proposal research title about life experiences

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• Choosing a Title
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

The title summarizes the main idea or ideas of your study. A good title contains the fewest possible words needed to adequately describe the content and/or purpose of your research paper.

Importance of Choosing a Good Title

The title is the part of a paper that is read the most, and it is usually read first . It is, therefore, the most important element that defines the research study. With this in mind, avoid the following when creating a title:

• If the title is too long, this usually indicates there are too many unnecessary words. Avoid language, such as, "A Study to Investigate the...," or "An Examination of the...." These phrases are obvious and generally superfluous unless they are necessary to covey the scope, intent, or type of a study.
• On the other hand, a title which is too short often uses words which are too broad and, thus, does not tell the reader what is being studied. For example, a paper with the title, "African Politics" is so non-specific the title could be the title of a book and so ambiguous that it could refer to anything associated with politics in Africa. A good title should provide information about the focus and/or scope of your research study.
• In academic writing, catchy phrases or non-specific language may be used, but only if it's within the context of the study [e.g., "Fair and Impartial Jury--Catch as Catch Can"]. However, in most cases, you should avoid including words or phrases that do not help the reader understand the purpose of your paper.
• Academic writing is a serious and deliberate endeavor. Avoid using humorous or clever journalistic styles of phrasing when creating the title to your paper. Journalistic headlines often use emotional adjectives [e.g., incredible, amazing, effortless] to highlight a problem experienced by the reader or use "trigger words" or interrogative words like how, what, when, or why to persuade people to read the article or click on a link. These approaches are viewed as counter-productive in academic writing. A reader does not need clever or humorous titles to catch their attention because the act of reading research is assumed to be deliberate based on a desire to learn and improve understanding of the problem. In addition, a humorous title can merely detract from the seriousness and authority of your research. 
• Unlike everywhere else in a college-level social sciences research paper [except when using direct quotes in the text], titles do not have to adhere to rigid grammatical or stylistic standards. For example, it could be appropriate to begin a title with a coordinating conjunction [i.e., and, but, or, nor, for, so, yet] if it makes sense to do so and does not detract from the purpose of the study [e.g., "Yet Another Look at Mutual Fund Tournaments"] or beginning the title with an inflected form of a verb such as those ending in -ing [e.g., "Assessing the Political Landscape: Structure, Cognition, and Power in Organizations"].

Appiah, Kingsley Richard et al. “Structural Organisation of Research Article Titles: A Comparative Study of Titles of Business, Gynaecology and Law.” Advances in Language and Literary Studies 10 (2019); Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical Writing and Communication 35 (2005): 203-213; Jaakkola, Maarit. “Journalistic Writing and Style.” In Oxford Research Encyclopedia of Communication . Jon F. Nussbaum, editor. (New York: Oxford University Press, 2018): https://oxfordre.com/communication.

Structure and Writing Style

The following parameters can be used to help you formulate a suitable research paper title:

• The purpose of the research
• The scope of the research
• The narrative tone of the paper [typically defined by the type of the research]
• The methods used to study the problem

The initial aim of a title is to capture the reader’s attention and to highlight the research problem under investigation.

Create a Working Title Typically, the final title you submit to your professor is created after the research is complete so that the title accurately captures what has been done . The working title should be developed early in the research process because it can help anchor the focus of the study in much the same way the research problem does. Referring back to the working title can help you reorient yourself back to the main purpose of the study if you find yourself drifting off on a tangent while writing. The Final Title Effective titles in research papers have several characteristics that reflect general principles of academic writing.

• Indicate accurately the subject and scope of the study,
• Rarely use abbreviations or acronyms unless they are commonly known,
• Use words that create a positive impression and stimulate reader interest,
• Use current nomenclature from the field of study,
• Identify key variables, both dependent and independent,
• Reveal how the paper will be organized,
• Suggest a relationship between variables which supports the major hypothesis,
• Is limited to 5 to 15 substantive words,
• Does not include redundant phrasing, such as, "A Study of," "An Analysis of" or similar constructions,
• Takes the form of a question or declarative statement,
• If you use a quote as part of the title, the source of the quote is cited [usually using an asterisk and footnote],
• Use correct grammar and capitalization with all first words and last words capitalized, including the first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between the first and last words of the title are also capitalized, and
• Rarely uses an exclamation mark at the end of the title.

The Subtitle Subtitles are frequently used in social sciences research papers because it helps the reader understand the scope of the study in relation to how it was designed to address the research problem. Think about what type of subtitle listed below reflects the overall approach to your study and whether you believe a subtitle is needed to emphasize the investigative parameters of your research.

1.  Explains or provides additional context , e.g., "Linguistic Ethnography and the Study of Welfare Institutions as a Flow of Social Practices: The Case of Residential Child Care Institutions as Paradoxical Institutions." [Palomares, Manuel and David Poveda.  Text & Talk: An Interdisciplinary Journal of Language, Discourse and Communication Studies 30 (January 2010): 193-212]

2.  Adds substance to a literary, provocative, or imaginative title or quote , e.g., "Listen to What I Say, Not How I Vote": Congressional Support for the President in Washington and at Home." [Grose, Christian R. and Keesha M. Middlemass. Social Science Quarterly 91 (March 2010): 143-167]

3.  Qualifies the geographic scope of the research , e.g., "The Geopolitics of the Eastern Border of the European Union: The Case of Romania-Moldova-Ukraine." [Marcu, Silvia. Geopolitics 14 (August 2009): 409-432]

4.  Qualifies the temporal scope of the research , e.g., "A Comparison of the Progressive Era and the Depression Years: Societal Influences on Predictions of the Future of the Library, 1895-1940." [Grossman, Hal B. Libraries & the Cultural Record 46 (2011): 102-128]

5.  Focuses on investigating the ideas, theories, or work of a particular individual , e.g., "A Deliberative Conception of Politics: How Francesco Saverio Merlino Related Anarchy and Democracy." [La Torre, Massimo. Sociologia del Diritto 28 (January 2001): 75 - 98]

6.  Identifies the methodology used , e.g. "Student Activism of the 1960s Revisited: A Multivariate Analysis Research Note." [Aron, William S. Social Forces 52 (March 1974): 408-414]

7.  Defines the overarching technique for analyzing the research problem , e.g., "Explaining Territorial Change in Federal Democracies: A Comparative Historical Institutionalist Approach." [ Tillin, Louise. Political Studies 63 (August 2015): 626-641.

With these examples in mind, think about what type of subtitle reflects the overall approach to your study. This will help the reader understand the scope of the study in relation to how it was designed to address the research problem.

Anstey, A. “Writing Style: What's in a Title?” British Journal of Dermatology 170 (May 2014): 1003-1004; Balch, Tucker. How to Compose a Title for Your Research Paper. Augmented Trader blog. School of Interactive Computing, Georgia Tech University; Bavdekar, Sandeep B. “Formulating the Right Title for a Research Article.” Journal of Association of Physicians of India 64 (February 2016); Choosing the Proper Research Paper Titles. AplusReports.com, 2007-2012; Eva, Kevin W. “Titles, Abstracts, and Authors.” In How to Write a Paper . George M. Hall, editor. 5th edition. (Oxford: John Wiley and Sons, 2013), pp. 33-41; Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical Writing and Communication 35 (2005): 203-213; General Format. The Writing Lab and The OWL. Purdue University; Kerkut G.A. “Choosing a Title for a Paper.” Comparative Biochemistry and Physiology Part A: Physiology 74 (1983): 1; “Tempting Titles.” In Stylish Academic Writing . Helen Sword, editor. (Cambridge, MA: Harvard University Press, 2012), pp. 63-75; Nundy, Samiran, et al. “How to Choose a Title?” In How to Practice Academic Medicine and Publish from Developing Countries? A Practical Guide . Edited by Samiran Nundy, Atul Kakar, and Zulfiqar A. Bhutta. (Springer Singapore, 2022), pp. 185-192.

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• Last Updated: May 15, 2024 9:53 AM
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6 Important Tips on Writing a Research Paper Title

When you are searching for a research study on a particular topic, you probably notice that articles with interesting, descriptive research titles draw you in. By contrast, research paper titles that are not descriptive are usually passed over, even though you may write a good research paper with interesting contents. This shows the importance of coming up with a good title for your research paper when drafting your own manuscript.

Importance of a Research Title

The research title plays a crucial role in the research process, and its importance can be summarized as follows:

Why do Research Titles Matter?

Before we look at how to title a research paper, let’s look at a research title example that illustrates why a good research paper should have a strong title.

Imagine that you are researching meditation and nursing, and you want to find out if any studies have shown that meditation makes nurses better communicators.  You conduct a keyword search using the keywords “nursing”, “communication”, and “meditation.” You come up with results that have the following titles:

• Benefits of Meditation for the Nursing Profession: A Quantitative Investigation
• Why Mindful Nurses Make the Best Communicators
• Meditation Gurus
• Nurses on the Move: A Quantitative Report on How Meditation Can Improve Nurse Performance

All four of these research paper titles may describe very similar studies—they could even be titles for the same study! As you can see, they give very different impressions.

• Title 1 describes the topic and the method of the study but is not particularly catchy.
• Title 2 partly describes the topic, but does not give any information about the method of the study—it could simply be a theoretical or opinion piece.
• Title 3 is somewhat catchier but gives almost no information at all about the article.
• Title 4 begins with a catchy main title and is followed by a subtitle that gives information about the content and method of the study.

As we will see, Title 4 has all the characteristics of a good research title.

Characteristics of a Good Research Title

According to rhetoric scholars Hairston and Keene, making a good title for a paper involves ensuring that the title of the research accomplishes four goals as mentioned below:

• It should predict the content of the research paper .
• It should be interesting to the reader .
• It should reflect the tone of the writing .
• It should contain important keywords that will make it easier to be located during a keyword search.

Let’s return to the examples in the previous section to see how to make a research title.

As you can see in the table above, only one of the four example titles fulfills all of the criteria of a suitable research paper title.

Related: You’ve chosen your study topic, but having trouble deciding where to publish it? Here’s a comprehensive course to help you identify the right journal .

Tips for Writing an Effective Research Paper Title

When writing a research title, you can use the four criteria listed above as a guide. Here are a few other tips you can use to make sure your title will be part of the recipe for an effective research paper :

• Make sure your research title describes (a) the topic, (b) the method, (c) the sample, and (d) the results of your study. You can use the following formula:

[ Result ]: A [ method ] study of [ topic ] among [ sample ] Example : Meditation makes nurses perform better: a qualitative study of mindfulness meditation among German nursing students

• Avoid unnecessary words and jargons. Keep the title statement as concise as possible. You want a title that will be comprehensible even to people who are not experts in your field. Check our article for a detailed list of things to avoid when writing an effective research title .
• Make sure your title is between 5 and 15 words in length.
• If you are writing a title for a university assignment or for a particular academic journal, verify that your title conforms to the standards and requirements for that outlet. For example, many journals require that titles fall under a character limit, including spaces. Many universities require that titles take a very specific form, limiting your creativity.
• Use a descriptive phrase to convey the purpose of your research efficiently.
• Most importantly, use critical keywords in the title to increase the discoverability of your article.

Resources for Further Reading

In addition to the tips above, there are many resources online that you can use to help write your research title. Here is a list of links that you may find useful as you work on creating an excellent research title:

• The University of Southern California has a guide specific to social science research papers: http://libguides.usc.edu/writingguide/title
• The Journal of European Psychology Students has a blog article focusing on APA-compliant research paper titles: http://blog.efpsa.org/2012/09/01/how-to-write-a-good-title-for-journal-articles/
• This article by Kristen Hamlin contains a step-by-step approach to writing titles: http://classroom.synonym.com/choose-title-research-paper-4332.html

Are there any tips or tricks you find useful in crafting research titles? Which tip did you find most useful in this article? Leave a comment to let us know!

• Hairston, M., & Keene, M. 2003. Successful writing . 5th ed. New York: Norton.
• University of Southern California. 2017. Organizing your social sciences research paper: choosing a title . [Online] Available at: http://libguides.usc.edu/writingguide/title

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I am doing a research work on sales girls or shop girls using qualititative method. Basicly I am from Pakistan and writing on the scenario of mycountry. I am really confused about my research title can you kindly give some suggestions and give me an approperaite tilte

Hi Zubair, Thank you for your question. However, the information you have provided is insufficient for drafting an appropriate title. Information on what exactly you intend to study would be needed in order to draft a meaningful title. Meanwhile, you can try drafting your own title after going through the following articles our website: https://www.enago.com/academy/top-10-tips-on-choosing-an-attractive-research-title/ , https://www.enago.com/academy/writing-a-good-research-title-things-to-avoid/ , https://www.enago.com/academy/write-irresistible-research-paper-title/ We would be happy to give you feedback and suggest changes if required. Did you get a chance to install our free Mobile App? https://www.enago.com/academy/mobile-app/ . Make sure you subscribe to our weekly newsletter https://www.enago.com/academy/subscribe-now/ .

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Thank you for this. It helped me improve my research title. I just want to verify to you the title I have just made. “Ensuring the safety: A Quantitative Study of Radio Frequency Identification system among the selected students of ( school’s name ).

(I need your reply asap coz we will be doing the chap. 1 tomorrow. Thank u in advance. 🙂 )

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Hi Joan, Thank you for your question. We are glad to know that you found our resources useful. Your feedback is very valuable to us. You can try drafting your own title after going through the following articles on our website: https://www.enago.com/academy/top-10-tips-on-choosing-an-attractive-research-title/ , https://www.enago.com/academy/writing-a-good-research-title-things-to-avoid/ , https://www.enago.com/academy/write-irresistible-research-paper-title/

We would be happy to give you feedback and suggest changes if required. Did you get a chance to install our free Mobile App? https://www.enago.com/academy/mobile-app/ . Make sure you subscribe to our weekly newsletter https://www.enago.com/academy/subscribe-now/ .

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I need help. I need a research title for my study about early mobilization of the mechanically ventilated patients in the ICU. Any suggestions would be highly appreciated.

Thank you for posting your query on the website. When writing manuscripts, too many scholars neglect the research title. This phrase, along with the abstract, is what people will mostly see and read online. Title research of publications shows that the research paper title does matter a lot. Both bibliometrics and altmetrics tracking of citations are now, for better or worse, used to gauge a paper’s “success” for its author(s) and the journal publishing it. Interesting research topics coupled with good or clever yet accurate research titles can draw more attention to your work from peers and the public alike. You can check through the following search results for titles on similar topics: https://www.google.com/search?q=early+mobilization+of+the+mechanically+ventilated+patients+in+the+icu&rlz=1C1GCEU_enIN907IN907&oq=&aqs=chrome.0.69i59.4920093j0j7&sourceid=chrome&ie=UTF-8 .

We hope this would be helpful in drafting an attractive title for your research paper.

Please let us know in case of any other queries.

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How To Write A Research Proposal

A Straightforward How-To Guide (With Examples)

By: Derek Jansen (MBA) | Reviewed By: Dr. Eunice Rautenbach | August 2019 (Updated April 2023)

Writing up a strong research proposal for a dissertation or thesis is much like a marriage proposal. It’s a task that calls on you to win somebody over and persuade them that what you’re planning is a great idea. An idea they’re happy to say ‘yes’ to. This means that your dissertation proposal needs to be   persuasive ,   attractive   and well-planned. In this post, I’ll show you how to write a winning dissertation proposal, from scratch.

Before you start:

– Understand exactly what a research proposal is – Ask yourself these 4 questions

The 5 essential ingredients:

• The title/topic
• The introduction chapter
• The scope/delimitations
• Preliminary literature review
• Design/ methodology
• Practical considerations and risks 

What Is A Research Proposal?

The research proposal is literally that: a written document that communicates what you propose to research, in a concise format. It’s where you put all that stuff that’s spinning around in your head down on to paper, in a logical, convincing fashion.

Convincing   is the keyword here, as your research proposal needs to convince the assessor that your research is   clearly articulated   (i.e., a clear research question) ,   worth doing   (i.e., is unique and valuable enough to justify the effort), and   doable   within the restrictions you’ll face (time limits, budget, skill limits, etc.). If your proposal does not address these three criteria, your research won’t be approved, no matter how “exciting” the research idea might be.

PS – if you’re completely new to proposal writing, we’ve got a detailed walkthrough video covering two successful research proposals here . 

How do I know I’m ready?

Before starting the writing process, you need to   ask yourself 4 important questions .  If you can’t answer them succinctly and confidently, you’re not ready – you need to go back and think more deeply about your dissertation topic .

You should be able to answer the following 4 questions before starting your dissertation or thesis research proposal:

• WHAT is my main research question? (the topic)
• WHO cares and why is this important? (the justification)
• WHAT data would I need to answer this question, and how will I analyse it? (the research design)
• HOW will I manage the completion of this research, within the given timelines? (project and risk management)

If you can’t answer these questions clearly and concisely,   you’re not yet ready   to write your research proposal – revisit our   post on choosing a topic .

If you can, that’s great – it’s time to start writing up your dissertation proposal. Next, I’ll discuss what needs to go into your research proposal, and how to structure it all into an intuitive, convincing document with a linear narrative.

The 5 Essential Ingredients

Research proposals can vary in style between institutions and disciplines, but here I’ll share with you a   handy 5-section structure   you can use. These 5 sections directly address the core questions we spoke about earlier, ensuring that you present a convincing proposal. If your institution already provides a proposal template, there will likely be substantial overlap with this, so you’ll still get value from reading on.

For each section discussed below, make sure you use headers and sub-headers (ideally, numbered headers) to help the reader navigate through your document, and to support them when they need to revisit a previous section. Don’t just present an endless wall of text, paragraph after paragraph after paragraph…

Top Tip:   Use MS Word Styles to format headings. This will allow you to be clear about whether a sub-heading is level 2, 3, or 4. Additionally, you can view your document in ‘outline view’ which will show you only your headings. This makes it much easier to check your structure, shift things around and make decisions about where a section needs to sit. You can also generate a 100% accurate table of contents using Word’s automatic functionality.

Ingredient #1 – Topic/Title Header

Your research proposal’s title should be your main research question in its simplest form, possibly with a sub-heading providing basic details on the specifics of the study. For example:

“Compliance with equality legislation in the charity sector: a study of the ‘reasonable adjustments’ made in three London care homes”

As you can see, this title provides a clear indication of what the research is about, in broad terms. It paints a high-level picture for the first-time reader, which gives them a taste of what to expect.   Always aim for a clear, concise title . Don’t feel the need to capture every detail of your research in your title – your proposal will fill in the gaps.

Need a helping hand?

Ingredient #2 – Introduction

In this section of your research proposal, you’ll expand on what you’ve communicated in the title, by providing a few paragraphs which offer more detail about your research topic. Importantly, the focus here is the   topic   – what will you research and why is that worth researching? This is not the place to discuss methodology, practicalities, etc. – you’ll do that later.

You should cover the following:

• An overview of the   broad area   you’ll be researching – introduce the reader to key concepts and language
• An explanation of the   specific (narrower) area   you’ll be focusing, and why you’ll be focusing there
• Your research   aims   and   objectives
• Your   research question (s) and sub-questions (if applicable)

Importantly, you should aim to use short sentences and plain language – don’t babble on with extensive jargon, acronyms and complex language. Assume that the reader is an intelligent layman – not a subject area specialist (even if they are). Remember that the   best writing is writing that can be easily understood   and digested. Keep it simple.

Note that some universities may want some extra bits and pieces in your introduction section. For example, personal development objectives, a structural outline, etc. Check your brief to see if there are any other details they expect in your proposal, and make sure you find a place for these.

Ingredient #3 – Scope

Next, you’ll need to specify what the scope of your research will be – this is also known as the delimitations . In other words, you need to make it clear what you will be covering and, more importantly, what you won’t be covering in your research. Simply put, this is about ring fencing your research topic so that you have a laser-sharp focus.

All too often, students feel the need to go broad and try to address as many issues as possible, in the interest of producing comprehensive research. Whilst this is admirable, it’s a mistake. By tightly refining your scope, you’ll enable yourself to   go deep   with your research, which is what you need to earn good marks. If your scope is too broad, you’re likely going to land up with superficial research (which won’t earn marks), so don’t be afraid to narrow things down.

Ingredient #4 – Literature Review

In this section of your research proposal, you need to provide a (relatively) brief discussion of the existing literature. Naturally, this will not be as comprehensive as the literature review in your actual dissertation, but it will lay the foundation for that. In fact, if you put in the effort at this stage, you’ll make your life a lot easier when it’s time to write your actual literature review chapter.

There are a few things you need to achieve in this section:

• Demonstrate that you’ve done your reading and are   familiar with the current state of the research   in your topic area.
• Show that   there’s a clear gap   for your specific research – i.e., show that your topic is sufficiently unique and will add value to the existing research.
• Show how the existing research has shaped your thinking regarding   research design . For example, you might use scales or questionnaires from previous studies.

When you write up your literature review, keep these three objectives front of mind, especially number two (revealing the gap in the literature), so that your literature review has a   clear purpose and direction . Everything you write should be contributing towards one (or more) of these objectives in some way. If it doesn’t, you need to ask yourself whether it’s truly needed.

Top Tip:  Don’t fall into the trap of just describing the main pieces of literature, for example, “A says this, B says that, C also says that…” and so on. Merely describing the literature provides no value. Instead, you need to   synthesise   it, and use it to address the three objectives above.

Ingredient #5 – Research Methodology

Now that you’ve clearly explained both your intended research topic (in the introduction) and the existing research it will draw on (in the literature review section), it’s time to get practical and explain exactly how you’ll be carrying out your own research. In other words, your research methodology.

In this section, you’ll need to   answer two critical questions :

• How   will you design your research? I.e., what research methodology will you adopt, what will your sample be, how will you collect data, etc.
• Why   have you chosen this design? I.e., why does this approach suit your specific research aims, objectives and questions?

In other words, this is not just about explaining WHAT you’ll be doing, it’s also about explaining WHY. In fact, the   justification is the most important part , because that justification is how you demonstrate a good understanding of research design (which is what assessors want to see).

Some essential design choices you need to cover in your research proposal include:

• Your intended research philosophy (e.g., positivism, interpretivism or pragmatism )
• What methodological approach you’ll be taking (e.g., qualitative , quantitative or mixed )
• The details of your sample (e.g., sample size, who they are, who they represent, etc.)
• What data you plan to collect (i.e. data about what, in what form?)
• How you plan to collect it (e.g., surveys , interviews , focus groups, etc.)
• How you plan to analyse it (e.g., regression analysis, thematic analysis , etc.)
• Ethical adherence (i.e., does this research satisfy all ethical requirements of your institution, or does it need further approval?)

This list is not exhaustive – these are just some core attributes of research design. Check with your institution what level of detail they expect. The “ research onion ” by Saunders et al (2009) provides a good summary of the various design choices you ultimately need to make – you can   read more about that here .

Don’t forget the practicalities…

In addition to the technical aspects, you will need to address the   practical   side of the project. In other words, you need to explain   what resources you’ll need   (e.g., time, money, access to equipment or software, etc.) and how you intend to secure these resources. You need to show that your project is feasible, so any “make or break” type resources need to already be secured. The success or failure of your project cannot depend on some resource which you’re not yet sure you have access to.

Another part of the practicalities discussion is   project and risk management . In other words, you need to show that you have a clear project plan to tackle your research with. Some key questions to address:

• What are the timelines for each phase of your project?
• Are the time allocations reasonable?
• What happens if something takes longer than anticipated (risk management)?
• What happens if you don’t get the response rate you expect?

A good way to demonstrate that you’ve thought this through is to include a Gantt chart and a risk register (in the appendix if word count is a problem). With these two tools, you can show that you’ve got a clear, feasible plan, and you’ve thought about and accounted for the potential risks.

Tip – Be honest about the potential difficulties – but show that you are anticipating solutions and workarounds. This is much more impressive to an assessor than an unrealistically optimistic proposal which does not anticipate any challenges whatsoever.

Final Touches: Read And Simplify

The final step is to edit and proofread your proposal – very carefully. It sounds obvious, but all too often poor editing and proofreading ruin a good proposal. Nothing is more off-putting for an assessor than a poorly edited, typo-strewn document. It sends the message that you either do not pay attention to detail, or just don’t care. Neither of these are good messages. Put the effort into editing and proofreading your proposal (or pay someone to do it for you) – it will pay dividends.

When you’re editing, watch out for ‘academese’. Many students can speak simply, passionately and clearly about their dissertation topic – but become incomprehensible the moment they turn the laptop on. You are not required to write in any kind of special, formal, complex language when you write academic work. Sure, there may be technical terms, jargon specific to your discipline, shorthand terms and so on. But, apart from those,   keep your written language very close to natural spoken language   – just as you would speak in the classroom. Imagine that you are explaining your project plans to your classmates or a family member. Remember, write for the intelligent layman, not the subject matter experts. Plain-language, concise writing is what wins hearts and minds – and marks!

Let’s Recap: Research Proposal 101

And there you have it – how to write your dissertation or thesis research proposal, from the title page to the final proof. Here’s a quick recap of the key takeaways:

• The purpose of the research proposal is to   convince   – therefore, you need to make a clear, concise argument of why your research is both worth doing and doable.
• Make sure you can ask the critical what, who, and how questions of your research   before   you put pen to paper.
• Title – provides the first taste of your research, in broad terms
• Introduction – explains what you’ll be researching in more detail
• Scope – explains the boundaries of your research
• Literature review – explains how your research fits into the existing research and why it’s unique and valuable
• Research methodology – explains and justifies how you will carry out your own research

Hopefully, this post has helped you better understand how to write up a winning research proposal. If you enjoyed it, be sure to check out the rest of the Grad Coach Blog . If your university doesn’t provide any template for your proposal, you might want to try out our free research proposal template .

Psst… there’s more!

This post is an extract from our bestselling short course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

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30 Comments

Thank you so much for the valuable insight that you have given, especially on the research proposal. That is what I have managed to cover. I still need to go back to the other parts as I got disturbed while still listening to Derek’s audio on you-tube. I am inspired. I will definitely continue with Grad-coach guidance on You-tube.

Thanks for the kind words :). All the best with your proposal.

First of all, thanks a lot for making such a wonderful presentation. The video was really useful and gave me a very clear insight of how a research proposal has to be written. I shall try implementing these ideas in my RP.

Once again, I thank you for this content.

I found reading your outline on writing research proposal very beneficial. I wish there was a way of submitting my draft proposal to you guys for critiquing before I submit to the institution.

Hi Bonginkosi

Thank you for the kind words. Yes, we do provide a review service. The best starting point is to have a chat with one of our coaches here: https://gradcoach.com/book/new/ .

Hello team GRADCOACH, may God bless you so much. I was totally green in research. Am so happy for your free superb tutorials and resources. Once again thank you so much Derek and his team.

You’re welcome, Erick. Good luck with your research proposal 🙂

thank you for the information. its precise and on point.

Really a remarkable piece of writing and great source of guidance for the researchers. GOD BLESS YOU for your guidance. Regards

Thanks so much for your guidance. It is easy and comprehensive the way you explain the steps for a winning research proposal.

Thank you guys so much for the rich post. I enjoyed and learn from every word in it. My problem now is how to get into your platform wherein I can always seek help on things related to my research work ? Secondly, I wish to find out if there is a way I can send my tentative proposal to you guys for examination before I take to my supervisor Once again thanks very much for the insights

Thanks for your kind words, Desire.

If you are based in a country where Grad Coach’s paid services are available, you can book a consultation by clicking the “Book” button in the top right.

Best of luck with your studies.

May God bless you team for the wonderful work you are doing,

If I have a topic, Can I submit it to you so that you can draft a proposal for me?? As I am expecting to go for masters degree in the near future.

Thanks for your comment. We definitely cannot draft a proposal for you, as that would constitute academic misconduct. The proposal needs to be your own work. We can coach you through the process, but it needs to be your own work and your own writing.

Best of luck with your research!

I found a lot of many essential concepts from your material. it is real a road map to write a research proposal. so thanks a lot. If there is any update material on your hand on MBA please forward to me.

GradCoach is a professional website that presents support and helps for MBA student like me through the useful online information on the page and with my 1-on-1 online coaching with the amazing and professional PhD Kerryen.

Thank you Kerryen so much for the support and help 🙂

I really recommend dealing with such a reliable services provider like Gradcoah and a coach like Kerryen.

Hi, Am happy for your service and effort to help students and researchers, Please, i have been given an assignment on research for strategic development, the task one is to formulate a research proposal to support the strategic development of a business area, my issue here is how to go about it, especially the topic or title and introduction. Please, i would like to know if you could help me and how much is the charge.

This content is practical, valuable, and just great!

Thank you very much!

Hi Derek, Thank you for the valuable presentation. It is very helpful especially for beginners like me. I am just starting my PhD.

This is quite instructive and research proposal made simple. Can I have a research proposal template?

Great! Thanks for rescuing me, because I had no former knowledge in this topic. But with this piece of information, I am now secured. Thank you once more.

I enjoyed listening to your video on how to write a proposal. I think I will be able to write a winning proposal with your advice. I wish you were to be my supervisor.

Dear Derek Jansen,

Thank you for your great content. I couldn’t learn these topics in MBA, but now I learned from GradCoach. Really appreciate your efforts….

From Afghanistan!

I have got very essential inputs for startup of my dissertation proposal. Well organized properly communicated with video presentation. Thank you for the presentation.

Wow, this is absolutely amazing guys. Thank you so much for the fruitful presentation, you’ve made my research much easier.

this helps me a lot. thank you all so much for impacting in us. may god richly bless you all

How I wish I’d learn about Grad Coach earlier. I’ve been stumbling around writing and rewriting! Now I have concise clear directions on how to put this thing together. Thank you!

Fantastic!! Thank You for this very concise yet comprehensive guidance.

Even if I am poor in English I would like to thank you very much.

Thank you very much, this is very insightful.

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Top 125 Project Proposal Title Ideas [Updated]

In the realm of project proposals, the title serves as the first impression. It’s the gateway to grabbing the attention of stakeholders, funders, and decision-makers. Think of it as the cover of a book – it needs to be engaging, descriptive, and enticing. In this blog, we’ll delve into the art of crafting project proposal title ideas that resonate and captivate.

Elements of a Good Project Proposal Title

Table of Contents

• Clarity and Specificity: Your title should convey the essence of your project succinctly. Avoid vague language and opt for clarity. For instance, instead of “Environmental Conservation Initiative,” consider “Reviving Our Ecosystems: A Community-Led Conservation Project.”
• Relevance to Project Content: Ensure that your title accurately reflects the core objectives and outcomes of your project. Misleading titles can lead to confusion and disinterest among your audience. Make it a reflection of what your project truly stands for.
• Engaging and Memorable: A memorable title can leave a lasting impact. Employ techniques such as alliteration, puns, or intriguing phrases to make your title stand out. Remember, you want it to stick in the minds of your audience long after they’ve read it.

How Do You Title A Project Proposal?

Titling a project proposal involves crafting a concise, descriptive, and engaging title that accurately represents the content and objectives of the proposed project. Here’s a step-by-step guide on how to title a project proposal effectively:

• Understand the Project: Begin by thoroughly understanding the goals, objectives, and key components of your project. Consider the target audience, the problem you aim to solve, and the unique aspects of your proposed solution.
• Identify Keywords: Identify keywords and phrases that are central to your project. These could include specific themes, objectives, target demographics, or desired outcomes. These keywords will form the foundation of your title.
• Be Clear and Specific: Ensure that your title clearly communicates the essence of your project. Avoid vague or ambiguous language and strive for clarity. A clear title helps readers quickly understand what the project is about.
• Consider Audience Perspective: Put yourself in the shoes of your audience – whether they’re potential funders, stakeholders, or decision-makers. What would resonate with them? Tailor your title to their interests, priorities, and concerns.
• Highlight Benefits or Impact: If possible, incorporate elements that highlight the potential benefits or impact of your project. This could involve showcasing how your project addresses a specific need, solves a problem, or contributes to positive change.
• Be Concise and Memorable: Keep your title concise while ensuring it captures the essence of your project. Aim for brevity without sacrificing clarity. Additionally, consider making your title memorable by using techniques such as alliteration, wordplay, or evocative language.
• Review and Refine: Once you’ve drafted a title, take the time to review and refine it. Ask for feedback from colleagues, mentors, or peers to ensure that the title effectively represents your project and resonates with the intended audience.
• Test for Effectiveness: If possible, test different title options to gauge their effectiveness. You can do this by conducting informal surveys, gathering feedback from focus groups, or analyzing engagement metrics if the proposal is being shared online.
• Finalize and Implement: Once you’re satisfied with your title, finalize it and incorporate it into your project proposal. Ensure consistency by using the same title throughout the proposal document and any accompanying materials.

By following these steps, you can create a compelling and impactful title for your project proposal that grabs attention, communicates effectively, and sets the stage for success.

Top 121 Project Proposal Title Ideas: Category Wise

Environment and sustainability.

• “Greening Our Communities: Sustainable Solutions for a Greener Future”
• “Clean Water Initiatives: Ensuring Access for All”
• “Renewable Energy Revolution: Powering Tomorrow with Sustainable Solutions”
• “Preserving Biodiversity: Protecting Our Natural Heritage”
• “Urban Farming for Sustainable Living: Cultivating Greener Cities”
• “Waste Management Innovations: Turning Trash into Treasure”
• “Eco-Friendly Transportation: Paving the Way for Cleaner Commutes”
• “Climate Change Resilience: Adapting to a Changing World”
• “Ocean Conservation: Safeguarding Our Marine Ecosystems”
• “Reforestation for a Greener Planet: Planting Trees, Preserving Life”

Education and Youth Development

• “Empowering Youth Through Education: Building Tomorrow’s Leaders”
• “Digital Literacy for All: Bridging the Digital Divide”
• “STEM Education Initiatives: Inspiring the Next Generation of Innovators”
• “Girls’ Education Empowerment: Unlocking Potential, Creating Opportunities”
• “Community Learning Centers: Providing Accessible Education for All”
• “Career Readiness Programs: Preparing Youth for the Future of Work”
• “Arts and Culture Education: Nurturing Creativity, Celebrating Diversity”
• “Youth Mental Health Awareness: Breaking the Stigma, Building Resilience”
• “Inclusive Education for Children with Disabilities: Fostering Equality in Learning”
• “Environmental Education Initiatives: Fostering Stewardship for the Planet”

Health and Well-being

• “Promoting Mental Health Wellness: Supporting Resilience, Preventing Crisis”
• “Healthy Communities, Healthy Lives: Promoting Wellness for All”
• “Access to Healthcare for Underserved Populations: Bridging the Gap”
• “Nutrition Education and Food Security: Nourishing Bodies, Enriching Lives”
• “Preventive Healthcare Initiatives: Empowering Individuals to Take Control of Their Health”
• “Substance Abuse Prevention and Treatment: Breaking the Cycle of Addiction”
• “Maternal and Child Health Care: Ensuring Safe and Healthy Beginnings”
• “Elderly Care and Aging-in-Place Programs: Supporting Dignity, Independence”
• “Community Health Worker Programs: Strengthening Healthcare Delivery Systems”
• “Health Equity Initiatives: Addressing Disparities, Advancing Justice”

Technology and Innovation

• “Digital Inclusion Initiatives: Connecting Communities, Closing the Gap”
• “Smart Cities, Smart Solutions: Harnessing Technology for Urban Development”
• “Innovations in Renewable Energy: Pioneering Solutions for a Sustainable Future”
• “Blockchain for Social Good: Transforming Lives, Empowering Communities”
• “Artificial Intelligence for Social Impact: Leveraging AI for Positive Change”
• “Open Data Initiatives: Promoting Transparency, Empowering Citizens”
• “Virtual Reality in Education: Enhancing Learning Experiences, Expanding Horizons”
• “Telemedicine Programs: Bringing Healthcare to Remote Areas”
• “Tech for Good Hackathons: Collaborating for Positive Change”
• “Digital Skills Training for Employment: Building Tomorrow’s Workforce”

Community Development

• “Community Gardens: Cultivating Connections, Nourishing Communities”
• “Affordable Housing Initiatives: Building Homes, Building Hope”
• “Small Business Incubators: Fostering Entrepreneurship, Fueling Growth”
• “Community-Based Tourism: Showcasing Local Culture, Empowering Residents”
• “Social Enterprise Accelerators: Supporting Businesses with Purpose”
• “Community Health Clinics: Providing Quality Care, Promoting Wellness”
• “Civic Engagement Programs: Empowering Citizens, Strengthening Democracy”
• “Disaster Preparedness and Response: Building Resilient Communities”
• “Arts and Culture Festivals: Celebrating Diversity, Fostering Unity”
• “Community Libraries: Promoting Literacy, Enriching Lives”

Economic Development

• “Microfinance Initiatives: Empowering Entrepreneurs, Alleviating Poverty”
• “Skills Training for Employment: Unlocking Potential, Creating Opportunities”
• “Rural Development Projects: Revitalizing Communities, Sustaining Livelihoods”
• “Tourism Development Strategies: Driving Growth, Preserving Heritage”
• “Green Jobs for Sustainable Development: Fostering Employment, Protecting the Planet”
• “Supporting Women-Owned Businesses: Promoting Equality, Fueling Growth”
• “Financial Literacy Programs: Empowering Individuals, Building Stability”
• “Investing in Infrastructure: Connecting Communities, Driving Progress”
• “Youth Entrepreneurship Programs: Cultivating Innovation, Igniting Ambition”
• “Social Impact Investing: Generating Returns, Creating Change”

Arts and Culture

• “Public Art Installations: Transforming Spaces, Inspiring Communities”
• “Cultural Exchange Programs: Celebrating Diversity, Fostering Understanding”
• “Music and Performing Arts Education: Nurturing Talent, Enriching Lives”
• “Heritage Preservation Projects: Protecting the Past, Enriching the Future”
• “Community Theater Initiatives: Empowering Voices, Creating Connections”
• “Literacy through Storytelling: Promoting Reading, Building Bonds”
• “Art Therapy Programs: Healing Through Creativity, Restoring Hope”
• “Film Festivals for Social Change: Sparking Dialogue, Inspiring Action”
• “Street Art Murals: Beautifying Neighborhoods, Spreading Messages of Hope”
• “Cultural Heritage Tourism: Showcasing Tradition, Supporting Communities”

Human Rights and Social Justice

• “Gender Equality Initiatives: Empowering Women, Advancing Rights”
• “Access to Justice Programs: Ensuring Equality, Upholding Rights”
• “Anti-Discrimination Campaigns: Promoting Inclusion, Fighting Prejudice”
• “Child Protection and Advocacy: Safeguarding Childhood, Securing Futures”
• “Refugee Integration Programs: Building Bridges, Offering Hope”
• “Racial Equity Initiatives: Dismantling Barriers, Promoting Justice”
• “LGBTQ+ Rights Advocacy: Championing Equality, Celebrating Diversity”
• “Community Policing Partnerships: Fostering Trust, Enhancing Safety”
• “Humanitarian Aid Projects: Providing Relief, Restoring Dignity”
• “Prisoner Rehabilitation Programs: Supporting Reentry, Promoting Rehabilitation”

Disaster Response and Relief

• “Emergency Shelter Solutions: Providing Refuge, Restoring Stability”
• “Disaster Risk Reduction Strategies: Building Resilience, Saving Lives”
• “Food Security in Crisis Zones: Providing Sustenance, Offering Hope”
• “Medical Relief Missions: Delivering Care, Alleviating Suffering”
• “Psychosocial Support for Survivors: Healing Hearts, Rebuilding Lives”
• “Water and Sanitation Interventions: Ensuring Hygiene, Preventing Disease”
• “Search and Rescue Operations: Saving Lives, Offering Hope”
• “Disaster Preparedness Training: Equipping Communities, Saving Lives”
• “Post-Disaster Reconstruction Projects: Rebuilding Communities, Restoring Hope”
• “Technology for Disaster Response: Innovating Solutions, Improving Outcomes”

Food Security and Agriculture

• “Sustainable Agriculture Initiatives: Cultivating Resilience, Nourishing Communities”
• “Food Waste Reduction Strategies: Saving Resources, Feeding the Hungry”
• “Community Gardens for Food Security: Growing Together, Eating Well”
• “Livestock Management Programs: Supporting Farmers, Ensuring Sustainability”
• “Climate-Resilient Crop Development: Adapting to Change, Ensuring Stability”
• “Aquaponics and Hydroponics Projects: Growing Food, Conserving Resources”
• “Access to Markets for Smallholder Farmers: Empowering Producers, Enhancing Livelihoods”
• “Nutrition Education for Healthy Families: Fostering Wellness, Preventing Malnutrition”
• “Seed Banks for Biodiversity Conservation: Preserving Heritage, Ensuring Future”
• “Agroforestry for Sustainable Land Use: Balancing Ecology, Economics”

Wildlife Conservation

• “Protecting Endangered Species: Safeguarding Biodiversity, Ensuring Survival”
• “Anti-Poaching Initiatives: Combating Illegal Wildlife Trade, Preserving Ecosystems”
• “Habitat Restoration Projects: Restoring Balance, Reviving Ecosystems”
• “Community-Based Conservation Programs: Engaging Locals, Sustaining Wildlife”
• “Wildlife Corridor Protection: Connecting Habitats, Preventing Fragmentation”
• “Ecotourism for Conservation: Promoting Sustainability, Supporting Wildlife”
• “Marine Protected Areas: Saving Our Seas, Preserving Marine Life”
• “Conservation Education and Awareness Campaigns: Inspiring Action, Empowering Change”
• “Innovations in Wildlife Tracking and Monitoring: Enhancing Conservation Efforts”
• “Rewilding Initiatives: Restoring Nature’s Balance, Securing Futures”

Clean Energy and Climate Change

• “Solar Energy Access for All: Harnessing the Power of the Sun, Lighting the Way Forward”
• “Wind Power Revolution: Blowing Away Fossil Fuels, Embracing Renewables”
• “Energy Efficiency Initiatives: Saving Power, Saving the Planet”
• “Carbon Capture and Storage Solutions: Mitigating Climate Change, Preserving Our Future”
• “Green Transportation Innovations: Driving Towards a Sustainable Future”
• “Community-Based Climate Action Plans: Local Solutions, Global Impact”
• “Renewable Energy Microgrids: Powering Resilience, Empowering Communities”
• “Climate-Resilient Infrastructure Development: Building for Tomorrow, Today”
• “Sustainable Agriculture Practices for Climate Adaptation: Cultivating Resilience, Ensuring Food Security”
• “Climate Justice Advocacy: Fighting for Equity, Demanding Change”

Mental Health and Well-being

• “ Mental Health Awareness Campaigns : Breaking the Stigma, Building Support”
• “Mindfulness Programs for Stress Reduction: Finding Calm, Nurturing Resilience”
• “Peer Support Networks for Mental Health: Connecting Hearts, Healing Minds”
• “Therapeutic Art and Music Programs: Healing Through Creativity, Nurturing Wellness”
• “Mental Health First Aid Training: Equipping Communities, Saving Lives”

Tips for Generating Project Proposal Title Ideas

• Brainstorming Techniques: Engage in brainstorming sessions where you jot down any words, phrases, or ideas related to your project. Mind mapping, word association, and free writing can help stimulate creativity and uncover hidden gems for your title.
• Utilizing Keywords and Phrases: Identify key terms and phrases relevant to your project’s theme and incorporate them into your title. This not only enhances searchability but also reinforces the focus of your proposal.
• Considering Target Audience and Stakeholders: Understand your audience and tailor your title to resonate with their interests and priorities. Speak their language and address their concerns to establish a connection from the outset.
• Researching Existing Titles for Inspiration: Explore existing project proposals, articles, or publications within your field for inspiration. Analyze what works well and adapt elements that align with your project’s vision.

Common Mistakes to Avoid

• Being Too Generic: Generic titles fail to capture attention or convey the uniqueness of your project. Avoid clichés and opt for specificity.
• Using Jargon or Complex Language: Keep your title accessible to a broad audience by avoiding technical jargon or convoluted language. Aim for clarity and simplicity.
• Lack of Clarity or Ambiguity: Ambiguous titles leave room for interpretation, which can lead to confusion or misunderstanding. Ensure that your title leaves no room for doubt regarding the nature and purpose of your project.

Crafting an effective project proposal title is an art form that requires careful consideration and creativity. By incorporating elements of clarity, relevance, and engagement, you can create a title that not only grabs attention but also sets the stage for the success of your project.

Remember, your title is more than just a few words – it’s the first step towards making a meaningful impact. So, dare to be bold, be memorable, and let your title (from different project proposal title ideas) speak volumes about the essence of your project.

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• Int J Community Based Nurs Midwifery
• v.5(3); 2017 Jul

Living with Hypertension: A Qualitative Research

Afzal shamsi, phd.

1 Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

Nahid Dehghan Nayeri, PhD

2 Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

Maryam Esmaeili, PhD

Background:.

Hypertension affects many aspects of the patients’ life. Factors such as attitudes, beliefs and experiences, and social and cultural conditions of patients have effective roles in hypertension treatment process. The aim of this research was to explore perspectives and experiences of patients with hypertension while living with this disease.

This is a qualitative research using content analysis approach. 27 hypertensive patients who referred to hospitals affiliated to Tehran University of Medical Sciences were selected based on purposive sampling, and semi-structured interviews were carried out. Graneheim and Lundman’s approach was used for analysis of data and Lincoln and Guba’s criteria were used to confirm the trustworthiness of the study’s findings

Experiences of the participants were divided into three main categories as follows: (1) disease shadow; (2) dual understanding of the effect of drug therapy consisting of two sub-categories known as ‘‘perceived benefits,’’ ‘‘negative consequences’’; and (3) facing the disease that includes the two subcategories of ‘‘Compatibility’’ and ‘‘Negligence and denial’’.

Conclusion:

Based on the findings, patients with hypertension had experienced many physical, psychological, social, familial and spiritual problems due to the disease and their cultural context. These patients obtained positive experiences following the compatibility with hypertension. Comprehensive planning tailored to the cultural, social context and their beliefs is necessary to solve problems in these patients.

I NTRODUCTION

Hypertension is a silent disease and is almost without obvious symptoms in its early stages. 1 Patients are healthy at this stage and have good performance. 2 Clinical symptoms and subsequent problems arise after vascular changes 1 which affect many aspects of the lives of the patients. 3 This disease significantly damages many organs of the body as an independent risk factor 4 and causes problems such as cerebrovascular disease, coronary disease, heart failure, chronic renal failure, vascular disease, 5 , 6 and eye problems. 7 The negative effects of hypertension on psychological aspects of these patients in addition to shortcomings in the abilities of the person 8 and its chronic and progressive course lead to reactions such as anxiety and depression in them. 9

Studies have shown that identifying and controlling blood pressure causes can help to prevent development of this disease and its complications. 10 , 11 The World Health Organization reported that prevention, care and treatment of hypertension are among the key points in promoting public health. 12 Since hypertension is usually a lifelong illness, it requires continued treatment. 13 Multiple medications are often prescribed to control hypertension which increase the risk of drug interactions and side effects. 14 However, multifaceted compliance is required in addition to medication to control hypertension and achieve appropriate therapeutic purposes. 15 These patients usually do not comply with treatment approaches and their blood pressure is not well controlled, 16 so a medical institution in the United States has named hypertension as neglected disease due to patients’ failure to comply with treatment guidelines and lack of proper control. 17

The results of a systematic review on the qualitative research revealed that in different ethnicities, causes of high blood pressure or aggravation factors are different. Therefore, the perspectives and experiences of patients should be profoundly examined. In this systematic review, it was concluded that in the patients’ views, the lack of attention of the health team toward the high blood pressure is one of the key obstacles to the success of health programs in these patients. 18 Studies that have examined the perspectives and experiences of patients with hypertension obtained different conclusions as to its causes including the factors such as genetics, race, generation status, 19 nationality, attitudes, beliefs, 18 cultural, social, environmental, and economic subjects. 20 These factors have a significant role in the process of hypertension treatment and patient adherence to treatment regimens. 21 Therefore, recognition of these factors from the perspective of patients and based on their experiences will lead to more precise understanding of the disease which can lead to production of knowledge in this field 22 and help healthcare professionals in effective interventions in the control and treatment of hypertension. 23 Accordingly, qualitative studies can be conducted for a true understanding of the behaviors, lifestyles, knowledge, attitudes, feelings, beliefs, values and experiences of these patients. 24

Results of the evaluations of researchers of the present research showed that there was no research in this area in Iran and limited researches of other countries cannot be generalized due to cultural, social and economic differences. Thus, the present qualitative research aimed at exploring the perspectives and experiences of living with the disease in hypertensive patients.

M ATERIALS AND M ETHODS

This is a qualitative research using the conventional content analysis approach.

Settings and Participants

This study was conducted from August 2015 to April 2016. Participants in this study included 27 patients with hypertension who referred to medical centers affiliated to Tehran University of Medical Sciences. Purposive sampling was used with maximum diversity (depending on the age, gender, education, marital status and duration).

Inclusion criteria were willingness to participate in the study, ability to share experiences, fluency in Persian language, alertness and orientation, diagnosed with hypertension for at least two years and age older than 18 years. The exclusion criteria of the study were having cognitive impairment, mental illness confirmed by a physician or the individual patient. Sampling continued until data saturation.

Data Collection

The main method of data collection in this research was deep semi-structured interviews. The researcher explained the objective of the study and research questions for each participant. Interview was conducted at the due time and place based on the participant’s comfort. The participants agreed to participate in the study and signed informed consent. Interviews were conducted in a private room. Each interview started with general questions such as “What experiences have you had after hypertension?” and “What types of effects has hypertension had on your life?”

Participants were asked to express their understanding after being hypertensive. The interview continued to obtain a deep understanding of the studied subject. Interviews were recorded using a digital voice recorder. At the end of each interview, they were written word by word and analyzed. Duration of the interview sessions was between 45 and 90 minutes based on tolerance and interest of the participants to describe their experiences. In the second session, the interview was carried out in the case of necessity.

Data Analysis

A content analysis method was used to analyze the data, in accordance with Granehim and Lundman; 25 the interviews were reviewed several times to obtain a sense of the whole. Then, the first author extracted units of analysis. The text was divided into condensed meaning units that were abstracted and labeled with a code. Various codes were then compared based on the differences and similarities and sorted into three categories and four subcategories, which made up the manifest content. The tentative categories were discussed by three researchers and revised. Finally, the underlying meaning, or the latent content of the categories, was formulated into themes. We tried to have the maximum homogeneity in the categories and maximum heterogeneity between categories.

Data Trustworthiness

Measures proposed by Guba and Lincoln 25 were used to ensure the validity and accuracy of the data. Data credibility was done using continuous data comparison. Prolonged engagements with participants and devoting sufficient time to collect the data helped us to have better understanding of their experiences.

Dependability of data was done using member check method. Weekly meetings of the research team were held and discussions were carried out about the collected information for dependability of data. Also, three of the experts had very close cooperation with the research team during the analysis and interpretation of the data in qualitative research (peer review). Confirmability of data was obtained using systematic collection of data and maintaining documentations related to the research. Sampling with maximum diversity was carried out for data transferability; in this way that samples of both gender were selected with different ages, education level and jobs and from multiple clinical centers affiliated to Tehran University of Medical Sciences.

Ethical Considerations

The present research is the result of a nursing doctoral thesis of Tehran University of Medical Sciences which was approved in Research Ethics Committee of Tehran University of Medical Sciences with the code of IR.TUMS.REC.1394.1497. Objectives and methods used in the study were fully explained to the participants. All participants signed informed consent before entering the study. They were also informed about the confidentiality of the contexts and were ensured about anonymity in the study. They were told that this study was voluntary and there is the possibility to withdraw at any stage of the study without any consequences for them. Time and place of interviews were determined with the agreement of the participants and based on their preferences.

The participants’ age range was 28-74 (with an average of 52.6±1.1). A total of 27 individuals were interviewed, among whom 15 were women and 26 were married. Other specifications of the participants are shown in the Table 1 .

The participants’ characteristics

Three main categories of “disease shadow”, “dual understanding of the effect of drug therapy”, and “facing the disease” were extracted from data analysis which were the result of experiences of patients living with this disease ( Table 2 ). The meanings of each of these categories have been provided using direct quotes of the participants below.

The main categories and primary categories extracted from the participants’ experience

Disease Shadow

According to the participants, hypertension had affected all aspects of their health (physical, mental, social, family and spiritual). Understanding hypertension was dependent on clinical symptoms and their severity. All participants had experienced one or more symptoms of hypertension during the course of the disease. This symptom was temporarily perceived in many participants; they believed that hypertension was a common disease, and even some individuals who were recently diagnosed with hypertension did not believe that hypertension was a disease. However, all patients were concerned about possibility of recurrence of the symptoms of hypertension. Hypertension has caused many complications such as myocardial infarction, stroke and kidney failure in a number of participants. Experiences of one of the participants were as follows:

“… I had headaches and dizziness and my face would turn red; I referred to a doctor and he said my blood pressure is too high. I had a very high blood pressure a few years ago. It caused stroke and kidney failure …” (64 year old woman, married).

Some participants had experienced problems such as reduced physical activity and nutritional constraints after being hypertensive and its symptoms. Most of the participants who had experienced such problems were women. Hypertension caused sleep problems such as nightmares, waking and sleep deprivation in a number of participants. One of the patients expressed about experiencing sleep disturbances:

“… I experienced sleep disturbances when I had high blood pressure. I could not sleep well and had nightmares; … my high blood pressure has been controlled since I was administered drugs and I can sleep better now…” (74 year old woman, married).

Understanding the psychological experience of the disease was among the points mentioned by participants; they referred to problems such as sexual dysfunction, anxiety and spiritual.

Many participants had seen devastating effects of diseases related to blood pressure in their family and first degree relatives. These participants believed that their high blood pressure was hereditary and were afraid and concerned about the future of their own health and their children. On the other hand, this concern has caused these participants to follow up their disease and complete their treatment. Respondents who had suffered from hypertension complications had experienced this fear and concern more. Some of the patients who had suffered hypertension at an early age had a sense of shock, depression and fear.

Some of the male participants had experienced decreased libido and sexual function due to hypertension which had led to disturbance in interpersonal relations with their wives. None of the participants had shared their sexual problem with their doctor while this problem was causing concern for them. Experiences of one of the participants were as follows:

“…ever since I have high blood pressure, I have become more impatient towards sexual relations; I do not like it anymore, especially when my blood pressure is high …” (45 year old man, married).

Some of the participants also stated that hypertension has had negative effect on their spiritual experiences. They believed hypertension was preventing them from doing some of the religious practices.

“… Ever since I have high blood pressure, … I cannot even take fast, or go to mosque like before, or worship …” (45 year old man, married).

Another experience of the participants after being hypertensive was social and family problems such as financial difficulties, feelings of inadequacy, defective interpersonal relationships and disruption of family relationships.

Participants had experienced different financial problems after hypertension. Financial problems were not related to the cost of the disease in the majority of participants because they were under insurance and did not pay for the treatment. Most of these problems were related to feelings of inadequacy in income which had emerged after s hypertension and development of its symptoms in participants. The experience of one of the participants was:

“…Hypertension makes people sluggard; you do not want to wok … it makes people economically weak but again I am thankful for having Insurance; otherwise, I should have paid a lot of money for my disease …” (53 year old man, married).

Defective interpersonal relationships and impaired family relationships were among the experiences of participants after the onset of hypertension. Participants had experienced these problems especially after occurrence and exacerbation of the symptoms. Among them, mostly older men were aggressive towards their families and others. However, some participants felt remorse after reduction of hypertension symptoms and tried to improve their personal relationships, especially with their families. Experiences of one of the participants were as follows:

“…hypertension has gone on my nerves; I have become aggressive toward my family. I immediately feel sorry when I snap and then I try to settle the problem …” (55 years old man, married).

Dual Understanding of the Effect of Drug Therapy

Patients reported two types of experience of living with hypertension at this level; some referred to positive effects of medication and some believed in negative effects of medication.

Perceived Benefits

Experiences of positive effects of medication were expressed by participants in the form of the sense of being able to control the disease, satisfaction and being healthy. They were all trying to regularly use the prescribed medicines. These positive effects were felt more after taking blood pressure medications in the participants suffering from complications of hypertension or severe signs and symptoms of hypertension. They had accepted medicines as the most important part of hypertension’s treatment. Experiences of one of the participants were as follows:

“…My doctor prescribed medicine for high blood pressure; I feel a lot better since using them; my blood pressure is being controlled better… I regularly use my medicines…” (41 year old woman, married).

Negative Consequences

Some of the participants had experienced negative consequences such as drug side effects and a sense of drug dependence after using prescribed antihypertensive drugs. These consequences occurred mostly in those who had become hypertensive recently or those who did not have severe symptoms of hypertension. Some of these participants completely gave up blood pressure medication due to side effects such as nausea, weakness and pain in their stomach. Not using medication or discontinuing it due to the feeling of dependence on drugs were more prevalent in younger people. Experiences of one of the participants were as follows:

“… Hypertension pills had disturbed my sleeping … I visited a doctor and he said it was because of my hypertension pills… I started using medicines a little less on my own; I am afraid of being addicted to medicines…” (49 year old woman, married).

Facing the Disease

Participants reported two types of experience of living with hypertension in facing their disease. Some expressed the experience of compatibility and others expressed the experience of indifference and neglect. Some of the participants believed that they should use proper strategies to control and cope with their disease to have a quality life, but some others tried to reject their disease.

Compatibility

Participants used the help of their family, modifications of lifestyle behaviors (such as diet, exercise, cessation of smoking) and spiritualties after becoming hypertensive and becoming aware of it in order to manage their blood pressure, all showing compatibility with the disease and its control.

All participants expressed the experience of being supported by their families. These supports were in the form of relaxing, financial aid, proper cooking, providing information about the disease, and reminding the medications. Among these, most of the supports were psychological. These supports were more for older people and from their wife and children. Experiences of one of the participants were as follows:

“…my daughter checks my blood pressure regularly and gives me my medicines …” (64 year old woman, married).

The highest modifications of lifestyle behaviors and adherence to them were mentioned by the participants who had suffered from big events such as heart attack, stroke and kidney failure following being hypertensive or patients who had experienced the need to have a medical emergency following extremely high blood pressure. These patients believed that they can control not only their blood pressure but also other diseases with it by modification of health-related behaviors. Female participants more adhered to healthy diet and not smoking; in contrast, men had experienced more regular sport activities. One of the participants stated:

“…Ever since I realized how dangerous high blood pressure is, I tried to comply with … I can exercise whenever I can …” (57 year old man, married).

Some participants relied on God to protect their health. Even if they had extremely high blood pressure, they felt they did not have a serious problem because they are protected by God. Some others believe that God supports them in blood pressure control and provides them with peace. All the subjects believed in the positive role of spirituality in blood pressure control. However, female patients, especially the elderly women used their spiritual experiences more in controlling their blood pressure. Experiences of one of the participants were as follows:

“… I always rely on Imams and God when I have high blood pressure, … I feel calm when I am praying; it reduces my blood pressure …” (39 year old woman, married).

Negligence and Denial

A small number of participants were oblivious in the fight against their blood pressure disease and this disease had a low value in their perspective. This negligence was more in patients who afflicted with hypertension in recent years or participants who had not experienced persistent symptoms due to hypertension. These patients were mostly male. They did not believe in high blood pressure as a serious and dangerous illness. Experiences of one of the participants were as follows:

“…I think I haven’t worked hard enough for myself; when I found out I have high blood pressure, I did not follow my diet; … I did not think that blood pressure is important …” (47 year old woman, married).

Some of the participants used herbs such as lemon juice, vinegar, and sour tea to lower their blood pressure instead of taking prescribed medicines. This experience was more common in older patients. The important point was that most of these people used non-pharmacological methods to control their high blood pressure as opposed to the advice of their physicians. These patients stated that this treatment method with herbs had been in their culture from the past. They believed more in advice of their friends and family elders more than medical advice. One of the participants said:

“… I use lemon juice and green tea when I have high blood pressure; … I consulted with a cardiologist who said pill was much better, but I think herbal medicines are much better than medical drugs …” (39 year old woman, married).

D ISCUSSION

The findings of this study showed that experience of these patients was in three areas of disease control, dual understanding of the impact of drugs, and dealing with the disease. High blood pressure affects all aspects of daily life. All participants in this study had experienced one or more than one chronic symptoms of blood pressure. They believed that blood pressure and these symptoms had had negative effect on their daily life activities, such as reduced physical activity and dietary restriction. Patients with hypertension have no symptoms in the early stages and can normally do their activities of daily living and their daily lives are affected and disturbed after chronic experiencing symptoms of hypertension. 3 Most of the participants in qualitative studies about evaluation of experiences of hypertensive patients have complained about signs and symptoms of hypertension and problems with daily life activities. Some of these patients have experienced a good impression despite high blood pressure and its symptoms. 26 - 28 Unlike the results of these studies where patients were feeling good despite having high blood pressure symptoms, all patients in our study were concerned about the possibility of recurrence of the symptoms of high blood pressure. Factors such as patients’ attitudes and their social and cultural conditions have a role in the process of acceptance and treatment of hypertension by patients. 21

In this study, based on psychological experiences, the participants had experienced problems such as fear and anxiety, decreased libido and sexual function disorder and spirituality. The participants’ fear and concern were more related to blood pressure complications which had made them follow up their patients and complete their treatment.

The results of a qualitative study on hypertension patients showed that fear and concern were experienced as a common sentiment among the participants. Patients who had directly or indirectly experienced complications of high blood pressure mostly experienced fear and anxiety and were concerned about high blood pressure. 28 Other similar non-Iranian studies also showed that patients had experienced a kind of fear and concern of complications of high blood pressure; this is in line with the results of our study. 28 - 30 Fear and concern do not always have negative effects and can force the patients to do positive health behaviors. 31

Feelings and emotions have different values and interpretation in different cultures. 28 The major difference between our study and these qualitative studies 28 - 30 was the fact that one of the concerns experienced by participants in our study was hereditary behavior of disease and the risk of hypertension for their children which has not been referred to in these studies. The results of our study also referred to the experience of patients with hypertension in the field of spiritual and sexual dysfunction which may be due to more in-depth interviews in the present study and cultural and religious differences of these patients.

One of the main concepts of this study was the patients’ social experiences. Participants had experienced the financial burden of the disease, impaired interpersonal relationships, and family relationships disruption following hypertension. The results of a qualitative study showed that all participants had experienced different financial difficulties associated with hypertension which had forced them to rely on helps from the government, family and friends. 28 Economic problems are a major hurdle for patients to access appropriate health services and adherence to drug therapy. 32 Results of foreign qualitative studies showed that hypertensive patients experienced some degrees of financial problems following treatment of hypertension and its complications; they often do not follow up the treatment due to financial problems. 30 , 32 Unlike the results of these foreign studies, financial difficulties were not related to the cost of disease in most participants in the present study and most of these problems were related to feelings of inadequacy in income which had emerged in participants after developing symptoms of hypertension. People are covered by medical insurance in Iran’s health system and primary health care services are available at a low cost and the patient can receive medication and health services at low costs. Patients with high blood pressure usually experience poor interpersonal relationships and no sense of purpose about the future. 31 The results of a qualitative study showed that the participants had also experienced impairment of relationships with the family (parents and children), friends and relatives. 30 In Iran, families have a close relationship with each other due to the cultural context of the region and family members help the relatives with disease. 33 The important point is that the participants in our study experienced regret after having problems with family and tried to remedy and improve this relationship. These patients had experienced a better relationship with their family when they had lower blood pressure which has not been referred to in foreign studies. 28 , 30 Some of the participants had experienced the positive effects of drug therapy in this study and some others referred to negative consequences of using blood pressure drugs. The results of a qualitative study showed that some of the patients had ignored the doctor’s orders and used drugs only at the time of the occurrence of the symptoms of blood pressure due to fear of dependence and its complications; this led to emergence of complications such as cardiovascular or cerebrovascular diseases. 26 In another qualitative study, it was shown that hypertension patients felt they were healed with taking medication and reducing the symptoms of high blood pressure. In addition, most of these patients had stopped taking medication without consulting their doctor due to reduction of the symptoms of high blood pressure. 18 The experience of drug therapy for hypertension is varied and depends on such factors as previous experience of drug treatment of the patient and his/her family members, the general attitude to drug treatment, and the level of medical knowledge and confidence in the health care system. 29 In our study, most patients experienced a regular intake of prescribed medications and following their doctor’s orders while most patients in the above studies 26 , 18 did not take drugs or took drugs irregularly and arbitrarily. These findings could reflect the positive attitude of the participants in our study towards blood pressure drugs. The findings of the this study showed that many patients relied on their families’ help, modification of lifestyle behaviors (diet, exercise, cessation of smoking), spirituality, and raising awareness to manage their blood pressure. This finding showed the importance of blood pressure control and prevention of its complications among participants in our study. The results of a study on hypertension patients showed that most patients with hypertension were able to reduce their blood pressure by changing their lifestyle and this was a cost-effective and safe way. 34 It was shown in qualitative studies conducted on patients with high blood pressure that participants actively followed up, controlled and treated their high blood pressure. 35 , 36 These results are in line with those of our study except that the participants in our study used spirituality and family assistance as original and effective strategies to manage high blood pressure while these cases had not been referred to the above studies. 35 , 36 This finding can be due to the differences in cultural, theological and social context of Iran with other countries. In this regard, results have shown that lifestyle of hypertension patients and management of this disease are different on the basis of ethnic groups and cultural context of each region and these differences sometimes create barriers to manage hypertension. 26 , 37

In this study, few participants were oblivious to their blood pressure so that they did not try to modify their lifestyle. Researches have shown that patients with hypertension are asymptomatic in the early stages or have temporary symptoms. Many patients do not consider high blood pressure as a disease and do not pay much attention to it. 16 , 26 Traditional beliefs and assumptions (based on personal experiences) of patients sometimes makes them not accept medical treatment or stop it and do not change their improper behaviors until severe complications caused by high blood pressure. 26 Findings showed most patients with hypertension did not change their lifestyle correctly not only when they were free of symptoms, but also after disease complications. 28 Similar results were reported in in other qualitative studies 26 , 18 which are in line with our study.

In our study, lack of using hypertension drugs was more seen in patients who were recently diagnosed with high blood pressure. One of the reasons for it can be the fact that high blood pressure is a silent disease and has almost no obvious symptoms and serious complications in its early stages. These patients do not believe in using drugs to control blood pressure at the beginning of the disease. The results of a qualitative study showed that the attitude of patients with hypertension toward medication will change with time. They show resistance to drugs at first and then look at drugs as a savior and after it as a natural thing to use drug. 29

This study explored how a sample of Iranian patients with hypertension realized their condition and the strategies they employed in managing it. The qualitative exploration allows an understanding of the patients’ perspectives and contributes to an understanding of why treatment and control may fail in this group.

One limitation of this study was that the participants with many years of hypertension had problems in remembering and sharing their experiences and their relatives were used to overcome this limitation. Lack of similar studies in Iran was among other limitations of this study to compare with data of this study.

C ONCLUSION

Based on the findings, patients with hypertension suffered many problems in different aspects of health such as physical, psychological, social, familial and spiritual due to their disease and cultural context. Also, the use of blood pressure medications led to both positive and negative experiences in these patients. These patients cope with their disease based on their cultural context and beliefs and were able to gain positive experiences in the control and treatment of hypertension following it. Comprehensive planning appropriate with these patients’ cultural and social context and their beliefs are required to solve these problems. It is recommended that further researches should be done on hypertensive patients in other cultures in order to determine more dimensions of these patients with regard to cultural differences.

A CKNOWLEDGEMENT

The present study is a part of Mr. Afzal Shamsi PhD thesis, which was approved by Tehran University of Medical Sciences (Decree Number: IR.TUMS.REC.1394.1497). The researchers would like to thank the support of Tehran University of Medical Sciences and cooperation of all participants in this study.

Conflict of Interest: None declared.

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1.4: Research Proposals

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Learning Objectives

• Perform biodiversity research through making and translating your observations of the natural world into research questions, hypotheses, and experimental design that are grounded in scientific literature.
• Communicate the research process to your peers in a clear, effective, and engaging manner.

Written Proposal

Writing about research is a primary method scientists use to communicate their work. Thus, this course will involve developing a written research proposal. We will use several drafts to refine the research proposal. The first draft can utilize the template available in Appendix 6. Subsequent drafts should become more refined and start to take the format of a scientific paper. The proposal should include an introductory section providing background on the topic of interest, drawing from several primary research articles. This section also develops the argument for why the research question is worth studying. The research question and hypothesis should also be included in the introduction.

The second section should include the proposed methodology. Describe how the hypothesis will be tested. It should outline the experiments and what will be needed to perform them. Ideas can be supported by referring to previously published research. The third section will address anticipated results. Consider the expected findings and the implications of those findings for the original research question and hypothesis. Consider what it would mean if the results turned out a different way. Finally, be sure to include both in-text citations and a full reference list at the end. The proposal should have good narrative flow and be proofread for proper spelling and grammar. See the rubric in the Appendix 3 for evaluation guidelines.

Oral Presentation

Scientists also frequently share their research findings via presentations, such as at meetings with other scientists. Developing an oral presentation of the research proposal provides an opportunity to practice communicating science to our peers. The presentation should be ~10 minutes and delivered via a slideshow. The presentation should include the same content as the written portion, but the distinction here the audience will be engaged in a different way. The best presentations tell a good story, so think about how to translate the proposal into a story – typically start with background information so the audience members have some understanding of the context. Then use the background information strategically to build up to the identified research gap and the corresponding research question. The question then leads naturally into the hypothesis or hypotheses to be tested. The final part of the presentation will be the experimental plan – how will the hypothesis be tested? Try to envision all possible outcomes from the experiment and how that will support or refute the hypothesis and inform on the interpretation of the results.

There will be opportunities for questions from peers at the end. It is important to try to ask questions at the end of presentations in order to practice giving this kind of feedback. This is a very common way in which scientists provide feedback to each other on their work. Attending departmental seminars or conferences will enable witnessing this first hand. See the rubric in the Appendix 3 for evaluation guidelines.

Proposal Workshop I

Proposing research ideas is a key element of working in the biodiversity science field. Thus this first workshop will be focused on sharing and expanding upon initial ideas for a research proposal. It will take a lab meeting format with a round table discussion where each student has the opportunity to share their research proposal ideas. Peers will then ask follow-up questions to help support idea development. Incidentally, this also serves as an opportunity to practice communicating science to peers. It takes practice to clearly articulate ideas. Following the workshop, begin exploring some literature related to the topic of interest and start putting ideas down on paper – they will not be polished yet, but it will help to develop the initial draft of the research proposal. See the Appendix 6 for a proposal first draft template.

Proposal Workshop II

This workshop will continue to develop the research question, hypothesis, and experimental design. We will discuss developing ideas in pairs with both the course instructor and classmates. We will work to develop ideas into excellent proposal material by digging into the following questions.

Research Question

• What is your research question?
• Is your question clearly stated and focused? If not, how might you tailor it?
• Why are you interested in this question? What makes you curious about it? What have you learned from previous studies that lead you to want to ask this question?

Hypotheses/predictions

• What are your hypotheses/predictions?
• Are they stated clearly? If not, what needs to be adjusted?
• Are they aligned with the question you are asking?
• Why are you interested in this hypothesis?

Experimental Plan

• What is your experimental plan?
• Does the design fit with your hypothesis?
• Are there things that still need to be considered? If so, what are they?

Proposal Workshop III

This workshop is an opportunity to polish. Use this time to solicit final feedback from peers, test out design ideas for the final presentation, or practice delivering the presentation in front of an audience.

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80+ Great Research Titles Examples in Various Academic Fields

Coming up with a research title for an academic paper is one of the most challenging parts of the writing process. Even though there is an unlimited quantity of research titles to write about, knowing which one is best for you can be hard. We have done the research for you and compiled eighty examples of research titles to write on. Additionally, we have divided the research titles examples into sections to make them easier to choose.

Research Study Examples of Current Events

Examples of research topics on ethics, title of research study examples on health, research paper title examples on social concerns, examples of research title on art and culture, example of research interest in religion, samples of research study topics on technology, research examples of environmental studies, good research title examples on history, specific topic examples regarding education, research title examples for students on family, food, and nutrition, research problems examples computer science, samples of research title about business marketing and communications, sample of research study topics in women’s studies, research problem example on politics, what are some examples of research paper topics on law, final words about research titles.

When it comes to choosing a good sample research title, research is one of the best tips you can get. By reading widely, including your school notes and scholarly articles, you will have a problem/line of interest examples in research. Then, you can derive any question from areas that appear to have a knowledge gap and proceed with researching the answer. As promised, below are eighty research title examples categorized into different areas, including social media research topics .

• Discuss the peculiar policies of a named country – for example, discuss the impacts of the one-child policy of China.
• Research on the influence of a named political leader, say a president, on the country they governed and other countries around. For instance, you can talk about how Trump’s presidency has changed international relations.
• Conduct an analysis of a particular aspect of two named countries – for example, the history of the relationship between the U.S. and North Korea.
• Compare the immigration laws in two or more named countries – for example, discuss how the immigration laws in the U.S. compares with other countries.
• Discuss how the Black Lives Matter movement has affected the view and discussions about racism in the United States.
• Enumerate the different ways the government of the United States can reduce deaths arising from the unregulated use of guns.
• Analyze the place of ethics in medicine or of medical practitioners. For instance, you can discuss the prevalence of physician-assisted suicides in a named country. You may also talk about the ethicality of such a practice and whether it should be legal.
• Explain how recent research breakthroughs have affected that particular field – for instance, how stem cell research has impacted the medical field.
• Explain if and why people should be able to donate organs in exchange for money.
• Discuss ethical behaviors in the workplace and (or) the educational sector. For example, talk about whether or not affirmative action is still important or necessary in education or the workplace.
• Weigh the benefits and risks of vaccinating children and decide which one outweighs the other. Here, you might want to consider the different types of vaccinations and the nature and frequency of associated complications.
• Investigate at least one of the health issues that currently pose a threat to humanity and which are under investigation. These issues can include Alzheimer’s, cancer, depression, autism, and HIV/AIDS. Research how these issues affect individuals and society and recommend solutions to alleviate cost and suffering.
• Study some individuals suffering from and under treatment for depression. Then, investigate the common predictors of the disease and how this information can help prevent the issue.

Tip : To make this example of a research title more comprehensive, you can focus on a certain age range – say, teenagers.

• Discuss whether or not free healthcare and medication should be available to people and the likely implications.
• Identify and elucidate different methods or programs that have been most effective in preventing or reducing teen pregnancy.
• Analyze different reasons and circumstances for genetic manipulation and the different perspectives of people on this matter. Then, discuss whether or not parents should be allowed to engineer designer babies.
• Identify the types of immigration benefits, including financial, medical, and education, your country provides for refugees and immigrants. Then, discuss how these benefits have helped them in settling down and whether more or less should be provided.
• Discuss the acceptance rate of the gay community in your country or a specific community. For example, consider whether or not gay marriage is permitted if they can adopt children, and if they are welcome in religious gatherings.
• Explore and discuss if terrorism truly creates a fear culture that can become a society’s unintended terrorist.
• Consider and discuss the different techniques one can use to identify pedophiles on social media.

Tip : Social issues research topics are interesting, but ensure you write formally and professionally.

• Investigate the importance or lack of importance of art in primary or secondary education. You can also recommend whether or not it should be included in the curriculum and why.

Tip : You can write on this possible research title based on your experiences, whether positive or negative.

• Discuss the role of illustration in children’s books and how it facilitates easy understanding in children. You may focus on one particular book or select a few examples and compare and contrast.
• Should the use of art in books for adults be considered, and what are the likely benefits?
• Compare and contrast the differences in art from two named cultural Renaissance – for instance, the Northern Renaissance and the Italian Renaissance.
• Investigate how sexism is portrayed in different types of media, including video games, music, and film. You can also talk about whether or not the amount of sexism portrayed has reduced or increased over the years.
• Explore different perspectives and views on dreams; are they meaningful or simply a game of the sleeping mind? You can also discuss the functions and causes of dreams, like sleeping with anxiety, eating before bed, and prophecies.
• Investigate the main reasons why religious cults are powerful and appealing to the masses, referring to individual cases.
• Investigate the impact of religion on the crime rate in a particular region.

Tip : Narrow down this research title by choosing to focus on a particular age group, say children or teenagers, or family. Alternatively, you can focus on a particular crime in the research to make the paper more extensive.

• Explore reasons why Martin Luther decided to split with the Catholic church.
• Discuss the circumstances in Siddhartha’s life that led to him becoming the Buddha.

Tip : It is important to remove sentiments from your research and base your points instead on clear evidence from a sound study. This ensures your title of research does not lead to unsubstantiated value judgments, which reduces the quality of the paper.

• Discuss how the steel sword, gunpowder, biological warfare, longbow, or atomic bomb has changed the nature of warfare.

Tip : For this example of the research problem, choose only one of these technological developments or compare two or more to have a rich research paper.

• Explore the changes computers, tablets, and smartphones have brought to human behaviors and culture, using published information and personal experience.

Tip : Approach each research study example in a research paper context or buy research paper online , giving a formal but objective view of the subject.

• Are railroads and trains primary forces in the industrialization, exploitation, and settlement of your homeland or continent?
• Discuss how the use of fossil fuels has changed or shaped the world.

Tip : Narrow down this title of the research study to focus on a local or particular area or one effect of fossil fuels, like oil spill pollution.

• Discuss what progress countries have made with artificial intelligence. You can focus on one named country or compare the progress of one country with another.
• Investigate the factual status of global warming – that is, is it a reality or a hoax? If it is a reality, explore the primary causes and how humanity can make a difference.
• Conduct in-depth research on endangered wildlife species in your community and discuss why they have become endangered. You can also enumerate what steps the community can take to prevent these species from going extinct and increase their chances of survival.
• Investigate the environmental soundness of the power sources in your country or community. Then, recommend alternative energy sources that might be best suited for the area and why.
• Consider an area close to wildlife reserves and national parks, and see whether oil and mineral exploration has occurred there. Discuss whether this action should be allowed or not, with fact-backed reasons.
• Investigate how the use and abolishment of DDT have affected the population of birds in your country.

Tip : Each example research title requires that you consult authoritative scientific reports to improve the quality of your paper. Furthermore, specificity and preciseness are required in each example of research title and problem, which only an authority source can provide.

• Discuss the importance of a major historical event and why it was so important in the day. These events can include the assassination of John F. Kennedy or some revolutionary document like the Magna Carta.
• Consider voyagers such as the Vikings, Chinese, as well as native populations and investigate whether Columbus discovered America first.
• Choose a named historical group, family, or individual through their biographies, examining them for reader responses.
• Research people of different cultural orientations and their responses to the acts of others who live around them.
• Investigate natural disasters in a named country and how the government has responded to them. For example, explore how the response of the New Orleans government to natural disasters has changed since Hurricane Katrina.

Tip : Focus this research title sample on one particular country or natural disaster or compare the responses of two countries with each other.

• Explore the educational policy, “no child left behind,” investigating its benefits and drawbacks.
• Investigate the concept of plagiarism in the twenty-first century, its consequences, and its prevalence in modern universities. Take a step further to investigate how and why many students don’t understand the gravity of their errors.
• Do in-depth research on bullying in schools, explaining the seriousness of the problem in your area in particular. Also, recommend actions schools, teachers, and parents can take to improve the situation if anything.
• Explore the place of religion in public schools; if it has a place, explain why, and if it does not, explain why not.
• Does a student’s financial background have any effect on his or her academic performance? In this sample research title, you can compare students from different financial backgrounds, from wealthy to average, and their scores on standardized tests.
• Is spanking one’s child considered child abuse; if so, why? In this research problem example for students, consider whether or not parents should be able to spank their children.
• Investigate the relationship between family health and nutrition, focusing on particular nutrition. This example of the title of the research study, for instance, can focus on the relationship between breastfeeding and baby health.
• Elucidate on, if any, the benefits of having a home-cooked meal and sitting down as a family to eat together.
• Explore the effect of fast-food restaurants on family health and nutrition, and whether or not they should be regulated.
• Research local food producers and farms in your community, pinpointing how much of your diet is acquired from them.

Tip : These are great research titles from which you can coin research topics for STEM students .

• Compare and contrast the two major operating systems: Mac and Windows, and discuss which one is better.

Tip : This title of the research study example can lead to strong uninformed opinions on the matter. However, it is important to investigate and discuss facts about the two operating systems, basing your conclusions on these.

• Explain the effect of spell checkers, autocorrect functions, and grammar checkers on the writing skills of computer users. Have these tools improved users’ writing skills or weakened them?

Tip : For this example of title research, it is better to consider more than one of these tools to write a comprehensive paper.

• Discuss the role(s) artificial intelligence is playing now or will likely play in the future as regards human evolution.
• Identify and investigate the next groundbreaking development in computer science (like the metaverse), explaining why you believe it will be important.
• Discuss a particular trendsetting technological tool, like blockchain technology, and how it has benefited different sectors.

Tip : For this research title example, you may want to focus on the effect of one tool on one particular sector. This way, you can investigate this example of research and thesis statement about social media more thoroughly and give as many details as possible.

• Consider your personal experiences as well as close friends’ and families experiences. Then, determine how marketing has invaded your lives and whether these impersonal communications are more positive than negative or vice versa.
• Investigate the regulations (or lack thereof) that apply to marketing items to children in your region. Do you think these regulations are unfounded, right, or inadequate?
• Investigate the merits and demerits of outsourcing customer services; you can compare the views of businesses with those of their customers.
• How has the communication we do through blog sites, messaging, social media, email, and other online platforms improved interpersonal communications if it has?
• Can understanding culture change the way you do business? Discuss how.

Tip : Ensure you share your reasoning on this title of the research study example and provide evidence-backed information to support your points.

• Learn everything you can about eating disorders like bulimia and anorexia, as well as their causes, and symptoms. Then, investigate and discuss the impact of its significance and recommend actions that might improve the situation.
• Research a major development in women’s history, like the admission of women to higher institutions and the legalization of abortion. Discuss the short-term and (or) long-term implications of the named event or development.
• Discuss gender inequality in the workplace – for instance, the fact that women tend to earn less than men for doing the same job. Provide specific real-life examples as you explain the reasons for this and recommend solutions to the problem.
• How have beauty contests helped women: have they empowered them in society or objectified them?

Tip : You may shift the focus of this topic research example to female strippers or women who act in pornographic movies.

• Investigate exceptional businesswomen in the 21st century; you can focus on one or compare two or more.

Tip : When writing on the title of a research example related to women, avoid using persuasion tactics; instead, be tactful and professional in presenting your points.

• Discuss the unique nature and implications of Donald Trump’s presidency on the United States and the world.
• Investigate the conditions and forces related to the advent and rise of Nazi Germany. Shift the focus of this title research example on major wars like WWI or the American Civil War.
• Is the enormous amount of money spent during election campaigns a legitimate expense?
• Investigate a named major political scandal that recently occurred in your region or country. Discuss how it started, how its news spread, and its impacts on individuals in that area.
• Discuss the impacts British rule had on India.
• Investigate the rate of incarceration in your region and compare it with that of other countries or other regions.
• Is incarcerating criminals an effective solution in promoting the rehabilitation of criminals and controlling crime rates?
• Consider various perspectives on the issue of gun control and coin several argumentative essay topics on the matter.
• Why do drivers continue to text while driving despite legal implications and dire consequences?
• Discuss the legality of people taking their own lives due to suffering from a debilitating terminal disease.

Each example of the research title provided in this article will make for a rich, information-dense research paper. However, you have a part to play in researching thoroughly on the example of the research study. To simplify the entire process for you, hiring our writing services is key as you wouldn’t have to worry about choosing topics. Our team of skilled writers knows the right subject that suits your research and how to readily get materials on them.

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How do You Write a Project/Research Proposal for Life Science?

Writing a project/research/PhD proposal for life science, which includes biotechnology, microbiology, genetics and allied subjects, is certainly a different task. It often needs exposure to scientific writing and additional skills regarding the subject.

Students’ PhD endeavor starts by preparing the project or research proposal . It actually shows your interest, knowledge and planning for the project. An inadequately written proposal is immediately rejected by the supervisor. 

Frankly speaking, students often prepare their project proposals to impress their guide, instead of showing their knowledge and interest. In addition, some students with knowledge fail too. In either scenario, the reason is clear. 

Lack of academic writing experience.   

Additionally, when we are talking about life science like pure research subjects, things become even more complicated. One has to demonstrate their writing, research and even experimental skills in the proposal.  

Thus, it becomes important for students to understand how to write such a piece of academic write-up before doing anything else. I got my doctorate in one of the life science subjects, then moved to the academic writing field to solve our life science students’ problem of academic writing.   

If you are searching this phrase, “ How do you write a project/research proposal for life science?” on the Internet and land on this page, you are on the right article and I am perhaps the right person. 

So how can we do that? Let’s find out. 

How do you write a project/research proposal for life science?

Every research proposal has some common elements, without which it looks incomplete. Oftentimes, a supervisor checks them first. For instance, it should have a background/ introduction, review of literature, methodology, scope and bibliography sections. 

When you blankly initiate your life science project proposal writing, it looks easy, but when it gets rejected or you read things on the internet relevant, it becomes difficult. However, by avoiding common mistakes and following a usual guide, the student can write their own.   

At this point, you might be willing to do a PhD, first understand that a life science subject research or project proposal is a different venture than a grant proposal and cover letter. So make it clear that you are writing a research proposal that is the same as a PhD or project proposal. 

A life science research proposal is certainly a distinct proposal. 

• It should have a comprehensive review of the literature section which discusses all of the major points relevant to the research question. 
• The research title should be clear, and concise and must show a clear goal, objective, methods and techniques. I have discussed how to prepare a PhD title in our previous article. You can read it there. 
• It should elaboratively explain the materials and methodology section. Wet lab experimentation has been significantly involved in life science research/PhD, so beyond doubts, this section must show how the experimental work would go. 
• Also, it must demonstrate sampling, analytical and interpretation methods that help to obtain tentative results thereby achieving objectives. 
• It should show the scopes of the study and possible outcomes in terms of societal or real-world importance. 
• Lastly, Use correct citation and referencing “in-style.”

Moreover, Also keep in mind what should not be included here. Because after all, everything is covered within 10 to 12 pages (including references). 

Things to avoid: 

• Give a brief background of the topic. Avoid explaining everything here. 
• Review associated research, in brief. Keep in mind that it would justify the research question. Do not discuss separate reviews here. 
• Avoid including every possible utility that you are going to use, for example, glassware, plasticware, and instruments, etc. Discuss the SOP, route or road map using which the objectives will be achieved. 
• Discuss the method which you have selected, not the technique, in the long run you might have to change the technique. For example, 
• Avoid giving a clear statement regarding the results. Instead, enlist possible outcomes. For example, 
• Do not claim anything in the research proposal. For example, 

Research proposal template for life science: 

Research work plan: .

I have specifically highlighted the last segment because it is very important and must be included in the research plan, however, students usually avoid it or do not even have an idea about it. Surprisingly, I was not aware of it until I showed it in one of my student’s proposals. 

It is amazing, indeed, even I was impressed! It definitely proclaims your interest and preparation for doing research or PhD. It needs a comprehensive explanation to prepare that I think deserves a separate article. Here I am only giving you the template. 

Costume PhD writing services: 

If you are worried about your research proposal and still lack the concept of how to do it. Leave it to us. I and My team are experienced life science scientists who can do the job for you. Send us an email on [email protected] or [email protected] to get more information. 

We can prepare a costume proposal as per your requirements. Remember, we believe in expertise and our’s is in life science. We only accept writing work related to our subject.   

Wrapping up:  

Life science subjects need attention on so many things. Their focus would be on lab work and hence they face problems in writing such assignments. Sometimes, only bad writing becomes a reason for rejection. This comprehensive guide perhaps benefits you. Still, if you are not sure, contact us, we will help you.  

Also, take a tour of our blog, my team has written some amazing articles that certainly help you in your PhD endeavors. If you want to share your PhD experience, please mail us. We will publish your journal to motivate others.

Dr. Tushar Chauhan is a Scientist, Blogger and Scientific-writer. He has completed PhD in Genetics. Dr. Chauhan is a PhD coach and tutor.

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'My purpose in life is to tell stories'

Asha Prabhat: Feminist, Gender & Sexuality Studies & Government & College Scholar

A&S Communications

Asha Prabhat

Feminist, Gender & Sexuality Studies, Government, Robert S. Harrison College Scholar Marlboro, N.J.

What is your main extracurricular activity and why is it important to you? 

I had two main extracurricular activities — being an active competitor on the Cornell Speech team and leading the student-run nonprofit, The Advocacy Project. But they're both connected. As a speech competitor, I hone skills of public speaking and storytelling, telling narratives of marginalized communities and my own identities that often go untold. But advocacy is a privilege, a skill that not everyone has access to. With the advocacy project, I and the other founders created a curriculum to teach how to argue, persuade and advocate for causes communities might be passionate about. Both activities informed one another and subsequently informed me — they taught me that my purpose in life is to tell stories, whether others' or even my own.

What are the most valuable skills you gained from your Arts & Sciences education?   

I learned how to put many different types of authors in conversation with one another. As a College Scholar, I was able to take many various types of classes in different disciplines, as the College Scholar program champions interdisciplinary research and education. Now, my thesis focuses on putting legal writing, feminist theory and global development programming in conversation with one another. A&S, College Scholars and my amazing professors gave me the tools to do that.      

What have you accomplished as a Cornell student that you are most proud of?

This year, I was the world champion and the national champion in persuasive speaking. My speech discussed the impacts of PCOS, polycystic ovarian syndrome, on patients and why it is so under-diagnosed. Using my own experiences and narrating other brave patients' stories, I created a call to action for medical communities to take this condition seriously. The speech was a culmination of a year of work, and winning both a world and national title proved to me that my experiences, even the painful ones, were worth it. Seeing my coach cry during the performance was just icing on the cake!

How have your beliefs or perspectives changed since you first arrived at Cornell? 

Coming to Cornell, I expected to get lost in the sea of people, given how big the campus is. But I discovered that within certain niches are beautiful communities. Because of my involvement, I was very active in the political advocacy space at Cornell. I was incredibly surprised to find out how motivated every student leader on campus is to support other groups' work. From Planned Parenthood to Consent Ed to the Cornell Anti-Detention Alliance to many more, I have worked with so many organizations who have gladly encouraged their members to attend our events, reposted our infographics and event flyers, and co-sponsored and co-led our programming. These connections are longlasting, as I've relied on these leaders for four years now and their support has never wavered. So I implore incoming students to find the leaders in your niche and build those connections.

Who or what influenced your Cornell education the most?   

I would say the Feminist, Gender, & Sexuality Studies program influenced my Cornell education the most. From learning about theory that has allowed me to contextualize my own identities to exploring history via under-discussed lenses, I have learned more in this academic space than anywhere else in my life. FGSS classes informed my speeches for the speech team, informed my choice in internships (for example, I interned for the Center for Reproductive Rights after working on a post-Dobbs talk with the FGSS program) and informed my thesis for the College Scholar program, as I explored caste, gender and victim in rural India.  

Every year, our faculty nominate graduating Arts & Sciences students to be featured as part of our Extraordinary Journeys series.  Read more about the Class of 202 4.

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Image credit: Claire Scully

New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

MINI REVIEW article

This article is part of the research topic.

Reviews in Educational Psychology

Clinical experiences of intervention of neurodevelopmental disorders and school learning from Historical-Cultural Neuropsychology Provisionally Accepted

• 1 Facultad de Psicología, Benemérita Universidad Autónoma Puebla, Mexico

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

Cultural Historical Neuropsychology proposes the qualitative analysis of neurodevelopmental disorders and learning difficulties, through the identification of the neuropsychological factor that underlies the symptoms and difficulties that arise in cognition an academic performance. The objective of this article is to present clinical experiences of neuropsychological intervention of unique cases of varying degrees of initial education. Qualitative assessment is a process that reveals the strengths and weaknesses in child development, as well as the possibilities of what children will be able to do for themselves, their zone od proximal development, and not just the zone of current development.Neurodevelopmental and learning disorders presents particular manifestations during life, so qualitative analysis can account for their subtle changes during the course of life and schooling. The use of the principles of intervention constitutes the methodological axis for the elaboration of the programs, these will be shaped according to the needs of the children. The case study strengthens the expertise of clinical knowledge by contributing to the empirical field on the possibilities and proposals of neuropsychological intervention.

Keywords: neuropsychological intervention1, neurodevelopmental disorders 2, learning disorders3, clinical cases4, Cultural-Historical neuropsychology5

Received: 10 Sep 2023; Accepted: 16 May 2024.

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

* Correspondence: Dr. María Del Rosario Bonilla-Sánchez, Facultad de Psicología, Benemérita Universidad Autónoma Puebla, Puebla, Puebla, Mexico

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