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Search Help

Get the most out of Google Scholar with some helpful tips on searches, email alerts, citation export, and more.

Finding recent papers

Your search results are normally sorted by relevance, not by date. To find newer articles, try the following options in the left sidebar:

• click "Since Year" to show only recently published papers, sorted by relevance;
• click "Sort by date" to show just the new additions, sorted by date;
• click the envelope icon to have new results periodically delivered by email.

Locating the full text of an article

Abstracts are freely available for most of the articles. Alas, reading the entire article may require a subscription. Here're a few things to try:

• click a library link, e.g., "FindIt@Harvard", to the right of the search result;
• click a link labeled [PDF] to the right of the search result;
• click "All versions" under the search result and check out the alternative sources;
• click "Related articles" or "Cited by" under the search result to explore similar articles.

If you're affiliated with a university, but don't see links such as "FindIt@Harvard", please check with your local library about the best way to access their online subscriptions. You may need to do search from a computer on campus, or to configure your browser to use a library proxy.

Getting better answers

If you're new to the subject, it may be helpful to pick up the terminology from secondary sources. E.g., a Wikipedia article for "overweight" might suggest a Scholar search for "pediatric hyperalimentation".

If the search results are too specific for your needs, check out what they're citing in their "References" sections. Referenced works are often more general in nature.

Similarly, if the search results are too basic for you, click "Cited by" to see newer papers that referenced them. These newer papers will often be more specific.

Explore! There's rarely a single answer to a research question. Click "Related articles" or "Cited by" to see closely related work, or search for author's name and see what else they have written.

Searching Google Scholar

Use the "author:" operator, e.g., author:"d knuth" or author:"donald e knuth".

Put the paper's title in quotations: "A History of the China Sea".

You'll often get better results if you search only recent articles, but still sort them by relevance, not by date. E.g., click "Since 2018" in the left sidebar of the search results page.

To see the absolutely newest articles first, click "Sort by date" in the sidebar. If you use this feature a lot, you may also find it useful to setup email alerts to have new results automatically sent to you.

Note: On smaller screens that don't show the sidebar, these options are available in the dropdown menu labelled "Year" right below the search button.

Select the "Case law" option on the homepage or in the side drawer on the search results page.

It finds documents similar to the given search result.

It's in the side drawer. The advanced search window lets you search in the author, title, and publication fields, as well as limit your search results by date.

Select the "Case law" option and do a keyword search over all jurisdictions. Then, click the "Select courts" link in the left sidebar on the search results page.

Tip: To quickly search a frequently used selection of courts, bookmark a search results page with the desired selection.

Access to articles

For each Scholar search result, we try to find a version of the article that you can read. These access links are labelled [PDF] or [HTML] and appear to the right of the search result. For example:

A paper that you need to read

Access links cover a wide variety of ways in which articles may be available to you - articles that your library subscribes to, open access articles, free-to-read articles from publishers, preprints, articles in repositories, etc.

When you are on a campus network, access links automatically include your library subscriptions and direct you to subscribed versions of articles. On-campus access links cover subscriptions from primary publishers as well as aggregators.

Off-campus access

Off-campus access links let you take your library subscriptions with you when you are at home or traveling. You can read subscribed articles when you are off-campus just as easily as when you are on-campus. Off-campus access links work by recording your subscriptions when you visit Scholar while on-campus, and looking up the recorded subscriptions later when you are off-campus.

We use the recorded subscriptions to provide you with the same subscribed access links as you see on campus. We also indicate your subscription access to participating publishers so that they can allow you to read the full-text of these articles without logging in or using a proxy. The recorded subscription information expires after 30 days and is automatically deleted.

In addition to Google Scholar search results, off-campus access links can also appear on articles from publishers participating in the off-campus subscription access program. Look for links labeled [PDF] or [HTML] on the right hand side of article pages.

Anne Author , John Doe , Jane Smith , Someone Else

In this fascinating paper, we investigate various topics that would be of interest to you. We also describe new methods relevant to your project, and attempt to address several questions which you would also like to know the answer to. Lastly, we analyze …

You can disable off-campus access links on the Scholar settings page . Disabling off-campus access links will turn off recording of your library subscriptions. It will also turn off indicating subscription access to participating publishers. Once off-campus access links are disabled, you may need to identify and configure an alternate mechanism (e.g., an institutional proxy or VPN) to access your library subscriptions while off-campus.

Email Alerts

Do a search for the topic of interest, e.g., "M Theory"; click the envelope icon in the sidebar of the search results page; enter your email address, and click "Create alert". We'll then periodically email you newly published papers that match your search criteria.

No, you can enter any email address of your choice. If the email address isn't a Google account or doesn't match your Google account, then we'll email you a verification link, which you'll need to click to start receiving alerts.

This works best if you create a public profile , which is free and quick to do. Once you get to the homepage with your photo, click "Follow" next to your name, select "New citations to my articles", and click "Done". We will then email you when we find new articles that cite yours.

Search for the title of your paper, e.g., "Anti de Sitter space and holography"; click on the "Cited by" link at the bottom of the search result; and then click on the envelope icon in the left sidebar of the search results page.

First, do a search for your colleague's name, and see if they have a Scholar profile. If they do, click on it, click the "Follow" button next to their name, select "New articles by this author", and click "Done".

If they don't have a profile, do a search by author, e.g., [author:s-hawking], and click on the mighty envelope in the left sidebar of the search results page. If you find that several different people share the same name, you may need to add co-author names or topical keywords to limit results to the author you wish to follow.

We send the alerts right after we add new papers to Google Scholar. This usually happens several times a week, except that our search robots meticulously observe holidays.

There's a link to cancel the alert at the bottom of every notification email.

If you created alerts using a Google account, you can manage them all here . If you're not using a Google account, you'll need to unsubscribe from the individual alerts and subscribe to the new ones.

Google Scholar library

Google Scholar library is your personal collection of articles. You can save articles right off the search page, organize them by adding labels, and use the power of Scholar search to quickly find just the one you want - at any time and from anywhere. You decide what goes into your library, and we’ll keep the links up to date.

You get all the goodies that come with Scholar search results - links to PDF and to your university's subscriptions, formatted citations, citing articles, and more!

Library help

Find the article you want to add in Google Scholar and click the “Save” button under the search result.

Click “My library” at the top of the page or in the side drawer to view all articles in your library. To search the full text of these articles, enter your query as usual in the search box.

Find the article you want to remove, and then click the “Delete” button under it.

• To add a label to an article, find the article in your library, click the “Label” button under it, select the label you want to apply, and click “Done”.
• To view all the articles with a specific label, click the label name in the left sidebar of your library page.
• To remove a label from an article, click the “Label” button under it, deselect the label you want to remove, and click “Done”.
• To add, edit, or delete labels, click “Manage labels” in the left column of your library page.

Only you can see the articles in your library. If you create a Scholar profile and make it public, then the articles in your public profile (and only those articles) will be visible to everyone.

Your profile contains all the articles you have written yourself. It’s a way to present your work to others, as well as to keep track of citations to it. Your library is a way to organize the articles that you’d like to read or cite, not necessarily the ones you’ve written.

Citation Export

Click the "Cite" button under the search result and then select your bibliography manager at the bottom of the popup. We currently support BibTeX, EndNote, RefMan, and RefWorks.

Err, no, please respect our robots.txt when you access Google Scholar using automated software. As the wearers of crawler's shoes and webmaster's hat, we cannot recommend adherence to web standards highly enough.

Sorry, we're unable to provide bulk access. You'll need to make an arrangement directly with the source of the data you're interested in. Keep in mind that a lot of the records in Google Scholar come from commercial subscription services.

Sorry, we can only show up to 1,000 results for any particular search query. Try a different query to get more results.

Content Coverage

Google Scholar includes journal and conference papers, theses and dissertations, academic books, pre-prints, abstracts, technical reports and other scholarly literature from all broad areas of research. You'll find works from a wide variety of academic publishers, professional societies and university repositories, as well as scholarly articles available anywhere across the web. Google Scholar also includes court opinions and patents.

We index research articles and abstracts from most major academic publishers and repositories worldwide, including both free and subscription sources. To check current coverage of a specific source in Google Scholar, search for a sample of their article titles in quotes.

While we try to be comprehensive, it isn't possible to guarantee uninterrupted coverage of any particular source. We index articles from sources all over the web and link to these websites in our search results. If one of these websites becomes unavailable to our search robots or to a large number of web users, we have to remove it from Google Scholar until it becomes available again.

Our meticulous search robots generally try to index every paper from every website they visit, including most major sources and also many lesser known ones.

That said, Google Scholar is primarily a search of academic papers. Shorter articles, such as book reviews, news sections, editorials, announcements and letters, may or may not be included. Untitled documents and documents without authors are usually not included. Website URLs that aren't available to our search robots or to the majority of web users are, obviously, not included either. Nor do we include websites that require you to sign up for an account, install a browser plugin, watch four colorful ads, and turn around three times and say coo-coo before you can read the listing of titles scanned at 10 DPI... You get the idea, we cover academic papers from sensible websites.

That's usually because we index many of these papers from other websites, such as the websites of their primary publishers. The "site:" operator currently only searches the primary version of each paper.

It could also be that the papers are located on examplejournals.gov, not on example.gov. Please make sure you're searching for the "right" website.

That said, the best way to check coverage of a specific source is to search for a sample of their papers using the title of the paper.

Ahem, we index papers, not journals. You should also ask about our coverage of universities, research groups, proteins, seminal breakthroughs, and other dimensions that are of interest to users. All such questions are best answered by searching for a statistical sample of papers that has the property of interest - journal, author, protein, etc. Many coverage comparisons are available if you search for [allintitle:"google scholar"], but some of them are more statistically valid than others.

Currently, Google Scholar allows you to search and read published opinions of US state appellate and supreme court cases since 1950, US federal district, appellate, tax and bankruptcy courts since 1923 and US Supreme Court cases since 1791. In addition, it includes citations for cases cited by indexed opinions or journal articles which allows you to find influential cases (usually older or international) which are not yet online or publicly available.

Legal opinions in Google Scholar are provided for informational purposes only and should not be relied on as a substitute for legal advice from a licensed lawyer. Google does not warrant that the information is complete or accurate.

We normally add new papers several times a week. However, updates to existing records take 6-9 months to a year or longer, because in order to update our records, we need to first recrawl them from the source website. For many larger websites, the speed at which we can update their records is limited by the crawl rate that they allow.

Inclusion and Corrections

We apologize, and we assure you the error was unintentional. Automated extraction of information from articles in diverse fields can be tricky, so an error sometimes sneaks through.

Please write to the owner of the website where the erroneous search result is coming from, and encourage them to provide correct bibliographic data to us, as described in the technical guidelines . Once the data is corrected on their website, it usually takes 6-9 months to a year or longer for it to be updated in Google Scholar. We appreciate your help and your patience.

If you can't find your papers when you search for them by title and by author, please refer your publisher to our technical guidelines .

You can also deposit your papers into your institutional repository or put their PDF versions on your personal website, but please follow your publisher's requirements when you do so. See our technical guidelines for more details on the inclusion process.

We normally add new papers several times a week; however, it might take us some time to crawl larger websites, and corrections to already included papers can take 6-9 months to a year or longer.

Google Scholar generally reflects the state of the web as it is currently visible to our search robots and to the majority of users. When you're searching for relevant papers to read, you wouldn't want it any other way!

If your citation counts have gone down, chances are that either your paper or papers that cite it have either disappeared from the web entirely, or have become unavailable to our search robots, or, perhaps, have been reformatted in a way that made it difficult for our automated software to identify their bibliographic data and references. If you wish to correct this, you'll need to identify the specific documents with indexing problems and ask your publisher to fix them. Please refer to the technical guidelines .

Please do let us know . Please include the URL for the opinion, the corrected information and a source where we can verify the correction.

We're only able to make corrections to court opinions that are hosted on our own website. For corrections to academic papers, books, dissertations and other third-party material, click on the search result in question and contact the owner of the website where the document came from. For corrections to books from Google Book Search, click on the book's title and locate the link to provide feedback at the bottom of the book's page.

General Questions

These are articles which other scholarly articles have referred to, but which we haven't found online. To exclude them from your search results, uncheck the "include citations" box on the left sidebar.

First, click on links labeled [PDF] or [HTML] to the right of the search result's title. Also, check out the "All versions" link at the bottom of the search result.

Second, if you're affiliated with a university, using a computer on campus will often let you access your library's online subscriptions. Look for links labeled with your library's name to the right of the search result's title. Also, see if there's a link to the full text on the publisher's page with the abstract.

Keep in mind that final published versions are often only available to subscribers, and that some articles are not available online at all. Good luck!

Technically, your web browser remembers your settings in a "cookie" on your computer's disk, and sends this cookie to our website along with every search. Check that your browser isn't configured to discard our cookies. Also, check if disabling various proxies or overly helpful privacy settings does the trick. Either way, your settings are stored on your computer, not on our servers, so a long hard look at your browser's preferences or internet options should help cure the machine's forgetfulness.

Not even close. That phrase is our acknowledgement that much of scholarly research involves building on what others have already discovered. It's taken from Sir Isaac Newton's famous quote, "If I have seen further, it is by standing on the shoulders of giants."

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Eight Ways (and More) To Find and Access Research Papers

This blog is part of our Research Smarter series. You’ll discover the various search engines, databases and data repositories to help you along the way. Click on any of the following links for in an in-depth look at how to find relevant research papers, journals , and authors for your next project using the Web of Science™. You can  also check out our ultimate guides here , which include tips to speed up the writing process.

If you’re in the early stages of your research career, you’re likely struggling to learn all you can about your chosen field and evaluate your options. You also need an easy and convenient way to find the right research papers upon which to build your own work and keep you on the proper path toward your goals.

Fortunately, most institutions have access to thousands of journals, so your first step should be to be to check with library staff  and find out what is available via your institutional subscriptions.

For those who may be unfamiliar with other means of access, this blog post – the first in a series devoted to helping you “research smarter” – will provide a sampling of established data sources for scientific research. These include search engines, databases, and data repositories.

Search Engines and Databases

You may have already discovered that the process of searching for research papers offers many choices and scenarios. Some search engines, for example, can be accessed free of charge. Others require a subscription. The latter group generally includes services that index the contents of thousands of published journals, allowing for detailed searches on data fields such as author name, institution, title or keyword, and even funding sources. Because many journals operate on a subscription model too, the process of obtaining full-text versions of papers can be complicated.

On the other hand, a growing number of publishers follow the practice of Open Access (OA) , making their journal content freely available. Similarly, some authors publish their results in the form of preprints, posting them to preprint servers for immediate and free access. These repositories, like indexing services, differ in that some concentrate in a given discipline or broad subject area, while others cover the full range of research.

Search Engines

Following is a brief selection of reputable search engines by which to locate articles relevant to your research.

Google Scholar is a free search engine that provides access to research in multiple disciplines. The sources include academic publishers, universities, online repositories, books, and even judicial opinions from court cases. Based on its indexing, Google Scholar provides citation counts to allow authors and others to track the impact of their work.  

The Directory of Open Access Journals ( DOAJ ) allows users to search and retrieve the article contents of nearly 10,000 OA journals in science, technology, medicine, social sciences, and humanities. All journals must adhere to quality-control standards, including peer review.

PubMed , maintained by the US National Library of Medicine, is a free search engine covering the biomedical and life sciences. Its coverage derives primarily from the MEDLINE database, covering materials as far back as 1951.

JSTOR affords access to more than 12 million journal articles in upwards of 75 disciplines, providing full-text searches of more than 2,000 journals, and access to more than 5,000 OA books.

Selected Databases

The following selection samples a range of resources, including databases which, as discussed above, index the contents of journals either in a given specialty area or the full spectrum of research. Others listed below offer consolidated coverage of multiple databases. Your institution is likely subscribed to a range of research databases, speak to your librarian to see which databases you have access to, and how to go about your search.

Web of Science includes The Web of Science Core Collection, which covers more than 20,000 carefully selected journals, along with books, conference proceedings, and other sources. The indexing also captures citation data, permitting users to follow the thread of an idea or development over time, as well as to track a wide range of research-performance metrics. The Web of Science also features EndNote™ Click , a free browser plugin that offers one-click access to the best available legal and legitimate full-text versions of papers. See here for our ultimate guide to finding relevant research papers on the Web of Science .

Science.gov covers the vast territory of United States federal science, including more than 60 databases and 2,200-plus websites. The many allied agencies whose research is reflected include NASA, the US Department of Agriculture, and the US Environmental Protection Agency.

CiteSeerx is devoted primarily to information and computer science. The database includes a feature called Autonomous Citation Indexing, designed to extract citations and create a citation index for literature searching and evaluation.

Preprint and Data Repositories

An early form of OA literature involved authors, as noted above,  making electronic, preprint versions of their papers freely available. This practice has expanded widely today. You can find archives devoted to a single main specialty area, as well as general repositories connected with universities and other institutions.

The specialty archive is perhaps best exemplified by arXiv (conveniently pronounced “archive,” and one of the earliest examples of a preprint repository). Begun in 1991 as a physics repository, ArXiv has expanded to embrace mathematics, astronomy, statistics, economics, and other disciplines. The success of ArXiv spurred the development of, for example, bioArXiv devoted to an array of topics within biology, and for chemistry, ChemRxiv .

Meanwhile, thousands of institutional repositories hold a variety of useful materials. In addition to research papers, these archives store raw datasets, graphics, notes, and other by-products of investigation. Currently, the Registry of Open Access Repositories lists more than 4,700 entries.

Reach Out Yourself?

If the resources above don’t happen to result in a free and full-text copy of the research you seek, you can also try reaching out to the authors yourself.

To find who authored a paper, you can search indexing platforms like the Web of Science , or research profiling systems like Publons™ , or ResearchGate , then look to reach out to the authors directly.

So, although the sheer volume of research can pose a challenge to identifying and securing needed papers, plenty of options are available.

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How Do I Get Started in Research?

Main navigation.

One major perk of being a Stanford student is that you will have opportunities to do original research with the Stanford faculty. Faculty across the university are engaged in research, and if you are interested in joining them in their pursuit, it will be up to you to get the ball rolling.

Ways of doing research

Generally speaking, there are two ways Stanford students can engage in research:

• You can assist a faculty member with their research project
• You can pursue your own  independent research project  (guided by a faculty mentor), where the research question and methodology are determined by you

Some students just assist in faculty research and then decide that they are not interested in pursuing their own research project. Other students don’t get involved in research until the day they are ready to propose their own independent project. And some students will pursue both options: usually they assist a faculty member earlier in their Stanford career, and then engage in their own independent research project later on.

How can I get involved with faculty research?

Assisting a professor with their research project can teach you valuable new skills, help you determine whether or not you enjoy the research process, and prompt you to think about whether you may want to design your own research project someday. There are many ways you can get involved.

Apply to a structured research program

During the summer, many departments and centers will have a research program that hires dozens of students for full-time summer work. Be sure to check the  list of departments and centers that receive VPUE funding,  as these are the most likely places to find such  summer research programs . There are also several summer research programs that are not funded by VPUE, such as the  Bio-X Program  and the  NeURO Fellowship Program.  The  Stanford On & Off-Campus Learning Opportunities (SOLO)  site is another place to search for research programs to apply to.

Note that most summer research programs will have their application deadlines either late in Autumn quarter or during Winter quarter.

In addition to these summer research programs, be aware that there are also structured research programs that happen at other times during the year. If you are interested in the Humanities, for example, check out the  Humanities Research Intensive  program, which happens over spring break (applications due in Autumn). And if you are interested in sciences and engineering, consider the  ChEM-H Undergraduate Scholars Program,  which runs from winter quarter through the following fall (applications due in Autumn).  

Check job ads on mailing lists, newsletters, SOLO, and Handshake

Professors looking for research assistants often advertise over email (especially on their departmental mailing lists), on the weekly  Academic Advising Newsletter,  on  SOLO,  or on  Handshake.  If you’re not on any departmental mailing lists, ask the department’s  Student Services Officer  if you can be added to a mailing list for current or prospective majors. Job postings may happen during any quarter, and are usually for only one or two students for part-time work.  

Connect with a professor you already know

There is no better place to start learning about research than chatting with a professor you may already know through classes or other connections. Rather than asking for a job up front, we recommend asking to meet during office hours to get advice on getting started in research. While it is possible your professor may have a research position open, you can still gain valuable tips and connections even if they have nothing available for you at the moment. Remember to ask what other faculty members your professor recommends that you reach out to if you are interested in doing research in this subject.  

Reach out to a professor you haven't met yet

If you have a topic of interest, but don’t yet know any professors working in that field, your first step is to find out which faculty are working on that topic.

• Visit the department webpage  for departments most closely related to your topic of interest. Take a look at the Faculty Profiles to find information about the research interests of the faculty associated with these departments.  
• Visit the Student Services Officer  in the departments most closely related to your topic of interest. The  Student Services Officer  can talk with you about your interests and try to help you identify one or more faculty whose research you may want to learn more about.

Once you have identified the faculty whose research most interests you, visit their office hours or send them an email to request a meeting for further conversation about their research interests and your own. Again, rather than asking for a job up front, we recommend asking to meet during office hours to get advice on getting started in research. Remember to ask what other faculty members your professor recommends that you reach out to if you are interested in doing research in this subject.

More Suggestions for Finding Faculty

• How to Email Faculty
• Connecting with Faculty  (including our Networking with Faculty video presentation)

Further Help

If you are uncertain about any of these steps, go talk with your  Academic Advisor ! They guide students at all stages of the research process to help them identify faculty and future mentors, think about how to start the conversation, and more. They are also good people to turn to when interested in getting  funding for an independent project.

• Undergrad Research at Stanford
• What type of Student Grant is best for your needs?
• Getting Started With Undergraduate Research: Options and Opportunities (video)
• How do I pursue an independent project?
• Research Gave Meaning to My Undergraduate Years (Todd Davies, Symbolic Systems)

Return to the Advising Student Handbook

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Methodology

Research Methods | Definitions, Types, Examples

Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design . When planning your methods, there are two key decisions you will make.

First, decide how you will collect data . Your methods depend on what type of data you need to answer your research question :

• Qualitative vs. quantitative : Will your data take the form of words or numbers?
• Primary vs. secondary : Will you collect original data yourself, or will you use data that has already been collected by someone else?
• Descriptive vs. experimental : Will you take measurements of something as it is, or will you perform an experiment?

Second, decide how you will analyze the data .

• For quantitative data, you can use statistical analysis methods to test relationships between variables.
• For qualitative data, you can use methods such as thematic analysis to interpret patterns and meanings in the data.

Table of contents

Methods for collecting data, examples of data collection methods, methods for analyzing data, examples of data analysis methods, other interesting articles, frequently asked questions about research methods.

Data is the information that you collect for the purposes of answering your research question . The type of data you need depends on the aims of your research.

Qualitative vs. quantitative data

Your choice of qualitative or quantitative data collection depends on the type of knowledge you want to develop.

For questions about ideas, experiences and meanings, or to study something that can’t be described numerically, collect qualitative data .

If you want to develop a more mechanistic understanding of a topic, or your research involves hypothesis testing , collect quantitative data .

You can also take a mixed methods approach , where you use both qualitative and quantitative research methods.

Primary vs. secondary research

Primary research is any original data that you collect yourself for the purposes of answering your research question (e.g. through surveys , observations and experiments ). Secondary research is data that has already been collected by other researchers (e.g. in a government census or previous scientific studies).

If you are exploring a novel research question, you’ll probably need to collect primary data . But if you want to synthesize existing knowledge, analyze historical trends, or identify patterns on a large scale, secondary data might be a better choice.

Descriptive vs. experimental data

In descriptive research , you collect data about your study subject without intervening. The validity of your research will depend on your sampling method .

In experimental research , you systematically intervene in a process and measure the outcome. The validity of your research will depend on your experimental design .

To conduct an experiment, you need to be able to vary your independent variable , precisely measure your dependent variable, and control for confounding variables . If it’s practically and ethically possible, this method is the best choice for answering questions about cause and effect.

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Your data analysis methods will depend on the type of data you collect and how you prepare it for analysis.

Data can often be analyzed both quantitatively and qualitatively. For example, survey responses could be analyzed qualitatively by studying the meanings of responses or quantitatively by studying the frequencies of responses.

Qualitative analysis methods

Qualitative analysis is used to understand words, ideas, and experiences. You can use it to interpret data that was collected:

• From open-ended surveys and interviews , literature reviews , case studies , ethnographies , and other sources that use text rather than numbers.
• Using non-probability sampling methods .

Qualitative analysis tends to be quite flexible and relies on the researcher’s judgement, so you have to reflect carefully on your choices and assumptions and be careful to avoid research bias .

Quantitative analysis methods

Quantitative analysis uses numbers and statistics to understand frequencies, averages and correlations (in descriptive studies) or cause-and-effect relationships (in experiments).

You can use quantitative analysis to interpret data that was collected either:

• During an experiment .
• Using probability sampling methods .

Because the data is collected and analyzed in a statistically valid way, the results of quantitative analysis can be easily standardized and shared among researchers.

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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Chi square test of independence
• Statistical power
• Descriptive statistics
• Degrees of freedom
• Pearson correlation
• Null hypothesis
• Double-blind study
• Case-control study
• Research ethics
• Data collection
• Hypothesis testing
• Structured interviews

Research bias

• Hawthorne effect
• Unconscious bias
• Recall bias
• Halo effect
• Self-serving bias
• Information bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

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April 2, 2024 | Jaclyn Severance

Want to Contribute to Scientific Research? There’s An App – and a Network – for That

'What we are trying to do is to open up access to being able to do research'

Standing Assistant Professor Kerry Gilmore and Edrik Morales-Rosa pose for the camera to demonstrate the Remote Research Network (RRN) on March 20, 2024. (Sean Flynn/UConn Photo)

In the exact same way that any average person opens their phone and taps on any ordinary app to check their email, or check the weather, or check social media, Kerry Gilmore swipes his thumb across his phone’s glass screen and taps an app.

This app isn’t ordinary, though – it’s a direct link to some of the sophisticated, automated instruments in his chemistry lab at UConn Storrs as well as to information about and data produced through the lab’s many research projects.

But if they have the interest, any average person could tap that app, too.

They can examine the data from experiments already run, automate processes to run experiments of their own, and contribute to those ongoing projects, all through the app.

That easy access to active and developing science at UConn is completely by design.

“What we are trying to do is to open up access to being able to do research,” says Gilmore, an assistant professor in the Department of Chemistry at UConn’s College of Liberal Arts and Sciences.

“One of the biggest limitations to being able to participate is not having access to the kinds of tools and technology that are necessary in order to do that science.”

A lot of chemistry training, he explains, involves learning and practicing how to conduct chemistry experiments, which can be limited both by location and the availability of equipment, as well as an individual’s aptitude for learning those physical and technical skills.

“But in theory, training should be about teaching you how to think, be creative and problem solve, and to come up with wonderful new solutions for things,” Gilmore says.

And it’s that limiting dynamic that Gilmore and his team hope to change – one chemistry lab and one automated tool at a time – through this app, and through a unique and growing outreach program aimed at engaging Connecticut high school students who are interested in science.

Changing the Game

Gilmore is an organic chemist and a flow chemist. He came to UConn in 2020 after completing his post-doctoral fellowship and then working as a research group leader for six years at the Max Planck Institute of Colloids and Interfaces in Germany.

Flow chemistry differs from traditional, or batch, chemistry in that the process involves reactants continuously traveling through tubing using pumping systems. The advantage of flow chemistry, explains Gilmore, is control.

“We now have a stable set of conditions that we pass our solutions through,” he says, compared to batch processes. “Traditionally, we do chemistry a lot like cooking. You basically throw a bunch of stuff in a pot, heat it up, and hope it works. Flow chemistry is more like an assembly line, getting the same product every time.”

Conducting experiments using flow chemistry systems has typically meant that chemists needed not only access to the equipment but also the knowledge and skill to operate it. Chemistry has the potential to be dangerous – some reactants are caustic or flammable. Gases can be toxic. Things can blow up, both literally and figuratively.

But in chemistry, as with so many fields, technological advancements are changing the game.

“There’s lots of technology has been developed over the last 10, 15 years or so looking at automation, cloud computing, and everything that we can do online,” Gilmore says, “where we basically outsource everything from a technology standpoint, and we then have this interface that allows more of us to actually do things. We’ve taken the same approach, using automation and advanced instrumentation to remove the skills and expertise required, allowing more of us to do chemistry. We can simply tell it what we want to do, hit go, and the system does the rest.

“And what we realized is that if we can control that from a computer, that means we can control it from anywhere.”

When Gilmore says “anywhere,” that’s exactly what he means – anywhere could be his office on the other side of the Chemistry building, or in the dorms across campus, in another part of the state, or in another part of the world.

“You can be someone in Stamford doing this, but you can then also be someone in Bogota, Colombia, running these things,” he says. “And it’s the same experience, and it’s the same data.”

The system that Gilmore and his team built is called the Remote Research Network , or RRN. The app is free to download , and it’s currently free to sign up, though they may begin charging nominal fees to cover the small cost of reactants used in the automated machines down the line as the network grows.

Participants who join the network can view all of its active research projects. They can schedule and run experiments of their own. They can converse with other researchers and add their own creative thoughts and ideas to a project.

All of the data generated through the experiments is considered open source and is stored on the network – everyone can see what worked and, just as important to Gilmore, what didn’t.

“Everything that you run is open and live, and that, I think, is where we’re going to see the most transformational change in how we do science,” he says. “If you’re looking at trying to bring in all of the beautiful data sciences that are being developed, and how we can continue to accelerate and figure out how we can solve more and more complicated problems, it doesn’t work if it’s just, ‘Everything is great!’ We need to know the full story – and that’s something that’s lacking in the way we share scientific data currently.”

Also important is that absolutely anyone can participate. No Ph.D. necessary. No background in chemistry involved. A college degree or high school diploma isn’t required, either.

Curiosity and interest are the only requisites.

Building Self Efficacy

For UConn students, access to instruments through the RRN means that they can work on research projects remotely at any hour of the day – not just when someone who knows how to operate the equipment is around.

For other faculty at UConn, the RRN has the opportunity to break down barriers that might otherwise hinder research.

“Oftentimes, the reason that we collaborate is because, if I’m an organic chemist studying how to deliver RNA or something like this, and I don’t know how to make something, I have to go knocking on people’s doors saying, ‘Hey, will someone make this for me?’” Gilmore explains. “Then, I have to convince that person that this is interesting enough, and hope they stay motivated enough in order to make the things I need to do my science. That’s often where things just fall apart.

“Whereas, what you could be able to do is say, ‘I want to make this thing.’ OK. I know I can use this automated platform, and it will remove all of the physical skills that are necessary in order to do this. That allows more people to participate and do the science they want to with fewer bottlenecks.”

It also allows complete outsiders to enter the process – including high school students.

“The overall idea for this is that if we can get more people involved, if more people can actually participate in research, then the higher the chances are that people can find that they are interested in this,” says Gilmore. “They can build self-efficacy belief that ‘I am a scientist. I can do this.’”

A few years ago, Gilmore brought the RRN to UConn’s Early College Experience program, or ECE. The ECE is a concurrent enrollment program that allows motivated high school students to take UConn courses at their high schools for both high school and college credit.

Gilmore presented one particular piece of his research program to the ECE – a project involving an anti-malarial medication derived from a natural product called artemisinin that is synthesized from a plant called Artemisia annua , or sweet wormwood – and working with ECE members from local high schools, created a multi-stage outreach program where high school students could participate in research.

Through the program, teams of students first grow their own plants, and then learn a process to extract compounds from the plants. They’re provided with basic equipment to make their extracts, and smaller, automated equipment to test these compounds themselves. The data they generate is shared with their peers, and the compounds they find are working get delivered to Gilmore’s lab.

Once their samples are loaded into the larger platforms at UConn, the students can then control the automated processes through the RRN app to run their own experiments and receive and analyze their own data.

The outreach program was first piloted at Berlin High School, in Berlin, Connecticut; then extended to Platt High School in Meriden; and is now also at Norwich Free Academy in Norwich.

And what started with sweet wormwood has expanded to any plants that the students want to try to cultivate and investigate – giving them an opportunity to expand their own unique and creative interests.

“What’s been really fascinating is you start to see them get excited and interested in this for multiple reasons,” says Gilmore. “There are the kids that are really into the botany side of things. Awesome. They find that they get to take ownership over this portion of things. Then there are people that are interested in more of the engineering side of things, building the setups. Some are running the chemistry. And so, people can find their niches, discover their passions. If we have enough different areas that we can cover, we can get more people excited about this.”

Building Community

It was through Platt High School’s program that Edrik Morales ’27 (CLAS) first met Gilmore and learned about his lab.

“I love science, specifically, the physical sciences – biology and chemistry, anything in that,” says Morales, who graduated from Platt as valedictorian of his class in 2023 and started his first year at UConn Storrs this past fall, where he’s double majoring in molecular and cell biology and chemistry.

In his senior year of high school, Morales joined the RRN outreach program, visited Berlin High School, learned how to use the pumping systems, and contributed to the anti-malaria research program. But he joined the program late in his high school career, and when he came to UConn, he felt like his work with it wasn’t done, yet.

“I’m not the type of person to leave things unfinished,” Morales says. “I like to involve myself in any way I can. I’m a really big fan of getting things done.

He reached out to Gilmore, who invited him to join the lab. For the last few months, he’s been working again on the RRN outreach program, but this time from the other side – helping to build and calibrate the pump systems that are distributed to the partner high schools.

Making these pumps – this is just kind of the tip of the iceberg, I feel, for what the future of education can look like in the sciences.” — Edrik Morales ’27 (CLAS)

“Making these pumps – this is just kind of the tip of the iceberg, I feel, for what the future of education can look like in the sciences,” he says. “It’s giving students a grasp of what things may look like, if they want to work in a lab or do any form of research, and it helps establish that independence in them.”

Morales hopes to eventually go to medical school – his dream is to become a heart surgeon.

And the systems he’s helping to build now will assist in bringing an additional four high schools into the RRN outreach program in the near future, and hopefully more beyond that as the community around the program continues to grow.

“What we really want to do once we have a good handle on how to do this is to bring this to all of these other schools that don’t have the same resources, that are in economically disadvantaged areas, that have much higher minority populations,” Gilmore says, “to try to use this as a way to encourage students who may not see themselves as scientists, who may not be thinking that they can go on and do these sorts of things, to give them that experience and that confidence so that they can try to pursue this, if that’s something they’re interested in.”

While the RRN is currently localized only to Gilmore’s lab, his team’s hope is to eventually add other labs, with other automated instruments, working on other types of research, in other places around the country and the world, into a vast network that can not only be inclusive, but also can help to accelerate the progression of science.

And Gilmore himself hopes that, in the future, he won’t have just two or three co-authors on a paper, but 50 or more – and that some of them will be the high school students who have participated in the outreach program and contributed data to his own projects.

“There’s so many ways that we can participate, and what we’re trying to do with is facilitate community,” says Gilmore. “You don’t have to have a specific program. If you’re the only one at your school who thinks that they can become a chemist, or an engineer, or a biologist, or anything else, great! Come on over. We can help you. You’re not alone. There is support for you. There are ways that you can advance in these things.

“Because your choices shouldn’t be restricted to what you have access to if we can all access the same things.”

For more information about outreach opportunities at UConn, visit outreach.engagement.uconn.edu .

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We get that question a lot at University of Illinois Extension.  Master Naturalists are many things: Advocates, volunteers, teachers, and environmental stewards.  

Around the state and in your backyard, these trained volunteers connect their communities with the natural world by contributing to scientific research, leading educational programs, and putting their unique skills and talents to use through conservation and restoration projects.

Last year, more than 880 Master Naturalists put in nearly 70,500 hours removing invasive species, monitoring the health of waterways, raising and releasing monarch butterflies, teaching youth about the environment, and investing in the future of our natural areas.

• 886 Master Naturalists volunteered in Illinois
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The Illinois Extension Master Naturalist program leverages the expertise of university scientists and environmental partners to train adult volunteers to be environmental advocates. Our goal is to empower nature enthusiasts and help them put research into action wherever they live.

What does being a Master Naturalist look like?

Below are a few examples of the projects Master Naturalists are involved in. Explore more about how we’re putting knowledge to work in the 2023 Impact Report.

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Discovery of remnant prairie leads to educational outreach and conservation

In 2018, three Master Naturalists from Carroll, Lee, and Whiteside counties were exploring natural areas at the Lake Carroll Association community when they stumbled upon remnant prairie patches. Now, the association has more than 35 acres of native areas, a one-acre demonstration prairie, a pollinator garden, a new wetland filtering water before it enters the lake, expanded hiking trails, and so much more.

A walk in the woods transforms fourth graders’ relationship with nature

Kids ‘n Nature Adventure is a unique immersive afterschool and summer program partnership between the Illinois Extension Will County Master Naturalists, Joliet District 86 Grade Schools, and the Joliet Park District. The program gives 200 fourth-grade students from six underserved schools a chance to experience the natural world. The program began in 2005 and more than 2,000 youth have participated.

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Bird seed and pet food bags need to be sturdy, so they are often made from woven polypropylene plastic. This also makes them difficult to recycle, so like many other single-use plastics, they often end up in landfills. Master Naturalist Mona Maas has saved more than 300 bags from this fate by turning them into hand-sewn totes. These rugged recycled totes also have the added bonus of being a fundraiser to support a local pollinator garden.

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Emily Steele  is a marketing communications manager on the Illinois Extension communications team and supports projects for natural resources, environment, and energy staff statewide including the Master Naturalist program, weather and climate, forestry, invasives, and nutrient loss reduction. She has a M.S. in Natural Resources and Environmental Sciences from University of Illinois and a B.A. in Journalism from Eastern Illinois University.

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Use of Abortion Pills Has Risen Significantly Post Roe, Research Shows

By Pam Belluck

Pam Belluck has been reporting about reproductive health for over a decade.

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On the eve of oral arguments in a Supreme Court case that could affect future access to abortion pills, new research shows the fast-growing use of medication abortion nationally and the many ways women have obtained access to the method since Roe v. Wade was overturned in June 2022.

The Details

A study, published on Monday in the medical journal JAMA , found that the number of abortions using pills obtained outside the formal health system soared in the six months after the national right to abortion was overturned. Another report, published last week by the Guttmacher Institute , a research organization that supports abortion rights, found that medication abortions now account for nearly two-thirds of all abortions provided by the country’s formal health system, which includes clinics and telemedicine abortion services.

The JAMA study evaluated data from overseas telemedicine organizations, online vendors and networks of community volunteers that generally obtain pills from outside the United States. Before Roe was overturned, these avenues provided abortion pills to about 1,400 women per month, but in the six months afterward, the average jumped to 5,900 per month, the study reported.

Overall, the study found that while abortions in the formal health care system declined by about 32,000 from July through December 2022, much of that decline was offset by about 26,000 medication abortions from pills provided by sources outside the formal health system.

“We see what we see elsewhere in the world in the U.S. — that when anti-abortion laws go into effect, oftentimes outside of the formal health care setting is where people look, and the locus of care gets shifted,” said Dr. Abigail Aiken, who is an associate professor at the University of Texas at Austin and the lead author of the JAMA study.

The co-authors were a statistics professor at the university; the founder of Aid Access, a Europe-based organization that helped pioneer telemedicine abortion in the United States; and a leader of Plan C, an organization that provides consumers with information about medication abortion. Before publication, the study went through the rigorous peer review process required by a major medical journal.

The telemedicine organizations in the study evaluated prospective patients using written medical questionnaires, issued prescriptions from doctors who were typically in Europe and had pills shipped from pharmacies in India, generally charging about $100. Community networks typically asked for some information about the pregnancy and either delivered or mailed pills with detailed instructions, often for free.

Online vendors, which supplied a small percentage of the pills in the study and charged between $39 and $470, generally did not ask for women’s medical history and shipped the pills with the least detailed instructions. Vendors in the study were vetted by Plan C and found to be providing genuine abortion pills, Dr. Aiken said.

The Guttmacher report, focusing on the formal health care system, included data from clinics and telemedicine abortion services within the United States that provided abortion to patients who lived in or traveled to states with legal abortion between January and December 2023.

It found that pills accounted for 63 percent of those abortions, up from 53 percent in 2020. The total number of abortions in the report was over a million for the first time in more than a decade.

Why This Matters

Overall, the new reports suggest how rapidly the provision of abortion has adjusted amid post-Roe abortion bans in 14 states and tight restrictions in others.

The numbers may be an undercount and do not reflect the most recent shift: shield laws in six states allowing abortion providers to prescribe and mail pills to tens of thousands of women in states with bans without requiring them to travel. Since last summer, for example, Aid Access has stopped shipping medication from overseas and operating outside the formal health system; it is instead mailing pills to states with bans from within the United States with the protection of shield laws.

What’s Next

In the case that will be argued before the Supreme Court on Tuesday, the plaintiffs, who oppose abortion, are suing the Food and Drug Administration, seeking to block or drastically limit the availability of mifepristone, the first pill in the two-drug medication abortion regimen.

The JAMA study suggests that such a ruling could prompt more women to use avenues outside the formal American health care system, such as pills from other countries.

“There’s so many unknowns about what will happen with the decision,” Dr. Aiken said.

She added: “It’s possible that a decision by the Supreme Court in favor of the plaintiffs could have a knock-on effect where more people are looking to access outside the formal health care setting, either because they’re worried that access is going away or they’re having more trouble accessing the medications.”

Pam Belluck is a health and science reporter, covering a range of subjects, including reproductive health, long Covid, brain science, neurological disorders, mental health and genetics. More about Pam Belluck

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Isu students to launch high-altitude balloon in illinois for eclipse research.

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Classes have been canceled at Southern Illinois University on Monday, April 8. There is no holiday or university business prompting the Carbondale college to let students loose for the day, but rather an astronomical event — a total solar eclipse.

Viewers will convene in Saluki Stadium with special glasses allowing them to watch the moon completely block the sun while research teams gather data to learn about the eclipse and the impact it causes on temperature, the atmosphere and more.

Nine Iowa State University students will join them in order to send a high-altitude balloon tens of thousands of feet in the air, hoping to record the eclipse and send a unique view of it home to Ames, where people will be able to watch it in real time.

The members of the High Altitude Balloon Experiments in Technology course at ISU will launch their helium-filled high-altitude balloon around 45 minutes ahead of the eclipse’s totality, sending it as high as 80,000 feet in order to catch the four minutes and nine seconds of complete coverage.

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The students are now in the final stages of preparation, with plans to conduct a tether test of the equipment ahead of Monday’s launch. Brody Echer, HABET team leader and a senior who is studying information management systems at ISU, said the excitement among the students ahead of the eclipse is “palpable.”

“The team will be able to experience what a total eclipse is and be able to kind of have our voices heard and our experiences shared with all the people that are going to be in Illinois that are also there for research,” Echer said.

While the team did travel to New Mexico in October to send a balloon up during an annular solar eclipse, or an eclipse where the moon covers most of the sun when passing between it and the Earth, this will be their first total solar eclipse. The New Mexico trip also allowed students to test the equipment that they’ll use on Monday.

Using a valve to make the balloon float at the desired altitude rather than letting it ascend until it bursts, assistant teaching professor of aerospace engineering Matthew Nelson said the balloon will be equipped with different cameras that will, hopefully, project a live video feed of the eclipse and record it at all angles for further study later on.

“If everything works, the idea is that we will do everything livestreamed, so it will be in real time,” Matthew Nelson said. “There are some challenges with that, with just the distance that we have to send that video signal over, but that’s the goal.”

Eclipse forecast: What will the Iowa weather be like on April 8, 2024?

Iowa Space Grant Consortium Director Sara Nelson said she and others will gather on campus to watch the livestream, cheering the team on from afar.

Once the eclipse is over and the team has gathered all it can, the equipment will separate from the balloon and come back down with a parachute and GPS tracking enabled so students can recover it.

Alongside the live feed and recordings, the balloon equipment will gather information on how temperature, humidity and other factors shift during the eclipse.

“It’s a unique opportunity where, normally, we would have our typical sun cycle that we’d have and then now all of a sudden we’re putting this giant shadow (up), so the temperature gradients, how that affects wildlife, how that affects even some of the other things in our atmosphere and stuff like that, that’s what we’re trying to study some more with these,” Matthew Nelson said.

Carbondale has actually seen a total eclipse fairly recently, he said, having experienced the solar eclipse in 2017 as well. After Monday, the next eclipse like this won’t be seen in the U.S. for another 20 years.

This will also be a good opportunity for networking, Matthew Nelson said, and data gathered from the launch will be shared online and with Montana State University, who ISU is collaborating with for this project through the National Eclipse Ballooning Project.

While this is a rare opportunity for the students in HABET, the professor said the continuous course allows students to participate in a variety of projects that can include rovers, rockets and more. Once they debrief after Monday’s launch and finish going through the data, the students will move onto planning their next launches.

“We’ve already got a flight scheduled with the University of Iowa over the summer, and the students will have lots more going on as we go into the next school year and stuff like that,” he said.

Iowa Capital Dispatch is part of States Newsroom , a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Iowa Capital Dispatch maintains editorial independence. Contact Editor Kathie Obradovich for questions: [email protected] . Follow Iowa Capital Dispatch on Facebook and Twitter .

'We exist': New Middle Eastern or North African census category helps community members feel seen

Swara Salih, a 32-year-old Kurdish American, has been reluctantly ticking “white” on federal forms his whole life. But that’s not what he sees when he looks in the mirror.

“My entire life I’ve been a brown kid, I’ve had darker skin than my white friends,” Salih told NBC News. “I was very culturally confused in that way as a kid, like, ‘What am I supposed to be?’ I’m not white, I’m not Black, I’m not Latino.”

The new Middle Eastern or North African category announced by the Office of Management and Budget on Thursday will help shed the cloak of invisibility draped on members of the community, like Salih, for decades, experts say.

The addition of this category to the OMB’s standards for race and ethnicity for the first time in U.S. history means that an estimated 8 million Americans who trace their origins to the Middle East and North Africa will no longer have to choose “white” or “other” on federal forms, including the U.S. census.

“We were forced to identify as something we were not, and in a way that erased the community and erased any data on the community,” said Abed Ayoub, the national executive director of the American-Arab Anti-Discrimination Committee (ADC), one of the first advocacy groups to push for an identifier for MENA Americans. “We’re a different community and we have not been able to — since we’ve been here — get an accurate picture of who we are.”

The new identifier will have six subcategories beneath it that include Lebanese, Iranian, Egyptian, Syrian, Iraqi and Israeli, which were selected to represent the largest population groups in the U.S., an OMB spokesperson said. The identifier will also include a blank space where people can write in how they identify if their ethnicity isn’t one of the subcategories.

While advocacy groups don’t think the geographical addition goes far enough to capture the diversity of the region, they say it’s a long-awaited step in the right direction.

Undercounted, underrepresented and unnoticed

The lack of an identifier for Americans from the Middle East and North Africa has left them undercounted, underrepresented and unnoticed in U.S. society.

MENA Americans can trace their origins to more than a dozen countries, including Egypt, Morocco, Iran, Turkey and Yemen. The region is racially, ethnically and religiously diverse, and people from there can be white, brown or Black, as well as identify with an ethnic group, like Arab, Amazigh, Kurdish, Chaldean and more. Migration from countries in the region to the U.S. began in the late 1800s and picked up in recent decades largely because of political turmoil, according to the  Migration Policy Institute .

The largest MENA group in the U.S. is Arab Americans, according to data collected by advocacy groups. The new identifier came days before the start of Arab American Heritage Month on April 1.

Tariq Ra'ouf, 33, a Palestinian American, described feeling like his identity was being erased when having to tick “white” on job applications.

“When I’m filling them out it’s like, ‘This is ridiculous,’ because I’m not white,” Ra'ouf said. “And then, if I say that I’m white, I might lose out on opportunities at companies who are looking to hire culturally and ethnically diverse employees. Who knows how many applications people might have missed because they are forced to put down a race that doesn’t represent them.”

The MENA and white communities are different in many ways, including culturally, socioeconomically and politically. A MENA identifier will help federal agencies collect crucial data that will in turn improve policy decisions, said Maya Berry, the executive director of the Arab American Institute (AAI). The lack of an identifier has meant that research on the community has largely been anecdotal, and it led to its members losing out on federal resources such as health and social services.

“That category is the way that we address that our community has been rendered invisible in the data for decades,” Berry said. “There’s a direct harm when communities do not have the kind of information that is needed about them, anywhere from the issues that we saw during the Covid pandemic , to the way congressional districts are drawn, to health research about our folks, to protecting our civil rights.”

Even the 8 million MENA Americans that advocacy organizations estimate live in the U.S. may be an undercount, Ayoub says.

“We’re going to have clear data on the number of folks from the region that are in this country, where we live — everything from our spending habits to health issues to education,” Ayoub says of the addition of the identifier. “In this day and age, you really need data to be a strong advocate for your community. And this will allow for us to get a better picture of who our community is.”

Ra'ouf is excited he won’t have to misrepresent himself anymore.

“I think it’s about time,” he said. “It’s a little frustrating that it took so long to get to this point. But mostly, I think it’s just exciting because we’ll be able to truly get a bigger sense of how many of us there are in this country, and get better representation.”

A decadeslong effort

Getting a MENA identifier on the census has been a decadeslong, back-and-forth effort by groups such as the ADC and AAI.

The Census Bureau had already tested the category in 2015 and found   it yielded data that provided better insight into the MENA community. The category was abandoned when the Trump administration came to power.

The OMB announced the long-awaited update more than a year after the Federal Interagency Technical Working Group on Race and Ethnicity Standards recommended adding the identifier as a new category . This is the first time the OMB has updated the standards for race and ethnicity since 1997; prior to this change, there were five categories for data on race and two for ethnicity: American Indian or Alaska Native; Asian; Black or African American; Native Hawaiian or Other Pacific Islander; White; Hispanic or Latino; and non-Hispanic or Latino.

The OMB instructed all federal agencies “to begin updating their surveys and administrative forms as quickly as possible,” according to a statement. Federal agencies have five years to bring all data collection into compliance with the updated standards, which means Americans can begin seeing this update in documents within that time.

Berry says we may see a “ripple effect” in which nongovernmental institutions, such as hospitals and universities, adopt the OMB’s new standards.

“Let’s say I’m a hospital and I want to apply for federal research grants. I would absolutely make sure that I was matching federal standards,” Berry said. “I can’t imagine a single aspect of our society — companies, health institutions, universities, corporations — that’s not going to want to be aligned with federal standards.”

Not a perfect solution

Experts warn that the category is not the exact solution they were advocating for, and could lead to another undercount of the diverse community in the U.S.

Countries such as Somalia and Sudan are included in the 22 countries that make up the Arabic-speaking world, according to the ADC , and many hailing from those nations identify as Arab as well as African. But the OMB’s new category does not include a way for Afro-Arabs to identify themselves, a sticking point for experts who weighed in on the change.

“Let’s say I’m Sudanese — I check MENA because I identify ethnically within the MENA category and I write ‘Sudanese’ in the space,” Berry explained. “I am not sure that they will still be coded within MENA, because the code for Sudanese now is Black or African American.”

Prior to the existence of a MENA category, many MENA Americans would tick “other” on the census, write in their identities and be tallied into the white community anyway — Berry worries the same will happen to Afro-Arabs.

“And just like before, we didn’t want to be exclusively white. Moving forward, we can’t have a category that excludes Afro-Arabs from being part of MENA if that’s how they want to identify,” Berry said.

While people are free to tick more than one box, it’s not clear how hyphenated MENA identities will be tallied, Berry said.

Ayia Almufti, a 25-year-old Iraqi American, disagrees with the use of the term "Middle East" for the category, which was coined and used by European officials in the 19th century for the region in accordance with its proximity to Europe.

"I prefer SWANA (Southwestern Asia and North Africa) any day," she said, adding that the new category is still an upgrade.

Ayoub also warned of not including Armenian Americans in the MENA category, many of whom were forced to relocate to countries in the Middle East during the Armenian g enocide and may identify ethnically as Middle Eastern.

A way to have avoided this would have been to let the Census Bureau, which conducts the statistical research on race and ethnicity, formulate the category question based on its findings, said Berry.

In a statement , the Census Bureau said it follows standards set by the OMB and that it will develop plans to implement it in censuses and surveys, like the annual American Community Survey and the decennial census.

Both Berry and Ayoub say they will continue to advocate for better representation of the community.

For now, Ra'ouf hopes this update will give future generations what he didn’t get growing up.

“The feeling of actually being able to check off what you actually are is a feeling that I think none of us really have gotten to experience,” Ra'ouf said. “And I think for the kids, and everyone growing up and filling out those boxes in the future, I hope that it will add some sense of pride.”

Even though it’s not a perfect category, Salih says it beats having to identify as white without benefiting from the privilege that it offers, especially against the backdrop of anti-Arab and Islamophobic sentiment .

“I think that it allows us to assert our identities in a society which has by and large wanted to shun us, to ban us from coming here,” Salih said. “But now we’re able to say more officially, ‘No, we are here. We exist.’”

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Carl Zeiss Meditec AG Completes Acquisition of Dutch Ophthalmic Research Center (D.O.R.C.); Companies Unite to Shape Ophthalmology Market

Zeiss secures regulatory approvals to acquire d.o.r.c.; companies now shift focus to integration implementation, fueling world-class innovation, and driving market expansion strategy for ophthalmic medical devices and surgery..

Jena, Germany | April 4, 2024 | Carl Zeiss Meditec AG

Carl Zeiss Meditec AG announced today that, after securing all required regulatory approvals, it has completed the acquisition of 100% of D.O.R.C. (Dutch Ophthalmic Research Center) from the investment firm Eurazeo SE, Paris, France. The acquisition enhances and complements ZEISS Medical Technology’s broad ophthalmic portfolio and range of digitally connected workflow solutions for addressing a wide variety of eye conditions, spanning retina and cornea disorders, cataract, glaucoma, and refractive errors.

“Together we are better. Today holds significant importance for us as we bring our teams together and turn our collective attention toward delivering breakthrough innovations and solutions for our customers. We are very excited to welcome D.O.R.C.’s team members to our ZEISS family and to begin integrating our products and practices as we work toward a brighter future together,” says Dr. Markus Weber, President and CEO of Carl Zeiss Meditec AG.

“Together we can offer an unmatched portfolio of advanced technologies and digital workflows. With D.O.R.C., we have an incredible opportunity to serve ophthalmologists around the world with more complete workflows and solutions than ever before,” says Euan S. Thomson, Ph.D., President of Ophthalmology and Head of the Digital Business Unit for ZEISS Medical Technology. “We’ve set our sights high to become the top player in the world for ophthalmology by leveraging our workflow solutions, enhancing our portfolio offerings and market position in the anterior surgery segment, and by significantly expanding our presence in the posterior surgery segment.”

“Together we are stronger. With four decades behind our amazing business and surgeon-inspired innovation, we look forward to writing the next chapter of our success story together with ZEISS Medical Technology,” says Pierre Billardon, CEO of D.O.R.C. “By joining forces, we can extend our reach, scale our efforts, and accelerate ophthalmic surgery advancements for more surgeons faster than before. I am filled with a great sense of pride and gratitude for every D.O.R.C. team member. Together, we have achieved so much to arrive at this pivotal moment in our journey. And together with ZEISS, we have so much more to accomplish in our bright future ahead to help patients see again.”

Combination of portfolios will create unmatched end-to-end solution within the digitally-connected ZEISS Retina Surgery Workflow

As a leading player in the retina surgical devices and consumables market, D.O.R.C.’s contributions will be critical to ZEISS Medical Technology’s long-term strategy and success going forward. With D.O.R.C., ZEISS is in a unique position to offer an unmatched portfolio of market-leading technologies to ophthalmologists, including an expanded, digitally-connected Retina Surgery Workflow from ZEISS. The companies’ portfolios are highly complementary and the powerful combination of the EVA NEXUS® platform from D.O.R.C. with ZEISS’s extensive range of visualization, diagnostic and therapeutic devices, and surgical instruments and consumables, all connected to a digital ecosystem, will enable the creation of efficient clinical workflows that will reshape the ophthalmology market for the benefit of surgeons and their patients alike.

D.O.R.C. brings to the acquisition one of the market’s most advanced dual-function systems - the EVA NEXUS platform. EVA NEXUS is the core of a strong portfolio, comprising a full range of accessories, instruments and liquids, offering one of the best-in-class solutions across vitreo-retinal (VR) and combined cataract procedures. The expansion that D.O.R.C.’s overall portfolio brings to ZEISS ensures that surgeons will have more options to choose the solutions that best meet their specific surgical requirements and preferences.

With the completion of this acquisition, health care professionals can expect to benefit from an extensive and unique combination of digitally connected devices and workflow solutions, from clinical pre-operative needs to the surgical operating room. This supports efficient clinical workflows and helps surgeons to improve outcomes for their patients. The two companies’ immediate priorities span maintaining business continuity and customer satisfaction, cultivating areas of deep expertise, and enhancing the value of their solutions and services for current and future customers.

Not all products, services or offers are approved or offered in every market and approved labeling and instructions may vary from one country to another. For country-specific product information, see the appropriate country website. Product specifications are subject to change in design and scope of delivery as a result of ongoing technical development.

Head of Group Finance and Investor Relations Carl Zeiss Meditec AG

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Head of Global Communications Ophthalmology Carl Zeiss Meditec AG

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About Carl Zeiss Meditec AG

Carl Zeiss Meditec AG (ISIN: DE0005313704), which is listed on the MDAX and TecDAX of the German stock exchange, is one of the world's leading medical technology companies. The Company supplies innovative technologies and application-oriented solutions designed to help doctors improve the quality of life of their patients. The Company offers complete solutions, including implants and consumables, to diagnose and treat eye diseases. The Company creates innovative visualization solutions in the field of microsurgery. With approximately 4,823 employees worldwide, the Group generated revenue of €2,089.3m in fiscal year 2022/23 (to 30 September).

The Group’s head office is located in Jena, Germany, and it has subsidiaries in Germany and abroad; more than 50 percent of its employees are based in the USA, Japan, Spain and France. The Center for Application and Research (CARIn) in Bangalore, India and the Carl Zeiss Innovations Center for Research and Development in Shanghai, China, strengthen the Company's presence in these rapidly developing economies. Around 41 percent of Carl Zeiss Meditec AG’s shares are in free float. The remaining approx. 59 percent are held by Carl Zeiss AG, one of the world’s leading groups in the optical and optoelectronic industries.

For more information visit our website at www.zeiss.com/med

About D.O.R.C. Dutch Ophthalmic Research Center (International) B.V.

D.O.R.C. is one of the world’s leading suppliers of equipment, instruments, and liquids for ophthalmic surgery. For 40 years, D.O.R.C. has grown into a successful international business, shaping its product portfolio through close collaboration with leading top surgeons. The company improves eye surgery globally and maximizes surgeon control by providing innovative quality approaches for eye disorders. Its products are exported to more than 80 countries worldwide. The company is headquartered in Zuidland, the Netherlands, and has more than 800 employees.

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