what's a research statement

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Graduate School Applications: Writing a Research Statement

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What is a Research Statement?

A research statement is a short document that provides a brief history of your past research experience, the current state of your research, and the future work you intend to complete.

The research statement is a common component of a potential candidate’s application for post-undergraduate study. This may include applications for graduate programs, post-doctoral fellowships, or faculty positions. The research statement is often the primary way that a committee determines if a candidate’s interests and past experience make them a good fit for their program/institution.

What Should It Look Like?

Research statements are generally one to two single-spaced pages. You should be sure to thoroughly read and follow the length and content requirements for each individual application.

Your research statement should situate your work within the larger context of your field and show how your works contributes to, complicates, or counters other work being done. It should be written for an audience of other professionals in your field.

What Should It Include?

Your statement should start by articulating the broader field that you are working within and the larger question or questions that you are interested in answering. It should then move to articulate your specific interest.

The body of your statement should include a brief history of your past research . What questions did you initially set out to answer in your research project? What did you find? How did it contribute to your field? (i.e. did it lead to academic publications, conferences, or collaborations?). How did your past research propel you forward?

It should also address your present research . What questions are you actively trying to solve? What have you found so far? How are you connecting your research to the larger academic conversation? (i.e. do you have any publications under review, upcoming conferences, or other professional engagements?) What are the larger implications of your work?

Finally, it should describe the future trajectory on which you intend to take your research. What further questions do you want to solve? How do you intend to find answers to these questions? How can the institution to which you are applying help you in that process? What are the broader implications of your potential results?

Note: Make sure that the research project that you propose can be completed at the institution to which you are applying.

Other Considerations:

• What is the primary question that you have tried to address over the course of your academic career? Why is this question important to the field? How has each stage of your work related to that question?
• Include a few specific examples that show your success. What tangible solutions have you found to the question that you were trying to answer? How have your solutions impacted the larger field? Examples can include references to published findings, conference presentations, or other professional involvement.
• Be confident about your skills and abilities. The research statement is your opportunity to sell yourself to an institution. Show that you are self-motivated and passionate about your project.

/images/cornell/logo35pt_cornell_white.svg" alt="what's a research statement"> Cornell University --> Graduate School

Research statement, what is a research statement.

The research statement (or statement of research interests) is a common component of academic job applications. It is a summary of your research accomplishments, current work, and future direction and potential of your work.

The statement can discuss specific issues such as:

• funding history and potential
• requirements for laboratory equipment and space and other resources
• potential research and industrial collaborations
• how your research contributes to your field
• future direction of your research

The research statement should be technical, but should be intelligible to all members of the department, including those outside your subdiscipline. So keep the “big picture” in mind. The strongest research statements present a readable, compelling, and realistic research agenda that fits well with the needs, facilities, and goals of the department.

Research statements can be weakened by:

• overly ambitious proposals
• lack of clear direction
• lack of big-picture focus
• inadequate attention to the needs and facilities of the department or position

Why a Research Statement?

• It conveys to search committees the pieces of your professional identity and charts the course of your scholarly journey.
• It communicates a sense that your research will follow logically from what you have done and that it will be different, important, and innovative.
• It gives a context for your research interests—Why does your research matter? The so what?
• It combines your achievements and current work with the proposal for upcoming research.
• areas of specialty and expertise
• potential to get funding
• academic strengths and abilities
• compatibility with the department or school
• ability to think and communicate like a serious scholar and/or scientist

Formatting of Research Statements

The goal of the research statement is to introduce yourself to a search committee, which will probably contain scientists both in and outside your field, and get them excited about your research. To encourage people to read it:

• make it one or two pages, three at most
• use informative section headings and subheadings
• use bullets
• use an easily readable font size
• make the margins a reasonable size

Organization of Research Statements

Think of the overarching theme guiding your main research subject area. Write an essay that lays out:

• The main theme(s) and why it is important and what specific skills you use to attack the problem.
• A few specific examples of problems you have already solved with success to build credibility and inform people outside your field about what you do.
• A discussion of the future direction of your research. This section should be really exciting to people both in and outside your field. Don’t sell yourself short; if you think your research could lead to answers for big important questions, say so!
• A final paragraph that gives a good overall impression of your research.

Writing Research Statements

• Avoid jargon. Make sure that you describe your research in language that many people outside your specific subject area can understand. Ask people both in and outside your field to read it before you send your application. A search committee won’t get excited about something they can’t understand.
• Write as clearly, concisely, and concretely as you can.
• Keep it at a summary level; give more detail in the job talk.
• Ask others to proofread it. Be sure there are no spelling errors.
• Convince the search committee not only that you are knowledgeable, but that you are the right person to carry out the research.
• Include information that sets you apart (e.g., publication in  Science, Nature,  or a prestigious journal in your field).
• What excites you about your research? Sound fresh.
• Include preliminary results and how to build on results.
• Point out how current faculty may become future partners.
• Acknowledge the work of others.
• Use language that shows you are an independent researcher.
• BUT focus on your research work, not yourself.
• Include potential funding partners and industrial collaborations. Be creative!
• Provide a summary of your research.
• Put in background material to give the context/relevance/significance of your research.
• List major findings, outcomes, and implications.
• Describe both current and planned (future) research.
• Communicate a sense that your research will follow logically from what you have done and that it will be unique, significant, and innovative (and easy to fund).

Describe Your Future Goals or Research Plans

• Major problem(s) you want to focus on in your research.
• The problem’s relevance and significance to the field.
• Your specific goals for the next three to five years, including potential impact and outcomes.
• If you know what a particular agency funds, you can name the agency and briefly outline a proposal.
• Give broad enough goals so that if one area doesn’t get funded, you can pursue other research goals and funding.

Identify Potential Funding Sources

• Almost every institution wants to know whether you’ll be able to get external funding for research.
• Try to provide some possible sources of funding for the research, such as NIH, NSF, foundations, private agencies.
• Mention past funding, if appropriate.

Be Realistic

There is a delicate balance between a realistic research statement where you promise to work on problems you really think you can solve and over-reaching or dabbling in too many subject areas. Select an over-arching theme for your research statement and leave miscellaneous ideas or projects out. Everyone knows that you will work on more than what you mention in this statement.

Consider Also Preparing a Longer Version

• A longer version (five–15 pages) can be brought to your interview. (Check with your advisor to see if this is necessary.)
• You may be asked to describe research plans and budget in detail at the campus interview. Be prepared.
• Include laboratory needs (how much budget you need for equipment, how many grad assistants, etc.) to start up the research.

Samples of Research Statements

To find sample research statements with content specific to your discipline, search on the internet for your discipline + “Research Statement.”

• University of Pennsylvania Sample Research Statement
• Advice on writing a Research Statement (Plan) from the journal  Science

• Enhancing Student Success
• Innovative Research
• Alumni Success
• About NC State

How to Construct a Compelling Research Statement

A research statement is a critical document for prospective faculty applicants. This document allows applicants to convey to their future colleagues the importance and impact of their past and, most importantly, future research. You as an applicant should use this document to lay out your planned research for the next few years, making sure to outline how your planned research contributes to your field.

Some general guidelines

(from Carleton University )

An effective research statement accomplishes three key goals:

• It clearly presents your scholarship in nonspecialist terms;
• It places your research in a broader context, scientifically and societally; and
• It lays out a clear road map for future accomplishments in the new setting (the institution to which you’re applying).

Another way to think about the success of your research statement is to consider whether, after reading it, a reader is able to answer these questions:

• What do you do (what are your major accomplishments; what techniques do you use; how have you added to your field)?
• Why is your work important (why should both other scientists and nonscientists care)?
• Where is it going in the future (what are the next steps; how will you carry them out in your new job; does your research plan meet the requirements for tenure at this institution)?

1. Make your statement reader-friendly

A typical faculty application call can easily receive 200+ applicants. As such, you need to make all your application documents reader-friendly. Use headings and subheadings to organize your ideas and leave white space between sections.

In addition, you may want to include figures and diagrams in your research statement that capture key findings or concepts so a reader can quickly determine what you are studying and why it is important. A wall of text in your research statement should be avoided at all costs. Rather, a research statement that is concise and thoughtfully laid out demonstrates to hiring committees that you can organize ideas in a coherent and easy-to-understand manner.

Also, this presentation demonstrates your ability to develop competitive funding applications (see more in next section), which is critical for success in a research-intensive faculty position.

2. Be sure to touch on the fundability of your planned research work

Another goal of your research statement is to make the case for why your planned research is fundable. You may get different opinions here, but I would recommend citing open or planned funding opportunities at federal agencies or other funders that you plan to submit to. You might also use open funding calls as a way to demonstrate that your planned research is in an area receiving funding prioritization by various agencies.

If you are looking for funding, check out this list of funding resources on my personal website. Another great way to look for funding is to use NIH Reporter and NSF award search .

3. Draft the statement and get feedback early and often

I can tell you from personal experience that it takes time to refine a strong research statement. I went on the faculty job market two years in a row and found my second year materials to be much stronger. You need time to read, review and reflect on your statements and documents to really make them stand out.

It is important to have your supervisor and other faculty read and give feedback on your critical application documents and especially your research statement. Also, finding peers to provide feedback and in return giving them feedback on their documents is very helpful. Seek out communities of support such as Future PI Slack to find peer reviewers (and get a lot of great application advice) if needed.

4. Share with nonexperts to assess your writing’s clarity

Additionally, you may want to consider sharing your job materials, including your research statement, with non-experts to assess clarity. For example, NC State’s Professional Development Team offers an Academic Packways: Gearing Up for Faculty program each year where you can get feedback on your application documents from individuals working in a variety of areas. You can also ask classmates and colleagues working in different areas to review your research statement. The more feedback you can receive on your materials through formal or informal means, the better.

5. Tailor your statement to the institution

It is critical in your research statement to mention how you will make use of core facilities or resources at the institution you are applying to. If you need particular research infrastructure to do your work and the institution has it, you should mention that in your statement. Something to the effect of: “The presence of the XXX core facility at YYY University will greatly facilitate my lab’s ability to investigate this important process.”

Mentioning core facilities and resources at the target institution shows you have done your research, which is critical in demonstrating your interest in that institution.

Finally, think about the resources available at the institution you are applying to. If you are applying to a primarily undergraduate-serving institution, you will want to be sure you propose a research program that could reasonably take place with undergraduate students, working mostly in the summer and utilizing core facilities that may be limited or require external collaborations.

Undergraduate-serving institutions will value research projects that meaningfully involve students. Proposing overly ambitious research at a primarily undergraduate institution is a recipe for rejection as the institution will read your application as out of touch … that either you didn’t do the work to research them or that you are applying to them as a “backup” to research-intensive positions.

You should carefully think about how to restructure your research statements if you are applying to both primarily undergraduate-serving and research-intensive institutions. For examples of how I framed my research statement for faculty applications at each type of institution, see my personal website ( undergraduate-serving ; research-intensive research statements).

6. Be yourself, not who you think the search committee wants

In the end, a research statement allows you to think critically about where you see your research going in the future. What are you excited about studying based on your previous work? How will you go about answering the unanswered questions in your field? What agencies and initiatives are funding your type of research? If you develop your research statement from these core questions, your passion and commitment to the work will surely shine through.

A closing thought: Be yourself, not who you think the search committee wants. If you try to frame yourself as someone you really aren’t, you are setting the hiring institution and you up for disappointment. You want a university to hire you because they like you, the work you have done, and the work you want to do, not some filtered or idealized version of you.

So, put your true self out there, and realize you want to find the right institutional fit for you and your research. This all takes time and effort. The earlier you start and the more reflection and feedback you get on your research statement and remaining application documents, the better you can present the true you to potential employers.

More Advice on Faculty Job Application Documents on ImPACKful

How to write a better academic cover letter

Tips on writing an effective teaching statement

More Resources

See here for samples of a variety of application materials from UCSF.

• Rules of the (Social Sciences & Humanities) Research Statement
• CMU’s Writing a Research Statement
• UW’s Academic Careers: Research Statements
• Developing a Winning Research Statement (UCSF)
• Academic Packways
• ImPACKful Tips

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How to Write a Research Statement

Last Updated: May 19, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 64,563 times.

The research statement is a very common component of job applications in academia. The statement provides a summary of your research experience, interests, and agenda for reviewers to use to assess your candidacy for a position. Because the research statement introduces you as a researcher to the people reviewing your job application, it’s important to make the statement as impressive as possible. After you’ve planned out what you want to say, all you have to do is write your research statement with the right structure, style, and formatting!

Research Statement Outline and Example

Planning Your Research Statement

• For example, some of the major themes of your research might be slavery and race in the 18th century, the efficacy of cancer treatments, or the reproductive cycles of different species of crab.
• You may have several small questions that guide specific aspects of your research. Write all of these questions out, then see if you can formulate a broader question that encapsulates all of these smaller questions.

• For example, if your work is on x-ray technology, describe how your research has filled any knowledge gaps in your field, as well as how it could be applied to x-ray machines in hospitals.
• It’s important to be able to articulate why your research should matter to people who don’t study what you study to generate interest in your research outside your field. This is very helpful when you go to apply for grants for future research.

• Explain why these are the things you want to research next. Do your best to link your prior research to what you hope to study in the future. This will help give your reviewer a deeper sense of what motivates your research and why it matters.

• For example, if your research was historical and the documents you needed to answer your question didn’t exist, describe how you managed to pursue your research agenda using other types of documents.

• Some skills you might be able to highlight include experience working with digital archives, knowledge of a foreign language, or the ability to work collaboratively. When you're describing your skills, use specific, action-oriented words, rather than just personality traits. For example, you might write "speak Spanish" or "handled digital files."
• Don’t be modest about describing your skills. You want your research statement to impress whoever is reading it.

Structuring and Writing the Statement

• Because this section summarizes the rest of your research statement, you may want to write the executive summary after you’ve written the other sections first.
• Write your executive summary so that if the reviewer chooses to only read this section instead of your whole statement, they will still learn everything they need to know about you as an applicant.
• Make sure that you only include factual information that you can prove or demonstrate. Don't embellish or editorialize your experience to make it seem like it's more than it is.

• If you received a postdoctoral fellowship, describe your postdoc research in this section as well.
• If at all possible, include research in this section that goes beyond just your thesis or dissertation. Your application will be much stronger if reviewers see you as a researcher in a more general sense than as just a student.

• Again, as with the section on your graduate research, be sure to include a description of why this research matters and what relevant skills you bring to bear on it.
• If you’re still in graduate school, you can omit this section.

• Be realistic in describing your future research projects. Don’t describe potential projects or interests that are extremely different from your current projects. If all of your research to this point has been on the American civil war, future research projects in microbiology will sound very farfetched.

• For example, add a sentence that says “Dr. Jameson’s work on the study of slavery in colonial Georgia has served as an inspiration for my own work on slavery in South Carolina. I would welcome the opportunity to be able to collaborate with her on future research projects.”

• For example, if your research focuses on the history of Philadelphia, add a sentence to the paragraph on your future research projects that says, “I believe based on my work that I would be a very strong candidate to receive a Balch Fellowship from the Historical Society of Pennsylvania.”
• If you’ve received funding for your research in the past, mention this as well.

• Typically, your research statement should be about 1-2 pages long if you're applying for a humanities or social sciences position. For a position in psychology or the hard sciences, your research statement may be 3-4 pages long.
• Although you may think that having a longer research statement makes you seem more impressive, it’s more important that the reviewer actually read the statement. If it seems too long, they may just skip it, which will hurt your application.

Formatting and Editing

• For example, instead of saying, “This part of my research was super hard,” say, “I found this obstacle to be particularly challenging.”

• For example, if your research is primarily in anthropology, refrain from using phrases like “Gini coefficient” or “moiety.” Only use phrases that someone in a different field would probably be familiar with, such as “cultural construct,” “egalitarian,” or “social division.”
• If you have trusted friends or colleagues in fields other than your own, ask them to read your statement for you to make sure you don’t use any words or concepts that they can’t understand.

• For example, when describing your dissertation, say, “I hypothesized that…” When describing your future research projects, say, “I intend to…” or “My aim is to research…”

• At the same time, don’t make your font too big. If you write your research statement in a font larger than 12, you run the risk of appearing unprofessional.

• For instance, if you completed a postdoc, use subheadings in the section on previous research experience to delineate the research you did in graduate school and the research you did during your fellowship.

Expert Q&A

You might also like.

• ↑ https://owl.purdue.edu/owl/general_writing/graduate_school_applications/writing_a_research_statement.html
• ↑ https://www.cmu.edu/student-success/other-resources/handouts/comm-supp-pdfs/writing-research-statement.pdf
• ↑ https://postdocs.cornell.edu/research-statement
• ↑ https://gradschool.cornell.edu/academic-progress/pathways-to-success/prepare-for-your-career/take-action/research-statement/
• ↑ https://libguides.usc.edu/writingguide/executivesummary
• ↑ https://www.niu.edu/writingtutorial/style/formal-and-informal-style.shtml
• ↑ https://www.unl.edu/gradstudies/connections/writing-about-your-research-verb-tense
• ↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/editing-and-proofreading-techniques

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How to Write a Research Statement

• Experimental Psychology

Task #1: Understand the Purpose of the Research Statement

The primary mistake people make when writing a research statement is that they fail to appreciate its purpose. The purpose isn’t simply to list and briefly describe all the projects that you’ve completed, as though you’re a museum docent and your research publications are the exhibits. “Here, we see a pen and watercolor self-portrait of the artist. This painting is the earliest known likeness of the artist. It captures the artist’s melancholic temperament … Next, we see a steel engraving. This engraving has appeared in almost every illustrated publication of Mary Shelley’s Frankenstein and has also appeared as the television studio back-drop for the …”

Similar to touring through a museum, we’ve read through research statements that narrate a researcher’s projects: “My dissertation examined the ways in which preschool-age children’s memory for a novel event was shaped by the verbal dialogue they shared with trained experimenters. The focus was on the important use of what we call elaborative conversational techniques … I have recently launched another project that represents my continued commitment to experimental methods and is yet another extension of the ways in which we can explore the role of conversational engagement during novel events … In addition to my current experimental work, I am also involved in a large-scale collaborative longitudinal project …”

Treating your research statement as though it’s a narrated walk through your vita does let you describe each of your projects (or publications). But the format is boring, and the statement doesn’t tell us much more than if we had the abstracts of each of your papers. Most problematic, treating your research statement as though it’s a narrated walk through your vita misses the primary purpose of the research statement, which is to make a persuasive case about the importance of your completed work and the excitement of your future trajectory.

Writing a persuasive case about your research means setting the stage for why the questions you are investigating are important. Writing a persuasive case about your research means engaging your audience so that they want to learn more about the answers you are discovering. How do you do that? You do that by crafting a coherent story.

Task #2: Tell a Story

Surpass the narrated-vita format and use either an Op-Ed format or a Detective Story format. The Op-Ed format is your basic five-paragraph persuasive essay format:

First paragraph (introduction):

• broad sentence or two introducing your research topic;
• thesis sentence, the position you want to prove (e.g., my research is important); and
• organization sentence that briefly overviews your three bodies of evidence (e.g., my research is important because a, b, and c).

Second, third, and fourth paragraphs (each covering a body of evidence that will prove your position):

• topic sentence (about one body of evidence);
• fact to support claim in topic sentence;
• another fact to support claim in topic sentence;
• another fact to support claim in topic sentence; and
• analysis/transition sentence.

Fifth paragraph (synopsis and conclusion):

• sentence that restates your thesis (e.g., my research is important);
• three sentences that restate your topic sentences from second, third, and fourth paragraph (e.g., my research is important because a, b, and c); and
• analysis/conclusion sentence.

Although the five-paragraph persuasive essay format feels formulaic, it works. It’s used in just about every successful op-ed ever published. And like all good recipes, it can be doubled. Want a 10-paragraph, rather than five-paragraph research statement? Double the amount of each component. Take two paragraphs to introduce the point you’re going to prove. Take two paragraphs to synthesize and conclude. And in the middle, either raise six points of evidence, with a paragraph for each, or take two paragraphs to supply evidence for each of three points. The op-ed format works incredibly well for writing persuasive essays, which is what your research statement should be.

The Detective Story format is more difficult to write, but it’s more enjoyable to read. Whereas the op-ed format works off deductive reasoning, the Detective Story format works off inductive reasoning. The Detective Story does not start with your thesis statement (“hire/retain/promote/ award/honor me because I’m a talented developmental/cognitive/social/clinical/biological/perception psychologist”). Rather, the Detective Story starts with your broad, overarching research question. For example, how do babies learn their native languages? How do we remember autobiographical information? Why do we favor people who are most similar to ourselves? How do we perceive depth? What’s the best way to treat depression? How does the stress we experience every day affect our long-term health?

Because it’s your research statement, you can personalize that overarching question. A great example of a personalized overarching question occurs in the opening paragraph of George Miller’s (1956) article, “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information.”

My problem is that I have been persecuted by an integer. For seven years this number has followed me around, has intruded in my most private data, and has assaulted me from the pages of our most public journals. This number assumes a variety of disguises, being sometimes a little larger and sometimes a little smaller than usual, but never changing so much as to be unrecognizable. The persistence with which this number plagues me is far more than a random accident. There is, to quote a famous senator, a design behind it, some pattern governing its appearances. Either there really is something unusual about the number or else I am suffering from delusions of persecution. I shall begin my case history by telling you about some experiments that tested how accurately people can assign numbers to the magnitudes of various aspects of a stimulus. …

In case you think the above opening was to a newsletter piece or some other low-visibility outlet, it wasn’t. Those opening paragraphs are from a Psych Review article, which has been cited nearly 16,000 times. Science can be personalized. Another example of using the Detective Story format, which opens with your broad research question and personalizes it, is the opening paragraph of a research statement from a chemist:

I became interested in inorganic chemistry because of one element: Boron. The cage structures and complexity of boron hydrides have fascinated my fellow Boron chemists for more than 40 years — and me for more than a decade. Boron is only one element away from carbon, yet its reactivity is dramatically different. I research why.

When truest to the genre of Detective Story format, the full answer to your introductory question won’t be available until the end of your statement — just like a reader doesn’t know whodunit until the last chapter of a mystery. Along the way, clues to the answer are provided, and false leads are ruled out, which keeps readers turning the pages. In the same way, writing your research statement in the Detective Story format will keep members of the hiring committee, the review committee, and the awards panel reading until the last paragraph.

Task #3: Envision Each Audience

The second mistake people make when writing their research statements is that they write for the specialist, as though they’re talking to another member of their lab. But in most cases, the audience for your research statement won’t be well-informed specialists. Therefore, you need to convey the importance of your work and the contribution of your research without getting bogged down in jargon. Some details are important, but an intelligent reader outside your area of study should be able to understand every word of your research statement.

Because research statements are most often included in academic job applications, tenure and promotion evaluations, and award nominations, we’ll talk about how to envision the audiences for each of these contexts.

Job Applications . Even in the largest department, it’s doubtful that more than a couple of people will know the intricacies of your research area as well as you do. And those two or three people are unlikely to have carte blanche authority on hiring. Rather, in most departments, the decision is made by the entire department. In smaller departments, there’s probably no one else in your research area; that’s why they have a search going on. Therefore, the target audience for your research statement in a job application comprises other psychologists, but not psychologists who study what you study (the way you study it).

Envision this target audience explicitly.Think of one of your fellow graduate students or post docs who’s in another area (e.g., if you’re in developmental, think of your friend in biological). Envision what that person will — and won’t — know about the questions you’re asking in your research, the methods you’re using, the statistics you’re employing, and — most importantly — the jargon that you usually use to describe all of this. Write your research statement so that this graduate student or post doc in another area in psychology will not only understand your research statement, but also find your work interesting and exciting.

Tenure Review . During the tenure review process, your research statement will have two target audiences: members of your department and, if your tenure case receives a positive vote in the department, members of the university at large. For envisioning the first audience, follow the advice given above for writing a research statement for a job application. Think of one of your departmental colleagues in another area (e.g., if you’re in developmental, think of your friend in biological). Write in such a way that the colleague in another area in psychology will understand every word  — and find the work interesting. (This advice also applies to writing research statements for annual reviews, for which the review is conducted in the department and usually by all members of the department.)

For the second stage of the tenure process, when your research statement is read by members of the university at large, you’re going to have to scale it down a notch. (And yes, we are suggesting that you write two different statements: one for your department’s review and one for the university’s review, because the audiences differ. And you should always write with an explicit target audience in mind.) For the audience that comprises the entire university, envision a faculty friend in another department. Think political science or economics or sociology, because your statement will be read by political scientists, economists, and sociologists. It’s an art to hit the perfect pitch of being understood by such a wide range of scholars without being trivial, but it’s achievable.

Award Nominations . Members of award selection committees are unlikely to be specialists in your immediate field. Depending on the award, they might not even be members of your discipline. Find out the typical constitution of the selection committee for each award nomination you submit, and tailor your statement accordingly.

Task #4: Be Succinct

When writing a research statement, many people go on for far too long. Consider three pages a maximum, and aim for two. Use subheadings to help break up the wall of text. You might also embed a well-designed figure or graph, if it will help you make a point. (If so, use wrap-around text, and make sure that your figure has its axes labeled.)

And don’t use those undergraduate tricks of trying to cram more in by reducing the margins or the font size. Undoubtedly, most of the people reading your research statement will be older than you, and we old folks don’t like reading small fonts. It makes us crabby, and that’s the last thing you want us to be when we’re reading your research statement.

Nice piece of information. I will keep in mind while writing my research statement

Thank you so much for your guidance.

HOSSEIN DIVAN-BEIGI

Absolutely agree! I also want to add that: On the one hand it`s easy to write good research personal statement, but on the other hand it`s a little bit difficult to summarize all minds and as result the main idea of the statement could be incomprehensible. It also seems like a challenge for those guys, who aren`t native speakers. That`s why you should prepare carefully for this kind of statement to target your goals.

How do you write an action research topic?? An then stAte the problem an purpose for an action research. Can I get an example on language development?? Please I need some help.

Thankyou I now have idea to come up with the research statement. If I need help I will inform you …

much appreciated

Just like Boote & Beile (2005) explained “Doctors before researchers” because of the importance of the dissertation literature review in research groundwork.

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About the Authors

Morton Ann Gernsbacher , APS Past President, is the Vilas Research Professor and Sir Frederic Bartlett Professor at the University of Wisconsin-Madison. She can be contacted at [email protected]. Patricia G. Devine , a Past APS Board Member, is Chair of the Department of Psychology at the University of Wisconsin-Madison. She can be contacted at [email protected].

Careers Up Close: Joel Anderson on Gender and Sexual Prejudices, the Freedoms of Academic Research, and the Importance of Collaboration

Joel Anderson, a senior research fellow at both Australian Catholic University and La Trobe University, researches group processes, with a specific interest on prejudice, stigma, and stereotypes.

Experimental Methods Are Not Neutral Tools

Ana Sofia Morais and Ralph Hertwig explain how experimental psychologists have painted too negative a picture of human rationality, and how their pessimism is rooted in a seemingly mundane detail: methodological choices. 

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Writing a Research Statement

What is a research statement.

A research statement is a short document that provides a brief history of your past research experience, the current state of your research, and the future work you intend to complete.

The research statement is a common component of a potential student's application for post-undergraduate study. The research statement is often the primary way for departments and faculty to determine if a student's interests and past experience make them a good fit for their program/institution.

Although many programs ask for ‘personal statements,' these are not really meant to be biographies or life stories. What we, at Tufts Psychology, hope to find out is how well your abilities, interests, experiences and goals would fit within our program.

We encourage you to illustrate how your lived experience demonstrates qualities that are critical to success in pursuing a PhD in our program. Earning a PhD in any program is hard! Thus, as you are relaying your past, present, and future research interests, we are interested in learning how your lived experiences showcase the following:

• Perseverance
• Resilience in the face of difficulty
• Motivation to undertake intensive research training
• Involvement in efforts to promote equity and inclusion in your professional and/or personal life
• Unique perspectives that enrich the research questions you ask, the methods you use, and the communities to whom your research applies

How Do I Even Start Writing One?

Before you begin your statement, read as much as possible about our program so you can tailor your statement and convince the admissions committee that you will be a good fit.

Prepare an outline of the topics you want to cover (e.g., professional objectives and personal background) and list supporting material under each main topic. Write a rough draft in which you transform your outline into prose. Set it aside and read it a week later. If it still sounds good, go to the next stage. If not, rewrite it until it sounds right.

Do not feel bad if you do not have a great deal of experience in psychology to write about; no one who is about to graduate from college does. Do explain your relevant experiences (e.g., internships or research projects), but do not try to turn them into events of cosmic proportion. Be honest, sincere, and objective.

What Information Should It Include?

Your research statement should describe your previous experience, how that experience will facilitate your graduate education in our department, and why you are choosing to pursue graduate education in our department. Your goal should be to demonstrate how well you will fit in our program and in a specific laboratory.

Make sure to link your research interests to the expertise and research programs of faculty here. Identify at least one faculty member with whom you would like to work. Make sure that person is accepting graduate students when you apply. Read some of their papers and describe how you think the research could be extended in one or more novel directions. Again, specificity is a good idea.

Make sure to describe your relevant experience (e.g., honors thesis, research assistantship) in specific detail. If you have worked on a research project, discuss that project in detail. Your research statement should describe what you did on the project and how your role impacted your understanding of the research question.

Describe the concrete skills you have acquired prior to graduate school and the skills you hope to acquire.

Articulate why you want to pursue a graduate degree at our institution and with specific faculty in our department.

Make sure to clearly state your core research interests and explain why you think they are scientifically and/or practically important. Again, be specific.

What Should It Look Like?

Your final statement should be succinct. You should be sure to thoroughly read and follow the length and content requirements for each individual application. Finally, stick to the points requested by each program, and avoid lengthy personal or philosophical discussions.

How Do I Know if It is Ready?

Ask for feedback from at least one professor, preferably in the area you are interested in. Feedback from friends and family may also be useful. Many colleges and universities also have writing centers that are able to provide general feedback.

Of course, read and proofread the document multiple times. It is not always easy to be a thoughtful editor of your own work, so don't be afraid to ask for help.

Lastly, consider signing up to take part in the Application Statement Feedback Program . The program provides constructive feedback and editing support for the research statements of applicants to Psychology PhD programs in the United States.

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Writing an Effective Research Statement

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A research statement is a summary of research achievements and a proposal for upcoming research. It often includes both current aims and findings, and future goals. Research statements are usually requested as part of a relevant job application process, and often assist in the identification of appropriate applicants. Learn more about how to craft an effective research statement.

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Research Statements

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A research statement is used when applying for some academic faculty positions and research-intensive positions. A research statement is usually a single-spaced 1-2 page document that describes your research trajectory as a scholar, highlighting growth: from where you began to where you envision going in the next few years. Ultimately, research productivity, focus and future are the most highly scrutinized in academic faculty appointments, particularly at research-intensive universities. Tailor your research statement to the institution to which you are applying – if a university has a strong research focus, emphasize publications; if a university values teaching and research equally, consider ending with a paragraph about how your research complements your teaching and vice versa. Structures of these documents also varies by discipline. See two common structures below.

Structure One:

Introduction: The first paragraph should introduce your research interests in the context of your field, tying the research you have done so far to a distinct trajectory that will take you well into the future.

Summary Of Dissertation: This paragraph should summarize your doctoral research project. Try not to have too much language repetition across documents, such as your abstract or cover letter.

Contribution To Field And Publications: Describe the significance of your projects for your field. Detail any publications initiated from your independent doctoral or postdoctoral research. Additionally, include plans for future publications based on your thesis. Be specific about journals to which you should submit or university presses that might be interested in the book you could develop from your dissertation (if your field expects that). If you are writing a two-page research statement, this section would likely be more than one paragraph and cover your future publication plans in greater detail.

Second Project: If you are submitting a cover letter along with your research statement, then the committee may already have a paragraph describing your second project. In that case, use this space to discuss your second project in greater depth and the publication plans you envision for this project. Make sure you transition from your dissertation to your second large project smoothly – you want to give a sense of your cohesion as a scholar, but also to demonstrate your capacity to conceptualize innovative research that goes well beyond your dissertation project.

Wider Impact Of Research Agenda: Describe the broader significance of your work. What ties your research projects together? What impact do you want to make on your field? If you’re applying for a teaching-oriented institution, how would you connect your research with your teaching?

Structure Two:

25% Previous Research Experience: Describe your early work and how it solidified your interest in your field. How did these formative experiences influence your research interests and approach to research? Explain how this earlier work led to your current project(s).

25% Current Projects: Describe your dissertation/thesis project – this paragraph could be modeled on the first paragraph of your dissertation abstract since it covers all your bases: context, methodology, findings, significance. You could also mention grants/fellowships that funded the project, publications derived from this research, and publications that are currently being developed.

50% Future Work: Transition to how your current work informs your future research. Describe your next major project or projects and a realistic plan for accomplishing this work. What publications do you expect to come out of this research? The last part of the research statement should be customized to demonstrate the fit of your research agenda with the institution.

Department of Psychology

Writing a research statement.

Ten Tips for Writing a Compelling Research Statement (A non-exhaustive list)

1. Focus on your intellectual interests and professional goals.

• Although many programs ask for ‘personal statements’, these are not really meant to be biographies or life stories.  What we hope to find out is how well your abilities, interests, experiences and goals would fit within our program. 

2. Describe your relevant experience (e.g., honors thesis, research assistantship) in specific detail.

• If you have worked on a research project, what was the research question, what were the hypotheses, how were they tested, and what did you find?
• Being specific shows us that you really were a key part of the project and that you understand what you did!

3. Whenever possible, demonstrate rather than simply state your knowledge.

• Not very convincing: “In this project, I learned a great deal about the psychology of persuasion”
• More convincing: “In this project, I learned about the elaboration likelihood model of persuasion (Petty & Caccippo, 1986), and came to understand the importance of distinguishing between central and peripheral information processing when examining why different types of messages influence people."

4. Honestly identify concrete skills you would bring to graduate school, and also describe the skills you hope to acquire.

• For example: “I am familiar with conducting t-tests and ANOVAs in SPSS, but am eager to advance my statistical knowledge.  In particular, structural equation modelling will be an important technique to learn given the types of research questions I intend to pursue.”

5. Articulate why you want to pursue a graduate degree. 

• What are your career goals and how will pursuing a graduate degree advance them?

6. Articulate why you want to pursue a graduate degree at this specific institution !

• How can we help you achieve your goals?

7. Outline your core research interests and explain why you think they are scientifically and/or practically important.  Again, be specific.

• Not very convincing: “I am interested in investigating why people discriminate against others because discrimination is a very important social problem."
• More convincing: “I am interested in investigating why people discriminate against others.  In particular, I want to examine the role that implicit attitudes and stereotypes play in causing people to make biased decisions. Biased decisions – in hiring, promotion, law enforcement, and so on – can result in widespread societal disparities.  Research by Correll, Park, Judd and Wittenbrink (2007), for example, suggests that racial disparities in shootings of suspects may be partially due to automatically activated stereotypes…”

8. Link your research interests to the expertise and research programs of faculty here. 

• Identify at least one faculty member with whom you would like to work.
• Read some of their papers, and describe how you think the research could be extended in one or more novel directions.  Again, specificity is a good idea.
• This is where you really have the opportunity to demonstrate your fit to a program and your ability to think critically, creatively and generatively about research.

9. Ask at least one professor at your current (or prior) institution to give you feedback on your statement.

10. Proofread!  Or better yet, have a spelling and grammar-obsessed friend proofread your statement.

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A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

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Research statements for faculty job applications

The purpose of a research statement.

The main goal of a research statement is to walk the search committee through the evolution of your research, to highlight your research accomplishments, and to show where your research will be taking you next. To a certain extent, the next steps that you identify within your statement will also need to touch on how your research could benefit the institution to which you are applying. This might be in terms of grant money, faculty collaborations, involving students in your research, or developing new courses. Your CV will usually show a search committee where you have done your research, who your mentors have been, the titles of your various research projects, a list of your papers, and it may provide a very brief summary of what some of this research involves. However, there can be certain points of interest that a CV may not always address in enough detail.

• What got you interested in this research?
• What was the burning question that you set out to answer?
• What challenges did you encounter along the way, and how did you overcome these challenges?
• How can your research be applied?
• Why is your research important within your field?
• What direction will your research take you in next, and what new questions do you have?

While you may not have a good sense of where your research will ultimately lead you, you should have a sense of some of the possible destinations along the way. You want to be able to show a search committee that your research is moving forward and that you are moving forward along with it in terms of developing new skills and knowledge. Ultimately, your research statement should complement your cover letter, CV, and teaching philosophy to illustrate what makes you an ideal candidate for the job. The more clearly you can articulate the path your research has taken, and where it will take you in the future, the more convincing and interesting it will be to read.

Separate research statements are usually requested from researchers in engineering, social, physical, and life sciences, but can also be requested for researchers in the humanities. In many cases, however, the same information that is covered in the research statement is often integrated into the cover letter for many disciplines within the humanities and no separate research statement is requested within the job advertisement. Seek advice from current faculty and new hires about the conventions of your discipline if you are in doubt.

Timeline: Getting Started with your Research Statement

You can think of a research statement as having three distinct parts. The first part will focus on your past research, and can include the reasons you started your research, an explanation as to why the questions you originally asked are important in your field, and a summary some of the work you did to answer some of these early questions.

The middle part of the research statement focuses on your current research. How is this research different from previous work you have done, and what brought you to where you are today? You should still explain the questions you are trying to ask, and it is very important that you focus on some of the findings that you have (and cite some of the publications associated with these findings). In other words, do not talk about your research in abstract terms, make sure that you explain your actual results and findings (even if these may not be entirely complete when you are applying for faculty positions), and mention why these results are significant.

The final part of your research statement should build on the first two parts. Yes, you have asked good questions, and used good methods to find some answers, but how will you now use this foundation to take you into your future? Since you are hoping that your future will be at one of the institutions to which you are applying, you should provide some convincing reasons why your future research will be possible at each institution, and why it will be beneficial to that institution, or to the students at that institution.

While you are focusing on the past, present, and future or your research, and tailoring it to each institution, you should also think about the length of your statement and how detailed or specific you make the descriptions of your research. Think about who will be reading it. Will they all understand the jargon you are using? Are they experts in the subject, or experts in a range of related subjects? Can you go into very specific detail, or do you need to talk about your research in broader terms that make sense to people outside of your research field focusing on the common ground that might exist? Additionally, you should make sure that your future research plans differ from those of your PI or advisor, as you need to be seen as an independent researcher. Identify 4-5 specific aims that can be divided into short-term and long-term goals. You can give some idea of a 5-year research plan that includes the studies you want to perform, but also mention your long-term plans, so that the search committee knows that this is not a finite project.

Another important consideration when writing about your research is realizing that you do not perform research in a vacuum. When doing your research you may have worked within a team environment at some point, or sought out specific collaborations. You may have faced some serious challenges that required some creative problem-solving to overcome. While these aspects are not necessarily as important as your results and your papers or patents, they can help paint a picture of you as a well-rounded researcher who is likely to be successful in the future even if new problems arise, for example.

Follow these general steps to begin developing an effective research statement:

Step 1: Think about how and why you got started with your research. What motivated you to spend so much time on answering the questions you developed? If you can illustrate some of the enthusiasm you have for your subject, the search committee will likely assume that students and other faculty members will see this in you as well. People like to work with passionate and enthusiastic colleagues. Remember to focus on what you found, what questions you answered, and why your findings are significant. The research you completed in the past will have brought you to where you are today; also be sure to show how your research past and research present are connected. Explore some of the techniques and approaches you have successfully used in your research, and describe some of the challenges you overcame. What makes people interested in what you do, and how have you used your research as a tool for teaching or mentoring students? Integrating students into your research may be an important part of your future research at your target institutions. Conclude describing your current research by focusing on your findings, their importance, and what new questions they generate.

Step 2: Think about how you can tailor your research statement for each application. Familiarize yourself with the faculty at each institution, and explore the research that they have been performing. You should think about your future research in terms of the students at the institution. What opportunities can you imagine that would allow students to get involved in what you do to serve as a tool for teaching and training them, and to get them excited about your subject? Do not talk about your desire to work with graduate students if the institution only has undergraduates! You will also need to think about what equipment or resources that you might need to do your future research. Again, mention any resources that specific institutions have that you would be interested in utilizing (e.g., print materials, super electron microscopes, archived artwork). You can also mention what you hope to do with your current and future research in terms of publication (whether in journals or as a book), try to be as specific and honest as possible. Finally, be prepared to talk about how your future research can help bring in grants and other sources of funding, especially if you have a good track record of receiving awards and fellowships. Mention some grants that you know have been awarded to similar research, and state your intention to seek this type of funding.

Step 3: Ask faculty in your department if they are willing to share their own research statements with you. To a certain extent, there will be some subject-specific differences in what is expected from a research statement, and so it is always a good idea to see how others in your field have done it. You should try to draft your own research statement first before you review any statements shared with you. Your goal is to create a unique research statement that clearly highlights your abilities as a researcher.

Step 4: The research statement is typically a few (2-3) pages in length, depending on the number of images, illustrations, or graphs included.  Once you have completed the steps above, schedule an appointment with a career advisor to get feedback on your draft. You should also try to get faculty in your department to review your document if they are willing to do so.

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How To Write A Research Statement? Tips And Examples

A research statement is a brief description of the issue that a study wants to address or a condition it wants to improve. It’s also called a problem statement in research. Essentially, this description identifies a gap between an existing problem or state and the desired state or goal of a product or process. The focus is on facts and some people describe it as a claim to be proven right or wrong in a study.

What is a Problem Statement?

Perhaps, you’re still wondering, what is a problem statement in research and what purpose does it serve? Well, it can be defined as a concise description that guides the research and writing process. In organizations and businesses, this description is used to execute projects for improving processes.

A well-defined and simple statement can be used by a team in a project to understand a problem and develop a solution. It can also provide specific insights to the management when it comes to solving a problem.

When it comes to writing research papers, a statement of research claim is very important because it reveals the stance of the author on a topic to the readers. It tells the readers what a researcher aims to solve with their work and the questions they are attempting to answer.

In simple terms, the statement of research interests tells readers more about the existing knowledge gap, concern area, or deviation from the standard or norm that shows the need to further investigation or understanding.

What is the Purpose of a Research Statement?

Ultimately, the goal of this statement is o transform a problem that has been generalized into a well-defined, more targeted problem. This makes it a problem that a researcher can solve via careful decision-making and focused research. It’s, therefore, not surprising that some people call a study that has one purpose statement research. That’s because writing this statement identifies the purpose of the study.

In most cases, the research problem statement serves as the basis of an introductory section of a final proposal. It directs the attention of readers to the major issues that the project aims to address quickly. It also provides a concise statement of a proposed project to the readers. It shouldn’t be too long. One page is sufficient for a good research purpose statement.

Characteristics of a Good Thesis Statement for Research Paper

Perhaps, you want to know how to determine if your statement is ideal for a research paper. Here are some of the key characteristics of a good statement.

• It addresses an existing knowledge gap
• It is sufficiently significant to contribute to an existing research body
• It can lead to or call for further research
• It renders itself to an investigation via data collection (read more about academic sources)
• It provides an approach for solving the problem ethically
• It is interesting to the researcher and suitable for their skills, resources, and time.

After reading the statement of research interest, a reader should know what the paper or essay is all about. It should tell them what the author wants to accomplish by undertaking the research and writing exercise.

How to Write Research Statement

Every student should know how to write a statement of research. That’s because defining the problem is the first step of a research process. The focus should be on making this statement concrete and concise. Here’s how to write problem statement in research:

• What we already know. Put the research problem into context by telling your readers what is already known about the topic.
• What we want to know. Describe the issue precisely by telling the readers what your research wants to address or what we should know.
• Why we should know it. Show your readers why the problem is relevant. Tell them why they should know what they don’t know.
• What you will do to find out. Tell your readers about your research objectives. How will you reveal or find out about the unknown?

Essentially, writing this statement is about addressing the ‘W’ questions. To solve a problem, you must identify and understand it first. And that’s what this statement is all about. It reveals the problem to the readers and tells them more about it as well as how a study will attempt to solve it. To be effective, a thesis statement should have three major parts.

These are as follows:

• Part 1. This part describes an ideal situation or the desired goal. It explains the way things ought to be.
• Part 2. Describes the conditions that hinder the goal, value, or state in part 1 from being realized or achieved at the moment. It explains why the current situation is not ideal.
• Part 3. This section is about the consequences. It identifies how the researcher intends to improve the situation or move it near the ideal state.

Research Statement Samples

If this is the first time you’re writing this statement, you probably need a research statement sample to guide you. Here are samples that you can use as your writing guide:

Example 1 The goal of the Ministry of Youth is to allocate enterprise development money to the youth. The purpose of this money is to help the youth in starting entrepreneurial ventures for purposes of creating and expanding employment.

Example 2 Voter turnout in California has been decreasing over the last ten years. This is not the case in other parts of the country. Surveys conducted by the World Bank shows that the lowest turnout is among the people below the age of 25 years and low-income earners. Effective attempts to engage these groups in some regions have been made before. These include increased campaigns by political parties. However, these interventions have not born significant fruits.

Using the internet, a student can easily find a research statement example. This can guide them in composing a statement for their paper. However, learners should do more than just find an example of research statement. They should also study the characteristics of a good statement and how to compose one that serves its intended purpose properly.

Useful Tips

To come up with an effective statement, follow these simple but useful tips:

• Write your vision. Understand your vision to decide on the problem to solve. Also, include the reasons or benefits of solving a specific problem. This should make your vision come out concisely and clearly.
• Write the issue statement. Describe the issue or problem and reasons for solving it. Tell readers about the problem and specific issues that relate to it and why it should be solved.
• Organize the method. Show your readers how you intend to solve the stated problem. This is very important because you will use the method to convey various steps for solving the problem.
• Use the Ws. Focus on answering the W questions highlighted above. Make sure that every sentence that you include in your statement focuses on answering those questions.

Writing this statement is very important because it helps in focusing the research while creating a more guided and cohesive project. As such, knowing how to write a research statement can keep you focused on addressing specific issues in research and writing. That way, you avoid wasting time in detours and accomplish your goal faster. In case you might need professional research paper help , contact our academic writers.

Our expert team of authors can help you complete any task any time you need it. Sometimes every student need someone who can write a paper or essay for money. If you have bad understanding of the subject or, for example, poor writing skills, don’t be afraid to hire a professional writer. If you don’t want to put your grade at risk, ask our experts for a paper writing help. Just send a message “Please, do my assignment for me now!” and get your papers complete on time. 

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How to write a research statement

When you are applying for an academic position, you are often requested to write a research statement. A research statement is a document of typically 2-3 pages in which you describe your past, present, and future research.

Your past research experience can detail various projects you have worked on, the skills you learned, the publications that resulted from this work, and how this work was funded. For your present work, you can focus on a brief discussion of how you went from your past experience to your current project, and how it fits within the broader field. For your future work, you can discuss the main research line you would want to develop if you get hired by the institution where you are applying.

Since research statements are quite a standard part of an academic job application process, you can find various examples for different fields online. In this post, I have summarized my eight best tips for you:

1. Ask colleagues for examples

Ask colleagues in your field and at your goal institution for their examples of research statements, so that you get a better feeling of what is expected from you. You may get inspiration from typical examples that are available online, but you need to realize as well that each field and each university have their own preferences.

2. Read the instructions carefully

As with every type of application, you need to make sure you follow the instructions in terms of formatting and length to the letter. If your application does not follow the template, it may be headed for a straight rejection.

3. Explain why your research is important

When you discuss your research experience and plans for the future, make sure you explain the broader importance of your work. Why does your research matter? Which challenge for our society does your research contribute to, in one way or another?

4. Talk about funding and funding potential

Through which institutions have you obtained funding so far? How is your experience in terms of applying for funding? Have you worked in consortia yet in the past? All of these topics can be important to address to let the search committee know that you have experience with obtaining funding, and if you don’t have experience yet, that you have outlined where you will apply and how you will get support to get your proposals checked by somebody who can give you good advice before submission.

5. Write for a broad search committee

Academic search committees may bring together people from various fields, so try to write clearly and avoid jargon. Any person on the committee should be able to understand the topic you are working on, why it matters, and – at large- why you would be a good hire for them.

6. Show consistency in your career

Try to explain how you went from past to current research, and how you plan to continue in the future. This type of consistency does not mean that you need to be working on one single topic your entire research career, but means you show how you have built up skills and how you plan to use these for your future research topics.

7. Set realistic goals for the future

Avoid being vague and setting extremely lofty goals for your future research. Instead, show that you can tackle a realistic topic, based on your career trajectory, but that has significant impact as well. Make it as precise and detailed as possible.

8. Tailor to the institution

Part of being realistic, is tailoring your research statement to the institution as well. It’s tempting to make a single academic job application package and submit the same package to various institutions, but the search committee will notice this quickly. Tailor your application by explaining, for example, how your skills would be complementary to those in the institution, or how the laboratory facilities of this university would be a perfect match for the research you want to carry out.

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What is a Research Statement and How to Write it?

Table of Contents

If you choose to work as an academician, then you must submit a research statement as a part of your application process. Basically, a research statement will allow you to present a summary of your research experience. In addition to that, you can also showcase your professional growth and capabilities of continuing your research that aligns with the work of a university or college in front of a panel of hiring officers. The selection committee will usually contain numerous eminent scholars or scientists in your field and hence you should present an error-free research statement or else, your application will be canceled. In case, you are confused about how to write a powerful research statement, continue reading this blog. From here, you can learn everything about a research statement, its purpose, and the steps for writing it in a well-structured manner.

What is a Research Statement?

One of the many documents that you present while applying for an academic job is the research statement. If you are hunting for job vacancies in the academic field or searching online to learn how to write a research statement, you may find it in the name of the statement of research interests. To say in a few words, a research summary is a synopsis of the following elements:

• All that you achieved during your research
• Things that you are working on at present
• The direction in which you want to work in the future
• The aptitude of your work

Moreover, you can also discuss the various issues in your research statement. For example

• The history and potential of your funding
• Requisition for laboratory space, equipment, and other resources
• Probable collaborations of research and industry
• Contribution of your research to the field of study

Usually, all research papers are technical. However, anyone in the academic department or outside of the sub-discipline can understand the contents of the research statement. Hence, whenever you develop your paper, keep the objective of writing your document in mind. If you go through all the finest research statements, you will notice that they have a few qualities in common. It includes:

• High readability
• Practical outline of research

All these qualities are in line with the requirements, facilities, and objectives of the specific research department

However, a few features also weaken the value of the research statement. It includes:

• Exceedingly high proposal
• Ambiguous directions
• A shift of focus from the objective of the research statement
• Poor attention to the requirements and amenities of the department or position

The Purpose of Writing a Research Statement

If you know how to write a research paper, it can help you in several ways. Some of the most common ones include:

• You can share a brief of your professional identity with that of the research committee or your hiring manager. Moreover, you can help highlight the graph of your journey as a researcher.
• It gives the hiring committee the idea that you have followed a logical order while performing your research. Additionally, it also points out that singular and unique research is essential for your field of study.
• Readers can understand the context of your research. For example, what is the value of your research in your academic field and how does it impact the field of study
• It increases the scope of your future research in your academic field by combining your accomplishments with your current work
• The hiring committee can assess the following details:
• Area of your research and your expertise in the field
• Strengths and capabilities of your academics
• Compatibility of your research to the department or the academic institution
• Your communication or analysis skills as a researcher or scientist

Know How to Format Research Statements

As far as a job in the academic sector in the USA is concerned, there is no strict format to develop a research statement. However, if you keep the goal of writing a research statement in mind, you can easily identify how to write a research statement format. Remember, you will be placing a research statement to an employment committee of a university or college. The juries may include eminent researchers in and out of your academic field. Hence, you will aim to introduce yourself through your research statement. To achieve this goal more successfully, you must encourage the committee to read your paper.

Now, to increase the readability of the research statement, you must format your paper in the following way:

• Make a research statement of a maximum of 3 pages
• Place informative content under each heading or subheading
• Bullet the essential points
• Choose a font size that makes the text appear clearly on the page
• Maintain a reasonable margin around the page

How to Outline a Research Statement?

A research statement is not a long academic document. It must consist of the following 7 sections:

1.  An executive summary

In the first 1-2 paragraphs, include an executive summary. It should focus on the following details:

• Your published academic papers, journals, or research
• How do you plan your future research
• The eventual career goals

2.  Details of your graduation research

In the next 2 paragraphs, highlight the specific research projects that you took up in your graduate school. It should include all your graduation dissertation and thesis.

3.  Particulars of your present research

The third section incorporates all research you have performed after completing your graduation. The reviewers analyze your skill as a professional researcher from this section.

4.  Interests in future research

Build this section in just one paragraph. Talk about the various themes, questions, and ideas that you want to explore in the future as a member of the academic institution, if your application gets accepted. However, you may add another paragraph if you want to talk about multiple projects that you want to pursue.

5.  Compliments to other researchers

In this section, highlight how your research matches the different areas of work performed at the university.

6.  Point out the potential research funding partners

Conclude your research statement with a discussion on the various research grants, scholarships, and other funding resources that you can apply for during your journey with the academic institution.

What to Include in a Research Statement?

When you write a research paper include the following details:

• Persuade the jury that you are knowledgeable and the perfect candidate to perform the research
• Include the unique selling points of your scholarly qualities. For example, you can talk about your papers that have been in reputed journals based on science, nature, or another academic field
• Talk about all the things that you find interesting in your present research
• Incorporate the primary results and how to develop the results
• Include initial results and how to develop results.
• Indicate how current faculty can turn out to be future partners.
• Acknowledge others’ literary works.
• Use vocabulary that highlights you as an individual researcher through your research work.
• Include possible funding partners and industrial associations.
• Add a synopsis of your research.
• Put in background information to give the perspective of your research.
• List prominent findings, outcomes, and implications.
• Talk about both current and planned research.

How to Describe your Future Research Plans?

You cannot omit the future goals of your research when you write a research statement. Otherwise, the document will be incomplete. Therefore, when you describe a research statement, take care that you include the following details:

• Primary issues you want to concentrate on in your research.
• The relevance and significance of the problem to your academic field.
• Your detailed career goals for the next half of the decade years, as well as potential impact and outcomes. Mention broad goals to highlight that if one area of your research does not get enough funding, you can continue with other research goals

Research Statement Writing Tips

If you want to write a successful thesis statement, then consider these tips:

• Maintain a polite tone of writing throughout the document
• Unless you describe anything from the past, use the present tense throughout your paper.
• Single-space your paper,
• Use font sizes of 11 -12
• Employ descriptive headings
• Avoid writing technical jargon. If you use any subject-specific term, make sure to define it.
• Develop a clear, concise, and concrete statement.
• Proofread your document slowly before you submit it.

Read more: What is a Statement of Purpose and How to Write It?

Apart from following these tips, consider another essential thing – be realistic. Don’t state unattainable goals or talk about them. Only mention the over-arching themes that you can solve or achieve. Leave out other miscellaneous ideas.

Wrapping Up

We hope you are now clear about what a research statement means and how to write it effectively. Whenever you are about to submit an application for your graduate school or academic job, prepare a well-structured research statement as per the guidelines shared above. In case, you have any doubts about research statement preparation or if you lack the significant skills needed for research statement writing, call us immediately. On our platform, we have numerous research paper helpers to offer you premium-quality help with composing an outstanding research statement as per your needs at a nominal price.

Till now, with the assistance of the experts from our team, numerous job seekers and researchers have landed their dream jobs on the first attempt by submitting an attractive research statement and curriculum vitae. So, without any hesitation, just book your order on our website and get your work done on time.

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Two key brain systems are central to psychosis, Stanford Medicine-led study finds

When the brain has trouble filtering incoming information and predicting what’s likely to happen, psychosis can result, Stanford Medicine-led research shows.

April 11, 2024 - By Erin Digitale

People with psychosis have trouble filtering relevant information (mesh funnel) and predicting rewarding events (broken crystal ball), creating a complex inner world. Emily Moskal

Inside the brains of people with psychosis, two key systems are malfunctioning: a “filter” that directs attention toward important external events and internal thoughts, and a “predictor” composed of pathways that anticipate rewards.

Dysfunction of these systems makes it difficult to know what’s real, manifesting as hallucinations and delusions. 

The findings come from a Stanford Medicine-led study , published April 11 in  Molecular Psychiatry , that used brain scan data from children, teens and young adults with psychosis. The results confirm an existing theory of how breaks with reality occur.

“This work provides a good model for understanding the development and progression of schizophrenia, which is a challenging problem,” said lead author  Kaustubh Supekar , PhD, clinical associate professor of psychiatry and behavioral sciences.

The findings, observed in individuals with a rare genetic disease called 22q11.2 deletion syndrome who experience psychosis as well as in those with psychosis of unknown origin, advance scientists’ understanding of the underlying brain mechanisms and theoretical frameworks related to psychosis.

During psychosis, patients experience hallucinations, such as hearing voices, and hold delusional beliefs, such as thinking that people who are not real exist. Psychosis can occur on its own and isa hallmark of certain serious mental illnesses, including bipolar disorder and schizophrenia. Schizophrenia is also characterized by social withdrawal, disorganized thinking and speech, and a reduction in energy and motivation.

It is challenging to study how schizophrenia begins in the brain. The condition usually emerges in teens or young adults, most of whom soon begin taking antipsychotic medications to ease their symptoms. When researchers analyze brain scans from people with established schizophrenia, they cannot distinguish the effects of the disease from the effects of the medications. They also do not know how schizophrenia changes the brain as the disease progresses. 

To get an early view of the disease process, the Stanford Medicine team studied young people aged 6 to 39 with 22q11.2 deletion syndrome, a genetic condition with a 30% risk for psychosis, schizophrenia or both. 

Kaustubh Supekar

Brain function in 22q11.2 patients who have psychosis is similar to that in people with psychosis of unknown origin, they found. And these brain patterns matched what the researchers had previously theorized was generating psychosis symptoms.

“The brain patterns we identified support our theoretical models of how cognitive control systems malfunction in psychosis,” said senior study author  Vinod Menon , PhD, the Rachael L. and Walter F. Nichols, MD, Professor; a professor of psychiatry and behavioral sciences; and director of the  Stanford Cognitive and Systems Neuroscience Laboratory .

Thoughts that are not linked to reality can capture the brain’s cognitive control networks, he said. “This process derails the normal functioning of cognitive control, allowing intrusive thoughts to dominate, culminating in symptoms we recognize as psychosis.”

Cerebral sorting  

Normally, the brain’s cognitive filtering system — aka the salience network — works behind the scenes to selectively direct our attention to important internal thoughts and external events. With its help, we can dismiss irrational thoughts and unimportant events and focus on what’s real and meaningful to us, such as paying attention to traffic so we avoid a collision.

The ventral striatum, a small brain region, and associated brain pathways driven by dopamine, play an important role in predicting what will be rewarding or important. 

For the study, the researchers assembled as much functional MRI brain-scan data as possible from young people with 22q11.2 deletion syndrome, totaling 101 individuals scanned at three different universities. (The study also included brain scans from several comparison groups without 22q11.2 deletion syndrome: 120 people with early idiopathic psychosis, 101 people with autism, 123 with attention deficit/hyperactivity disorder and 411 healthy controls.) 

The genetic condition, characterized by deletion of part of the 22nd chromosome, affects 1 in every 2,000 to 4,000 people. In addition to the 30% risk of schizophrenia or psychosis, people with the syndrome can also have autism or attention deficit hyperactivity disorder, which is why these conditions were included in the comparison groups.

The researchers used a type of machine learning algorithm called a spatiotemporal deep neural network to characterize patterns of brain function in all patients with 22q11.2 deletion syndrome compared with healthy subjects. With a cohort of patients whose brains were scanned at the University of California, Los Angeles, they developed an algorithmic model that distinguished brain scans from people with 22q11.2 deletion syndrome versus those without it. The model predicted the syndrome with greater than 94% accuracy. They validated the model in additional groups of people with or without the genetic syndrome who had received brain scans at UC Davis and Pontificia Universidad Católica de Chile, showing that in these independent groups, the model sorted brain scans with 84% to 90% accuracy.

The researchers then used the model to investigate which brain features play the biggest role in psychosis. Prior studies of psychosis had not given consistent results, likely because their sample sizes were too small. 

Vinod Menon

Comparing brain scans from 22q11.2 deletion syndrome patients who had and did not have psychosis, the researchers showed that the brain areas contributing most to psychosis are the anterior insula (a key part of the salience network or “filter”) and the ventral striatum (the “reward predictor”); this was true for different cohorts of patients.

In comparing the brain features of people with 22q11.2 deletion syndrome and psychosis against people with psychosis of unknown origin, the model found significant overlap, indicating that these brain features are characteristic of psychosis in general.

A second mathematical model, trained to distinguish all subjects with 22q11.2 deletion syndrome and psychosis from those who have the genetic syndrome but without psychosis, selected brain scans from people with idiopathic psychosis with 77.5% accuracy, again supporting the idea that the brain’s filtering and predicting centers are key to psychosis.

Furthermore, this model was specific to psychosis: It could not classify people with idiopathic autism or ADHD.

“It was quite exciting to trace our steps back to our initial question — ‘What are the dysfunctional brain systems in schizophrenia?’ — and to discover similar patterns in this context,” Menon said. “At the neural level, the characteristics differentiating individuals with psychosis in 22q11.2 deletion syndrome are mirroring the pathways we’ve pinpointed in schizophrenia. This parallel reinforces our understanding of psychosis as a condition with identifiable and consistent brain signatures.” However, these brain signatures were not seen in people with the genetic syndrome but no psychosis, holding clues to future directions for research, he added.

Applications for treatment or prevention

In addition to supporting the scientists’ theory about how psychosis occurs, the findings have implications for understanding the condition — and possibly preventing it.

“One of my goals is to prevent or delay development of schizophrenia,” Supekar said. The fact that the new findings are consistent with the team’s prior research on which brain centers contribute most to schizophrenia in adults suggests there may be a way to prevent it, he said. “In schizophrenia, by the time of diagnosis, a lot of damage has already occurred in the brain, and it can be very difficult to change the course of the disease.”

“What we saw is that, early on, functional interactions among brain regions within the same brain systems are abnormal,” he added. “The abnormalities do not start when you are in your 20s; they are evident even when you are 7 or 8.”

Our discoveries underscore the importance of approaching people with psychosis with compassion.

The researchers plan to use existing treatments, such as transcranial magnetic stimulation or focused ultrasound, targeted at these brain centers in young people at risk of psychosis, such as those with 22q11.2 deletion syndrome or with two parents who have schizophrenia, to see if they prevent or delay the onset of the condition or lessen symptoms once they appear. 

The results also suggest that using functional MRI to monitor brain activity at the key centers could help scientists investigate how existing antipsychotic medications are working. 

Although it’s still puzzling why someone becomes untethered from reality — given how risky it seems for one’s well-being — the “how” is now understandable, Supekar said. “From a mechanistic point of view, it makes sense,” he said.

“Our discoveries underscore the importance of approaching people with psychosis with compassion,” Menon said, adding that his team hopes their work not only advances scientific understanding but also inspires a cultural shift toward empathy and support for those experiencing psychosis. 

“I recently had the privilege of engaging with individuals from our department’s early psychosis treatment group,” he said. “Their message was a clear and powerful: ‘We share more similarities than differences. Like anyone, we experience our own highs and lows.’ Their words were a heartfelt appeal for greater empathy and understanding toward those living with this condition. It was a call to view psychosis through a lens of empathy and solidarity.”

Researchers contributed to the study from UCLA, Clinica Alemana Universidad del Desarrollo, Pontificia Universidad Católica de Chile, the University of Oxford and UC Davis.

The study was funded by the Stanford Maternal and Child Health Research Institute’s Uytengsu-Hamilton 22q11 Neuropsychiatry Research Program, FONDEYCT (the National Fund for Scientific and Technological Development of the government of Chile), ANID-Chile (the Chilean National Agency for Research and Development) and the U.S. National Institutes of Health (grants AG072114, MH121069, MH085953 and MH101779).

About Stanford Medicine

Stanford Medicine is an integrated academic health system comprising the Stanford School of Medicine and adult and pediatric health care delivery systems. Together, they harness the full potential of biomedicine through collaborative research, education and clinical care for patients. For more information, please visit med.stanford.edu .

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Marine cloud brightening program studies clouds, aerosols and pathways to reduce climate risks.

Global climate change is about more than just greenhouse gas emissions — among the many complex systems that impact Earth’s climate, one of the most important is how much sunlight is reflected back into space by bright surfaces such as snow, ice and clouds. Clouds play a particularly powerful role in the climate system since they can change rapidly and have a strong effect on Earth’s reflectivity. That’s why researchers with the UW Marine Cloud Brightening Program , an international scientific initiative, are working to better understand clouds, and how both inadvertent and possibly intentional changes to atmospheric particles affect clouds.

“Atmospheric particles, also called aerosols, can have a strong effect on sunlight reflection by clouds,” said Sarah Doherty , program director of the Marine Cloud Brightening Program and a senior research scientist with the UW Cooperative Institute for Climate, Ocean and Ecosystem Studies . “As humans make changes to aerosol emissions, we need a stronger scientific understanding of these effects in order to better understand the potential risks and benefits, and to limit unintended effects.”

The role of clouds and aerosols

When tiny aerosol particles are released into the atmosphere from both natural sources (such as biological emissions and sea spray) and human activities (such as from burning fossil fuels, wood and vegetation) they mix into clouds and can cause them to brighten and reflect more sunlight back into space. This has a cooling effect on the Earth’s climate.

The idea to better understand the role of clouds in climate — and humans’ effect on it — came about when scientists observed that clouds were being made more reflective, or “brighter,” in regions where they were influenced by air pollution.

A particularly striking version of this is seen in “ship tracks,” the trails of brightened clouds along the routes of ships caused by the small aerosol particles their engines emit. The tracks are bright enough and big enough to be observed from space. In order to reduce this pollution and improve global air quality, recent regulations have significantly reduced shipping and other emissions — but in doing so, they have also reduced the reflectivity of clouds, which could be accelerating global warming.

“There’s now strong evidence that reductions in ship emissions starting in 2020 contributed in part to the anomalously warm waters recently observed in the north Atlantic Ocean,” said Robert Wood , professor of atmospheric sciences and lead investigator of the Marine Cloud Brightening Program. “This really speaks to the remarkably strong influence these tiny particles in the atmosphere can exert on clouds and the absorption of sunlight by the Earth. But the truth is that we still don’t have a very good handle on how big of an effect aerosol changes can have globally, because cloud responses to aerosols can vary enormously depending on the type of cloud and on meteorology.”

As scientists investigate these questions, they have also identified new questions: if ship emissions could cause clouds to brighten and reflect sunlight back into space, could a non-polluting version of that phenomenon be used to help cool the planet? And if so, should it?

These are complex topics, and as climate change becomes an everyday reality for people around the world, scientists and governments have recognized the importance of investigating them by recommending further research . In studying the ways that aerosols and clouds interact, the Marine Cloud Brightening Program seeks to inform future decisions by helping humanity understand not just the technical challenges of this kind of climate intervention, but the suite of potential benefits and risks that come along with it.

Understanding marine cloud brightening

Marine cloud brightening (MCB) is one of several proposed climate interventions collectively known as solar radiation modification, or SRM. In this approach, tiny sea salt particles generated from ocean water would be sprayed from ships into areas of low-lying clouds. Once emitted, the particles would remain in the atmosphere for only a few days, brightening clouds over parts of the ocean in order to reduce climate warming.

But before any intervention like this can be considered, it is crucial to fully understand how it will affect the climate system, our oceans and our terrestrial ecosystems.

“The goal of the MCB Program is to understand whether it might even be possible to predictably and reliably brighten low marine clouds, and if so, how doing this in different regions of the globe would affect temperatures, precipitation and climate both globally and locally — as well as any other possible side effects,” said Doherty. “As atmospheric scientists, we think it’s critically important that society has the answers to these questions before making any decisions about whether or not to actually use marine cloud brightening in an effort to reduce climate risks.”

In order to better understand how aerosol particles interact with clouds, and how intentionally brightened clouds would interact with our global climate system, the Marine Cloud Brightening Program researchers are taking a multi-pronged approach.

Computer simulations

The first phases of research have focused on computer modeling. The team is working with models at the global scale to study how aerosol-cloud interactions affect climate, testing the accuracy of their simulations against observations in the field and using them to understand how different MCB implementations would affect future climate. The team is also working with smaller-scale models that simulate the details of clouds to better understand how their reflectivity and other properties are affected by aerosol changes.

“But as with any computer simulations, we need to validate these detailed models against observations because the real world always introduces variables you weren’t expecting,” Doherty said.

Small-scale field studies

To validate the models and measure real-world cloud responses, the team has developed a new approach for controlled studies of aerosol-cloud interactions. That’s where CARI — the cloud aerosol research instrument — comes in.

“In the past when we’ve tried to study how clouds are affected by aerosols, we’ve had to just observe clouds in polluted regions, where it’s difficult to distinguish between changes in the clouds due to aerosols versus other meteorological factors,” said Wood. “Being able to add known quantities of sea salt particles to clouds and compare clouds with different concentrations of aerosols, but that are otherwise the same, will be a powerful new research capability.”

This spring, the Marine Cloud Brightening Program researchers are putting CARI to the test at a new research facility they’ve established onboard the USS Hornet Sea, Air and Space Museum — a Smithsonian affiliate — in Alameda, CA. There they have begun a series of small-scale studies in which CARI generates a sea salt plume, then measures the generated aerosol at multiple points downwind to compare with simulations generated from high resolution models.

Importantly, these studies are not large enough to have any effect on local weather conditions — naturally occurring sea spray from crashing waves along the coast puts more sea salt mass into the air than CARI, which will also only be run for 30 minutes or less at a time. But the researchers’ sensitive instruments will still be able to gather important data from these experiments.

Partnering with the public and other scientists

In addition to revealing new insights about how aerosols interact with clouds, these early outdoor studies are an opportunity to engage with other stakeholders and members of the public.

To that end, the program has established the Coastal Atmospheric Aerosol Research and Engagement (CAARE) facility, also housed at the USS Hornet Sea, Air and Space Museum. Open to scientists, students, community members, government officials, global stakeholders and members of the public, the research site is also an exhibit.

“This research is of the utmost importance to society, so transparency is crucial,” said Maya Tolstoy, Maggie Walker Dean of the UW College of the Environment. “I’m grateful to our researchers and partners for prioritizing engagement with the public, the scientific community and regulators in line with the University of Washington’s commitment to the public good.”

What’s next for marine cloud brightening?

Whether intentional marine cloud brightening should ever be used to address climate risks is a question that requires extensive scientific research, assessment by scientific experts, and informed and equitable decision-making by a global community of stakeholders.

Beyond the scientific questions being addressed by the Marine Cloud Brightening Program, the effort will continue to expand its direct engagement with the public to help inform, educate and receive input on the research. A high degree of openness and engagement is a critical part of the work, given that both pollution aerosols and any human climate intervention have the potential for far-reaching impacts on people, the climate and wildlife.

The researchers are motivated by a stark reality: As climate change worsens, it becomes increasingly likely that society will look to climate interventions such as MCB to help avoid the worst impacts of climate change. The Marine Cloud Brightening Program aims to provide the information needed to understand their potential benefits and risks.

“Improving our understanding of the influence of aerosols on clouds and climate is essential to understanding near-term climate risks, and whether and how marine cloud brightening could help reduce them,” said Doherty. “If we don’t improve our knowledge now, we’ll be flying blind. The international community needs the best information it can get in order to chart a responsible course into a future with a rapidly changing climate.”

Learn more about the Marine Cloud Brightening Program .

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Alberta’s Bill 18: Who gets the most federal research funding? Danielle Smith might be surprised by what the data shows

PhD student, Sociology, University of Alberta

Disclosure statement

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

University of Alberta provides funding as a founding partner of The Conversation CA.

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Alberta Premier Danielle Smith recently tabled Bill 18, the Provincial Priorities Act in the provincial legislature. If passed into law, the bill will give the Alberta government power to vet any agreements between the federal government and post-secondary institutions, and other “provincial entities.”

The proposed legislation could have a tremendous impact on whether scholars in Alberta can secure federal research funding. The bill would prohibit provincial entities like municipalities, post-secondary institutions and health authorities from making deals with the federal government unless they obtain approval from the province.

In terms of federal funding for Alberta universities, the Tri-Council Agencies — The Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council (NSERC) and the Social Sciences and Humanities Research Council (SSHRC) — are the main, non-partisan mechanism through which the government of Canada funds research across disciplines.

Through these sources, faculty and graduate students obtain funding to conduct research in diverse fields that contribute to health , science and engineering and social sciences and humanities innovation and insight .

Universities across the country sign an agreement with the Tri-Agencies every five years on how to administer the funding.

Should the provincial government intervene in this process under Bill 18, some critics feel university research could be jeopardized . Numerous research projects could be at risk of losing access to grants and awards, which thousands of research assistants and students rely on to support themselves and their research. It could also limit opportunities for teaching and training.

Bill 18 and federal grants

Smith recently told CBC that her aim is to ensure “all people from all political perspectives are able to engage in a robust debate and have a robust research agenda.”

“If we did truly have balance in universities, then we would see that we would have just as many conservative commentators as we do liberal commentators,” the premier said.

It is not clear, however, what Smith means by “liberal” and “conservative,” leaving room for arbitrariness in the bill’s proposed vetting process.

The provincial Minister of Advanced Education, Rajan Sawhney, defended Bill 18, saying: “Albertans have a right to know exactly what these grants are and what they are funding.”

Sawhney said the bill will allow the Alberta government to make sure research getting funded aligns with provincial priorities.

What Smith and Sawhney do not seem to realize is that every Albertan — actually, every Canadian — already has access to all the information, which has been publicly available on Tri-Council websites for years.

SSHRC provides a full list of the peer-reviewers on its merit review committees. All of them are Canadian and international scholars who are experts in their own field.

It also provides an awards search engine where the public can find records of all research projects that have received funding since 1998.

Fact-checking Alberta government claims

In order to fact check the concerns raised by Smith, we collected information on 35,828 research projects funded by SSHRC between the fiscal years of 2013-14 and 2022-23.

These projects were funded under one of the eight major, regular and most competitive programs offered to faculty, graduate students and postdoctoral fellows across Canada: Insight Development Grants, Insight Grants, Canada Graduate Scholarships doctoral and master’s programs, Vanier Canada Graduate Scholarships, SSHRC Doctoral Fellowships, SSHRC Postdoctoral Fellowships and Banting Postdoctoral Fellowships.

We wanted to know what disciplines receive the most funding — and whether SSHRC funding has been primarily going to social science disciplines that are often mischaracterized by conservatives as liberal or left-leaning.

Our findings suggest the opposite of what Smith has alleged.

On the federal level, psychology, education and fine arts received the largest share of the $2.1 billion paid out through the eight SSHRC programs in the last 10 fiscal years. Social justice and social inequality are not even the subject matter of these research areas.

Interestingly, management, business and administrative studies acquired more dollars from SSHRC than many social science disciplines seen by conservative commentators as left-leaning, like sociology , geography , social work and criminology .

A similar pattern can be found among the 2,535 research projects in Alberta we examined. Education, psychology and management, business and administrative studies received the largest share of funding. Business research in the province actually received more money than most social science subjects, a phenomenon that is most likely in line with Smith’s United Conservative Party (UCP).

There is simply no factual basis to suggest that federal agencies favour liberal or leftist research. If anything, social science disciplines often considered leftist by the right-wing are actually underfunded.

Bill 18 will not maintain a balance of political viewpoints in academic research. Rather, it could strip post-secondary researchers of the already limited funding they have access to. And it could see certain research go unfunded if the provincial government arbitrarily decides that it does not conform to UCP’s ideology and agenda.

The Alberta government’s proposed legislation could undermine the academic independence of Canadian universities — and risks their reputation for high-quality research in the service of public interests across society that does not face political interference from the government.

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32% of Americans have a tattoo, including 22% who have more than one

Tattoos have become a more common sight in workplaces around the United States, even making appearances among members of the U.S. House and Senate . Amid this shift, a large majority of U.S. adults say society has become more accepting of people with tattoos in recent decades, according to a new Pew Research Center survey. And 32% of adults have a tattoo themselves, including 22% who have more than one.

Pew Research Center conducted this analysis to find out what percentage of Americans have a tattoo and to understand attitudes toward tattoos among those who have them and those who don’t.

For this analysis, the Center surveyed 8,480 adults from July 10 to July 16, 2023. Everyone who took part in this survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories.  Read more about the ATP’s methodology .

“Middle income” is defined here as two-thirds to double the median annual family income for panelists on the American Trends Panel. “Lower income” is below that range; “upper income” is above it. See the survey  methodology  for more details.

Here are the  questions used for this analysis , along with responses, and the survey  methodology .

Here’s a closer look at Americans and tattoos, based on the new survey:

Which Americans are most likely to have a tattoo?

The likelihood of having a tattoo varies by several demographic factors.

• Gender: 38% of women have at least one tattoo, compared with 27% of men. This includes 56% of women ages 18 to 29 and 53% of women ages 30 to 49.
• Race and ethnicity: 39% of Black Americans have a tattoo, compared with 35% of Hispanic, 32% of White and 14% of Asian Americans.
• Age:  Adults under 50 are especially likely to have a tattoo. Some 41% of those under 30 have at least one, as do 46% of those ages 30 to 49. This compares with a quarter of adults ages 50 to 64 and 13% of those 65 and older.
• Education: 37% of those with some college or less education have a tattoo, compared with 24% of those with a bachelor’s degree and 21% of those with a postgraduate degree.
• Income: 43% of lower-income adults have a tattoo, compared with 31% of those in middle-income households and 21% of those in upper-income households.
• Religion: 41% of religiously unaffiliated adults have at least one tattoo, compared with 29% of those who are affiliated with a religion.
• Sexual orientation: Around half of lesbian, gay or bisexual Americans (51%) have at least one tattoo. The share is especially high among women in this group: 68% are tattooed, including 55% who have more than one tattoo. By comparison, 31% of straight Americans have at least one tattoo.

There are no major differences by political party or whether Americans live in an urban, suburban or rural community. A third of Democrats and Democratic-leaning independents have a tattoo, as do 32% of Republicans and Republican leaners. And roughly a third of adults across urban, suburban and rural areas report having a tattoo. There are no differences between veterans and non-veterans, either.

In a 2010 Center survey conducted by phone, 23% of adults said they had a tattoo. But due to changes in survey mode and question wording, the 2010 results are not directly comparable to the results of the new survey.

What are the most common reasons for getting a tattoo?

The new survey also asked tattooed Americans why they have a tattoo.

The most commonly cited reason is to honor or remember someone or something: 69% of tattooed adults say this is either a major or minor reason they got any of their tattoos. Just under half (47%) say they got a tattoo to make a statement about what they believe, and 32% say they got at least one to improve their personal appearance.

Here, too, there are some demographic differences. For example, women are 10 percentage points more likely than men to say remembering or honoring someone or something is a reason they have a tattoo (73% vs. 63%).

Some 56% of Black adults say making a statement about what they believe is a reason for their tattoo, compared with 46% of Hispanic adults and 44% of White adults. And 42% of Black adults say improving their personal appearance is a reason, while roughly three-in-ten Hispanic and White adults say the same. (The sample size for tattooed Asian Americans is too small to analyze separately.)

Some tattooed Americans have regrets

Most tattooed Americans do not regret getting a tattoo. But about a quarter (24%) say they ever regret getting one or more of their tattoos.

Three-in-ten tattooed Hispanic adults report regretting any of their tattoos, compared with 23% of White adults and 21% of Black adults. (The sample size for tattooed Asian Americans is too small to analyze separately.)

A quarter of tattooed adults with some college or less education say they ever regret any of their tattoos. This compares with 19% of those who have a bachelor’s degree or more education.

Which untattooed Americans are most likely to get a tattoo in the future?

The vast majority (85%) of Americans who don’t have a tattoo say they are not too or not at all likely to get one in the future. Another 9% say they are somewhat likely to get one, while 6% say they are extremely or very likely to do so.

Among untattooed Americans, younger adults are more likely than older adults to say they are extremely or very likely to get a tattoo in the future: 19% of those under 30 say this, compared with 7% of those ages 30 to 49, 2% of those ages 50 to 64 and 1% of those 65 and older.

Some 13% of untattooed Hispanic adults say they are extremely or very likely to get a tattoo, compared with 8% of Black adults, 5% of Asian adults and 3% of White adults.

Adults without tattoos in lower- and middle-income households are also more likely than those in upper-income households to say they’re extremely or very likely to get one: 8% of lower-income adults and 6% of middle-income adults say this, compared with 2% of upper-income adults.

What do Americans without tattoos think about those who have them?

Among Americans who don’t have tattoos themselves, about three-in-ten (29%) say that seeing a tattoo on someone gives them a more negative than positive impression of that person. Just 5% say tattoos leave a more positive than negative impression. But the largest share of untattooed adults (66%) say seeing a tattoo on someone else leaves them with neither a positive nor negative impression of that person.

Men without tattoos are slightly more likely than women without tattoos to have a more negative impression of someone with a tattoo (32% vs. 27%).

There are differences by age, too: Among Americans without tattoos, 40% of those ages 65 and older say seeing someone with a tattoo gives them a more negative than positive impression of that person. Younger adults are less likely to hold this view.

More broadly, Americans overall – including those with and without tattoos – believe society has become more accepting of people with tattoos over the past 20 years or so. Eight-in-ten U.S. adults say this, while far fewer (7%) say society has become less accepting of tattooed people. Another 12% say societal acceptance of people with tattoos has stayed about the same over the past two decades.

Note: Here are the  questions used for this analysis , along with responses, and the survey  methodology . This post was updated on Aug. 16, 2023, to indicate that there are no statistically significant differences by veteran status on having a tattoo.

Among Black adults, those with higher incomes are most likely to say they are happy

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Our approach

• Responsibility
• Infrastructure
• Try Meta AI
• We’ve taken responsible steps before launching Meta AI and Meta Llama 3 so people can have safer and more enjoyable experiences.
• We’re supporting the open source developer ecosystem by providing tools and resources for developers as they build with Llama 3.
• We’re working with a global set of partners to create industry-wide standards that benefit the entire open source community.

Today, we released our new Meta AI , one of the world’s leading free AI assistants built with Meta Llama 3 , the next generation of our publicly available, state-of-the-art large language models. Thanks to our latest advances with Llama 3, Meta AI is smarter, faster, and more fun than ever before.

We are committed to developing AI responsibly and helping others do the same. That’s why we’re taking a series of steps so people can have enjoyable experiences when using these features and models, and sharing resources and tools to support developers and the open community.

Responsibility at different layers of the development process

We’re excited about the potential that generative AI technology can have for people who use Meta products, and for the broader ecosystem. We also want to make sure we’re developing and releasing this technology in a way that anticipates and works to reduce risk. To do this, we take steps to evaluate and address risks at each level of the AI development and deployment process. This includes incorporating protections in the process we use to design and release the Llama base model, supporting the developer ecosystem so they can build responsibly, and adopting the same best practices we expect of other developers when we develop and release our own generative AI features on Facebook, Instagram, WhatsApp, and Messenger.

As we explained when we released Llama 2, it’s important to be intentional in designing these mitigations because there are some measures that can only be effectively implemented by the model provider, and others that only work effectively when implemented by the developer as part of their specific application.

For these reasons, with Llama we take a system-centric approach that applies protections at every layer of the development stack. This includes taking a thoughtful approach to our training and tuning efforts and providing tools that make it easy for developers to implement models responsibly. In addition to maximizing the effectiveness of our responsible AI efforts, this approach aligns with our open innovation approach by giving developers more power to customize their products so they’re safer and benefit their users. The Responsible Use Guide is an important resource for developers that outlines considerations they should take to build their own products, which is why we followed its main steps when building Meta AI.

Responsibly building Llama 3 as a foundation model

We took several steps at the model level to develop a highly-capable and safe foundation model in Llama 3, including:

1. Addressing risks in training The foundation of any model is the training process, through which the model learns both the language and information that it needs to operate. As a result, our approach started with a series of responsible AI mitigations in our training process. For example:

• We expanded the training dataset for Llama 3 so it’s seven times larger than what we used for Llama 2, and it includes four times more code. Over 5% of the Llama 3 pre-training dataset consists of high-quality non-English data that covers over 30 languages. While the models we’re releasing today are only fine tuned for English outputs, the increased data diversity helps the models better recognize nuances and patterns, and perform strongly across a variety of tasks.
• We found that previous generations of Llama are good at identifying high-quality data, so we used Llama 2 to help build the text-quality classifiers that are powering Llama 3. We also leveraged synthetic data to train in areas such as coding, reasoning, and long context. For example, we used synthetic data to create longer documents to train on.
• As with Llama 2, Llama 3 is trained on a variety of public data. For training, we followed Meta’s standard privacy review processes . We excluded or removed data from certain sources known to contain a high volume of personal information about private individuals.

2. Safety evaluations and tuning

We adapted the pretrained model through a process called fine-tuning where we take additional steps to improve its performance in understanding and generating text conversations so it can be used for assistant-like chat applications.

During and after training, we conducted both automated and manual evaluations to understand our models’ performance in a series of risk areas like weapons, cyber attacks, and child exploitation. In each area, we performed additional work to limit the chance the model provides unwanted responses in these areas.

• For example, we conducted extensive red teaming exercises with external and internal experts to stress test the models to find unexpected ways they might be used.
• We also evaluated Llama 3 with benchmark tests like CyberSecEval, Meta’s publicly available cybersecurity safety evaluation suite that measures how likely a model is to help carry out a cyber attack.
• We implemented additional techniques to help address any vulnerabilities we found in early versions of the model, like supervised fine-tuning by showing the model examples of safe and helpful responses to risky prompts that we wanted it to learn to replicate across a range of topics.
• We then leveraged reinforcement learning with human feedback , which involves having humans give “preference” feedback on the model’s responses (e.g., rating which response is better and safer).
• This is an iterative process, so we repeated testing after taking the steps above to gauge how effective those new measures were at reducing risks and address any remaining ones.

3. Lowering benign refusals

We’ve heard feedback from developers that Llama 2 would sometimes inadvertently refuse to answer innocuous prompts. Large language models tend to over-generalize, and we don’t intend for it to refuse to answer prompts like “How do I kill a computer program?” even though we don’t want it to respond to prompts like “How do I kill my neighbor?”

• We improved our fine tuning approach so Llama 3 is significantly less likely to falsely refuse to answer prompts than Llama 2. As part of this, we used high-quality data to show the models examples of responses with these small language nuances, so we could train them to recognize these nuances.
• As a result, Llama 3 is our most helpful model to date and offers new capabilities, including improved reasoning.

4. Model transparency

As with Llama 2, we’re publishing a model card that includes detailed information on Llama 3’s model architecture, parameters, and pretrained evaluations. The model card also provides information about the capabilities and limitations of the models.

• We’ve expanded the information in the Llama 3 model card so it includes additional details about our responsibility and safety approach.
• It also includes results for Llama 3 models on standard automatic benchmarks like general knowledge, reasoning, math problem solving, coding, and reading comprehension.

Over the coming months, we’ll release additional Llama 3 models with new capabilities including multimodality, the ability to converse in multiple languages, and stronger overall capabilities. Our general approach of open sourcing our Llama 3 models is something we remain committed to. We’re currently training a 400B parameter model—and any final decision on when, whether, and how to open source will be taken following safety evaluations we will be running in the coming months.

How we built Meta AI as a responsible developer

We built the new Meta AI on top of Llama 3, just as we envision that Llama 3 will empower developers to expand the existing ecosystem of Llama-based products and services. As we describe in our Responsible Use Guide , we took additional steps at the different stages of product development and deployment to build Meta AI on top of the foundation model, just as any developer would use Llama 3 to build their own product.

In addition to the mitigations that we adopted within Llama 3, a developer needs to adopt additional mitigations to ensure the model can operate properly in the context of their specific AI system and use case. For Meta AI, the use case is a safe, helpful assistant available to people for free directly in our apps. We designed it to help people get things done like brainstorming and overcoming writer’s block, or connecting with friends to discover new places and adventures.

Since the launch of Meta AI last year, we’ve consistently updated and improved the experience and we’re continuing to make it even better. For example:

1. We improved Meta AI’s responses to peoples’ prompts and questions.

• For example, we wanted to refine the way Meta AI answers prompts about political or social issues, so we’re incorporating guidelines specific to those topics. If someone asks about a debated policy issue, our goal is that Meta AI won’t offer a single opinion or point of view, but will instead summarize relevant points of view about the topic. If someone asks specifically about one side of an issue, we generally want to respect that person’s intent and have Meta AI answer the specific question.
• Addressing viewpoint bias in generative AI systems is a new area of research. We continue to make progress toward reinforcing this approach for Meta AI’s responses but as we’re seeing with all generative AI systems, it may not always return the response we intend. We’re also exploring additional techniques that can address it along with user feedback.

2. We taught the Meta AI model specific instructions and responses to make it a more helpful AI assistant.

• This includes several fine-tuning steps, like developing reward models for safety and helpfulness that give the models a reward if it does what we intend.
• People send prompts to the model and categorize the responses in accordance with our guidelines.
• The examples that aligned with the tone and responsiveness we wanted Meta AI to emulate were then fed back into the Meta AI model, which “rewards” it when it generates similar content. This process continues to train the model to produce more content within the guidelines.

3. We evaluated Meta AI’s performance against benchmarks and using human experts.

• Just like we did for Llama 3, we reviewed Meta AI models with external and internal experts through red teaming exercises to find unexpected ways that Meta AI might be used, then addressed those issues in an iterative process.
• We’re also stress-testing Meta AI capabilities across our apps to make sure it’s working as intended in places like feed, chats, search, and more.
• We ran a battery of adversarial evaluations—both automated and reviewed by humans—as a comprehensive system-level review to see how Meta AI scored on key safety metrics.

4. We applied safeguards at the prompt and response level.

• To encourage Meta AI to share helpful and safer responses that are in line with its guidelines, we implement filters on both the prompts that users submit and on responses after they’re generated by the model, but before they’re shown to a user.
• These filters rely on systems known as classifiers that work to detect a prompt or response that falls into its guidelines. For example, if someone asks how to steal money from a boss, the classifier will detect that prompt and the model is trained to respond that it can’t provide guidance on breaking the law.
• We have also leveraged large language models specifically built for the purpose of helping to catch safety violations.

5. We’ve built feedback tools within Meta AI.

• Feedback is instrumental to the development of any generative AI feature since no AI model is perfect, so people can share directly with us whether they received a good or bad response and we’ll use this feedback to improve Meta AI and the models.
• This feedback is reviewed to determine if responses are helpful or if they went against the guidelines and instructions we developed.
• The results are used in ongoing model training to improve Meta AI’s performance over time.

Transparency is critical to help people understand this new technology and become comfortable with it. When someone interacts with Meta AI, we tell them it’s AI technology so they can choose whether they want to continue using it. We share information within the features themselves to help people understand that AI might return inaccurate or inappropriate outputs, which is the same for all generative AI systems. In chats with Meta AI, people can access additional information about how it generates content, the limitations of AI, and how the data they have shared with Meta AI is used.

We also include visible markers on photorealistic images generated by Meta AI so people know the content was created with AI. In May, we will begin labeling video, audio, and image content that people post on our apps as “Made with AI” when we detect industry standard AI image indicators or when people disclose that they’re uploading AI-generated content.

How developers can build responsibly with Llama 3

Meta AI is just one of many features and products that will be built with Llama 3, and we’re releasing different models in 8B and 70B sizes so developers can use the best version for them. We’re providing an instruction-tuned model that is specialized for chatbot applications and a pretrained model for developers with specific use cases that would benefit from custom policies.

In addition to the Responsible Use Guide , we’re providing open source tools that make it even easier for developers to customize Llama 3 and deploy generative AI-powered experiences.

• We’re releasing updated components for Llama Guard 2 , which is a state-of-the-art safeguard model that developers can use as an extra layer to reduce the likelihood their model will generate outputs that aren’t aligned with their intended guidelines. This is based on the recently announced classification from MLCommons.
• We’ve updated CyberSecEval , which is designed to help developers evaluate any cybersecurity risks with code generated by LLMs. We used this to evaluate Llama 3 and address issues prior to releasing it.
• We are introducing Code Shield , which developers can use to reduce the chance of generating potentially insecure code. Our teams have already used Code Shield with Meta’s internal coding LLM to prevent tens of thousands of potentially insecure suggestions this year.
• We have a comprehensive getting started guide that helps developers with information and resources to navigate the development and deployment process.
• We’ve shared Llama Recipes , which contains our open source code to make it easier for developers to build with Llama through tasks like organizing and preparing their dataset, fine-tuning to teach the model to perform their specific use case, setting up safety measures to identify and handle potentially harmful or inappropriate content generated by the model through RAG systems, and deploying the model and evaluating its performance to see if it’s working as intended.
• We also receive direct feedback from open source developers and researchers through open source repositories like GitHub and our long-running bug bounty program, which informs updates to our features and models.

Meta’s open approach to supporting the ecosystem

For more than a decade, Meta has been at the forefront of responsible open source in AI, and we believe that an open approach to AI leads to better, safer products, faster innovation, and a larger market. We’ve seen people using Llama 2 in new and innovative ways since it was released in July 2023—like Yale's Meditron LLM that’s helping medical professionals with decision-making and the Mayo Clinic’s tool that helps radiologists create clinically accurate summaries of their patients’ scans. Llama 3 has the potential to make these tools and experiences even better.

“The upcoming improvements in the reasoning capabilities of Llama 3 are important to any application, but especially in the medical domain, where trust depends quite a lot on the transparency of the decision-making process. Breaking down a decision/prediction into a set of logical steps is often how humans explain their actions and this kind of interpretability is expected from clinical decision support tools. Llama 2 not only enabled us to make Meditron, it also set a precedent for the potential impact of open-source foundation models in general. We are excited about Llama 3 for the example it sets in industry on the social value of open models.” —Prof Mary-Anne Hartley (Ph.D. MD, MPH), Director of the Laboratory for Intelligent Global Health and Humanitarian Response Technologies based jointly at Yale School of Medicine and EPFL School of Computer Science

Open source software is typically safer and more secure due to ongoing feedback, scrutiny, development, and mitigations from the community. Deploying AI safely is a shared responsibility of everyone in the ecosystem, which is why we’ve collaborated for many years with organizations that are working to build safe and trustworthy AI. For example, we’ve been working with MLCommons and a global set of partners to create responsibility benchmarks in ways that benefit the entire open source community. We co-founded the AI Alliance , a coalition of companies, academics, advocates, and governments working to develop tools that enable an open and safe AI ecosystem. We also recently released the findings from a Community Forum in partnership with Stanford and the Behavioral Insights Team so companies, researchers, and governments can make decisions based on input from people around the world about what’s important to them when it comes to generative AI chatbots.

We are collaborating with governments around the world to create a solid foundation for AI advancements to be secure, fair, and reliable. We eagerly await the progress on safety evaluation and research from national safety institutes including those in the United States and United Kingdom, particularly as they focus on establishing standardized threat models and evaluations throughout the AI development process. This will help measure risks quantitatively and consistently so risk thresholds can be set. The results of these efforts will guide companies like Meta in measuring and addressing risks, and deciding how and whether to release models.

As technologies continue to evolve, we look forward to improving these features and models in the months and years to come. And we look forward to helping people build, create, and connect in new and exciting ways.

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What we know so far about Israel’s strike on Iran

US confirms Israel carried out operation against Iran, while Iranian state media reports air defences are active near Isfahan

• Follow live for latest updates

US officials have confirmed that Israel has carried out military operations against Iran . The officials said Israel warned the Biden administration earlier on Thursday that a strike was coming in the next 24 to 48 hours. According to CNN, the Israelis assured their US counterparts that Iran’s nuclear facilities would not be targeted.

Iranian state media reported that air defence batteries had been activated after reports of explosions near a major airbase close to the city of Isfahan. The Iranian government appeared to play down the scale of the attack, with a senior commander in Iran’s army saying there was no damage in Isfahan, according to state TV.

Isfahan is home to sites associated with Iran’s nuclear programme, including its underground Natanz enrichment site. State television described all sites in the area as “fully safe” and the UN nuclear watchdog, the International Atomic Energy Agency (IAEA), confirmed there was no damage to any nuclear sites.

The airbase close to Isfahan has long been home to Iran’s fleet of American-made F-14 Tomcats – purchased before the 1979 Islamic Revolution.

Airports in Tehran, Shiraz and Isfahan were closed and flights were cleared from the western half of Iran , the flight tracking website FlightRadar24 reported. Local warnings to aviators suggested the airspace may have been closed. At 8am local time some airports lifted restrictions, local media in Iran reported. The UAE-based FlyDubai cancelled all flights to Iran’s capital on Friday.

Tensions across the region remain high after Iran launched hundreds of drones as well as cruise missiles towards Israel on Saturday, in the Islamic Republic’s first ever direct attack on the country. It came in response to the 1 April strike on an Iranian diplomatic building in the Syrian capital, Damascus, which killed a senior figure in Iran’s Revolutionary Guards and eight other officers.

On Thursday, Iran’s foreign minister told CNN that if Israel chose to retaliate, Tehran’s response would be immediate. “If the Israeli regime commits the great error once again our response will be decisive, definitive and regretful for them,” Hossein Amir-Abdollahian said.

However, a senior Iranian official told Reuters on Friday that Iran had no plan for immediate retaliation against Israel. “The foreign source of the incident has not been confirmed. We have not received any external attack, and the discussion leans more towards infiltration than attack,” the Iranian official said on condition of anonymity.

At the G7 foreign ministers meeting Antony Blinken, the US secretary of state, declined to comment on whether the US had any warning of Israel’s plans to strike Iran this morning but said: “The United States has not been involved in any offensive operations”. He also said Washington was committed to de-escalating tensions in the region.

• Middle East and north Africa

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Gulf states’ response to Iran-Israel conflict may decide outcome of crisis

Muted Iranian reaction to attack provides short-term wins for Netanyahu

Middle East crisis: Blinken calls for calm as Iran official says no plan for immediate retaliation to reported Israeli missile strike – as it happened

Israel has mounted airstrikes on iran, us confirms, as tehran plays down attack.

Iran and Israel playing with fire as old rules of confrontation are torn up

What’s in Isfahan? The city home to Iranian nuclear facilities

US to impose new sanctions against Iran after its air attack on Israel

Netanyahu aims to trap west into war across Middle East, says Iranian diplomat

Middle East conflict risks sharp rise in oil prices, says IMF

IDF chief of staff says Israel will respond to Iran missile attack

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