body of research work

How to Write a Body of a Research Paper

The main part of your research paper is called “the body.” To write this important part of your paper, include only relevant information, or information that gets to the point. Organize your ideas in a logical order—one that makes sense—and provide enough details—facts and examples—to support the points you want to make.

Logical Order

Transition words and phrases, adding evidence, phrases for supporting topic sentences.

• Transition Phrases for Comparisons
• Transition Phrases for Contrast
• Transition Phrases to Show a Process
• Phrases to Introduce Examples
• Transition Phrases for Presenting Evidence

How to Make Effective Transitions

Examples of effective transitions, drafting your conclusion, writing the body paragraphs.

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• The third and fourth paragraphs follow the same format as the second:
• Transition or topic sentence.
• Topic sentence (if not included in the first sentence).
• Supporting sentences including a discussion, quotations, or examples that support the topic sentence.
• Concluding sentence that transitions to the next paragraph.

The topic of each paragraph will be supported by the evidence you itemized in your outline. However, just as smooth transitions are required to connect your paragraphs, the sentences you write to present your evidence should possess transition words that connect ideas, focus attention on relevant information, and continue your discussion in a smooth and fluid manner.

You presented the main idea of your paper in the thesis statement. In the body, every single paragraph must support that main idea. If any paragraph in your paper does not, in some way, back up the main idea expressed in your thesis statement, it is not relevant, which means it doesn’t have a purpose and shouldn’t be there.

Each paragraph also has a main idea of its own. That main idea is stated in a topic sentence, either at the beginning or somewhere else in the paragraph. Just as every paragraph in your paper supports your thesis statement, every sentence in each paragraph supports the main idea of that paragraph by providing facts or examples that back up that main idea. If a sentence does not support the main idea of the paragraph, it is not relevant and should be left out.

A paper that makes claims or states ideas without backing them up with facts or clarifying them with examples won’t mean much to readers. Make sure you provide enough supporting details for all your ideas. And remember that a paragraph can’t contain just one sentence. A paragraph needs at least two or more sentences to be complete. If a paragraph has only one or two sentences, you probably haven’t provided enough support for your main idea. Or, if you have trouble finding the main idea, maybe you don’t have one. In that case, you can make the sentences part of another paragraph or leave them out.

Arrange the paragraphs in the body of your paper in an order that makes sense, so that each main idea follows logically from the previous one. Likewise, arrange the sentences in each paragraph in a logical order.

If you carefully organized your notes and made your outline, your ideas will fall into place naturally as you write your draft. The main ideas, which are building blocks of each section or each paragraph in your paper, come from the Roman-numeral headings in your outline. The supporting details under each of those main ideas come from the capital-letter headings. In a shorter paper, the capital-letter headings may become sentences that include supporting details, which come from the Arabic numerals in your outline. In a longer paper, the capital letter headings may become paragraphs of their own, which contain sentences with the supporting details, which come from the Arabic numerals in your outline.

In addition to keeping your ideas in logical order, transitions are another way to guide readers from one idea to another. Transition words and phrases are important when you are suggesting or pointing out similarities between ideas, themes, opinions, or a set of facts. As with any perfect phrase, transition words within paragraphs should not be used gratuitously. Their meaning must conform to what you are trying to point out, as shown in the examples below:

• “Accordingly” or “in accordance with” indicates agreement. For example :Thomas Edison’s experiments with electricity accordingly followed the theories of Benjamin Franklin, J. B. Priestly, and other pioneers of the previous century.
• “Analogous” or “analogously” contrasts different things or ideas that perform similar functions or make similar expressions. For example: A computer hard drive is analogous to a filing cabinet. Each stores important documents and data.
• “By comparison” or “comparatively”points out differences between things that otherwise are similar. For example: Roses require an alkaline soil. Azaleas, by comparison, prefer an acidic soil.
• “Corresponds to” or “correspondingly” indicates agreement or conformity. For example: The U.S. Constitution corresponds to England’s Magna Carta in so far as both established a framework for a parliamentary system.
• “Equals,”“equal to,” or “equally” indicates the same degree or quality. For example:Vitamin C is equally as important as minerals in a well-balanced diet.
• “Equivalent” or “equivalently” indicates two ideas or things of approximately the same importance, size, or volume. For example:The notions of individual liberty and the right to a fair and speedy trial hold equivalent importance in the American legal system.
• “Common” or “in common with” indicates similar traits or qualities. For example: Darwin did not argue that humans were descended from the apes. Instead, he maintained that they shared a common ancestor.
• “In the same way,”“in the same manner,”“in the same vein,” or “likewise,” connects comparable traits, ideas, patterns, or activities. For example: John Roebling’s suspension bridges in Brooklyn and Cincinnati were built in the same manner, with strong cables to support a metallic roadway. Example 2: Despite its delicate appearance, John Roebling’s Brooklyn Bridge was built as a suspension bridge supported by strong cables. Example 3: Cincinnati’s Suspension Bridge, which Roebling also designed, was likewise supported by cables.
• “Kindred” indicates that two ideas or things are related by quality or character. For example: Artists Vincent Van Gogh and Paul Gauguin are considered kindred spirits in the Impressionist Movement. “Like” or “as” are used to create a simile that builds reader understanding by comparing two dissimilar things. (Never use “like” as slang, as in: John Roebling was like a bridge designer.) For examples: Her eyes shone like the sun. Her eyes were as bright as the sun.
• “Parallel” describes events, things, or ideas that occurred at the same time or that follow similar logic or patterns of behavior. For example:The original Ocktoberfests were held to occur in parallel with the autumn harvest.
• “Obviously” emphasizes a point that should be clear from the discussion. For example: Obviously, raccoons and other wildlife will attempt to find food and shelter in suburban areas as their woodland habitats disappear.
• “Similar” and “similarly” are used to make like comparisons. For example: Horses and ponies have similar physical characteristics although, as working farm animals, each was bred to perform different functions.
• “There is little debate” or “there is consensus” can be used to point out agreement. For example:There is little debate that the polar ice caps are melting.The question is whether global warming results from natural or human-made causes.

Other phrases that can be used to make transitions or connect ideas within paragraphs include:

• Use “alternately” or “alternatively” to suggest a different option.
• Use “antithesis” to indicate a direct opposite.
• Use “contradict” to indicate disagreement.
• Use “on the contrary” or “conversely” to indicate that something is different from what it seems.
• Use “dissimilar” to point out differences between two things.
• Use “diverse” to discuss differences among many things or people.
• Use “distinct” or “distinctly” to point out unique qualities.
• Use “inversely” to indicate an opposite idea.
• Use “it is debatable,” “there is debate,” or “there is disagreement” to suggest that there is more than one opinion about a subject.
• Use “rather” or “rather than” to point out an exception.
• Use “unique” or “uniquely” to indicate qualities that can be found nowhere else.
• Use “unlike” to indicate dissimilarities.
• Use “various” to indicate more than one kind.

Writing Topic Sentences

Remember, a sentence should express a complete thought, one thought per sentence—no more, no less. The longer and more convoluted your sentences become, the more likely you are to muddle the meaning, become repetitive, and bog yourself down in issues of grammar and construction. In your first draft, it is generally a good idea to keep those sentences relatively short and to the point. That way your ideas will be clearly stated.You will be able to clearly see the content that you have put down—what is there and what is missing—and add or subtract material as it is needed. The sentences will probably seem choppy and even simplistic.The purpose of a first draft is to ensure that you have recorded all the content you will need to make a convincing argument. You will work on smoothing and perfecting the language in subsequent drafts.

Transitioning from your topic sentence to the evidence that supports it can be problematic. It requires a transition, much like the transitions needed to move from one paragraph to the next. Choose phrases that connect the evidence directly to your topic sentence.

• Consider this: (give an example or state evidence).
• If (identify one condition or event) then (identify the condition or event that will follow).
• It should go without saying that (point out an obvious condition).
• Note that (provide an example or observation).
• Take a look at (identify a condition; follow with an explanation of why you think it is important to the discussion).
• The authors had (identify their idea) in mind when they wrote “(use a quotation from their text that illustrates the idea).”
• The point is that (summarize the conclusion your reader should draw from your research).
• This becomes evident when (name the author) says that (paraphrase a quote from the author’s writing).
• We see this in the following example: (provide an example of your own).
• (The author’s name) offers the example of (summarize an example given by the author).

If an idea is controversial, you may need to add extra evidence to your paragraphs to persuade your reader. You may also find that a logical argument, one based solely on your evidence, is not persuasive enough and that you need to appeal to the reader’s emotions. Look for ways to incorporate your research without detracting from your argument.

Writing Transition Sentences

It is often difficult to write transitions that carry a reader clearly and logically on to the next paragraph (and the next topic) in an essay. Because you are moving from one topic to another, it is easy to simply stop one and start another. Great research papers, however, include good transitions that link the ideas in an interesting discussion so that readers can move smoothly and easily through your presentation. Close each of your paragraphs with an interesting transition sentence that introduces the topic coming up in the next paragraph.

Transition sentences should show a relationship between the two topics.Your transition will perform one of the following functions to introduce the new idea:

• Indicate that you will be expanding on information in a different way in the upcoming paragraph.
• Indicate that a comparison, contrast, or a cause-and-effect relationship between the topics will be discussed.
• Indicate that an example will be presented in the next paragraph.
• Indicate that a conclusion is coming up.

Transitions make a paper flow smoothly by showing readers how ideas and facts follow one another to point logically to a conclusion. They show relationships among the ideas, help the reader to understand, and, in a persuasive paper, lead the reader to the writer’s conclusion.

Each paragraph should end with a transition sentence to conclude the discussion of the topic in the paragraph and gently introduce the reader to the topic that will be raised in the next paragraph. However, transitions also occur within paragraphs—from sentence to sentence—to add evidence, provide examples, or introduce a quotation.

The type of paper you are writing and the kinds of topics you are introducing will determine what type of transitional phrase you should use. Some useful phrases for transitions appear below. They are grouped according to the function they normally play in a paper. Transitions, however, are not simply phrases that are dropped into sentences. They are constructed to highlight meaning. Choose transitions that are appropriate to your topic and what you want the reader to do. Edit them to be sure they fit properly within the sentence to enhance the reader’s understanding.

Transition Phrases for Comparisons:

• We also see
• In addition to
• Notice that
• Beside that,
• In comparison,
• Once again,
• Identically,
• For example,
• Comparatively, it can be seen that
• We see this when
• This corresponds to
• In other words,
• At the same time,
• By the same token,

Transition Phrases for Contrast:

• By contrast,
• On the contrary,
• Nevertheless,
• An exception to this would be …
• Alongside that,we find …
• On one hand … on the other hand …
• [New information] presents an opposite view …
• Conversely, it could be argued …
• Other than that,we find that …
• We get an entirely different impression from …
• One point of differentiation is …
• Further investigation shows …
• An exception can be found in the fact that …

Transition Phrases to Show a Process:

• At the top we have … Near the bottom we have …
• Here we have … There we have …
• Continuing on,
• We progress to …
• Close up … In the distance …
• With this in mind,
• Moving in sequence,
• Proceeding sequentially,
• Moving to the next step,
• First, Second,Third,…
• Examining the activities in sequence,
• Sequentially,
• As a result,
• The end result is …
• To illustrate …
• Subsequently,
• One consequence of …
• If … then …
• It follows that …
• This is chiefly due to …
• The next step …
• Later we find …

Phrases to Introduce Examples:

• For instance,
• Particularly,
• In particular,
• This includes,
• Specifically,
• To illustrate,
• One illustration is
• One example is
• This is illustrated by
• This can be seen when
• This is especially seen in
• This is chiefly seen when

Transition Phrases for Presenting Evidence:

• Another point worthy of consideration is
• At the center of the issue is the notion that
• Before moving on, it should be pointed out that
• Another important point is
• Another idea worth considering is
• Consequently,
• Especially,
• Even more important,
• Getting beyond the obvious,
• In spite of all this,
• It follows that
• It is clear that
• More importantly,
• Most importantly,

How to make effective transitions between sections of a research paper? There are two distinct issues in making strong transitions:

• Does the upcoming section actually belong where you have placed it?
• Have you adequately signaled the reader why you are taking this next step?

The first is the most important: Does the upcoming section actually belong in the next spot? The sections in your research paper need to add up to your big point (or thesis statement) in a sensible progression. One way of putting that is, “Does the architecture of your paper correspond to the argument you are making?” Getting this architecture right is the goal of “large-scale editing,” which focuses on the order of the sections, their relationship to each other, and ultimately their correspondence to your thesis argument.

It’s easy to craft graceful transitions when the sections are laid out in the right order. When they’re not, the transitions are bound to be rough. This difficulty, if you encounter it, is actually a valuable warning. It tells you that something is wrong and you need to change it. If the transitions are awkward and difficult to write, warning bells should ring. Something is wrong with the research paper’s overall structure.

After you’ve placed the sections in the right order, you still need to tell the reader when he is changing sections and briefly explain why. That’s an important part of line-by-line editing, which focuses on writing effective sentences and paragraphs.

Effective transition sentences and paragraphs often glance forward or backward, signaling that you are switching sections. Take this example from J. M. Roberts’s History of Europe . He is finishing a discussion of the Punic Wars between Rome and its great rival, Carthage. The last of these wars, he says, broke out in 149 B.C. and “ended with so complete a defeat for the Carthaginians that their city was destroyed . . . .” Now he turns to a new section on “Empire.” Here is the first sentence: “By then a Roman empire was in being in fact if not in name.”(J. M. Roberts, A History of Europe . London: Allen Lane, 1997, p. 48) Roberts signals the transition with just two words: “By then.” He is referring to the date (149 B.C.) given near the end of the previous section. Simple and smooth.

Michael Mandelbaum also accomplishes this transition between sections effortlessly, without bringing his narrative to a halt. In The Ideas That Conquered the World: Peace, Democracy, and Free Markets , one chapter shows how countries of the North Atlantic region invented the idea of peace and made it a reality among themselves. Here is his transition from one section of that chapter discussing “the idea of warlessness” to another section dealing with the history of that idea in Europe.

The widespread aversion to war within the countries of the Western core formed the foundation for common security, which in turn expressed the spirit of warlessness. To be sure, the rise of common security in Europe did not abolish war in other parts of the world and could not guarantee its permanent abolition even on the European continent. Neither, however, was it a flukish, transient product . . . . The European common security order did have historical precedents, and its principal features began to appear in other parts of the world. Precedents for Common Security The security arrangements in Europe at the dawn of the twenty-first century incorporated features of three different periods of the modern age: the nineteenth century, the interwar period, and the ColdWar. (Michael Mandelbaum, The Ideas That Conquered the World: Peace, Democracy, and Free Markets . New York: Public Affairs, 2002, p. 128)

It’s easier to make smooth transitions when neighboring sections deal with closely related subjects, as Mandelbaum’s do. Sometimes, however, you need to end one section with greater finality so you can switch to a different topic. The best way to do that is with a few summary comments at the end of the section. Your readers will understand you are drawing this topic to a close, and they won’t be blindsided by your shift to a new topic in the next section.

Here’s an example from economic historian Joel Mokyr’s book The Lever of Riches: Technological Creativity and Economic Progress . Mokyr is completing a section on social values in early industrial societies. The next section deals with a quite different aspect of technological progress: the role of property rights and institutions. So Mokyr needs to take the reader across a more abrupt change than Mandelbaum did. Mokyr does that in two ways. First, he summarizes his findings on social values, letting the reader know the section is ending. Then he says the impact of values is complicated, a point he illustrates in the final sentences, while the impact of property rights and institutions seems to be more straightforward. So he begins the new section with a nod to the old one, noting the contrast.

In commerce, war and politics, what was functional was often preferred [within Europe] to what was aesthetic or moral, and when it was not, natural selection saw to it that such pragmatism was never entirely absent in any society. . . . The contempt in which physical labor, commerce, and other economic activity were held did not disappear rapidly; much of European social history can be interpreted as a struggle between wealth and other values for a higher step in the hierarchy. The French concepts of bourgeois gentilhomme and nouveau riche still convey some contempt for people who joined the upper classes through economic success. Even in the nineteenth century, the accumulation of wealth was viewed as an admission ticket to social respectability to be abandoned as soon as a secure membership in the upper classes had been achieved. Institutions and Property Rights The institutional background of technological progress seems, on the surface, more straightforward. (Joel Mokyr, The Lever of Riches: Technological Creativity and Economic Progress . New York: Oxford University Press, 1990, p. 176)

Note the phrase, “on the surface.” Mokyr is hinting at his next point, that surface appearances are deceiving in this case. Good transitions between sections of your research paper depend on:

• Getting the sections in the right order
• Moving smoothly from one section to the next
• Signaling readers that they are taking the next step in your argument
• Explaining why this next step comes where it does

Every good paper ends with a strong concluding paragraph. To write a good conclusion, sum up the main points in your paper. To write an even better conclusion, include a sentence or two that helps the reader answer the question, “So what?” or “Why does all this matter?” If you choose to include one or more “So What?” sentences, remember that you still need to support any point you make with facts or examples. Remember, too, that this is not the place to introduce new ideas from “out of the blue.” Make sure that everything you write in your conclusion refers to what you’ve already written in the body of your paper.

Back to How To Write A Research Paper .

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11 The Body of the Research Proposal

Drawing on guidelines developed in the UBC graduate guide to writing proposals (Petrina, 2009), we highlight eight steps for constructing an effective research proposal:

• Presenting the topic
• Literature Review
• Identifying the Gap
• Research Questions that addresses the Gap
• Methods to address the research questions

Data Analysis

• Summary, Limitations and Implications

In addition to those eight sections, research proposals frequently include a research timeline. We discuss each of these eight sections as well as producing a research timeline below.

Presenting The Topic (Statement of Research Problem)

The research proposal should begin with a hook to entice your readers. Like a steaming fresh pie on a windowsill, you want to allure your reader by presenting your topic (the pie on the sill) and then alluding to its importance (the delicious scent and taste of the cooling cherry pie). This can be done in many ways, so long as you are able to entice your reader to the core themes of your research. Some suggestions include:

Highlighting a paradox that your work will attempt to resolve e.g., “Why is it that social research has been shown to bring about higher net-positive outcomes than natural scientific research, but is funded less?” or “Why is it that women earn less than men in meritocratic societies even though they have more qualifications?” Paradoxes are popular because they draw on problematics (see Chapter 1) and indicate an obstacle in the thinking of fellow researchers that you may offer hope in resolving.

• Presenting a narrative introduction (often used in ethnographic papers) to the problem at hand. The following opening statement from Bowen, Elliott & Brenton (2014, p. 20) illustrates:

It’s a hot, sticky Fourth of July in North Carolina, and Leanne, a married working-class black mother of three, is in her cramped kitchen. She’s been cooking for several hours, lovingly preparing potato salad, beef ribs, chicken legs, and collards for her family. Abruptly, her mother decides to leave before eating anything. “But you haven’t eaten,” Leanne says. “You know I prefer my own potato salad,” says her mom. She takes a plateful to go anyway,

• Provide an historical overview of the problem, discussing its significance in history and indicating how that interrelates to the present: “On January 23rd, 2020, tears were shed as cabbies heard the news of Uber’s approval to operate in the city of Vancouver.”
• Introduce your positionality to the problem: How did it come of concern? How are you personally related to the social problem in question? The following introduction by Germon (1999, p.687) illustrates:

Throughout the paper I locate myself as part of the disabled peoples movement, and write from a position of a shared value base and analyses of a collective experience. In doing so, I make no apology for flouting academic pretentions of objectivity and neutrality. Rather, I believe I am giving essential information which clarifies my motivation and political position

• Begin with a quotation : Because this is an overused technique, if you use it, make sure that it addresses your research question and that you can explicitly relate to it in the body of your introduction. Do not start with a quotation for the sake of.
• Begin with a concession : Start with a statement recognizing an opinion or approach different from the one you plan to take in your thesis. You can acknowledge the merits in a previous approach but show how you will improve it or make a different argument, e.g., “Although critical theory and antiracism explain oppression and exploitation in contemporary society, they do not fully address the experiences of Indigenous peoples”.
• Start with an interesting fact or statistics : This is a sure way to draw attention to the topic and its significance e.g. “Canada is the fourth most popular destination country in the world for international students in 2018, with close to half a million international students” (CBIE, 2018)
• A definition : You may start by defining a key term in your research topic. This is useful if it distinguishes how you plan to use a term or concept in your thesis.

The above strategies are not exhaustive nor are they only applicable to the introduction of your research proposal. They can be used to introduce any section of your thesis or any paper. Regardless of the strategy that you use to introduce your topic, remember that the key objective is to convince your reader that the issue is problematic and is worth investigating. A well developed statement of research problem will do the following:

• Contextualize the problem . This means highlighting what is already known and how it is problematic to the specific context in which you wish to study it. By highlighting what is already known, you can build on key facts (such as the prevalence and whether it has received attention in the past). Please note that this is not the literature review; you are simply fleshing out a few pertinent details to introduce the topic in a few sentences or a paragraph.
• Specify the problem by describing precisely what you plan to address. In other words, elaborate on what we need to know. For example, building on your contextualization of the problem, you can specify the problem with a statement such as: “There is an abundance of literature on international migration. In fact, the IOM (2018) estimates that there are close to 258 million international migrants globally, who contribute billions to the global economy. However, not much is known about the extent of intra-regional migration in the global south such as within the African continent. There is, hence, a pressing need to study this phenomenon in greater detail.”
• Highlight the relevance of the problem . This means explaining to the readers why we need to know this information, who will be affected, who will benefit?
• Outline the goal and objectives of the research.
• The goal of your research is what you hope to achieve by answering the research question. To write the goal of your research, go back to your research question and state the results you intend to obtain. For example, if your research question is “What effect does extended social media use have on female body images?”, the goal of your research could be stated as “The goal of this study is to identity the point at which social media use negatively impact female body images so that they can be informed about how to use it responsibly.
• The objectives of your study is a further elaboration on your goals i.e., details about the steps that you will take to achieve the goal. Based on the goal above, you probably will study incidents of depression among female social media users, changes in self-esteem and incidents of eating disorders. These could translate into objectives such as to: (1) compare the incidents of depression among female social media users based on length of use (2) assess changes in female social media users’ self esteem (3) determine if there are differences in the incidents of eating disorder among female social media users based on extent of use. Notice that in achieving those objectives, you will be able to reach the goal of answering your research question.

In summary, you should strive to have one goal for each research question. If your project has only one research question, one goal is sufficient. Your objectives are the pathways (or steps) that will get you to achieve the goal i.e., what will you need to do in order to answer the research question. Summarize the steps in no more than two or three objectives per goal.

Brief Literature Review

After the problem and rationale are introduced, the next step is to frame the problem within the academic discourse. This involves conducting a preliminary literature review covering, inter alia, the history of the phenomena itself and the scholarly theories and investigations that have attempted to understand it (Petrina, 2009). In elaborating on the history of the concepts and theories, you should also attempt to draw attention to the theories which will guide your own research (or which will be contested by your research). By foregrounding the major ways of perceiving the problem, you will then set the stage for your own methodology: the major concepts and tools you will use to investigate/interpret the problem.

While in graduate research proposals the literature review often composes a section of its own (Petrina, 2009), in undergraduate research this step can be incorporated into the introduction. However, you should avoid, as Wong (n.d.) writes, framing your research question “in the context of a general, rambling literature review,” where your research question “may appear trivial and uninteresting.” Try to respond to seminal papers in the literature and to identify clearly for your reader the key concepts in the literature that you will be discussing. Part of outlining the scholarly discussion should also focus on clarifying the boundaries of your topic. While making the significance concrete, try to hone in on select themes that your research will evaluate. This way, when you go to outline the methods you will use, the topic will have clearly defined boundaries and concerns. See chapter 5 for more guidance on how to construct an extended literature review.

Box 2. 1 – Tips for the Literature Review

• Summarize : The literature in your literature review is not going to be exhaustive but it should demonstrate that you have a good grasp on key debates and trends in the field
• Quality not quantity : Despite the fact that this is non-exhaustive, there is no magic number of sources that you need. Do not think in terms of how many sources are sufficient. Think about presenting a decent representation of key themes in the literature.
• Highlight theory and methodology of your sources (if they are significant). Doing so could help justify your theoretical and methodological decisions, whether you are departing from previous approaches or whether you are adopting them.
• Synthesize your results. Do not simply state “According to Robinson (2021)….According to Wilson (2021)… etc”. Instead, find common grounds between sources and summarize the point e.g., “Researchers argue that we should not list our literature (Bartolic, 2021; Robinson, 2020; Wilson 2021).
• Justify methodological choice
• Assess and Evaluate: After assessing the literature in your field, you should be able to answer the following questions: Why should we study (further) this research topic/problem?
• Contribution : At the end of the literature, you should be able to determine contributions will my study make to the existing literature?

As you briefly discuss the key literature concerning your topic of interest, it is important that you allude to gaps. Gaps are ambiguities, faults, and missing aspects of previous studies. Think about questions that you have which are not answered by existing literature. Specifically, think about how the literature might insufficiently address the following, and locate your research as filling those gaps (see UNE, 2021):

• Population or sample : size, type, location, demography etc. [Are there specific populations that are understudied e.g., Indigenous people, female youth, BIPOC, the elderly etc.]
• Research methods : qualitative, quantitative, or mixed [Has the research in the area been limited to just a few methods e.g., all surveys? How is yours different?]
• Data analysis [Are you using a different method of analysis than those used in the literature?]
• Variables or conditions [Are you examining a new or different set of variables than those previously studied? Are the conditions under which your study is being conducted unique e.g., under pandemic conditions]
• Theory [Are you employing a theory in a new way?]

Refer to Chapter 6 (Literature Review) for more detail about this process and for a discussion on common types of gaps in social research.

Box 2. 2 – Identifying a Gap

To indicate the usefulness and originality of your research, you should be conscious of how your research is both unique from previous studies in the field and how its findings will be useful. When you write your thesis or research report, you will expound on these gaps some more. However, in the body of your proposal, it is important that you explicitly highlight the insufficiency of existing literature (i.e. gaps). Below are some phrases that you can use to indicate gaps:

• …has not been clarified, studied, reported, or elucidated
• further research is required or needed
• …is not well reported
• key question(s) remains unanswered
• it is important to address …
• …poorly understood or known
• Few studies have (UNE, 2021)

Research Questions & Research Questions that Address the Gap

The gaps and literature you outline should set the context for your research questions. In outlining the major issues concerning your topic, you should have raised key concepts and actors (Wong, n.d.). Your research question should attempt to engage or investigate the key concepts previously stated, showing to your reader that you have developed a line of inquiry that directly touches upon gaps in the previous literature that can be concretely investigated (ie. concepts that are operationalized). After indicating what your research intends to study, formulate this gap into a set of research questions which make investigating this gap tangible. Refer to the previous chapter for more advice about devising a solid research question. Remember, as McCombes (2021) notes, a good research question is:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis (i.e., not answerable with a simple yes/no)
• Provide scope for debate Original (not one that is answered already)
• Relevant to your field of study and/or society more broadly.

Methods to Address Research Questions

By the time you begin writing your methodology section, you would have already introduced your topic and its significance, and have provided a brief account of its scholarly history (literature review) and the gaps you will be filling. The methods section allows you to discuss how you intend to fulfill said gap. In the methods section, you also indicate what data you intend to investigate (content: including the time, place, and variables) and how you intend to find it (the methods you will use to reveal content e.g., qualitative interviewing, discourse analysis, experimental research, and comparative research). Your ability to outline these steps clearly and plausibly will indicate whether your research is repeatable, possible, and effective. Repeatable research allows other researchers to repeat your methods and find the same results (Bhattacherjee, 2012), thereby proving that your findings were not invented but are discoverable by all. Your descriptions must be specific enough so that other researchers can repeat them and arrive at the same results. It is important in this section that you also justify why you believe this specific methodology is the most effective for answering the research question. This does not need to be extensive, but you should at least briefly note why you think, for instance, qualitative, quantitative, or mixed methods (and your specific proposed approach) are appropriate for answering your research question. For more details about writing an immaculate methodology, refer to Chapter 7.

This short section requires you to discuss how you intend to interpret your findings. You will need to ask yourself five critical questions before you write this section: (1) will theory guide the interpretation of the results? (2) Will I use a matrix with pre-established codes to categorize results? (3) Will I use an inductive approach such as grounded theory that does not go into an investigation with strict codes? (4) Will I use statistics to explain trends in numerical data? (5) Will I be using a combination of these or another strategy to interpret my findings?This section should also include some discussion of the theories that you intend to use to possibly explain or understand your data. Be sure to outline key notions and explain how they will be operationalized to extrapolate the data you may receive. Again, this section also does not have to be extensive. At this point, you are demonstrating that you have given thought to what you intend to do with the data once you have collected it. This may change later on, but make sure that the proposed analytical strategy is appropriate to the data collected, for example, if you are evaluating newspaper discourse on the coronavirus pandemic, unless you intend to code the data quantitatively, you would not be expected to use statistics. Content, thematic or discourse analysis might be more intuitive. See the Data Analysis (Chapters  9 and 10 ) for more details.

Summarize, Engage with Limitations, and Implicate

After you have outlined the literature, the gaps in the literature, how you intend to investigate that gap, and how you intend to analyze what you have found, it is important to again reiterate the significance of your study. Allude to what your study could find and what this would mean . This requires returning to the significant territory that began your proposal and linking it to how your study could help to explain/change this understanding or circumstance. Report on the possible beneficial outcomes of your study. For instance, say you study the impact of welfare checks on homelessness. Then you could respond to the following question: How could my findings improve our responses to homelessness? How could it make welfare policies more effective? Remember you must explain the usefulness or benefits of the study to both the outside world and the research community. In addition to noting your strengths, also reflect on the weaknesses. All research has limitations but you need to demonstrate that you have taken steps to mitigate those that can be mitigated and that the research is valuable despite the weaknesses. Be straightforward about the things your study will not be able to find, and the potential obstacles that will be presented to you in conducting your study (in research that is conducted with a population, be sure to note harms/benefits that might come to them). With this in mind, try to address these obstacles to the best of your ability and to prove the value of your study despite inevitable tradeoffs. However, do not finish with a long list of inadequacies. End with a magnanimous crescendo –with the impression that despite the trials and limitations of research, you are prepared for the challenge and the challenge is well worth overcoming. This means reiterating the significance, potential uses and implications of the findings.

Box 2.3 – Seven Tips for Getting Started with Your Proposed Methodology

• Introduce the overall methodological approach (e.g., qualitative, quantitative, mixed)
• Indicate how the approach fits the overall research design (e.g., setting, participants, data collection process)
• Describe the specific methods of data collection (e.g., interviews, surveys, ethnography, secondary data etc.)
• Explain how you intend to analyze and interpret your results (i.e. statistical analysis, grounded theory; outline any theoretical framework that will guide the analysis; see below ).
• If necessary, provide background and rationale for unfamiliar methodologies.
• Highlight the ethical process including whether institutional ethics review was done
• Address potential limitations ( see below )

Bhattacherjee, Anol. (2012). Social Science Research: Principles, Methods, and Practices Textbooks Collection. https://scholarcommons.usf.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1002&context=oa_textbooks

Bowen, S., Elliott, S., & Brenton, J. (2014). The joy of cooking? Contexts , 13(3), 20-25.

CBIE [Canadian Bureau for International Education] (2018, August). International students in Canada . https://cbie.ca/wp-content/uploads/2018/09/International-Students-in-CanadaENG.pdf

Germon, P. (1999). Purely academic? Exploring the relationship between theory and political activism. Disability & Society, 14(5), 687-692.

International Organization on Migration. (2018). “Global Migration Indicators.” global_migration_indicators_2018.pdf (iom.int)

McCombes, S. (2021, March 22). Developing Strong Research Questions: Criteria and Examples. Scribbr . https://www.scribbr.com/research-process/research-questions/

UNE (2021). Gaps in the literature. UNE Library services. https://library.une.edu/wp-content/uploads/2020/07/Gaps-in-the-Literature.pdf

Petrina, Stephen. (2009). “Thesis Dissertation and Proposal Guide For Graduate Students.”

https://edcp-educ.sites.olt.ubc.ca/files/2013/08/researchproposal1.pdf

What one hopes to achieve by answering the research question.

A further elaboration on goals i.e., details about the steps that will be taken to achieve the goal.

The ambiguities, faults, and missing aspects of the established literature.

The notion that another researcher should be able to repeat your methods and find the same results (see replicable).

Practicing and Presenting Social Research Copyright © 2022 by Oral Robinson and Alexander Wilson is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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How to Write a Research Paper: Parts of the Paper

• Choosing Your Topic
• Citation & Style Guides This link opens in a new window
• Critical Thinking
• Evaluating Information
• Parts of the Paper
• Writing Tips from UNC-Chapel Hill
• Librarian Contact

Parts of the Research Paper Papers should have a beginning, a middle, and an end. Your introductory paragraph should grab the reader's attention, state your main idea, and indicate how you will support it. The body of the paper should expand on what you have stated in the introduction. Finally, the conclusion restates the paper's thesis and should explain what you have learned, giving a wrap up of your main ideas.

1. The Title The title should be specific and indicate the theme of the research and what ideas it addresses. Use keywords that help explain your paper's topic to the reader. Try to avoid abbreviations and jargon. Think about keywords that people would use to search for your paper and include them in your title.

2. The Abstract The abstract is used by readers to get a quick overview of your paper. Typically, they are about 200 words in length (120 words minimum to  250 words maximum). The abstract should introduce the topic and thesis, and should provide a general statement about what you have found in your research. The abstract allows you to mention each major aspect of your topic and helps readers decide whether they want to read the rest of the paper. Because it is a summary of the entire research paper, it is often written last. 

3. The Introduction The introduction should be designed to attract the reader's attention and explain the focus of the research. You will introduce your overview of the topic,  your main points of information, and why this subject is important. You can introduce the current understanding and background information about the topic. Toward the end of the introduction, you add your thesis statement, and explain how you will provide information to support your research questions. This provides the purpose and focus for the rest of the paper.

4. Thesis Statement Most papers will have a thesis statement or main idea and supporting facts/ideas/arguments. State your main idea (something of interest or something to be proven or argued for or against) as your thesis statement, and then provide your supporting facts and arguments. A thesis statement is a declarative sentence that asserts the position a paper will be taking. It also points toward the paper's development. This statement should be both specific and arguable. Generally, the thesis statement will be placed at the end of the first paragraph of your paper. The remainder of your paper will support this thesis.

Students often learn to write a thesis as a first step in the writing process, but often, after research, a writer's viewpoint may change. Therefore a thesis statement may be one of the final steps in writing. 

Examples of Thesis Statements from Purdue OWL

5. The Literature Review The purpose of the literature review is to describe past important research and how it specifically relates to the research thesis. It should be a synthesis of the previous literature and the new idea being researched. The review should examine the major theories related to the topic to date and their contributors. It should include all relevant findings from credible sources, such as academic books and peer-reviewed journal articles. You will want  to:

• Explain how the literature helps the researcher understand the topic.
• Try to show connections and any disparities between the literature.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.

More about writing a literature review. . .

6. The Discussion ​The purpose of the discussion is to interpret and describe what you have learned from your research. Make the reader understand why your topic is important. The discussion should always demonstrate what you have learned from your readings (and viewings) and how that learning has made the topic evolve, especially from the short description of main points in the introduction.Explain any new understanding or insights you have had after reading your articles and/or books. Paragraphs should use transitioning sentences to develop how one paragraph idea leads to the next. The discussion will always connect to the introduction, your thesis statement, and the literature you reviewed, but it does not simply repeat or rearrange the introduction. You want to: 

• Demonstrate critical thinking, not just reporting back facts that you gathered.
• If possible, tell how the topic has evolved over the past and give it's implications for the future.
• Fully explain your main ideas with supporting information.
• Explain why your thesis is correct giving arguments to counter points.

7. The Conclusion A concluding paragraph is a brief summary of your main ideas and restates the paper's main thesis, giving the reader the sense that the stated goal of the paper has been accomplished. What have you learned by doing this research that you didn't know before? What conclusions have you drawn? You may also want to suggest further areas of study, improvement of research possibilities, etc. to demonstrate your critical thinking regarding your research.

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Writing a Research Paper Introduction | Step-by-Step Guide

Published on September 24, 2022 by Jack Caulfield . Revised on March 27, 2023.

The introduction to a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your topic and get the reader interested
• Provide background or summarize existing research
• Position your own approach
• Detail your specific research problem and problem statement
• Give an overview of the paper’s structure

The introduction looks slightly different depending on whether your paper presents the results of original empirical research or constructs an argument by engaging with a variety of sources.

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Table of contents

Step 1: introduce your topic, step 2: describe the background, step 3: establish your research problem, step 4: specify your objective(s), step 5: map out your paper, research paper introduction examples, frequently asked questions about the research paper introduction.

The first job of the introduction is to tell the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening hook.

The hook is a striking opening sentence that clearly conveys the relevance of your topic. Think of an interesting fact or statistic, a strong statement, a question, or a brief anecdote that will get the reader wondering about your topic.

For example, the following could be an effective hook for an argumentative paper about the environmental impact of cattle farming:

A more empirical paper investigating the relationship of Instagram use with body image issues in adolescent girls might use the following hook:

Don’t feel that your hook necessarily has to be deeply impressive or creative. Clarity and relevance are still more important than catchiness. The key thing is to guide the reader into your topic and situate your ideas.

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This part of the introduction differs depending on what approach your paper is taking.

In a more argumentative paper, you’ll explore some general background here. In a more empirical paper, this is the place to review previous research and establish how yours fits in.

Argumentative paper: Background information

After you’ve caught your reader’s attention, specify a bit more, providing context and narrowing down your topic.

Provide only the most relevant background information. The introduction isn’t the place to get too in-depth; if more background is essential to your paper, it can appear in the body .

Empirical paper: Describing previous research

For a paper describing original research, you’ll instead provide an overview of the most relevant research that has already been conducted. This is a sort of miniature literature review —a sketch of the current state of research into your topic, boiled down to a few sentences.

This should be informed by genuine engagement with the literature. Your search can be less extensive than in a full literature review, but a clear sense of the relevant research is crucial to inform your own work.

Begin by establishing the kinds of research that have been done, and end with limitations or gaps in the research that you intend to respond to.

The next step is to clarify how your own research fits in and what problem it addresses.

Argumentative paper: Emphasize importance

In an argumentative research paper, you can simply state the problem you intend to discuss, and what is original or important about your argument.

Empirical paper: Relate to the literature

In an empirical research paper, try to lead into the problem on the basis of your discussion of the literature. Think in terms of these questions:

• What research gap is your work intended to fill?
• What limitations in previous work does it address?
• What contribution to knowledge does it make?

You can make the connection between your problem and the existing research using phrases like the following.

Now you’ll get into the specifics of what you intend to find out or express in your research paper.

The way you frame your research objectives varies. An argumentative paper presents a thesis statement, while an empirical paper generally poses a research question (sometimes with a hypothesis as to the answer).

Argumentative paper: Thesis statement

The thesis statement expresses the position that the rest of the paper will present evidence and arguments for. It can be presented in one or two sentences, and should state your position clearly and directly, without providing specific arguments for it at this point.

Empirical paper: Research question and hypothesis

The research question is the question you want to answer in an empirical research paper.

Present your research question clearly and directly, with a minimum of discussion at this point. The rest of the paper will be taken up with discussing and investigating this question; here you just need to express it.

A research question can be framed either directly or indirectly.

• This study set out to answer the following question: What effects does daily use of Instagram have on the prevalence of body image issues among adolescent girls?
• We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls.

If your research involved testing hypotheses , these should be stated along with your research question. They are usually presented in the past tense, since the hypothesis will already have been tested by the time you are writing up your paper.

For example, the following hypothesis might respond to the research question above:

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The final part of the introduction is often dedicated to a brief overview of the rest of the paper.

In a paper structured using the standard scientific “introduction, methods, results, discussion” format, this isn’t always necessary. But if your paper is structured in a less predictable way, it’s important to describe the shape of it for the reader.

If included, the overview should be concise, direct, and written in the present tense.

• This paper will first discuss several examples of survey-based research into adolescent social media use, then will go on to …
• This paper first discusses several examples of survey-based research into adolescent social media use, then goes on to …

Full examples of research paper introductions are shown in the tabs below: one for an argumentative paper, the other for an empirical paper.

• Argumentative paper
• Empirical paper

Are cows responsible for climate change? A recent study (RIVM, 2019) shows that cattle farmers account for two thirds of agricultural nitrogen emissions in the Netherlands. These emissions result from nitrogen in manure, which can degrade into ammonia and enter the atmosphere. The study’s calculations show that agriculture is the main source of nitrogen pollution, accounting for 46% of the country’s total emissions. By comparison, road traffic and households are responsible for 6.1% each, the industrial sector for 1%. While efforts are being made to mitigate these emissions, policymakers are reluctant to reckon with the scale of the problem. The approach presented here is a radical one, but commensurate with the issue. This paper argues that the Dutch government must stimulate and subsidize livestock farmers, especially cattle farmers, to transition to sustainable vegetable farming. It first establishes the inadequacy of current mitigation measures, then discusses the various advantages of the results proposed, and finally addresses potential objections to the plan on economic grounds.

The rise of social media has been accompanied by a sharp increase in the prevalence of body image issues among women and girls. This correlation has received significant academic attention: Various empirical studies have been conducted into Facebook usage among adolescent girls (Tiggermann & Slater, 2013; Meier & Gray, 2014). These studies have consistently found that the visual and interactive aspects of the platform have the greatest influence on body image issues. Despite this, highly visual social media (HVSM) such as Instagram have yet to be robustly researched. This paper sets out to address this research gap. We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls. It was hypothesized that daily Instagram use would be associated with an increase in body image concerns and a decrease in self-esteem ratings.

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

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13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

What are the systems of the body? Fast facts about the human body and how it works

Learn all about the human body's many systems and some of its individual organs, both vital and vestigial.

The human body is a complex network of systems that work together to keep life-sustaining processes running smoothly. These systems break down food for fuel, clear away waste, repair damaged tissues and DNA, fight infectious germs and monitor the outside world so we can move through it safely. 

Many scientists spend their days working to understand how each bodily system performs its jobs, how the systems interact, and what can happen when one or more of them falter. Such malfunctions can stem from aging or disease, for instance, and through medical care, doctors aim to get derailed systems back on track. 

Here's a quick rundown of the systems of the human body, its vital organs and its "vestigial" organs, as well as a few fascinating facts about how the body works.

What are the different systems of the human body? 

Our bodies consist of a number of biological systems that carry out specific functions necessary for everyday living. Some organs and tissues play roles in multiple systems at once.

Related: Strange, two-faced brain cells confirmed to exist, and they may play a role in schizophrenia  

Circulatory : The job of the circulatory system is to move blood, nutrients, oxygen, carbon dioxide and hormones around the body. It consists of the heart, blood, blood vessels, arteries and veins. According to the Cleveland Clinic , the adult human body's network of blood vessels is more than 60,000 miles (around 100,000 kilometers) long. 

Digestive: The digestive system consists of a series of connected organs that together allow the body to break down and absorb nutrients from food and remove waste. It includes the mouth, esophagus, stomach, small intestine , large intestine, rectum and anus. The large intestine is home to microorganisms that are collectively called the gut microbiome and influence our health in various ways . The liver and pancreas also have roles in the digestive system because they produce digestive juices filled with enzymes to break down the components of food, such as carbohydrates , fats and proteins , according to the National Institute of Diabetes and Digestive and Kidney Diseases .

Endocrine: The endocrine system consists of a network of glands that secrete hormones — long-range chemical messengers that regulate how cells and tissue function — into the blood. These hormones, in turn, travel to different tissues and regulate many bodily functions, such as metabolism , growth and sexual function, according to Johns Hopkins Medicine . For example, the pancreas releases the hormones insulin and glucagon to regulate blood sugar . Conditions like diabetes and insulin resistance arise from the body having too little insulin or not responding to it adequately. 

Related: Meet the 'exclusome': A mini-organ just discovered in cells that defends the genome from attack

Immune: The immune system is the body's defense against bacteria , viruses and other pathogens that may be harmful. Components of the system include the lymph nodes , which contain infection-fighting cells called lymphocytes. These lymphocytes are one of many types of leukocyte , or white blood cell. The immune system also includes the spleen , the bone marrow and a gland called the thymus . The immune system can learn to recognize antigens — proteins on the surface of bacteria, fungi and viruses — and alert the body to their presence. Some immune cells make proteins called antibodies that attach to these antigens and mark invaders for destruction. 

Lymphatic: The lymphatic system includes the lymph nodes, lymph ducts and lymph vessels and is considered part of the immune system. Its main job is to make and move lymph , a clear fluid that contains white blood cells. The lymphatic system also removes excess lymph fluid from the body's tissues and returns it to the blood.

Nervous: The nervous system controls both voluntary actions, such as conscious movements, and involuntary actions,like breathing, and it sends signals to and detects signals from different parts of the body. Conscious actions are controlled by the somatic nervous system, while involuntary actions are controlled by the autonomic nervous system. The autonomic nervous system dictates whether we're in " rest and digest " or " fight or flight " mode. The nervous system can further be split up into the central nervous system (CNS), which includes the brain and spinal cord, and the peripheral nervous system, or the nerves connecting the CNS to every other part of the body.

Muscular: The body's muscular system consists of hundreds of muscles that aid movement, blood flow and other bodily functions, according to the Library of Congress . There are three types of muscle: skeletal, which is connected to bone and helps with voluntary movement; smooth, which is found inside organs and helps to move substances through them; and cardiac, which is found in the heart. The body's largest muscle by mass is the gluteus maximus, but the two latissimus dorsi are the largest in terms of surface area.

Related: Why is it harder for some people to build muscle than others?

Reproductive: The reproductive system allows humans to produce offspring. The male reproductive system includes the penis and the testes , which produce sperm. The female reproductive system includes the vagina, uterus and ovaries, which produce eggs. During fertilization, a sperm cell will fuse with an egg cell that, in a successful pregnancy, will then implant in the uterus. The fertilized egg will then mature into what's called a blastocyst, then an embryo and, finally, a fetus. A placenta forms to support this process. 

Skeletal: Our bodies are supported by the skeletal system , which contains between 206 and 213 bones in an adult human body, due to slight variations in people's anatomy, according to the medical resource StatPearls . These bones are connected by tissues called tendons, ligaments and cartilage. As infants, humans have about 300 bones , but some fuse together as the child grows. The skeleton not only helps us move but is  also involved in the production of blood cells and the storage of calcium. The teeth are also part of the skeletal system, but they aren't considered bones . The smallest bones in the body are found in the ear, and the largest is the femur, or thigh bone, which is also one of the heaviest body parts .

Respiratory: The respiratory system allows us to take in oxygen and expel carbon dioxide through breathing. It includes the lungs ; trachea, or windpipe; and the diaphragm, a muscle that pulls air into and pushes air out of the lungs.

Urinary: The urinary system helps eliminate a waste product called urea, which is produced when certain foods are broken down. The system includes the two kidneys; two ureters, or tubes leaving the kidneys; the bladder; two sphincter muscles; and the urethra. The kidneys filter blood in the body to make urine that then travels down the ureters to the bladder and exits the body through the urethra.

Integumentary: The skin, hair and nails make up the integumentary system. Skin is the body's largest organ . It protects our innards from the outside world, serving as our first defense against bacteria, viruses and other pathogens, for instance. Our skin also helps regulate body temperature and eliminate waste through perspiration, or sweat. 

Related: Scientists discover new way humans feel touch  

What are the body's vital organs?

Click the purple circles to learn about the body's vital organs, including the brain, lungs, heart, liver and kidneys. They're considered vital because you need a functioning brain, heart, liver, at least one kidney and at least one lung to survive. That said, there are medical devices and treatments that can make up for a loss of function in these organs, at least temporarily — for example, ECMO machines can do the work of the heart and lungs, and dialysis can filter the blood of people with kidney failure.

• The average adult male body contains about 36 trillion cells , the average adult female body contains 28 trillion cells and a 10-year-old has about 17 trillion. 
• It's often said that there are 78 organs in the human body , but the number actually differs depending on whom you ask. 
• There's a popular idea that the body replaces itself every seven years . But that's not really true, because tissues renew themselves at different rates. 
• Oxygen is the most common element in the human body , followed by carbon. 
• The average adult body contains about 1.2 to 1.5 gallons (4.5 to 5.5 liters) of blood . 
• Humans' average body temperature has fallen slightly over time, so it's no longer 98.6 degrees Fahrenheit (37 degrees Celsius). 
• The most detailed map of the human brain to date contains more than 3,300 types of brain cells . 

What are vestigial organs?

There are arguably some parts of the human body that don't serve any useful purpose, such as the male nipple. That said, the usefulness of some organs is still up for debate , as scientists have often judged the worth of body parts before discovering their purposes. 

Broadly speaking, vestigial body parts are defined as those that have lost their original physiological significance to humans over the course of evolutionary history. The idea is that, while we inherited them from an ancient ancestor, we could really do without them in the modern day. 

— Scientists just discovered a new way cells control their genes — it's called 'backtracking'

— New part of the body found hiding in the lungs

— Scientists stumble upon a new part of a cell in one of the most studied animals on Earth  

Wisdom teeth are held up as one example of a vestigial body part, as the modern human jaw is often too small to accommodate a third set of molars. Some people also carry remnants of a vomeronasal organ that is largely thought to be nonfunctional in humans; animals use equivalent organs to detect each other's pheromones. 

Some scientists consider the human tailbone, or coccyx, vestigial because it's no longer a full-blown tail. But it's far from useless, as it still anchors many muscles, ligaments and tendons. And the appendix has gotten a bad rap for supposedly being both vestigial and useless, but more recently, scientists have uncovered possible functions for the long-maligned body part. 

Ever wonder why some people build muscle more easily than others or why freckles come out in the sun ? Send us your questions about how the human body works to [email protected] with the subject line "Health Desk Q," and you may see your question answered on the website!

Editor's note: This page was last updated on April 5, 2024.

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Rachael is a Live Science contributor, and was a former channel editor and senior writer for Live Science between 2010 and 2022. She has a master's degree in journalism from New York University's Science, Health and Environmental Reporting Program. She also holds a B.S. in molecular biology and an M.S. in biology from the University of California, San Diego. Her work has appeared in Scienceline, The Washington Post and Scientific American.

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• / The Human Body in Research

Systems of the Human Body in Research and Education

Virtually every organ, tissue and system of the human body is needed for medical research, and nearly every disease that plagues mankind is being studied with the help of donated human organs and tissues.

Many organs act as the focal points of regenerative medicine, such as organs being decellularized to rid them of either diseased or potentially incompatible cells and later recellularized with a recipient’s own cells for eventual transplantation.

Virtually all organs are studied to identify precursors to a multitude of diseases. Through this incredible research, preventative care can be introduced to a patient well before their organs begin to fail and they face the need for an organ transplant or, in extreme circumstances, death.

Please see the downloadable diagram below for the complete list of organs and tissues for research available through IIAM. 

Used to study the influence of hormones on cardiovascular disease.

For studies on the congenital defects of the kidney and urinary tract as a major cause of pediatric renal failure. The bladder is also studied to test new compounds to cure urinary incontinence.

For studies of genetic markers, inflammatory diseases and central nervous system disorders.

Heart, Aorta, Arteries and Veins

Medical investigators use the human heart to learn about the development of atherosclerosis in coronary arteries. These and other blood vessels are used to find ways to control clot formation and high blood pressure. Ground-breaking research for bypass procedures and the development of plaque-removal devices and improved imaging methods is also underway.

Renal tissue is used to study the toxicity of anti-cancer therapies, for example, and to study the safe concentrations of other drugs in development. Kidneys are also used to identify new biomarkers to determine their transplantability and to produce safer cold preservation methods.

The liver is responsible for most drug and chemical metabolism, and is the site of drug-drug interaction and toxicity. IIAM has been a leader in providing whole, human livers to help researchers understand how human livers respond to various drugs, to develop effective screening assays for anti-HCV drugs, and to reduce researchers’ reliance on animal testing.

Research into chronic obstructive pulmonary disease (COPD), cystic fibrosis, asthma, emphysema and allergies are advanced by the use of human lung tissues. In addition, researchers are testing the potential for new drugs to cause broncho-constriction of airways thus preventing possible life-threatening events.

Diabetes researchers rely on pancreatic tissues to explore the regulation of insulin production, to identify the genetic components of the disease and for toxicity studies on new compounds. Researchers are also seeking ways to prevent and cure Types I & II Diabetes. Transplantation of islet cells, the site of insulin production, is undergoing clinical trials with very promising results.

Researchers examining human skin to study comparative rates of drug absorption have developed such novel approaches as transdermal or “patch” delivery, as well as topical applications, for a variety of drug types.

As a prolific source of T-cells and B-cells, the human spleen is used by researchers to investigate AIDS and other autoimmune diseases and for tolerance studies.

Utilized in the study of gastro-esophageal reflux diseases (GERD), and to explore the side effects of new drugs for gastric disorders.

For antibody studies on human T-cells.

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Understanding Biomechanics and Body Movement

Biomechanics is the study of how living things move

Rachel MacPherson is a health writer, certified personal trainer, certified strength and conditioning specialist, and exercise nutrition coach based in Halifax.

Erin Pereira, PT, DPT, is a board-certified clinical specialist in orthopedic physical therapy.

Tashi-Delek / Getty Images

What is Biomechanics?

Sports biomechanics, motions of the body, tools used in biomechanics.

Biomechanics studies the human body and animals and even extends to plants and the mechanical workings of cells. However, most people think of biomechanics in terms of sports and athletic performance. The use of biomechanics helps create everything from optimal sports equipment to injury rehabilitation techniques.

Sports biomechanics is the science of understanding why the human body moves the way it does, including when things aren't moving optimally or correctly. Below, learn more about biomechanics and how it applies to training, performance, equipment, and injury treatment and prevention.

Biomechanics is the science of the movement of a living body , including how muscles, bones, tendons, and ligaments work together to move. Biomechanics is part of the larger field of kinesiology, specifically focusing on movement mechanics. In short, it's the study and analysis of how all the individual parts of your body work together to make up athletic and everyday movements.

Biomechanics includes the structure of bones and muscles and the movement they can produce, as well as the mechanics of blood circulation, renal function, and other body functions. The European Society of Biomechanics defines biomechanics as “the study of forces acting on and generated within a body and the effects of these forces on the tissues, fluid or materials used for the diagnosis, treatment or research purposes.”

Sports biomechanics studies human motion during exercise and sports. Physics and the laws of mechanics are applied to athletic performance. For example, the biomechanics of the squat includes consideration of the position and/or movement of the feet, hips, knees, back, shoulders, and arms. Knowing the correct movement patterns for a squat will help make the most of the exercise while preventing potential injuries, correcting form mistakes, and boosting results.

There are various uses for biomechanics, including developing properly functioning sports equipment that will improve performance, analyzing individual's movements to make improvements and boost results, treating injuries, and informing training protocols. Knowing how the body moves and why it moves the way it does helps experts prevent and treat injuries, reduce pain, and improve performance.

Biomechanics can be used in the design of sports equipment, clothing, shoes, and the fields and facilities where sports are played. For example, a shoe can be designed for the best performance for a middle-distance runner or a racket for the best grip. Playing surfaces are also studied for this purpose, such as how the surface stiffness of artificial turf affects athlete performance.

Individuals

Biomechanics can be applied to individuals, analyzing their movements and coaching them for more effective movement during exercise and sports movement. For example, an individual’s running gait or golf swing can be filmed and recommendations made for them to change and improve it.

Biomechanics can be applied to studying the causes, treatment, and prevention of sports injuries. The research can analyze the forces at work that can lead to an ankle sprain and how shoe design or the playing surface might reduce the risk of injury.

Biomechanics can study sports techniques and training systems and develop ways to make them more efficient. This can include basic research into how hand position affects propulsion in swimming. It can propose and analyze new training techniques based on the mechanical demands of the sport, aimed at resulting in better performance. For instance, in cycling, where muscle activation, measured using electromyography and kinematics, helps researchers see how factors such as posture, components, or exercise intensity affect muscle activation.

Careers in Biomechanics

• Biological science : Studies of human, animal, cell, and plant biomechanics
• Engineering and applied science : Applying the research of biomechanics to various situations
• Ergonomics and human factors : Using biomechanics in human-machine interfaces, workplace, and functional designs and processes
• Exercise and sports science : Applying biomechanics to human performance in athletics
• Health sciences : Researching causes, treatment, and prevention of injury and using biomechanics to design rehabilitation programs and equipment

In biomechanics, the body's motions are referred to from the anatomical position of standing upright, with your gaze straight ahead, arms by your sides, palms facing forward, and feet spaced slightly apart at the heels with toes forward. From here, there are three anatomical planes: sagittal (median), frontal, and transverse (horizontal).

If you divide your body into right and left halves, that is the sagittal or median plane. Flexion (smaller joint angle) and extension (larger joint angle) also occur in the sagittal plane. The frontal plane divides the body into front and back sides but also includes motions of abduction (moving a limb away from the center) and adduction (moving a limb towards the center) take place in the frontal plane. The upper and lower parts of the body are divided by the transverse (horizontal) plane. Rotating movements occur in the transverse plane.

Moving your body in all three planes of motion occurs during daily activity. So, it's wise to also perform exercises in each plane of motion to build strength, function, and stability in each one. For instance, when training your core, don't just perform crunches but also Pallof presses and windmills .

There are various tools used to study biomechanics. You've likely heard of certain exercises being touted as activating the target muscles better than others. These studies are usually performed using something called electromyography (EMG) sensors.

These sensors are placed on the skin and measure the amount and degree of muscle fiber activation in certain muscles during tested exercises. Not only can EMGs help researchers understand which exercises may be more effective than others, but they also help physical therapists know whether patients' muscles are firing the way they should.

Dynamometers are another useful tool that can help measure muscle strength. Dynamometers measure the force output generated during muscle contractions to see whether muscles are as strong as they should be. They are commonly used to measure grip strength, which is an indicator of general strength, health, and longevity.

A Word From Verywell

Biomechanics is a complex field of study and application that helps inform training, recovery, and equipment development. Scientists, sports medicine doctors, physiotherapists, and conditioning specialists use biomechanics to help develop training protocols and techniques to improve outcomes for athletes and the general population.

American Society of Biomechanics. About Biomechanics .

Hall SJ. What Is Biomechanics? . In: Hall SJ. eds. Basic Biomechanics, 8e New York, NY: McGraw-Hill; 2019.

Priego-Quesada JI. Exercise biomechanics and physiology . Life . 2021;11(2):159. doi:10.3390%2Flife11020159

American Council on Exercise. Planes of Motion Explained.

Huang, L., Liu, Y., Lin, T., Hou, L., Song, Q., Ge, N., & Yue, J. (2021). Reliability and validity of two hand dynamometers when used by community-dwelling adults aged over 50 years . BMC Geriatrics , 22 . doi:10.1186/s12877-022-03270-6

By Rachel MacPherson, BA, CPT Rachel MacPherson is a health writer, certified personal trainer, and exercise nutrition coach based in Halifax.

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Biology library

Course: biology library   >   unit 32, tissues, organs, & organ systems.

• Homeostasis
• Body structure and homeostasis
• Humans—and other complex multicellular organisms—have systems of organs that work together, carrying out processes that keep us alive.
• The body has levels of organization that build on each other. Cells make up tissues , tissues make up organs , and organs make up organ systems .
• The function of an organ system depends on the integrated activity of its organs. For instance, digestive system organs cooperate to process food.
• The survival of the organism depends on the integrated activity of all the organ systems, often coordinated by the endocrine and nervous systems.

Introduction

Multicellular organisms need specialized systems, overview of body organization, types of tissues, epithelial tissue, connective tissue, muscle tissue, nervous tissue, organ systems, major organ systems of the human body, organs in a system work together., organ systems work together, too., control and coordination.

• In the endocrine system, the chemical messengers are hormones released into the blood.
• In the nervous system, the chemical messengers are neurotransmitters sent straight from one cell to another across a tiny gap.

Attribution

Works cited.

• Eva Bianconi et al., "An Estimation of the Number of Cells in the Human Body," Annals of Human Biology 40, no. 6 (2013): 463, http://dx.doi.org/10.3109/03014460.2013.807878 .
• David E. Sadava, David M. Hillis, H. Craig Heller, and May Berenbaum,"How Do Multicellular Animals Supply the Needs of Their Cells?" in Life: The Science of Biology , 9th ed. (Sunderland: Sinauer Associates, 2009), 837.
• Carol Guze, "Animal Structure and Function: The Digestive System," Carol’s Classroom: Biology 102: General Biology, accessed June 22, 2016,
• David E. Sadava, David M. Hillis, H. Craig Heller, and May Berenbaum, "How Does the Vertebrate Gastrointestinal System Work?" in Life: The Science of Biology , 9th ed. (Sunderland: Sinauer Associates, 2009), 1018.
• William K. Purves, David Sadava, Gordon H. Orians, and H. Craig Heller, "Most Hormones Are Distributed in the Blood," in Life: The Science of Biology , 7th ed. (Sunderland, MA: Sinauer Associates, 2003), 801.

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Body Research

Contact Improvisation , a physical art practice exploring the possibilities of bodies moving through physical contact is a core practice of Body Research. Part non-martial “martial art”, part collaborative physical meditation, part improvised partner acrobatics, a contact improvisation duet follows the curiosities of the partners and the dictates of physics and gravity … sometimes quiet and reflective, sometimes explosive and acrobatic.  It is simultaneously a functional physical self-awareness practice and fun, collaborative play.  

Karl Frost has been practicing, teaching, and performing  contact improvisation and related practices since the 1980s in California.  He teaches internationally, and his regular classes, produced workshops, and contact jams in Leipzig are the center of a growing new local scene for the focused study and practice of CI. 

Body Research’s work encompasses stage work, paratheatrical workshops in investigative/creative process and functional body awareness, and gatherings that facilitate the study and practice of body-based exploration and the intersection/integration of life and art. The work crosses many boundaries and territories: disciplinary boundaries of theater, dance, and self-exploration; the boundaries between proscenium performance and communal interactive happenings; the spectrum from dramatic dance-theater to post-dramatic theater that invites the audience into independent investigation; the range of explorations from professional-level creative and theater work to community oriented experiential facilitation.

BODY RESEARCH integrates the disciplined study of Contact Improvisation into research explorations from tanztheatre, paratheatrics, somatic psychology, and other fields of self-investigation. Many of Body Research’s performances are highly interactive performance works, inviting, provoking, and questioning agency of audience members, both in the theater and in life. Our investigative process accesses and invites both intuitive/experiential processes and formal scientific/empirical investigation of phenomena of human behavior and experience, with recent work incorporating behavioral experiments on the edge of scientific understanding with audience members as both investigators and subject of investigation.

BODY RESEARCH is devoted to a life lived more pleasurably, compassionately, and convivially in balanced relationship with each other and the world we live in … in a way which is sustainable for ourselves and the planet and rich in opportunities for the appreciation of life’s complexities…

As part of this devotion to sustainability in art-making, BODY RESEARCH is committed to providing affordable contexts for training and exploration that can be a sustainable part of a life integrated with art-making.  Body Research also organizes regular fundraiser events for environmental and social justice causes, including The Dancing Wilderness Project .

Karl Frost (Germany/California) …has been practicing, performing, and teaching contact improvisation and interdisciplinary, dance-based performance since the mid 1980’s in California. His work has been showcased over the last 3 decades across 5 continents, both in established institutions/universities and in independent studios and theaters. Known internationally for his dynamic movement style and for the edge-pushing nature of his work, physically and psychologically, both in process and performance, his performances take the body and emotionally and physically felt experience as their reference points. He is particularly known for his articulate teaching of contact improvisation and other practices and the depth of the material that he accessibly offers. He began his movement explorations in martial arts as a teenager, before expanding his studies to contemporary dance, contact improvisation, physical theater and a variety of somatic practices. His postdramatic performance work is rooted in somatic psychology and paratheatrical exploration, alternating between stage productions and highly interactive performance happenings exploring audience agency and personal meaning. A base of his movement practice and teaching is the Passive Sequencing work which he has developed, cultivating ease and presence in motion, soft power through movement intelligence, and the pleasure of finer moment-to-moment awareness of self and partner in motion.

He has a BA in Physics, an MFA in Dramatic Arts, and a PhD in Ecology. Currently, he has a research position at the Max Planck Institute for Evolutionary Anthropology, Department of Human Behavior, Ecology, and Culture in Leipzig, Germany. 

Dr, Aron Mitchell named Distinguished Research Professor 2024

Distinguished Research Professor 2024

The title of Distinguished Research Professor recognizes senior faculty who are internationally recognized for their innovative body of work and its transformational impact on the field. The Professorship is awarded to faculty working at the very top of their discipline, who are recognized as a preeminent leader in their field of study. 

Aaron Mitchell , professor and head of the Department of Microbiology, is a world leader in the genetics, molecular biology, and virulence mechanisms of pathogenic fungi— particularly  Candida albicans , the most prevalent fungal pathogen in humans. Contributing to a greater understanding of biology and infectious diseases, he has enabled modern molecular biological studies of C. albicans , using genetic and genomic tools to explore fungal pathogenesis and drug resistance. His discoveries include a greater understanding of the genetic basis for biofilm formation, which can render microbial pathogens resistant to antimicrobial agents and even physical removal. These advances on fungal biofilms are paradigm shifting. His group’s recent research, drawing on advances in omics, reveals natural variations in the genetic regulation of biofilms and the core network that might be targeted for antifungal therapy. He advances these fields of inquiry by generously sharing his knowledge and research materials with the scientific community and the next generation of researchers.

Aaron P. Mitchell

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Earth Week 2024

This is a campuswide week of events, lectures, and volunteer opportunities designed to educate and inspire action related to environmental justice, climate, and nature-based solutions. This year’s theme is Restore & Regenerate.

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Using sound recordings in psychiatric research

By using linguistics models to analyze game play, fourth-year student sydney sun is listening in on the ways environment shapes interaction..

When Sydney Sun decided to transcribe 100 hours of audio recordings, she had no idea what would come of the effort.

The recordings had been made by parents as they played games with their child, part of a research study being conducted by the Emotion, Development, Environment, and Neurogenetics (EDEN) lab run by Rebecca Waller , an assistant professor of psychology and Sun’s supervisor. Sun wanted to know whether the games affected the language the children used, and whether this effect might vary in children with behavioral problems.

There was little prior research to suggest that Sun’s analysis would yield significant results. But she pressed on, spending months painstakingly typing out each word. And her work paid off: By counting and classifying the words, Sun discovered that a family’s environmental context can shape the ways in which parents and children interact—results she’s since presented at an international conference and published in the journal Scientific Reports .

“I would never have been able to predict what would happen when she walked in my door,” says Waller.

When Sun began college in 2020—as a virtual student in the midst of a global pandemic—she worried that research in her desired area of child development would be impossible to conduct. But as a participant in the University Scholars program, which enables an undergraduate to do independent research, she discovered Waller and her EDEN lab.

Waller and her team normally bring young children and their families into their lab to participate in studies, but when the pandemic struck, they had to get creative in finding ways to continue working with their families, many of whom have children with behavioral difficulties. They decided to mail board games to participants’ homes and measure whether playing the games together improved the children’s behaviors.

Through the board game experiment, Waller wanted to measure how children changed before and after playing. Sun spotted another opportunity: to measure how the games served as distinct moments that could alter how parents and children communicate. They reminded her of how different situations influenced the ways her parents interacted with her siblings.

“It was fascinating to see these games as ways that we can manipulate the context in which parents and children were interacting,” Sun says.

This story is by Laura Dattaro. Read more at OMNIA .

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Editorial article, editorial: pain education research: advances, innovations, and challenges.

• 1 Centre for Pain Research, School of Health, Leeds Beckett University, Leeds, United Kingdom
• 2 Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, MA, United States
• 3 Division of Pain Medicine, Davis School of Medicine, University of California, Sacramento, CA, United States
• 4 L. S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada

Editorial on the Research Topic Pain education research: advances, innovations, and challenges

Introduction

Worldwide consensus has identified pain education for health care professionals as inadequate to meet the clinical need for pain assessment and management. In the past decade, several professional organizations and academic institutions have taken this challenge and formulated curricula and training (often interprofessional) informed by the neuroscience of education and learning. As the cumulative experience among pain educators worldwide grows and evolves, a body of work has developed that systematically assesses the efficacy and real-world effectiveness of diverse approaches to pain education as a crucial stage in the translation of basic and applied knowledge into clinical practice.

Challenges facing pain educators include deciding upon and conveying the content to be transmitted, how best to use competencies related to this content, and how to tailor general educational approaches to best meet the needs of health care professionals dealing with patients with pain. Other issues include engaging patients and the public, including policy makers, in shared efforts to reduce unnecessary pain and suffering and optimize clinical outcomes associated with the entire spectrum of painful experiences.

This Research Topic provides a collection of articles addressing previous and ongoing barriers to the education of health care professionals, including competencies, and evidence-based approaches to overcoming these barriers, complemented by concurrent advances in patient and public education. We invited contributions on, but not limited to, the following topics:

• Content of pain education for health care professionals and its refinement according to changes in scientific knowledge and clinical practice.

• Methodologies synthesizing and translating pain-related content to ensure application to clinical care of people with pain across the lifespan.

• Frameworks and approaches to overcome challenges encountered by educators trying to facilitate learning about contemporary topics.

• Gaps in post-graduate and continuing education for licensed health professionals.

Eleven articles were accepted for inclusion in the Research Topic.

Overview of contributions

Contributions to the Research Topic provide a systematic evaluation of pain education content and methods, and novel perspectives and future directions for both practice and research. The collection includes the development and evaluation of various frameworks and approaches to overcome challenges encountered by educators trying to facilitate learning about contemporary approaches to assess and manage complex pain presentations, within the broader context of health care system change.

In the first of two contributions, Mardian et al. draw attention to the need for transformation in pain education and culture to improve clinical practice, through a lens of “didactic dissonance”—a disconnect between what is taught in classroom settings and what learners observe in clinical settings. They propose a process based on transformative learning theory to assist learners in exploring factors that create and perpetuate the education-practice disconnect, opening avenues of exploration for transformation in both educational and clinical practice. The findings of a qualitative study by Thompson et al. support this viewpoint by providing evidence that stakeholders of physiotherapy education emphasise the importance of preparing graduates for the challenges faced when encountering “real” people from diverse sociocultural backgrounds. Thompson et al. suggest that pain education in health care can be improved through a curriculum of practically engaging pain scenario's reflecting the challenges faced in clinical practice.

The contribution by Siaton et al. demonstrates the challenges faced by educators and practitioners in the management of complex presentations, particularly related to older people with pain comorbidities. Siaton et al. report the use of a mixed methods approach to develop and pilot a Pain in Aging, Educational Assessment of Need (PAEAN) instrument to inform pain, comorbidities, and clinical decision-making associated with the complexities of assessing and managing geriatric pain. Their findings suggest that several factors impact pain-related clinical decision-making and that it is feasible to survey healthcare practitioners about the influence of comorbidities on decisions in the care of older adults with pain. The contribution by Soenarto et al. provides evidence that mnemonics are a helpful tool to develop knowledge of and skills for assessing pain in clinical consultation during a simulation-based educational workshop. Soenarto et al. found that medical students' knowledge and skills of assessing chronic pain was improved using the PQRST (P, provoke and palliate; Q, quality; R, region and radiation; S, severity; T, time) mnemonic, although the addition of an ACT-UP (A, activity; C, coping; T, think; U, upset; P, people) was no better than using PQSRT alone. Soenarto et al. conclude that mnemonics are useful and can be integrated into various learning contexts such as lectures, demonstrations, simulations, and interactions with patients.

The contribution by Shipton et al. provides a useful approach to the complex process of curriculum change and supports the need for more formalised procedures to design, develop and evaluate the pain medicine curriculum. Shipton et al. describe how they conceptualised and developed a purposeful method to facilitate structured integration of pain education into the medical curriculum. Their Pain Medicine Curriculum Framework comprises future healthcare practice needs, the competencies and capabilities required of graduates, the teaching, learning and assessment methods to use, and institutional parameters. The contribution of Cao and Van Deusen provides evidence for the integration of opioid use disorder and chronic pain content within medical curricula. Their topic review revealed a lack of emphasis on chronic pain education, biopsychosocial approaches, and interprofessional learning in current US medical school curricula; and their evaluation of twelve winning student-designed opioid use disorder curricula utilised more diverse learning activities and assessment methods than current US medical school curricula.

In their additional contribution, Mardian et al. describe the “hidden curriculum” as a vehicle by which students learn values, attitudes, beliefs, and related behaviors important to medicine, and that this “hidden curriculum” is entrenched in a biomedical model of practice. Mardian et al. explain how they employed the Implicit Bias Recognition and Management tool to “flip” this hidden biomedical curriculum towards a sociopsychobiological model of care. Similarly, the contribution by Ng et al. reports the application of the behavioural change wheel to guide the implementation of a biopsychosocial approach to musculoskeletal pain care; they propose a worked example on how to operationalise the framework. In their contribution, Darnall et al. argue a need to overcome system-level barriers associated with the biomedically-dominant culture that marginalises education about, and access to, high-quality, evidenced-based behavioural pain treatments for youth and adults. Darnall et al. review literature to reveal several innovative digital treatment formats, technologies, and clinician trainings and offer clinical recommendations and future directions for research. The examples of evidence-informed strategies to assess, identify and analyse biopsychosocial factors provided in these contributions can be used by healthcare professionals and educationalists to strengthen a whole-of-system adoption of a biopsychosocial approach to pain care.

Technological advances have driven a shift towards online learning, and the contribution by Dao and Cao provides evidence to support the utility of this educational medium. They found that improvements in physiological knowledge and ability to work together in interprofessional teams achieved during in-person training using the Supervised Student Inter-professional Pain Clinic Program (SSIPCP) were maintained when the program had to be delivered online using Zoom due to the COVID-19 pandemic. However, students using Zoom expressed a preference for in-person activities. The contribution by Lalloo et al. describes how they integrated and evaluated pediatric-pain core competency education within the Extension for Community Healthcare Outcomes (ECHO®) for Pain model. The ECHO® model delivers online education to interprofessional healthcare providers through virtual clinics to cultivate a community of practice, and Lalloo et al. provide evidence that the Pediatric Project ECHO® for Pain improved knowledge and self-efficacy in learners and had high usability with clinically realistic cases.

Impact of contributions

Contributions to this Research Topic address advances, innovations, and challenges in pain education research and provide evidence of a need to safeguard adequate and appropriate coverage of pain education in health professional curricula. In doing so, educationists are tasked with designing learning situations that align with contemporary pain knowledge, including sociopsychological aspects of pain and its management within the biopsychosocial model of care. Through providing examples of frameworks that are being used and evaluated to assist curriculum development, this eBook offers perspectives on how the challenges of reconceptualising pain education can be overcome. In addition to the focus on students, approaches address education for the educator who is developing and implementing curriculum, in both uni- and/or interprofessional settings. Contributions discuss the need to formalise approaches to design, develop, and evaluate pain curricula, and to provide learning opportunities that progress knowledge and skills on psychosocial aspects of pain. These discussions can be used to inform future directions of research and practice. Of priority is the development and implementation of authentic patient scenarios across the lifespan, co-created with people living with pain, that reflect the complexities and cultural-diversity of real-life clinical practice.

Author contributions

MJ: Writing – review & editing, Writing – original draft. YB: Writing – review & editing. SF: Writing – review & editing. KT: Writing – review & editing. JW-W: Writing – review & editing.

Conflict of interest

There are no commercial or financial conflicts of interest directly related to this article. We declare the following interests that are outside of the scope of this article. In the previous 5 years, MJ's employer has received income for expert consultancy activities from GlaxoSmithKline, TENSCare, and LifeCare Ltd. that lie outside of the submitted work. MJ declares book royalties from Oxford University Press. SF discloses Grant/Research/Clinical Trial Support to the University of California. He also receives royalties for books from: Elsevier Publisher [Royalties—pain and pain management]; Oxford University Press [Royalties—pain and pain management]; Wolters Kluwer Publisher [Royalties—pain and pain management] as well as for editorial work for UpToDate/Wolters Kluwer Publisher [chronic pain].

The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: pain education, pain education competencies, pain education curricula, translational research, healthcare professionals, public pain education, pain neuroscience education, pain psychoeducation

Citation: Johnson MI, Bradshaw YS, Fishman SM, Thompson K and Watt-Watson J (2024) Editorial: Pain education research: advances, innovations, and challenges. Front. Pain Res. 5:1403461. doi: 10.3389/fpain.2024.1403461

Received: 19 March 2024; Accepted: 21 March 2024; Published: 8 April 2024.

Edited and Reviewed by: Serge Marchand , Université de Sherbrooke, Canada

© 2024 Johnson, Bradshaw, Fishman, Thompson and Watt-Watson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Mark I. Johnson [email protected]

This article is part of the Research Topic

Pain Education Research: Advances, Innovations, and Challenges

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How can I plan what to eat or drink when I have diabetes?

How can physical activity help manage my diabetes, what can i do to reach or maintain a healthy weight, should i quit smoking, how can i take care of my mental health, clinical trials for healthy living with diabetes.

Healthy living is a way to manage diabetes . To have a healthy lifestyle, take steps now to plan healthy meals and snacks, do physical activities, get enough sleep, and quit smoking or using tobacco products.

Healthy living may help keep your body’s blood pressure , cholesterol , and blood glucose level, also called blood sugar level, in the range your primary health care professional recommends. Your primary health care professional may be a doctor, a physician assistant, or a nurse practitioner. Healthy living may also help prevent or delay health problems  from diabetes that can affect your heart, kidneys, eyes, brain, and other parts of your body.

Making lifestyle changes can be hard, but starting with small changes and building from there may benefit your health. You may want to get help from family, loved ones, friends, and other trusted people in your community. You can also get information from your health care professionals.

What you choose to eat, how much you eat, and when you eat are parts of a meal plan. Having healthy foods and drinks can help keep your blood glucose, blood pressure, and cholesterol levels in the ranges your health care professional recommends. If you have overweight or obesity, a healthy meal plan—along with regular physical activity, getting enough sleep, and other healthy behaviors—may help you reach and maintain a healthy weight. In some cases, health care professionals may also recommend diabetes medicines that may help you lose weight, or weight-loss surgery, also called metabolic and bariatric surgery.

Choose healthy foods and drinks

There is no right or wrong way to choose healthy foods and drinks that may help manage your diabetes. Healthy meal plans for people who have diabetes may include

• dairy or plant-based dairy products
• nonstarchy vegetables
• protein foods
• whole grains

Try to choose foods that include nutrients such as vitamins, calcium , fiber , and healthy fats . Also try to choose drinks with little or no added sugar , such as tap or bottled water, low-fat or non-fat milk, and unsweetened tea, coffee, or sparkling water.

Try to plan meals and snacks that have fewer

• foods high in saturated fat
• foods high in sodium, a mineral found in salt
• sugary foods , such as cookies and cakes, and sweet drinks, such as soda, juice, flavored coffee, and sports drinks

Your body turns carbohydrates , or carbs, from food into glucose, which can raise your blood glucose level. Some fruits, beans, and starchy vegetables—such as potatoes and corn—have more carbs than other foods. Keep carbs in mind when planning your meals.

You should also limit how much alcohol you drink. If you take insulin  or certain diabetes medicines , drinking alcohol can make your blood glucose level drop too low, which is called hypoglycemia . If you do drink alcohol, be sure to eat food when you drink and remember to check your blood glucose level after drinking. Talk with your health care team about your alcohol-drinking habits.

Find the best times to eat or drink

Talk with your health care professional or health care team about when you should eat or drink. The best time to have meals and snacks may depend on

• what medicines you take for diabetes
• what your level of physical activity or your work schedule is
• whether you have other health conditions or diseases

Ask your health care team if you should eat before, during, or after physical activity. Some diabetes medicines, such as sulfonylureas  or insulin, may make your blood glucose level drop too low during exercise or if you skip or delay a meal.

Plan how much to eat or drink

You may worry that having diabetes means giving up foods and drinks you enjoy. The good news is you can still have your favorite foods and drinks, but you might need to have them in smaller portions  or enjoy them less often.

For people who have diabetes, carb counting and the plate method are two common ways to plan how much to eat or drink. Talk with your health care professional or health care team to find a method that works for you.

Carb counting

Carbohydrate counting , or carb counting, means planning and keeping track of the amount of carbs you eat and drink in each meal or snack. Not all people with diabetes need to count carbs. However, if you take insulin, counting carbs can help you know how much insulin to take.

Plate method

The plate method helps you control portion sizes  without counting and measuring. This method divides a 9-inch plate into the following three sections to help you choose the types and amounts of foods to eat for each meal.

• Nonstarchy vegetables—such as leafy greens, peppers, carrots, or green beans—should make up half of your plate.
• Carb foods that are high in fiber—such as brown rice, whole grains, beans, or fruits—should make up one-quarter of your plate.
• Protein foods—such as lean meats, fish, dairy, or tofu or other soy products—should make up one quarter of your plate.

If you are not taking insulin, you may not need to count carbs when using the plate method.

Work with your health care team to create a meal plan that works for you. You may want to have a diabetes educator  or a registered dietitian  on your team. A registered dietitian can provide medical nutrition therapy , which includes counseling to help you create and follow a meal plan. Your health care team may be able to recommend other resources, such as a healthy lifestyle coach, to help you with making changes. Ask your health care team or your insurance company if your benefits include medical nutrition therapy or other diabetes care resources.

Talk with your health care professional before taking dietary supplements

There is no clear proof that specific foods, herbs, spices, or dietary supplements —such as vitamins or minerals—can help manage diabetes. Your health care professional may ask you to take vitamins or minerals if you can’t get enough from foods. Talk with your health care professional before you take any supplements, because some may cause side effects or affect how well your diabetes medicines work.

Research shows that regular physical activity helps people manage their diabetes and stay healthy. Benefits of physical activity may include

• lower blood glucose, blood pressure, and cholesterol levels
• better heart health
• healthier weight
• better mood and sleep
• better balance and memory

Talk with your health care professional before starting a new physical activity or changing how much physical activity you do. They may suggest types of activities based on your ability, schedule, meal plan, interests, and diabetes medicines. Your health care professional may also tell you the best times of day to be active or what to do if your blood glucose level goes out of the range recommended for you.

Do different types of physical activity

People with diabetes can be active, even if they take insulin or use technology such as insulin pumps .

Try to do different kinds of activities . While being more active may have more health benefits, any physical activity is better than none. Start slowly with activities you enjoy. You may be able to change your level of effort and try other activities over time. Having a friend or family member join you may help you stick to your routine.

The physical activities you do may need to be different if you are age 65 or older , are pregnant , or have a disability or health condition . Physical activities may also need to be different for children and teens . Ask your health care professional or health care team about activities that are safe for you.

Aerobic activities

Aerobic activities make you breathe harder and make your heart beat faster. You can try walking, dancing, wheelchair rolling, or swimming. Most adults should try to get at least 150 minutes of moderate-intensity physical activity each week. Aim to do 30 minutes a day on most days of the week. You don’t have to do all 30 minutes at one time. You can break up physical activity into small amounts during your day and still get the benefit. 1

Strength training or resistance training

Strength training or resistance training may make your muscles and bones stronger. You can try lifting weights or doing other exercises such as wall pushups or arm raises. Try to do this kind of training two times a week. 1

Balance and stretching activities

Balance and stretching activities may help you move better and have stronger muscles and bones. You may want to try standing on one leg or stretching your legs when sitting on the floor. Try to do these kinds of activities two or three times a week. 1

Some activities that need balance may be unsafe for people with nerve damage or vision problems caused by diabetes. Ask your health care professional or health care team about activities that are safe for you.

Stay safe during physical activity

Staying safe during physical activity is important. Here are some tips to keep in mind.

Drink liquids

Drinking liquids helps prevent dehydration , or the loss of too much water in your body. Drinking water is a way to stay hydrated. Sports drinks often have a lot of sugar and calories , and you don’t need them for most moderate physical activities.

Avoid low blood glucose

Check your blood glucose level before, during, and right after physical activity. Physical activity often lowers the level of glucose in your blood. Low blood glucose levels may last for hours or days after physical activity. You are most likely to have low blood glucose if you take insulin or some other diabetes medicines, such as sulfonylureas.

Ask your health care professional if you should take less insulin or eat carbs before, during, or after physical activity. Low blood glucose can be a serious medical emergency that must be treated right away. Take steps to protect yourself. You can learn how to treat low blood glucose , let other people know what to do if you need help, and use a medical alert bracelet.

Avoid high blood glucose and ketoacidosis

Taking less insulin before physical activity may help prevent low blood glucose, but it may also make you more likely to have high blood glucose. If your body does not have enough insulin, it can’t use glucose as a source of energy and will use fat instead. When your body uses fat for energy, your body makes chemicals called ketones .

High levels of ketones in your blood can lead to a condition called diabetic ketoacidosis (DKA) . DKA is a medical emergency that should be treated right away. DKA is most common in people with type 1 diabetes . Occasionally, DKA may affect people with type 2 diabetes  who have lost their ability to produce insulin. Ask your health care professional how much insulin you should take before physical activity, whether you need to test your urine for ketones, and what level of ketones is dangerous for you.

Take care of your feet

People with diabetes may have problems with their feet because high blood glucose levels can damage blood vessels and nerves. To help prevent foot problems, wear comfortable and supportive shoes and take care of your feet  before, during, and after physical activity.

If you have diabetes, managing your weight  may bring you several health benefits. Ask your health care professional or health care team if you are at a healthy weight  or if you should try to lose weight.

If you are an adult with overweight or obesity, work with your health care team to create a weight-loss plan. Losing 5% to 7% of your current weight may help you prevent or improve some health problems  and manage your blood glucose, cholesterol, and blood pressure levels. 2 If you are worried about your child’s weight  and they have diabetes, talk with their health care professional before your child starts a new weight-loss plan.

You may be able to reach and maintain a healthy weight by

• following a healthy meal plan
• consuming fewer calories
• being physically active
• getting 7 to 8 hours of sleep each night 3

If you have type 2 diabetes, your health care professional may recommend diabetes medicines that may help you lose weight.

Online tools such as the Body Weight Planner  may help you create eating and physical activity plans. You may want to talk with your health care professional about other options for managing your weight, including joining a weight-loss program  that can provide helpful information, support, and behavioral or lifestyle counseling. These options may have a cost, so make sure to check the details of the programs.

Your health care professional may recommend weight-loss surgery  if you aren’t able to reach a healthy weight with meal planning, physical activity, and taking diabetes medicines that help with weight loss.

If you are pregnant , trying to lose weight may not be healthy. However, you should ask your health care professional whether it makes sense to monitor or limit your weight gain during pregnancy.

Both diabetes and smoking —including using tobacco products and e-cigarettes—cause your blood vessels to narrow. Both diabetes and smoking increase your risk of having a heart attack or stroke , nerve damage , kidney disease , eye disease , or amputation . Secondhand smoke can also affect the health of your family or others who live with you.

If you smoke or use other tobacco products, stop. Ask for help . You don’t have to do it alone.

Feeling stressed, sad, or angry can be common for people with diabetes. Managing diabetes or learning to cope with new information about your health can be hard. People with chronic illnesses such as diabetes may develop anxiety or other mental health conditions .

Learn healthy ways to lower your stress , and ask for help from your health care team or a mental health professional. While it may be uncomfortable to talk about your feelings, finding a health care professional whom you trust and want to talk with may help you

• lower your feelings of stress, depression, or anxiety
• manage problems sleeping or remembering things
• see how diabetes affects your family, school, work, or financial situation

Ask your health care team for mental health resources for people with diabetes.

Sleeping too much or too little may raise your blood glucose levels. Your sleep habits may also affect your mental health and vice versa. People with diabetes and overweight or obesity can also have other health conditions that affect sleep, such as sleep apnea , which can raise your blood pressure and risk of heart disease.

NIDDK conducts and supports clinical trials in many diseases and conditions, including diabetes. The trials look to find new ways to prevent, detect, or treat disease and improve quality of life.

What are clinical trials for healthy living with diabetes?

Clinical trials—and other types of clinical studies —are part of medical research and involve people like you. When you volunteer to take part in a clinical study, you help health care professionals and researchers learn more about disease and improve health care for people in the future.

Researchers are studying many aspects of healthy living for people with diabetes, such as

• how changing when you eat may affect body weight and metabolism
• how less access to healthy foods may affect diabetes management, other health problems, and risk of dying
• whether low-carbohydrate meal plans can help lower blood glucose levels
• which diabetes medicines are more likely to help people lose weight

Find out if clinical trials are right for you .

Watch a video of NIDDK Director Dr. Griffin P. Rodgers explaining the importance of participating in clinical trials.

What clinical trials for healthy living with diabetes are looking for participants?

You can view a filtered list of clinical studies on healthy living with diabetes that are federally funded, open, and recruiting at www.ClinicalTrials.gov . You can expand or narrow the list to include clinical studies from industry, universities, and individuals; however, the National Institutes of Health does not review these studies and cannot ensure they are safe for you. Always talk with your primary health care professional before you participate in a clinical study.

This content is provided as a service of the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), part of the National Institutes of Health. NIDDK translates and disseminates research findings to increase knowledge and understanding about health and disease among patients, health professionals, and the public. Content produced by NIDDK is carefully reviewed by NIDDK scientists and other experts.

NIDDK would like to thank: Elizabeth M. Venditti, Ph.D., University of Pittsburgh School of Medicine.

Watch CBS News

Why is looking at a solar eclipse dangerous without special glasses? Eye doctors explain.

By Sara Moniuszko

Edited By Allison Elyse Gualtieri

Updated on: April 8, 2024 / 8:54 AM EDT / CBS News

The solar eclipse will be visible for millions of Americans on April 8, 2024, making many excited to see it — but how you watch it matters, since it can be dangerous for your eyes. 

A  solar eclipse occurs when the moon passes between the sun and Earth, blocking the sun's light . When the moon blocks some of the sun, it's a partial solar eclipse, but when moon lines up with the sun, blocking all of its light, a total solar eclipse occurs,  NASA explains . Either way, you need eye protection when viewing.

"The solar eclipse will be beautiful, so I hope that everyone experiences it — but they need to experience it in the right way," said Dr. Jason P. Brinton, an ophthalmologist and medical director at Brinton Vision in St. Louis.

Here's what to know to stay safe.

Why is looking at a solar eclipse dangerous?

Looking at the sun — even when it's partially covered like during an eclipse — can cause eye damage.

There is no safe dose of solar ultraviolet rays or infrared radiation, said  Dr. Yehia Hashad , an ophthalmologist, retinal specialist and the chief medical officer at eye health company Bausch + Lomb.

"A very small dose could cause harm to some people," he said. "That's why we say the partial eclipse could also be damaging. And that's why we protect our eyes with the partial as well as with the full sun."

Some say that during a total eclipse, it's safe to view the brief period time when the moon completely blocks the sun without eye protection. But experts warn against it. 

"Totality of the eclipse lasts only about 1 to 3 minutes based on geographic location, and bright sunlight suddenly can appear as the moon continues to move," notes an eclipse viewing guide published in JAMA , adding, "even a few seconds of viewing the sun during an eclipse" can temporarily or permanently damage your vision. 

Do I need special glasses for eclipse viewing?

Yes.  Eclipse glasses are needed to protect your eyes if you want to look at the eclipse.

Regular sunglasses aren't protective enough for eclipse viewing — even if you stack more than one. 

"There's no amount of sunglasses that people can put on that will make up for the filtering that the ISO standard filters and the eclipse glasses provide," Brinton said.

You also shouldn't look at the eclipse through a camera lens, phone, binoculars or telescope, according to NASA, even while wearing eclipse glasses. The solar rays can burn through the lens and cause serious eye injury.

Eclipse glasses must comply with the  ISO 12312-2 international safety standard , according to NASA, and should have an "ISO" label printed on them to show they comply. The American Astronomical Society  has a list  of approved solar viewers.

Can't find these, or they're sold out near you? You can also  make homemade viewers ,   which allow you to observe the eclipse indirectly — just don't accidentally look at the sun while using one.

How to keep kids safe during the solar eclipse

Since this eclipse is expected to occur around the time of dismissal for many schools across the country, it may be tempting for students to view it without the proper safety precautions while getting to and from their buses. That's why some school districts are  canceling classes early so kids can enjoy the event safely with their families.

Dr. Avnish Deobhakta, vitreoretinal surgeon at New York Eye and Ear Infirmary at Mount Sinai, said parents should also be careful because it can be difficult for children to listen or keep solar eclipse glasses on. 

"You want to actually, in my opinion, kind of avoid them even looking at the eclipse, if possible," he said. "Never look directly at the sun, always wear the right eclipse sunglasses if you are going to look at the sun and make sure that those are coming from a reliable source."

Brinton recommends everyone starts their eclipse "viewing" early, by looking at professional photos and videos of an eclipse online or visiting a local planetarium. 

That way, you "have an idea of what to expect," he said. 

He also recommends the foundation  Prevent Blindness , which has resources for families about eclipse safety.

What happens if you look at a solar eclipse without eclipse glasses?

While your eyes likely won't hurt in the moment if you look at the eclipse without protection, due to lowered brightness and where damage occurs in the eye, beware: The rays can still cause damage .

The harm may not be apparent immediately. Sometimes trouble starts to appear one to a few days following the event. It could affect just one or both eyes.

And while some will regain normal visual function, sometimes the damage is permanent. 

"Often there will be some recovery of the vision in the first few months after it, but sometimes there is no recovery and sometimes there's a degree to which it is permanent," Brinton said. 

How long do you have to look at the eclipse to damage your eyes?

Any amount of time looking at the eclipse without protection is too long, experts say. 

"If someone briefly looks at the eclipse, if it's extremely brief, in some cases there won't be damage. But damage can happen even within a fraction of a second in some cases," Brinton said. He said he's had patients who have suffered from solar retinopathy, the official name for the condition.

Deobhakta treated a patient who watched the 2017 solar eclipse for 20 seconds without proper eye protection. She now has permanent damage in the shape of a crescent that interferes with her vision. 

"The crescent that is burned into the retina, the patient sees as black in her visual field," he said. "The visual deficit that she has will never go away."

How to know if you've damaged your eyes from looking at the eclipse

Signs and symptoms of eye damage following an eclipse viewing include headaches, blurred vision, dark spots, changes to how you see color, lines and shapes. 

Unfortunately, there isn't a treatment for solar retinopathy.

"Seeing an eye care professional to solidify the diagnosis and for education I think is reasonable," Brinton said, but added, "right now there is nothing that we do for this. Just wait and give it time and the body does tend to heal up a measure of it."

Sara Moniuszko is a health and lifestyle reporter at CBSNews.com. Previously, she wrote for USA Today, where she was selected to help launch the newspaper's wellness vertical. She now covers breaking and trending news for CBS News' HealthWatch.

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