Home » Research Report – Example, Writing Guide and Types
Table of Contents
Definition:
Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.
The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.
Components of Research Report are as follows:
The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.
The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.
The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.
The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.
The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.
The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.
The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.
The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.
Types of Research Report are as follows:
Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.
Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.
A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.
A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.
A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.
A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.
An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.
A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.
A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.
Following is a Research Report Example sample for Students:
Title: The Impact of Social Media on Academic Performance among High School Students
This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.
Introduction:
Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).
Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.
Methodology:
The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.
The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.
The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.
Discussion:
The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.
Conclusion:
In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.
Limitations:
One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.
Implications:
The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.
References:
Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.
Research reports have many applications, including:
Here are some steps you can follow to write a research report:
The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.
Some common purposes of a research report include:
A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.
In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.
In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.
Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.
There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:
Research reports have several advantages, including:
Despite their advantages, research reports also have some limitations, including:
Researcher, Academic Writer, Web developer
Us government report says fluoride at twice the recommended limit is linked to lower iq in kids.
FILE - A child rinses a toothbrush in San Francisco on June 18, 2019. (Gabrielle Lurie/San Francisco Chronicle via AP, File)
NEW YORK (AP) — A U.S. government report expected to stir debate concluded that fluoride in drinking water at twice the recommended limit is linked with lower IQ in children.
The report, based on an analysis of previously published research, marks the first time a federal agency has determined — “with moderate confidence” — that there is a link between higher levels of fluoride exposure and lower IQ in kids. While the report was not designed to evaluate the health effects of fluoride in drinking water alone, it is a striking acknowledgment of a potential neurological risk from high levels of fluoride.
Fluoride strengthens teeth and reduces cavities by replacing minerals lost during normal wear and tear, according to the U.S. Centers for Disease Control and Prevention. The addition of low levels of fluoride to drinking water has long been considered one of the greatest public health achievements of the last century.
“I think this (report) is crucial in our understanding” of this risk, said Ashley Malin, a University of Florida researcher who has studied the effect of higher fluoride levels in pregnant women on their children. She called it the most rigorously conducted report of its kind.
The long-awaited report released Wednesday comes from the National Toxicology Program, part of the Department of Health and Human Services. It summarizes a review of studies, conducted in Canada, China, India, Iran, Pakistan, and Mexico, that concludes that drinking water containing more than 1.5 milligrams of fluoride per liter is consistently associated with lower IQs in kids.
The report did not try to quantify exactly how many IQ points might be lost at different levels of fluoride exposure. But some of the studies reviewed in the report suggested IQ was 2 to 5 points lower in children who’d had higher exposures.
Since 2015, federal health officials have recommended a fluoridation level of 0.7 milligrams per liter of water, and for five decades before the recommended upper range was 1.2. The World Health Organization has set a safe limit for fluoride in drinking water of 1.5.
The report said that about 0.6% of the U.S. population — about 1.9 million people — are on water systems with naturally occurring fluoride levels of 1.5 milligrams or higher.
“The findings from this report raise the questions about how these people can be protected and what makes the most sense,” Malin said.
The 324-page report did not reach a conclusion about the risks of lower levels of fluoride, saying more study is needed. It also did not answer what high levels of fluoride might do to adults.
The American Dental Association, which champions water fluoridation, had been critical of earlier versions of the new analysis and Malin’s research. Asked for comment, a spokeswoman late Wednesday afternoon emailed that the organization’s experts were still reviewing the report.
Fluoride is a mineral that exists naturally in water and soil. About 80 years ago, scientists discovered that people whose water supplies naturally had more fluoride also had fewer cavities, triggering a push to get more Americans to use fluoride for better dental health.
In 1945, Grand Rapids, Michigan became the first U.S. city to start adding fluoride to tap water. In 1950, federal officials endorsed water fluoridation to prevent tooth decay, and continued to promote it even after fluoride toothpaste brands hit the market several years later. Though fluoride can come from a number of sources, drinking water is the main source for Americans, researchers say.
Officials lowered their recommendation for drinking water fluoride levels in 2015 to address a tooth condition called fluorosis, that can cause splotches on teeth and was becoming more common in U.S. kids.
Separately, the Environmental Protection Agency has maintained a longstanding requirement that water systems cannot have more than 4 milligrams of fluoride per liter. That standard is designed to prevent skeletal fluorosis, a potentially crippling disorder which causes weaker bones, stiffness and pain.
But more and more studies have increasingly pointed to a different problem, suggesting a link between higher levels of fluoride and brain development. Researchers wondered about the impact on developing fetuses and very young children who might ingest water with baby formula. Studies in animals showed fluoride could impact neurochemistry cell function in brain regions responsible for learning, memory, executive function and behavior.
In 2006, the National Research Council, a private nonprofit organization in Washington, D.C., said limited evidence from China pointed to neurological effects in people exposed to high levels of fluoride. It called for more research into the effect of fluoride on intelligence.
After more research continued to raise questions, the National Toxicology Program in 2016 started working on a review of the available studies that could provide guidance on whether new fluoride-limiting measures were needed.
There were earlier drafts but the final document has repeatedly been held up. At one point, a committee of experts said available research did not support an earlier draft’s conclusions.
“Since fluoride is such an important topic to the public and to public health officials, it was imperative that we made every effort to get the science right,” said Rick Woychik, director of the National Toxicology Program, in a statement.
Malin said it makes sense for pregnant women to lower their fluoride intake, not only from water but also from certain types of tea. It might also make sense to have policy discussions about whether to require fluoride-content on beverage labels, she said.
The Associated Press Health and Science Department receives support from the Howard Hughes Medical Institute’s Science and Educational Media Group. The AP is solely responsible for all content.
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Accurate reporting in psychological science is vital for ensuring reliable results. Are there statistical inconsistencies in scientific articles?
In this episode, APS’s Özge Gürcanlı Fischer Baum speaks with Michele Nuijten from Tilburg University to examine how overlooked errors in statistical reporting can undermine the credibility of research findings. Together, they discuss Nuijten’s research published in Advances in Methods and Practices in Psychological Science and examine practical strategies to enhance the quality of psychological research.
Send us your thoughts and questions at [email protected]
Unedited transcript
[00:00:10.160] – APS’s Özge Gürcanlı Fischer Baum
Statistical reporting is a core part of writing scholarly articles. Many conclusions in scientific reports rely on null hypothesis significance testing, making accurate reporting essential for robust findings. What if there are inconsistencies in academic journals? How would it affect our field? If we cannot trust the numbers reported, the reliability of the conclusions is at stake. I am Özge Gürcanlı Fischer Baum with the Association for Psychological Science. Today, I have the pleasure of talking to Michele Nuijten from the Tilburg University. Michele recently published an article on Statistical Reporting Inconsistencies in APS’s Journal: Advances in Methods and Practices in Psychological Science. Join us as we explore the impact of these inconsistencies and discuss potential solutions to enhance the credibility of psychological research. Michele, welcome to Under the Cortex.
[00:01:09.810] – Michele Nuijten
Thank you very much. I’m honored to be here.
[00:01:12.520] – APS’s Özge Gürcanlı Fischer Baum
Please tell us about yourself first. What type of psychologist are you?
[00:01:17.420] – Michele Nuijten
I guess you could classify me as a methodologist. I have a background in psychological methods. That is what I studied. But right now, I think I would call myself a meta-scientist, so someone who researchers’ research. I’m really focusing on trying to detect problems in the way that we do science in psychology and related fields. If I uncover any issues, to also think about pragmatic solutions to make sure that we can move forward in our field in a better and more solid way.
[00:01:49.360] – APS’s Özge Gürcanlı Fischer Baum
Yeah, that is fantastic. How did you first get interested in becoming a meta researcher and studying statistical inconsistencies?
[00:01:59.980] – Michele Nuijten
It’s actually quite some time ago now. I was still in my master’s program, which is over 10 years ago now, I think. I was a master student in a very interesting time, I think, around 2011, 2012, which is also often marked as the start of the replication crisis, as it’s often called in psychology. We had the massive fraud case of Diederik Stapel, who, coincidentally, was a researcher at the university I’m working now. But there was also an article that seemingly proved that we could look into the future. That was the article that proved that if you have so much flexibility in data analysis, you can inflate your type 1 error to 50%. A lot of these things were happening. Around that time, I also got interested in reporting inconsistencies, mainly out of a more technical interest, I guess. People around me were working on these inconsistencies. Together with a friend, Sacha Epskamp, we thought, Well, this seems like a problem that you can automate. Maybe we can write a program to help us detect problems in articles.
[00:03:06.220] – APS’s Özge Gürcanlı Fischer Baum
Yeah, I will come to that. But it is interesting that we are contemporary. During that replication crisis, I was in grad school as well. I was a senior graduate student then. Us also had some replication problems in my field in developmental side. I totally hear you. I’m glad it created a research program for you. Now we have a tool called called statcheck. Can you tell our listeners what it is?
[00:03:34.480] – Michele Nuijten
I think the easiest way to explain what Stat Check is is to compare it to a spell checker for statistics. Instead of finding typos in your words, you find typos in your statistical results. What it does is it takes an article, it searches through the text for, as you mentioned, null hypothesis significance tests, so effectively tests with P values, and it tries to use the numbers to recalculate that P value. An equivalent would be if you would write down 2 plus 4 equals 5, then you know when you read that, that something is off, like these numbers don’t match up. Stat Checkdoes a similar thing. It searches for these test results, which often consists of a test statistic, degrees of freedom, and a P-Value. It uses two of these numbers, the test statistic and the degrees of freedom, to recalculate the P-Value and then see if these numbers match or not.
[00:04:29.850] – APS’s Özge Gürcanlı Fischer Baum
Yeah. This is an important tool because what I read from your study is that before Stat Check, your earlier work shows about 50% of articles with statistical results contained at least one P-value that didn’t match what the test statistic and the degrees of freedom would indicate it should be. How did you first notice there were problems in statistical reporting?
[00:04:56.250] – Michele Nuijten
This was actually a project that some of my colleagues were working on at the time, back when I was still a student, so my colleagues Marion Bacher and Jelte Wicherts, who are, incidentally, my colleagues still now at a different university, they noticed that one high-profile paper contained such inconsistency. They noticed just by looking at the numbers like, Hey, something doesn’t add up here. When they went through this particular paper, they thought, Well, if such a high-profile paper published in a high-quality journal already has some of these just visible errors in it, How much does this occur in the general literature? They actually went to the painstaking process of going through, I think, over a thousand P values by hand to see how often this occurred. When I and my friend saw that this was such a painstaking process, and ironically, also an error-prone process. You can imagine if you have to do this by hand, then we thought, Well, this seems like a thing that you can automate. That’s how we got on this path of looking at reporting inconsistencies in statistics.
[00:06:04.350] – APS’s Özge Gürcanlı Fischer Baum
Yeah, let’s talk about how it works then. I have this tool. Could you describe our listeners? What are the steps? We go to this website, and then what happens?
[00:06:16.110] – Michele Nuijten
Well, for the side of the user, it’s very straightforward. You go to the web application, which is called statcheck.io. There’s literally one button you can click on. The button is upload your paper. You upload a paper in a Word format or HTML or PDF. Nothing gets saved in the back-end. It only gets scanned by Stat Check, and you get back a nice table with all the results that Stat Checkwas able to find and a list of whether or not it was flagged as consistent.
[00:06:49.010] – APS’s Özge Gürcanlı Fischer Baum
In your work, you must have seen a lot of examples. What are some of the worst examples that you saw?
[00:06:57.330] – Michele Nuijten
Yeah, that’s a difficult question because Stat Check, in a way, it’s not an AI or something. It merely just looks at numbers and says, Well, these numbers don’t appear to add up. What it does is it recalculates the P-value because we had to choose a number to recalculate calculate, and given the enormous focus on P values in our field, that seemed like the most logical choice. But just as with my earlier example, if you say 2 plus 4 equals 5, the 5 could be incorrect, but the 2 or the 4 could also be incorrect. You don’t know. This also means that sometimes Stat Check flags an inconsistency where the reported P value is smaller than 0.001, but the recomputed P value is 0.80 or something. Which might look like a blatant error and a really dramatic difference. But it could be the case that there is a typo in the test statistic. For instance, if you write down that your T-value is 1.5, but you meant 10.5, it’s only a typo, but it seems as if it would have huge influence on your results. Those type of inconsistencies look dramatic, but might not be. At the other side, you also have types of errors that might, at first glance, seem inconsequential that might have big consequences.
[00:08:21.260] – Michele Nuijten
For instance, we have a lot of focus on this P must be smaller than 0.05 criterion to decide whether something is statistically significant. I do sometimes come across cases where the reported P-value is smaller than 0.05, and if I recompute it, it’s 0.06. In absolute terms, this is a very small difference, and you could argue that the statistical evidence that this P-value represents does not differ much. But I think it could signal a bigger underlying problem that people might round down P-values in order to increase their chances to get published. This is something that Stat Check cannot tell you. It only flags these numbers don’t seem to add up. It’s very hard to pinpoint what exactly the reason is. But with these particular types of inconsistencies, I do get a little bit suspicious, like what might What is going on here?
[00:09:17.050] – APS’s Özge Gürcanlı Fischer Baum
Yeah. One of the other things I noticed in your report is that there are a few articles that could be 100% wrong in a way that up to 100% of the reported results are inconsistent. How do you think that happens?
[00:09:36.440] – Michele Nuijten
Yeah, this signals a problem, or not really a problem, but a difficulty in reporting such prevalence of inconsistencies. Because at what level do you display this? The problem is that different articles have a different number of P-values they report. Sometimes articles only report one P-value. If they report it incorrectly, then they have a 100% inconsistency rate. But it could also be the case that people report 100 P values and 10 of them are wrong. The inconsistency rate would be different, but which one is worse? In absolute sense, you have more errors than the other, but yet you can also argue, Well, if you report a lot of P values, it’s easier to make at least one mistake. It’s hard to come up with a summarizing statistic that fairly reflects what is going on. Yeah.
[00:10:30.580] – APS’s Özge Gürcanlı Fischer Baum
Why did you decide to try to fix it in our field?
[00:10:36.920] – Michele Nuijten
It seems like such low-hanging fruit. I mean, it’s an issue that technically could be spotted by anyone. It’s just in the paper. It’s right there. Peer reviewers could spot it, but it turns out that they don’t, which makes a lot of sense as well, because we are all very busy. We’re often not that trained in statistics, especially not seeing inconsistencies with the naked eye. But I do think these type of errors or inconsistencies are important because, as you also mentioned at the start, if you cannot trust the numbers that a conclusion is based on, how can you trust the conclusion is correct at all? I think this type of reproducibility, I would call this. If I have the same data and I do the same analysis, I should get the same results. If you spot If I have an inconsistency in a paper, I can already tell you that that result is not reproducible. I cannot get to an inconsistent result based on your raw data. It’s very hard to judge to what extent the data is then trustworthy or the conclusions are It’s worth it. There’s quite a lot of issues going on right now in psychology, things that have been flagged as potential problems.
[00:11:53.130] – Michele Nuijten
I think this seems like one of the easiest things that we can solve. If we have a spell checker like this and we can just quickly We quickly run our manuscript through it before we submit it, we save both ourselves and the readers and the editors and everyone involved a lot of pain if we just managed to get out these errors beforehand and we don’t have to get into this annoying world of issuing corrections or just leaving the errors in there.
[00:12:20.130] – APS’s Özge Gürcanlı Fischer Baum
I’m really glad you said it is like spell check because I wrote down grammar check for statistical reports. This is what the tool does. Now, do you think journal editors use it or are they allowed to use it?
[00:12:34.750] – Michele Nuijten
It’s completely free and everyone is allowed to use it. I would encourage everyone to use it. It’s an R package underneath it. You can use the R package if you have research intentions, if you want to have larger sets of articles to scan. But if you just want to scan a single paper, go to the web app, go through it. It’s free. Within a second, you have your results. I would definitely encourage editors to use it. There are a few that do. For instance, psychological science, if we’re talking about APS journals. I’m not sure, but I think maybe Amps also mentioned something about it. I don’t have a curated list. People or editors that start using Stat Check usually don’t notify me. By the way, if you are an editor interested in using it, feel free to notify me or ask for help. I’m more than happy to assist in any way I can. But I think It’s a great use of the tool.
[00:13:31.670] – APS’s Özge Gürcanlı Fischer Baum
Yeah, that’s exactly why I’m asking it, to encourage people that they should use it. It is not AI. I’m glad you clarified that point. It is just a check. If we do grammar check or spelling check for text, we should be able to do it for numbers. This is a great tool that everybody can use and it is free. Let’s take a step back. What was the process of making stat check like? How long did it What was your team like?
[00:14:03.470] – Michele Nuijten
Well, I don’t think there will ever be an ending to this. It’s an ongoing project. I’ve been working on this for 10 years now. But I think the initial framework was set up in… Well, I think as it goes with tools like this, the first version is usually done within a day or within an hour by someone. In this case, Sasha Epskamp was the person who developed the first version of Stat Check. After that, I ran with it for the next 10 years to develop it further. There have been many, many updates, mainly behind the scenes. I learned a lot about software development in the process. I learned about unit testing. I learned about best practices on how to use GitHub and branches and all these terms that were new to me. That was a lot of fun to do. During the years, I’ve had many people contributing interesting ideas of people writing code for me. But mainly, I’ve kept it quite close because sometimes tools like this that point out mistakes feel a bit tricky. I have very I very much want to present Stat Check as something that can help improve everybody’s work as something that you can use yourself.
[00:15:23.240] – Michele Nuijten
Sometimes people don’t always see it like that. I’m a bit afraid to give it away to have more people develop to develop on it because I’m afraid that maybe mistakes will be introduced. This is a very big pitfall of mine. I really need to learn to let go and invite more people to work on it, especially because I think that many people will be a lot better at it than I am. But this is one of the things I’ve been struggling with a little bit.
[00:15:52.630] – APS’s Özge Gürcanlı Fischer Baum
Yeah, but it’s your baby.
[00:15:54.580] – Michele Nuijten
I know, yeah.
[00:15:55.780] – APS’s Özge Gürcanlı Fischer Baum
You want it to work better and better every single day. No, this is a great resource for everyone involved in our field. Thank you for all the hard work you put into that. Michele, is there anything else that you would like to share with our listeners?
[00:16:16.370] – Michele Nuijten
I think more in general about just improving practices in our field, because I think what I really like about Stat Checkand about the type of projects I usually take is I try to focus on things that are pragmatic, that are small steps towards a better science. I sometimes feel like it can be a bit overwhelming. The good news is there are so many initiatives to improve our field. I can imagine that, especially if you’re an early career researcher, that you don’t know where to start. I think that with these small tools like Stat Check, but many other initiatives are similar, just cherry-pick your favorite. Try one, see what happens. I think Christina Bergman calls this the buffet approach. You have this entire table full of open science practices, but you cannot eat them all at once. Just take some samples, try some stuff out, see what works for you and your paper, and in that way, get involved with the new developments.
[00:17:26.150] – APS’s Özge Gürcanlı Fischer Baum
Yeah. Thank you very much, Michele. This was a pleasure. Thank Thank you so much for joining Under the Cortex.
[00:17:33.090] – Michele Nuijten
Thank you for having me.
[00:17:34.790] – APS’s Özge Gürcanlı Fischer Baum
This is Özge Gürcanlı Fischer Baum with APS, and I have been speaking to Michele Nuijten from the Tilburg University. If you want to know more about this research, visit psychologicalscience.org.
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The Labor Department issued a huge downward revision on jobs figures for the 12 months that ended in March, pointing to greater cracks in the economy.
By Santul Nerkar
This article is part of Big Number, a regular feature about a number in the news this week.
The U.S. labor market has been less resilient than was initially believed. On Wednesday, the Labor Department said that the economy had added 818,000 fewer jobs than it had previously reported for the 12 months that ended in March.
The number means employers had overstated job growth by about 28 percent per month, especially in industries like hospitality and professional services. The downward revision adds to growing evidence of a weakening job market: The unemployment rate, though still relatively low, ticked up to 4.3 percent last month.
This adjusted number is an initial estimate of an annual revision, in which monthly employment figures from the Labor Department are reconciled with more accurate state unemployment reports. This year’s revision was unusually large: Over the previous decade, annual updates added or subtracted around 173,000 jobs, on average.
“We’ve known that things on net were probably moving gradually in the wrong direction,” said Guy Berger, director of economic research at Burning Glass Institute, a labor market research and data firm.
The Federal Reserve, which is poised to cut interest rates when it meets next month, is attuned to such signs of economic slowdown. Fed officials may also be taking note of a shift in consumer behavior , as Americans hurt by years of high inflation have turned to bargain hunting .
Still, some indicators point to a solid economy: Inflation continues to cool while gross domestic product outpaces forecasts . And retail sales have been robust.
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As climate change creates hotter, drier conditions, we are seeing longer fire seasons with larger, more frequent wildfires. In recent years, catastrophic wildfires have destroyed homes and infrastructure, caused devastating losses in lives and livelihoods of people living in affected areas, and damaged wildland resources and the economy. We need new solutions to fight wildfires and protect areas from damage.
Researchers at Stanford have developed a water-enhancing gel that could be sprayed on homes and critical infrastructure to help keep them from burning during wildfires. The research, published Aug. 21 in Advanced Materials , shows that the new gels last longer and are significantly more effective than existing commercial gels.
“Under typical wildfire conditions, current water-enhancing gels dry out in 45 minutes,” said Eric Appel , associate professor of materials science and engineering in the School of Engineering , who is senior author of the paper. “We’ve developed a gel that would have a broader application window – you can spray it further in advance of the fire and still get the benefit of the protection – and it will work better when the fire comes.
Water-enhancing gels are made of super-absorbent polymers – similar to the absorbent powder found in disposable diapers. Mixed with water and sprayed on a building, they swell into a gelatinous substance that clings to the outside of the structure, creating a thick, wet shield. But the conditions in the vicinity of a wildfire are extremely dry – temperatures can be near 100 degrees, with high winds and zero percent humidity – and even water locked in a gel evaporates fairly quickly.
In the gel designed by Appel and his colleagues, the water is just the first layer of protection. In addition to a cellulose-based polymer, the gel contains silica particles, which get left behind when the gels are subjected to heat. “We have discovered a unique phenomenon where a soft, squishy hydrogel seamlessly transitions into a robust aerogel shield under heat, offering enhanced and long-lasting wildfire protection. This environmentally conscious breakthrough surpasses current commercial solutions, offering a superior and scalable defense against wildfires,” said the lead author of the study, Changxin “Lyla” Dong.
“When the water boils off and all of the cellulose burns off, we’re left with the silica particles assembled into a foam,” Appel said. “That foam is highly insulative and ends up scattering all of the heat, completely protecting the substrate underneath it.”
The silica forms an aerogel – a solid, porous structure that is a particularly good insulator. Similar silica aerogels are used in space applications because they are extremely lightweight and can prevent most methods of heat transfer.
The researchers tested several formulations of their new gel by applying them to pieces of plywood and exposing them to direct flame from a gas hand-torch, which burns at a considerably higher temperature than a wildfire. Their most effective formulation lasted for more than 7 minutes before the board began to char. When they tested a commercially available water-enhancing gel in the same way, it protected the plywood for less than 90 seconds.
“Traditional gels don’t work once they dry out,” Appel said. “Our materials form this silica aerogel when exposed to fire that continues to protect the treated substrates after all the water has evaporated. These materials can be easily washed away once the fire is gone.”
The new gels build off of Appel’s previous wildfire prevention work. In 2019, Appel and his colleagues used these same gels as a vehicle to hold wildland fire retardants on vegetation for months at a time. The formulation was intended to help prevent ignition in wildfire-prone areas.
“We’ve been working with this platform for years now,” Appel said. “This new development was somewhat serendipitous – we were wondering how these gels would behave on their own, so we just smushed some on a piece of wood and exposed it to flames from a torch we had laying around the lab. What we observed was this super cool outcome where the gels puffed up into an aerogel foam.”
After that initial success, it took several years of additional engineering to optimize the formulation. It is now stable in storage, easily sprayable with standard equipment, and adheres well to all kinds of surfaces. The gels are made of nontoxic components that have already been approved for use by the U.S. Forest Service, and the researchers conducted studies to show that they are easily broken down by soil microbes.
“They’re safe for both people and the environment,” Appel said. “There may need to be additional optimization, but my hope is that we can do pilot-scale application and evaluation of these gels so we can use them to help protect critical infrastructure when a fire comes through.”
Appel is a senior fellow of the Stanford Woods Institute for the Environment ; a member of Stanford Bio-X , the Stanford Cardiovascular Institute , the Wu Tsai Human Performance Alliance , the Maternal & Child Health Research Institute , the Stanford Cancer Institute , and the Wu Tsai Neurosciences Institute ; and a faculty fellow of Stanford Sarafan ChEM-H .
Additional Stanford co-authors of this research include postdoctoral researchers Andrea I. d’Aquino and Samya Sen; graduate students Changxin Dong and Anthony C. Yu; and undergraduate student Ian A. Hall.
Other co-authors on this work are from California Polytechnic State University.
This work was funded by the Gordon & Betty Moore Foundation, Schmidt Science Fellows, and the National Science Foundation.
Media contact Jill Wu, School of Engineering: [email protected]
New research found a nearly 19% increase in cases of Type 2 diabetes between 2012 and 2022.
More than one in five individuals aged 65 or older had the condition, and the same age group was more than 10 times as likely to be diagnosed with diabetes than people in the 18 to 24 age bracket, according to a new study from the University of Georgia published in the Diabetes, Obesity and Metabolism journal.
There were disparities in the prevalence of the disease between sociodemographic groups, showing higher rates among racial and ethnic minorities in the results of the study.
Where people lived in the U.S. also showed a difference in the number of cases – with the Midwest and South experiencing more pronounced increases, the researchers said. Specifically, 10 states saw increases of 25% or more over the decade-long study period: Arkansas, Kentucky, Nebraska, Texas, Alabama, Minnesota, Illinois, West Virginia, Delaware and Massachusetts.
RELATED STORY | Study: 1.3 billion people could be living with diabetes by 2050
The study also noted a correlation between cases of diabetes and levels of income. People with higher incomes were 41% less likely to be diagnosed with diabetes.
Lastly, the research confirmed what is already known: Obesity is linked to a higher risk of diabetes and addressing the obesity epidemic is a crucial step in combating the disease.
One way health experts are looking to address obesity is through certain medications, like Zepbound. Maker of the drug, Eli Lilly, just released the results of a 3-year study that shows its tirzepatide medication reduced the risk of developing Type 2 diabetes by 94% in adults with pre-diabetes.
RELATED STORY | Hydrogel could be the future of popular diabetes and weight-loss drugs
However, researchers at the University of Georgia said, “Promoting healthy eating habits, increasing physical activity and implementing community-based interventions to support weight management can play a significant role in reducing diabetes prevalence.”
The study on the prevalence of Type 2 diabetes in society was observational, using data from the Behavioral Risk Factor Surveillance System, which is an ongoing health survey involving more than 400,000 adult interviews each year.
RELATED STORY | Amid rise in childhood diabetes, man describes how to 'thrive' with disease
The goal was to examine national trends and disparities in self-reported diabetes cases to increase the comprehension of the risk factors – insight that researchers said is “crucial” for developing focused prevention strategies.
“Improving access to quality care, implementing diabetes prevention programs focusing on high-risk groups, and addressing social determinants through multilevel interventions may help curb the diabetes epidemic in the United States,” researchers said in the study.
According to the University of Virginia Health , Type 2 diabetes is more common and often associated with insulin resistance and obesity whereas Type 1 diabetes is an autoimmune disease.
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Anthony DiComo
SAN DIEGO -- The play was still ongoing when Paul Blackburn crumpled to the ground, clearly stunned after taking a high-velocity line drive off his pitching hand. For a long while, Blackburn sat on the slope of the pitcher’s mound, legs splayed, as a group of trainers and coaches checked on him. Eventually, he walked off the field.
Initial X-rays were “inconclusive,” according to Mets manager Carlos Mendoza, and Blackburn will undergo further testing on Saturday to make sure nothing is broken.
His early exit in a 7-0 loss to the Padres not only put the team in a difficult position Friday night at Petco Park, but also placed its future rotation plans into question. For all Blackburn’s inconsistencies since headlining the Mets’ Trade Deadline work late last month, he had been a constant source of innings, as durable as anyone.
Now, the Mets can’t be so sure.
How long could Blackburn miss?
The Mets won’t know much until Saturday, when Blackburn undergoes a CT scan in San Diego. That test will determine if any bones are broken.
As a general rule, fractures take about six weeks to heal. Considering Blackburn is dealing with an injury to his pitching hand, it would stand to reason that a broken bone might end his regular season.
If nothing else, screaming line drives can cause plenty of pain, as Blackburn discovered when David Peralta struck him in the third inning of Friday’s game.
“It doesn’t feel great, to be honest,” Blackburn said immediately after the game. “It’s definitely swollen, definitely some pain in there, but I have full mobility of my wrist and my hand.”
If nothing is broken, of course, it’s possible Blackburn could make his next rotation turn. Late Friday night, neither he nor the Mets were willing to speculate on that.
“I’m just glad it didn’t hit my head, honestly,” Blackburn said. “I just went into defense mode and was able to kind of deflect it.”
If Blackburn does miss time, who might replace him?
Although Mendoza said the team has multiple rotation options in the Minors, Tylor Megill profiles as the most obvious one. A frequent rider of the shuttle between Triple-A Syracuse and the Majors, Megill pitched into the eighth inning of his most recent start, striking out 11.
Given top prospect Brandon Sproat’s rocky transition to Triple-A and the season-long inconsistencies of Mike Vasil, Dom Hamel and Blade Tidwell, the Mets don’t have any youngsters knocking loudly on the door. That puts Megill in prime position to take the ball should Blackburn miss time.
Longer-term, rookie Christian Scott may reemerge at some point in September regardless of what happens with Blackburn, Megill or anyone else. Earlier this week, Scott stretched his flat-ground throwing program out to 100-plus feet, while incorporating offspeed pitches into his routine.
The Mets won’t know whether Scott, who has a sprained UCL in his right elbow , can truly avoid surgery until he returns to a mound and begins throwing at full strength again. But they also don’t have any concrete reason to believe Scott will finish this season as anything other than a healthy player.
What’s the state of the rotation in general?
Things had been going relatively well until Friday, when Blackburn allowed 10 hits prior to his injury and recorded only seven outs. Those knocks came in all shapes and sizes, including a Luis Arraez leadoff homer, a Kyle Higashioka two-run shot, and various other line drives and bleeders -- far more support than Padres starter Joe Musgrove needed.
“Not good,” was how Blackburn put it. “I felt like the good pitches I made got hit. I felt like the bad pitches I made got hit. It was just one of those days where I felt like I was searching for anything to create some swing-and-miss.”
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Outside of Blackburn, Luis Severino and Sean Manaea have been routinely pitching well, while David Peterson has also found success despite a high walk rate. The outlier has been Jose Quintana and his 8.27 ERA in August, prompting whispers about the Mets finding a way to replace him.
But the depth chart has become noticeably thin, and Blackburn's injury makes the idea of replacing anyone that much more difficult.
Said Mendoza, when asked about potential Blackburn replacements: “It’s too early to tell.”
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What teachers, teens and the u.s. public say about current curriculum debates, table of contents.
Pew Research Center conducted this study to better understand how public K-12 teachers, teens and the American public see topics related to race, sexual orientation and gender identity playing out in the classroom.
The bulk of the analysis in this report is based on an online survey of 2,531 U.S. public K-12 teachers conducted from Oct. 17 to Nov. 14, 2023. The teachers surveyed are members of RAND’s American Teacher Panel, a nationally representative panel of public school K-12 teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.
For the questions for the general public, we surveyed 5,029 U.S. adults from Nov. 9 to Nov. 16, 2023. The adults surveyed are members of the Ipsos KnowledgePanel, a nationally representative online survey panel. Panel members are randomly recruited through probability-based sampling, and households are provided with access to the Internet and hardware if needed. To ensure that the results of this survey reflect a balanced cross section of the nation, the data is weighted to match the U.S. adult population by gender, age, education, race and ethnicity and other categories.
For questions for teens, we conducted an online survey of 1,453 U.S. teens from Sept. 26 to Oct. 23, 2023, through Ipsos. Ipsos recruited the teens via their parents, who were part of its KnowledgePanel. The survey was weighted to be representative of U.S. teens ages 13 to 17 who live with their parents by age, gender, race and ethnicity, household income, and other categories. The survey on teens was reviewed and approved by an external institutional review board (IRB), Advarra, an independent committee of experts specializing in helping to protect the rights of research participants.
Here are the questions used for this report , along with responses, and the survey methodology .
Throughout the report, references to White, Black and Asian adults include those who are not Hispanic and identify as only one race. Hispanics are of any race. The views and experiences of teachers and teens who are Asian American or part of other racial and ethnic groups are not analyzed separately in this report due to sample limitations. Data for these groups is incorporated into the general population figures throughout the report.
All references to party affiliation include those who lean toward that party. Republicans include those who identify as Republicans and those who say they lean toward the Republican Party. Democrats include those who identify as Democrats and those who say they lean toward the Democratic Party.
Political leaning of school districts is based on whether the majority of those residing in the school district voted for Republican Donald Trump or Democrat Joe Biden in the 2020 presidential election.
Amid national debates about what schools are teaching , we asked public K-12 teachers, teens and the American public how they see topics related to race, sexual orientation and gender identity playing out in the classroom.
A sizeable share of teachers (41%) say these debates have had a negative impact on their ability to do their job. Just 4% say these debates have had a positive impact, while 53% say the impact has been neither positive nor negative or that these debates have had no impact.
And 71% of teachers say teachers themselves don’t have enough influence over what’s taught in public schools in their area.
In turn, a majority of teachers (58%) say their state government has too much influence over this. And more say the federal government, the local school board and parents have too much influence than say they don’t have enough.
Most of the findings in this report come from a survey of 2,531 U.S. public K-12 teachers conducted Oct. 17-Nov. 14, 2023, using the RAND American Teacher Panel. 1 The survey looks at teachers’ views on:
It follows a fall 2022 survey of K-12 parents that explored similar topics.
This report also includes some findings from a survey of U.S. teens ages 13 to 17 ( Chapter 3 ) and a survey of U.S. adults ( Chapter 4 ). For details about these surveys, refer to the Methodology section of this report. Among the key findings:
We asked public K-12 teachers what they think students should learn in school about two topics in particular:
For these questions, elementary, middle and high school teachers were asked about elementary, middle and high school students, respectively.
Most teachers (64%) say students should learn that the legacy of slavery still affects the position of Black people in American society today.
About a quarter (23%) say students should learn that slavery is part of American history but no longer affects the position of Black people in American society. Just 8% say students shouldn’t learn about this topic in school at all.
Majorities of elementary, middle and high school teachers say students should learn that the legacy of slavery still has an impact on the lives of Black Americans.
When it comes to teaching about gender identity – specifically whether a person’s gender can be different from or is determined by their sex assigned at birth – half of public K-12 teachers say students shouldn’t learn about this in school.
A third of teachers think students should learn that someone can be a boy or a girl even if that is different from the sex they were assigned at birth.
A smaller share (14%) say students should learn that whether someone is a boy or a girl is determined by their sex at birth.
Views differ among elementary, middle and high school teachers. But teachers across the three levels are more likely to say students should learn that a person’s gender can be different from their sex at birth than to say students should learn gender is determined by sex at birth.
Most elementary school teachers (62%) say students shouldn’t learn about gender identity in school. This is much larger than the shares of middle and high school teachers who say the same (45% and 35%).
Parents of K-12 students are more divided on what their children should learn in school about these topics.
In the 2022 survey , 49% of parents said they’d rather their children learn that the legacy of slavery still affects the position of Black people in American society today, while 42% said they’d rather their children learn that slavery no longer affects Black Americans.
When it comes to gender identity, 31% of parents said they’d rather their children learn that gender can be different from sex at birth. An identical share said they would rather their children learn gender is determined by sex at birth. Another 37% of parents said their children shouldn’t learn about gender identity in school.
Teens, like parents, are more divided than teachers on these questions. About half of teens (48%) say they’d rather learn that the legacy of slavery still affects the position of Black Americans today. Four-in-ten would prefer to learn that slavery no longer affects Black Americans.
And teens are about evenly divided when it comes to what they prefer to learn about gender identity. A quarter say they’d rather learn that a person’s gender can be different from their sex at birth; 26% would prefer to learn that gender is determined by sex at birth. About half (48%) say they shouldn’t learn about gender identity in school.
For more on teens’ views about what they prefer to learn in school about each of these topics, read Chapter 3 of this report.
Most public K-12 teachers (60%) say parents should not be able to opt their children out of learning about racism or racial inequality in school, even if the way these topics are taught conflicts with the parents’ beliefs. A quarter say parents should be able to opt their children out of learning about these topics.
In contrast, more say parents should be able to opt their children out of learning about sexual orientation or gender identity (48%) than say parents should not be able to do this (33%).
On topics related to both race and LGBTQ issues, elementary and middle school teachers are more likely than high school teachers to say parents should be able to opt their children out.
Like teachers, Americans overall are more likely to say parents should be able to opt their children out of learning about sexual orientation or gender identity (54%) than to say they should be able to opt their children out of learning about racism or racial inequality (34%).
Across both issues, Americans overall are somewhat more likely than teachers to say parents should be able to opt their children out.
For more on the public’s views, read Chapter 4 of this report.
Most teachers who’ve been teaching for more than a year (68%) say the topics of sexual orientation and gender identity rarely or never came up in their classroom in the 2022-23 school year. About one-in-five (21%) say these topics came up sometimes, and 8% say they came up often or extremely often.
Topics related to racism or racial inequality come up more frequently. A majority of teachers (56%) say these topics came up at least sometimes in their classroom, with 21% saying they came up often or extremely often.
These topics are more likely to come up in secondary school than in elementary school classrooms.
As is the case among parents of K-12 students and the general public, teachers’ views on how topics related to race and LGBTQ issues should play out in the classroom differ by political affiliation.
A majority of public K-12 teachers (58%) identify with or lean toward the Democratic Party. About a third (35%) identify with or lean toward the GOP. Americans overall are more evenly divided: 47% are Democrats or Democratic leaners, and 45% are Republicans or Republican leaners .
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Students should compare the news reporting on a breaking political story in The Wall Street Journal, ... Assignment: Writers typically draft a focus statement after conceiving an idea and conducting preliminary research or reporting. This focus statement helps to set the direction of reporting and writing. Sometimes reporting dictates a change ...
1. Stay consistent with news values. The first thing you should do before starting a piece of news writing is consider how the topic fits in with the 6 key news values. These values help journalists determine how newsworthy a story is, as well as which information should be included in the lede and article as a whole.
A news article is a writing format that provides concise and factual information to a reader. News stories typically report on current affairs that are noteworthy—including legislation, announcements, education, discoveries or research, election results, public health, sports, and the arts.
The following is an essay developed from the new book Informing the News: The Need for Knowledge-Based Journalism, which serves as companion to Journalist's Resource and represents an articulation of the project's mission to help the news media transition to a new phase in their 21st-century development.. Its author, Thomas E. Patterson, is the Bradlee Professor of Government and the Press ...
It is, of course, possible for news reporting to compare and contrast policy options against the historical record or independent evidence - a form of public interest news that is the life-blood of representative democracy. ... This remains a workable journalistic ideal, although a body of research demonstrates that news often focuses on the ...
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Investigative reporting is the most intensive work a journalist can undertake. It can take months or even years of hard work, often from multiple investigative reporters and editors. Below is a guide on how to get started with an investigative feature, with tips from one of America's most renowned investigative journalists, Bob Woodward. Woodward and his colleague Carl Bernstein won a ...
Introduction. This study focuses on the definition of news in the contemporary US media environment. Specifically, its focus is on how audiences define news and their perceptions of what is more/less news-like. Public views on what news is are foundational to news audience research, and to journalism studies more generally, and the US presents ...
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New research examines 25 years of newspaper reporting of teachers and finds consistent evidence of "teacher bashing". Scientists' involvement in media reporting on fire leads to more nuanced ...
In what ways has news reporting in print, on television, and online changed over the last 30 years? Overall, there has been a shift toward more-subjective reporting, but many of the changes have been subtle. ... This publication is part of the RAND research report series. Research reports present research findings and objective analysis that ...
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The Labor Department issued a huge downward revision on jobs figures for the 12 months that ended in March, pointing to greater cracks in the economy. By Santul Nerkar This article is part of Big ...
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New research found a nearly 19% increase in cases of Type 2 diabetes between 2012 and 2022. More than one in five individuals aged 65 or older had the condition, and the same age group was more than 10 times as likely to be diagnosed with diabetes than people in the 18 to 24 age bracket, according to a new study from the University of Georgia published in the Diabetes, Obesity and Metabolism ...
US News is a recognized leader in college, grad school, hospital, mutual fund, and car rankings. Track elected officials, research health conditions, and find news you can use in politics ...
Things had been going relatively well until Friday, when Blackburn allowed 10 hits prior to his injury and recorded only seven outs. Those knocks came in all shapes and sizes, including a Luis Arraez leadoff homer, a Kyle Higashioka two-run shot, and various other line drives and bleeders -- far more support than Padres starter Joe Musgrove needed.
Amid national debates about what schools are teaching, we asked public K-12 teachers, teens and the American public how they see topics related to race, sexual orientation and gender identity playing out in the classroom.. A sizeable share of teachers (41%) say these debates have had a negative impact on their ability to do their job. Just 4% say these debates have had a positive impact, while ...
State of Maine and Federal Bureau of Ocean Energy Management reach agreement on the country's first research lease in the Gulf of Maine for a floating offshore wind research array, a milestone in Maine's efforts to advance responsible offshore wind development ... For more information and recent news on offshore wind in Maine, including the ...