipated benefits may express the probability that subjects and society may benefit from the research procedures. Research may benefit the individual or society as a whole. If research will not benefit individuals, it is required to provide a reasonable likelihood of resulting in benefits to society. UNLV’s human research application requests information about the direct benefits accruing to the research participants and to society. Compensation and incentives given to participants are not considered benefit.

This is a certificate issued by the National Institutes of Health that protects identifiable research information of a sensitive nature from forced disclosure. It is typically requested when the researcher believes his/her research objectives could not be met without this form of protection. 

Persons who have not attained the legal age for consent to treatment or procedures involved in the research, as determined under the applicable law of the jurisdiction in which the research will be conducted [45 CFR 46 46.401(a)]. In Nevada, individuals younger than 18 years of age are considered children for most research situations, and informed consent then consists of the child’s assent and the parent’s permission.(See “Assent.”)

The act of forcing or compelling one to take action against one’s will. Coercion can be overt or perceived, and it can occur when the researcher is in a position of authority or power over the subject (for example, teachers over students or physicians over patients). It can also occur when incentives become so great that the participant will only participate to attain the incentive.

Having either a psychiatric disorder (e.g., psychosis, neurosis, personality or behavior disorders, or dementia) or a developmental disorder (e.g., mental retardation) that affects cognitive or emotional functions to the extent that capacity for judgment and reasoning is significantly diminished. Others, including persons under the influence of or dependent on drugs or alcohol, those suffering from degenerative diseases affecting the brain, terminally ill patients, and persons with severely disabling physical handicaps, may also be compromised in their ability to make decisions in their best interests.

Human subjects research projects conducted by more than one institution. Each institution is responsible for safeguarding the rights and welfare of human subjects. Arrangements for joint review, relying upon one qualified IRB, or similar arrangements are acceptable. (Please contact the ORI-HS staff if this situation occurs; they can assist with the arrangements.)

Payment for participation in research. Compensation should be appropriate for the amount of effort involved, and not excessive and thereby coercive. Compensation is NOT considered a benefit.

Technically, a legal term, used to denote capacity to act on one’s own behalf; the ability to understand information presented, to appreciate the consequences of acting (or not acting) on that information, and to make a choice. (See also: Incompetence, Incapacity)

Pertains to the treatment of information that an individual has disclosed in a relationship of trust and with the expectation that it will not be divulged to others without permission in ways that are inconsistent with the understanding of the original disclosure.

Defined as a set of conditions in which an investigator’s judgment concerning a primary interest (e.g., subject welfare, integrity of research) could be biased by a secondary interest (e.g., personal or financial gain). See information regarding UNLV’s Conflict of Interest/Compensated Outside Services Policy .

See “Informed Consent.”

Subject(s) used for comparison who are not given the treatment under study or who do not have a given condition, background, or risk factor that is the object of study. Control conditions may be concurrent (occurring more or less simultaneously with the condition under study) or historical (preceding the condition under study). When the present condition of subjects is compared with their own condition on a prior regimen or treatment, the study is considered historically controlled.

The other primary scholar or researcher involved in conducting the research. Co-PIs must also meet the UNLV PI eligibility requirements.

Giving subjects previously undisclosed information about the research project following completion of their participation in research.

A code of ethics for clinical research approved by the World Medical Association in 1964 and widely adopted by medical associations in various countries. It was revised most recently in 2008.

Any study that is not truly experimental (e.g., quasi-experimental studies, correlational studies, record reviews, case histories, and observational studies).

A legal status conferred upon persons who have not yet attained the age of legal competency as defined by state law (for such purposes as consenting to medical care), but who are entitled to treatment as if they had by virtue of assuming adult responsibilities such as marriage, procreation, or being self-supporting and not living at home. (See also “Mature Minor.”)

Fair or just; used in the context of selection of subjects to indicate that the benefits and burdens of research are fairly distributed.

The code of federal regulations (45 CFR 46.101(b)) identifies several categories of minimal risk research as exempt from the Federal Policy for the Protection of Research Subjects. This determination must not be made by the PI, but by the IRB or someone appointed by the IRB. For more information, see the U.S. Health and Human Services website, “ Exempt Research and Research That May Undergo Expedited Review .”

The code of federal regulations (45 CFR 46.110 and 21 CFR 56.110) identifies several categories of minimal risk research that may be reviewed through an expedited review process. For more information, see the U.S. Health and Human Services website on “ Guidance on Expedited Review Procedures .”

This act defines the rights of students and parents concerning reviewing, amending, and disclosing educational records and requires written permission to disclose personally identifiable information from a student’s education record, except under certain circumstances such as an order of subpoena. 1

The federal policy that provides regulations for the involvement of human subjects in research. The policy applies to all research involving human subjects conducted, supported, or otherwise subject to regulation by any federal department or agency that takes appropriate administrative action to make the policy applicable to such research. Currently, 16 federal agencies have adopted this policy, commonly referred to as “The Federal Policy,” but also known as the “Common Rule.”

A formal written, binding commitment that is submitted to the Department of Health and Human Services (DHHS) Office of Human Research Protections (OHRP) in which an institution agrees to comply with applicable regulations governing research with human subjects and stipulates the procedures through which compliance will be achieved. UNLV’s assurance number is FWA00002305.

Review of proposed research at a convened meeting at which a majority of the membership of the IRB are present, including at least one member whose primary concerns are in nonscientific areas. For the research to be approved, it must receive the approval of a majority of those members present at the meeting. Generally, studies that undergo full board review are studies involving greater than minimal risk, risky, or novel procedures or vulnerable populations.

An individual who is authorized under applicable state or local law to give permission on behalf of a child for general medical care. In Nevada, under NRS 159.0805, guardians may not give permission for a child to enter into a research study unless a court order has been obtained.

The rule which protects the privacy of individually identifiable health information. The privacy rule provides federal protections for personal health information held by covered entities and gives patients specific rights with respect to that information.

Individuals whose physiological or behavioral characteristics and responses are the object of study in a research project. Under the federal regulations, human subjects are defined as living individual(s) about whom an investigator conducting research obtains: (1) data through intervention or interaction with the individual; or (2) identifiable private information.

Federal regulations define identifiable to mean that the identity of the individual subject is or may readily be ascertained by the investigator or may be associated with the information.

This refers to a person’s mental status and means inability to understand information presented, to appreciate the consequences of acting (or not acting) on that information, and to make a choice. The term is often used as a synonym for incompetence.

A legal term meaning inability to manage one’s own affairs, and often used as a synonym for incapacity.

A person’s voluntary agreement, based upon adequate knowledge and understanding of relevant information, to participate in research or to undergo a diagnostic, therapeutic, or preventive procedure. In giving informed consent, subjects may not waive or appear to waive any of their legal rights, or release or appear to release the investigator, the sponsor, the institution, or agents thereof from liability for negligence.

Institutional research (also called internal research) is the gathering of data from or about UNLV students, faculty, and staff by university offices or organizations, with the sole intent of using the data for internal informational purposes or for required data-collection purposes. This data would not be made generalizable. Examples include surveys to improve university services or procedures; ascertain the opinions, experiences, or preferences of the university community; or to provide necessary information to characterize the university community. This kind of data gathering does not require IRB review unless respondents are queried about sensitive aspects of their own behavior. For debatable projects, investigators should submit an exclusion review form to the ORI-HS.

A specially constituted, federally mandated review body established or designated by an entity to protect the welfare of human subjects recruited to participate in biomedical or behavioral research. UNLV has two IRBs – Social/Behavioral and Biomedical.

The federal regulations define interaction as “communication or interpersonal contact between investigator and subject.”

The federal regulations define intervention as both physical procedures by which data are gathered (for example, venipuncture) and manipulations of the subject or the subject’s environment that are performed for research purposes.

This refers to a researcher conducting the project. Investigators can be principal investigators or co-principal investigators. Students are always listed as student investigators.

A formal agreement between UNLV and another FWA-holding institution that allows the one IRB to serve as the “IRB of Record” for protocols involving collaborative research between UNLV and the other institution.

A term utilized when an institution assumes the IRB responsibilities for a human subject research protocol conducted at another institution. An IRB authorization agreement signed by institutional officials at both institutions is required.

An ethical principle discussed in the Belmont Report requiring fairness in distribution of burdens and benefits; those that bear the burdens of research should also receive the benefits. There must be fair and equitable selection of subjects.

A person authorized either by statute or by court appointment to make decisions on behalf of another person. In human subjects research, an individual or judicial or other body authorized under applicable law to consent on behalf of a prospective subject to the subject’s participation in the procedure(s) involved in the research.

Someone who has not reached adulthood (as defined by state law) but who may be treated as an adult for certain purposes (e.g., consenting to medical care). Note that a mature minor is not necessarily an emancipated minor. (See also “Emancipated Minor.”)

A risk is minimal when the probability and magnitude of harm or discomfort anticipated in the proposed research are not greater, in and of themselves, than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests. For example, the risk of drawing a small amount of blood from a healthy individual for research purposes is no greater than the risk of doing so as part of routine physical examination. Note: The definition of minimal risk for research involving prisoners differs somewhat from that given for non-institutionalized adults.

Any change to an IRB-approved study protocol, regardless of the level of review it receives initially.

A federally mandated member of an Institutional Review Board who has no ties to the parent institution, its staff, or faculty. This individual is usually from the local community (e.g., business person, attorney, or teacher).

A code of research ethics developed during the trials of Nazi war criminals following World War II and widely adopted as a standard during the 1950s and 1960s for protecting human subjects.

The office within the Department of Health and Human Services that is responsible for implementing DHHS regulations (45CFR46) governing research involving human subjects.

The UNLV office, formerly known as the Office for the Protection of Research Subjects (OPRS), that serves as an administrative hub for the UNLV IRB’s oversight of human subjects research.

The agreement of parent(s) to the participation of their child in research.

The scientist or scholar with primary responsibility for the design and conduct of a research project. See UNLV’s PI Eligibility Policy for those who are eligible for automatic PI status and how to apply for PI status.

An individual involuntarily confined in a penal institution, including persons: 1) sentenced under a criminal or civil statue; 2) detained pending arraignment, trial, or sentencing; and 3) detained in other facilities (e.g., for drug detoxification or treatment of alcoholism) under statutes or commitment procedures providing such alternatives to criminal prosecution or incarceration in a penal institution. Note that this includes adjudicated youth.

Control over the extent, timing, and circumstances of disclosing personal information (physical, behavioral, or intellectual) with others.

Defined by the federal regulations to include information about behavior that occurs in a context in which an individual can reasonably expect that no observation or recording is taking place. It also includes information that has been provided for specific purposes by an individual and which the individual can reasonably expect will not be made public (e.g., a medical record). Private information must be individually identifiable (i.e., the identity of the subject is or may readily be ascertained by the investigator or associated with the information) in order for the acquisition of the information to constitute research involving human subjects.

Studies designed to observe outcomes or events that occur subsequent to the identification of the group of subjects to be studied. Prospective studies need not involve manipulation or intervention but may be purely observational or involve only the collection of data.

Applies to survey research conducted in schools and states that parents have the right to inspect surveys and questionnaires distributed within schools. This amendment also specifies that parental permission must be obtained to have minors participate in surveys that disclose certain types of sensitive information. 1

The formal design or plan of an experiment or research study; specifically, the plan submitted to an IRB for review and to an agency for research support. The protocol includes a description of the research design or methodology to be employed, the eligibility requirements for prospective subjects and controls, the treatment regimen(s), and the proposed methods of analysis that will be performed on the collected data.

A systematic investigation (i.e., the gathering and analysis of information) designed to develop or contribute to generalizable knowledge.

An ethical principle discussed in the Belmont Report requiring that individual autonomy be respected and persons with diminished autonomy be protected.

Research conducted by reviewing records from the past (e.g., birth and death certificates, medical records, school records, or employment records) or by obtaining information about past events elicited through interviews or surveys. Case control studies are an example of this type of research. This requires IRB review, as long as it involves private information about humans.

The probability of harm or injury (physical, psychological, social, or economic) occurring as a result of participation in a research study. Both the probability and magnitude of possible harm may vary from minimal to significant. Risks include immediate risks of study participation as well as risks of long-term effects.

This involves two types of data: 1) data collected by someone other than the principal investigator for a research or non-research purpose, or 2) data that was collected by the principal investigator, but when collected was not intended to be used for human subjects research. For data to be considered secondary data, the data must exist prior to the initiation of the current research study or be “on the shelf” at the time of study initiation. Principal investigators must submit and receive approval for use of secondary human subjects data prior to initiation of the project.

A visit by agency officials, representatives, or consultants to the location of a research activity to assess the adequacy of IRB protection of human subjects or the capability of personnel to conduct the research.

“Participant” is the preferred term since it more correctly portrays the participatory aspects of research. Sometimes “subject” more accurately describes the role.

Free of coercion, duress, or undue inducement or influence. Used in the research context to refer to a subject’s decision to participate (or to continue to participate) in a research activity.