preliminary part of research report

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Research guides, guide to research and writing for the academic study of religion.

• Topic Pyramids
• Research Assignment Parameters
• Thesis statement
• Identifying Interests
• Controversy
• Availability of Sources

Preliminary Research

• Developing Your Question and Thesis
• Research Question and Thesis Statement Examples
• Periodicals
• Primary Sources
• Reference Works - Encyclopedias, Dictionaries, Biographies etc
• Journal Articles
• Primary Sources This link opens in a new window
• Web Search Engines
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• Does the Library hold the article I need?
• Locating resources unavailable at U of C Library
• Content of Databases
• Standardized Terminology
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• Sources Used in Creating this Workbook

Developing a good research question is impossible without doing some preliminary research.  Preliminary research gives you background information on your topic, answering questions such as who, what, when and where.  This research will also help you determine controversies related to your topic and determine if there are enough sources available to cover the topic effectively.

 You will encounter and learn much more information than you will convey in your final paper. Background information will enrich your research paper but should not bog it down in trivia. For example, if you were doing a paper on Hildegaard of Bingen, you should know that she was born into a noble family in Germany in 1098 and entered a hermitage at the age of eight and became a Benedictine Abbess. This information will help you contextualize her work in your own mind but your research paper should not be a simple recitation of these facts. Your research question should take you beyond the common knowledge found in encyclopedias, but without that  common knowledge your research will lack a solid foundation.

What follows is a list of resources that you may find useful for doing preliminary research in the field of Religious Studies. Keep in mind the type of information that you will need based on your preliminary topic and where your topic falls in the topic pyramid. Remember that the pyramid is a continuum rather than a series of discrete stages, so your topic likely will draw on both columns for some resources.

Resources for Preliminary Research

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How to Write a Preliminary Report: A Step-by-Step Guide

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If you are a project manager or a student, learning how to write a preliminary report is an essential skill. In this guide, we will walk you through every step of the process to help you craft a comprehensive and effective preliminary report.

Understanding the Purpose of a Preliminary Report

Before we dive into the specifics of how to write a preliminary report, it is essential first to understand why you need to write one. A preliminary report is usually a preliminary version of a more comprehensive report that will be written later. It is a concise summary of the findings that have been gathered during the preliminary research stage.

However, the importance of a preliminary report goes beyond just being a summary. It is a critical tool in project management that helps ensure the success of a project. By providing a broad overview of the situation, a preliminary report helps identify potential issues and risks that may impact the project's success.

Defining a Preliminary Report

A preliminary report is a document that presents the initial findings of a study or project. It often includes background information, research methods, findings, and recommendations. The report is intended to provide a broad overview of the situation, so the readers can draw their conclusions.

When writing a preliminary report, it is essential to keep in mind that it is not the final report. Instead, it is a tool to help guide the project in the right direction. The report should be concise, yet comprehensive enough to provide the necessary information to stakeholders.

Importance of a Preliminary Report in Project Management

Project managers use preliminary reports to ensure that all stakeholders are aware of the latest developments and any potential issues. The report provides a summary of the project's progress, identified risks, and other critical factors. Preliminary reports help managers anticipate future hurdles and plan accordingly. Thus, by sharing the preliminary review, they can make informed decisions that steer the project in the right direction.

Moreover, preliminary reports help project managers identify any gaps in the project plan. By analyzing the preliminary report, managers can identify areas that require further research or investigation. This information can then be used to refine the project plan and ensure that the final report is accurate and comprehensive.

In conclusion, a preliminary report is a critical tool in project management that helps ensure the success of a project. It provides a broad overview of the situation, identifies potential issues and risks, and helps project managers anticipate future hurdles. By using a preliminary report, project managers can make informed decisions that steer the project in the right direction. Therefore, it is essential to take the time to write a comprehensive preliminary report that provides all the necessary information to stakeholders.

Preparing to Write Your Preliminary Report

Before you start writing your preliminary report, there are a few things that you need to prepare. These include gathering the necessary information, identifying your audience, and establishing report objectives.

Gathering Relevant Information

Start by gathering all the relevant information and data that you need. The information should be relevant to the project at hand. It includes existing reports, research, and data related to the subject matter. Additionally, you may need to conduct interviews or surveys to gather additional information. Remember to keep track of your sources in case you need to reference them later.

Identifying Your Audience

Knowing your audience is essential when creating a report. Understanding who will be reading and using the report will help you tailor the content and structure to meet their needs. Consider your audience's level of expertise and the purpose of the report when considering the tone and level of technical jargon.

Establishing Report Objectives

Establishing clear objectives for your report will help guide your research and writing efforts. Think about what you want to achieve with the report and ensure your objectives align with the project's overall goals and objectives.

Structuring Your Preliminary Report

The structure of your preliminary report is just as important as the content. The structure enables readers to follow the information logically and understand how each section fits into the broader context.

Creating an Outline

Creating an outline will help you organize your information logically and create a roadmap to guide your writing. Ensure that your report follows a clear and logical structure, breaks down your information into sections with clear headings and subheadings. Along with outlining, you can use bullet points and numbered lists to make the information more scannable and digestible.

Organizing Your Information

Organizing your information effectively is crucial to ensure the report is easy to read and understand. The information should be arranged chronologically or thematically, depending on the type of report and its purpose.

Ensuring Logical Flow

When writing the report, ensure you maintain a logical flow. Each section should be structured logically, and information should be presented clearly and concisely. Avoid including irrelevant information, as this could confuse the reader and make your ideas seem disjointed.

Writing the Preliminary Report

With all the preparation out of the way, it's time to start writing the preliminary report. This section will cover the different sections you need to prepare when writing the report.

Crafting a Strong Introduction

Your introduction should succinctly summarize the report's purpose and provide an overview of the information presented in the report. It should also have a thesis statement that summarizes the key takeaways in the report.

Presenting Your Findings and Analysis

This section should provide a straightforward description of your findings. Furthermore, it should be arranged in such a manner that highlights the key issues and trends. Use tables and graphs if necessary, to show the data that supports your findings.

Addressing Potential Issues and Solutions

Identify potential issues that need addressing and discuss ways to overcome them. Furthermore, be sure to identify the consequences of not addressing the issues or taking corrective action.

Providing Recommendations and Next Steps

This section should provide recommendations on how to resolve any issues identified, the steps to be taken to implement the recommendations, and the projected results of the implementation.

ChatGPT Prompt for Writing a Preliminary Report

Use the following prompt in an AI chatbot . Below each prompt, be sure to provide additional details about your situation. These could be scratch notes, what you'd like to say or anything else that guides the AI model to write a certain way.

Please create a detailed and thorough initial document that outlines the key findings and observations of your research or investigation. This report should provide a comprehensive overview of the topic and highlight any significant insights or conclusions that have been drawn thus far.

[ADD ADDITIONAL CONTEXT. CAN USE BULLET POINTS.]

A well-written preliminary report is a valuable tool for project managers, students, and professionals. The report provides essential information about a project's progress and potential issues, enabling managers to make informed decisions. By following the steps outlined in this guide, you can craft a comprehensive and effective preliminary report that meets your project's objectives.

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University information technology (uit), main navigation, formatting requirements: preliminary pages.

• Submission Procedure
• Policies for Theses and Dissertations
• Coauthored Theses and Dissertations
• Approval Requirements
• Publication Requirements

Copyright Page

Statement of thesis/dissertation approval, dedication, frontispiece, and epigraph, table of contents and list of figures/tables, acknowledgements.

• General Formatting Requirements
• Parts Composed of Related Chapters
• Headings and Subheadings
• Tables and Figures
• Footnote and Reference Citations
• Appendix or Appendices
• References or Selected Bibliography
• Documentation Styles
• Writing Styles
• Print Quality
• Accessibility in the PDF
• Electronic Version Submitted for Thesis Release
• Distribution of Theses and Dissertations
• Alternate Text
• Color Contrast
• Accessibility Issues in Table Construction
• Heading Space
• Double Space
• Single Space
• Previously Published, Accepted, and Submitted Articles as Chapters of a Dissertation
• Alternate Figure/Table Placement

Preliminary pages are, in order, the title page; copyright page; statement of thesis/dissertation approval; abstract; dedication (optional); frontispiece (optional); epigraph (optional); table of contents; lists of tables, figures, symbols, and abbreviations (necessary only in certain situations); and acknowledgments (optional). Table 2.1 lists all the possible preliminary sections in order and if they are required or not. 

The preliminary pages are counted in sequence (except the copyright page, which is neither counted nor numbered). Any page with a main heading on it (title page, abstract, table of contents, etc.) is counted, but no page number is typed on the page. Second pages to the abstract, table of contents, lists, and acknowledgments are numbered with lower case Roman numerals centered within the thesis margins and .5” from the bottom of the page. See the preliminary pages in this handbook for an example. 

Order of preliminary pages, indicating which are mandatory and where page numbers should be included.

Note : Page numbers in the preliminary pages appear centered on the bottom of the page in lower case Roman numerals. This differs from page numbers in the text, which appear on the top right of the page and use Arabic numerals.

SEE Sample Preliminary Pages

The title page is page i (Roman numeral) of the manuscript (page number not shown). 

The title of the thesis or dissertation is typed in all capital letters. The title should be placed in the same size and style of font as that used for major headings throughout the manuscript. If longer than 4 1/2 inches, the title should be double spaced and arranged so that it appears balanced on the page. The title should be a concise yet comprehensive description of the contents for cataloging and data retrieval purposes. Initials, abbreviations, acronyms, numerals, formulas, super/subscripts, and symbols should be used in the title with careful consideration of clarity and maximizing search results for future readers. Consult the manuscript editors if in doubt. 

The word “by” follows the title. The full legal name of the author as it appears in CIS follows after a double space. The name is not typed in all capital letters. These two lines of text are centered between the title and the statement described in the following paragraph. 

The statement “A thesis submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of” appears single spaced in the middle of the title page (see Figure 2.1). For doctoral candidates, the phrasing reads “A dissertation submitted. . . ” 

The appropriate degree follows the statement. The space between the statement and the degree should be the same size that is between the author’s name and the statement. In the event the name of the degree differs from the name of the department, e.g., Master of Science in Environmental Humanities, the words “Master of Science” are placed below the statement, followed by “in” and then the degree program; the lines of the degree name and program are double spaced (see Figure 2.2). Thus, a student receiving a doctorate in history need use only the words “Doctor of Philosophy.” A student receiving a doctorate in Geophysics must put “Doctor of Philosophy in Geophysics.” 

Below the degree field, the full name of the department is listed on the title page. “The University of Utah,” is listed a double space below the department name.

The date appears on the title page a double space below “The University of Utah.” Only the month and year appear, with no punctuation separating them. The month indicates the last month in the semester the degree is granted: fall semester, December; spring semester, May; summer semester, August. 

Again, the spaces below the title, the full legal name, the statement, and the degree should be of equal size. 

The second page is the copyright page, which is uncounted and unnumbered. A copyright notice appears in every copy of the thesis or dissertation. The notice, as illustrated in Figure 2.3, is centered within the side margins and the top and bottom margins of the page. 

Copyright © Student’s Full Legal Name 2022

All Rights Reserved 

There is a double space between the two lines. 

The statement of thesis/dissertation approval is page ii (Roman numeral) of the manuscript (page number not shown). This statement is prepared as shown in Figures 2.4 (for master’s students) and 2.5 (for doctoral students). 

The statement of thesis/dissertation approval signifies that the thesis or dissertation has been approved by the committee chair and a majority of the members of the committee and by the department chair and the dean of The Graduate School. The names of any committee members who did not approve or digitally sign the forms for the thesis or dissertation are not dated. The dates entered should match the date when you received notification that the committee member electronically signed the form. 

The full name of the student, as it appears on the title page and copyright page, must be used. 

As with the digital signature forms, full legal names of committee members must be listed. The full legal names of committee members and department chair or dean can be found on your CIS page under the Committee tab. Neither degrees nor titles should be listed with the names of faculty members. No signatures are required. 

Abstract Page

The abstract is page iii, unnumbered; if there is a second page, it is page iv, and a number appears on the page. The abstract is a concise, carefully composed summary of the contents of the thesis or dissertation. In the abstract, the author defines the problem, describes the research method or design, and reports the results and conclusions. No diagrams, illustrations, subheadings, or citations appear in the abstract. The abstract is limited to 350 words (approximately 1.5 double-spaced pages). A copy of the abstract of all doctoral candidates is published in Dissertation Abstracts International. The word ABSTRACT is placed 2 inches from the top of the page in all capital letters. Following a heading space, the abstract text begins, with the first line indented the same size space as for the paragraphs in the remainder of the manuscript. The text of the abstract must be double spaced. 

If a manuscript is written in a foreign language, the abstract is in the same language, but an English version (or translation) of the abstract must precede the foreign language abstract. The two abstracts are listed as one in the table of contents. The first page of each version is unnumbered but counted. If there is a second page to each version of the abstract, the page number (lower-case Roman numeral) is centered between the left and right margins and between the bottom of the page and the top of the bottom margin. 

The dedication is an optional entry; enumeration continues in sequence, but no page number appears on the page. It follows the abstract and precedes the table of contents. Often only one or two lines, it is centered within the top and bottom margins of the page and within the thesis margins. It is not labeled “Dedication” and is not listed in the table of contents. 

Frontispiece and Epigraph

These are infrequently used entries. The frontispiece is an illustration that alerts the reader to the major theme of the thesis or dissertation. An epigraph is a quotation of unusual aptness and relevance. 

Contents or Table of Contents

The table of contents follows the abstract (or dedication if one is used). The word CONTENTS (or TABLE OF CONTENTS) is placed 2 inches from the top of the page in all capital letters. Following a heading space, the table of contents begins. The table of contents, essentially an outline of the manuscript, lists the preliminary pages beginning with the abstract (page iii). It does not list a frontispiece, dedication, or epigraph if these are used, nor is the table of contents listed in the table of contents; these pages are, however, counted. The list of figures and list of tables, if used, are included (see the Table of Contents in this handbook for a sample using numbered chapters; see Figures 2.6, 2.7, and 2.8 for additional options). 

All chapters or main sections and all first-level subheadings of the manuscript are listed in the table of contents. No lower subheadings levels are to appear in the table of contents. Beginning page numbers of each chapter or section listed are lined up with each listing by a row of evenly spaced, aligned period leaders. The numbers, titles, and subheadings of chapters or sections used in the table of contents must agree exactly in wording and capitalization with the way they appear on the actual page. 

The table of contents reflects the relationship of the chapters and subheadings. Chapter titles appear in all capital letters, as do titles of appendices. First-level subheadings can be headline style or sentence style in capitalization. Subheadings are neither underlined nor italicized in the table of contents. If the table of contents continues to a second page, it begins 1 inch from the top of the page, and it is not labeled “Table of Contents Continued.” Main headings are followed by a double space in the table of contents; all subheadings are single spaced. The words “Chapters” and “Appendices” are used as referents only, printed above the list of entries. The word “Chapter” or “Appendix” is not repeated with each entry. 

List of Figures / List of Tables

The enumeration continues in sequence; no number appears on pages with main headings (those in all caps). A list of tables, a list of figures, a list of symbols, a list of abbreviations, or a glossary may be used. All lists follow the table of contents. The title is placed 2 inches from the top edge of the page in all capital letters: LIST OF TABLES. Following a heading space, the list begins. A list of tables or a list of figures is required if there are 5 to 25 entries. Lists with fewer than 5 entries or more than 25 are not included. It is not permissible to combine a list of tables and figures. The word “Table” or “Figure” is not repeated with each entry. 

As noted for entries in the table of contents, the listing of tables and figures must agree exactly in wording, capitalization, and punctuation with the table title or figure caption. (An exception to this rule occurs if the table title appears in all capital letters on the table itself; table titles in the list of tables are not typed in all capital letters.) Capitalization styles may not be mixed. In the case of long titles or captions, the first sentence must convey the essential description of the item. The first sentence alone then is used in the list. Long captions may not be summarized. 

The table or figure number begins at the left margin and is followed by the title or caption. The page on which each table or figure appears is at the right margin. As in the table of contents, the page numbers are lined up with each entry by a row of evenly spaced, aligned periods (period leaders). If a table or figure occupies more than one page, only the initial page number is listed. If the title or caption of a table or figure appears on a part-title page preceding the table or figure, the page number in the list refers to the number of the part-title page. 

If a list continues to a second page, the second page of text begins 1 inch from the top of the page. The second page is not labeled “List of Tables Continued” or “List of Figures Continued.” Individual entries are single-spaced with a double space between each entry. 

A list of symbols and abbreviations or a glossary does not replace defining terms, symbols, or abbreviations upon their first occurrence in the text. When introducing terms, always introduce terms upon their first usage in the document. 

The enumeration continues in sequence; no number appears on the first page. Acknowledgments are optional. If a preface is used, the acknowledgments are added to the end of the preface without a separate heading. The word ACKNOWLEDGMENTS is placed 2 inches from the top of the page in all capital letters. Following a heading space, the acknowledgments begin. The text of the acknowledgments must be double spaced. In the acknowledgments, students may wish to recognize special assistance from committee members, friends, or family members who may have helped in the research, writing, or technical aspects of the thesis or dissertation. Research funding, grants, and/or permission to reprint copyrighted materials should be acknowledged. Individuals employed to prepare the manuscript are not acknowledged. 

The enumeration continues in sequence; no number appears on the first page. This is an optional entry. The word PREFACE is placed 2 inches from the top of the page in all capital letters. Following a heading space, the preface begins. The text of the preface must be double spaced. A preface includes the reasons for undertaking the study, the methods and design of the researcher, and acknowledgments. Background data and historical or other information essential to the reader’s understanding of the subject are placed in the text as an introduction, not in the preface. Theses and dissertations generally do not contain a foreword (i.e., a statement about the work by someone other than the author). 

Writing up a Research Report

• First Online: 04 January 2024

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• Stefan Hunziker 3 &
• Michael Blankenagel 3  

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A research report is one big argument about how and why you came up with your conclusions. To make it a convincing argument, a typical guiding structure has developed. In the different chapters, there are distinct issues that need to be addressed to explain to the reader why your conclusions are valid. The governing principle for writing the report is full disclosure: to explain everything and ensure replicability by another researcher.

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Barros, L. O. (2016). The only academic phrasebook you’ll ever need . Createspace Independent Publishing Platform.

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Field, A. (2020). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.

Früh, M., Keimer, I., & Blankenagel, M. (2019). The impact of Balanced Scorecard excellence on shareholder returns. IFZ Working Paper No. 0003/2019. https://zenodo.org/record/2571603#.YMDUafkzZaQ . Accessed: 9 June 2021.

Pearl, J., & Mackenzie, D. (2018). The book of why: The new science of cause and effect. Basic Books.

Yin, R. K. (2013). Case study research: Design and methods (5th ed.). SAGE.

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Hunziker, S., Blankenagel, M. (2024). Writing up a Research Report. In: Research Design in Business and Management. Springer Gabler, Wiesbaden. https://doi.org/10.1007/978-3-658-42739-9_4

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Thesis / dissertation formatting manual (2024).

• Filing Fees and Student Status
• Submission Process Overview
• Electronic Thesis Submission
• Paper Thesis Submission
• Formatting Overview
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• Pagination, Margins, Spacing
• Paper Thesis Formatting
• Preliminary Pages Overview
• Copyright Page
• Dedication Page
• Table of Contents
• List of Figures (etc.)
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• Text and References Overview
• Figures and Illustrations
• Using Your Own Previously Published Materials
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Preliminary Pages

The Preliminary Pages require very specific wording, spacing, and layout. Templates and sample pages are provided for your reference.

Only the pages listed below may be included as part of the Preliminary Pages section, and they must appear in this order. No other pages are permitted. All pages are required except the Dedication Page. Lists of Symbols, Tables, Figures, and Illustrations are only required if applicable to the content of your manuscript. 

Note : A Signature Page is NOT a valid part of your manuscript and is not included in the submission of your thesis or dissertation. Committee signatures are now included on the “Ph.D. Form II/Signature Page” or the “Master’s Thesis/Signature Page” that you submit to the Graduate Division. 

Preliminary Pages Order

• Title Page (no page number)
• Copyright Page (no page number)
• Dedication Page (optional, page number ii if included)
• Table of Contents  (if Dedication Page is included, Table of Contents is page iii. If no Dedication, Table of Contents is page ii)
• List(s) of Figures/Illustrations/Formulae/Terms/etc.  (required, if applicable. Each new list should begin on a new page)
• Acknowledgements  (alt. spelling: Acknowledgments)
• Vita  (PhD dissertations ONLY. Should not be more than 3 pages)

Pagination - Preliminary Pages

Preliminary Pages are numbered with lowercase Roman numerals.

• The Title Page is counted in determining the total number of pages in this section but is NOT numbered.
• The Copyright Page is not counted or numbered.
• Your first numbered page will either be your Dedication Page if you have one, or your Table of Contents if you do not have a Dedication Page.
• There is no page i in the manuscript. 
• The subsequent pages are then numbered consecutively with lowercase Roman numerals through the end of the Abstract.
• Dashes, periods, underlining, letter suffixes, other text (including last names), and other stylizations are not permitted before, after, or under your page numbers.
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6.2: Preliminary Research Strategies

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The first step towards writing a research paper is pretty obvious: find sources. Not everything that you find will be good, and those that are good are not always easily found. Having an idea of what you’re looking for–what will most help you develop your essay and enforce your thesis–will help guide your process.

Example of a Research Process

A good research process should go through these steps:

• Decide on the topic.
• Narrow the topic in order to narrow search parameters.
• Create a question that your research will address.
• Generate sub-questions from your main question.
• Determine what kind of sources are best for your argument.
• Create a bibliography as you gather and reference sources.

Each of these is described in greater detail below.

Preliminary Research Strategies

A research plan should begin after you can clearly identify the focus of your argument. First, inform yourself about the basics of your topic (Wikipedia and general online searches are great starting points). Be sure you’ve read all the assigned texts and carefully read the prompt as you gather preliminary information. This stage is sometimes called pre-research .

A broad online search will yield thousands of sources, which no one could be expected to read through. To make it easier on yourself, the next step is to narrow your focus. Think about what kind of position or stance you can take on the topic. What about it strikes you as most interesting? Refer back to the prewriting stage of the writing process, which will come in handy here.

Preliminary Search Tips

• It is okay to start with Wikipedia as a reference, but do not use it as an official source. Look at the links and references at the bottom of the page for more ideas.
• Use “Ctrl+F” to find certain words within a webpage in order to jump to the sections of the article that interest you.
• Use quotation marks to narrow your search from just tanks in WWII to “Tanks in WWII” or “Tanks” in “WWII”.
• Find specific types of websites by adding “site:.gov” or “site:.edu” or “site:.org”. You can also search for specific file types like “filetype:.pdf”.
• Click on “Search Tools” under the search bar in Google and select “Any time” to see a list of options for time periods to help limit your search. You can find information just in the past month or year, or even for a custom range.

As you narrow your focus, create a list of questions that you’ll need to answer in order to write a good essay on the topic. The research process will help you answer these questions.

Another part of your research plan should include the type of sources you want to gather. Keep track of these sources in a bibliography and jot down notes about the book, article, or document and how it will be useful to your essay. This will save you a lot of time later in the essay process–you’ll thank yourself!

Contributors and Attributions

• Revision and Adaptation. Provided by : Lumen Learning. License : CC BY-SA: Attribution-ShareAlike
• The Research Process graphic. Authored by : Kim Louie for Lumen Learning. License : CC BY: Attribution
• Organizing Your Research Plan. Provided by : Boundless. Located at : https://courses.lumenlearning.com/boundless-writing/ . Project : Boundless Writing. License : CC BY-SA: Attribution-ShareAlike

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Preliminary Research Strategies

The first step towards writing a research paper is pretty obvious: find sources. Not everything that you find will be good, and those that are good are not always easily found.  Having an idea of what you’re looking for–what will most help you develop your essay and enforce your thesis–will help guide your process.

Example of a Research Process

A good research process should go through these steps:

• Narrow the topic in order to narrow search parameters.
• Create a question that your research will address.
• Generate sub-questions from your main question.
• Determine what kind of sources are best for your argument.
• Create a bibliography as you gather and reference sources.

Each of these is described in greater detail later in this unit.

A research plan should begin after you can clearly identify the focus of your argument. First, inform yourself about the basics of your topic (Wikipedia and general online searches are great starting points). Be sure you’ve read all the assigned texts and carefully read the prompt as you gather preliminary information.  This stage is sometimes called pre-research.

Preliminary Search Tips

• It is okay to start with Wikipedia as a reference, but do not use it as an official source. For more ideas, look at the links and references at the bottom of the page.
• Use “Ctrl+F” to find certain words within a webpage and jump to the sections of the article that interest you.
• Use quotation marks to narrow your search from just tanks in WWII to “Tanks in WWII” or “Tanks” in “WWII”.
• You can find specific types of websites by adding “site:.gov,” “site:.edu,” or “site:.org.” You can also search for specific file types, like “filetype:.pdf.”
• Click on “Search Tools” under the search bar in Google and select “Any time” to see a list of options for time periods to help limit your search. You can find information just in the past month or year or even for a custom range.

A broad online search will yield thousands of sources that no one could be expected to read through. To make it easier on yourself, the next step is to narrow your focus. Think about what kind of position or stance you can take on the topic. What about it strikes you as most interesting? Figuring out the subtopic or niche that you want to research can save you a lot of time finding sources.

As you narrow your focus, create a list of questions that you’ll need to answer in order to write a good essay on the topic.  The research process will help you answer these questions.

Another part of your research plan should include the type of sources you want to gather. This may mean you want to focus more on scientific research papers or find more popular newspaper articles. Keep track of these sources in a bibliography and jot down notes about the book, article, or document and how it will be useful to your essay. This will save you a lot of time later in the essay process—you’ll thank yourself!

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Adapted from by Luman Learning’s  “ Preliminary Research Strategies ” from English Composition I I   used under CC BY 4.0 .

UNM Core Writing OER Collection Copyright © 2023 by University of New Mexico is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Research Topic Ideas: Preliminary Research

• Getting Started
• Brainstorming
• Topic Generation
• Preliminary Research
• Research Topic Ideas by Subject
• Keeping Track of Sources and Citations

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What is Preliminary Research?

Preliminary research is the process of exploring what research has already been done on a topic or set of topics. Doing preliminary research can help you to narrow or broaden your topic idea . You can also determine useful keywords or related topics by consulting existing research. Use the resources on this page to get started.  

How to Start the Research Process   This article provides six tips for how to start the research process.

What are Primary, Secondary, and Tertiary Sources?   This guide defines different types of sources and offers tips for evaluating their credibility.

Journal Articles

Digital Public Library of America   This resource contains thousands of books, images, videos, and sounds.

Directory of Open Access Books   This directory features thousands of peer-reviewed books.

Open Textbook Library   This resource includes hundreds of free textbooks.

Open Access Databases

arXiv   This resource archives free, full-text journal articles from the sciences and mathematics.

Directory of Open Access Journals   This resource allows you to search for journal articles from a wide range of disciplines.

Google Scholar   Use Google Scholar to search for full-text journal articles.

PubMed   PubMed hosts full-text journal articles from the medical and health sciences.

How to Read Academic Research

How to Read a Scholarly Article   This article breaks down the components of scholarly articles and features tips for reading them.

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Welcome to the Research Planning Guide

Step 5: devise a preliminary outline.

• Step 1: Understand the Assignment
• Step 2: Choose your Topic
• Step 3: Gain Working Knowledge
• Step 4: Create the Research Question
• How to Search the Catalog
• Types of Searches
• Articles from our Databases
• Search Terms
• Step 9: Read and Take Notes
• Step 10: Get Organized / Finalize Outline
• Step 11: Write the First Draft
• Step 12: Revise, Rewrite, and Proofread
• Citation Help
• Step 14: Evaluate the Process & Yourself

The preliminary outline can serve as your road map for research.

How do you create a preliminary outline? First, realize that all research papers will start with an introduction and end with a conclusion.  In between, there are usually three to five points that must be covered in order to answer the question sufficiently.

Suppose this is your research question: "Will stronger gun-control legislation protect lives?"  Your preliminary outline might look something like this:

I.     Introduction  

II.    Evidence that gun-control laws protect citizens

III.   Evidence that gun-control laws have no effect on civic safety

IV.   Analysis of effectiveness of current gun-control laws

V.    Conclusion

As you search for books and articles on your topic, you can look for items that will support the various parts of your outline.  You can even organize your research results by grouping items according to their usefulness for supporting the different points in your outline. 

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• an Overview of your project
• a Research Methods section
• a Preliminary Results section
• a Discussion section
• First, describe your site . Set the scene for the reader about the kind of workplace you have been researching.  What is the nature of the business or organization?  Describe it in the kind of detail that helps your reader form a vivid picture of the particular kind of workplace you have been investigating. When possible, try to highlight as well details that seem to have some specific relevance to your areas of research.
• Second, describe your primary research subject or contact . Introduce your reader to the writer whose work is at the center of your research project. What does this person do for the particular organization or business?  What kind of writing does he or she do? What is his or her education and background? How old is this person? Describe your writer in the kind of detail that helps your reader form a vivid picture of him or her as a person, as a worker, and as a writer, and again, try to focus as well on facts or characteristics that have particular relevance to your areas of research.
• Third, describe the other key people your writer works with. Who are they (if there is more than one) and what is their relationship to your contact?  What do they do for the particular organization or business?  What kind of writing do they do? What is their education (if you know)? Describe them also in the kind of detail that helps your reader form a vivid picture of them as people, and perhaps as writers.
• Fourth, describe the kinds of writing that your writer does. "writing in the wild" includes ALL forms of writing (even e-mail and sticky-paper notes). How much of this person's work consists of writing? How important is writing to his or her job?
• Fifth, make your own biases explicit for your reader .  Good researchers realize that no one can be purely objective; every researcher has a particular, unique perspective that will influence how they see and interpret their understandings of that which they investigate. For instance, this position might prevent them from asking or even perceiving certain questions, and it will probably influence how they interpret their results. Therefore, good researchers consider, and then spell out, their potential biases, warning their readers as best they can of how the research and its results might be influenced by biases held by the researcher.  Here are some questions of this sort that you might answer in this section of your preliminary report: Do you work at the site you are investigating? Do you already know this "writer in the wild," or the profession this person works in? Do you have other biases and if so, what are they?  How might such biases influence your research?  Generally, do what you can here to explain to your readers some of the possible biases brought about by your unique perspective, and how that perspective might have influenced your research so far, and also, perhaps, how it could influence the rest of your research.
• Collecting workplace writing samples:   Describe the kinds of workplace writing that you have found and the documents that you have been collecting; then explain how you could focus on them in light of the questions, concepts, and ideas you have formulated so far for guiding your research. Also, are these documents written in a professional or a literary style, as spelled out by Tom McKeown? Are they a mix of both styles? Why are they written in a particular style?
• Interviews:   Discuss the methods you used during any interviews, and any results so far from interviews.  How did you prepare for interviews?  What types of questions did you ask? Did any types seem to work better?  As well as you can, summarize how your discoveries from interviews relate to the specific questions, concepts, and ideas that have guided your research up to this point.
• Observations:   Describe how you have observed this writer in the wild, and how you have observed the ways people work together in your workplace. What forms has your observation taken, and how much have you done so far?
• Other: Describe any other research methods that you have used so far, including the use of library or online sources. (Looking ahead a bit, remember that in the final draft of your final report, you must cite at least three clearly useful sources that you have discovered on your own. You may include one interview among these three, though of course, you can include in your final report reference to more than one interview; two other outside sources must be such items as articles, web sites, and so on).
• questions that arose that you haven't been able answer yet
• new questions that your research raised (that you don't necessarily have to answer) and/or new problems you discovered
• any preliminary recommendations you may have about the way writing and/or work gets done in your particular workplace

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Home » Research Report – Example, Writing Guide and Types

Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Definition:

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

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

Components of Research Report

Components of Research Report are as follows:

Introduction

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

Literature Review

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

Methodology

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

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

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

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

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

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

Types of Research Report

Types of Research Report are as follows:

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

Research Paper

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

Technical Report

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

Progress Report

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

Feasibility Report

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

Field Report

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

Experimental Report

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

Case Study Report

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

Literature Review Report

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

Research Report Example

Following is a Research Report Example sample for Students:

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

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

Introduction:

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

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

Methodology:

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

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

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

Discussion:

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

Conclusion:

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

Limitations:

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

Implications:

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

References:

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

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

Applications of Research Report

Research reports have many applications, including:

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

How to write Research Report

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

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

Purpose of Research Report

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

Some common purposes of a research report include:

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

When to Write Research Report

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

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

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

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

Characteristics of Research Report

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

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

Advantages of Research Report

Research reports have several advantages, including:

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

Limitations of Research Report

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Home » Research Methodology » Preparing a Research Report

Preparing a Research Report

The research report is considered as a major component of the research work, because through this report the research problem , the research design , the analysis and findings are brought to the knowledge of the world. The research report converts the research work into a public asset from its earlier state of private asset.

The research report shows the readers the progress in knowledge made in the specific area or discipline. The report by bringing to light the new frontiers of knowledge enhances the society’s intellectual well-being. The report by highlighting the design and methodology, runs as a fore-runner for future researchers in this or related area. The analyses and interpretations may give a boost to knowledge. The findings and suggestions take the readers into enlightenment from ignorance. Every research must endeavor to achieve this.

Research report is a record of the whole of every bit of the research work. This document is a reservoir of knowledge for current and future references and use to solve societal problems. Research report is the means through which communication of the entire work to the society is made. For other researchers, a documented research is a source of information and that a research report generates more research interests. Research report propagates knowledge throughout the humanity or the globe.

The role of a research report is best known in the absence of the same – Assume for a while, that no researcher gives out his research work in the form of a report. Then the research work is just like a lamp in the pot. When, it takes the form of report it is like a lamp on the hillock illuminating the surroundings. If a research report is not made, even the researcher may not be able tell his work at a future date. Thanks to human’s potentials to forget. Such waste of efforts should never occur. If only a research report was made out, re-inventing the wheel would not take place otherwise, same problem may be analyzed by different people at different places or in the same place at different times or at the same time. This is a greater waste of human energy. Thus a research report conserves energy that would otherwise would have been spent uselessly.

Contents of Research Report

A research report generally contains three aspects:

• Preliminary Section,
• Main Body and
• Reference Section.

These are briefly given below:

1. Preliminary Section

The preliminary section deals with title, acknowledgement, etc.

• Title Page : The title of the research report usually bears the investigator’s name, a statement as to the course for which the study has been required, the date of submission, and the name of the institution making that requirement. In reports of studies not undertaken for any course, the investigator’s name, the institution he belongs to and the date of completion of the work is indicated. In a published thesis the latter information is substituted or supplemented by the name of the publishers and the date and place of publication.
• Acknowledgement Page : The acknowledgement page is largely one of courtesy in which the investigator acknowledges the guidance and assistance he has received in the development of the study. Acknowledgement may not refer to the guide so much as to others who may have aided in a special way. It is rightly said that good taste calls for acknowledgements to be expressed simply and tactfully.
• Preface or Foreword : Sometimes a preface or foreword of one or two pages long, follows the acknowledgement page, bearing some initial remarks and perhaps a brief statement of the scope, aim and general character of the research.
• Table of Contents : A well-developed table of contents renders a good deal of assistance to a reader in choosing rapidly and judiciously what he should, subsequently, read carefully. It is usually desirable to include in it not only the chapter headings, but also the headings of the major subdivisions of the chapters. Sometimes the topics within the subdivisions are also included and are found enlightening by the readers.
• Lists of Tables and Figures : Another device used to supplement the table of contents for throwing more light on the subject of the thesis is that of giving lists of tables and figures which occur in the report.

2. Main Body of the Report

The main body of the research report contains all the material aspect of the research work.

• Introduction : The first part of the main body of the report, the Introduction, usually includes a statement of the factors leading up to the choice of the problem, the purposes of the study, the value and significance attached to the problem by the investigator as a contribution to knowledge and any other information to express the sincerity of the investigator in his selection. A statement and elucidation of the problem sometimes forms a part of the introduction; but more often/it is set up as a separate unit. If this is stated in a clear-cut and logical manner, the reader is able to get a sufficiently clear insight into the study from the very beginning. The problem should be defined in detail. The exact area the investigation is supposed to cover must be well demarcated. The sources of information selected and their nature and delimitation’s should be mentioned and justified. All terms of a technical nature or those which may seem vague to the lay reader need to be defined carefully. The objectives, limitations, hypotheses , etc. are given. The methodology and design of the study are also given in introduction. To explain the developmental process used for the sturdy the investigator has to describe the techniques and tools he has used for collecting, organizing, analyzing and interpreting his data . The sources of data tapped, the channels prepared or adapted and utilized, the nature of data collected, their validity and reliability – all these should be given in a clear and adequate manner. Data collected, but rejected and the methods tried but not pursued – these should also find their place in the report and should not be just left out of the picture.
• Survey of Related Literature : Any research worker has to be up-to-date in his information about studies, related to his own problem, already made by others. References are made to such similar or related studies and their evaluation too is made for the benefit of the reader either in the Introductory chapter, or else in a separate chapter. Herein the author finds another opportunity to justify his own endeavor and to emphasize the worthwhile elements in the treatment, selected by him, of the problem. Read More: The Literature Review in Research
• Analysis and Interpretation ;The analysis and interpretation section deals with the main works undertaken. Each objective of the research work, each hypothesis, each research question posed and such other major constituents of the research work are thoroughly probed, analysed using the statistical data collected applying appropriate tools of analysis and interpretations are made in the light of the analysis made . Unusual or complex techniques of collection, organization, analysis and interpretation are explained in full. Whether the original data themselves should be included in the text or given in the appendix depends on the nature of the data. If they are not too extensive and are necessary to clarify the discussion, they should certainly find a place in the text proper, or in the footnotes. If they are extensive and cumbersome, they should be placed in the appendix. Of the various aids used to make the presentation of data more effective, tables and figures are most common. When statistical data are assembled according to certain common factors in the form of tables, significant relationships show up clearly. Depending on the type of material at one’s disposal, many kinds of figures are found useful, e.g., statistical diagrams, photographs and maps, etc. All the information described above is sometimes confined to one chapter with separate subdivisions arranged stage-wise. Otherwise, separate chapters are devoted each major functional area or objective studied. The arrangement depends on the quantity of information one has to convey to the reader regarding the different stages in the process of the development of the study.
• Conclusion : The final unit of the report usually contains the findings of the study, the conclusions the investigator has arrived at, and the generalization he has formulated on the basis of the study. In stating the conclusions, the investigator must indicate what his contribution has been to his field of study. He should indicate on what data his various conclusions are based. He should clearly demarcate between the inevitable conclusions and his own interpretation of certain data. The range of applicability of the conclusions should be indicated on the basis of the limitations of the sources, the sample, the tools of collection and analysis, etc. Negative as well as positive results should find a place in the conclusions. Any recommendations, as to the application of the findings, the investigator wishes to make, can find a place in this chapter. Recommendations or suggestions for further study in the field touched by the present research are also found useful and are usually included in the concluding chapter.

3. Referencing Section of the Report

Referencing section of any research report has three elements namely, bibliography, appendix and index.

• Bibliography : The ‘works cited’ form of bibliography is preferable over the ‘sources consulted’. Every book, thesis, article, documents which has been cited should be included in the list of ‘works cited’. The bibliography should follow a logical arrangement in alphabetical order. In report of current practice is to have one comprehensive listing-not to divide into books, journals, newspapers, official papers, documents and manuscripts. The author(s) name, the title of the work, date of publication, name of the publisher and the place of publication be mentioned. For articles, the volume number and inclusive pages be also given, the author’s initials or surname should follow the name. When there are three or more authors of a particular work, the co-authors may be referred alphabetically If there by more than one work by the same author, the author’s name should be listed only once; subsequently a line will substitute his name. This bibliographical listing should not be numbered. It should be given only at the end of the thesis,
• Appendix : The appendix section gives a copy of the tools of research used, certain sample statistical workings, articles published by the researcher, etc. Each class of material given may be numbered as Appendix I, Appendix II and so on. It is saner to give the appendices in the same order in which the relevant items are used.
• Index : Index is a very important component which facilitates easy location of a concept or entity mentioned in the main body of the work. Here alphabetical order is followed. Page number is given to easy location. Author Index, Subject Index and Sponsor Index are certain indices used. All the three may be separately given and merged into one single class of ‘index’.

Principles of Good Research Report Writing

Following are some important principles for writing a good research report :

• Make small sentences: Reading begins to get strenuous when sentences used in the research report average more than 25 words.
• Vary sentence length: In using short sentences do not let the work become choppy. Sentences of considerable length are all right provided. Better they are balanced with enough short sentences.
• Use simple words: The researcher is advised to use simple words in his research report.
• Use familiar words: It is better to use familiar words in a research report.
• Avoid unnecessary words: The use of unnecessary words tire a reader and fog up the writing.
• Write to express not to impress: The best way to impress the reader of report is to express what you have to say clearly and directly.
• Write as you talk: The researcher should make his report writing as though it is his speech.
• Keep as many active verbs as possible: Use of active verbs puts life into report writing.
• Tie in with reader’s experience: Always write research reports with a particular reader in mind. Relate what you have to tell him about your research report. This is the way to have the reader understand your report.
• Make the report short and sweet: A short report makes reading interest and sweet. Short report should not mean short-cut report.

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• Writing the Research Report
• Contents and Layout of Research Report
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• Interpretation of Research Data
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Cultural Relativity and Acceptance of Embryonic Stem Cell Research

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There is a debate about the ethical implications of using human embryos in stem cell research, which can be influenced by cultural, moral, and social values. This paper argues for an adaptable framework to accommodate diverse cultural and religious perspectives. By using an adaptive ethics model, research protections can reflect various populations and foster growth in stem cell research possibilities.

INTRODUCTION

Stem cell research combines biology, medicine, and technology, promising to alter health care and the understanding of human development. Yet, ethical contention exists because of individuals’ perceptions of using human embryos based on their various cultural, moral, and social values. While these disagreements concerning policy, use, and general acceptance have prompted the development of an international ethics policy, such a uniform approach can overlook the nuanced ethical landscapes between cultures. With diverse viewpoints in public health, a single global policy, especially one reflecting Western ethics or the ethics prevalent in high-income countries, is impractical. This paper argues for a culturally sensitive, adaptable framework for the use of embryonic stem cells. Stem cell policy should accommodate varying ethical viewpoints and promote an effective global dialogue. With an extension of an ethics model that can adapt to various cultures, we recommend localized guidelines that reflect the moral views of the people those guidelines serve.

Stem cells, characterized by their unique ability to differentiate into various cell types, enable the repair or replacement of damaged tissues. Two primary types of stem cells are somatic stem cells (adult stem cells) and embryonic stem cells. Adult stem cells exist in developed tissues and maintain the body’s repair processes. [1] Embryonic stem cells (ESC) are remarkably pluripotent or versatile, making them valuable in research. [2] However, the use of ESCs has sparked ethics debates. Considering the potential of embryonic stem cells, research guidelines are essential. The International Society for Stem Cell Research (ISSCR) provides international stem cell research guidelines. They call for “public conversations touching on the scientific significance as well as the societal and ethical issues raised by ESC research.” [3] The ISSCR also publishes updates about culturing human embryos 14 days post fertilization, suggesting local policies and regulations should continue to evolve as ESC research develops. [4]  Like the ISSCR, which calls for local law and policy to adapt to developing stem cell research given cultural acceptance, this paper highlights the importance of local social factors such as religion and culture.

I.     Global Cultural Perspective of Embryonic Stem Cells

Views on ESCs vary throughout the world. Some countries readily embrace stem cell research and therapies, while others have stricter regulations due to ethical concerns surrounding embryonic stem cells and when an embryo becomes entitled to moral consideration. The philosophical issue of when the “someone” begins to be a human after fertilization, in the morally relevant sense, [5] impacts when an embryo becomes not just worthy of protection but morally entitled to it. The process of creating embryonic stem cell lines involves the destruction of the embryos for research. [6] Consequently, global engagement in ESC research depends on social-cultural acceptability.

a.     US and Rights-Based Cultures

In the United States, attitudes toward stem cell therapies are diverse. The ethics and social approaches, which value individualism, [7] trigger debates regarding the destruction of human embryos, creating a complex regulatory environment. For example, the 1996 Dickey-Wicker Amendment prohibited federal funding for the creation of embryos for research and the destruction of embryos for “more than allowed for research on fetuses in utero.” [8] Following suit, in 2001, the Bush Administration heavily restricted stem cell lines for research. However, the Stem Cell Research Enhancement Act of 2005 was proposed to help develop ESC research but was ultimately vetoed. [9] Under the Obama administration, in 2009, an executive order lifted restrictions allowing for more development in this field. [10] The flux of research capacity and funding parallels the different cultural perceptions of human dignity of the embryo and how it is socially presented within the country’s research culture. [11]

b.     Ubuntu and Collective Cultures

African bioethics differs from Western individualism because of the different traditions and values. African traditions, as described by individuals from South Africa and supported by some studies in other African countries, including Ghana and Kenya, follow the African moral philosophies of Ubuntu or Botho and Ukama , which “advocates for a form of wholeness that comes through one’s relationship and connectedness with other people in the society,” [12] making autonomy a socially collective concept. In this context, for the community to act autonomously, individuals would come together to decide what is best for the collective. Thus, stem cell research would require examining the value of the research to society as a whole and the use of the embryos as a collective societal resource. If society views the source as part of the collective whole, and opposes using stem cells, compromising the cultural values to pursue research may cause social detachment and stunt research growth. [13] Based on local culture and moral philosophy, the permissibility of stem cell research depends on how embryo, stem cell, and cell line therapies relate to the community as a whole. Ubuntu is the expression of humanness, with the person’s identity drawn from the “’I am because we are’” value. [14] The decision in a collectivistic culture becomes one born of cultural context, and individual decisions give deference to others in the society.

Consent differs in cultures where thought and moral philosophy are based on a collective paradigm. So, applying Western bioethical concepts is unrealistic. For one, Africa is a diverse continent with many countries with different belief systems, access to health care, and reliance on traditional or Western medicines. Where traditional medicine is the primary treatment, the “’restrictive focus on biomedically-related bioethics’” [is] problematic in African contexts because it neglects bioethical issues raised by traditional systems.” [15] No single approach applies in all areas or contexts. Rather than evaluating the permissibility of ESC research according to Western concepts such as the four principles approach, different ethics approaches should prevail.

Another consideration is the socio-economic standing of countries. In parts of South Africa, researchers have not focused heavily on contributing to the stem cell discourse, either because it is not considered health care or a health science priority or because resources are unavailable. [16] Each country’s priorities differ given different social, political, and economic factors. In South Africa, for instance, areas such as maternal mortality, non-communicable diseases, telemedicine, and the strength of health systems need improvement and require more focus. [17] Stem cell research could benefit the population, but it also could divert resources from basic medical care. Researchers in South Africa adhere to the National Health Act and Medicines Control Act in South Africa and international guidelines; however, the Act is not strictly enforced, and there is no clear legislation for research conduct or ethical guidelines. [18]

Some parts of Africa condemn stem cell research. For example, 98.2 percent of the Tunisian population is Muslim. [19] Tunisia does not permit stem cell research because of moral conflict with a Fatwa. Religion heavily saturates the regulation and direction of research. [20] Stem cell use became permissible for reproductive purposes only recently, with tight restrictions preventing cells from being used in any research other than procedures concerning ART/IVF.  Their use is conditioned on consent, and available only to married couples. [21] The community's receptiveness to stem cell research depends on including communitarian African ethics.

c.     Asia

Some Asian countries also have a collective model of ethics and decision making. [22] In China, the ethics model promotes a sincere respect for life or human dignity, [23] based on protective medicine. This model, influenced by Traditional Chinese Medicine (TCM), [24] recognizes Qi as the vital energy delivered via the meridians of the body; it connects illness to body systems, the body’s entire constitution, and the universe for a holistic bond of nature, health, and quality of life. [25] Following a protective ethics model, and traditional customs of wholeness, investment in stem cell research is heavily desired for its applications in regenerative therapies, disease modeling, and protective medicines. In a survey of medical students and healthcare practitioners, 30.8 percent considered stem cell research morally unacceptable while 63.5 percent accepted medical research using human embryonic stem cells. Of these individuals, 89.9 percent supported increased funding for stem cell research. [26] The scientific community might not reflect the overall population. From 1997 to 2019, China spent a total of $576 million (USD) on stem cell research at 8,050 stem cell programs, increased published presence from 0.6 percent to 14.01 percent of total global stem cell publications as of 2014, and made significant strides in cell-based therapies for various medical conditions. [27] However, while China has made substantial investments in stem cell research and achieved notable progress in clinical applications, concerns linger regarding ethical oversight and transparency. [28] For example, the China Biosecurity Law, promoted by the National Health Commission and China Hospital Association, attempted to mitigate risks by introducing an institutional review board (IRB) in the regulatory bodies. 5800 IRBs registered with the Chinese Clinical Trial Registry since 2021. [29] However, issues still need to be addressed in implementing effective IRB review and approval procedures.

The substantial government funding and focus on scientific advancement have sometimes overshadowed considerations of regional cultures, ethnic minorities, and individual perspectives, particularly evident during the one-child policy era. As government policy adapts to promote public stability, such as the change from the one-child to the two-child policy, [30] research ethics should also adapt to ensure respect for the values of its represented peoples.

Japan is also relatively supportive of stem cell research and therapies. Japan has a more transparent regulatory framework, allowing for faster approval of regenerative medicine products, which has led to several advanced clinical trials and therapies. [31] South Korea is also actively engaged in stem cell research and has a history of breakthroughs in cloning and embryonic stem cells. [32] However, the field is controversial, and there are issues of scientific integrity. For example, the Korean FDA fast-tracked products for approval, [33] and in another instance, the oocyte source was unclear and possibly violated ethical standards. [34] Trust is important in research, as it builds collaborative foundations between colleagues, trial participant comfort, open-mindedness for complicated and sensitive discussions, and supports regulatory procedures for stakeholders. There is a need to respect the culture’s interest, engagement, and for research and clinical trials to be transparent and have ethical oversight to promote global research discourse and trust.

d.     Middle East

Countries in the Middle East have varying degrees of acceptance of or restrictions to policies related to using embryonic stem cells due to cultural and religious influences. Saudi Arabia has made significant contributions to stem cell research, and conducts research based on international guidelines for ethical conduct and under strict adherence to guidelines in accordance with Islamic principles. Specifically, the Saudi government and people require ESC research to adhere to Sharia law. In addition to umbilical and placental stem cells, [35] Saudi Arabia permits the use of embryonic stem cells as long as they come from miscarriages, therapeutic abortions permissible by Sharia law, or are left over from in vitro fertilization and donated to research. [36] Laws and ethical guidelines for stem cell research allow the development of research institutions such as the King Abdullah International Medical Research Center, which has a cord blood bank and a stem cell registry with nearly 10,000 donors. [37] Such volume and acceptance are due to the ethical ‘permissibility’ of the donor sources, which do not conflict with religious pillars. However, some researchers err on the side of caution, choosing not to use embryos or fetal tissue as they feel it is unethical to do so. [38]

Jordan has a positive research ethics culture. [39] However, there is a significant issue of lack of trust in researchers, with 45.23 percent (38.66 percent agreeing and 6.57 percent strongly agreeing) of Jordanians holding a low level of trust in researchers, compared to 81.34 percent of Jordanians agreeing that they feel safe to participate in a research trial. [40] Safety testifies to the feeling of confidence that adequate measures are in place to protect participants from harm, whereas trust in researchers could represent the confidence in researchers to act in the participants’ best interests, adhere to ethical guidelines, provide accurate information, and respect participants’ rights and dignity. One method to improve trust would be to address communication issues relevant to ESC. Legislation surrounding stem cell research has adopted specific language, especially concerning clarification “between ‘stem cells’ and ‘embryonic stem cells’” in translation. [41] Furthermore, legislation “mandates the creation of a national committee… laying out specific regulations for stem-cell banking in accordance with international standards.” [42] This broad regulation opens the door for future global engagement and maintains transparency. However, these regulations may also constrain the influence of research direction, pace, and accessibility of research outcomes.

e.     Europe

In the European Union (EU), ethics is also principle-based, but the principles of autonomy, dignity, integrity, and vulnerability are interconnected. [43] As such, the opportunity for cohesion and concessions between individuals’ thoughts and ideals allows for a more adaptable ethics model due to the flexible principles that relate to the human experience The EU has put forth a framework in its Convention for the Protection of Human Rights and Dignity of the Human Being allowing member states to take different approaches. Each European state applies these principles to its specific conventions, leading to or reflecting different acceptance levels of stem cell research. [44]

For example, in Germany, Lebenzusammenhang , or the coherence of life, references integrity in the unity of human culture. Namely, the personal sphere “should not be subject to external intervention.” [45]  Stem cell interventions could affect this concept of bodily completeness, leading to heavy restrictions. Under the Grundgesetz, human dignity and the right to life with physical integrity are paramount. [46] The Embryo Protection Act of 1991 made producing cell lines illegal. Cell lines can be imported if approved by the Central Ethics Commission for Stem Cell Research only if they were derived before May 2007. [47] Stem cell research respects the integrity of life for the embryo with heavy specifications and intense oversight. This is vastly different in Finland, where the regulatory bodies find research more permissible in IVF excess, but only up to 14 days after fertilization. [48] Spain’s approach differs still, with a comprehensive regulatory framework. [49] Thus, research regulation can be culture-specific due to variations in applied principles. Diverse cultures call for various approaches to ethical permissibility. [50] Only an adaptive-deliberative model can address the cultural constructions of self and achieve positive, culturally sensitive stem cell research practices. [51]

II.     Religious Perspectives on ESC

Embryonic stem cell sources are the main consideration within religious contexts. While individuals may not regard their own religious texts as authoritative or factual, religion can shape their foundations or perspectives.

The Qur'an states:

“And indeed We created man from a quintessence of clay. Then We placed within him a small quantity of nutfa (sperm to fertilize) in a safe place. Then We have fashioned the nutfa into an ‘alaqa (clinging clot or cell cluster), then We developed the ‘alaqa into mudgha (a lump of flesh), and We made mudgha into bones, and clothed the bones with flesh, then We brought it into being as a new creation. So Blessed is Allah, the Best of Creators.” [52]

Many scholars of Islam estimate the time of soul installment, marked by the angel breathing in the soul to bring the individual into creation, as 120 days from conception. [53] Personhood begins at this point, and the value of life would prohibit research or experimentation that could harm the individual. If the fetus is more than 120 days old, the time ensoulment is interpreted to occur according to Islamic law, abortion is no longer permissible. [54] There are a few opposing opinions about early embryos in Islamic traditions. According to some Islamic theologians, there is no ensoulment of the early embryo, which is the source of stem cells for ESC research. [55]

In Buddhism, the stance on stem cell research is not settled. The main tenets, the prohibition against harming or destroying others (ahimsa) and the pursuit of knowledge (prajña) and compassion (karuna), leave Buddhist scholars and communities divided. [56] Some scholars argue stem cell research is in accordance with the Buddhist tenet of seeking knowledge and ending human suffering. Others feel it violates the principle of not harming others. Finding the balance between these two points relies on the karmic burden of Buddhist morality. In trying to prevent ahimsa towards the embryo, Buddhist scholars suggest that to comply with Buddhist tenets, research cannot be done as the embryo has personhood at the moment of conception and would reincarnate immediately, harming the individual's ability to build their karmic burden. [57] On the other hand, the Bodhisattvas, those considered to be on the path to enlightenment or Nirvana, have given organs and flesh to others to help alleviate grieving and to benefit all. [58] Acceptance varies on applied beliefs and interpretations.

Catholicism does not support embryonic stem cell research, as it entails creation or destruction of human embryos. This destruction conflicts with the belief in the sanctity of life. For example, in the Old Testament, Genesis describes humanity as being created in God’s image and multiplying on the Earth, referencing the sacred rights to human conception and the purpose of development and life. In the Ten Commandments, the tenet that one should not kill has numerous interpretations where killing could mean murder or shedding of the sanctity of life, demonstrating the high value of human personhood. In other books, the theological conception of when life begins is interpreted as in utero, [59] highlighting the inviolability of life and its formation in vivo to make a religious point for accepting such research as relatively limited, if at all. [60] The Vatican has released ethical directives to help apply a theological basis to modern-day conflicts. The Magisterium of the Church states that “unless there is a moral certainty of not causing harm,” experimentation on fetuses, fertilized cells, stem cells, or embryos constitutes a crime. [61] Such procedures would not respect the human person who exists at these stages, according to Catholicism. Damages to the embryo are considered gravely immoral and illicit. [62] Although the Catholic Church officially opposes abortion, surveys demonstrate that many Catholic people hold pro-choice views, whether due to the context of conception, stage of pregnancy, threat to the mother’s life, or for other reasons, demonstrating that practicing members can also accept some but not all tenets. [63]

Some major Jewish denominations, such as the Reform, Conservative, and Reconstructionist movements, are open to supporting ESC use or research as long as it is for saving a life. [64] Within Judaism, the Talmud, or study, gives personhood to the child at birth and emphasizes that life does not begin at conception: [65]

“If she is found pregnant, until the fortieth day it is mere fluid,” [66]

Whereas most religions prioritize the status of human embryos, the Halakah (Jewish religious law) states that to save one life, most other religious laws can be ignored because it is in pursuit of preservation. [67] Stem cell research is accepted due to application of these religious laws.

We recognize that all religions contain subsets and sects. The variety of environmental and cultural differences within religious groups requires further analysis to respect the flexibility of religious thoughts and practices. We make no presumptions that all cultures require notions of autonomy or morality as under the common morality theory , which asserts a set of universal moral norms that all individuals share provides moral reasoning and guides ethical decisions. [68] We only wish to show that the interaction with morality varies between cultures and countries.

III.     A Flexible Ethical Approach

The plurality of different moral approaches described above demonstrates that there can be no universally acceptable uniform law for ESC on a global scale. Instead of developing one standard, flexible ethical applications must be continued. We recommend local guidelines that incorporate important cultural and ethical priorities.

While the Declaration of Helsinki is more relevant to people in clinical trials receiving ESC products, in keeping with the tradition of protections for research subjects, consent of the donor is an ethical requirement for ESC donation in many jurisdictions including the US, Canada, and Europe. [69] The Declaration of Helsinki provides a reference point for regulatory standards and could potentially be used as a universal baseline for obtaining consent prior to gamete or embryo donation.

For instance, in Columbia University’s egg donor program for stem cell research, donors followed standard screening protocols and “underwent counseling sessions that included information as to the purpose of oocyte donation for research, what the oocytes would be used for, the risks and benefits of donation, and process of oocyte stimulation” to ensure transparency for consent. [70] The program helped advance stem cell research and provided clear and safe research methods with paid participants. Though paid participation or covering costs of incidental expenses may not be socially acceptable in every culture or context, [71] and creating embryos for ESC research is illegal in many jurisdictions, Columbia’s program was effective because of the clear and honest communications with donors, IRBs, and related stakeholders.  This example demonstrates that cultural acceptance of scientific research and of the idea that an egg or embryo does not have personhood is likely behind societal acceptance of donating eggs for ESC research. As noted, many countries do not permit the creation of embryos for research.

Proper communication and education regarding the process and purpose of stem cell research may bolster comprehension and garner more acceptance. “Given the sensitive subject material, a complete consent process can support voluntary participation through trust, understanding, and ethical norms from the cultures and morals participants value. This can be hard for researchers entering countries of different socioeconomic stability, with different languages and different societal values. [72]

An adequate moral foundation in medical ethics is derived from the cultural and religious basis that informs knowledge and actions. [73] Understanding local cultural and religious values and their impact on research could help researchers develop humility and promote inclusion.

IV.     Concerns

Some may argue that if researchers all adhere to one ethics standard, protection will be satisfied across all borders, and the global public will trust researchers. However, defining what needs to be protected and how to define such research standards is very specific to the people to which standards are applied. We suggest that applying one uniform guide cannot accurately protect each individual because we all possess our own perceptions and interpretations of social values. [74] Therefore, the issue of not adjusting to the moral pluralism between peoples in applying one standard of ethics can be resolved by building out ethics models that can be adapted to different cultures and religions.

Other concerns include medical tourism, which may promote health inequities. [75] Some countries may develop and approve products derived from ESC research before others, compromising research ethics or drug approval processes. There are also concerns about the sale of unauthorized stem cell treatments, for example, those without FDA approval in the United States. Countries with robust research infrastructures may be tempted to attract medical tourists, and some customers will have false hopes based on aggressive publicity of unproven treatments. [76]

For example, in China, stem cell clinics can market to foreign clients who are not protected under the regulatory regimes. Companies employ a marketing strategy of “ethically friendly” therapies. Specifically, in the case of Beike, China’s leading stem cell tourism company and sprouting network, ethical oversight of administrators or health bureaus at one site has “the unintended consequence of shifting questionable activities to another node in Beike's diffuse network.” [77] In contrast, Jordan is aware of stem cell research’s potential abuse and its own status as a “health-care hub.” Jordan’s expanded regulations include preserving the interests of individuals in clinical trials and banning private companies from ESC research to preserve transparency and the integrity of research practices. [78]

The social priorities of the community are also a concern. The ISSCR explicitly states that guidelines “should be periodically revised to accommodate scientific advances, new challenges, and evolving social priorities.” [79] The adaptable ethics model extends this consideration further by addressing whether research is warranted given the varying degrees of socioeconomic conditions, political stability, and healthcare accessibilities and limitations. An ethical approach would require discussion about resource allocation and appropriate distribution of funds. [80]

While some religions emphasize the sanctity of life from conception, which may lead to public opposition to ESC research, others encourage ESC research due to its potential for healing and alleviating human pain. Many countries have special regulations that balance local views on embryonic personhood, the benefits of research as individual or societal goods, and the protection of human research subjects. To foster understanding and constructive dialogue, global policy frameworks should prioritize the protection of universal human rights, transparency, and informed consent. In addition to these foundational global policies, we recommend tailoring local guidelines to reflect the diverse cultural and religious perspectives of the populations they govern. Ethics models should be adapted to local populations to effectively establish research protections, growth, and possibilities of stem cell research.

For example, in countries with strong beliefs in the moral sanctity of embryos or heavy religious restrictions, an adaptive model can allow for discussion instead of immediate rejection. In countries with limited individual rights and voice in science policy, an adaptive model ensures cultural, moral, and religious views are taken into consideration, thereby building social inclusion. While this ethical consideration by the government may not give a complete voice to every individual, it will help balance policies and maintain the diverse perspectives of those it affects. Embracing an adaptive ethics model of ESC research promotes open-minded dialogue and respect for the importance of human belief and tradition. By actively engaging with cultural and religious values, researchers can better handle disagreements and promote ethical research practices that benefit each society.

This brief exploration of the religious and cultural differences that impact ESC research reveals the nuances of relative ethics and highlights a need for local policymakers to apply a more intense adaptive model.

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[2] Poliwoda, S., Noor, N., Downs, E., Schaaf, A., Cantwell, A., Ganti, L., Kaye, A. D., Mosel, L. I., Carroll, C. B., Viswanath, O., & Urits, I. (2022). Stem cells: a comprehensive review of origins and emerging clinical roles in medical practice.  Orthopedic reviews ,  14 (3), 37498. https://doi.org/10.52965/001c.37498

[3] International Society for Stem Cell Research. (2023). Laboratory-based human embryonic stem cell research, embryo research, and related research activities . International Society for Stem Cell Research. https://www.isscr.org/guidelines/blog-post-title-one-ed2td-6fcdk ; Kimmelman, J., Hyun, I., Benvenisty, N.  et al.  Policy: Global standards for stem-cell research.  Nature   533 , 311–313 (2016). https://doi.org/10.1038/533311a

[4] International Society for Stem Cell Research. (2023). Laboratory-based human embryonic stem cell research, embryo research, and related research activities . International Society for Stem Cell Research. https://www.isscr.org/guidelines/blog-post-title-one-ed2td-6fcdk

[5] Concerning the moral philosophies of stem cell research, our paper does not posit a personal moral stance nor delve into the “when” of human life begins. To read further about the philosophical debate, consider the following sources:

Sandel M. J. (2004). Embryo ethics--the moral logic of stem-cell research.  The New England journal of medicine ,  351 (3), 207–209. https://doi.org/10.1056/NEJMp048145 ; George, R. P., & Lee, P. (2020, September 26). Acorns and Embryos . The New Atlantis. https://www.thenewatlantis.com/publications/acorns-and-embryos ; Sagan, A., & Singer, P. (2007). The moral status of stem cells. Metaphilosophy , 38 (2/3), 264–284. http://www.jstor.org/stable/24439776 ; McHugh P. R. (2004). Zygote and "clonote"--the ethical use of embryonic stem cells.  The New England journal of medicine ,  351 (3), 209–211. https://doi.org/10.1056/NEJMp048147 ; Kurjak, A., & Tripalo, A. (2004). The facts and doubts about beginning of the human life and personality.  Bosnian journal of basic medical sciences ,  4 (1), 5–14. https://doi.org/10.17305/bjbms.2004.3453

[6] Vazin, T., & Freed, W. J. (2010). Human embryonic stem cells: derivation, culture, and differentiation: a review.  Restorative neurology and neuroscience ,  28 (4), 589–603. https://doi.org/10.3233/RNN-2010-0543

[7] Socially, at its core, the Western approach to ethics is widely principle-based, autonomy being one of the key factors to ensure a fundamental respect for persons within research. For information regarding autonomy in research, see: Department of Health, Education, and Welfare, & National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (1978). The Belmont Report. Ethical principles and guidelines for the protection of human subjects of research.; For a more in-depth review of autonomy within the US, see: Beauchamp, T. L., & Childress, J. F. (1994). Principles of Biomedical Ethics . Oxford University Press.

[8] Sherley v. Sebelius , 644 F.3d 388 (D.C. Cir. 2011), citing 45 C.F.R. 46.204(b) and [42 U.S.C. § 289g(b)]. https://www.cadc.uscourts.gov/internet/opinions.nsf/6c690438a9b43dd685257a64004ebf99/$file/11-5241-1391178.pdf

[9] Stem Cell Research Enhancement Act of 2005, H. R. 810, 109 th Cong. (2001). https://www.govtrack.us/congress/bills/109/hr810/text ; Bush, G. W. (2006, July 19). Message to the House of Representatives . National Archives and Records Administration. https://georgewbush-whitehouse.archives.gov/news/releases/2006/07/20060719-5.html

[10] National Archives and Records Administration. (2009, March 9). Executive order 13505 -- removing barriers to responsible scientific research involving human stem cells . National Archives and Records Administration. https://obamawhitehouse.archives.gov/the-press-office/removing-barriers-responsible-scientific-research-involving-human-stem-cells

[11] Hurlbut, W. B. (2006). Science, Religion, and the Politics of Stem Cells.  Social Research ,  73 (3), 819–834. http://www.jstor.org/stable/40971854

[12] Akpa-Inyang, Francis & Chima, Sylvester. (2021). South African traditional values and beliefs regarding informed consent and limitations of the principle of respect for autonomy in African communities: a cross-cultural qualitative study. BMC Medical Ethics . 22. 10.1186/s12910-021-00678-4.

[13] Source for further reading: Tangwa G. B. (2007). Moral status of embryonic stem cells: perspective of an African villager. Bioethics , 21(8), 449–457. https://doi.org/10.1111/j.1467-8519.2007.00582.x , see also Mnisi, F. M. (2020). An African analysis based on ethics of Ubuntu - are human embryonic stem cell patents morally justifiable? African Insight , 49 (4).

[14] Jecker, N. S., & Atuire, C. (2021). Bioethics in Africa: A contextually enlightened analysis of three cases. Developing World Bioethics , 22 (2), 112–122. https://doi.org/10.1111/dewb.12324

[15] Jecker, N. S., & Atuire, C. (2021). Bioethics in Africa: A contextually enlightened analysis of three cases. Developing World Bioethics, 22(2), 112–122. https://doi.org/10.1111/dewb.12324

[16] Jackson, C.S., Pepper, M.S. Opportunities and barriers to establishing a cell therapy programme in South Africa.  Stem Cell Res Ther   4 , 54 (2013). https://doi.org/10.1186/scrt204 ; Pew Research Center. (2014, May 1). Public health a major priority in African nations . Pew Research Center’s Global Attitudes Project. https://www.pewresearch.org/global/2014/05/01/public-health-a-major-priority-in-african-nations/

[17] Department of Health Republic of South Africa. (2021). Health Research Priorities (revised) for South Africa 2021-2024 . National Health Research Strategy. https://www.health.gov.za/wp-content/uploads/2022/05/National-Health-Research-Priorities-2021-2024.pdf

[18] Oosthuizen, H. (2013). Legal and Ethical Issues in Stem Cell Research in South Africa. In: Beran, R. (eds) Legal and Forensic Medicine. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-32338-6_80 , see also: Gaobotse G (2018) Stem Cell Research in Africa: Legislation and Challenges. J Regen Med 7:1. doi: 10.4172/2325-9620.1000142

[19] United States Bureau of Citizenship and Immigration Services. (1998). Tunisia: Information on the status of Christian conversions in Tunisia . UNHCR Web Archive. https://webarchive.archive.unhcr.org/20230522142618/https://www.refworld.org/docid/3df0be9a2.html

[20] Gaobotse, G. (2018) Stem Cell Research in Africa: Legislation and Challenges. J Regen Med 7:1. doi: 10.4172/2325-9620.1000142

[21] Kooli, C. Review of assisted reproduction techniques, laws, and regulations in Muslim countries.  Middle East Fertil Soc J   24 , 8 (2020). https://doi.org/10.1186/s43043-019-0011-0 ; Gaobotse, G. (2018) Stem Cell Research in Africa: Legislation and Challenges. J Regen Med 7:1. doi: 10.4172/2325-9620.1000142

[22] Pang M. C. (1999). Protective truthfulness: the Chinese way of safeguarding patients in informed treatment decisions. Journal of medical ethics , 25(3), 247–253. https://doi.org/10.1136/jme.25.3.247

[23] Wang, L., Wang, F., & Zhang, W. (2021). Bioethics in China’s biosecurity law: Forms, effects, and unsettled issues. Journal of law and the biosciences , 8(1).  https://doi.org/10.1093/jlb/lsab019 https://academic.oup.com/jlb/article/8/1/lsab019/6299199

[24] Wang, Y., Xue, Y., & Guo, H. D. (2022). Intervention effects of traditional Chinese medicine on stem cell therapy of myocardial infarction.  Frontiers in pharmacology ,  13 , 1013740. https://doi.org/10.3389/fphar.2022.1013740

[25] Li, X.-T., & Zhao, J. (2012). Chapter 4: An Approach to the Nature of Qi in TCM- Qi and Bioenergy. In Recent Advances in Theories and Practice of Chinese Medicine (p. 79). InTech.

[26] Luo, D., Xu, Z., Wang, Z., & Ran, W. (2021). China's Stem Cell Research and Knowledge Levels of Medical Practitioners and Students.  Stem cells international ,  2021 , 6667743. https://doi.org/10.1155/2021/6667743

[27] Luo, D., Xu, Z., Wang, Z., & Ran, W. (2021). China's Stem Cell Research and Knowledge Levels of Medical Practitioners and Students.  Stem cells international ,  2021 , 6667743. https://doi.org/10.1155/2021/6667743

[28] Zhang, J. Y. (2017). Lost in translation? accountability and governance of Clinical Stem Cell Research in China. Regenerative Medicine , 12 (6), 647–656. https://doi.org/10.2217/rme-2017-0035

[29] Wang, L., Wang, F., & Zhang, W. (2021). Bioethics in China’s biosecurity law: Forms, effects, and unsettled issues. Journal of law and the biosciences , 8(1).  https://doi.org/10.1093/jlb/lsab019 https://academic.oup.com/jlb/article/8/1/lsab019/6299199

[30] Chen, H., Wei, T., Wang, H.  et al.  Association of China’s two-child policy with changes in number of births and birth defects rate, 2008–2017.  BMC Public Health   22 , 434 (2022). https://doi.org/10.1186/s12889-022-12839-0

[31] Azuma, K. Regulatory Landscape of Regenerative Medicine in Japan.  Curr Stem Cell Rep   1 , 118–128 (2015). https://doi.org/10.1007/s40778-015-0012-6

[32] Harris, R. (2005, May 19). Researchers Report Advance in Stem Cell Production . NPR. https://www.npr.org/2005/05/19/4658967/researchers-report-advance-in-stem-cell-production

[33] Park, S. (2012). South Korea steps up stem-cell work.  Nature . https://doi.org/10.1038/nature.2012.10565

[34] Resnik, D. B., Shamoo, A. E., & Krimsky, S. (2006). Fraudulent human embryonic stem cell research in South Korea: lessons learned.  Accountability in research ,  13 (1), 101–109. https://doi.org/10.1080/08989620600634193 .

[35] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6

[36] Association for the Advancement of Blood and Biotherapies.  https://www.aabb.org/regulatory-and-advocacy/regulatory-affairs/regulatory-for-cellular-therapies/international-competent-authorities/saudi-arabia

[37] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: Interviews with researchers from Saudi Arabia.  BMC medical ethics ,  21 (1), 35. https://doi.org/10.1186/s12910-020-00482-6

[38] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: Interviews with researchers from Saudi Arabia. BMC medical ethics , 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6

Culturally, autonomy practices follow a relational autonomy approach based on a paternalistic deontological health care model. The adherence to strict international research policies and religious pillars within the regulatory environment is a great foundation for research ethics. However, there is a need to develop locally targeted ethics approaches for research (as called for in Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6), this decision-making approach may help advise a research decision model. For more on the clinical cultural autonomy approaches, see: Alabdullah, Y. Y., Alzaid, E., Alsaad, S., Alamri, T., Alolayan, S. W., Bah, S., & Aljoudi, A. S. (2022). Autonomy and paternalism in Shared decision‐making in a Saudi Arabian tertiary hospital: A cross‐sectional study. Developing World Bioethics , 23 (3), 260–268. https://doi.org/10.1111/dewb.12355 ; Bukhari, A. A. (2017). Universal Principles of Bioethics and Patient Rights in Saudi Arabia (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/124; Ladha, S., Nakshawani, S. A., Alzaidy, A., & Tarab, B. (2023, October 26). Islam and Bioethics: What We All Need to Know . Columbia University School of Professional Studies. https://sps.columbia.edu/events/islam-and-bioethics-what-we-all-need-know

[39] Ababneh, M. A., Al-Azzam, S. I., Alzoubi, K., Rababa’h, A., & Al Demour, S. (2021). Understanding and attitudes of the Jordanian public about clinical research ethics.  Research Ethics ,  17 (2), 228-241.  https://doi.org/10.1177/1747016120966779

[40] Ababneh, M. A., Al-Azzam, S. I., Alzoubi, K., Rababa’h, A., & Al Demour, S. (2021). Understanding and attitudes of the Jordanian public about clinical research ethics.  Research Ethics ,  17 (2), 228-241.  https://doi.org/10.1177/1747016120966779

[41] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East.  Nature  510, 189. https://doi.org/10.1038/510189a

[42] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East.  Nature  510, 189. https://doi.org/10.1038/510189a

[43] The EU’s definition of autonomy relates to the capacity for creating ideas, moral insight, decisions, and actions without constraint, personal responsibility, and informed consent. However, the EU views autonomy as not completely able to protect individuals and depends on other principles, such as dignity, which “expresses the intrinsic worth and fundamental equality of all human beings.” Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3

[44] Council of Europe. Convention for the protection of Human Rights and Dignity of the Human Being with regard to the Application of Biology and Medicine: Convention on Human Rights and Biomedicine (ETS No. 164) https://www.coe.int/en/web/conventions/full-list?module=treaty-detail&treatynum=164 (forbidding the creation of embryos for research purposes only, and suggests embryos in vitro have protections.); Also see Drabiak-Syed B. K. (2013). New President, New Human Embryonic Stem Cell Research Policy: Comparative International Perspectives and Embryonic Stem Cell Research Laws in France.  Biotechnology Law Report ,  32 (6), 349–356. https://doi.org/10.1089/blr.2013.9865

[45] Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3

[46] Tomuschat, C., Currie, D. P., Kommers, D. P., & Kerr, R. (Trans.). (1949, May 23). Basic law for the Federal Republic of Germany. https://www.btg-bestellservice.de/pdf/80201000.pdf

[47] Regulation of Stem Cell Research in Germany . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-germany

[48] Regulation of Stem Cell Research in Finland . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-finland

[49] Regulation of Stem Cell Research in Spain . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-spain

[50] Some sources to consider regarding ethics models or regulatory oversights of other cultures not covered:

Kara MA. Applicability of the principle of respect for autonomy: the perspective of Turkey. J Med Ethics. 2007 Nov;33(11):627-30. doi: 10.1136/jme.2006.017400. PMID: 17971462; PMCID: PMC2598110.

Ugarte, O. N., & Acioly, M. A. (2014). The principle of autonomy in Brazil: one needs to discuss it ...  Revista do Colegio Brasileiro de Cirurgioes ,  41 (5), 374–377. https://doi.org/10.1590/0100-69912014005013

Bharadwaj, A., & Glasner, P. E. (2012). Local cells, global science: The rise of embryonic stem cell research in India . Routledge.

For further research on specific European countries regarding ethical and regulatory framework, we recommend this database: Regulation of Stem Cell Research in Europe . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-europe   

[51] Klitzman, R. (2006). Complications of culture in obtaining informed consent. The American Journal of Bioethics, 6(1), 20–21. https://doi.org/10.1080/15265160500394671 see also: Ekmekci, P. E., & Arda, B. (2017). Interculturalism and Informed Consent: Respecting Cultural Differences without Breaching Human Rights.  Cultura (Iasi, Romania) ,  14 (2), 159–172.; For why trust is important in research, see also: Gray, B., Hilder, J., Macdonald, L., Tester, R., Dowell, A., & Stubbe, M. (2017). Are research ethics guidelines culturally competent?  Research Ethics ,  13 (1), 23-41.  https://doi.org/10.1177/1747016116650235

[52] The Qur'an  (M. Khattab, Trans.). (1965). Al-Mu’minun, 23: 12-14. https://quran.com/23

[53] Lenfest, Y. (2017, December 8). Islam and the beginning of human life . Bill of Health. https://blog.petrieflom.law.harvard.edu/2017/12/08/islam-and-the-beginning-of-human-life/

[54] Aksoy, S. (2005). Making regulations and drawing up legislation in Islamic countries under conditions of uncertainty, with special reference to embryonic stem cell research. Journal of Medical Ethics , 31: 399-403.; see also: Mahmoud, Azza. "Islamic Bioethics: National Regulations and Guidelines of Human Stem Cell Research in the Muslim World." Master's thesis, Chapman University, 2022. https://doi.org/10.36837/ chapman.000386

[55] Rashid, R. (2022). When does Ensoulment occur in the Human Foetus. Journal of the British Islamic Medical Association , 12 (4). ISSN 2634 8071. https://www.jbima.com/wp-content/uploads/2023/01/2-Ethics-3_-Ensoulment_Rafaqat.pdf.

[56] Sivaraman, M. & Noor, S. (2017). Ethics of embryonic stem cell research according to Buddhist, Hindu, Catholic, and Islamic religions: perspective from Malaysia. Asian Biomedicine,8(1) 43-52.  https://doi.org/10.5372/1905-7415.0801.260

[57] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.),  Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues  (pp. 79-94). Berkeley: University of California Press.  https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[58] Lecso, P. A. (1991). The Bodhisattva Ideal and Organ Transplantation.  Journal of Religion and Health ,  30 (1), 35–41. http://www.jstor.org/stable/27510629 ; Bodhisattva, S. (n.d.). The Key of Becoming a Bodhisattva . A Guide to the Bodhisattva Way of Life. http://www.buddhism.org/Sutras/2/BodhisattvaWay.htm

[59] There is no explicit religious reference to when life begins or how to conduct research that interacts with the concept of life. However, these are relevant verses pertaining to how the fetus is viewed. (( King James Bible . (1999). Oxford University Press. (original work published 1769))

Jerimiah 1: 5 “Before I formed thee in the belly I knew thee; and before thou camest forth out of the womb I sanctified thee…”

In prophet Jerimiah’s insight, God set him apart as a person known before childbirth, a theme carried within the Psalm of David.

Psalm 139: 13-14 “…Thou hast covered me in my mother's womb. I will praise thee; for I am fearfully and wonderfully made…”

These verses demonstrate David’s respect for God as an entity that would know of all man’s thoughts and doings even before birth.

[60] It should be noted that abortion is not supported as well.

[61] The Vatican. (1987, February 22). Instruction on Respect for Human Life in Its Origin and on the Dignity of Procreation Replies to Certain Questions of the Day . Congregation For the Doctrine of the Faith. https://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_19870222_respect-for-human-life_en.html

[62] The Vatican. (2000, August 25). Declaration On the Production and the Scientific and Therapeutic Use of Human Embryonic Stem Cells . Pontifical Academy for Life. https://www.vatican.va/roman_curia/pontifical_academies/acdlife/documents/rc_pa_acdlife_doc_20000824_cellule-staminali_en.html ; Ohara, N. (2003). Ethical Consideration of Experimentation Using Living Human Embryos: The Catholic Church’s Position on Human Embryonic Stem Cell Research and Human Cloning. Department of Obstetrics and Gynecology . Retrieved from https://article.imrpress.com/journal/CEOG/30/2-3/pii/2003018/77-81.pdf.

[63] Smith, G. A. (2022, May 23). Like Americans overall, Catholics vary in their abortion views, with regular mass attenders most opposed . Pew Research Center. https://www.pewresearch.org/short-reads/2022/05/23/like-americans-overall-catholics-vary-in-their-abortion-views-with-regular-mass-attenders-most-opposed/

[64] Rosner, F., & Reichman, E. (2002). Embryonic stem cell research in Jewish law. Journal of halacha and contemporary society , (43), 49–68.; Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.),  Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues  (pp. 79-94). Berkeley: University of California Press.  https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[65] Schenker J. G. (2008). The beginning of human life: status of embryo. Perspectives in Halakha (Jewish Religious Law).  Journal of assisted reproduction and genetics ,  25 (6), 271–276. https://doi.org/10.1007/s10815-008-9221-6

[66] Ruttenberg, D. (2020, May 5). The Torah of Abortion Justice (annotated source sheet) . Sefaria. https://www.sefaria.org/sheets/234926.7?lang=bi&with=all&lang2=en

[67] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.),  Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues  (pp. 79-94). Berkeley: University of California Press.  https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[68] Gert, B. (2007). Common morality: Deciding what to do . Oxford Univ. Press.

[69] World Medical Association (2013). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA , 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053 Declaration of Helsinki – WMA – The World Medical Association .; see also: National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979).  The Belmont report: Ethical principles and guidelines for the protection of human subjects of research . U.S. Department of Health and Human Services.  https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html

[70] Zakarin Safier, L., Gumer, A., Kline, M., Egli, D., & Sauer, M. V. (2018). Compensating human subjects providing oocytes for stem cell research: 9-year experience and outcomes.  Journal of assisted reproduction and genetics ,  35 (7), 1219–1225. https://doi.org/10.1007/s10815-018-1171-z https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6063839/ see also: Riordan, N. H., & Paz Rodríguez, J. (2021). Addressing concerns regarding associated costs, transparency, and integrity of research in recent stem cell trial. Stem Cells Translational Medicine , 10 (12), 1715–1716. https://doi.org/10.1002/sctm.21-0234

[71] Klitzman, R., & Sauer, M. V. (2009). Payment of egg donors in stem cell research in the USA.  Reproductive biomedicine online ,  18 (5), 603–608. https://doi.org/10.1016/s1472-6483(10)60002-8

[72] Krosin, M. T., Klitzman, R., Levin, B., Cheng, J., & Ranney, M. L. (2006). Problems in comprehension of informed consent in rural and peri-urban Mali, West Africa.  Clinical trials (London, England) ,  3 (3), 306–313. https://doi.org/10.1191/1740774506cn150oa

[73] Veatch, Robert M.  Hippocratic, Religious, and Secular Medical Ethics: The Points of Conflict . Georgetown University Press, 2012.

[74] Msoroka, M. S., & Amundsen, D. (2018). One size fits not quite all: Universal research ethics with diversity.  Research Ethics ,  14 (3), 1-17.  https://doi.org/10.1177/1747016117739939

[75] Pirzada, N. (2022). The Expansion of Turkey’s Medical Tourism Industry.  Voices in Bioethics ,  8 . https://doi.org/10.52214/vib.v8i.9894

[76] Stem Cell Tourism: False Hope for Real Money . Harvard Stem Cell Institute (HSCI). (2023). https://hsci.harvard.edu/stem-cell-tourism , See also: Bissassar, M. (2017). Transnational Stem Cell Tourism: An ethical analysis.  Voices in Bioethics ,  3 . https://doi.org/10.7916/vib.v3i.6027

[77] Song, P. (2011) The proliferation of stem cell therapies in post-Mao China: problematizing ethical regulation,  New Genetics and Society , 30:2, 141-153, DOI:  10.1080/14636778.2011.574375

[78] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East.  Nature  510, 189. https://doi.org/10.1038/510189a

[79] International Society for Stem Cell Research. (2024). Standards in stem cell research . International Society for Stem Cell Research. https://www.isscr.org/guidelines/5-standards-in-stem-cell-research

[80] Benjamin, R. (2013). People’s science bodies and rights on the Stem Cell Frontier . Stanford University Press.

Mifrah Hayath

SM Candidate Harvard Medical School, MS Biotechnology Johns Hopkins University

Olivia Bowers

MS Bioethics Columbia University (Disclosure: affiliated with Voices in Bioethics)

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Asking for help is hard, but others want to help more than we often give them credit for, says Stanford social psychologist Xuan Zhao .

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We shy away from asking for help because we don’t want to bother other people, assuming that our request will feel like an inconvenience to them. But oftentimes, the opposite is true: People want to make a difference in people’s lives and they feel good – happy even – when they are able to help others, said Zhao.

Here, Zhao discusses the research about how asking for help can lead to meaningful experiences and strengthen relationships with others – friends as well as strangers.

Zhao is a research scientist at Stanford SPARQ , a research center in the Psychology Department that brings researchers and practitioners together to fight bias, reduce disparities, and drive culture change. Zhao’s research focuses on helping people create better social interactions in person and online where they feel seen, heard, connected, and appreciated. Her research, recently published in Psychological Science ,  suggests that people regularly underestimate others’ willingness to help.

This fall, Zhao will be co-teaching a two-session workshop Science-Based Practices for a Flourishing Life through Stanford’s well-being program for employees, BeWell.

Why is asking for help hard? For someone who finds it difficult to ask for help, what would you like them to know?

There are several common reasons why people struggle to ask for help. Some people may fear that asking for help would make them appear incompetent, weak, or inferior – recent research from Stanford doctoral student Kayla Good finds that children as young as seven can hold this belief. Some people are concerned about being rejected, which can be embarrassing and painful. Others may be concerned about burdening and inconveniencing others – a topic I recently explored.  These concerns may feel more relevant in some contexts than others, but they are all very relatable and very human.

The good news is those concerns are oftentimes exaggerated and mistaken.

What do people misunderstand about asking for help?

When people are in need of help, they are often caught up in their own concerns and worries and do not fully recognize the prosocial motivations of those around them who are ready to help. This can introduce a persistent difference between how help-seekers and potential helpers consider the same helping event. To test this idea, we conducted several experiments where people either directly interacted with each other to seek and offer help, or imagined or recalled such experiences in everyday life. We consistently observed that help-seekers underestimated how willing strangers – and even friends – would be to help them and how positive helpers would feel afterward, and overestimated how inconvenienced helpers would feel.

These patterns are consistent with work by Stanford psychologist Dale Miller showing that when thinking about what motivates other people, we tend to apply a more pessimistic, self-interested view about human nature. After all, Western societies tend to value independence, so asking others to go out of their way to do something for us may seem wrong or selfish and may impose a somewhat negative experience on the helper.

The truth is, most of us are deeply prosocial and want to make a positive difference in others’ lives. Work by Stanford psychologist Jamil Zaki has shown that empathizing with and helping others in need seems to be an intuitive response, and dozens of studies , including my own, have found that people often feel happier after conducting acts of kindness. These findings extend earlier research by Stanford Professor Frank Flynn and colleagues suggesting that people tend to overestimate how likely their direct request for help would be rejected by others. Finally, other research has even shown that seeking advice can even boost how competent the help-seeker is seen by the advice-giver.

Why is asking for help particularly important? 

We love stories about spontaneous help, and that may explain why random acts of kindness go viral on social media. But in reality , the majority of help occurs only after a request has been made. It’s often not because people don’t want to help and must be pressed to do so. Quite the opposite, people want to help, but they can’t help if they don’t know someone is suffering or struggling, or what the other person needs and how to help effectively, or whether it is their place to help – perhaps they want to respect others’ privacy or agency. A direct request can remove those uncertainties, such that asking for help enables kindness and unlocks opportunities for positive social connections. It can also create emotional closeness when you realize someone trusts you enough to share their vulnerabilities, and by working together toward a shared goal.

It feels like some requests for help may be harder to ask than others. What does research say about different types of help, and how can we use those insights to help us figure out how we should ask for help?

Many factors can influence how difficult it may feel to ask for help. Our recent research has primarily focused on everyday scenarios where the other person is clearly able to help, and all you need is to show up and ask. In some other cases, the kind of help you need may require more specific skills or resources. As long as you make your request Specific, Meaningful, Action-oriented, Realistic, and Time-bound (also known as the SMART criteria ), people will likely be happy to help and feel good after helping.

Of course, not all requests have to be specific. When we face mental health challenges, we may have difficulty articulating what kind of help we need. It is okay to reach out to mental health resources and take the time to figure things out together. They are there to help, and they are happy to help.

You mentioned how cultural norms can get in the way of people asking for help. What is one thing we can all do to rethink the role society plays in our lives?

Work on independent and interdependent cultures by Hazel Markus , faculty director of Stanford SPARQ , can shed much light on this issue. Following her insights, I think we can all benefit from having a little bit more interdependency in our micro- and macro-environments. For instance, instead of promoting “self-care” and implying that it is people’s own responsibility to sort through their own struggles, perhaps our culture could emphasize the value of caring for each other and create more safe spaces to allow open discussions about our challenges and imperfections.

What inspired your research?

I have always been fascinated by social interaction – how we understand and misunderstand each other’s minds, and how social psychology can help people create more positive and meaningful connections. That’s why I have studied topics such as giving compliments , discussing disagreement , sharing personal failures, creating inclusive conversations on social media , and translating social and positive psychology research as daily practices for the public . This project is also motivated by that general passion.

But a more immediate trigger of this project is reading scholarly work suggesting that the reason why people underestimate their likelihood of getting help is because they don’t recognize how uncomfortable and awkward it would be for someone to say “no” to their request. I agree that people underestimate their chance of getting help upon a direct ask, but based on my personal experience, I saw a different reason – when people ask me for help, I often feel genuinely motivated to help them, more than feeling social pressure and a wish to avoid saying no. This project is to voice my different interpretation on why people agree to help. And given that I’ve seen people who have struggled for too long until it was too late to ask for help, I hope my findings can offer them a bit more comfort when the next time they can really use a helping hand and are debating whether they should ask.

ORIGINAL RESEARCH article

This article is part of the research topic.

Building the Future of Education Together: Innovation, Complexity, Sustainability, Interdisciplinary Research and Open Science

Developing the Skills for Complex Thinking Research: A Case Study Using Social Robotics to Produce Scientific Papers Provisionally Accepted

• 1 Institute for the Future of Education, Monterrey Institute of Technology and Higher Education (ITESM), Mexico
• 2 University of Cienfuegos, Cuba

The final, formatted version of the article will be published soon.

The development of university students' skills to successfully produce scientific documents has been a recurring topic of study in academia. This paper analyzes the implementation of a training experience using a digital environment mediated by video content materials starring humanoid robots. The research aimed to scale complex thinking and its subcompetencies as a hinge to strengthen basic academic research skills. Students from Colombia, Ecuador, and Mexico committed to preparing a scientific document as part of their professional training participated. A pretest to know their initial level of perception, a posttest to evaluate if there was a change, and a scientific document the students delivered at the end of the training experience comprised the methodology to demonstrate the improvement of their skills. The results indicated students' perceived improvement in the sub-competencies of systemic, creative, scientific, and innovative thinking; however, their perceptions did not align with that of the tutor who reviewed the delivered scientific product. The conclusion was that although the training experience helped strengthen the students' skills, variables that are determinants for a student to develop the knowledge necessary to prepare scientific documents and their derived products remain to be analyzed.

Keywords: higher education, research skills, Educational innovation, complex thinking, scientific thinking, Critical Thinking, Innovative thinking, social robotics

Received: 16 Oct 2023; Accepted: 17 May 2024.

Copyright: © 2024 Lopez-Caudana, George-Reyes and Avello-Martínez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Edgar O. Lopez-Caudana, Institute for the Future of Education, Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, Mexico

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NEW YORK, NEW YORK - OCTOBER 16: Billie Jean King speaks at The Women in Sports Foundation 40th ... [+] Annual Salute to Women in Sports Awards Gala, celebrating the most accomplished women in sports and the girls they inspire at Cipriani Wall Street on October 16, 2019 in New York City. (Photo by Theo Wargo/Getty Images for Women In Sports Foundation)

A new study conducted by the Women’s Sport Foundation reveals that girls’ participation in supportive sport environments can significantly lessen mental health issues, including depression and anxiety. The report, Thriving Through Sport: The Transformative Impact on Girls’ Mental Health, examined not only the relationship between sport participation and mental health, but also the types of sport environments that yield the most significant mental health benefits for participants.

Karen Issokson-Silver , Vice President, Research & Education at the Women’s Sports Foundation (WSF), shared that the motivation behind the study stemmed largely from a lack of previous research and the notable increase in youth mental health issues. She noted, “though there was some existing research on the connection between sport participation and mental health, it was limited. The Women’s Sport Foundation wanted to dive deeper into the topic to better understand the relationship between sport and mental health, with a focus on girls. Importantly, we wanted to learn more about how the different conditions within sport settings impact mental health, so we could offer data-driven insights about how to support girls more holistically.”

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Key Findings

Overall, the findings of this study strongly suggest that engaging in sports within high-quality environments can reduce depression and anxiety, enhance peer relationships, and provide a sense of purpose and meaning. According to Issokson-Silver, “this new report makes clear that sport is not a nice to have, but a must have. The data shows that sport can play a powerful role in improving mental health.” Several key findings from the study include:

• Mental health disorders are roughly 1.5-2.5x lower for girls who play sports once compared to girls who have never played.
• Moderate-to-high levels of depression symptoms are found in 29% of girls who have never played sports, compared to 17% of girls who currently participate.
• Among girls who have never participated in sports, 21% experience moderate to high levels of anxiety symptoms, compared to 11% of girls currently playing sports.
• Depression symptoms are notably lower (9.3%) in sport environments emphasizing effort, improvement, and teamwork, compared to settings where winning is prioritized and success is measured by outperforming others (24.7%).
• Girls currently playing sports have approximately 1.5 times higher odds of having moderate-to-high scores in peer relationships or feelings of meaning and purpose, compared to girls who have never participated in sports.
• Compared to girls involved solely in non-sport activities, those participating in sports show lower levels of depression and anxiety, as well as higher levels of peer relationships and feelings of meaning and purpose, even when considering factors like the number of activities, years engaged, and hours per week of participation.

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A storm of 3 000 ukrainian bomblets blew up four russian jets at their base in crimea, samsung galaxy s24 series users really want to turn off one of its best features, supportive sport environments.

The study also identifies crucial elements within sport settings, such as levels of autonomy and the nature of coach relationships, that contribute to positive outcomes for girls. According to Issokson-Silver, “when girls have the opportunity for “voice and choice,” which means they are encouraged to express themselves, share ideas, interests, and concerns, this goes a long way to boosting their mental health. When sport settings prioritize the development of skills over time and personal goal setting, and when players are encouraged to learn from their mistakes, they thrive. This stands in contrast to sport settings in which the focus is on winning above all and where social comparisons dominate the culture and tone.”

Previous research has highlighted the adverse effects of a win-at-all-costs mindset among coaches. Environments driven by coaches' relentless pursuit of victory often breed narcissistic leadership behaviors, impacting both employees and players negatively. This previous study indicates that when winning becomes the sole focus, leadership adopts harmful practices, prioritizing victory over all other organizational and personal goals. When considering the findings from the WSF’s report, it becomes evident that athletes, including young girls, face heightened risks of mental health issues due to these toxic win-at-all-costs cultures, which may also increase the likelihood of strained relationships with their coaches.

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As noted by Issokson-Silver, “strong relationships nurture girls’ confidence and overall well-being. This includes the relationship between coaches and players and the relationships that are fostered between players and their peers. Above all, environments that are inclusive, welcoming, and create a sense of belonging are enormously supportive of positive mental health... when coaches highlight the small wins that happen every day, and not just the outcomes of competition, girls’ confidence is nurtured and reinforced. Coach training around promoting mental health is essential. We want all coaches to be equipped to help girls thrive physically and mentally.”

Policy and Practice

The insights from this study provide important avenues for policy and practice recommendations. According to Issokson-Silver, “all sport programs, regardless of the level of play, should prioritize player well-being, both in terms of physical and mental health... [the] WSF’s advocacy and community impact work is fueling this message by supporting programs through the delivery of grants, leadership training, and capacity building. A good example of that work is WSF’s Sports 4 Life program, a national initiative co-founded by ESPN and now also supported by Gatorade. The program seeks to increase the participation and retention of Black, African American, Hispanic, and Native American girls in sport to improve their physical and mental health and leadership skills. This year, Sports 4 Life is celebrating its 10-year anniversary and the outcomes from this program reflect the powerful data in the new research. We see that when sport programs are done well, girls thrive.”

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Alongside policy adjustments, the landscape of women’s sport has witnessed an expansion in role modeling opportunities in recent years, which will likely increase awareness of and participation in sport. Women's sports have seen a surge in viewership and attendance , likely fueling further increases in girls' participation across various sports for years to come. Today's young girls may find it challenging to recall a time when accessing their favorite teams on linear or streaming TV networks was difficult. With this surge in growth, participation opportunities in sports should consistently prioritize inclusivity, individual development, and encouragement for all participants. The undeniable advantages of high-quality sport experiences necessitate that organizations and leaders focus on cultivating supportive environments for girls in order to fully capitalize on these benefits.

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Module 6: Research

Preliminary research strategies.

The first step towards writing a research paper is pretty obvious: find sources. Not everything that you find will be good, and those that are good are not always easily found.  Having an idea of what you’re looking for–what will most help you develop your essay and enforce your thesis–will help guide your process.

Example of a Research Process

A good research process should go through these steps:

• Decide on the topic.
• Narrow the topic in order to narrow search parameters.
• Create a question that your research will address.
• Generate sub-questions from your main question.
• Determine what kind of sources are best for your argument.
• Create a bibliography as you gather and reference sources.

Each of these is described in greater detail below.

The research process is messy! Do not start research haphazardly—come up with a plan first.

A research plan should begin after you can clearly identify the focus of your argument. First, inform yourself about the basics of your topic (Wikipedia and general online searches are great starting points). Be sure you’ve read all the assigned texts and carefully read the prompt as you gather preliminary information.  This stage is sometimes called pre-research .

A broad online search will yield thousands of sources, which no one could be expected to read through. To make it easier on yourself, the next step is to narrow your focus. Think about what kind of position or stance you can take on the topic. What about it strikes you as most interesting? Refer back to the prewriting stage of the writing process, which will come in handy here.

Preliminary Search Tips

• It is okay to start with Wikipedia as a reference, but do not use it as an official source. Look at the links and references at the bottom of the page for more ideas.
• Use “Ctrl+F” to find certain words within a webpage in order to jump to the sections of the article that interest you.
• Use quotation marks to narrow your search from just tanks in WWII to “Tanks in WWII” or “Tanks” in “WWII”.
• Find specific types of websites by adding “site:.gov” or “site:.edu” or “site:.org”. You can also search for specific file types like “filetype:.pdf”.
• Click on “Search Tools” under the search bar in Google and select “Any time” to see a list of options for time periods to help limit your search. You can find information just in the past month or year, or even for a custom range.

Use features already available through Google Search like Search Tools and Advanced Search to narrow and refine your results.

As you narrow your focus, create a list of questions that you’ll need to answer in order to write a good essay on the topic.  The research process will help you answer these questions.

Another part of your research plan should include the type of sources you want to gather. Keep track of these sources in a bibliography and jot down notes about the book, article, or document and how it will be useful to your essay. This will save you a lot of time later in the essay process–you’ll thank yourself!

• Revision and Adaptation. Provided by : Lumen Learning. License : CC BY-SA: Attribution-ShareAlike
• The Research Process graphic. Authored by : Kim Louie for Lumen Learning. License : CC BY: Attribution
• Organizing Your Research Plan. Provided by : Boundless. Located at : https://courses.lumenlearning.com/boundless-writing/ . Project : Boundless Writing. License : CC BY-SA: Attribution-ShareAlike

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Late payroll accounting adjustments will not be processed after July 1

Beginning July 1, 2024, payroll accounting adjustments (PAAs) will no longer be processed for past certification periods. This means that:

• Once certified, effort will be considered final.
• Salary cost transfers must either be processed prior to issuance of effort certification documents or corrected during the certification process. For example, researchers must correct effort for: September-December by the end of January; January-May by the end of June; and June-August by the end of September. If effort for a past period isn’t certified, it is an unallowable cost.

Effort is heavily scrutinized by sponsors and auditors as it makes up the highest percentage of charges to sponsored projects. Retroactive corrections to effort charges after certification is often an indication of poor award management. Penalties for violations or findings of weak institutional controls can be significant.

PAAs submitted after certification and PAAs adjusting effort that occurred before the most recent certification period will be denied and uncertified effort will be billed back to the investigator’s department, consistent with processes for all unallowable expenditures. 

Other effort reporting practices to avoid:

• Overly precise requests, such as changing an appointment by 17.346% for one month in the past.  Such precision is not required since in signing an effort report, the signer is acknowledging that the payroll distribution ‘reasonably’ reflects the activities for which the employee was compensated during the reporting period.
• Moving effort from one sponsored award to another because the second was not yet in place.  Instead, PIs should either request a preliminary project when the effort begins or charge effort to department funds.  Otherwise, there is incorrect billing to the first award for those costs. 

Researchers with questions can talk with their department’s research administrative support or  sponsored program officer . 

Effort Certification Overview

Effort certification is when the responsible individual confirms the effort charges for the certified period are correct and complete. Because faculty and most research staff do not complete time sheets, effort percentages are imprecise. The federal government understands this and generally considers certified levels of effort within +/- 25% of committed to be acceptable. 

There are three annual effort reporting periods: spring semester, summer, and fall semester. At the end of each reporting period, Workday collects all payroll information over the reporting period for each employee. That information is used to compute the percentage of salary charged to each funding source, which in turn is used to generate an effort certification report.

If the report is correct and complete, the certifier approves, verifying that the ‘salary charges to the sponsor are reasonable in relation to the work performed, and the effort provided to each sponsor is at least as great as the effort promised to the sponsor.’ If a report is incorrect, it should not be signed.  and steps should be taken immediately to initiate a correction in Workday through a PAA, and, when ready, the researcher will be alerted that a corrected effort report is available for certification.