encompasses A), B), and C).
has come to be used to refer to …
is generally understood to mean …
has been used to refer to situations in which …
carries certain connotations in some types of …
is a relatively new name for a Y, commonly referred to as …
The definition of X has evolved. There are multiple definitions of X. Several definitions of X have been proposed. In the field of X, various definitions of X are found. The term ‘X’ embodies a multitude of concepts which … This term has two overlapping, even slightly confusing meanings. Widely varying definitions of X have emerged (Smith and Jones, 1999). Despite its common usage, X is used in different disciplines to mean different things. Since the definition of X varies among researchers, it is important to clarify how the term is …
The meaning of this term | has evolved. has varied over time. has been extended to refer to … has been broadened in recent years. has not been consistent throughout … has changed somewhat from its original definition … |
X is a contested term. X is a rather nebulous term … X is challenging to define because … A precise definition of X has proved elusive. A generally accepted definition of X is lacking. Unfortunately, X remains a poorly defined term. There is no agreed definition on what constitutes … There is little consensus about what X actually means. There is a degree of uncertainty around the terminology in … These terms are often used interchangeably and without precision. Numerous terms are used to describe X, the most common of which are …. The definition of X varies in the literature and there is terminological confusion. Smith (2001) identified four abilities that might be subsumed under the term ‘X’: a) … ‘X’ is a term frequently used in the literature, but to date there is no consensus about … X is a commonly-used notion in psychology and yet it is a concept difficult to define precisely. Although differences of opinion still exist, there appears to be some agreement that X refers to …
The meaning of this term | has been disputed. has been debated ever since … has proved to be notoriously hard to define. has been an object of major disagreement in … has been a matter of ongoing discussion among … |
The term ‘X’ is used here to refer to … In the present study, X is defined as … The term ‘X’ will be used solely when referring to … In this essay, the term ‘X’ will be used in its broadest sense to refer to all … In this paper, the term that will be used to describe this phenomenon is ‘X’. In this dissertation, the terms ‘X’ and ‘Y’ are used interchangeably to mean … Throughout this thesis, the term ‘X’ is used to refer to informal systems as well as … While a variety of definitions of the term ‘X’ have been suggested, this paper will use the definition first suggested by Smith (1968) who saw it as …
For Smith (2001), X means … Smith (2001) uses the term ‘X’ to refer to … Smith (1954) was apparently the first to use the term … In 1987, psychologist John Smith popularized the term ‘X’ to describe … According to a definition provided by Smith (2001:23), X is ‘the maximally … This definition is close to those of Smith (2012) and Jones (2013) who define X as … Smith, has shown that, as late as 1920, Jones was using the term ‘X’ to refer to particular … One of the first people to define nursing was Florence Nightingale (1860), who wrote: ‘… …’ Chomsky writes that a grammar is a ‘device of some sort for producing the ….’ (1957, p.11). Aristotle defines the imagination as ‘the movement which results upon an actual sensation.’ Smith et al . (2002) have provided a new definition of health: ‘health is a state of being with …
X is defined by Smith (2003: 119) as ‘… …’ The term ‘X’ is used by Smith (2001) to refer to … X is, for Smith (2012), the situation which occurs when … A further definition of X is given by Smith (1982) who describes … The term ‘X’ is used by Aristotle in four overlapping senses. First, it is the underlying … X is the degree to which an assessment process or device measures … (Smith et al ., 1986).
This definition | includes … allows for … highlights the … helps distinguish … takes into account … poses a problem for … will continue to evolve. can vary depending on … was agreed upon after … has been broadened to include … |
The following definition is | intended to … modelled on … too simplistic: useful because … problematic as … inadequate since … in need of revision since … important for what it excludes. the most precise produced so far. |
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2.2 conceptual and operational definitions.
Research studies usually include terms that must be carefully and precisely defined, so that others know exactly what has been done and there are no ambiguities. Two types of definitions can be given: conceptual definitions and operational definitions .
Loosely speaking, a conceptual definition explains what to measure or observe (what a word or a term means for your study), and an operational definitions defines exactly how to measure or observe it.
For example, in a study of stress in students during a university semester. A conceptual definition would describe what is meant by ‘stress.’ An operational definition would describe how the ‘stress’ would be measured.
Sometimes the definitions themselves aren’t important, provided a clear definition is given. Sometimes, commonly-accepted definitions exist, so should be used unless there is a good reason to use a different definition (for example, in criminal law, an ‘adult’ in Australia is someone aged 18 or over ).
Sometimes, a commonly-accepted definition does not exist, so the definition being used should be clearly articulated.
Example 2.2 (Operational and conceptual definitions) Players and fans have become more aware of concussions and head injuries in sport. A Conference on concussion in sport developed this conceptual definition ( McCrory et al. 2013 ) :
Concussion is a brain injury and is defined as a complex pathophysiological process affecting the brain, induced by biomechanical forces. Several common features that incorporate clinical, pathologic and biomechanical injury constructs that may be utilised in defining the nature of a concussive head injury include: Concussion may be caused either by a direct blow to the head, face, neck or elsewhere on the body with an “impulsive” force transmitted to the head. Concussion typically results in the rapid onset of short-lived impairment of neurological function that resolves spontaneously. However, in some cases, symptoms and signs may evolve over a number of minutes to hours. Concussion may result in neuropathological changes, but the acute clinical symptoms largely reflect a functional disturbance rather than a structural injury and, as such, no abnormality is seen on standard structural neuroimaging studies. Concussion results in a graded set of clinical symptoms that may or may not involve loss of consciousness. Resolution of the clinical and cognitive symptoms typically follows a sequential course. However, it is important to note that in some cases symptoms may be prolonged.
While this is all helpful… it does not explain how to identify a player with concussion during a game.
Rugby decided on this operational definition ( Raftery et al. 2016 ) :
… a concussion applies with any of the following: The presence, pitch side, of any Criteria Set 1 signs or symptoms (table 1)… [ Note : This table includes symptoms such as ‘convulsion,’ ‘clearly dazed,’ etc.]; An abnormal post game, same day assessment…; An abnormal 36–48 h assessment…; The presence of clinical suspicion by the treating doctor at any time…
Example 2.3 (Operational and conceptual definitions) Consider a study requiring water temperature to be measured.
An operational definition would explain how the temperature is measured: the thermometer type, how the thermometer was positioned, how long was it left in the water, and so on.
Example 2.4 (Operational definitions) Consider a study measuring stress in first-year university students.
Stress cannot be measured directly, but could be assessed using a survey (like the Perceived Stress Scale (PSS) ( Cohen et al. 1983 ) ).
The operational definition of stress is the score on the ten-question PSS. Other means of measuring stress are also possible (such as heart rate or blood pressure).
Meline ( 2006 ) discusses five studies about stuttering, each using a different operational definition:
A study of snacking in Australia ( Fayet-Moore et al. 2017 ) used this operational definition of ‘snacking’:
…an eating occasion that occurred between meals based on time of day. — Fayet-Moore et al. ( 2017 ) (p. 3)
A study examined the possible relationship between the ‘pace of life’ and the incidence of heart disease ( Levine 1990 ) in 36 US cities. The researchers used four different operational definitions for ‘pace of life’ (remember the article was published in 1990!):
None of these perfectly measure ‘pace of life,’ of course. Nonetheless, the researchers found that, compared to people on the West Coast,
… people in the Northeast walk faster, make change faster, talk faster and are more likely to wear a watch… — Levine ( 1990 ) (p. 455)
Chapter Twelve: Positing a Thesis Statement and Composing a Title / Defining Key Terms
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Earlier in this course, we discussed how to conduct a library search using key terms. Here we discuss how to present key terms. Place yourself in your audience’s position and try to anticipate their need for information. Is your audience composed mostly of novices or professionals? If they are novices, you will need to provide more definition and context for your key concepts and terms.
Because disciplinary knowledge is filled with specialized terms, an ordinary dictionary is of limited value. Disciplines like psychology, cultural studies, and history use terms in ways that are often different from the way we communicate in daily life. Some disciplines have their own dictionaries of key terms. Others may have terms scattered throughout glossaries in important primary texts and textbooks.
Key terms are the “means of exchange” in disciplines. You gain entry into the discussion by demonstrating how well you know and understand them. Some disciplinary keywords can be tricky because they mean one thing in ordinary speech but can mean something different in the discipline. For instance, in ordinary speech, we use the word shadow to refer to a darker area produced by an object or person between a light source and a surface. In Jungian psychology, shadow refers to the unconscious or unknown aspects of a personality. Sometimes there is debate within a discipline about what key terms mean or how they should be used.
To avoid confusion, define all key terms in your paper before you begin a discussion about them. Even if you think your audience knows the definition of key terms, readers want to see how you understand the terms before you move ahead. If a definition is contested—meaning different writers define the term in different ways—make sure you acknowledge these differences and explain why you favor one definition over the others. Cite your sources when presenting key terms and concepts.
Key Takeaways
Define key terms | Present key terms without definitions |
Look for definitions of key terms in disciplinary texts before consulting general-use dictionaries | Assume that ordinary dictionaries will provide you with the best definitions of disciplinary terms |
Explore the history of the term to see if its meaning has changed over time | Assume that the meaning of a term has stayed the same over years, decades, or centuries |
If the meaning of a term is contested, present these contested definitions to your reader and explain why you favor one over the others | Present a contested term without explanation |
Even if you think your audience knows the term, assume they care what your understanding is | Assume your audience doesn’t care about your understanding of a key term |
Strategies for Conducting Literary Research Copyright © 2021 by Barry Mauer & John Venecek is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
One section that is often required in a dissertation is the “Definitions of Terms.” This gives your readers an understanding of the concepts or factors that will be discussed throughout your study, as well as contextual information as to how you will be using those concepts in your study. The “Definitions of Terms” ensures that your readers will understand the components of your study in the way that you will be presenting them, because often your readers may have their own understanding of the terms, or not be familiar with them at all. In this section, you provide a list of terms that will be used throughout the dissertation and definitions of each of them. Seems simple enough, right? But how do you know which terms to define and which ones to leave out?
The rule of thumb is to include and define terms that are important to your study or are used frequently throughout the dissertation but are not common knowledge. You also want to include terms that have a unique meaning within the scope of your study. You do not need to include terms that most, if not all, of your readers will understand without having definitions provided. For example, something like leadership probably does not need to be included in your “Definitions of Terms,” but laissez-faire leadership would be a good choice to include. However, if your study is about leadership, then it may be beneficial to the understanding of your readers to define leadership based on how you are using it within your study. Things like success or achievement may need definition as well, if you are using them within your study, as the readers will need to know what measures or markers of success or achievement that you will focus on within your study.
For more information on “Definitions of Terms,” including what information to include within the definitions, check out our other blog: How to Write Your Definitions.
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In my research paper, I have set aside space to define terms (each having a bullet point). My confusion is how I go about defining these terms. Do I quote a dictionary, another research paper in the field, or do I paraphrase either one? I found one paper giving definitions , but the author doesn't cite any source. Does this mean the words fall under 'common knowledge'?
The purpose of defining terms is to make it clear to your readers how you are using these terms, for example because:
First of all, this is not a case of common knowledge: If it were, why define at all? However, that does not mean that you must cite somebody. Instead cite somebody if:
You rely on a specific piece of work. If you had to look up the definition instead of coming up with it yourself, this almost certainly applies. Keep in mind that coming up with a useful definition of some things is a challenge and deserves credit. On the other hand, as a rule of thumb, you do not need to cite if you would not know whom to possibly cite in the first place (possibly after a short literature search).
You want to affirm that you are adhering to some standard. Using established definitions does not only make your work easier to read but also may make it comparable to other works or reüsable. If nothing else, providing a source for your definitions may calm down Reviewer 2.
Some examples:
I would not cite in the following statement, which is essentially clarifying a well-known conflict between two common definitions (whose history I do not know):
We here define the natural numbers ℕ to include zero.
I would cite in the following example, not only for giving credit but also for affirming my approach:
We here define epilepsy as […]. This is equivalent to the definition by Fisher et al (2008), except for […]. This difference is due to the practical reason that […].
Do I quote a dictionary, […]?
Regular dictionaries reflect the common non subject-specific usage of terms, which is by nature often broad, fuzzy, context-dependent, and different from academic definitions (if they exist). This usage is also what you have to expect readers to understand if a term you use in a paper is not specifically defined and there is no established use in your field. With other words, the dictionary definition is the fallback default anyway.
Therefore quoting a dictionary for definition is pointless in my opinion: it changes nothing and clarifies nothing. If you think that a dictionary definition is the best guidance you can give to your readers, you may as well skip it.
(Note that field-specific dictionaries are a completely different thing.)
Do I quote […] another research paper in the field, or do I paraphrase either one?
This may depend on your field, but I would refrain from paraphrasing definitions just for the sake of paraphrasing. If I rephrase definitions, I risk changing it. Therefore I would only do so with a good reason and when I can be confident that my changes do not affect the outcome, e.g., I could change symbols in mathematical definitions to match the conventions of my paper.
In all other cases and particularly in fields where exact words are important, I would rather use a huge quote than paraphrasing. Still, conventions here may vastly differ between (sub)fields, so best check what is common in yours. Either way, once you build upon somebody else’s work like this, you should cite.
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Where to find a research paper definition of terms sample.
When writing your research paper, you want to ensure that attention is given to the minutest of details. A definition of terms may not be deemed necessary for some students, especially those who prefer taking the easier route. However, incorporating a definition of terms can greatly enhance your research paper.
This being said, if you have never seen a research paper with a definition of terms, you can find here. Otherwise to find samples of definition of terms, you can consider doing the following:
A Guide For Your Definition of Terms
When you go through the definition of terms samples that you can find here, take note that this is not a place for you to add just any terms. This is a place where you define those terms of a technical nature to the research, a term that you would not want your audience to misinterpret. If this will not add any value to your research paper, then you do not have to include a definition of terms which is optional.
Any untoward occurrence in a research participant. The occurrence need not have a clear causal relationship with the individual’s participation in the research; an AE can be any unfavorable and unintended sign, symptom, event, or occurrence affecting a participant’s physical, mental, social, financial, legal, or psychological well-being. An unanticipated AE should be reported to the committee as soon as possible after it is identified.
Agreement by an individual not competent to give legally valid informed consent (e.g., a child or cognitively impaired person) to participate in research. An assent is typically paired with permission from a parent or guardian, and together they comprise the informed consent to participate.
An officer of an institution with the authority to speak for and legally commit the institution to adherence to the requirements of the federal regulations regarding the involvement of human subjects in biomedical and behavioral research.
A statement of basic ethical principles governing research involving human subjects issued by the National Commission for the Protection of Human Subjects in 1979. View a summary of the Belmont Report . The Belmont Report principles permeate human subjects research to this day.
An ethical principle discussed in the Belmont Report that entails an obligation to protect persons from harm. The principle of beneficence can be expressed in two general rules: 1) do not harm; and 2) protect from harm by maximizing possible benefits and minimizing possible risks of harm.
A valued or desired outcome associated with a research project. Anticipated benefits may express the probability that subjects and society may benefit from the research procedures. Research may benefit the individual or society as a whole. If research will not benefit individuals, it is required to provide a reasonable likelihood of resulting in benefits to society. UNLV’s human research application requests information about the direct benefits accruing to the research participants and to society. Compensation and incentives given to participants are not considered benefit.
This is a certificate issued by the National Institutes of Health that protects identifiable research information of a sensitive nature from forced disclosure. It is typically requested when the researcher believes his/her research objectives could not be met without this form of protection.
Persons who have not attained the legal age for consent to treatment or procedures involved in the research, as determined under the applicable law of the jurisdiction in which the research will be conducted [45 CFR 46 46.401(a)]. In Nevada, individuals younger than 18 years of age are considered children for most research situations, and informed consent then consists of the child’s assent and the parent’s permission.(See “Assent.”)
The act of forcing or compelling one to take action against one’s will. Coercion can be overt or perceived, and it can occur when the researcher is in a position of authority or power over the subject (for example, teachers over students or physicians over patients). It can also occur when incentives become so great that the participant will only participate to attain the incentive.
Having either a psychiatric disorder (e.g., psychosis, neurosis, personality or behavior disorders, or dementia) or a developmental disorder (e.g., mental retardation) that affects cognitive or emotional functions to the extent that capacity for judgment and reasoning is significantly diminished. Others, including persons under the influence of or dependent on drugs or alcohol, those suffering from degenerative diseases affecting the brain, terminally ill patients, and persons with severely disabling physical handicaps, may also be compromised in their ability to make decisions in their best interests.
Human subjects research projects conducted by more than one institution. Each institution is responsible for safeguarding the rights and welfare of human subjects. Arrangements for joint review, relying upon one qualified IRB, or similar arrangements are acceptable. (Please contact the ORI-HS staff if this situation occurs; they can assist with the arrangements.)
Payment for participation in research. Compensation should be appropriate for the amount of effort involved, and not excessive and thereby coercive. Compensation is NOT considered a benefit.
Technically, a legal term, used to denote capacity to act on one’s own behalf; the ability to understand information presented, to appreciate the consequences of acting (or not acting) on that information, and to make a choice. (See also: Incompetence, Incapacity)
Pertains to the treatment of information that an individual has disclosed in a relationship of trust and with the expectation that it will not be divulged to others without permission in ways that are inconsistent with the understanding of the original disclosure.
Defined as a set of conditions in which an investigator’s judgment concerning a primary interest (e.g., subject welfare, integrity of research) could be biased by a secondary interest (e.g., personal or financial gain). See information regarding UNLV’s Conflict of Interest/Compensated Outside Services Policy .
See “Informed Consent.”
Subject(s) used for comparison who are not given the treatment under study or who do not have a given condition, background, or risk factor that is the object of study. Control conditions may be concurrent (occurring more or less simultaneously with the condition under study) or historical (preceding the condition under study). When the present condition of subjects is compared with their own condition on a prior regimen or treatment, the study is considered historically controlled.
The other primary scholar or researcher involved in conducting the research. Co-PIs must also meet the UNLV PI eligibility requirements.
Giving subjects previously undisclosed information about the research project following completion of their participation in research.
A code of ethics for clinical research approved by the World Medical Association in 1964 and widely adopted by medical associations in various countries. It was revised most recently in 2008.
Any study that is not truly experimental (e.g., quasi-experimental studies, correlational studies, record reviews, case histories, and observational studies).
A legal status conferred upon persons who have not yet attained the age of legal competency as defined by state law (for such purposes as consenting to medical care), but who are entitled to treatment as if they had by virtue of assuming adult responsibilities such as marriage, procreation, or being self-supporting and not living at home. (See also “Mature Minor.”)
Fair or just; used in the context of selection of subjects to indicate that the benefits and burdens of research are fairly distributed.
The code of federal regulations (45 CFR 46.101(b)) identifies several categories of minimal risk research as exempt from the Federal Policy for the Protection of Research Subjects. This determination must not be made by the PI, but by the IRB or someone appointed by the IRB. For more information, see the U.S. Health and Human Services website, “ Exempt Research and Research That May Undergo Expedited Review .”
The code of federal regulations (45 CFR 46.110 and 21 CFR 56.110) identifies several categories of minimal risk research that may be reviewed through an expedited review process. For more information, see the U.S. Health and Human Services website on “ Guidance on Expedited Review Procedures .”
This act defines the rights of students and parents concerning reviewing, amending, and disclosing educational records and requires written permission to disclose personally identifiable information from a student’s education record, except under certain circumstances such as an order of subpoena. 1
The federal policy that provides regulations for the involvement of human subjects in research. The policy applies to all research involving human subjects conducted, supported, or otherwise subject to regulation by any federal department or agency that takes appropriate administrative action to make the policy applicable to such research. Currently, 16 federal agencies have adopted this policy, commonly referred to as “The Federal Policy,” but also known as the “Common Rule.”
A formal written, binding commitment that is submitted to the Department of Health and Human Services (DHHS) Office of Human Research Protections (OHRP) in which an institution agrees to comply with applicable regulations governing research with human subjects and stipulates the procedures through which compliance will be achieved. UNLV’s assurance number is FWA00002305.
Review of proposed research at a convened meeting at which a majority of the membership of the IRB are present, including at least one member whose primary concerns are in nonscientific areas. For the research to be approved, it must receive the approval of a majority of those members present at the meeting. Generally, studies that undergo full board review are studies involving greater than minimal risk, risky, or novel procedures or vulnerable populations.
An individual who is authorized under applicable state or local law to give permission on behalf of a child for general medical care. In Nevada, under NRS 159.0805, guardians may not give permission for a child to enter into a research study unless a court order has been obtained.
The rule which protects the privacy of individually identifiable health information. The privacy rule provides federal protections for personal health information held by covered entities and gives patients specific rights with respect to that information.
Individuals whose physiological or behavioral characteristics and responses are the object of study in a research project. Under the federal regulations, human subjects are defined as living individual(s) about whom an investigator conducting research obtains: (1) data through intervention or interaction with the individual; or (2) identifiable private information.
Federal regulations define identifiable to mean that the identity of the individual subject is or may readily be ascertained by the investigator or may be associated with the information.
This refers to a person’s mental status and means inability to understand information presented, to appreciate the consequences of acting (or not acting) on that information, and to make a choice. The term is often used as a synonym for incompetence.
A legal term meaning inability to manage one’s own affairs, and often used as a synonym for incapacity.
A person’s voluntary agreement, based upon adequate knowledge and understanding of relevant information, to participate in research or to undergo a diagnostic, therapeutic, or preventive procedure. In giving informed consent, subjects may not waive or appear to waive any of their legal rights, or release or appear to release the investigator, the sponsor, the institution, or agents thereof from liability for negligence.
Institutional research (also called internal research) is the gathering of data from or about UNLV students, faculty, and staff by university offices or organizations, with the sole intent of using the data for internal informational purposes or for required data-collection purposes. This data would not be made generalizable. Examples include surveys to improve university services or procedures; ascertain the opinions, experiences, or preferences of the university community; or to provide necessary information to characterize the university community. This kind of data gathering does not require IRB review unless respondents are queried about sensitive aspects of their own behavior. For debatable projects, investigators should submit an exclusion review form to the ORI-HS.
A specially constituted, federally mandated review body established or designated by an entity to protect the welfare of human subjects recruited to participate in biomedical or behavioral research. UNLV has two IRBs – Social/Behavioral and Biomedical.
The federal regulations define interaction as “communication or interpersonal contact between investigator and subject.”
The federal regulations define intervention as both physical procedures by which data are gathered (for example, venipuncture) and manipulations of the subject or the subject’s environment that are performed for research purposes.
This refers to a researcher conducting the project. Investigators can be principal investigators or co-principal investigators. Students are always listed as student investigators.
A formal agreement between UNLV and another FWA-holding institution that allows the one IRB to serve as the “IRB of Record” for protocols involving collaborative research between UNLV and the other institution.
A term utilized when an institution assumes the IRB responsibilities for a human subject research protocol conducted at another institution. An IRB authorization agreement signed by institutional officials at both institutions is required.
An ethical principle discussed in the Belmont Report requiring fairness in distribution of burdens and benefits; those that bear the burdens of research should also receive the benefits. There must be fair and equitable selection of subjects.
A person authorized either by statute or by court appointment to make decisions on behalf of another person. In human subjects research, an individual or judicial or other body authorized under applicable law to consent on behalf of a prospective subject to the subject’s participation in the procedure(s) involved in the research.
Someone who has not reached adulthood (as defined by state law) but who may be treated as an adult for certain purposes (e.g., consenting to medical care). Note that a mature minor is not necessarily an emancipated minor. (See also “Emancipated Minor.”)
A risk is minimal when the probability and magnitude of harm or discomfort anticipated in the proposed research are not greater, in and of themselves, than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests. For example, the risk of drawing a small amount of blood from a healthy individual for research purposes is no greater than the risk of doing so as part of routine physical examination. Note: The definition of minimal risk for research involving prisoners differs somewhat from that given for non-institutionalized adults.
Any change to an IRB-approved study protocol, regardless of the level of review it receives initially.
A federally mandated member of an Institutional Review Board who has no ties to the parent institution, its staff, or faculty. This individual is usually from the local community (e.g., business person, attorney, or teacher).
A code of research ethics developed during the trials of Nazi war criminals following World War II and widely adopted as a standard during the 1950s and 1960s for protecting human subjects.
The office within the Department of Health and Human Services that is responsible for implementing DHHS regulations (45CFR46) governing research involving human subjects.
The UNLV office, formerly known as the Office for the Protection of Research Subjects (OPRS), that serves as an administrative hub for the UNLV IRB’s oversight of human subjects research.
The agreement of parent(s) to the participation of their child in research.
The scientist or scholar with primary responsibility for the design and conduct of a research project. See UNLV’s PI Eligibility Policy for those who are eligible for automatic PI status and how to apply for PI status.
An individual involuntarily confined in a penal institution, including persons: 1) sentenced under a criminal or civil statue; 2) detained pending arraignment, trial, or sentencing; and 3) detained in other facilities (e.g., for drug detoxification or treatment of alcoholism) under statutes or commitment procedures providing such alternatives to criminal prosecution or incarceration in a penal institution. Note that this includes adjudicated youth.
Control over the extent, timing, and circumstances of disclosing personal information (physical, behavioral, or intellectual) with others.
Defined by the federal regulations to include information about behavior that occurs in a context in which an individual can reasonably expect that no observation or recording is taking place. It also includes information that has been provided for specific purposes by an individual and which the individual can reasonably expect will not be made public (e.g., a medical record). Private information must be individually identifiable (i.e., the identity of the subject is or may readily be ascertained by the investigator or associated with the information) in order for the acquisition of the information to constitute research involving human subjects.
Studies designed to observe outcomes or events that occur subsequent to the identification of the group of subjects to be studied. Prospective studies need not involve manipulation or intervention but may be purely observational or involve only the collection of data.
Applies to survey research conducted in schools and states that parents have the right to inspect surveys and questionnaires distributed within schools. This amendment also specifies that parental permission must be obtained to have minors participate in surveys that disclose certain types of sensitive information. 1
The formal design or plan of an experiment or research study; specifically, the plan submitted to an IRB for review and to an agency for research support. The protocol includes a description of the research design or methodology to be employed, the eligibility requirements for prospective subjects and controls, the treatment regimen(s), and the proposed methods of analysis that will be performed on the collected data.
A systematic investigation (i.e., the gathering and analysis of information) designed to develop or contribute to generalizable knowledge.
An ethical principle discussed in the Belmont Report requiring that individual autonomy be respected and persons with diminished autonomy be protected.
Research conducted by reviewing records from the past (e.g., birth and death certificates, medical records, school records, or employment records) or by obtaining information about past events elicited through interviews or surveys. Case control studies are an example of this type of research. This requires IRB review, as long as it involves private information about humans.
The probability of harm or injury (physical, psychological, social, or economic) occurring as a result of participation in a research study. Both the probability and magnitude of possible harm may vary from minimal to significant. Risks include immediate risks of study participation as well as risks of long-term effects.
This involves two types of data: 1) data collected by someone other than the principal investigator for a research or non-research purpose, or 2) data that was collected by the principal investigator, but when collected was not intended to be used for human subjects research. For data to be considered secondary data, the data must exist prior to the initiation of the current research study or be “on the shelf” at the time of study initiation. Principal investigators must submit and receive approval for use of secondary human subjects data prior to initiation of the project.
A visit by agency officials, representatives, or consultants to the location of a research activity to assess the adequacy of IRB protection of human subjects or the capability of personnel to conduct the research.
“Participant” is the preferred term since it more correctly portrays the participatory aspects of research. Sometimes “subject” more accurately describes the role.
Free of coercion, duress, or undue inducement or influence. Used in the research context to refer to a subject’s decision to participate (or to continue to participate) in a research activity.
IMAGES
VIDEO
COMMENTS
A key term is a term that holds significant importance or plays a crucial role within the context of a research paper. It is a term that encapsulates a core concept, idea, or variable that is central to the study. Key terms are often essential for understanding the research objectives, methodology, findings, and conclusions.
Let us pretend we are doing research on nurturing international business research through global value chains literature. You do not need to include definitions for research, business, international, global, etc. These terms are common knowledge and are mostly understood the same way by everyone.
The study is intended to describe the methods of defining terms found in the theses of the English Foreign Language (EFL) students of IAIN Palangka Raya. The method to be used is a mixed method, qualitative and quantitative. Quantitative approach was used to identify, describe the frequencies, and classify the methods of defining terms.
research terminologies in educational research. It provides definitions of many of the terms used in the guidebooks to conducting qualitative, quantitative, and mixed methods of research. The terms are arranged in alphabetical order. Abstract A brief summary of a research project and its findings. A summary of a study that
This glossary is intended to assist you in understanding commonly used terms and concepts when reading, interpreting, and evaluating scholarly research. Also included are common words and phrases defined within the context of how they apply to research in the social and behavioral sciences.
The term (word or phrase) to be defined. The class of object or concept to which the term belongs. The differentiating characteristics that distinguish it from all others of its class. For example: Water ( term) is a liquid ( class) made up of molecules of hydrogen and oxygen in the ratio of 2 to 1 ( differentiating characteristics ). Comic ...
Revised on July 18, 2023. A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it's a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and it's intended to enhance their ...
Research may be defined as : a systematic process: which consists of three elements or components: (1) a question, problem, or hypothesis, (2) data, and (3) analysis and interpretation of data. ... While a variety of definitions of the term 'X' have been suggested, this paper will use the definition first suggested by Smith (1968) who saw ...
2.2 Conceptual and operational definitions. Research studies usually include terms that must be carefully and precisely defined, so that others know exactly what has been done and there are no ambiguities. Two types of definitions can be given: conceptual definitions and operational definitions. Loosely speaking, a conceptual definition explains what to measure or observe (what a word or a ...
research papers and reports, including theses and dissertations. While these guidelines are generally applicable, specific format and style will be dictated by ... Definition of Terms This section of Chapter 1 provides definitions for terms used in the proposal that are unusual or not widely understood. In addition, common terms
You will then explicate the definition of each term that you have identified to best represent your understanding and application of each term in your dissertation. Generally, a component of Definitions and Terms is to ground the definitions using the literature. Specifically, a component of Definitions and Terms is to establish how the key ...
hypothesis: a proposition which research sets out to prove or disprove: "experimental" where the hypothesis is a positive statement, or "null" where statement contains a negative. independent variable: a variable that researcher believes precedes, influences or predicts the dependent variable. informed consent: giving potential ...
Others may have terms scattered throughout glossaries in important primary texts and textbooks. Key terms are the "means of exchange" in disciplines. You gain entry into the discussion by demonstrating how well you know and understand them. Some disciplinary keywords can be tricky because they mean one thing in ordinary speech but can mean ...
Definitions of key concepts are important to the understanding of your paper. Hence, it is preferable to have them as a separate section under the title "Definition of terms." This section should be be placed towards the beginning of the paper, before you start with the major content.
Terms This glossary provides definitions of many of the terms used in the guides to conducting qualitative and quantitative research. The definitions were developed by members of the research methods seminar (E600) taught by Mike Palmquist in the ... A "paper" or linear text that has been essentially "copied" into an electronic medium.
Introduction. One section that is often required in a dissertation is the "Definitions of Terms.". This gives your readers an understanding of the concepts or factors that will be discussed throughout your study, as well as contextual information as to how you will be using those concepts in your study. The "Definitions of Terms ...
Answer: Operational definition of terms refers to a detailed explanation of the technical terms and measurements used during data collection. This is done to standardize the data. Whenever data is being collected, it is necessary to clearly define how to collect the data. Data that is not defined runs the risk of being inconsistent and might ...
Research Terms and Definitions. 1. Delimitations: address how the study will be narrowed in scope. 2. Descriptive statistics: those statistics that describe, organize, and summarize data (frequencies, percentages, descriptions of central tendency and descriptions of relative position). 3.
Definition of terms is usually an annex to a work (book, research paper, pamphlet,etc.) either at the beginning or more likely near the end with a list of acronyms, jargon, credits, etc. This is an important part of Research paper or report is that in which the key or important terms in the study are clearly defined.
This is the case for the dissertation in your first link, which defines "research" in the literature review, in the context of conflicting definitions of what research actually is (p19). The author still talks about research in the preceding pages - but that is the point where she sets the scene for her own work, using that definition in ...
In my research paper, I have set aside space to define terms (each having a bullet point). My confusion is how I go about defining these terms. Do I quote a dictionary, another research paper in the field, or do I paraphrase either one? I found one paper giving definitions, but the author doesn't cite any source. Does this mean the words fall ...
A definition of terms may not be deemed necessary for some students, especially those who prefer taking the easier route. However, incorporating a definition of terms can greatly enhance your research paper. Benefits of a Definition of Terms. This is a useful place to include technical terms in your topic or your research question.
A valued or desired outcome associated with a research project. Anticipated benefits may express the probability that subjects and society may benefit from the research procedures. Research may benefit the individual or society as a whole. If research will not benefit individuals, it is required to provide a reasonable likelihood of resulting ...