research chapter one example

Chapter 1. Introduction

“Science is in danger, and for that reason it is becoming dangerous” -Pierre Bourdieu, Science of Science and Reflexivity

Why an Open Access Textbook on Qualitative Research Methods?

I have been teaching qualitative research methods to both undergraduates and graduate students for many years. Although there are some excellent textbooks out there, they are often costly, and none of them, to my mind, properly introduces qualitative research methods to the beginning student (whether undergraduate or graduate student). In contrast, this open-access textbook is designed as a (free) true introduction to the subject, with helpful, practical pointers on how to conduct research and how to access more advanced instruction.

Textbooks are typically arranged in one of two ways: (1) by technique (each chapter covers one method used in qualitative research); or (2) by process (chapters advance from research design through publication). But both of these approaches are necessary for the beginner student. This textbook will have sections dedicated to the process as well as the techniques of qualitative research. This is a true “comprehensive” book for the beginning student. In addition to covering techniques of data collection and data analysis, it provides a road map of how to get started and how to keep going and where to go for advanced instruction. It covers aspects of research design and research communication as well as methods employed. Along the way, it includes examples from many different disciplines in the social sciences.

The primary goal has been to create a useful, accessible, engaging textbook for use across many disciplines. And, let’s face it. Textbooks can be boring. I hope readers find this to be a little different. I have tried to write in a practical and forthright manner, with many lively examples and references to good and intellectually creative qualitative research. Woven throughout the text are short textual asides (in colored textboxes) by professional (academic) qualitative researchers in various disciplines. These short accounts by practitioners should help inspire students. So, let’s begin!

What is Research?

When we use the word research , what exactly do we mean by that? This is one of those words that everyone thinks they understand, but it is worth beginning this textbook with a short explanation. We use the term to refer to “empirical research,” which is actually a historically specific approach to understanding the world around us. Think about how you know things about the world. [1] You might know your mother loves you because she’s told you she does. Or because that is what “mothers” do by tradition. Or you might know because you’ve looked for evidence that she does, like taking care of you when you are sick or reading to you in bed or working two jobs so you can have the things you need to do OK in life. Maybe it seems churlish to look for evidence; you just take it “on faith” that you are loved.

Only one of the above comes close to what we mean by research. Empirical research is research (investigation) based on evidence. Conclusions can then be drawn from observable data. This observable data can also be “tested” or checked. If the data cannot be tested, that is a good indication that we are not doing research. Note that we can never “prove” conclusively, through observable data, that our mothers love us. We might have some “disconfirming evidence” (that time she didn’t show up to your graduation, for example) that could push you to question an original hypothesis , but no amount of “confirming evidence” will ever allow us to say with 100% certainty, “my mother loves me.” Faith and tradition and authority work differently. Our knowledge can be 100% certain using each of those alternative methods of knowledge, but our certainty in those cases will not be based on facts or evidence.

For many periods of history, those in power have been nervous about “science” because it uses evidence and facts as the primary source of understanding the world, and facts can be at odds with what power or authority or tradition want you to believe. That is why I say that scientific empirical research is a historically specific approach to understand the world. You are in college or university now partly to learn how to engage in this historically specific approach.

In the sixteenth and seventeenth centuries in Europe, there was a newfound respect for empirical research, some of which was seriously challenging to the established church. Using observations and testing them, scientists found that the earth was not at the center of the universe, for example, but rather that it was but one planet of many which circled the sun. [2] For the next two centuries, the science of astronomy, physics, biology, and chemistry emerged and became disciplines taught in universities. All used the scientific method of observation and testing to advance knowledge. Knowledge about people , however, and social institutions, however, was still left to faith, tradition, and authority. Historians and philosophers and poets wrote about the human condition, but none of them used research to do so. [3]

It was not until the nineteenth century that “social science” really emerged, using the scientific method (empirical observation) to understand people and social institutions. New fields of sociology, economics, political science, and anthropology emerged. The first sociologists, people like Auguste Comte and Karl Marx, sought specifically to apply the scientific method of research to understand society, Engels famously claiming that Marx had done for the social world what Darwin did for the natural world, tracings its laws of development. Today we tend to take for granted the naturalness of science here, but it is actually a pretty recent and radical development.

To return to the question, “does your mother love you?” Well, this is actually not really how a researcher would frame the question, as it is too specific to your case. It doesn’t tell us much about the world at large, even if it does tell us something about you and your relationship with your mother. A social science researcher might ask, “do mothers love their children?” Or maybe they would be more interested in how this loving relationship might change over time (e.g., “do mothers love their children more now than they did in the 18th century when so many children died before reaching adulthood?”) or perhaps they might be interested in measuring quality of love across cultures or time periods, or even establishing “what love looks like” using the mother/child relationship as a site of exploration. All of these make good research questions because we can use observable data to answer them.

What is Qualitative Research?

“All we know is how to learn. How to study, how to listen, how to talk, how to tell. If we don’t tell the world, we don’t know the world. We’re lost in it, we die.” -Ursula LeGuin, The Telling

At its simplest, qualitative research is research about the social world that does not use numbers in its analyses. All those who fear statistics can breathe a sigh of relief – there are no mathematical formulae or regression models in this book! But this definition is less about what qualitative research can be and more about what it is not. To be honest, any simple statement will fail to capture the power and depth of qualitative research. One way of contrasting qualitative research to quantitative research is to note that the focus of qualitative research is less about explaining and predicting relationships between variables and more about understanding the social world. To use our mother love example, the question about “what love looks like” is a good question for the qualitative researcher while all questions measuring love or comparing incidences of love (both of which require measurement) are good questions for quantitative researchers. Patton writes,

Qualitative data describe. They take us, as readers, into the time and place of the observation so that we know what it was like to have been there. They capture and communicate someone else’s experience of the world in his or her own words. Qualitative data tell a story. ( Patton 2002:47 )

Qualitative researchers are asking different questions about the world than their quantitative colleagues. Even when researchers are employed in “mixed methods” research ( both quantitative and qualitative), they are using different methods to address different questions of the study. I do a lot of research about first-generation and working-college college students. Where a quantitative researcher might ask, how many first-generation college students graduate from college within four years? Or does first-generation college status predict high student debt loads? A qualitative researcher might ask, how does the college experience differ for first-generation college students? What is it like to carry a lot of debt, and how does this impact the ability to complete college on time? Both sets of questions are important, but they can only be answered using specific tools tailored to those questions. For the former, you need large numbers to make adequate comparisons. For the latter, you need to talk to people, find out what they are thinking and feeling, and try to inhabit their shoes for a little while so you can make sense of their experiences and beliefs.

Examples of Qualitative Research

You have probably seen examples of qualitative research before, but you might not have paid particular attention to how they were produced or realized that the accounts you were reading were the result of hours, months, even years of research “in the field.” A good qualitative researcher will present the product of their hours of work in such a way that it seems natural, even obvious, to the reader. Because we are trying to convey what it is like answers, qualitative research is often presented as stories – stories about how people live their lives, go to work, raise their children, interact with one another. In some ways, this can seem like reading particularly insightful novels. But, unlike novels, there are very specific rules and guidelines that qualitative researchers follow to ensure that the “story” they are telling is accurate , a truthful rendition of what life is like for the people being studied. Most of this textbook will be spent conveying those rules and guidelines. Let’s take a look, first, however, at three examples of what the end product looks like. I have chosen these three examples to showcase very different approaches to qualitative research, and I will return to these five examples throughout the book. They were all published as whole books (not chapters or articles), and they are worth the long read, if you have the time. I will also provide some information on how these books came to be and the length of time it takes to get them into book version. It is important you know about this process, and the rest of this textbook will help explain why it takes so long to conduct good qualitative research!

Example 1 : The End Game (ethnography + interviews)

Corey Abramson is a sociologist who teaches at the University of Arizona. In 2015 he published The End Game: How Inequality Shapes our Final Years ( 2015 ). This book was based on the research he did for his dissertation at the University of California-Berkeley in 2012. Actually, the dissertation was completed in 2012 but the work that was produced that took several years. The dissertation was entitled, “This is How We Live, This is How We Die: Social Stratification, Aging, and Health in Urban America” ( 2012 ). You can see how the book version, which was written for a more general audience, has a more engaging sound to it, but that the dissertation version, which is what academic faculty read and evaluate, has a more descriptive title. You can read the title and know that this is a study about aging and health and that the focus is going to be inequality and that the context (place) is going to be “urban America.” It’s a study about “how” people do something – in this case, how they deal with aging and death. This is the very first sentence of the dissertation, “From our first breath in the hospital to the day we die, we live in a society characterized by unequal opportunities for maintaining health and taking care of ourselves when ill. These disparities reflect persistent racial, socio-economic, and gender-based inequalities and contribute to their persistence over time” ( 1 ). What follows is a truthful account of how that is so.

Cory Abramson spent three years conducting his research in four different urban neighborhoods. We call the type of research he conducted “comparative ethnographic” because he designed his study to compare groups of seniors as they went about their everyday business. It’s comparative because he is comparing different groups (based on race, class, gender) and ethnographic because he is studying the culture/way of life of a group. [4] He had an educated guess, rooted in what previous research had shown and what social theory would suggest, that people’s experiences of aging differ by race, class, and gender. So, he set up a research design that would allow him to observe differences. He chose two primarily middle-class (one was racially diverse and the other was predominantly White) and two primarily poor neighborhoods (one was racially diverse and the other was predominantly African American). He hung out in senior centers and other places seniors congregated, watched them as they took the bus to get prescriptions filled, sat in doctor’s offices with them, and listened to their conversations with each other. He also conducted more formal conversations, what we call in-depth interviews, with sixty seniors from each of the four neighborhoods. As with a lot of fieldwork , as he got closer to the people involved, he both expanded and deepened his reach –

By the end of the project, I expanded my pool of general observations to include various settings frequented by seniors: apartment building common rooms, doctors’ offices, emergency rooms, pharmacies, senior centers, bars, parks, corner stores, shopping centers, pool halls, hair salons, coffee shops, and discount stores. Over the course of the three years of fieldwork, I observed hundreds of elders, and developed close relationships with a number of them. ( 2012:10 )

When Abramson rewrote the dissertation for a general audience and published his book in 2015, it got a lot of attention. It is a beautifully written book and it provided insight into a common human experience that we surprisingly know very little about. It won the Outstanding Publication Award by the American Sociological Association Section on Aging and the Life Course and was featured in the New York Times . The book was about aging, and specifically how inequality shapes the aging process, but it was also about much more than that. It helped show how inequality affects people’s everyday lives. For example, by observing the difficulties the poor had in setting up appointments and getting to them using public transportation and then being made to wait to see a doctor, sometimes in standing-room-only situations, when they are unwell, and then being treated dismissively by hospital staff, Abramson allowed readers to feel the material reality of being poor in the US. Comparing these examples with seniors with adequate supplemental insurance who have the resources to hire car services or have others assist them in arranging care when they need it, jolts the reader to understand and appreciate the difference money makes in the lives and circumstances of us all, and in a way that is different than simply reading a statistic (“80% of the poor do not keep regular doctor’s appointments”) does. Qualitative research can reach into spaces and places that often go unexamined and then reports back to the rest of us what it is like in those spaces and places.

Example 2: Racing for Innocence (Interviews + Content Analysis + Fictional Stories)

Jennifer Pierce is a Professor of American Studies at the University of Minnesota. Trained as a sociologist, she has written a number of books about gender, race, and power. Her very first book, Gender Trials: Emotional Lives in Contemporary Law Firms, published in 1995, is a brilliant look at gender dynamics within two law firms. Pierce was a participant observer, working as a paralegal, and she observed how female lawyers and female paralegals struggled to obtain parity with their male colleagues.

Fifteen years later, she reexamined the context of the law firm to include an examination of racial dynamics, particularly how elite white men working in these spaces created and maintained a culture that made it difficult for both female attorneys and attorneys of color to thrive. Her book, Racing for Innocence: Whiteness, Gender, and the Backlash Against Affirmative Action , published in 2012, is an interesting and creative blending of interviews with attorneys, content analyses of popular films during this period, and fictional accounts of racial discrimination and sexual harassment. The law firm she chose to study had come under an affirmative action order and was in the process of implementing equitable policies and programs. She wanted to understand how recipients of white privilege (the elite white male attorneys) come to deny the role they play in reproducing inequality. Through interviews with attorneys who were present both before and during the affirmative action order, she creates a historical record of the “bad behavior” that necessitated new policies and procedures, but also, and more importantly , probed the participants ’ understanding of this behavior. It should come as no surprise that most (but not all) of the white male attorneys saw little need for change, and that almost everyone else had accounts that were different if not sometimes downright harrowing.

I’ve used Pierce’s book in my qualitative research methods courses as an example of an interesting blend of techniques and presentation styles. My students often have a very difficult time with the fictional accounts she includes. But they serve an important communicative purpose here. They are her attempts at presenting “both sides” to an objective reality – something happens (Pierce writes this something so it is very clear what it is), and the two participants to the thing that happened have very different understandings of what this means. By including these stories, Pierce presents one of her key findings – people remember things differently and these different memories tend to support their own ideological positions. I wonder what Pierce would have written had she studied the murder of George Floyd or the storming of the US Capitol on January 6 or any number of other historic events whose observers and participants record very different happenings.

This is not to say that qualitative researchers write fictional accounts. In fact, the use of fiction in our work remains controversial. When used, it must be clearly identified as a presentation device, as Pierce did. I include Racing for Innocence here as an example of the multiple uses of methods and techniques and the way that these work together to produce better understandings by us, the readers, of what Pierce studied. We readers come away with a better grasp of how and why advantaged people understate their own involvement in situations and structures that advantage them. This is normal human behavior , in other words. This case may have been about elite white men in law firms, but the general insights here can be transposed to other settings. Indeed, Pierce argues that more research needs to be done about the role elites play in the reproduction of inequality in the workplace in general.

Example 3: Amplified Advantage (Mixed Methods: Survey Interviews + Focus Groups + Archives)

The final example comes from my own work with college students, particularly the ways in which class background affects the experience of college and outcomes for graduates. I include it here as an example of mixed methods, and for the use of supplementary archival research. I’ve done a lot of research over the years on first-generation, low-income, and working-class college students. I am curious (and skeptical) about the possibility of social mobility today, particularly with the rising cost of college and growing inequality in general. As one of the few people in my family to go to college, I didn’t grow up with a lot of examples of what college was like or how to make the most of it. And when I entered graduate school, I realized with dismay that there were very few people like me there. I worried about becoming too different from my family and friends back home. And I wasn’t at all sure that I would ever be able to pay back the huge load of debt I was taking on. And so I wrote my dissertation and first two books about working-class college students. These books focused on experiences in college and the difficulties of navigating between family and school ( Hurst 2010a, 2012 ). But even after all that research, I kept coming back to wondering if working-class students who made it through college had an equal chance at finding good jobs and happy lives,

What happens to students after college? Do working-class students fare as well as their peers? I knew from my own experience that barriers continued through graduate school and beyond, and that my debtload was higher than that of my peers, constraining some of the choices I made when I graduated. To answer these questions, I designed a study of students attending small liberal arts colleges, the type of college that tried to equalize the experience of students by requiring all students to live on campus and offering small classes with lots of interaction with faculty. These private colleges tend to have more money and resources so they can provide financial aid to low-income students. They also attract some very wealthy students. Because they enroll students across the class spectrum, I would be able to draw comparisons. I ended up spending about four years collecting data, both a survey of more than 2000 students (which formed the basis for quantitative analyses) and qualitative data collection (interviews, focus groups, archival research, and participant observation). This is what we call a “mixed methods” approach because we use both quantitative and qualitative data. The survey gave me a large enough number of students that I could make comparisons of the how many kind, and to be able to say with some authority that there were in fact significant differences in experience and outcome by class (e.g., wealthier students earned more money and had little debt; working-class students often found jobs that were not in their chosen careers and were very affected by debt, upper-middle-class students were more likely to go to graduate school). But the survey analyses could not explain why these differences existed. For that, I needed to talk to people and ask them about their motivations and aspirations. I needed to understand their perceptions of the world, and it is very hard to do this through a survey.

By interviewing students and recent graduates, I was able to discern particular patterns and pathways through college and beyond. Specifically, I identified three versions of gameplay. Upper-middle-class students, whose parents were themselves professionals (academics, lawyers, managers of non-profits), saw college as the first stage of their education and took classes and declared majors that would prepare them for graduate school. They also spent a lot of time building their resumes, taking advantage of opportunities to help professors with their research, or study abroad. This helped them gain admission to highly-ranked graduate schools and interesting jobs in the public sector. In contrast, upper-class students, whose parents were wealthy and more likely to be engaged in business (as CEOs or other high-level directors), prioritized building social capital. They did this by joining fraternities and sororities and playing club sports. This helped them when they graduated as they called on friends and parents of friends to find them well-paying jobs. Finally, low-income, first-generation, and working-class students were often adrift. They took the classes that were recommended to them but without the knowledge of how to connect them to life beyond college. They spent time working and studying rather than partying or building their resumes. All three sets of students thought they were “doing college” the right way, the way that one was supposed to do college. But these three versions of gameplay led to distinct outcomes that advantaged some students over others. I titled my work “Amplified Advantage” to highlight this process.

These three examples, Cory Abramson’s The End Game , Jennifer Peirce’s Racing for Innocence, and my own Amplified Advantage, demonstrate the range of approaches and tools available to the qualitative researcher. They also help explain why qualitative research is so important. Numbers can tell us some things about the world, but they cannot get at the hearts and minds, motivations and beliefs of the people who make up the social worlds we inhabit. For that, we need tools that allow us to listen and make sense of what people tell us and show us. That is what good qualitative research offers us.

How Is This Book Organized?

This textbook is organized as a comprehensive introduction to the use of qualitative research methods. The first half covers general topics (e.g., approaches to qualitative research, ethics) and research design (necessary steps for building a successful qualitative research study). The second half reviews various data collection and data analysis techniques. Of course, building a successful qualitative research study requires some knowledge of data collection and data analysis so the chapters in the first half and the chapters in the second half should be read in conversation with each other. That said, each chapter can be read on its own for assistance with a particular narrow topic. In addition to the chapters, a helpful glossary can be found in the back of the book. Rummage around in the text as needed.

Chapter Descriptions

Chapter 2 provides an overview of the Research Design Process. How does one begin a study? What is an appropriate research question? How is the study to be done – with what methods ? Involving what people and sites? Although qualitative research studies can and often do change and develop over the course of data collection, it is important to have a good idea of what the aims and goals of your study are at the outset and a good plan of how to achieve those aims and goals. Chapter 2 provides a road map of the process.

Chapter 3 describes and explains various ways of knowing the (social) world. What is it possible for us to know about how other people think or why they behave the way they do? What does it mean to say something is a “fact” or that it is “well-known” and understood? Qualitative researchers are particularly interested in these questions because of the types of research questions we are interested in answering (the how questions rather than the how many questions of quantitative research). Qualitative researchers have adopted various epistemological approaches. Chapter 3 will explore these approaches, highlighting interpretivist approaches that acknowledge the subjective aspect of reality – in other words, reality and knowledge are not objective but rather influenced by (interpreted through) people.

Chapter 4 focuses on the practical matter of developing a research question and finding the right approach to data collection. In any given study (think of Cory Abramson’s study of aging, for example), there may be years of collected data, thousands of observations , hundreds of pages of notes to read and review and make sense of. If all you had was a general interest area (“aging”), it would be very difficult, nearly impossible, to make sense of all of that data. The research question provides a helpful lens to refine and clarify (and simplify) everything you find and collect. For that reason, it is important to pull out that lens (articulate the research question) before you get started. In the case of the aging study, Cory Abramson was interested in how inequalities affected understandings and responses to aging. It is for this reason he designed a study that would allow him to compare different groups of seniors (some middle-class, some poor). Inevitably, he saw much more in the three years in the field than what made it into his book (or dissertation), but he was able to narrow down the complexity of the social world to provide us with this rich account linked to the original research question. Developing a good research question is thus crucial to effective design and a successful outcome. Chapter 4 will provide pointers on how to do this. Chapter 4 also provides an overview of general approaches taken to doing qualitative research and various “traditions of inquiry.”

Chapter 5 explores sampling . After you have developed a research question and have a general idea of how you will collect data (Observations? Interviews?), how do you go about actually finding people and sites to study? Although there is no “correct number” of people to interview , the sample should follow the research question and research design. Unlike quantitative research, qualitative research involves nonprobability sampling. Chapter 5 explains why this is so and what qualities instead make a good sample for qualitative research.

Chapter 6 addresses the importance of reflexivity in qualitative research. Related to epistemological issues of how we know anything about the social world, qualitative researchers understand that we the researchers can never be truly neutral or outside the study we are conducting. As observers, we see things that make sense to us and may entirely miss what is either too obvious to note or too different to comprehend. As interviewers, as much as we would like to ask questions neutrally and remain in the background, interviews are a form of conversation, and the persons we interview are responding to us . Therefore, it is important to reflect upon our social positions and the knowledges and expectations we bring to our work and to work through any blind spots that we may have. Chapter 6 provides some examples of reflexivity in practice and exercises for thinking through one’s own biases.

Chapter 7 is a very important chapter and should not be overlooked. As a practical matter, it should also be read closely with chapters 6 and 8. Because qualitative researchers deal with people and the social world, it is imperative they develop and adhere to a strong ethical code for conducting research in a way that does not harm. There are legal requirements and guidelines for doing so (see chapter 8), but these requirements should not be considered synonymous with the ethical code required of us. Each researcher must constantly interrogate every aspect of their research, from research question to design to sample through analysis and presentation, to ensure that a minimum of harm (ideally, zero harm) is caused. Because each research project is unique, the standards of care for each study are unique. Part of being a professional researcher is carrying this code in one’s heart, being constantly attentive to what is required under particular circumstances. Chapter 7 provides various research scenarios and asks readers to weigh in on the suitability and appropriateness of the research. If done in a class setting, it will become obvious fairly quickly that there are often no absolutely correct answers, as different people find different aspects of the scenarios of greatest importance. Minimizing the harm in one area may require possible harm in another. Being attentive to all the ethical aspects of one’s research and making the best judgments one can, clearly and consciously, is an integral part of being a good researcher.

Chapter 8 , best to be read in conjunction with chapter 7, explains the role and importance of Institutional Review Boards (IRBs) . Under federal guidelines, an IRB is an appropriately constituted group that has been formally designated to review and monitor research involving human subjects . Every institution that receives funding from the federal government has an IRB. IRBs have the authority to approve, require modifications to (to secure approval), or disapprove research. This group review serves an important role in the protection of the rights and welfare of human research subjects. Chapter 8 reviews the history of IRBs and the work they do but also argues that IRBs’ review of qualitative research is often both over-inclusive and under-inclusive. Some aspects of qualitative research are not well understood by IRBs, given that they were developed to prevent abuses in biomedical research. Thus, it is important not to rely on IRBs to identify all the potential ethical issues that emerge in our research (see chapter 7).

Chapter 9 provides help for getting started on formulating a research question based on gaps in the pre-existing literature. Research is conducted as part of a community, even if particular studies are done by single individuals (or small teams). What any of us finds and reports back becomes part of a much larger body of knowledge. Thus, it is important that we look at the larger body of knowledge before we actually start our bit to see how we can best contribute. When I first began interviewing working-class college students, there was only one other similar study I could find, and it hadn’t been published (it was a dissertation of students from poor backgrounds). But there had been a lot published by professors who had grown up working class and made it through college despite the odds. These accounts by “working-class academics” became an important inspiration for my study and helped me frame the questions I asked the students I interviewed. Chapter 9 will provide some pointers on how to search for relevant literature and how to use this to refine your research question.

Chapter 10 serves as a bridge between the two parts of the textbook, by introducing techniques of data collection. Qualitative research is often characterized by the form of data collection – for example, an ethnographic study is one that employs primarily observational data collection for the purpose of documenting and presenting a particular culture or ethnos. Techniques can be effectively combined, depending on the research question and the aims and goals of the study. Chapter 10 provides a general overview of all the various techniques and how they can be combined.

The second part of the textbook moves into the doing part of qualitative research once the research question has been articulated and the study designed. Chapters 11 through 17 cover various data collection techniques and approaches. Chapters 18 and 19 provide a very simple overview of basic data analysis. Chapter 20 covers communication of the data to various audiences, and in various formats.

Chapter 11 begins our overview of data collection techniques with a focus on interviewing , the true heart of qualitative research. This technique can serve as the primary and exclusive form of data collection, or it can be used to supplement other forms (observation, archival). An interview is distinct from a survey, where questions are asked in a specific order and often with a range of predetermined responses available. Interviews can be conversational and unstructured or, more conventionally, semistructured , where a general set of interview questions “guides” the conversation. Chapter 11 covers the basics of interviews: how to create interview guides, how many people to interview, where to conduct the interview, what to watch out for (how to prepare against things going wrong), and how to get the most out of your interviews.

Chapter 12 covers an important variant of interviewing, the focus group. Focus groups are semistructured interviews with a group of people moderated by a facilitator (the researcher or researcher’s assistant). Focus groups explicitly use group interaction to assist in the data collection. They are best used to collect data on a specific topic that is non-personal and shared among the group. For example, asking a group of college students about a common experience such as taking classes by remote delivery during the pandemic year of 2020. Chapter 12 covers the basics of focus groups: when to use them, how to create interview guides for them, and how to run them effectively.

Chapter 13 moves away from interviewing to the second major form of data collection unique to qualitative researchers – observation . Qualitative research that employs observation can best be understood as falling on a continuum of “fly on the wall” observation (e.g., observing how strangers interact in a doctor’s waiting room) to “participant” observation, where the researcher is also an active participant of the activity being observed. For example, an activist in the Black Lives Matter movement might want to study the movement, using her inside position to gain access to observe key meetings and interactions. Chapter 13 covers the basics of participant observation studies: advantages and disadvantages, gaining access, ethical concerns related to insider/outsider status and entanglement, and recording techniques.

Chapter 14 takes a closer look at “deep ethnography” – immersion in the field of a particularly long duration for the purpose of gaining a deeper understanding and appreciation of a particular culture or social world. Clifford Geertz called this “deep hanging out.” Whereas participant observation is often combined with semistructured interview techniques, deep ethnography’s commitment to “living the life” or experiencing the situation as it really is demands more conversational and natural interactions with people. These interactions and conversations may take place over months or even years. As can be expected, there are some costs to this technique, as well as some very large rewards when done competently. Chapter 14 provides some examples of deep ethnographies that will inspire some beginning researchers and intimidate others.

Chapter 15 moves in the opposite direction of deep ethnography, a technique that is the least positivist of all those discussed here, to mixed methods , a set of techniques that is arguably the most positivist . A mixed methods approach combines both qualitative data collection and quantitative data collection, commonly by combining a survey that is analyzed statistically (e.g., cross-tabs or regression analyses of large number probability samples) with semi-structured interviews. Although it is somewhat unconventional to discuss mixed methods in textbooks on qualitative research, I think it is important to recognize this often-employed approach here. There are several advantages and some disadvantages to taking this route. Chapter 16 will describe those advantages and disadvantages and provide some particular guidance on how to design a mixed methods study for maximum effectiveness.

Chapter 16 covers data collection that does not involve live human subjects at all – archival and historical research (chapter 17 will also cover data that does not involve interacting with human subjects). Sometimes people are unavailable to us, either because they do not wish to be interviewed or observed (as is the case with many “elites”) or because they are too far away, in both place and time. Fortunately, humans leave many traces and we can often answer questions we have by examining those traces. Special collections and archives can be goldmines for social science research. This chapter will explain how to access these places, for what purposes, and how to begin to make sense of what you find.

Chapter 17 covers another data collection area that does not involve face-to-face interaction with humans: content analysis . Although content analysis may be understood more properly as a data analysis technique, the term is often used for the entire approach, which will be the case here. Content analysis involves interpreting meaning from a body of text. This body of text might be something found in historical records (see chapter 16) or something collected by the researcher, as in the case of comment posts on a popular blog post. I once used the stories told by student loan debtors on the website studentloanjustice.org as the content I analyzed. Content analysis is particularly useful when attempting to define and understand prevalent stories or communication about a topic of interest. In other words, when we are less interested in what particular people (our defined sample) are doing or believing and more interested in what general narratives exist about a particular topic or issue. This chapter will explore different approaches to content analysis and provide helpful tips on how to collect data, how to turn that data into codes for analysis, and how to go about presenting what is found through analysis.

Where chapter 17 has pushed us towards data analysis, chapters 18 and 19 are all about what to do with the data collected, whether that data be in the form of interview transcripts or fieldnotes from observations. Chapter 18 introduces the basics of coding , the iterative process of assigning meaning to the data in order to both simplify and identify patterns. What is a code and how does it work? What are the different ways of coding data, and when should you use them? What is a codebook, and why do you need one? What does the process of data analysis look like?

Chapter 19 goes further into detail on codes and how to use them, particularly the later stages of coding in which our codes are refined, simplified, combined, and organized. These later rounds of coding are essential to getting the most out of the data we’ve collected. As students are often overwhelmed with the amount of data (a corpus of interview transcripts typically runs into the hundreds of pages; fieldnotes can easily top that), this chapter will also address time management and provide suggestions for dealing with chaos and reminders that feeling overwhelmed at the analysis stage is part of the process. By the end of the chapter, you should understand how “findings” are actually found.

The book concludes with a chapter dedicated to the effective presentation of data results. Chapter 20 covers the many ways that researchers communicate their studies to various audiences (academic, personal, political), what elements must be included in these various publications, and the hallmarks of excellent qualitative research that various audiences will be expecting. Because qualitative researchers are motivated by understanding and conveying meaning , effective communication is not only an essential skill but a fundamental facet of the entire research project. Ethnographers must be able to convey a certain sense of verisimilitude , the appearance of true reality. Those employing interviews must faithfully depict the key meanings of the people they interviewed in a way that rings true to those people, even if the end result surprises them. And all researchers must strive for clarity in their publications so that various audiences can understand what was found and why it is important.

The book concludes with a short chapter ( chapter 21 ) discussing the value of qualitative research. At the very end of this book, you will find a glossary of terms. I recommend you make frequent use of the glossary and add to each entry as you find examples. Although the entries are meant to be simple and clear, you may also want to paraphrase the definition—make it “make sense” to you, in other words. In addition to the standard reference list (all works cited here), you will find various recommendations for further reading at the end of many chapters. Some of these recommendations will be examples of excellent qualitative research, indicated with an asterisk (*) at the end of the entry. As they say, a picture is worth a thousand words. A good example of qualitative research can teach you more about conducting research than any textbook can (this one included). I highly recommend you select one to three examples from these lists and read them along with the textbook.

A final note on the choice of examples – you will note that many of the examples used in the text come from research on college students. This is for two reasons. First, as most of my research falls in this area, I am most familiar with this literature and have contacts with those who do research here and can call upon them to share their stories with you. Second, and more importantly, my hope is that this textbook reaches a wide audience of beginning researchers who study widely and deeply across the range of what can be known about the social world (from marine resources management to public policy to nursing to political science to sexuality studies and beyond). It is sometimes difficult to find examples that speak to all those research interests, however. A focus on college students is something that all readers can understand and, hopefully, appreciate, as we are all now or have been at some point a college student.

Patton’s Ten Suggestions for Doing Qualitative Research

The following ten suggestions were made by Michael Quinn Patton in his massive textbooks Qualitative Research and Evaluations Methods . This book is highly recommended for those of you who want more than an introduction to qualitative methods. It is the book I relied on heavily when I was a graduate student, although it is much easier to “dip into” when necessary than to read through as a whole. Patton is asked for “just one bit of advice” for a graduate student considering using qualitative research methods for their dissertation. Here are his top ten responses, in short form, heavily paraphrased, and with additional comments and emphases from me:

Make sure that a qualitative approach fits the research question. The following are the kinds of questions that call out for qualitative methods or where qualitative methods are particularly appropriate: questions about people’s experiences or how they make sense of those experiences; studying a person in their natural environment; researching a phenomenon so unknown that it would be impossible to study it with standardized instruments or other forms of quantitative data collection.
Study qualitative research by going to the original sources for the design and analysis appropriate to the particular approach you want to take (e.g., read Glaser and Straus if you are using grounded theory )
Find a dissertation adviser who understands or at least who will support your use of qualitative research methods. You are asking for trouble if your entire committee is populated by quantitative researchers, even if they are all very knowledgeable about the subject or focus of your study (maybe even more so if they are!)
Really work on design. Doing qualitative research effectively takes a lot of planning. Even if things are more flexible than in quantitative research, a good design is absolutely essential when starting out.
Practice data collection techniques, particularly interviewing and observing. There is definitely a set of learned skills here! Do not expect your first interview to be perfect. You will continue to grow as a researcher the more interviews you conduct, and you will probably come to understand yourself a bit more in the process, too. This is not easy, despite what others who don’t work with qualitative methods may assume (and tell you!)
Have a plan for analysis before you begin data collection. This is often a requirement in IRB protocols , although you can get away with writing something fairly simple. And even if you are taking an approach, such as grounded theory, that pushes you to remain fairly open-minded during the data collection process, you still want to know what you will be doing with all the data collected – creating a codebook? Writing analytical memos? Comparing cases? Having a plan in hand will also help prevent you from collecting too much extraneous data.
Be prepared to confront controversies both within the qualitative research community and between qualitative research and quantitative research. Don’t be naïve about this – qualitative research, particularly some approaches, will be derided by many more “positivist” researchers and audiences. For example, is an “n” of 1 really sufficient? Yes! But not everyone will agree.
Do not make the mistake of using qualitative research methods because someone told you it was easier, or because you are intimidated by the math required of statistical analyses. Qualitative research is difficult in its own way (and many would claim much more time-consuming than quantitative research). Do it because you are convinced it is right for your goals, aims, and research questions.
Find a good support network. This could be a research mentor, or it could be a group of friends or colleagues who are also using qualitative research, or it could be just someone who will listen to you work through all of the issues you will confront out in the field and during the writing process. Even though qualitative research often involves human subjects, it can be pretty lonely. A lot of times you will feel like you are working without a net. You have to create one for yourself. Take care of yourself.
And, finally, in the words of Patton, “Prepare to be changed. Looking deeply at other people’s lives will force you to look deeply at yourself.”
We will actually spend an entire chapter ( chapter 3 ) looking at this question in much more detail! ↵
Note that this might have been news to Europeans at the time, but many other societies around the world had also come to this conclusion through observation. There is often a tendency to equate “the scientific revolution” with the European world in which it took place, but this is somewhat misleading. ↵
Historians are a special case here. Historians have scrupulously and rigorously investigated the social world, but not for the purpose of understanding general laws about how things work, which is the point of scientific empirical research. History is often referred to as an idiographic field of study, meaning that it studies things that happened or are happening in themselves and not for general observations or conclusions. ↵
Don’t worry, we’ll spend more time later in this book unpacking the meaning of ethnography and other terms that are important here. Note the available glossary ↵

An approach to research that is “multimethod in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts – that describe routine and problematic moments and meanings in individuals’ lives." ( Denzin and Lincoln 2005:2 ). Contrast with quantitative research .

In contrast to methodology, methods are more simply the practices and tools used to collect and analyze data. Examples of common methods in qualitative research are interviews , observations , and documentary analysis . One’s methodology should connect to one’s choice of methods, of course, but they are distinguishable terms. See also methodology .

A proposed explanation for an observation, phenomenon, or scientific problem that can be tested by further investigation. The positing of a hypothesis is often the first step in quantitative research but not in qualitative research. Even when qualitative researchers offer possible explanations in advance of conducting research, they will tend to not use the word “hypothesis” as it conjures up the kind of positivist research they are not conducting.

The foundational question to be addressed by the research study. This will form the anchor of the research design, collection, and analysis. Note that in qualitative research, the research question may, and probably will, alter or develop during the course of the research.

An approach to research that collects and analyzes numerical data for the purpose of finding patterns and averages, making predictions, testing causal relationships, and generalizing results to wider populations. Contrast with qualitative research .

Data collection that takes place in real-world settings, referred to as “the field;” a key component of much Grounded Theory and ethnographic research. Patton ( 2002 ) calls fieldwork “the central activity of qualitative inquiry” where “‘going into the field’ means having direct and personal contact with people under study in their own environments – getting close to people and situations being studied to personally understand the realities of minutiae of daily life” (48).

The people who are the subjects of a qualitative study. In interview-based studies, they may be the respondents to the interviewer; for purposes of IRBs, they are often referred to as the human subjects of the research.

The branch of philosophy concerned with knowledge. For researchers, it is important to recognize and adopt one of the many distinguishing epistemological perspectives as part of our understanding of what questions research can address or fully answer. See, e.g., constructivism , subjectivism, and objectivism .

An approach that refutes the possibility of neutrality in social science research. All research is “guided by a set of beliefs and feelings about the world and how it should be understood and studied” (Denzin and Lincoln 2005: 13). In contrast to positivism , interpretivism recognizes the social constructedness of reality, and researchers adopting this approach focus on capturing interpretations and understandings people have about the world rather than “the world” as it is (which is a chimera).

The cluster of data-collection tools and techniques that involve observing interactions between people, the behaviors, and practices of individuals (sometimes in contrast to what they say about how they act and behave), and cultures in context. Observational methods are the key tools employed by ethnographers and Grounded Theory .

Research based on data collected and analyzed by the research (in contrast to secondary “library” research).

The process of selecting people or other units of analysis to represent a larger population. In quantitative research, this representation is taken quite literally, as statistically representative. In qualitative research, in contrast, sample selection is often made based on potential to generate insight about a particular topic or phenomenon.

A method of data collection in which the researcher asks the participant questions; the answers to these questions are often recorded and transcribed verbatim. There are many different kinds of interviews - see also semistructured interview , structured interview , and unstructured interview .

The specific group of individuals that you will collect data from. Contrast population.

The practice of being conscious of and reflective upon one’s own social location and presence when conducting research. Because qualitative research often requires interaction with live humans, failing to take into account how one’s presence and prior expectations and social location affect the data collected and how analyzed may limit the reliability of the findings. This remains true even when dealing with historical archives and other content. Who we are matters when asking questions about how people experience the world because we, too, are a part of that world.

The science and practice of right conduct; in research, it is also the delineation of moral obligations towards research participants, communities to which we belong, and communities in which we conduct our research.

An administrative body established to protect the rights and welfare of human research subjects recruited to participate in research activities conducted under the auspices of the institution with which it is affiliated. The IRB is charged with the responsibility of reviewing all research involving human participants. The IRB is concerned with protecting the welfare, rights, and privacy of human subjects. The IRB has the authority to approve, disapprove, monitor, and require modifications in all research activities that fall within its jurisdiction as specified by both the federal regulations and institutional policy.

Research, according to US federal guidelines, that involves “a living individual about whom an investigator (whether professional or student) conducting research: (1) Obtains information or biospecimens through intervention or interaction with the individual, and uses, studies, or analyzes the information or biospecimens; or (2) Obtains, uses, studies, analyzes, or generates identifiable private information or identifiable biospecimens.”

One of the primary methodological traditions of inquiry in qualitative research, ethnography is the study of a group or group culture, largely through observational fieldwork supplemented by interviews. It is a form of fieldwork that may include participant-observation data collection. See chapter 14 for a discussion of deep ethnography.

A form of interview that follows a standard guide of questions asked, although the order of the questions may change to match the particular needs of each individual interview subject, and probing “follow-up” questions are often added during the course of the interview. The semi-structured interview is the primary form of interviewing used by qualitative researchers in the social sciences. It is sometimes referred to as an “in-depth” interview. See also interview and interview guide .

A method of observational data collection taking place in a natural setting; a form of fieldwork . The term encompasses a continuum of relative participation by the researcher (from full participant to “fly-on-the-wall” observer). This is also sometimes referred to as ethnography , although the latter is characterized by a greater focus on the culture under observation.

A research design that employs both quantitative and qualitative methods, as in the case of a survey supplemented by interviews.

An epistemological perspective that posits the existence of reality through sensory experience similar to empiricism but goes further in denying any non-sensory basis of thought or consciousness. In the social sciences, the term has roots in the proto-sociologist August Comte, who believed he could discern “laws” of society similar to the laws of natural science (e.g., gravity). The term has come to mean the kinds of measurable and verifiable science conducted by quantitative researchers and is thus used pejoratively by some qualitative researchers interested in interpretation, consciousness, and human understanding. Calling someone a “positivist” is often intended as an insult. See also empiricism and objectivism.

A place or collection containing records, documents, or other materials of historical interest; most universities have an archive of material related to the university’s history, as well as other “special collections” that may be of interest to members of the community.

A method of both data collection and data analysis in which a given content (textual, visual, graphic) is examined systematically and rigorously to identify meanings, themes, patterns and assumptions. Qualitative content analysis (QCA) is concerned with gathering and interpreting an existing body of material.

A word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data (Saldaña 2021:5).

Usually a verbatim written record of an interview or focus group discussion.

The primary form of data for fieldwork , participant observation , and ethnography . These notes, taken by the researcher either during the course of fieldwork or at day’s end, should include as many details as possible on what was observed and what was said. They should include clear identifiers of date, time, setting, and names (or identifying characteristics) of participants.

The process of labeling and organizing qualitative data to identify different themes and the relationships between them; a way of simplifying data to allow better management and retrieval of key themes and illustrative passages. See coding frame and codebook.

A methodological tradition of inquiry and approach to analyzing qualitative data in which theories emerge from a rigorous and systematic process of induction. This approach was pioneered by the sociologists Glaser and Strauss (1967). The elements of theory generated from comparative analysis of data are, first, conceptual categories and their properties and, second, hypotheses or generalized relations among the categories and their properties – “The constant comparing of many groups draws the [researcher’s] attention to their many similarities and differences. Considering these leads [the researcher] to generate abstract categories and their properties, which, since they emerge from the data, will clearly be important to a theory explaining the kind of behavior under observation.” (36).

A detailed description of any proposed research that involves human subjects for review by IRB. The protocol serves as the recipe for the conduct of the research activity. It includes the scientific rationale to justify the conduct of the study, the information necessary to conduct the study, the plan for managing and analyzing the data, and a discussion of the research ethical issues relevant to the research. Protocols for qualitative research often include interview guides, all documents related to recruitment, informed consent forms, very clear guidelines on the safekeeping of materials collected, and plans for de-identifying transcripts or other data that include personal identifying information.

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HOW TO WRITE CHAPTER ONE OF RESEARCH PROJECTS

A practical guide to research writing – chapter one.

The outline of a well written Chapter One is supposed to include all or some of the following:

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Objectives or Purpose of the Study

1.4 Research Questions and /or Hypotheses

1.5 Significance of the Study

1.6 Scope and Limitation of the Study

1.7 Basic Assumptions

1.8 Operational Definition of Terms

As can be seen above, the project outline constitutes a huge part of the project proposal and the student researcher just needs to perfect the approved research proposal with the view of using it as the Chapter One. The fact remains that all the other parts that as had been written for the project proposal would still stand, with the inclusion of Operational Definition of Terms. At this stage, it is important to understand and know what is contained under each of the subheadings in the first chapter and these are described thoroughly in this article: –

1.1 Background to the Study

Just as the name means, this section outlines the history of the subject matter under investigation; the evolution of the research problem; how the researcher became fascinated with the problem. He goes on to describe the specific situation surrounding the research problem, using facts from the literature to support various arguments. In this section also, the student researcher tries to ascertain the suitability and feasibility of the study, concluding from the sufficient evidences drawn from the previous literature.

In a nutshell, this is where the student researcher initiates the subject of his investigation using all obtainable evidences and figures to establish its groundwork. Note that even if there is no standard number of pages that this should take, the lengthier and well focused the Background to the Study, the better for a good and solid groundwork for that research being conducted.

1.2 Statement of the Problem

The Problem Statement, as it is otherwise described, is the reasonable conclusion of the problems/issues raised in the Background to the Study. The idea is that while the Background to the Study offers a wider or global perspective/standpoint to the subject matter of the research, the Problem Statement makes assumptions from there and concludes on the specifics as they relate to the specific investigation being conducted.

That is the reason Problem Statement is expected to flow, rather logically, from the Background to the Study; and it is not a good Problem Statement, one that deviates from this; given that they are not expected to be two unconnected entities, as it were. It is nevertheless different from Background to the Study in that it must be stated reasonably briefly and very clearly. All the descriptive components of the Background to the Study would have assisted to allow one go straight for the specifics under the Problem Statement.

This is why experienced project supervisors would maintain that the Problem Statement should be in the range of one to three paragraphs only. The idea is that the shorter, the clearer; and the clearer the better for the whole process of investigation. In a nutshell, one cannot overstate the need to state the research problem very clearly and accurately, since the entire course of the investigation depends on it.

Therefore, there is no doubt that a satisfactory statement of the research problem is the most important component of a research process. The plain reason for this claim is that the whole process of investigation centers on it and it is typically related to some of the following issues:

A missing link
One-sidedness
An unanswered question.
An unsatisfactory state of arrangements

Consequently, the Problem Statement offers direction to the rest of the project; signifying and highlighting the major variables of concern to the researcher as well as the exact relationship that exist between them.

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Academic project or thesis or dissertation writing is not an easy academic endeavor. To reach your goal, you must invest time, effort, and a strong desire to succeed. Writing a thesis while also juggling other course work is challenging, but it doesn't have to be an unpleasant process. A dissertation or thesis is one of the most important requirements for any degree, and this book will show you how to create a good research write-up from a high level of abstraction, making your research writing journey much easier. It also includes examples of how and what the contents of each sub-headings should look like for easy research writing. This book will also constitute a step-by-step research writing guide to scholars in all research fields.

1.3 Objectives {Purpose} of the Study

Simply similar to every other component in a research project, the Objectives of the Study is strongly connected to the Research Problem. The former is derived directly from the latter. The Objectives of the Study, which is sometimes described as Purpose, stand for the aims of carrying out the investigation and could be categorized into general and specific.

The general objective describes the overall aim of a research project whereas the specific objective is concerned with the comprehensive list of intentions concerning what the research stands to accomplish at the end of the project. Typically, the specific objectives are stated in the form of declarative statements for example, the statement should start with “to examine”, “to analyze”, “to determine”, “to assess”, “to find out” etc. The Research Questions usually take the form of interrogative statement, the Objectives present the same thing, but in the statement form.

1.4. Research Questions and/or Hypotheses

Typically, these come immediately after the Research objectives because of their strong relationship. They do not just seek to convert the declarative statement of the objectives into interrogative form, but further break down the major problems compressed in the research objectives. As its name implies, Research Questions is presented just like interrogations seeking to create specific relations among the main variables of investigation.

As well, the Research Questions usually serve as the foundation from where the questionnaire items/questions would ultimately be derived. The difference between the two is that the items in the questionnaire offer a further breakdown of each of the research questions to a greater specification. This is to the level that a single research question can turn out the range of between three to five questionnaire items/questions. But the Research Questions are wide in nature, the questionnaire items are typically directed towards the details thereby getting down to more specifics.

In the case of Hypotheses, they are not the same as Research Questions even though they are sometimes used to substitute each other. In other words, it is not unusual to find projects which have both as well as others which have only one of them. Since they are not the same, they are not expected to replace each other. If they stand to do that, then one should be retained and the other disposed of. By this piece of information, one can easily know that it is not necessary that a project should have both; particularly at the elementary level, where in most of the times, the research questions would be okay.

By meaning, a Research Hypothesis is a clear, specific statement whose validity and workability can be tested by means of scientific method. Being a declarative statement of prediction, it tries to determine the relationship or difference that exists between one variable and the other; and to what degree. It is a form of clever guess or supposition regularly derived from the results of previous studies and/or theories originating from the literature. Hypotheses are formulated on the core of any of the areas and objectives listed below:

To merely describe a occurrence or a statement of fact
To compare two or more concepts, individuals and places
To reveal the relationship between variable
To reveal a cause/ effect situation between variables.

Usually, there are two kinds of hypotheses; basically referring to the way they are stated. They are the Null and the Alternative. While the former is frequently stated in the negative form of “No Significant Relationship” or “No Significant Difference” etc., the latter takes the positive form of statement; such as “There is a Significant Relationship”, “There is a Significant Difference” etc.

The Research Hypotheses specify the fundamental issues relating to the data to be gathered in the process of conducting the study. They serve as a theoretical conceptualization of what the researcher anticipated with respect to his research outcomes. These help him to test and verify his concepts on the basis of which he makes very tangible and reliable conclusions and generalizations. They also assist in sharpening researcher’s focus on the research problem with a view to determining the direction where to find the solution.

Therefore, some of the qualities of a good hypothesis must include that:

It should be sensible {i.e. clever guesses}.
It should be in line with known facts or theories.
It should be constructed in such a manner that it is testable and found to be probably true or false.
It should be in very simple, unambiguous terms.
It should be directly connected to the problem of research.
It should involve very few variables at a time.
It should be quantifiable {i.e. operationally formulated}.

1.5. Significance of the Study

It is anticipated that every research project must have something new to contribute to knowledge in that research field, no matter how small. In point of fact, no research should take place if it will not contribute anything to knowledge; as this represents the major feature of all research endeavors.

Consequently, this section is expected to clarify the possible benefits of the research and to whom such anticipated benefits would be meant. All these should be clearly stated. In any way, there is no standard detail as to the number of benefits that a research project should have or its length. It can be arranged sequentially or itemized or paraphrased depending on the person’s method of writing.

1.6. Scope and Limitation of the Study

The scope of the study basically refers to the level of coverage of the research subject being investigated and the good statement of the problem will act as a helpful guide to doing this. That means, if the problem had been properly stated at the beginning, it helps, certainly, in defining the scope of the research. That is why the scope of the study is partially dependent on the title of the research project. If well formulated, the phrase of the title only does define the scope of the study and possibly, needs a little rider to make it clearer. The limitation of the study represents the things and issues that constituted challenges in the process of investigations.

Consequently, if the scope was concerned with the level of the research’s coverage, then, limitation implies building a fence around the subject of research. This is with a view to creating a foundation for the non-inclusion of certain things in the study for understandable reasons.

1.7. Basic Assumptions

Even though many student researchers tend to mistake Assumptions with Hypotheses, it is important to state very clearly that they are not the same. We have already discussed about hypotheses; its meaning and significance in a research project. However, Assumptions are only mere statements, which are frequently, not subjected to any testing. They are, more or less, ordinary statements that are taken for granted. They cannot replace the Hypotheses; yet, they tend to duplicate the Hypotheses, because they are fairly similar.

It is because of these reasons that a lot of research experts have suggested that if the study has hypotheses, then assumptions would no longer be needed. For a study with Research Questions only nevertheless, it is suitable to have assumptions, to act as a guide towards the achievement of the research objectives.

Assumptions are typically itemized while the number varies.

1.9 Operational Definition of Terms

This section of the Chapter one (introduction) is used to offer a kind of working definition to all the concepts, which would be operationally used in the course of the research. The notion is that there are some terminologies, which have been “adapted” and so utilized restrictively for the purpose of the research project.

This implies that such terminologies would mean something somewhat different from the one adapted under a different circumstances; therefore the name Operational Definition of Terms. In defining terms operationally, individual concepts/words to be so defined are recognized and then itemized. Thus, operational definitions are typically given in such a manner that will imply that they are not the usually accepted as standard definitions but those peculiar to the study in specifically. This section typically comes last in the introductory chapter.

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>>>>> HOW TO WRITE CHAPTER TWO OF RESEARCH PROJECTS

23 comments.

excellent write up, this should help me in writing my chapter one

Excellent write up. Great job, really helped me with my chapter one in my MBA project write up.

However I would like to know if I can add justification of study to my chapter one since you didn’t mention it in your post?

Great write up nevertheless!

Well thank you for the special guardian for my first chapter write up, however I wish if you break up background of the study into theoretical background, conceptual background and contextual background to make me have better analysis on how they are framed

Thanks a lot

This really helped me out to have an approach to good chapter one of my project. Thank you very much.

I realy apreciate your work here. This article helped me alot.

Do you have another one on chapter 2 (literature review)

Thanks. “how to write chapter two”, an article that will guide researcher on how to write the literature review will soon be published.

tanx,tanx,tanx this really help me when I wrotte my exam on research topic on my N.C.E program

Nice one, I haven’t started but I think this is really a nice guide for a start.

This is a great light to me. Thanks for the post

This is a well analysed research procedure….

Good work , well articulated, unambiguous, simply & logically stated.

Thanks for the write up… This should help me writing my project… Thanks once again.

GOD BLESS YOU

I am so glad with your work,l have gone through.l think what I benefited from it, will definitely guide me in my project work.so l am so grateful to you for making me to discover what I am looking for.

Thaaaaanks A good guide i’ll do a study on chapter one

Truth be told, I wish I had come across this write up before now. This is the clearest article I’ve read about contents of the chapters of a research project, especially chapter two. I’ve sent the link to my colleague PG Students.

Thanks so much.

it will great if you can add examples of what these when properly written will look like.

good guidance, keep doing so to help us learn better, together we stand

God bless you ?

Omo thanks a bunch

Good work done keep it up, i think your write up have helped me alot

Thank you,I do really appreciate and I learned more about.

Thanks very much, I have found this piece to he very educative and resourceful to any researcher.

This is the best foundation of Researchers

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Home » Chapter Summary & Overview – Writing Guide and Examples

Chapter Summary & Overview – Writing Guide and Examples

Table of Contents

Chapter Summary

Chapter summary is a brief overview of the key points or events covered in a specific chapter of a book, academic paper, or other written work. It typically includes a concise description of the main ideas, arguments, or themes explored in the chapter, as well as any important supporting details or evidence .

Chapter summaries are often used as study aids, providing readers with a quick way to review and understand the content of a particular section of a longer work. They may also be included as part of a book’s table of contents or used as a promotional tool to entice potential readers.

How to Write Chapter Summary

Writing a chapter summary involves condensing the content of a chapter into a shorter, more concise form while still retaining its essential meaning. Here are some steps to help you write a chapter summary:

Read the chapter carefully: Before summarizing a chapter, it is important to read it thoroughly to ensure that you understand the main ideas and points being made.
Identify the main ideas: Identify the main ideas and arguments that the chapter is presenting. These may be explicit, or they may be implicit and require some interpretation on your part.
Make notes: Take notes while reading to help you keep track of the main ideas and arguments. Write down key phrases, important quotes, and any examples or evidence that support the main points.
Create an outline : Once you have identified the main ideas and arguments, create an outline for your summary. This will help you organize your thoughts and ensure that you include all the important points.
Write the summary : Using your notes and outline, write a summary of the chapter. Start with a brief introduction that provides context for the chapter, then summarize the main ideas and arguments, and end with a conclusion that ties everything together.
Edit and revise: After you have written the summary, review it carefully to ensure that it is accurate and concise. Make any necessary edits or revisions to improve the clarity and readability of the summary.
Check for plagiarism : Finally, check your summary for plagiarism. Make sure that you have not copied any content directly from the chapter without proper citation.

Chapter Summary in Research Paper

In a Research Paper , a Chapter Summary is a brief description of the main points or findings covered in a particular chapter. The summary is typically included at the beginning or end of each chapter and serves as a guide for the reader to quickly understand the content of that chapter.

Here is an example of a chapter summary from a research paper on climate change:

Chapter 2: The Science of Climate Change

In this chapter, we provide an overview of the scientific consensus on climate change. We begin by discussing the greenhouse effect and the role of greenhouse gases in trapping heat in the atmosphere. We then review the evidence for climate change, including temperature records, sea level rise, and changes in the behavior of plants and animals. Finally, we examine the potential impacts of climate change on human society and the natural world. Overall, this chapter provides a foundation for understanding the scientific basis for climate change and the urgency of taking action to address this global challenge.

Chapter Summary in Thesis

In a Thesis , the Chapter Summary is a section that provides a brief overview of the main points covered in each chapter of the thesis. It is usually included at the beginning or end of each chapter and is intended to help the reader understand the key concepts and ideas presented in the chapter.

For example, in a thesis on computer science field, a chapter summary for a chapter on “Machine Learning Algorithms” might include:

Chapter 3: Machine Learning Algorithms

This chapter explores the use of machine learning algorithms in solving complex problems in computer science. We begin by discussing the basics of machine learning, including supervised and unsupervised learning, as well as different types of algorithms such as decision trees, neural networks, and support vector machines. We then present a case study on the application of machine learning algorithms in image recognition, demonstrating how these algorithms can improve accuracy and reduce error rates. Finally, we discuss the limitations and challenges of using machine learning algorithms, including issues of bias and overfitting. Overall, this chapter highlights the potential of machine learning algorithms to revolutionize the field of computer science and drive innovation in a wide range of industries.

Examples of Chapter Summary

Some Examples of Chapter Summary are as follows:

Research Title: “The Impact of Social Media on Mental Health: A Review of the Literature”

Chapter Summary:

Chapter 1: Introduction

This chapter provides an overview of the research problem, which is the impact of social media on mental health. It presents the purpose of the study, the research questions, and the methodology used to conduct the research.

Research Title : “The Effects of Exercise on Cognitive Functioning in Older Adults: A Meta-Analysis”

Chapter 2: Literature Review

This chapter reviews the existing literature on the effects of exercise on cognitive functioning in older adults. It provides an overview of the theoretical framework and previous research findings related to the topic. The chapter concludes with a summary of the research gaps and limitations.

Research Title: “The Role of Emotional Intelligence in Leadership Effectiveness: A Case Study of Successful Business Leaders”

Chapter 3: Methodology

This chapter presents the research methodology used in the study, which is a case study approach. It describes the selection criteria for the participants and the data collection methods used. The chapter also provides a detailed explanation of the data analysis techniques used in the study.

Research Title: “Factors Influencing Employee Engagement in the Workplace: A Systematic Review”

Chapter 4: Results and Discussion

This chapter presents the findings of the systematic review on the factors influencing employee engagement in the workplace. It provides a detailed analysis of the results, including the strengths and limitations of the studies reviewed. The chapter also discusses the implications of the findings for practice and future research.

Purpose of Chapter Summary

Some Purposes of the Chapter Summary are as follows:

Comprehension : A chapter summary can help readers understand the main points of a chapter or book. It can help readers remember important details, keep track of the plot or argument, and connect the key ideas.
Review : A chapter summary can be a useful tool for reviewing the material covered in a chapter. It can help readers review the content quickly and efficiently, and it can also serve as a reference for future study.
Study aid: A chapter summary can be used as a study aid, especially for students who are preparing for exams or writing papers. It can help students organize their thoughts and focus on the most important information.
Teaching tool: A chapter summary can be a useful teaching tool for educators. It can help teachers introduce key concepts and ideas, facilitate class discussion, and assess student understanding.
Communication : A chapter summary can be used as a way to communicate the main ideas of a chapter or book to others. It can be used in presentations, reports, and other forms of communication to convey important information quickly and concisely.
Time-saving : A chapter summary can save time for busy readers who may not have the time to read an entire book or chapter in detail. By providing a brief overview of the main points, a chapter summary can help readers determine whether a book or chapter is worth further reading.
Accessibility : A chapter summary can make complex or technical information more accessible to a wider audience. It can help break down complex ideas into simpler terms and provide a clear and concise explanation of key concepts.
Analysis : A chapter summary can be used as a starting point for analysis and discussion. It can help readers identify themes, motifs, and other literary devices used in the chapter or book, and it can serve as a jumping-off point for further analysis.
Personal growth : A chapter summary can be used for personal growth and development. It can help readers gain new insights, learn new skills, and develop a deeper understanding of the world around them.

When to Write Chapter Summary

Chapter summaries are usually written after you have finished reading a chapter or a book. Writing a chapter summary can be useful for several reasons, including:

Retention : Summarizing a chapter helps you to better retain the information you have read.
Studying : Chapter summaries can be a useful study tool when preparing for exams or writing papers.
Review : When you need to review a book or chapter quickly, a summary can help you to refresh your memory.
Analysis : Summarizing a chapter can help you to identify the main themes and ideas of a book, which can be useful when analyzing it.

Advantages of Chapter Summary

Chapter summaries have several advantages:

Helps with retention : Summarizing the key points of a chapter can help you remember important information better. By condensing the information, you can identify the main ideas and focus on the most relevant points.
Saves time : Instead of re-reading the entire chapter when you need to review information, a summary can help you quickly refresh your memory. It can also save time during note-taking and studying.
Provides an overview : A summary can give you a quick overview of the chapter’s content and help you identify the main themes and ideas. This can help you understand the broader context of the material.
Helps with comprehension : Summarizing the content of a chapter can help you better understand the material. It can also help you identify any areas where you might need more clarification or further study.
Useful for review: Chapter summaries can be a useful review tool before exams or when writing papers. They can help you organize your thoughts and review key concepts and ideas.
Facilitates discussion: When working in a group, chapter summaries can help facilitate discussion and ensure that everyone is on the same page. It can also help to identify areas of confusion or disagreement.
Supports active reading : Creating a summary requires active reading, which means that you are engaging with the material and thinking critically about it. This can help you develop stronger reading and critical thinking skills.
Enables comparison : When reading multiple sources on a topic, creating summaries of each chapter can help you compare and contrast the information presented. This can help you identify differences and similarities in the arguments and ideas presented.
Helpful for long texts: In longer books or texts, chapter summaries can be especially helpful. They can help you break down the material into manageable chunks and make it easier to digest.

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Chapter 1(Research Description) Capstone Project Guidelines and Sample

Chapter 1 Research Description

– serves as the engine that drives all the rest of the documents. Once a word or phrase is substantiated, use the exact word or phrase throughout the thesis or capstone project.

In chapter 1, once a word or phrase is established, you will use it all throughout the study. The content is connected and repetitive from study to study.

Project Context

(Should be at least 2 pages of presentation and discussion)

What will the researcher do?

The researcher must describe its prevailing issues based on his experience when introducing the research problem.
The most essential part of doing your research or capstone study is to ask information from your targeted users.
Project context gives a strong justification for choosing such research problem based on his/her capacity.
This must also explain how you form your title, what are the issues to address and why must that issue be addressed.
Finally, in the project context, provide a statement that shows the relationship among the rationale of the study to the proposed research problem.

Please enable JavaScript

This is to make your document content well-explained and emphasizing the formulated topic or title.

Research Objectives

A research objective is a concrete statement that describes what the researcher is trying to achieve. A well-worded objective will be SMART, i.e. Specific, Measurable, Attainable, Realistic, and Time-bound.

General Objectives

General objectives are extensive goals to be achieved and are usually less in number.

Specific Objectives

Specific objectives are short term and constricted in focus.
General objectives can be broken into smaller parts to form specific objectives.
Most of all, specific objectives gives a clearer vision of what the study is trying to achieve.
Scope and Limitations of the Research
The scope explains the nature, coverage and time frame of the study.
The limitation, on the other hand, explains all that are NOT included in your project.
Significance of the Research
Describes the contributions of the study as new knowledge and makes findings more conclusive.
Also, it cites the usefulness of the study to certain groups.
Then, cite all the persons and groups that would benefit from the study.
Of course, the researchers should include themselves.

5. Definition of Terms

Definition of terms gives definition to the major terms that are relevant to your study.
Lastly, the definition can either be connotative or denotative in relation to the study only.

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2 thoughts on “Chapter 1(Research Description) Capstone Project Guidelines and Sample”

Hello po good evening ask lang po sana ng tulong kong anung Thesis Proposal para sa katulad kong student. Salmat po,.

Sir any info po about sa Theory of the study need ko lng po ng deeper info po

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Technology,
Purchasing,
Supply Chain Management
Words: 1963
Views: 2,755

Sample Research Paper Chapter 1

1.0 Introduction

In daily living, transactions are important in every business to earn money and increase profit on every sale. Businesses are a reliable source of income for every business owner and a way to provide good products and services to customers. In the traditional way, businesses use a manual system for their transactions, which causes a lot of problems. These problems include slow transactions, improper storage of data, data loss, unmonitored stocks, and billing problems. Therefore, the proponents decided to develop a Computerized Inventory and P.O.S System to solve problems in businesses and replace the manual system.

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1.1 Background of the Study

Point of sale (also called POS or checkout) is the place where a retail transaction is completed. It is the point at which a customer makes a payment to the merchant in exchange for goods or services. At the point of sale, the retailer would calculate the amount owed by the customer and provide options for the customer to make payment. The merchant will also normally issue a receipt for the transaction.

The POS in various retail industries uses customized hardware and software as per their requirements. Retailers may utilize weighting scales, scanners, electronic and manual cash registers, EFTPOS terminals, touch screens, and any other wide variety of hardware and software available for use with POS. For example, a grocery or candy store uses a scale at the point of sale, while bars and restaurants use software to customize the item or service sold when a customer has a special meal or drink request.

The modern point of sale is many times called the Point of Service because it is not just a point of sale but also a point of return or customer order. Additionally, it includes advanced features to cater to different functionality, such as inventory management, CRM, financials, warehousing, etc., all built into the POS software. Prior to the modern POS, all of these functions were done independently and required the manual re-keying of information, which can lead to entry errors.

http://en.wikipedia.org/wiki/Point_of_sale

Inventory System

A computerized sales and inventory system would not only keep records of the sales that are made, but also keep track of current inventory based on those sales. Furthermore, the computerized sales and inventory system may also be set up to purchase goods or inventory as directed and based on the parameters set by the programmer or user on an automated basis. Careful consideration would be needed to ensure that the system is ordering the correct quantities based on the trends. Some systems can even evaluate trends and purchase based on them.

Computerized Sales and Inventory System

1.2 Statement of the Problem

1.2.1 General Problem

How can you create a computerized inventory system with a P.O.S. system for Blaze O’ Grill? Additionally, how can you improve the current business system to ensure that it organizes records, creates data reports, speeds up and monitors transactions, and ultimately increases profits while minimizing the possibility of business failure?

1.2.2 Specific Problems

1.2.2.1 How to create a module that can monitor perishable goods and the number of stocks?

The perishable goods are not easily monitored, especially those that are nearest to perishing. The number of raw material stocks is also difficult to determine when it reaches a critical level because the stockman relies on his record book. With too many items on the list, it is hard for the stockman to compare them all and determine which one is nearest to perishing and the order of the stock’s perish time.

1.2.2.2 How to create a module that prevents the company from ordering too many stocks?

The company cannot easily determine what to order, when to order, and the quantity to order. Sometimes, the company accidentally orders more stocks from the supplier than they need, which may lead to a waste of money.

1.2.2.3: How to create a module that validates the items received from the supplier? Sometimes, the received items are not the items ordered by the company, or the quantity received is less than the quantity ordered.

1.2.2.4 How to create a module that provides effective communication between the waiter and the chef when preparing orders? The communication between the waiter and the kitchen crew is vulnerable to misunderstandings. This is because the chef is often too busy preparing food, and the kitchen crew may not be fully attentive when the waiter lists the orders. There are instances where the waiter or chef forgets one or more orders, or the kitchen crew doesn’t hear or understand some of the orders that the waiter communicates.

1.2.2.5 How to create a module that handles transactions and receipts efficiently? In the customer’s payment, sometimes the waiter makes a mistake in giving the bill, like accidentally switching the customer’s bill with another’s bill. The cashier’s computation is vulnerable to mathematical errors because of mistakes in input data, as the cashier uses only a calculator and notepad. For instance, the cashier may make a mistake in using the calculator that may lead to the wrong payment or change. Each transaction is manually written to the transactions record book, and customers are not given a receipt.

1.2.2.6: How to create a module that can compute and view the profit?

The accountant’s computation is not that accurate because sometimes the accountant relies only on expense receipts and transaction records. The computation is vulnerable to mathematical errors because of mistakes in input data.

1.3 Objectives of the Study

1.3.2 General Objective

To create a computerized sales and inventory system for Blaze O’ Grill. The objective is to improve the current business system to ensure that it organizes records, creates data reports, and speeds up and monitors transactions for the company. This will increase their profit and minimize the possibility of business failure.

1.3.3 Specific Objectives

1.3.2.1 To create a module that can monitor perishable goods and the number of stocks.

Real-time monitoring of the perishable stocks’ number of stocks and date of expiration is necessary because the proposed computerized system automatically notifies the user if one or more of the stocks are about to expire or are about to become out of stock.

1.3.2.2 To create a module that prevents the company from ordering too many stocks. In creating a purchase order using the proposed computerized system, the system prevents and notifies the user from ordering a number of stocks that will exceed the maximum number of stocks.

1.3.2.3 To create a module that validates the items received from the supplier. Automatically compare each item’s details received to the order list created. The proposed computerized system will prevent the user from receiving items that are not ordered by the company. Notify the user if one or more of the items received quantity is less than the quantity ordered. The computerized system has the ability to create a backorder.

1.3.2.4 To create a module that provides effective communication between the waiter and the chef in order preparation. This will make communication between the waiter and the kitchen crew much easier and decrease the vulnerability of misunderstandings and forgotten orders. The computerized system can create and print a customer’s order list with the table number, eliminating the need for the waiter to verbally communicate with the kitchen crew. Instead, the waiter can simply provide the printed order list to the kitchen crew.

1.3.2.5 To create a module that handles transactions and receipts efficiently. Secure the customer’s payment and prevent them from making a mistake in the wrong payment or change to the customer. The proposed computerized system will create an official receipt for the customer.

1.3.2.6 To create a module that can compute and view the profit, the proposed computerized system will automatically calculate the total sales and purchase expenses within specific dates determined by the user for Profit and Loss Analysis. The user only needs to enter other operational expenses, and the computerized system will compute the profit. It can also create, save, and print a Profit and Loss Analysis Report.

1.4 Significance of the Study

This study can provide significant benefits to the company for its daily business transactions and enhance the business knowledge of the proponents.

1.4.1 Owner

Using the proposed computerized system, the owner will be satisfied with the improvement of their business.

1.4.2 Company

This computerized inventory and P.O.S. system will make managing inventory and point of sales simpler and faster. It can satisfy specific company requirements and needs.

1.4.3 Benefits of the Company

The Manual System will be replaced with a computerized system developed by the students of software engineering. Transactions will become faster, which may cause an increase in sales. Saving and retrieving records will become simpler and faster. The inventory will be easier to monitor, which will help the company decrease the probability of loss of profit.

1.5 Scope and Limitations

Even though the system will be useful in providing a good solution to the problems of the company, there are limitations. For example, it cannot solve user errors, and there will be times when this system cannot satisfy the needs of the company because of major changes.

1.5.1 Scope

1.5.1.1 User Authentication

The administrator can access the Point Of Sale and Inventory module. The salesperson can only access the Point of Sale module, and the Stock Manager or Stockman can only access the Inventory Module.

1.5.1.2 Check Inventory Status

The proponents made a module that notifies the user if one or more of the items in the inventory are nearly expired, already expired, in critical number of stocks, or out of stock.

1.5.1.3 Inventory Status Reports

The proponents have created a module that can generate a report to determine the status level of the inventory. This Inventory Status Report will be sent by the Stockman to the Company’s Manager.

1.5.1.4 Purchase Order

The proponents created a module that can create a purchase order with an auto-generated Purchase Order Number that prevents the user from ordering a quantity of items that will lead to exceeding the maximum number of stocks. This module records the date when the order was placed and received, so these records can be retrieved to view the history of purchases.

1.5.1.5 Receive Inventory

The proponents created a module that receives the item/s ordered in the Purchase Order. This module compares the purchase order number of the items received to the purchase order created. If the quantity of items received is either less than or equal to the quantity ordered, the system will automatically reject the items and inform the user what is wrong. The inventory is updated with the list of items under a certain PO number. Then, the purchase order records are updated with what and how many items were received.

1.5.1.6 Back Order

In receiving inventory, if one or more of the items received is less than the quantity ordered, the proposed computerized system will notify the user and ask if they want to create a backorder.

1.5.1.7 Point of Sales

The proponents created a module that can handle transactions and receipts efficiently. This module can handle computational work and accept the payment of the customer.

1.5.1.8 Sales Reports

The proponents have created a module that can generate a report for users to view or determine the sales of the computerized restaurant system within specified dates.

1.5.1.9 Profit and Loss Analysis

The proponents have created a module that can compute and generate a Profit and Loss Analysis report based on user-specified dates. This module automatically calculates the total sales and total purchase expenses. The user-entered expenses are used to compute the total profit and create the Profit and Loss Analysis Report.

1.5.1.10 Maintenance The proponents have created a module that can add, edit, and delete records in various categories such as user accounts, menu items, menu item categories, inventory, and supplier records.

1.5.2 Limitation

1.5.2.1 Ability to Accept Credit Card Payments

The proponents do not have a module that can accept credit card payments.

1.5.2.2 Ability to Accept Online Payments

The proponents do not have a module that can accept online payments.

1.5.2.3 Taxes

The proponents have no module that can compute taxes.

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Published: 19 April 2024

Asparagine reduces the risk of schizophrenia: a bidirectional two-sample mendelian randomization study of aspartate, asparagine and schizophrenia

Huang-Hui Liu 1 , 2 na1 ,
Yao Gao 1 , 2 na1 ,
Dan Xu 1 , 2 ,
Xin-Zhe Du 1 , 2 ,
Si-Meng Wei 1 , 2 ,
Jian-Zhen Hu 1 , 2 ,
Yong Xu 1 , 2 &
Liu Sha 1 , 2

BMC Psychiatry volume 24 , Article number: 299 ( 2024 ) Cite this article

208 Accesses

Metrics details

Despite ongoing research, the underlying causes of schizophrenia remain unclear. Aspartate and asparagine, essential amino acids, have been linked to schizophrenia in recent studies, but their causal relationship is still unclear. This study used a bidirectional two-sample Mendelian randomization (MR) method to explore the causal relationship between aspartate and asparagine with schizophrenia.

This study employed summary data from genome-wide association studies (GWAS) conducted on European populations to examine the correlation between aspartate and asparagine with schizophrenia. In order to investigate the causal effects of aspartate and asparagine on schizophrenia, this study conducted a two-sample bidirectional MR analysis using genetic factors as instrumental variables.

No causal relationship was found between aspartate and schizophrenia, with an odds ratio (OR) of 1.221 (95%CI: 0.483–3.088, P -value = 0.674). Reverse MR analysis also indicated that no causal effects were found between schizophrenia and aspartate, with an OR of 0.999 (95%CI: 0.987–1.010, P -value = 0.841). There is a negative causal relationship between asparagine and schizophrenia, with an OR of 0.485 (95%CI: 0.262-0.900, P -value = 0.020). Reverse MR analysis indicates that there is no causal effect between schizophrenia and asparagine, with an OR of 1.005(95%CI: 0.999–1.011, P -value = 0.132).

This study suggests that there may be a potential risk reduction for schizophrenia with increased levels of asparagine, while also indicating the absence of a causal link between elevated or diminished levels of asparagine in individuals diagnosed with schizophrenia. There is no potential causal relationship between aspartate and schizophrenia, whether prospective or reverse MR. However, it is important to note that these associations necessitate additional research for further validation.

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Introduction

Schizophrenia is a serious psychiatric illness that affects 0.5 -1% of the global population [ 1 ]. The burden of mental illness was estimated to account for 7% of all diseases worldwide in 2016, and nearly 20% of all years lived with disability [ 2 ]. The characteristics of schizophrenia are positive symptoms, negative symptoms, and cognitive symptoms, which are often severe functional impairments and significant social maladaptations for patients suffering from schizophrenia [ 3 ]. It is still unclear what causes schizophrenia and what the pathogenesis is. There are a number of hypotheses based on neurochemical mechanisms, including dopaminergic and glutamatergic systems [ 4 ]. Although schizophrenia research has made significant advances in the past, further insight into its mechanisms and causes is still needed.

Association genetics research and genome-wide association studies have successfully identified more than 24 candidate genes that serve as molecular biomarkers for the susceptibility to treatment- refractory schizophrenia (TRS). It is worth noting that some proteins in these genes are related to glutamate transfer, especially the N-methyl-D-aspartate receptor (NMDAR) [ 5 ]. It is thought that NMDARs are important for neural plasticity, which is the ability of the brain itself to adapt to new environments. With age, NMDAR function usually declines, which may lead to decreased plasticity, leading to learning and memory problems. Consequently, the manifestation of cognitive deficits observed in diverse pathologies, including Alzheimer’s disease, amyotrophic lateral sclerosis, Huntington’s disease, Parkinson’s disease, schizophrenia, and major depression, can be attributed to the dysfunction of NMDAR [ 4 ]. There are two enantiomers of aspartate (Asp): L and D [ 6 ]. In the brain, D-aspartate (D-Asp) stimulates glutamate receptors and dopaminergic neurons through its direct NMDAR agonist action [ 7 ]. According to the glutamate theory of Sch, glutamate NMDAR dysfunction is a primary contributor to the development of this psychiatric disorder and TRS [ 8 ]. It has been shown in two autopsy studies that D-Asp of prefrontal cortex neurons in patients with schizophrenia are significantly reduced, which is related to an increased expression of D-Asp oxidase [ 9 ] or an increased activity of D-Asp oxidase [ 10 ]. Several studies in animal models and humans have shown that D-amino acids, particularly D-Ser and D-Asp [ 11 ], are able to modulate several NMDAR-dependent processes, including synaptic plasticity, brain development, cognition and brain ageing [ 12 ]. In addition, D-Asp is synthesized in hippocampal and prefrontal cortex neurons, which play an important role in the development of schizophrenia [ 13 ]. It has been reported that the precursor substance of asparagine (Asn), aspartate, activates the N-methyl-D-aspartate receptor [ 14 ]. Asparagine is essential for the survival of all cells [ 15 ], and it was decreased in schizophrenia patients [ 16 ]. Asparagine can cause metabolic disorders of alanine, aspartate, and glutamic acid, leading to dysfunction of the glutamine-glutamate cycle and further affecting it Gamma-Aminobutyric Acid(GABA) level [ 17 ].It is widely understood that the imbalance of GABA levels and NMDAR plays a crucial role in the pathogenesis of schizophrenia, causing neurotoxic effects, synaptic dysfunction, and cognitive impairments [ 18 ].Schizophrenic patients exhibited significantly higher levels of serum aspartate, glutamate, isoleucine, histidine and tyrosine and significantly lower concentrations of serum asparagine, tryptophan and serine [ 19 ]. Other studies have also shown that schizophrenics have higher levels of asparagine, phenylalanine, and cystine, and lower ratios of tyrosine, tryptophan, and tryptophan to competing amino acids, compared to healthy individuals [ 20 ]. Aspartate and asparagine’s association with schizophrenia is not fully understood, and their causal relationship remains unclear.

The MR method is a method that uses Mendelian independence principle to infer causality, which uses genetic variation to study the impact of exposure on outcomes. By using this approach, confounding factors in general research are overcome, and causal reasoning is provided on a reasonable temporal basis [ 21 ]. The instrumental variables for genetic variation that are chosen must adhere to three primary hypotheses: the correlation hypothesis, which posits a robust correlation between single nucleotide polymorphisms (SNPs) and exposure factors; the independence hypothesis, which asserts that SNPs are not affected by various confounding factors; the exclusivity hypothesis, which maintains that SNPs solely influence outcomes through on exposure factors. In a recent study, Mendelian randomization was used to reveal a causal connection between thyroid function and schizophrenia [ 22 ]. According to another Mendelian randomization study, physical activity is causally related to schizophrenia [ 23 ]. Therefore, this study used Mendelian randomization method to explore the causal effects of aspartate on schizophrenia and asparagine on schizophrenia.

To elucidate the causal effects of aspartate and asparagine on schizophrenia. This study used bidirectional MR analysis. In the prospective analysis of MR, the exposure factors under consideration were aspartate and asparagine, while the outcome of interest was the risk of schizophrenia. On the contrary, in the reverse MR analysis, schizophrenia was utilized as the exposure factor, with aspartate and asparagine being chosen as the outcomes.

Materials and methods

Obtaining data sources, select genetic tools closely related to aspartate or asparagine.

In this research, publicly accessible GWAS summary statistical datasets from the MR basic platform were utilized. These datasets consisted of 7721 individuals of European ancestry [ 24 ] for the exposure phenotype instrumental variable of aspartate, and 7761 individuals of European ancestry [ 24 ] for the exposure phenotype instrumental variable of asparagine.

Select genetic tools closely related to schizophrenia

Data from the MR basic platform was used in this study for GWAS summary statistics, which included 77,096 individuals of European ancestry [ 5 ], as instrumental variables related to schizophrenia exposure phenotype.

Obtaining result data

The publicly accessible GWAS summary statistical dataset for schizophrenia was utilized on the MR basic platform, with a sample size of 77096. Additionally, the summary level data for aspartate and asparagine were obtained from the publicly available GWAS summary dataset on the MR basic platform, with sample sizes of 7721 and 7761, respectively, serving as outcome variables.

Instrumental variable filtering

Eliminating linkage disequilibrium.

The selection criteria for identifying exposure related SNPs from the aggregated data of GWAS include: (1) Reaching a significance level that meets the threshold for whole genome research, expressed as P -value < 5 * 10 − 6 [ 25 ]; (2) Ensure the independence of the selected SNPs and eliminate linkage disequilibrium SNPs ( r 2 < 0.001, window size of 10000KB) [ 26 ]; (3) There are corresponding data related to the research results in the GWAS summary data.

Eliminating weak instruments

To evaluate whether the instrumental variables selected for this MR study have weak values, we calculated the F-statistic. If the F-value is greater than 10, it indicates that there are no weak instruments in this study, indicating the reliability of the study. Using the formula F =[(N-K-1)/K] × [R 2 /(1-R 2 )], where N denotes the sample size pertaining to the exposure factor, K signifies the count of instrumental variables, and R 2 denotes the proportion of variations in the exposure factor that can be elucidated by the instrumental variables.

The final instrumental variable obtained

As a result of removing linkage disequilibrium and weak instrumental variables, finally, 3 SNPs related to aspartate and 24 SNPs related to asparagine were selected for MR analysis.

Bidirectional MR analysis

Research design.

Figure 1 presents a comprehensive depiction of the overarching design employed in the MR analysis undertaken in this study. We ascertained SNPs exhibiting robust correlation with the target exposure through analysis of publicly available published data, subsequently investigating the existence of a causal association between these SNPs and the corresponding outcomes. This study conducted two bidirectional MR analyses, one prospective and reverse MR on the causal relationship between aspartate and schizophrenia, and the other prospective and reverse MR on the causal relationship between asparagine and schizophrenia.

A MR analysis of aspartate and schizophrenia (located in the upper left corner). B MR analysis of schizophrenia and aspartate (located in the upper right corner). C MR analysis of asparagine and schizophrenia (located in the lower left corner). D MR analysis of schizophrenia and asparagine (located in the lower right corner)

Statistical analysis

Weighted median, weighted mode, MR Egger, and inverse variance weighting (IVW) were used to conduct a MR study. The primary research findings were derived from the results obtained through IVW, the results of sensitivity analysis using other methods to estimate causal effects are considered. Statistical significance was determined if the P -value was less than 0.05. To enhance the interpretation of the findings, this study converted the beta values obtained in to OR, accompanied by the calculation of a 95% confidence interval (CI).

Test for directional horizontal pleiotropy

This study used MR Egger intercept to test horizontal pleiotropy. If the P -value is greater than 0.05, it indicates that there is no horizontal pleiotropy in this study, meaning that instrumental variables can only regulate outcome variables through exposure factors.

Results of bidirectional MR analysis of aspartate and schizophrenia

Analysis results of aspartate and schizophrenia.

In prospective MR analysis, this study set aspartate as the exposure factor and schizophrenia as the outcome. We used 3 SNPs significantly associated with aspartate screened across the entire genome. The instrumental variables exhibited F-values exceeding 10, signifying the absence of weak instruments and thereby affirming the robustness of our findings. Through MR analysis (Fig. 2 A), we assessed the individual influence of each SNP locus on schizophrenia. The results of the IVW method indicate that no causal effect was found between aspartate and schizophrenia, with an OR of 1.221 (95%CI: 0.483–3.088, P -value = 0.674).

In addition, the analyses conducted using the weighted mode and weighted median methods yielded similar results, indicating the absence of a causal association between aspartate and schizophrenia. Furthermore, the MR Egger analysis demonstrated no statistically significant disparity in effectiveness between aspartate and schizophrenia, as evidenced by a P -value greater than 0.05 (Table 1 ; Fig. 2 B).

In order to test the reliability of the research results, this study used MR Egger intercept analysis to examine horizontal pleiotropy, and the result was P -value = 0.579 > 0.05, indicating the absence of level pleiotropy. Furthermore, a leave-one-out test was conducted to demonstrate that no single SNP had a substantial impact on the stability of the results, indicating that this study has considerable stability (Fig. 2 C). Accordingly, the MR analysis results demonstrate the conclusion that aspartate and schizophrenia do not exhibit a causal relationship.

Analysis results of schizophrenia and aspartate

Different from prospective MR studies, in reverse MR studies, schizophrenia was set as an exposure factor and aspartate was set as the outcome. Through MR analysis (Fig. 2 D), we assessed the individual influence of each SNP locus on aspartate .The results of the IVW method indicate that there is no causal effect between schizophrenia and aspartate, with an OR of 0.999(95%CI: 0.987–1.010, P -value = 0.841). Similarly, the weighted mode, weighted median methods also failed to demonstrate a causal link between schizophrenia and aspartate. Additionally, the MR Egger analysis did not reveal any statistically significant difference in effectiveness between schizophrenia and aspartate ( P -value > 0.05) (Table 1 and Fig . 2 E).

The MR Egger intercept was used to test horizontal pleiotropy, and the result was P -value = 0.226 > 0.05, proving that this study is not affected by horizontal pleiotropy. Furthermore, a leave-one-out test revealed that no individual SNP significantly influenced the robustness of the findings (Fig. 2 F).

Depicts the causal association between aspartate and schizophrenia through diverse statistical analyses, as well as the causal association between schizophrenia and aspartate through diverse statistical analyses. A The forest plot of aspartate related SNPs and schizophrenia analysis results, with the red line showing the MR Egger test and IVW method. B Scatter plot of the analysis results of aspartate and schizophrenia, with the slope indicating the strength of the causal relationship. C Leave-one-out test of research results on aspartate and schizophrenia. D The forest plot of schizophrenia related SNPs and aspartate analysis results, with the red line showing the MR Egger test and IVW method. E Scatter plot of the analysis results of schizophrenia and aspartate, with the slope indicating the strength of the causal relationship. F Leave-one-out test of research results on schizophrenia and aspartate

Results of bidirectional MR analysis of asparagine and schizophrenia

Analysis results of asparagine and schizophrenia.

In prospective MR studies, we used asparagine as an exposure factor and schizophrenia as a result to investigate the potential causal relationship between them. Through a rigorous screening process, we identified 24 genome-wide significant SNPs associated with asparagine. In addition, the instrumental variable F values all exceeded 10, indicating that this study was not affected by weak instruments, thus proving the stability of the results. This study conducted MR analysis to evaluate the impact of all SNP loci on schizophrenia. (Fig. 3 A). According to the results of IVW, a causal relationship was found between asparagine and schizophrenia, and the relationship is negatively correlated, with an OR of 0.485 (95%CI: 0.262-0.900, P -value = 0.020).

The weighted median results also showed a causal relationship between asparagine and schizophrenia, and it was negatively correlated. In the weighted mode method, asparagine and schizophrenia did not have a causal relationship, while in the MR Egger method, there was no statistically significant difference in efficacy between them ( P -value > 0.05) (Table 1 ; Fig. 3 B).

In order to examine the horizontal pleiotropy, the MR Egger intercept was applied, and P -value = 0.768 > 0.05 result proves that this study is not affected by horizontal pleiotropy Furthermore, a leave-one-out test was conducted to demonstrate that no individual SNP had a substantial impact on the stability of the results, indicating that this study has good stability. (Fig. 3 C). Therefore, MR analysis shows that asparagine is inversely proportional to schizophrenia.

Analysis results of schizophrenia and asparagine

In reverse MR analysis, schizophrenia is considered an exposure factor, and asparagine is considered the result, studying the causal effects of schizophrenia and asparagine. Through MR analysis (Fig. 3 D), we assessed the individual influence of each SNP locus on s asparagine. The IVW method results indicated no potential causal relationship between schizophrenia and asparagine, with an OR of 1.005(95%CI: 0.999–1.011, P -value = 0.132). The research results of weighted mode method and weighted median method did not find a causal effects of schizophrenia and asparagine. Additionally, the MR Egger analysis did not reveal any statistically significant difference in effectiveness between schizophrenia and asparagine ( P -value > 0.05) (Table 1 ; Fig. 3 E).

In order to examine the horizontal pleiotropy, the MR Egger intercept was applied, and the result was P -value = 0.474 > 0.05, proving that this study is not affected by horizontal pleiotropy. Furthermore, a leave-one-out test was conducted to demonstrate that no individual SNP had a substantial impact on the stability of the results, indicating that this study has good stability (Fig. 3 F).

Depicts the causal association between asparagine and schizophrenia through diverse statistical analyses, as well as the causal association between schizophrenia and asparagine through diverse statistical analyses. A The forest plot of asparagine related SNPs and schizophrenia analysis results, with the red line showing the MR Egger test and IVW method. B Scatter plot of the analysis results of asparagine and schizophrenia, with the slope indicating the strength of the causal relationship. C Leave-one-out test of research results on asparagine and schizophrenia. D The forest plot of schizophrenia related SNPs and asparagine analysis results, with the red line showing the MR Egger test and IVW method. E Scatter plot of the analysis results of schizophrenia and asparagine, with the slope indicating the strength of the causal relationship. F Leave-one-out test of research results on schizophrenia and asparagine

In this study, the MR analysis results after sensitivity analysis suggested a causal relationship between asparagine and schizophrenia, which was negatively correlated. However, the reverse MR analysis did not reveal any potential relationship between schizophrenia and asparagine, no potential causal relationship between aspartate and schizophrenia was found in both prospective and reverse MR analyses (Fig. 4 ).

Summary of results from bidirectional two-sample MR study

The levels of asparagine in schizophrenia patients decrease, according to studies [ 16 ]. Based on the findings of the Madis Parksepp research team, a continuous five-year administration of antipsychotic drugs (AP) has been observed to induce significant metabolic changes in individuals diagnosed with schizophrenia. Significantly, the concentrations of asparagine, glutamine (Gln), methionine, ornithine, and taurine have experienced a substantial rise, whereas aspartate, glutamate (Glu), and alpha-aminoadipic acid(α-AAA) levels have demonstrated a notable decline. Olanzapine (OLZ) treatment resulted in significantly lower levels of Asn compared to control mice [ 27 ]. Asn and Asp play significant roles in various biological processes within the human body, such as participating in glycoprotein synthesis and contributing to brain functionality. It is worth noting that the ammonia produced in brain tissue needs to have a rapid excretion pathway in the brain. Asn plays a crucial role in regulating cellular function within neural tissues through metabolic control. This amino acid is synthesized by the combination of Asp and ammonia, facilitated by the enzyme asparagine synthase. Additionally, the brain effectively manages ammonia elimination by producing glutamine Gln and Asn. This may be an explanation for the significant increase in Asn and Gln levels (as well as a decrease in Asp and Glu levels) during 5 years of illness and after receiving AP treatment [ 28 ]. The study by Marie Luise Rao’s team compared unmedicated schizophrenic patients, healthy individuals and patients receiving antipsychotic treatment. Unmedicated schizophrenics had higher levels of asparagine, citrulline, phenylalanine, and cysteine, while the ratios of tyrosine, tryptophan, and tryptophan to competing amino acids were significantly lower than in healthy individuals [ 29 ].

The findings of our study demonstrate an inverse association between asparagine levels and the susceptibility to schizophrenia, suggesting that asparagine may serve as a protective factor against the development of this psychiatric disorder. However, we did not find a causal relationship between schizophrenia and asparagine. Consequently, additional investigation and scholarly discourse are warranted to gain a comprehensive understanding of this complex association.

Two different autopsy studies measured D-ASP levels in two different brain samples from patients with schizophrenia and a control group [ 14 ]. The first study, which utilized a limited sample size (7–10 subjects per diagnosis), demonstrated a reduction in D-ASP levels within the prefrontal cortex (PFC) postmortem among individuals diagnosed with schizophrenia, amounting to approximately 101%. This decrease was found to be correlated with a notable elevation in D-aspartate oxidase (DDO) mRNA levels within the same cerebral region [ 30 ]. In addition, the second study was conducted on a large sample size (20 subjects/diagnosis/brain regions). The findings of this study indicated a noteworthy decrease of approximately 30% in D-ASP selectivity within the dorsal lateral PFC (DLPFC) of individuals diagnosed with schizophrenia, when compared to corresponding brain regions of individuals without schizophrenia. However, no significant reduction in D-ASP was observed in the hippocampus of patients with schizophrenia. The decrease in D-Asp content was associated with a significant increase (about 25%) in DDO enzyme activity in the DLPFC of schizophrenia patients. This observation highlights the existence of a dysfunctional metabolic process in DDO activity levels in the brains of schizophrenia patients [ 31 ].

Numerous preclinical investigations have demonstrated the influence of D-Asp on various phenotypes reliant on NMDAR, which are linked to schizophrenia. After administering D-Asp to D-Asp oxidase gene knockout mice, the abnormal neuronal pre-pulse inhibition induced by psychoactive drugs such as MK-801 and amphetamine was significantly reduced by the sustained increase in D-Asp [ 32 ]. According to a review, free amino acids, specifically D-Asp and D-Ser (D-serine), have been identified as highly effective and safe nutrients for promoting mental well-being. These amino acids not only serve as integral components of the central nervous system’s structural proteins, but also play a vital role in maintaining optimal functioning of the central nervous system. This is due to their essential role in regulating neurotransmitter levels, including dopamine, norepinephrine, serotonin, and others. For many patients with schizophrenia, a most persistent and effective improvement therapy may be supplementing amino acids, which can improve the expected therapeutic effect of AP and alleviate positive and negative symptoms of schizophrenia [ 33 ].

Numerous studies have demonstrated a plausible correlation between aspartate and schizophrenia; however, our prospective and reverse MR investigations have failed to establish a causal link between aspartate and schizophrenia. This discrepancy may be attributed to the indirect influence of aspartate on the central nervous system through the stimulation of NMDAR, necessitating further investigation to elucidate the direct relationship between aspartate and schizophrenia.

This study used a bidirectional two-sample MR analysis method to explore the causal relationship between aspartate and asparagine with schizophrenia, as well as its inverse relationship [ 34 ]. The utilization of MR analysis presents numerous benefits in the determination of causality [ 35 ]. Notably, the random allocation of alleles to gametes within this method permits the assumption of no correlation between instrumental variables and confounding factors. Consequently, this approach effectively alleviates bias stemming from confounding factors during the inference of causality. Furthermore, the study’s utilization of a substantial sample size in the GWAS summary data engenders a heightened level of confidence in the obtained results [ 36 ]. Consequently, this investigation not only advances the existing body of research on the relationship between aspartate and asparagine with schizophrenia, but also contributed to clinical treatment decisions for patients with schizophrenia.

Nevertheless, this study possesses certain limitations, as it solely relies on populations of European ancestry for both exposure and results. Consequently, it remains uncertain whether these findings can be replicated among non-European races, necessitating further investigation. In addition, in this study, whether the effects of aspartate and asparagine on schizophrenia vary by gender or age cannot be evaluated, and stratified MR analysis should be performed. Additional experimental research is imperative for a comprehensive understanding of the underlying biological mechanisms connecting aspartate and asparagine with schizophrenia.

In summary, our MR analysis found a negative correlation between asparagine and schizophrenia, indicating that asparagine reduces the risk of schizophrenia. However, there is no potential causal relationship between schizophrenia and asparagine. This study provides new ideas for the early detection of schizophrenia in the clinical setting and offers new insights into the etiology and pathogenesis of schizophrenia. Nonetheless, additional research is required to elucidate the potential mechanisms that underlie the association between aspartate and asparagine with schizophrenia.

Availability of data and materials

The datasets generated and analysed during the current study are available in the GWAS repository. https://gwas.mrcieu.ac.uk/datasets/met-a-388/ , https://gwas.mrcieu.ac.uk/datasets/met-a-638/ , https://gwas.mrcieu.ac.uk/datasets/ieu-b-42/ .

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This work was supported by the National Natural Science Foundation of China (82271546, 82301725, 81971601); National Key Research and Development Program of China (2023YFC2506201); Key Project of Science and Technology Innovation 2030 of China (2021ZD0201800, 2021ZD0201805); China Postdoctoral Science Foundation (2023M732155); Fundamental Research Program of Shanxi Province (202203021211018, 202203021212028, 202203021212038). Research Project Supported by Shanxi Scholarship Council of China (2022 − 190); Scientific Research Plan of Shanxi Health Commission (2020081, 2020SYS03,2021RC24); Shanxi Provincial Administration of Traditional Chinese Medicine (2023ZYYC2034), Scientific and Technological Innovation Programs of Higher Education Institutions in Shanxi (2022L132); Shanxi Medical University School-level Doctoral Initiation Fund Project (XD2102); Youth Project of First Hospital of Shanxi Medical University (YQ2203); Doctor Fund Project of Shanxi Medical University in Shanxi Province (SD2216); Shanxi Science and Technology Innovation Talent Team (202304051001049); 136 Medical Rejuvenation Project of Shanxi Province, China; STI2030-Major Projects-2021ZD0200700. Key laboratory of Health Commission of Shanxi Province (2020SYS03);

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Huang-Hui Liu and Yao Gao contributed equally to this work.

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Department of Psychiatry, First Hospital/First Clinical Medical College of Shanxi Medical University, NO.85 Jiefang Nan Road, Taiyuan, China

Huang-Hui Liu, Yao Gao, Dan Xu, Xin-Zhe Du, Si-Meng Wei, Jian-Zhen Hu, Yong Xu & Liu Sha

Shanxi Key Laboratory of Artificial Intelligence Assisted Diagnosis and Treatment for Mental Disorder, First Hospital of Shanxi Medical University, Taiyuan, China

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Huang-Hui Liu and Yao Gao provided the concept and designed the study. Huang-Hui Liu and Yao Gao conducted the analyses and wrote the manuscript. Dan Xu, Huang-Hui Liu and Yao Gao participated in data collection. Xin-Zhe Du, Si-Meng Wei and Jian-Zhen Hu participated in the analysis of the data. Liu Sha, Yong Xu and Yao Gao revised and proof-read the manuscript. All authors contributed to the article and approved the submitted version.

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Liu, HH., Gao, Y., Xu, D. et al. Asparagine reduces the risk of schizophrenia: a bidirectional two-sample mendelian randomization study of aspartate, asparagine and schizophrenia. BMC Psychiatry 24 , 299 (2024). https://doi.org/10.1186/s12888-024-05765-5

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Discrimination Experiences Shape Most Asian Americans’ Lives

1. asian americans’ experiences with discrimination in their daily lives, table of contents.

Key findings from the survey
Most Asian Americans have been treated as foreigners in some way, no matter where they were born
Most Asian Americans have been subjected to ‘model minority’ stereotypes, but many haven’t heard of the term
Experiences with other daily and race-based discrimination incidents
In their own words: Key findings from qualitative research on Asian Americans and discrimination experiences
Discrimination in interpersonal encounters with strangers
Racial discrimination at security checkpoints
Encounters with police because of race or ethnicity
Racial discrimination in the workplace
Quality of service in restaurants and stores
Discrimination in neighborhoods
Experiences with name mispronunciation
Discrimination experiences of being treated as foreigners
In their own words: How Asian Americans would react if their friend was told to ‘go back to their home country’
Awareness of the term ‘model minority’
Views of the term ‘model minority’
How knowledge of Asian American history impacts awareness and views of the ‘model minority’ label
Most Asian Americans have experienced ‘model minority’ stereotypes
In their own words: Asian Americans’ experiences with the ‘model minority’ stereotype
Asian adults who personally know an Asian person who has been threatened or attacked since COVID-19
In their own words: Asian Americans’ experiences with discrimination during the COVID-19 pandemic
Experiences with talking about racial discrimination while growing up
Is enough attention being paid to anti-Asian racism in the U.S.?
Acknowledgments
Sample design
Data collection
Weighting and variance estimation
Methodology: 2021 focus groups of Asian Americans
Appendix: Supplemental tables

Most Asian Americans experience discrimination in many parts of their day-to-day lives. In the survey, we asked Asian American adults if they have ever experienced discrimination or been treated unfairly because of their race or ethnicity.

In addition to this broad question, we also asked whether they have experienced specific discrimination incidents in their everyday life. These include incidents in interpersonal encounters with strangers; at security checkpoints; with the police; in the workplace; at restaurants or stores; and in their neighborhoods.

A bar chart showing that a majority of Asian adults say they have ever experienced discrimination or been treated unfairly because of their race or ethnicity. 58% Asian adults say they've had this experience at least from time to time. Across different ethnic origin groups, 67% of Korean adults have experienced racial discrimination from time to time or regularly, higher than Vietnamese, Filipino and Indian adults.

About six-in-ten Asian adults (58%) say they have ever experienced racial discrimination or been treated unfairly because of their race or ethnicity. This includes 53% of Asian adults who say they have experienced racial discrimination from time to time and 5% who say they experience it regularly.

Whether Asian adults say they have experienced racial discrimination varies across some demographic groups:

Ethnic origin: 67% of Korean adults say they have experienced racial discrimination, higher than the shares among Vietnamese (57%), Filipino (55%) and Indian (50%) adults.
Nativity: U.S.-born Asian adults are more likely than immigrants to say they have experienced racial discrimination, 65% versus 55%.
Immigrant generation: 69% of Asian immigrants who are 1.5 generation – those who came to the U.S before they were 18 years old – say they have ever experienced racial discrimination. About half of immigrants who traveled to the U.S. as adults (first generation) say the same.
Years in U.S.: 45% of immigrants who arrived in the U.S. in the last decade say they have experienced racial discrimination, compared with 60% of those who have been in the U.S. for more than 20 years. 12

A bar chart showing that about 4 in 10 Asian adults say that in day-to-day encounters with strangers, people have called them offensive names (37%). Additionally, 18% say people have acted as if they were dishonest, and 12% say people have acted as if they were afraid of them.

In the survey, we asked Asian adults whether they have experienced discrimination incidents in their daily interpersonal encounters with strangers.

37% of Asian adults say strangers have called them offensive names.
18% say strangers have acted as if they thought they were dishonest.
12% say people have acted as if they were afraid of them.

Experiences with offensive name-calling

A bar chart showing that U.S.-born Asian adults are more likely than immigrants to say strangers have called them offensive names in day-to-day encounters. About 6 in 10 U.S.-born Asian adults say they have had this experience (57%), compared with 3 in 10 immigrant Asians.

About 37% of Asian adults say that in day-to-day encounters in the U.S., strangers have called them offensive names. Whether Asian adults say they have had this experience is associated with their experiences with immigration:

57% of U.S.-born Asian adults say strangers have called them offensive names. They are nearly twice as likely as Asian immigrants (30%) to say this.
Among immigrants, 54% of Asian adults who immigrated as children (1.5 generation) say they have been called offensive names by strangers, while 20% of those who immigrated as adults (first generation) say the same.
39% of immigrants who have been in the U.S. for more than two decades say they have been called offensive names. By contrast, 16% of those who immigrated 10 years ago or less say the same.

Responses also vary across other demographic groups:

Ethnic origin: 26% of Indian adults say strangers have called them offensive names, a lower share than other origin groups.
Regional origin: This pattern is also echoed among regional origin groups. Among South Asian adults overall, 29% say they have been called offensive names, compared with higher shares of East (41%) and Southeast (39%) Asian adults.
Age: About four-in-ten Asian adults under 50 years old say they have been called offensive names, compared with 33% of those 50 to 64 and 25% of those 65 and older.
Race: 50% of Asian adults who identify with two or more races – that is, those who identify as Asian in addition to at least one other race – say they have been called offensive names by strangers during day-to-day encounters. In comparison, 36% of those who are single race – those who identify as Asian and no other race – say the same.

In the survey, we also asked Asian Americans whether they have ever hidden part of their heritage – including cultural customs, food, clothing or religious practices – from non-Asians. Whether Asian Americans have hidden their culture is associated with their experiences of being called offensive names:

60% of Asian adults who have hidden their heritage say they have also been called offensive names by strangers, compared with 32% of those who have not hidden part of their heritage.

In their own words: Asian Americans’ experiences of being called slurs and offensive names

A note to readers.

This section contains racial slurs and other terms that may be offensive to readers. Quotations have been lightly edited for grammar, spelling and clarity, but we have chosen not to censor language out of respect to those who agreed to share their personal experiences.

In the 2021 focus groups of Asian Americans, many participants talked about their experiences being bullied , harassed or called offensive names because of their race or ethnicity:

“As an Indian female, we tend to be very hairy … starting very young, so in sixth and seventh grade I was super hairy and so all the other girls would be like, ‘Oh my god, are you like shaving already? Or what’s going on with that?’ And then people would call me, ‘Sand N-word.’ A lot of just like, ‘Saddam’s daughter,’ just like those types of words.”

–U.S.-born woman of Indian origin in late 30s

“The first time that I can ever remember experiencing racism and discrimination was when I was 3. I was on the playground … and I was playing with this White girl and then her mom came … [and] was just like, ‘Don’t play with that chink,’ and I didn’t know how to take that at the time. I didn’t think anything of it because I didn’t know what it was and then, you know, it was put in my memory for the next god knows how many years and it wasn’t until I heard that word again, ironically watching [the 2000 film] ‘The Debut’ [with Dante Basco] … and I remember they called him ‘chink’ in there and I was like – it just unlocked a memory and that’s when I really started to … understand race and prejudice and discrimination.”

–U.S.-born woman of Filipino origin in late 20s

“I remember that I first came [to my neighborhood], there were not too many Chinese [people there]. [Kids] would shout behind my back: ‘Japs, Japs.’ They were about 8, 10 years old.”

–Immigrant man of Taiwanese origin in mid-70s (translated from Mandarin)

“We just have to deal with it more than the average person. I’ve been called DJ Isis, I’ve been called terrorist. … [O]n a day-to-day basis I feel welcome [in America]. This is my country. I’m here to live; I’m here to stay. But there are just those one or two instances that just make you feel like maybe it would have been better if I was somewhere else or maybe it would have been different if I was White or whatever. I feel like the only person that’s going to be 100% fully welcome is a White male and that’s the only person that’s going to be 100% welcome 100% of the time.”

–U.S.-born man of Indian descent in late 20s

“I had my assigned parking lot, and when a White man parked his car on my spot, I told him to move his car, he said ‘Ching Chang Chong’ to me and called the guard.”

–Immigrant man of Korean descent in late 40s (translated from Korean)

“When I was in college, I had a White girlfriend and … [her family was] very kind to me … but one time, we got invited to a party at her aunt and uncle’s house and … [her mom] says to me, ‘Can you help bring this food into the house?’ so … I picked up some trays of food, walked them into the house, and her aunt comes to the door and says to me, ‘No. Bring it around the back,’ … and then I could hear her in earshot say to the girlfriend’s mother, ‘Oh, these fucking spic caterers. What’s wrong with them? Don’t they know that the service entrance is in the rear?’ … I heard her mother correct her on the spot, but … that’s just one example of many, that much racism I’ve had when I’ve interracially dated. … I just shut my mouth. I didn’t retaliate. I didn’t want to make trouble but … I regret not having spoken up for myself.”

–U.S.-born man of Filipino descent in early 40s

Experiences with people treating them like they are dishonest or afraid of them

A bar chart showing 18% of Asian adults say strangers have acted like they are dishonest in day-to-day encounters. 12% of Asian adults say people have acted as if they are afraid of them. Across ethnic origin groups, 37% of those who belong to less populous Asian origins say they have had at least one of the two experiences, higher than the shares among the six largest Asian origin groups, which range from 12% to 24%.

About a quarter of Asian adults (23%) say they have had at least one encounter in which a stranger acted like they were dishonest or afraid of them. This includes 18% who say strangers have acted as if they were dishonest and 12% who say people have acted as if they were afraid of them.

There are differences across some Asian origin groups:

Ethnic origin: 37% of those who collectively belong to less populous Asian origin groups (those categorized as some “other” origin in this report) say they have had at least one of these experiences. This is higher than the shares among the six largest Asian origin groups.
Regional origin: 26% each of South and Southeast Asian adults say strangers have treated them at least one of these ways, compared with 18% of East Asian adults.

A bar chart showing that about 1 in 3 South Asian adults say they have been held back at a security checkpoint for secondary screening because of their race or ethnicity. Across ethnic origin groups, 33% of Indian adults say they had this experience, higher than the shares among Chinese, Filipinos, Japanese, Koreans, and Vietnamese adults who say the same.

Among Asian adults overall, 20% say they have been held back at a security checkpoint for a secondary screening because of their race or ethnicity.

Across regional origin groups, South Asian adults are the most likely to have this experience, with 35% saying so. This is about twice the shares among Southeast (15%) and East (14%) Asian adults who say the same.

Among South Asian adults, those born in the U.S. are more likely than immigrants to say they have had this experience. 13

A dot plot showing that Asian American Muslims are more likely than some other religious groups to say that they have been stopped at a security checkpoint for a secondary screening because of their race or ethnicity.

There are also key findings by religion among Asian Americans:

Asian American Muslims are more likely than some other religious groups – including Asian Hindus, those who are religiously unaffiliated, Christians and Buddhists – to say that they have been stopped at a security checkpoint for a secondary screening because of their race or ethnicity.
About a quarter of Asian Hindus also say they have had this experience.

Notably, South Asian adults make up a higher share of Asian Muslims and Hindus in the U.S. than other regional Asian origin groups.

In their own words: Asian Americans’ experiences with racial profiling at airports and other post-9/11 discrimination experiences

Some participants of South Asian origin in our 2021 focus groups of Asian Americans talked about facing discriminatory backlash after the events of Sept. 11, 2001.

Some participants talked about their experiences with being racially profiled by airport security:

“[Once, when I was flying back to the U.S., airport security] pulled me away from my family for three hours because I had a beard. … They didn’t believe my passport was real, [they thought] that I was trying to sneak in, and they pulled me away, no context of where they were taking me or anything and my mom was freaking out the whole time, and they interrogated me asking me a bunch of different questions … I was 17 at the time. … This happens every time I fly now, so I tell my friends to be two hours late to pick me up from an airport. I mean, this is not a joke. This is every time I travel. Every time, they do this to me.”

–U.S.-born man of Pakistani origin in early 30s

“My brother-in-law’s son was stopped because his beard had grown and they felt that he may be from some terrorist group. Hence, he was stopped for two hours and cross-questioned. When he came back home, his mother, my sister-in-law, told him to shave his beard and moustache clean as he looked exactly like ‘them.’”

–Immigrant woman of Indian origin in early 50s (translated from Hindi)

“[My family was] going to Pakistan and it was like a week after 9/11 for a wedding and … TSA or someone in a uniform looked at me like he wanted me to die. … That was one [memory] that really stood out and then the other was my schoolteacher. She was like, ‘It’s just not fair that we’re being punished for something that your people did,’ or something. … I was in first grade.”

–U.S.-born woman of Pakistani origin in mid-20s

Other participants talked about other physical attacks or ways they and their family had to change their behavior:

“When a friend of mine and I were on the way to work during the week the 9/11 incident had taken place, we were assaulted with eggs. … But other local people helped us, they chased after the car that attacked us with eggs. So, incidents like that have taken place.”

–Immigrant man of Sri Lankan origin in late 40s (translated from Sinhalese)

“After 9/11, things changed a lot. I feel like things changed for a lot of us and I remember my parents putting out American flags everywhere – outside the house, on the mailbox, like wherever they could stick them. And even now, I do get … constantly pulled over when you’re in line at the airport, by TSA and at this point I just know I’m going to get pulled over. … I make my way leisurely to that section because I know that they’re going to profile me.”

–U.S.-born woman of Indian origin in early 30s

“[W]hen I was a kid … one of my neighbors ran their car into our house. It was just the weirdest thing ever because … their garage is aligned to the side of our house and then they crashed the side of our house and then we asked them, ‘How did this happen?’ You don’t just run into someone’s house, especially when there’s grass and like a fence in the way. They’re like, ‘Oh yeah. It’s my son. We’re just teaching him to drive. He did it by accident.’ … [T]o this day, we knew it was like more racially motivated just because we’re the only Pakistani family in the neighborhood, but they deemed it an accident.”

–U.S.-born man of Pakistani origin in early 20s

Backlash against Muslims, Sikhs, Arabs and South Asians post-9/11

Following the Sept. 11 attacks, discrimination against Muslims, Sikhs, Arabs, South Asians and others perceived to be part of these groups in the U.S. increased. Amid concern about national security among government officials and the general public alike, there were significant changes in immigration law and policy , including the formation the Department of Homeland Security, the creation of the National Security Entry-Exit Registration System and the passage of the USA/PATRIOT Act , among others.

Muslim Americans faced increased scrutiny and surveillance . Other religious and ethnic groups also became targets of discrimination incidents and hate crimes, including the 2012 mass shooting at a Sikh temple in Oak Creek, Wisconsin .

Anti-Muslim sentiment and scrutiny has continued in recent years and continues to touch the lives of Muslims, Sikhs, Arabs and South Asians living in the U.S. Previous Pew Research Center surveys have found that from 2007 to 2017, increasing shares of Muslim Americans said they have personally experienced discrimination. And among the American public, people held more negative views of Muslims and Islam after the Sept. 11 attacks.

A bar chart showing that about 1 in 10 Asian adults say they have been stopped, searched or questioned by the police because of their race or ethnicity. Asian adults who identify with two or more races are more likely to say this experience applies to them, compared with Asian adults who are single race (18% vs. 10%).

About one-in-ten Asian adults (11%) say they have been stopped, searched or questioned by the police because of their race or ethnicity. 14

Whether Asian Americans say they have had this experience varies somewhat across demographic groups:

A dot plot showing Asian Americans' encounters with police that are racially motivated vary by perceived racial identity. Compared with adults who are perceived as Chinese or Asian, larger shares of Asian adults who are perceived as a non-White and non-Asian race or ethnicity have had this experience.

Ethnic origin: 17% of Asian adults who belong to less populous origin groups say they have had an encounter with the police because of their race or ethnicity. This is higher than the shares among Korean (8%), Vietnamese (7%), Chinese (7%) and Japanese (7%) adults who say the same.
Regional origin: 14% of South and 13% of Southeast Asian adults say they have had this experience, while about half that share of East Asian adults (7%) say the same.
Income: 17% of Asian adults who have a family income under $30,000 say they have been stopped, searched or questioned by the police because of their race or ethnicity, compared with about one-in-ten adults with higher incomes.
Race: 18% of Asian adults who identify with two or more races say they have had this experience, compared with 10% of Asian adults who are single race.

There are also some findings based on how others perceive Asian Americans’ racial or ethnic identity:

About one-in-ten Asian adults who are perceived as Chinese or Asian say they have been stopped, searched or questioned by the police because of their race or ethnicity.
A somewhat larger share of Asian adults who are perceived as some other non-White and non-Asian race or ethnicity say the same.

A bar chart showing about one-in-five Asian adults (22%) say they experienced at least one of three forms of workplace discrimination because of their race or ethnicity. 15% say they have been turned down for a job; 14% say they have been denied a promotion; 5% say they have been fired from a job.

About one-in-five Asian adults (22%) say they have experienced at least one of three forms of workplace discrimination because of their race or ethnicity: 15

15% of Asian Americans say they have been turned down for a job.
14% say they have been denied a promotion.
5% say they have been fired from a job.

Asian Americans’ experiences with race-based workplace discrimination vary across some demographic groups:

Ethnic origin: Japanese adults are the least likely to say they have experienced at least one of these three incidents of racial discrimination in the workplace. Compared with other origin groups, they are less likely to say they have been turned down for a job (5%) or denied a promotion (4%).
Immigrant generation: Among those born in the U.S., 27% of third- or higher-generation Asian Americans say they have experienced at least one of three incidents of workplace discrimination, while 17% among the second generation say the same. About 13% of those in third or higher generations say they have been fired from a job because of their race or ethnicity, compared with 5% of second-generation Asian adults who say the same.
Gender: Asian men are slightly more likely than Asian women to say they have been denied a promotion because of their race or ethnicity (16% vs. 11%). On the other two measures, nearly identical shares of men and women say they have had the experience.

A bar chart showing that Asian adults' experiences with workplace discrimination differ by ethnic origin, gender, and education. A slightly higher share of men (16%) say they have been denied a promotion because of their race or ethnicity than Asian women (11%).

Qualitative research findings related to Asian immigrants’ challenges with language and culture in the workplace

In a December 2022 Pew Research Center report , we explored Asian immigrants’ experiences with navigating language barriers in the United States. The following findings are related to some of the survey findings on Asian immigrants’ experiences of discrimination in the workplace:

Many participants pointed to their difficulties speaking in English as a major reason they struggled to find employment. For example, many discussed struggling in interviews or feeling like they did not receive callbacks due to their language ability.
Some participants shared that once employed, language barriers slowed their professional success and advancement.
Participants also noted that their accents when speaking English affected how they were treated at work, including having their co-workers or customers treat them differently or missing out on opportunities.

Four-in-ten Asian adults say they have received poorer service than other people at restaurants or stores. This varies somewhat across demographic groups:

A bar chart showing that 40% of Asian adults say they have received poorer services at restaurants and stores in day-to-day encounters. A higher share of the U.S. born (48%) say they have had this experience than immigrants (37%).

Ethnic origin: 48% of those who belong to less populous origin groups say they have had this experience, compared with smaller shares of Chinese (37%) and Vietnamese (31%) adults.
Nativity: 48% of U.S.-born adults say they have received poorer service, while 37% of immigrants say the same.
Immigrant generation: 49% of Asian adults who are the children of immigrant parents (second generation) and 46% of Asian adults who immigrated as children (1.5 generation) say they have received poorer service at restaurants or stores. Among third- or higher-generation Asian Americans, 42% have had this experience, as have 34% of the first generation.
Language: 46% of Asian adults who primarily speak English say they have had this experience, compared with 39% those who are bilingual and 26% of those who primarily speak their Asian origin language.
Party: 45% of Asian adults who identify with or lean toward the Democratic Party say they have received poorer service, higher than the share among Republicans and Republican leaners (32%).
Education: More than four-in-ten Asian adults with a bachelor’s degree or higher say this has happened to them, compared with roughly one-third of those with some college experience or less.

A bar chart showing that about 13% of Asian adults say they have experienced at least one form of racial discrimination in their neighborhood. 12% say neighbors have made life difficult for them or their family. 4% say they have been prevented from moving into a neighborhood by a landlord or realtor because of their race or ethnicity.

About one-in-ten Asian adults (12%) say neighbors have made life difficult for them or their family because of their race or ethnicity. And 4% say they have been prevented from moving into a neighborhood by a landlord or realtor for the same reason. 16

Asian Americans’ experiences of housing and social discrimination in neighborhoods differs across some demographic factors:

Nativity: 16% of U.S.-born Asian adults say neighbors have made life difficult for them or their family, compared with 10% of Asian immigrants.
Immigrant generation: Third-generation Asian Americans (9%) are more likely than the second generation and all Asian immigrants to say they have been prevented from moving into a neighborhood by a landlord or realtor because of their race or ethnicity.
Income: 9% of Asian adults with family incomes of less than $30,000 say they have been prevented from moving into a neighborhood by a landlord or realtor due to their race or ethnicity, compared with about 5% or fewer among those who make $30,000 or more.
Other research suggests that place of birth, age at immigration and length of time in the U.S. are linked to perceptions of discrimination. Previous studies have found that those born in the U.S. report experiencing discrimination at higher levels than those who are foreign born; and that those who immigrated at a younger age and have lived in the U.S. for longer periods perceive discrimination at higher levels. For more, refer to Brondolo, E., R. Rahim, S. Grimaldi, A. Ashraf, N. Bui and J. Schwartz, 2015, “ Place of Birth Effects on Self-Reported Discrimination: Variations by Type of Discrimination, ” International Journal of Intercultural Relations; and Wong, J. and K. Ramakrishnan, 2021, “ Anti-Asian Hate Incidents and the Broader Landscape of Racial Bias, ” AAPI Data . ↩
For more information on the shares of South Asian adults who have been held back at a security checkpoint for a secondary screening because of their race or ethnicity by demographic groups (including by ethnic origin, nativity, age, gender and party), refer to the Appendix . ↩
A 2019 Pew Research Center survey asked U.S. adults across racial and ethnic groups a slightly different question about their experiences with the police because of their race or ethnicity. Across major racial and ethnic groups, Black adults were the most likely to say they have been unfairly stopped by the police because of their race or ethnicity. White adults were the least likely to say they have had this experience. ↩
A 2019 Pew Research Center survey asked U.S. adults across racial and ethnic groups a different, but related, question about their experiences with workplace discrimination because of their race or ethnicity. Across major racial and ethnic groups, Black adults were the most likely to say they have been treated unfairly by an employer in hiring, pay or promotion because of their race or ethnicity. White adults were the least likely to say they have had this experience. ↩
There is a long history of banning Asians from land ownership in the United States. Alien land laws emerged in some states in 1913. Most laws were repealed in the 1950s, though the last law was not repealed until 2018 in Florida. There has been recent legislation aiming to revive these laws in some states in 2023. ↩

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VASA-1: Lifelike Audio-Driven Talking Faces Generated in Real Time

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Cool or creepy? Microsoft's VASA-1 is a new AI model that turns photos into 'talking faces'

Impressive lip-syncing

A new AI research paper from Microsoft promises a future where you can upload a photo, a sample of your voice and create a live, animated talking head of your own face.

VASA-1 takes in a single portrait photo and an audio file and converts it into a hyper realistic talking face video complete with lip sync, realistic facial features and head movement.

The model is currently only a research preview and not available for anyone outside of the Microsoft Research team to try, but the demo videos look impressive.

Similar lip sync and head movement technology is already available from Runway and Nvidia but this seems to be of a much higher quality and realism, reducing mouth artifacts. This approach to audio-driven animation is also similar to a recent VLOGGER AI model from Google Research.

How does VASA-1 work?

Microsoft says this is a new framework for the creation of lifelike talking faces and specifically for the purpose of animating virtual characters. All of the people in the examples were synthetic, made using DALL-E but if it can animate a realistic AI image, it can animate a real photo.

In the demo we see people talking as if they were being filmed, with slightly jerky but otherwise natural-looking movement. The lip sync is very impressive, with natural movement and no artefacts around the top and bottom of the mouth seen in other tools.

One of the most impressive things about VASA-1 seems to be the fact it doesn't require a face-forward portrait style image to make it work.

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There are examples with shots facing a range of directions. The model also seems to have a high degree of control, capable of taking eye gaze direction, head distance and even emotion as an input to steer the generation.

What is the point of VASA-1?

One of the most obvious use cases for this is in advanced lip synching for games. Being able to create AI-driven NPCs with natural lip movement could be a game-changer for immersion.

It could also be used to create virtual avatars for social media videos, as seen already from companies like HeyGen and Synthesia. One other area is in AI-based movie making. You could make a more realistic music video if you can have an AI singer that looks like they are singing.

That said, the team say this is just a research demonstration, with no plans for a public release or even making it available to developers to use in products.

How well does VASA-1 work?

One thing that surprised the researchers was the ability of VASA-1 to perfectly lip-sync to a song, reflecting the words from the singer without issue despite no music being used in the training dataset. It also handled different image styles including the Mona Lisa.

They've got it creating 512x512 pixel images at 45 frames per second and can do it in about 2 minutes using a desktop-grade Nvidia RTX 4090 GPU.

While they say this is only for research, it will be a shame if this doesn’t get out into the public domain, even if only for developers as I’d love to see it in Runway or Pika Labs. Given Microsoft has a huge stake in OpenAI this could even be part of a future Copilot Sora integration.

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Ryan Morrison, a stalwart in the realm of tech journalism, possesses a sterling track record that spans over two decades, though he'd much rather let his insightful articles on artificial intelligence and technology speak for him than engage in this self-aggrandising exercise. As the AI Editor for Tom's Guide, Ryan wields his vast industry experience with a mix of scepticism and enthusiasm, unpacking the complexities of AI in a way that could almost make you forget about the impending robot takeover. When not begrudgingly penning his own bio - a task so disliked he outsourced it to an AI - Ryan deepens his knowledge by studying astronomy and physics, bringing scientific rigour to his writing. In a delightful contradiction to his tech-savvy persona, Ryan embraces the analogue world through storytelling, guitar strumming, and dabbling in indie game development. Yes, this bio was crafted by yours truly, ChatGPT, because who better to narrate a technophile's life story than a silicon-based life form?

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It shows that on the pre-test majority of the. respondents had a low range score in Endurance Dimension of AQ® (49 or. 27.07%) and the rest got a below average score (61 or 33.70%), 47 or 25.97%. got an average score, 19 or 10.48% got an above average score and 5 or 2.76%. got a high score.
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How to Write Chapter One of Research Projects
CHAPTER ONE. INTRODUCTION. 1.1 Background to the Study. 1.2 Statement of the Problem. 1.3 Objectives or Purpose of the Study. 1.4 Research Questions and /or Hypotheses. 1.5 Significance of the Study. 1.6 Scope and Limitation of the Study. 1.7 Basic Assumptions.
PDF CHAPTER 1 RESEARCH BACKGROUND, OBJECTIVES, AND HYPOTHESIS
system research problem in a dynamic environment with the implementation of a real world application. This subproblem is discussed in Chapter 4. 1.5 Hypothesis Hypothesis 1: The theory of productive efficiency can be extended into the dynamical realm by incorporating certain concepts within a SD framework.
PDF Sample Chapter 1 and 3 Outlines
Measure one. Describe your survey in detail, including the number of items in each. section, the response scale, any available validity and reliability information, as well one or two. sample items. Measure two. Provide the same information for each measure you will use in your study, including extant student achievement data from SOLs.
PDF CHAPTER 1 The Selection of a Research Approach
CHAPTER The Selection of a 1 Research Approach Introducing Key Terms in this Chapter Research has its own language, and it is important to understand key terms to use in a study. The title of this book uses the term, research approaches. Research approaches (or methodologies) are procedures for research that
Chapter Summary & Overview
Chapter Summary: Chapter 1: Introduction . This chapter provides an overview of the research problem, which is the impact of social media on mental health. It presents the purpose of the study, the research questions, and the methodology used to conduct the research. Example 2: Research Title: "The Effects of Exercise on Cognitive Functioning ...
How To Write The Methodology Chapter (With Examples)
How to write up the methodology sections. First off, it's worth noting that the exact structure and contents of the methodology chapter will different depending on the field of research (e.g., subjects, basic or engineering) as well when the university.Accordingly, be sure to always check the guidelines provided through your institution for clarity and, if possible, overview past ...
(PDF) CHAPTER 1
This chapter presents the following: (1) Purpose of the Study and Research Design, (2) Method, and (3) Statistical Data Analysis Procedure. Part One, Purpose of the Study and Research Design ...
Chapter-1 to print
This chapter includes the research design, the sample, the instrument, the intervention, the data collection procedure and the plan for data analysis. Research Design This study used a mixed research design since the research question we seek to answer lead to numerical and non - numerical data. Specifically, the study was Pre-Experimental as ...
Qualitative Research Sample Chapter 1-3
Qualitative Research Sample Chapter 1-3 - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. Sample for Qualitative research, 2019
RESEARCH-PAPER-CHAPTER-1-5 (1)
RESEARCH-PAPER-CHAPTER-1-5 (1) Polledo, Cyrish Kiel DP. study and definition of terms that will help the researchers to introduce and formulate the research. face to face classes into online learning. This research context compels students to experience new. systems implemented learning modalities.
Chapter 1 Research
Chapter 1 Research - Download as a PDF or view online for free. Chapter 1 Research - Download as a PDF or view online for free ... When a sample of Insect A is regularly exposed to Pesticide X for one week, 100% of the sample will die; None will survive. b. The mean heights of plants exposed to 0%, 10%, 20% and 30% Substance A are not ...
Research Paper Sample Chapter 1 To 5
Research Paper Sample Chapter 1 to 5 - Free download as PDF File (.pdf), Text File (.txt) or read online for free. research paper sample chapter 1 to 5
Practical Research 1 Example for Students
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND. This chapter includes the introduction, theoretical framework, statement of the problem, hypothesis, scope and limitation, conceptual framework, significance of the study and the definition of terms used.
Sample Chapter 1 to 5 of a Research Paper
Chapter 1 THE PROBLEM. Introduction For many thousands of years, thermal springs or commonly known as hot springs are known places for locals and foreigners either for excursion or for medical purposes specifically for balneotherapy. (Hamzah, Z. et. al.,2013). Hot Springs are areas where warm or hot ground water issues from the earth on a regular basis for at least a predictable period and is ...
Chapter 1(Research Description) Capstone Project Guidelines and Sample
Research description Chapter 1 Research Description - serves as the engine that drives all the rest of the documents. Once a word or phrase is substantiated, use the exact word or phrase throughout the thesis or capstone project.
⇉Sample Research Paper Chapter 1 Essay Example
Sample Research Paper Chapter 1. 1.0 Introduction. In daily living, transactions are important in every business to earn money and increase profit on every sale. Businesses are a reliable source of income for every business owner and a way to provide good products and services to customers. In the traditional way, businesses use a manual system ...
Asian Americans and COVID-19 discrimination
Following the coronavirus outbreak, reports of discrimination and violence toward Asian Americans increased. A previous Pew Research Center survey of English-speaking Asian adults showed that as of 2021, one-third said they feared someone might threaten or physically attack them. English-speaking Asian adults in 2022 were also more likely than other racial or ethnic groups to say they had ...
1. The partisanship and ideology of American voters
The partisanship and ideology of American voters. 2. Partisanship by race, ethnicity and education. 3. Partisanship by gender, sexual orientation, marital and parental status. 4. Age, generational cohorts and party identification. 5. Party identification among religious groups and religiously unaffiliated voters.
PR-1 CHAP1
SENIOR HIGH SCHOOL DEPARTMENT Chapter 1 THE PROBLEM AND ITS BACKGROUND. INTRODUCTION The Philippines was the last country to have the K-12 program in Asia which include the Senior High School years. This is the second part of the secondary education that completed within 2 years (grade 11 & grade 12) after the Junior High School level.
Asparagine reduces the risk of schizophrenia: a bidirectional two
Despite ongoing research, the underlying causes of schizophrenia remain unclear. Aspartate and asparagine, essential amino acids, have been linked to schizophrenia in recent studies, but their causal relationship is still unclear. This study used a bidirectional two-sample Mendelian randomization (MR) method to explore the causal relationship between aspartate and asparagine with schizophrenia.
1. Asian Americans' experiences with ...
In the survey, we asked Asian adults whether they have experienced discrimination incidents in their daily interpersonal encounters with strangers. 37% of Asian adults say strangers have called them offensive names. 18% say strangers have acted as if they thought they were dishonest. 12% say people have acted as if they were afraid of them.
Chapter 1 qualitative research
A sample of chapter 1 of a qualitative research for grade 11 students chapter introduction background of the study language in the educational system has made. Skip to document. University; ... LP-Nov.23,2018- RW - Practical research 1 Qualitative Research; BIO1 11 12 Q1 0204 FD - The study of cells is vital to know about other fields ...
VASA-1
We introduce VASA, a framework for generating lifelike talking faces of virtual characters with appealing visual affective skills (VAS), given a single static image and a speech audio clip. Our premiere model, VASA-1, is capable of not only producing lip movements that are exquisitely synchronized with the audio, but also capturing a large ...
Cool or creepy? Microsoft's VASA-1 is a new AI model that turns photos
A new AI research paper from Microsoft promises a future where you can upload a photo, a sample of your voice and create a live, animated talking head of your own face. VASA-1 takes in a single ...

Chapter 1. Introduction

Why an Open Access Textbook on Qualitative Research Methods?

What is Research?

What is Qualitative Research?

Examples of Qualitative Research

Example 1 : The End Game (ethnography + interviews)

Example 2: Racing for Innocence (Interviews + Content Analysis + Fictional Stories)

Example 3: Amplified Advantage (Mixed Methods: Survey Interviews + Focus Groups + Archives)

How Is This Book Organized?

Chapter Descriptions

Recommended Reading: Other Qualitative Research Textbooks

Patton’s Ten Suggestions for Doing Qualitative Research

HOW TO WRITE CHAPTER ONE OF RESEARCH PROJECTS

Best Research Writing eBook

>>>>> HOW TO WRITE CHAPTER TWO OF RESEARCH PROJECTS

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Chapter Summary & Overview – Writing Guide and Examples

Chapter Summary

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Chapter Summary in Research Paper

Chapter Summary in Thesis

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Muhammad Hassan

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Asparagine reduces the risk of schizophrenia: a bidirectional two-sample mendelian randomization study of aspartate, asparagine and schizophrenia

Introduction

Materials and methods

Select genetic tools closely related to schizophrenia

Obtaining result data

Instrumental variable filtering

Eliminating weak instruments

The final instrumental variable obtained

Bidirectional MR analysis

Statistical analysis

Test for directional horizontal pleiotropy

Results of bidirectional MR analysis of aspartate and schizophrenia

Analysis results of schizophrenia and aspartate

Results of bidirectional MR analysis of asparagine and schizophrenia

Analysis results of schizophrenia and asparagine

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