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How To Write A Research Summary

It’s a common perception that writing a research summary is a quick and easy task. After all, how hard can jotting down 300 words be? But when you consider the weight those 300 words carry, writing a research summary as a part of your dissertation, essay or compelling draft for your paper instantly becomes daunting task.

A research summary requires you to synthesize a complex research paper into an informative, self-explanatory snapshot. It needs to portray what your article contains. Thus, writing it often comes at the end of the task list.

Regardless of when you’re planning to write, it is no less of a challenge, particularly if you’re doing it for the first time. This blog will take you through everything you need to know about research summary so that you have an easier time with it.

What is a Research Summary?

A research summary is the part of your research paper that describes its findings to the audience in a brief yet concise manner. A well-curated research summary represents you and your knowledge about the information written in the research paper.

While writing a quality research summary, you need to discover and identify the significant points in the research and condense it in a more straightforward form. A research summary is like a doorway that provides access to the structure of a research paper's sections.

Since the purpose of a summary is to give an overview of the topic, methodology, and conclusions employed in a paper, it requires an objective approach. No analysis or criticism.

Research summary or Abstract. What’s the Difference?

They’re both brief, concise, and give an overview of an aspect of the research paper. So, it’s easy to understand why many new researchers get the two confused. However, a research summary and abstract are two very different things with individual purpose. To start with, a research summary is written at the end while the abstract comes at the beginning of a research paper.

A research summary captures the essence of the paper at the end of your document. It focuses on your topic, methods, and findings. More like a TL;DR, if you will. An abstract, on the other hand, is a description of what your research paper is about. It tells your reader what your topic or hypothesis is, and sets a context around why you have embarked on your research.

Getting Started with a Research Summary

Before you start writing, you need to get insights into your research’s content, style, and organization. There are three fundamental areas of a research summary that you should focus on.

• While deciding the contents of your research summary, you must include a section on its importance as a whole, the techniques, and the tools that were used to formulate the conclusion. Additionally, there needs to be a short but thorough explanation of how the findings of the research paper have a significance.
• To keep the summary well-organized, try to cover the various sections of the research paper in separate paragraphs. Besides, how the idea of particular factual research came up first must be explained in a separate paragraph.
• As a general practice worldwide, research summaries are restricted to 300-400 words. However, if you have chosen a lengthy research paper, try not to exceed the word limit of 10% of the entire research paper.

How to Structure Your Research Summary

The research summary is nothing but a concise form of the entire research paper. Therefore, the structure of a summary stays the same as the paper. So, include all the section titles and write a little about them. The structural elements that a research summary must consist of are:

It represents the topic of the research. Try to phrase it so that it includes the key findings or conclusion of the task.

The abstract gives a context of the research paper. Unlike the abstract at the beginning of a paper, the abstract here, should be very short since you’ll be working with a limited word count.

Introduction

This is the most crucial section of a research summary as it helps readers get familiarized with the topic. You should include the definition of your topic, the current state of the investigation, and practical relevance in this part. Additionally, you should present the problem statement, investigative measures, and any hypothesis in this section.

Methodology

This section provides details about the methodology and the methods adopted to conduct the study. You should write a brief description of the surveys, sampling, type of experiments, statistical analysis, and the rationality behind choosing those particular methods.

Create a list of evidence obtained from the various experiments with a primary analysis, conclusions, and interpretations made upon that. In the paper research paper, you will find the results section as the most detailed and lengthy part. Therefore, you must pick up the key elements and wisely decide which elements are worth including and which are worth skipping.

This is where you present the interpretation of results in the context of their application. Discussion usually covers results, inferences, and theoretical models explaining the obtained values, key strengths, and limitations. All of these are vital elements that you must include in the summary.

Most research papers merge conclusion with discussions. However, depending upon the instructions, you may have to prepare this as a separate section in your research summary. Usually, conclusion revisits the hypothesis and provides the details about the validation or denial about the arguments made in the research paper, based upon how convincing the results were obtained.

The structure of a research summary closely resembles the anatomy of a scholarly article . Additionally, you should keep your research and references limited to authentic and  scholarly sources only.

Tips for Writing a Research Summary

The core concept behind undertaking a research summary is to present a simple and clear understanding of your research paper to the reader. The biggest hurdle while doing that is the number of words you have at your disposal. So, follow the steps below to write a research summary that sticks.

1. Read the parent paper thoroughly

You should go through the research paper thoroughly multiple times to ensure that you have a complete understanding of its contents. A 3-stage reading process helps.

a. Scan: In the first read, go through it to get an understanding of its basic concept and methodologies.

b. Read: For the second step, read the article attentively by going through each section, highlighting the key elements, and subsequently listing the topics that you will include in your research summary.

c. Skim: Flip through the article a few more times to study the interpretation of various experimental results, statistical analysis, and application in different contexts.

Sincerely go through different headings and subheadings as it will allow you to understand the underlying concept of each section. You can try reading the introduction and conclusion simultaneously to understand the motive of the task and how obtained results stay fit to the expected outcome.

2. Identify the key elements in different sections

While exploring different sections of an article, you can try finding answers to simple what, why, and how. Below are a few pointers to give you an idea:

• What is the research question and how is it addressed?
• Is there a hypothesis in the introductory part?
• What type of methods are being adopted?
• What is the sample size for data collection and how is it being analyzed?
• What are the most vital findings?
• Do the results support the hypothesis?

Discussion/Conclusion

• What is the final solution to the problem statement?
• What is the explanation for the obtained results?
• What is the drawn inference?
• What are the various limitations of the study?

3. Prepare the first draft

Now that you’ve listed the key points that the paper tries to demonstrate, you can start writing the summary following the standard structure of a research summary. Just make sure you’re not writing statements from the parent research paper verbatim.

Instead, try writing down each section in your own words. This will not only help in avoiding plagiarism but will also show your complete understanding of the subject. Alternatively, you can use a summarizing tool (AI-based summary generators) to shorten the content or summarize the content without disrupting the actual meaning of the article.

SciSpace Copilot is one such helpful feature! You can easily upload your research paper and ask Copilot to summarize it. You will get an AI-generated, condensed research summary. SciSpace Copilot also enables you to highlight text, clip math and tables, and ask any question relevant to the research paper; it will give you instant answers with deeper context of the article..

4. Include visuals

One of the best ways to summarize and consolidate a research paper is to provide visuals like graphs, charts, pie diagrams, etc.. Visuals make getting across the facts, the past trends, and the probabilistic figures around a concept much more engaging.

5. Double check for plagiarism

It can be very tempting to copy-paste a few statements or the entire paragraphs depending upon the clarity of those sections. But it’s best to stay away from the practice. Even paraphrasing should be done with utmost care and attention.

Also: QuillBot vs SciSpace: Choose the best AI-paraphrasing tool

6. Religiously follow the word count limit

You need to have strict control while writing different sections of a research summary. In many cases, it has been observed that the research summary and the parent research paper become the same length. If that happens, it can lead to discrediting of your efforts and research summary itself. Whatever the standard word limit has been imposed, you must observe that carefully.

7. Proofread your research summary multiple times

The process of writing the research summary can be exhausting and tiring. However, you shouldn’t allow this to become a reason to skip checking your academic writing several times for mistakes like misspellings, grammar, wordiness, and formatting issues. Proofread and edit until you think your research summary can stand out from the others, provided it is drafted perfectly on both technicality and comprehension parameters. You can also seek assistance from editing and proofreading services , and other free tools that help you keep these annoying grammatical errors at bay.

8. Watch while you write

Keep a keen observation of your writing style. You should use the words very precisely, and in any situation, it should not represent your personal opinions on the topic. You should write the entire research summary in utmost impersonal, precise, factually correct, and evidence-based writing.

9. Ask a friend/colleague to help

Once you are done with the final copy of your research summary, you must ask a friend or colleague to read it. You must test whether your friend or colleague could grasp everything without referring to the parent paper. This will help you in ensuring the clarity of the article.

Once you become familiar with the research paper summary concept and understand how to apply the tips discussed above in your current task, summarizing a research summary won’t be that challenging. While traversing the different stages of your academic career, you will face different scenarios where you may have to create several research summaries.

In such cases, you just need to look for answers to simple questions like “Why this study is necessary,” “what were the methods,” “who were the participants,” “what conclusions were drawn from the research,” and “how it is relevant to the wider world.” Once you find out the answers to these questions, you can easily create a good research summary following the standard structure and a precise writing style.

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Home » Research Summary – Structure, Examples and Writing Guide

Research Summary – Structure, Examples and Writing Guide

Table of Contents

Research Summary

Definition:

A research summary is a brief and concise overview of a research project or study that highlights its key findings, main points, and conclusions. It typically includes a description of the research problem, the research methods used, the results obtained, and the implications or significance of the findings. It is often used as a tool to quickly communicate the main findings of a study to other researchers, stakeholders, or decision-makers.

Structure of Research Summary

The Structure of a Research Summary typically include:

• Introduction : This section provides a brief background of the research problem or question, explains the purpose of the study, and outlines the research objectives.
• Methodology : This section explains the research design, methods, and procedures used to conduct the study. It describes the sample size, data collection methods, and data analysis techniques.
• Results : This section presents the main findings of the study, including statistical analysis if applicable. It may include tables, charts, or graphs to visually represent the data.
• Discussion : This section interprets the results and explains their implications. It discusses the significance of the findings, compares them to previous research, and identifies any limitations or future directions for research.
• Conclusion : This section summarizes the main points of the research and provides a conclusion based on the findings. It may also suggest implications for future research or practical applications of the results.
• References : This section lists the sources cited in the research summary, following the appropriate citation style.

How to Write Research Summary

Here are the steps you can follow to write a research summary:

• Read the research article or study thoroughly: To write a summary, you must understand the research article or study you are summarizing. Therefore, read the article or study carefully to understand its purpose, research design, methodology, results, and conclusions.
• Identify the main points : Once you have read the research article or study, identify the main points, key findings, and research question. You can highlight or take notes of the essential points and findings to use as a reference when writing your summary.
• Write the introduction: Start your summary by introducing the research problem, research question, and purpose of the study. Briefly explain why the research is important and its significance.
• Summarize the methodology : In this section, summarize the research design, methods, and procedures used to conduct the study. Explain the sample size, data collection methods, and data analysis techniques.
• Present the results: Summarize the main findings of the study. Use tables, charts, or graphs to visually represent the data if necessary.
• Interpret the results: In this section, interpret the results and explain their implications. Discuss the significance of the findings, compare them to previous research, and identify any limitations or future directions for research.
• Conclude the summary : Summarize the main points of the research and provide a conclusion based on the findings. Suggest implications for future research or practical applications of the results.
• Revise and edit : Once you have written the summary, revise and edit it to ensure that it is clear, concise, and free of errors. Make sure that your summary accurately represents the research article or study.
• Add references: Include a list of references cited in the research summary, following the appropriate citation style.

Example of Research Summary

Here is an example of a research summary:

Title: The Effects of Yoga on Mental Health: A Meta-Analysis

Introduction: This meta-analysis examines the effects of yoga on mental health. The study aimed to investigate whether yoga practice can improve mental health outcomes such as anxiety, depression, stress, and quality of life.

Methodology : The study analyzed data from 14 randomized controlled trials that investigated the effects of yoga on mental health outcomes. The sample included a total of 862 participants. The yoga interventions varied in length and frequency, ranging from four to twelve weeks, with sessions lasting from 45 to 90 minutes.

Results : The meta-analysis found that yoga practice significantly improved mental health outcomes. Participants who practiced yoga showed a significant reduction in anxiety and depression symptoms, as well as stress levels. Quality of life also improved in those who practiced yoga.

Discussion : The findings of this study suggest that yoga can be an effective intervention for improving mental health outcomes. The study supports the growing body of evidence that suggests that yoga can have a positive impact on mental health. Limitations of the study include the variability of the yoga interventions, which may affect the generalizability of the findings.

Conclusion : Overall, the findings of this meta-analysis support the use of yoga as an effective intervention for improving mental health outcomes. Further research is needed to determine the optimal length and frequency of yoga interventions for different populations.

References :

• Cramer, H., Lauche, R., Langhorst, J., Dobos, G., & Berger, B. (2013). Yoga for depression: a systematic review and meta-analysis. Depression and anxiety, 30(11), 1068-1083.
• Khalsa, S. B. (2004). Yoga as a therapeutic intervention: a bibliometric analysis of published research studies. Indian journal of physiology and pharmacology, 48(3), 269-285.
• Ross, A., & Thomas, S. (2010). The health benefits of yoga and exercise: a review of comparison studies. The Journal of Alternative and Complementary Medicine, 16(1), 3-12.

Purpose of Research Summary

The purpose of a research summary is to provide a brief overview of a research project or study, including its main points, findings, and conclusions. The summary allows readers to quickly understand the essential aspects of the research without having to read the entire article or study.

Research summaries serve several purposes, including:

• Facilitating comprehension: A research summary allows readers to quickly understand the main points and findings of a research project or study without having to read the entire article or study. This makes it easier for readers to comprehend the research and its significance.
• Communicating research findings: Research summaries are often used to communicate research findings to a wider audience, such as policymakers, practitioners, or the general public. The summary presents the essential aspects of the research in a clear and concise manner, making it easier for non-experts to understand.
• Supporting decision-making: Research summaries can be used to support decision-making processes by providing a summary of the research evidence on a particular topic. This information can be used by policymakers or practitioners to make informed decisions about interventions, programs, or policies.
• Saving time: Research summaries save time for researchers, practitioners, policymakers, and other stakeholders who need to review multiple research studies. Rather than having to read the entire article or study, they can quickly review the summary to determine whether the research is relevant to their needs.

Characteristics of Research Summary

The following are some of the key characteristics of a research summary:

• Concise : A research summary should be brief and to the point, providing a clear and concise overview of the main points of the research.
• Objective : A research summary should be written in an objective tone, presenting the research findings without bias or personal opinion.
• Comprehensive : A research summary should cover all the essential aspects of the research, including the research question, methodology, results, and conclusions.
• Accurate : A research summary should accurately reflect the key findings and conclusions of the research.
• Clear and well-organized: A research summary should be easy to read and understand, with a clear structure and logical flow.
• Relevant : A research summary should focus on the most important and relevant aspects of the research, highlighting the key findings and their implications.
• Audience-specific: A research summary should be tailored to the intended audience, using language and terminology that is appropriate and accessible to the reader.
• Citations : A research summary should include citations to the original research articles or studies, allowing readers to access the full text of the research if desired.

When to write Research Summary

Here are some situations when it may be appropriate to write a research summary:

• Proposal stage: A research summary can be included in a research proposal to provide a brief overview of the research aims, objectives, methodology, and expected outcomes.
• Conference presentation: A research summary can be prepared for a conference presentation to summarize the main findings of a study or research project.
• Journal submission: Many academic journals require authors to submit a research summary along with their research article or study. The summary provides a brief overview of the study’s main points, findings, and conclusions and helps readers quickly understand the research.
• Funding application: A research summary can be included in a funding application to provide a brief summary of the research aims, objectives, and expected outcomes.
• Policy brief: A research summary can be prepared as a policy brief to communicate research findings to policymakers or stakeholders in a concise and accessible manner.

Advantages of Research Summary

Research summaries offer several advantages, including:

• Time-saving: A research summary saves time for readers who need to understand the key findings and conclusions of a research project quickly. Rather than reading the entire research article or study, readers can quickly review the summary to determine whether the research is relevant to their needs.
• Clarity and accessibility: A research summary provides a clear and accessible overview of the research project’s main points, making it easier for readers to understand the research without having to be experts in the field.
• Improved comprehension: A research summary helps readers comprehend the research by providing a brief and focused overview of the key findings and conclusions, making it easier to understand the research and its significance.
• Enhanced communication: Research summaries can be used to communicate research findings to a wider audience, such as policymakers, practitioners, or the general public, in a concise and accessible manner.
• Facilitated decision-making: Research summaries can support decision-making processes by providing a summary of the research evidence on a particular topic. Policymakers or practitioners can use this information to make informed decisions about interventions, programs, or policies.
• Increased dissemination: Research summaries can be easily shared and disseminated, allowing research findings to reach a wider audience.

Limitations of Research Summary

Limitations of the Research Summary are as follows:

• Limited scope: Research summaries provide a brief overview of the research project’s main points, findings, and conclusions, which can be limiting. They may not include all the details, nuances, and complexities of the research that readers may need to fully understand the study’s implications.
• Risk of oversimplification: Research summaries can be oversimplified, reducing the complexity of the research and potentially distorting the findings or conclusions.
• Lack of context: Research summaries may not provide sufficient context to fully understand the research findings, such as the research background, methodology, or limitations. This may lead to misunderstandings or misinterpretations of the research.
• Possible bias: Research summaries may be biased if they selectively emphasize certain findings or conclusions over others, potentially distorting the overall picture of the research.
• Format limitations: Research summaries may be constrained by the format or length requirements, making it challenging to fully convey the research’s main points, findings, and conclusions.
• Accessibility: Research summaries may not be accessible to all readers, particularly those with limited literacy skills, visual impairments, or language barriers.

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Researcher, Academic Writer, Web developer

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• How to Write a Summary | Guide & Examples

How to Write a Summary | Guide & Examples

Published on November 23, 2020 by Shona McCombes . Revised on May 31, 2023.

Summarizing , or writing a summary, means giving a concise overview of a text’s main points in your own words. A summary is always much shorter than the original text.

There are five key steps that can help you to write a summary:

• Read the text
• Break it down into sections
• Identify the key points in each section
• Write the summary
• Check the summary against the article

Writing a summary does not involve critiquing or evaluating the source . You should simply provide an accurate account of the most important information and ideas (without copying any text from the original).

Table of contents

When to write a summary, step 1: read the text, step 2: break the text down into sections, step 3: identify the key points in each section, step 4: write the summary, step 5: check the summary against the article, other interesting articles, frequently asked questions about summarizing.

There are many situations in which you might have to summarize an article or other source:

• As a stand-alone assignment to show you’ve understood the material
• To keep notes that will help you remember what you’ve read
• To give an overview of other researchers’ work in a literature review

When you’re writing an academic text like an essay , research paper , or dissertation , you’ll integrate sources in a variety of ways. You might use a brief quote to support your point, or paraphrase a few sentences or paragraphs.

But it’s often appropriate to summarize a whole article or chapter if it is especially relevant to your own research, or to provide an overview of a source before you analyze or critique it.

In any case, the goal of summarizing is to give your reader a clear understanding of the original source. Follow the five steps outlined below to write a good summary.

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You should read the article more than once to make sure you’ve thoroughly understood it. It’s often effective to read in three stages:

• Scan the article quickly to get a sense of its topic and overall shape.
• Read the article carefully, highlighting important points and taking notes as you read.
• Skim the article again to confirm you’ve understood the key points, and reread any particularly important or difficult passages.

There are some tricks you can use to identify the key points as you read:

• Start by reading the abstract . This already contains the author’s own summary of their work, and it tells you what to expect from the article.
• Pay attention to headings and subheadings . These should give you a good sense of what each part is about.
• Read the introduction and the conclusion together and compare them: What did the author set out to do, and what was the outcome?

To make the text more manageable and understand its sub-points, break it down into smaller sections.

If the text is a scientific paper that follows a standard empirical structure, it is probably already organized into clearly marked sections, usually including an introduction , methods , results , and discussion .

Other types of articles may not be explicitly divided into sections. But most articles and essays will be structured around a series of sub-points or themes.

Now it’s time go through each section and pick out its most important points. What does your reader need to know to understand the overall argument or conclusion of the article?

Keep in mind that a summary does not involve paraphrasing every single paragraph of the article. Your goal is to extract the essential points, leaving out anything that can be considered background information or supplementary detail.

In a scientific article, there are some easy questions you can ask to identify the key points in each part.

If the article takes a different form, you might have to think more carefully about what points are most important for the reader to understand its argument.

In that case, pay particular attention to the thesis statement —the central claim that the author wants us to accept, which usually appears in the introduction—and the topic sentences that signal the main idea of each paragraph.

Prevent plagiarism. Run a free check.

Now that you know the key points that the article aims to communicate, you need to put them in your own words.

To avoid plagiarism and show you’ve understood the article, it’s essential to properly paraphrase the author’s ideas. Do not copy and paste parts of the article, not even just a sentence or two.

The best way to do this is to put the article aside and write out your own understanding of the author’s key points.

Examples of article summaries

Let’s take a look at an example. Below, we summarize this article , which scientifically investigates the old saying “an apple a day keeps the doctor away.”

Davis et al. (2015) set out to empirically test the popular saying “an apple a day keeps the doctor away.” Apples are often used to represent a healthy lifestyle, and research has shown their nutritional properties could be beneficial for various aspects of health. The authors’ unique approach is to take the saying literally and ask: do people who eat apples use healthcare services less frequently? If there is indeed such a relationship, they suggest, promoting apple consumption could help reduce healthcare costs.

The study used publicly available cross-sectional data from the National Health and Nutrition Examination Survey. Participants were categorized as either apple eaters or non-apple eaters based on their self-reported apple consumption in an average 24-hour period. They were also categorized as either avoiding or not avoiding the use of healthcare services in the past year. The data was statistically analyzed to test whether there was an association between apple consumption and several dependent variables: physician visits, hospital stays, use of mental health services, and use of prescription medication.

Although apple eaters were slightly more likely to have avoided physician visits, this relationship was not statistically significant after adjusting for various relevant factors. No association was found between apple consumption and hospital stays or mental health service use. However, apple eaters were found to be slightly more likely to have avoided using prescription medication. Based on these results, the authors conclude that an apple a day does not keep the doctor away, but it may keep the pharmacist away. They suggest that this finding could have implications for reducing healthcare costs, considering the high annual costs of prescription medication and the inexpensiveness of apples.

However, the authors also note several limitations of the study: most importantly, that apple eaters are likely to differ from non-apple eaters in ways that may have confounded the results (for example, apple eaters may be more likely to be health-conscious). To establish any causal relationship between apple consumption and avoidance of medication, they recommend experimental research.

An article summary like the above would be appropriate for a stand-alone summary assignment. However, you’ll often want to give an even more concise summary of an article.

For example, in a literature review or meta analysis you may want to briefly summarize this study as part of a wider discussion of various sources. In this case, we can boil our summary down even further to include only the most relevant information.

Using national survey data, Davis et al. (2015) tested the assertion that “an apple a day keeps the doctor away” and did not find statistically significant evidence to support this hypothesis. While people who consumed apples were slightly less likely to use prescription medications, the study was unable to demonstrate a causal relationship between these variables.

Citing the source you’re summarizing

When including a summary as part of a larger text, it’s essential to properly cite the source you’re summarizing. The exact format depends on your citation style , but it usually includes an in-text citation and a full reference at the end of your paper.

You can easily create your citations and references in APA or MLA using our free citation generators.

APA Citation Generator MLA Citation Generator

Finally, read through the article once more to ensure that:

• You’ve accurately represented the author’s work
• You haven’t missed any essential information
• The phrasing is not too similar to any sentences in the original.

If you’re summarizing many articles as part of your own work, it may be a good idea to use a plagiarism checker to double-check that your text is completely original and properly cited. Just be sure to use one that’s safe and reliable.

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

A summary is a short overview of the main points of an article or other source, written entirely in your own words. Want to make your life super easy? Try our free text summarizer today!

A summary is always much shorter than the original text. The length of a summary can range from just a few sentences to several paragraphs; it depends on the length of the article you’re summarizing, and on the purpose of the summary.

You might have to write a summary of a source:

• As a stand-alone assignment to prove you understand the material
• For your own use, to keep notes on your reading
• To provide an overview of other researchers’ work in a literature review
• In a paper , to summarize or introduce a relevant study

To avoid plagiarism when summarizing an article or other source, follow these two rules:

• Write the summary entirely in your own words by paraphrasing the author’s ideas.
• Cite the source with an in-text citation and a full reference so your reader can easily find the original text.

An abstract concisely explains all the key points of an academic text such as a thesis , dissertation or journal article. It should summarize the whole text, not just introduce it.

An abstract is a type of summary , but summaries are also written elsewhere in academic writing . For example, you might summarize a source in a paper , in a literature review , or as a standalone assignment.

All can be done within seconds with our free text summarizer .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, May 31). How to Write a Summary | Guide & Examples. Scribbr. Retrieved August 19, 2024, from https://www.scribbr.com/working-with-sources/how-to-summarize/

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Research Summary: What is it & how to write one

The Research Summary is used to report facts about a study clearly. You will almost certainly be required to prepare a research summary during your academic research or while on a research project for your organization.

If it is the first time you have to write one, the writing requirements may confuse you. The instructors generally assign someone to write a summary of the research work. Research summaries require the writer to have a thorough understanding of the issue.

This article will discuss the definition of a research summary and how to write one.

What is a research summary?

A research summary is a piece of writing that summarizes your research on a specific topic. Its primary goal is to offer the reader a detailed overview of the study with the key findings. A research summary generally contains the article’s structure in which it is written.

You must know the goal of your analysis before you launch a project. A research overview summarizes the detailed response and highlights particular issues raised in it. Writing it might be somewhat troublesome. To write a good overview, you want to start with a structure in mind. Read on for our guide.

Why is an analysis recap so important?

Your summary or analysis is going to tell readers everything about your research project. This is the critical piece that your stakeholders will read to identify your findings and valuable insights. Having a good and concise research summary that presents facts and comes with no research biases is the critical deliverable of any research project.

We’ve put together a cheat sheet to help you write a good research summary below.

Research Summary Guide

• Why was this research done?  – You want to give a clear description of why this research study was done. What hypothesis was being tested?
• Who was surveyed? – The what and why or your research decides who you’re going to interview/survey. Your research summary has a detailed note on who participated in the study and why they were selected. 
• What was the methodology? – Talk about the methodology. Did you do face-to-face interviews? Was it a short or long survey or a focus group setting? Your research methodology is key to the results you’re going to get. 
• What were the key findings? – This can be the most critical part of the process. What did we find out after testing the hypothesis? This section, like all others, should be just facts, facts facts. You’re not sharing how you feel about the findings. Keep it bias-free.
• Conclusion – What are the conclusions that were drawn from the findings. A good example of a conclusion. Surprisingly, most people interviewed did not watch the lunar eclipse in 2022, which is unexpected given that 100% of those interviewed knew about it before it happened.
• Takeaways and action points – This is where you bring in your suggestion. Given the data you now have from the research, what are the takeaways and action points? If you’re a researcher running this research project for your company, you’ll use this part to shed light on your recommended action plans for the business.

LEARN ABOUT:   Action Research

If you’re doing any research, you will write a summary, which will be the most viewed and more important part of the project. So keep a guideline in mind before you start. Focus on the content first and then worry about the length. Use the cheat sheet/checklist in this article to organize your summary, and that’s all you need to write a great research summary!

But once your summary is ready, where is it stored? Most teams have multiple documents in their google drives, and it’s a nightmare to find projects that were done in the past. Your research data should be democratized and easy to use.

We at QuestionPro launched a research repository for research teams, and our clients love it. All your data is in one place, and everything is searchable, including your research summaries! 

Authors: Prachi, Anas

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Research Summary Structure, Samples, Writing Steps, and Useful Suggestions

Updated 24 Jul 2024

What is a Research Summary and Why Is It Important?

A research summary is a type of paper designed to provide a brief overview of a given study - typically, an article from a peer-reviewed academic journal. It is a frequent type of task encountered in US colleges and universities, both in humanitarian and exact sciences, which is due to how important it is to teach students to properly interact with and interpret scientific literature and in particular, academic papers, which are the key way through which new ideas, theories, and evidence are presented to experts in many fields of knowledge. A research summary typically preserves the structure/sections of the article it focuses on. Get the grades you want with our professional research paper helper .

How to Write a Research Summary – Typical Steps

Follow these clear steps to help avoid typical mistakes and productivity bottlenecks, allowing for a more efficient through your writing process:

• Skim the article in order to get a rough idea of the content covered in each section and to understand the relative importance of content, for instance, how important different lines of evidence are (this helps you understand which sections you should focus on more when reading in detail). Make sure you understand the task and your professor's requirements before reading the article. In this step, you can also decide whether to write a summary by yourself or ask for a cheap research paper writing service instead.
• Analyze and understand the topic and article. Writing a summary of a research paper involves becoming very familiar with the topic – sometimes, it is impossible to understand the content without learning about the current state of knowledge, as well as key definitions, concepts, models. This is often performed while reading the literature review. As for the paper itself, understanding it means understanding analysis questions, hypotheses, listed evidence, how strongly this evidence supports the hypotheses, as well as analysis implications. Keep in mind that only a deep understanding allows one to efficiently and accurately summarize the content.
• Make notes as you read. You could highlight or summarize each paragraph with a brief sentence that would record the key idea delivered in it (obviously, some paragraphs deserve more attention than others). However, be careful not to engage in extensive writing while still reading. This is important because, while reading, you might realize that some sections you initially considered important might actually be less important compared to information that follows. As for underlining or highlighting – do these only with the most important evidence, otherwise, there is little use in “coloring” everything without distinction.
• Assemble a draft by bringing together key evidence and notes from each paragraph/ section. Make sure that all elements characteristic of a research summary are covered (as detailed below).
• Find additional literature for forming or supporting your critical view (this is if your critical view/position is required), for instance, judgments about limitations of the study or contradictory evidence.

Read Also:  Criminal Justice Research Topics To Impress Your Teacher

Research Summary Structure

The research summary format resembles that found in the original paper (just a concise version of it). Content from all sections should be covered and reflected upon, regardless of whether corresponding headings are present or not. Key structural elements of any research summary are as follows:

• Title – it announces the exact topic/area of analysis and can even be formulated to briefly announce key finding(s) or argument(s) delivered.
• Abstract – this is a very concise and comprehensive description of the study, present virtually in any academic article (the length varies greatly, typically within 100-500 words). Unlike an academic article, your research summary is expected to have a much shorter abstract.
• Introduction – this is an essential part of any research summary which provides necessary context (the literature review) that helps introduce readers to the subject by presenting the current state of the investigation, an important concept or definition, etc. This section might also describe the subject’s importance (or might not, for instance, when it is self-evident). Finally, an introduction typically lists investigation questions and hypotheses advanced by authors, which are normally mentioned in detail in any research summary (obviously, doing this is only possible after identifying these elements in the original paper).
• Methodology – regardless of its location, this section details experimental methods or data analysis methods used (e.g. types of experiments, surveys, sampling, or statistical analysis). In a research summary, many of these details would have to be omitted; hence, it is important to understand what is most important to mention.
• Results section – this section lists in detail evidence obtained from all experiments with some primary data analysis, conclusions, observations, and primary interpretations being made. It is typically the largest section of any analysis paper, so, it has to be concisely rewritten, which implies understanding which content is worth omitting and worth keeping.
• Discussion – this is where results are being discussed in the context of current knowledge among experts. This section contains interpretations of results, theoretical models explaining the observed results, study strengths and especially limitations, complementary future exploration to be undertaken, conclusions, etc. All these are important elements that need to be conveyed in a summary.
• Conclusion – in the original article, this section could be absent or merged with “Discussion”. Specific research summary instructions might require this to be a standalone section. In a conclusion, hypotheses are revisited and validated or denied, based on how convincing the evidence is (key lines of evidence could be highlighted).
• References – this section is for mentioning those cited works directly in your summary – obviously, one has to provide appropriate citations at least for the original article (this often suffices). Mentioning other works might be relevant when your critical opinion is also required (supported with new unrelated evidence).

Note that if you need some model research summary papers done before you start writing yourself (this will help familiarize you with essay structure and various sections), you could simply recruit our company by following the link provided below.

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Research Summary Writing Tips

Below is a checklist of useful research paper tips worth considering when writing research summaries:

• Make sure you are always aware of the bigger picture/ direction. You need to keep in mind a complete and coherent picture of the story delivered by the original article. It might be helpful to reread or scan it quickly to remind yourself of the declared goals, hypotheses, key evidence, and conclusions – this awareness offers a constant sense of direction, which ensures that no written sentence is out of context. It is useful doing this even after you have written a fourth, a third, or half of the paper (to make sure no deviation occurs).
• Consider writing a detailed research outline before writing the draft – it might be of great use when structuring your paper. A research summary template is also very likely to help you structure your paper.
• Sketch the main elements of the conclusion before writing it. Do this for a number of reasons: validate/invalidate hypotheses; enumerate key evidence supporting or invalidating them, list potential implications; mention the subject’s importance; mention study limitations and future directions for research. In order to include them all, it is useful having them written down and handy.
• Consider writing the introduction and discussion last. It makes sense to first list hypotheses, goals, questions, and key results. Latter, information contained in the introduction and discussion can be adapted as needed (for instance, to match a preset word count limit). Also, on the basis of already written paragraphs, you can easily generate your discussion with the help of a conclusion tool ; it works online and is absolutely free of charge. Apart from this, follow a natural order.
• Include visuals – you could summarize a lot of text using graphs or charts while simultaneously improving readability.
• Be very careful not to plagiarize. It is very tempting to “borrow” or quote entire phrases from an article, provided how well-written these are, but you need to summarize your paper without plagiarizing at all (forget entirely about copy-paste – it is only allowed to paraphrase and even this should be done carefully). The best way to stay safe is by formulating your own thoughts from scratch.
• Keep your word count in check. You don’t want your summary to be as long as the original paper (just reformulated). In addition, you might need to respect an imposed word count limit, which requires being careful about how much you write for each section.
• Proofread your work for grammar, spelling, wordiness, and formatting issues (feel free to use our convert case tool for titles, headings, subheadings, etc.).
• Watch your writing style – when summarizing content, it should be impersonal, precise, and purely evidence-based. A personal view/attitude should be provided only in the critical section (if required).
• Ask a colleague to read your summary and test whether he/she could understand everything without reading the article – this will help ensure that you haven’t skipped some important content, explanations, concepts, etc.

For additional information on formatting, structure, and for more writing tips, check out these research paper guidelines on our website. Remember that we cover most research papers writing services you can imagine and can offer help at various stages of your writing project, including proofreading, editing, rewriting for plagiarism elimination, and style adjustment.

Research Summary Example 1

Below are some defining elements of a sample research summary written from an imaginary article.

Title – “The probability of an unexpected volcanic eruption in Yellowstone” Introduction – this section would list those catastrophic consequences hitting our country in  case of a massive eruption and the importance of analyzing this matter. Hypothesis –  An eruption of the Yellowstone supervolcano would be preceded by intense precursory activity manifesting a few weeks up to a few years in advance. Results – these could contain a report of statistical data from multiple volcanic eruptions happening worldwide looking specifically at activity that preceded these events (in particular, how early each type of activity was detected). Discussion and conclusion – Given that Yellowstone is continuously monitored by scientists and that signs of an eruption are normally detected much in advance and at least a few days in advance, the hypothesis is confirmed. This could find application in creating emergency plans detailing an organized evacuation campaign and other response measures.

Research Summary Example 2

Below is another sample sketch, also from an imaginary article.

Title – “The frequency of extreme weather events in US in 2000-2008 as compared to the ‘50s” Introduction – Weather events bring immense material damage and cause human victims. Hypothesis – Extreme weather events are significantly more frequent nowadays than in the ‘50s Results – these could list the frequency of several categories of extreme events now and then: droughts and associated fires, massive rainfall/snowfall and associated floods, hurricanes, tornadoes, arctic cold waves, etc. Discussion and conclusion – Several types of extreme events indeed became significantly more frequent recently, confirming this hypothesis. This increasing frequency correlates reliably with rising CO2 levels in atmosphere and growing temperatures worldwide and in the absence of another recent major global change that could explain a higher frequency of disasters but also knowing how growing temperature disturbs weather patterns, it is natural to assume that global warming (CO2) causes this increase in frequency. This, in turn, suggests that this increased frequency of disasters is not a short-term phenomenon but is here to stay until we address CO2 levels.

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Let Professionals Help With Your Research Summary

Writing a research summary has its challenges, but becoming familiar with its structure (i.e. the structure of an article), understanding well the article that needs to be summarized, and adhering to recommended guidelines will help the process go smoothly.

Simply create your account in a few clicks, place an order by uploading your instructions, and upload or indicate the article requiring a summary and choose a preferred writer for this task (according to experience, rating, bidding price). Our transparent system puts you in control, allowing you to set priorities as you wish (to our knowledge, few competitors have something equivalent in place). Obviously, we can help with many other essay types such as critical thinking essay, argumentative essay, etc. In particular, the research paper definition article on our website highlights a few popular paper types we work with.

Another unique advantage is that we allow and encourage you to communicate directly with your writer (if you wish) guiding his or her work – feel free to request partial drafts, to clarify potential issues you worry about, or even to revise papers as often as needed (for free) until you achieve a satisfactory result. We’ve implemented a system where money is released to writers only after students are fully satisfied with what they get. If you feel like giving it a try, it’s easy and worry-free! Just follow the link below.

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As a trained writer and an expert in book publishing and finalization, Paul knows how to engage readers in his text. As an author himself, Paul never misses a chance to write. Writing is his true passion as he explores technology, education, and entertainment among many popular subjects these days. His mentoring experience and skills of creative guidance make his writing accessible, clear, and fun to follow.

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Organizing Your Social Sciences Research Paper

• Executive Summary
• Purpose of Guide
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An executive summary is a thorough overview of a research report or other type of document that synthesizes key points for its readers, saving them time and preparing them to understand the study's overall content. It is a separate, stand-alone document of sufficient detail and clarity to ensure that the reader can completely understand the contents of the main research study. An executive summary can be anywhere from 1-10 pages long depending on the length of the report, or it can be the summary of more than one document [e.g., papers submitted for a group project].

Bailey, Edward, P. The Plain English Approach to Business Writing . (New York: Oxford University Press, 1997), p. 73-80 Todorovic, Zelimir William and Marietta Wolczacka Frye. “Writing Effective Executive Summaries: An Interdisciplinary Examination.” In United States Association for Small Business and Entrepreneurship. Conference Proceedings . (Decatur, IL: United States Association for Small Business and Entrepreneurship, 2009): pp. 662-691.

Importance of a Good Executive Summary

Although an executive summary is similar to an abstract in that they both summarize the contents of a research study, there are several key differences. With research abstracts, the author's recommendations are rarely included, or if they are, they are implicit rather than explicit. Recommendations are generally not stated in academic abstracts because scholars operate in a discursive environment, where debates, discussions, and dialogs are meant to precede the implementation of any new research findings. The conceptual nature of much academic writing also means that recommendations arising from the findings are distributed widely and not easily or usefully encapsulated. Executive summaries are used mainly when a research study has been developed for an organizational partner, funding entity, or other external group that participated in the research . In such cases, the research report and executive summary are often written for policy makers outside of academe, while abstracts are written for the academic community. Professors, therefore, assign the writing of executive summaries so students can practice synthesizing and writing about the contents of comprehensive research studies for external stakeholder groups.

When preparing to write, keep in mind that:

• An executive summary is not an abstract.
• An executive summary is not an introduction.
• An executive summary is not a preface.
• An executive summary is not a random collection of highlights.

Christensen, Jay. Executive Summaries Complete The Report. California State University Northridge; Clayton, John. "Writing an Executive Summary that Means Business." Harvard Management Communication Letter (July 2003): 2-4; Keller, Chuck. "Stay Healthy with a Winning Executive Summary." Technical Communication 41 (1994): 511-517; Murphy, Herta A., Herbert W. Hildebrandt, and Jane P. Thomas. Effective Business Communications . New York: McGraw-Hill, 1997; Vassallo, Philip. "Executive Summaries: Where Less Really is More." ETC.: A Review of General Semantics 60 (Spring 2003): 83-90 .

Structure and Writing Style

Writing an Executive Summary

Read the Entire Document This may go without saying, but it is critically important that you read the entire research study thoroughly from start to finish before you begin to write the executive summary. Take notes as you go along, highlighting important statements of fact, key findings, and recommended courses of action. This will better prepare you for how to organize and summarize the study. Remember this is not a brief abstract of 300 words or less but, essentially, a mini-paper of your paper, with a focus on recommendations.

Isolate the Major Points Within the Original Document Choose which parts of the document are the most important to those who will read it. These points must be included within the executive summary in order to provide a thorough and complete explanation of what the document is trying to convey.

Separate the Main Sections Closely examine each section of the original document and discern the main differences in each. After you have a firm understanding about what each section offers in respect to the other sections, write a few sentences for each section describing the main ideas. Although the format may vary, the main sections of an executive summary likely will include the following:

• An opening statement, with brief background information,
• The purpose of research study,
• Method of data gathering and analysis,
• Overview of findings, and,
• A description of each recommendation, accompanied by a justification. Note that the recommendations are sometimes quoted verbatim from the research study.

Combine the Information Use the information gathered to combine them into an executive summary that is no longer than 10% of the original document. Be concise! The purpose is to provide a brief explanation of the entire document with a focus on the recommendations that have emerged from your research. How you word this will likely differ depending on your audience and what they care about most. If necessary, selectively incorporate bullet points for emphasis and brevity. Re-read your Executive Summary After you've completed your executive summary, let it sit for a while before coming back to re-read it. Check to make sure that the summary will make sense as a separate document from the full research study. By taking some time before re-reading it, you allow yourself to see the summary with fresh, unbiased eyes.

Common Mistakes to Avoid

Length of the Executive Summary As a general rule, the correct length of an executive summary is that it meets the criteria of no more pages than 10% of the number of pages in the original document, with an upper limit of no more than ten pages [i.e., ten pages for a 100 page document]. This requirement keeps the document short enough to be read by your audience, but long enough to allow it to be a complete, stand-alone synopsis. Cutting and Pasting With the exception of specific recommendations made in the study, do not simply cut and paste whole sections of the original document into the executive summary. You should paraphrase information from the longer document. Avoid taking up space with excessive subtitles and lists, unless they are absolutely necessary for the reader to have a complete understanding of the original document. Consider the Audience Although unlikely to be required by your professor, there is the possibility that more than one executive summary will have to be written for a given document [e.g., one for policy-makers, one for private industry, one for philanthropists]. This may only necessitate the rewriting of the introduction and conclusion, but it could require rewriting the entire summary in order to fit the needs of the reader. If necessary, be sure to consider the types of audiences who may benefit from your study and make adjustments accordingly. Clarity in Writing One of the biggest mistakes you can make is related to the clarity of your executive summary. Always note that your audience [or audiences] are likely seeing your research study for the first time. The best way to avoid a disorganized or cluttered executive summary is to write it after the study is completed. Always follow the same strategies for proofreading that you would for any research paper. Use Strong and Positive Language Don’t weaken your executive summary with passive, imprecise language. The executive summary is a stand-alone document intended to convince the reader to make a decision concerning whether to implement the recommendations you make. Once convinced, it is assumed that the full document will provide the details needed to implement the recommendations. Although you should resist the temptation to pad your summary with pleas or biased statements, do pay particular attention to ensuring that a sense of urgency is created in the implications, recommendations, and conclusions presented in the executive summary. Be sure to target readers who are likely to implement the recommendations.

Bailey, Edward, P. The Plain English Approach to Business Writing . (New York: Oxford University Press, 1997), p. 73-80; Christensen, Jay. Executive Summaries Complete The Report. California State University Northridge; Executive Summaries. Writing@CSU. Colorado State University; Clayton, John. "Writing an Executive Summary That Means Business." Harvard Management Communication Letter , 2003; Executive Summary. University Writing Center. Texas A&M University;  Green, Duncan. Writing an Executive Summary.   Oxfam’s Research Guidelines series ; Guidelines for Writing an Executive Summary. Astia.org; Markowitz, Eric. How to Write an Executive Summary. Inc. Magazine, September, 15, 2010; Kawaski, Guy. The Art of the Executive Summary. "How to Change the World" blog; Keller, Chuck. "Stay Healthy with a Winning Executive Summary." Technical Communication 41 (1994): 511-517; The Report Abstract and Executive Summary. The Writing Lab and The OWL. Purdue University; Writing Executive Summaries. Effective Writing Center. University of Maryland; Kolin, Philip. Successful Writing at Work . 10th edition. (Boston, MA: Cengage Learning, 2013), p. 435-437; Moral, Mary. "Writing Recommendations and Executive Summaries." Keeping Good Companies 64 (June 2012): 274-278; Todorovic, Zelimir William and Marietta Wolczacka Frye. “Writing Effective Executive Summaries: An Interdisciplinary Examination.” In United States Association for Small Business and Entrepreneurship. Conference Proceedings . (Decatur, IL: United States Association for Small Business and Entrepreneurship, 2009): pp. 662-691.

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How to Write a Research Paper Summary

One of the most important skills you can imbibe as an academician is to know how to summarize a research paper. During your academic journey, you may need to write a summary of findings in research quite often and for varied reasons – be it to write an introduction for a peer-reviewed publication , to submit a critical review, or to simply create a useful database for future referencing.

It can be quite challenging to effectively write a research paper summary for often complex work, which is where a pre-determined workflow can help you optimize the process. Investing time in developing this skill can also help you improve your scientific acumen, increasing your efficiency and productivity at work. This article illustrates some useful advice on how to write a research summary effectively. But, what is research summary in the first place?  

A research paper summary is a crisp, comprehensive overview of a research paper, which encapsulates the purpose, findings, methods, conclusions, and relevance of a study. A well-written research paper summary is an indicator of how well you have understood the author’s work. 

Table of Contents

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• 2. Invest enough time to understand the topic deeply 

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• Mistakes to avoid while writing your research paper summary 

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Frequently asked questions (faq), how to write a research paper summary.

Writing a good research paper summary comes with practice and skill. Here is some useful advice on how to write a research paper summary effectively.  

1. Determine the focus of your summary

Before you begin to write a summary of research papers, determine the aim of your research paper summary. This will give you more clarity on how to summarize a research paper, including what to highlight and where to find the information you need, which accelerates the entire process. If you are aiming for the summary to be a supporting document or a proof of principle for your current research findings, then you can look for elements that are relevant to your work.

On the other hand, if your research summary is intended to be a critical review of the research article, you may need to use a completely different lens while reading the paper and conduct your own research regarding the accuracy of the data presented. Then again, if the research summary is intended to be a source of information for future referencing, you will likely have a different approach. This makes determining the focus of your summary a key step in the process of writing an effective research paper summary. 

2. Invest enough time to understand the topic deeply

In order to author an effective research paper summary, you need to dive into the topic of the research article. Begin by doing a quick scan for relevant information under each section of the paper. The abstract is a great starting point as it helps you to quickly identify the top highlights of the research article, speeding up the process of understanding the key findings in the paper. Be sure to do a careful read of the research paper, preparing notes that describe each section in your own words to put together a summary of research example or a first draft. This will save your time and energy in revisiting the paper to confirm relevant details and ease the entire process of writing a research paper summary.

When reading papers, be sure to acknowledge and ignore any pre-conceived notions that you might have regarding the research topic. This will not only help you understand the topic better but will also help you develop a more balanced perspective, ensuring that your research paper summary is devoid of any personal opinions or biases. 

3. Keep the summary crisp, brief and engaging

A research paper summary is usually intended to highlight and explain the key points of any study, saving the time required to read through the entire article. Thus, your primary goal while compiling the summary should be to keep it as brief, crisp and readable as possible. Usually, a short introduction followed by 1-2 paragraphs is adequate for an effective research article summary. Avoid going into too much technical detail while describing the main results and conclusions of the study. Rather focus on connecting the main findings of the study to the hypothesis , which can make the summary more engaging. For example, instead of simply reporting an original finding – “the graph showed a decrease in the mortality rates…”, you can say, “there was a decline in the number of deaths, as predicted by the authors while beginning the study…” or “there was a decline in the number of deaths, which came as a surprise to the authors as this was completely unexpected…”.

Unless you are writing a critical review of the research article, the language used in your research paper summaries should revolve around reporting the findings, not assessing them. On the other hand, if you intend to submit your summary as a critical review, make sure to provide sufficient external evidence to support your final analysis. Invest sufficient time in editing and proofreading your research paper summary thoroughly to ensure you’ve captured the findings accurately. You can also get an external opinion on the preliminary draft of the research paper summary from colleagues or peers who have not worked on the research topic. 

Mistakes to avoid while writing your research paper summary

Now that you’ve understood how to summarize a research paper, watch out for these red flags while writing your summary. 

• Not paying attention to the word limit and recommended format, especially while submitting a critical review 
• Evaluating the findings instead of maintaining an objective , unbiased view while reading the research paper 
• Skipping the essential editing step , which can help eliminate avoidable errors and ensure that the language does not misrepresent the findings 
• Plagiarism, it is critical to write in your own words or paraphrase appropriately when reporting the findings in your scientific article summary 

We hope the recommendations listed above will help answer the question of how to summarize a research paper and enable you to tackle the process effectively. 

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How to summarize a research paper with Paperpal?

To generate your research paper summary, simply login to the platform and use the Paperpal Copilot Summary feature to create a flawless summary of your work. Here’s a step-by-step process to help you craft a summary in minutes:

• Paste relevant research articles to be summarized into Paperpal; the AI will scan each section and extract key information.
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The abstract and research paper summary serve similar purposes but differ in scope, length, and placement. The abstract is a concise yet detailed overview of the research, placed at the beginning of a paper, with the aim of providing readers with a quick understanding of the paper’s content and to help them decide whether to read the full article. Usually limited to a few hundred words, it highlights the main objectives, methods, results, and conclusions of the study. On the other hand, a research paper summary provides a crisp account of the entire research paper. Its purpose is to provide a brief recap for readers who may want to quickly grasp the main points of the research without reading the entire paper in detail.

The structure of a research summary can vary depending on the specific requirements or guidelines provided by the target publication or institution. A typical research summary includes the following key sections: introduction (including the research question or objective), methodology (briefly describing the research design and methods), results (summarizing the key findings), discussion (highlighting the implications and significance of the findings), and conclusion (providing a summary of the main points and potential future directions).

The summary of a research paper is important because it provides a condensed overview of the study’s purpose, methods, results, and conclusions. It allows you to quickly grasp the main points and relevance of the research without having to read the entire paper. Research summaries can also be an invaluable way to communicate research findings to a broader audience, such as policymakers or the general public.

  When writing a research paper summary, it is crucial to avoid plagiarism by properly attributing the original authors’ work. To learn how to summarize a research paper while avoiding plagiarism, follow these critical guidelines: (1) Read the paper thoroughly to understand the main points and key findings. (2) Use your own words and sentence structures to restate the information, ensuring that the research paper summary reflects your understanding of the paper. (3) Clearly indicate when you are paraphrasing or quoting directly from the original paper by using appropriate citation styles. (4) Cite the original source for any specific ideas, concepts, or data that you include in your summary. (5) Review your summary to ensure it accurately represents the research paper while giving credit to the original authors.

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• How to Write a Conclusion for Research Papers (with Examples)
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A Complete Guide to Writing a Research Summary

A summary is a key part of any research. So, how should you go about writing one?

You will find many guides on the Internet about writing research. But, any article seldom covers the prospect of writing a research summary. While many things are shortened versions of the original article, there’s much more to research summaries.

From descriptive statistics to writing scientific research, a summary plays a vital role in describing the key ideas within. So, it begs a few questions, such as:

• What exactly is a research summary?
• How do you write one?
• What are some of the tips for writing a good research summary ?

In this guide, we’ll answer all of these questions and explore a few essential factors about research writing. So, let’s jump right into it.

What is a Research Summary?

A research summary is a short, concise summary of an academic research paper. It is often used to summarize the results of an experiment, summarize the major findings and conclusions, and provide a brief overview of the methods and procedures used in the study.

The purpose of a research summary is to provide readers with enough information about an article to decide whether they want to read it in its entirety. It should be no more than two paragraphs long and should include:

• A brief introduction summarizing why the article was written
• The main idea of the article
• The major findings and conclusions
• An overview of how the study was conducted

In order to write effective research summaries, it is important that you can capture the essential points of the research and provide a concise overview. The key step in writing a good summary is to read through the article and make notes of the key points.

This can be done by underlining or highlighting key phrases in the article. One essential thing is to organize these points into an outline format, which includes an introduction and conclusion paragraph.

Another best and quick way to generate a precise summary of your research paper is to take assistance from the online text summarizer, like Summarizer.org .

The online summarizing tool gets the research paper and creates a precise summary of it by taking the important points.

Finally, you must edit your work for grammar and spelling errors before submitting it for grading.

The purpose of the research summary is to provide a comprehensive sum of everything that’s in the research. This includes a summarization of scientific/literal research, as well as of the writer’s aim and personal thoughts.

As for the summary length, it shouldn’t be more than 10% of the entire content. So, if your research is around 1000-words or so, then your summary should be 100-words. But, considering how most research papers are around 3000-4000 words, it should be 300-400 words.

Key pillars of a Research Summary

The summary of any research doesn’t just include the summarized text of the entire research paper. It includes a few other key things, which we’ll explore later on in this article. But, the purpose of a summary is to give proper insights to the reader, such as:

• The writer’s intention
• sources and bases of research
• the purpose & result.

That’s why it’s important to understand that the summary should tell your reader all these elements. So, the fundamentals of any summary include:

• Write a section and state the importance of the research paper from your perspective. In this section, you will have to describe the techniques, tools, and sources you employed to get the conclusion.
• Besides that, it’s also meant to provide a brief and descriptive explanation of the actionable aspect of your research. In other words, how it can be implemented in real life.
• Treat your research summary like a smaller article or blog. So, each important section of your research should be written within a subheading. However, this is highly optional to keep things organized.
• As mentioned before, the research summary shouldn’t exceed 300-400 words. But, some research summaries are known to surpass 10000-words. So, try to employ the 10% formula and write one-tenth of the entire length of your research paper.

These four main points allow you to understand how a research summary is different from the research itself. So, it’s like a documentary where research and other key factors are left to the science (research paper), while the narration explains the key points (research summary)

How do you write a Research Summary?

Writing a research summary is a straightforward affair. Yet, it requires some understanding, as it’s not a lengthy process but rather a tricky and technical one. In a research summary, a few boxes must be checked. To help you do just that, here are 6 things you should tend to separately:

A summary’s title can be the same as the title of your primary research. However, putting separate titles in both has a few benefits. Such as:

• A separate title shifts attention towards the conclusion.
• A different title can focus on the main point of your research.
• Using two different titles can provide a better abstract.

Speaking of an abstract, a summary is the abstract of your research. Therefore, a title representing that very thought is going to do a lot of good too. That’s why it’s better if the title of your summary differs from the title of your research paper.

2. Abstract

The abstract is the summarization of scientific or research methods used in your primary paper. This allows the reader to understand the pillars of the study conducted. For instance, there has been an array of astrological research since James Webb Space Telescope started sending images and data.

So, many research papers explain this Telescope’s technological evolution in their abstracts. This allows the reader to differentiate from the astrological research made by previous space crafts, such as Hubble or Chandra .

The point of providing this abstract is to ensure that the reader grasps the standards or boundaries within which the research was held.

3. Introduction

This is the part where you introduce your topic. In your main research, you’d dive right into the technicalities in this part. However, you’ll try to keep things mild in a research summary. Simply because it needs to summarize the key points in your main introduction.

So, a lot of introductions you’ll find as an example will be extensive in length. But, a research summary needs to be as concise as possible. Usually, in this part, a writer includes the basics and standards of investigation.

For instance, if your research is about James Webb’s latest findings , then you’ll identify how the studies conducted by this Telescope’s infrared and other technology made this study possible. That’s when your introduction will hook the reader into the main premise of your research.

4. Methodology / Study

This section needs to describe the methodology used by you in your research. Or the methodology you relied on when conducting this particular research or study. This allows the reader to grasp the fundamentals of your research, and it’s extremely important.

Because if the reader doesn’t understand your methods, then they will have no response to your studies. How should you tend to this? Include things such as:

• The surveys or reviews you used;
• include the samplings and experiment types you researched;
• provide a brief statistical analysis;
• give a primary reason to pick these particular methods.

Once again, leave the scientific intricacies for your primary research. But, describe the key methods that you employed. So, when the reader is perusing your final research, they’ll have your methods and study techniques in mind.

5. Results / Discussion

This section of your research needs to describe the results that you’ve achieved. Granted, some researchers will rely on results achieved by others. So, this part needs to explain how that happened – but not in detail.

The other section in this part will be a discussion. This is your interpretation of the results you’ve found. Thus, in the context of the results’ application, this section needs to dive into the theoretical understanding of your research. What will this section entail exactly? Here’s what:

• Things that you covered, including results;
• inferences you provided, given the context of your research;
• the theory archetype that you’ve tried to explain in the light of the methodology you employed;
• essential points or any limitations of the research.

These factors will help the reader grasp the final idea of your research. But, it’s not full circle yet, as the pulp will still be left for the actual research.

6. Conclusion

The final section of your summary is the conclusion. The key thing about the conclusion in your research summary, compared to your actual research, is that they could be different. For instance, the actual conclusion in your research should bring around the study.

However, the research in this summary should bring your own ideas and affirmations to full circle. Thus, this conclusion could and should be different from the ending of your research.

5 Tips for writing a Research Summary

Writing a research summary is easy once you tend to the technicalities. But, there are some tips and tricks that could make it easier. Remember, a research summary is the sum of your entire research. So, it doesn’t need to be as technical or in-depth as your primary work.

Thus, to make it easier for you, here are four tips you can follow:

1. Read & read again

Reading your own work repeatedly has many benefits. First, it’ll help you understand any mistakes or problems your research might have. After that, you’ll find a few key points that stand out from the others – that’s what you need to use in your summary.

So, the best advice anyone can give you is to read your research again and again. This will etch the idea in your mind and allow you to summarize it better.

2. Focus on key essentials in each section

As we discussed earlier, each section of your research has a key part. To write a thoroughly encapsulating summary, you need to focus on and find each such element in your research.

Doing so will give you enough leverage to write a summary that thoroughly condenses your research idea and gives you enough to write a summary out of it.

3. Write the research using a summarizing tool

The best advice you can get is to write a summary using a tool. Condensing each section might be a troublesome experience for some – as it can be time-consuming.

To avoid all that, you can simply take help from an online summarizer. It gets the lengthy content and creates a precise summary of it by using advanced AI technology.

As you can see, the tool condenses this particular section perfectly while the details are light.

Bringing that down to 10% or 20% will help you write each section accordingly. Thus, saving precious time and effort.

4. Word count limit

As mentioned earlier, word count is something you need to follow thoroughly. So, if your section is around 200-word, then read it again. And describe it to yourself in 20-words or so. Doing this to every section will help you write exactly a 10% summary of your research.

5. Get a second opinion

If you’re unsure about quality or quantity, get a second opinion. At times, ideas are in our minds, but we cannot find words to explain them. In research or any sort of creative process, getting a second opinion can save a lot of trouble.

There’s your guide to writing a research summary, folks. While it’s not different from condensing the entire premise of your research, writing it in simpler words will do wonders. So, try to follow the tips, tools, and ideas provided in this article, and write outstanding summaries for your research.

Research Summary

Ai generator.

A research paper analyzes a perspective or argues a point. It is an expanded essay based on your interpretation, evaluation or argument about a certain topic.

According to Sunny Empire State College , “When you write a research paper you build upon what you know about the subject and make a deliberate attempt to find out what experts know. A research paper involves surveying a field of knowledge in order to find the best possible information in that field.” Whatever type of research paper you choose to write, it should present your own ideas backed with others’ (especially experts on the field) information and data.

Every research paper has a research summary. A research summary is a brief overview of what the whole research is about. It is a professional piece of writing that describes your research to the readers. It concisely yet perfectly captures the essence of the research as a whole. You may also see What Should Be in an Executive Summary of a Report?

Fundamentals of a Research Summary

Having a good template for a research summary is nothing if you don’t know its importance and basic function. Before you start writing your research summary, you should first know its fundamentals on the areas you need to pay attention to such as its content, style and organization.

• The content of your research summary must briefly discuss the techniques and tools used in the research and the importance of the research as a whole. Explain how the research can be of benefit for the people.
• To organize your research summary, each topic must be discussed in separate paragraphs. How you came up with a factual research must be briefly explained in a separate paragraph.
• If you have a lengthy research paper, try not to write not more than 10% of the entire paper. If it’s not as lengthy, you should not write more than 300 words in your summary.

However, rules may vary according to your research professor’s standards. This is just the basic fundamentals on how to write your research summary. Also see  Thesis Outline Examples

How to Write a Research Summary

It is apparent that a research summary is a condensed version of the main idea of your research paper. Because of this, it is advised that the summary of your paper is written after you are done with your entire research. This is to ensure that all the added information in your research can be written in your summary as well and all of those that removed can be edited out. Here are a few steps on how to write a research summary:

Read your paper

It should be a fact you should know beforehand; the importance of reading your entire research paper thoroughly to write an effective research summary. Along the way, take notes of the important details and key findings that you want to highlight in your paper. This will help you organize your summary better. Remember that your research summary is a mini-paper of your study and it should contain the main ideas of your entire research.

Write a draft

For your first draft, focus on the content rather than the length of your summary. Your draft is your first outline on what to include in the final summary. Writing a draft ensures you write a clear, thorough and coherent summary of your research paper. Also see  How to Write a Rough Outline

Identify main points

Within your research paper, you must identify the major points that will encourage prospective readers to go through your research paper. These major points must thoroughly and completely explain what the paper is trying to convey.

Separate sections

Identify the differences of the main section in your paper. Write a few sentences describing the main ideas of each section. In short, you should be able to present and thoroughly describe what each main section is focused on. It should have these basic sections:

• Introduction, brief opening statement
• Purpose of the study
• Data gathering method
• Summary of findings
• Description of recommendations with actual justification.

Combine Information

All the information you have gathered must be then used to make your summary. Remember that your summary is just an overview of your research paper as a whole. It should be not be more than 10% of your whole paper. Also see  5 Summary Writing Examples and Samples

Making The First Draft

After establishing the basic way of writing a research summary, it is a must to write a first draft. It should follow the flow of the original paper. Here’s a few steps on how to make a first draft:

First, state the research question in the introduction of your summary. This holds the ground as to the summary’s direction. Provide an explanation why your research is interesting and how it can help your target recipients.

Second, state the hypothesis you wish to prove. This will help you and your readers stay grounded on the topic at hand.

Third, briefly discuss the methodology used in your research. Discuss and describe the procedure, materials, participants, design, etc. The analysis of your data must also be included. You may also see  How to Write a Successful Thesis Proposal

Fourth, describe the results and significance of your research. And lastly, briefly discuss the key implications of your research. The results and its interpretation should directly coincide with your hypothesis.

Editing your Research Summary

A research paper is a formal piece of writing. Your summary should be tailored to your expected readers. Say for example the prospective readers are your classmates, so the style of your paper should be clearly understood by them.

Eliminate wordiness. Avoid using unnecessary adjectives and adverbs. Write in a way it would be easier for your readers to understand. It is common for research papers to establish a word count. Avoid elongating your sentences when it has shorter versions.

Being vague in describing and explaining the points of your paper might lead to confusion in your readers part. Use specific, concrete language when presenting results. Use reliable and specific examples and references as well. You should also use scientifically accurate language to help support your claims. Avoid informal words and adjectives to describe the results of your research.

Paraphrase the information you want to include in your research paper. Direct quoting the information you have read from a different source is not oftenly used in formal writings. To give the exact credit for the information you paraphrased, follow the citation format required by your professor.

Reread your paper and let others read it as well. This way minor errors you were not able to notice can be quickly pointed out and corrected.

Research Summary Writing Tips

Your research summary should not be more than 10 pages long or not more than 10% of your original document. This keeps your research summary concise and compact. It should be short enough for your readers to read through but long enough for you to clearly explain your study.

Copy and paste

Avoid simply copy and pasting different parts of your paper into your summary. You should paraphrase parts that you want to include. As most research advisers read through all of your paper, it can easily be identified if you have copy-pasted parts from your research and might give you a bad grade.

Consider the readers

Although not a requirement from your professor, catering your summary to what the readers need is sometimes required. As some studies are given out to different influential people in the field, writing a summary that caters to the readers’ necessities might be required.

Research Article Summary Template

• Google Docs

Size: 158 KB

Research Report Executive Summary Template

Size: 120 KB

Research Summary Example

Size: 130 KB

Research Summary Sample

Size: 486 KB

Research Writing Summary Tips (continuation)

Clarity and organization.

One of the common mistakes in writing a research is publishing an unclear and unpolished summary. Bear in mind that your readers are likely reading about the topic of your research for the first time, avoid unclear and uncertain explanations and a disorganized summary.

Use strong and positive language

Use precise and strong words to help strengthen the foundation of your summary. Your summary should be able to stand alone despite it being a part of the research paper. Once you have convinced your readers with the recommendations regarding the topic of your paper, the readers should be able to find concrete evidence and explanations within your summary. Avoid pleas and biased statements in your summary, but make sure you are able to relay the sense of urgency for the recommendations you have given.

Divide into parts

To make things easier for you, divide your paper into different sections and headings, much like creating an outline. With this in mind, every point should be explained limited to its essence. In this way, you avoid writing too much information about your paper in your summary.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Think Like a Researcher: Instruction Resources: #6 Developing Successful Research Questions

• Guide Organization
• Overall Summary
• #1 Think Like a Researcher!
• #2 How to Read a Scholarly Article
• #3 Reading for Keywords (CREDO)
• #4 Using Google for Academic Research
• #4 Using Google for Academic Research (Alternate)
• #5 Integrating Sources
• Research Question Discussion
• #7 Avoiding Researcher Bias
• #8 Understanding the Information Cycle
• #9 Exploring Databases
• #10 Library Session
• #11 Post Library Session Activities
• Summary - Readings
• Summary - Research Journal Prompts
• Summary - Key Assignments
• Jigsaw Readings
• Permission Form

Course Learning Outcome:   Develop ability to synthesize and express complex ideas; demonstrate information literacy and be able to work with evidence

Goal:  Develop students’ ability to recognize and create successful research questions

Specifically, students will be able to

• identify the components of a successful research question.
• create a viable research question.

What Makes a Good Research Topic Handout

These handouts are intended to be used as a discussion generator that will help students develop a solid research topic or question. Many students start with topics that are poorly articulated, too broad, unarguable, or are socially insignificant. Each of these problems may result in a topic that is virtually un-researchable. Starting with a researchable topic is critical to writing an effective paper.

Research shows that students are much more invested in writing when they are able to choose their own topics. However, there is also research to support the notion that students are completely overwhelmed and frustrated when they are given complete freedom to write about whatever they choose. Providing some structure or topic themes that allow students to make bounded choices may be a way mitigate these competing realities.

These handouts can be modified or edited for your purposes.  One can be used as a handout for students while the other can serve as a sample answer key.  The document is best used as part of a process.  For instance, perhaps starting with discussing the issues and potential research questions, moving on to problems and social significance but returning to proposals/solutions at a later date.

• Research Questions - Handout Key (2 pgs) This document is a condensed version of "What Makes a Good Research Topic". It serves as a key.
• Research Questions - Handout for Students (2 pgs) This document could be used with a class to discuss sample research questions (are they suitable?) and to have them start thinking about problems, social significance, and solutions for additional sample research questions.
• Research Question Discussion This tab includes materials for introduction students to research question criteria for a problem/solution essay.

Additional Resources

These documents have similarities to those above.  They represent original documents and conversations about research questions from previous TRAIL trainings.

• What Makes a Good Research Topic? - Original Handout (4 pgs)
• What Makes a Good Research Topic? Revised Jan. 2016 (4 pgs)
• What Makes a Good Research Topic? Revised Jan 2016 with comments

Topic Selection (NCSU Libraries)

Howard, Rebecca Moore, Tricia Serviss, and Tanya K. Rodrigues. " Writing from sources, writing from sentences ." Writing & Pedagogy 2.2 (2010): 177-192.

Research Journal

Assign after students have participated in the Developing Successful Research Topics/Questions Lesson OR have drafted a Research Proposal.

Think about your potential research question.

• What is the problem that underlies your question?
• Is the problem of social significance? Explain.
• Is your proposed solution to the problem feasible? Explain.
• Do you think there is evidence to support your solution?

Keys for Writers - Additional Resource

Keys for Writers (Raimes and Miller-Cochran) includes a section to guide students in the formation of an arguable claim (thesis).  The authors advise students to avoid the following since they are not debatable. 

• "a neutral statement, which gives no hint of the writer's position"
• "an announcement of the paper's broad subject"
• "a fact, which is not arguable"
• "a truism (statement that is obviously true)"
• "a personal or religious conviction that cannot be logically debated"
• "an opinion based only on your feelings"
• "a sweeping generalization" (Section 4C, pg. 52)

The book also provides examples and key points (pg. 53) for a good working thesis.

• << Previous: #5 Integrating Sources
• Next: Research Question Discussion >>
• Last Updated: Apr 26, 2024 10:23 AM
• URL: https://libguides.ucmerced.edu/think_like_a_researcher

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• Research Skills

50 Mini-Lessons For Teaching Students Research Skills

Please note, I am no longer blogging and this post hasn’t updated since April 2020.

For a number of years, Seth Godin has been talking about the need to “ connect the dots” rather than “collect the dots” . That is, rather than memorising information, students must be able to learn how to solve new problems, see patterns, and combine multiple perspectives.

Solid research skills underpin this. Having the fluency to find and use information successfully is an essential skill for life and work.

Today’s students have more information at their fingertips than ever before and this means the role of the teacher as a guide is more important than ever.

You might be wondering how you can fit teaching research skills into a busy curriculum? There aren’t enough hours in the day! The good news is, there are so many mini-lessons you can do to build students’ skills over time.

This post outlines 50 ideas for activities that could be done in just a few minutes (or stretched out to a longer lesson if you have the time!).

Learn More About The Research Process

I have a popular post called Teach Students How To Research Online In 5 Steps. It outlines a five-step approach to break down the research process into manageable chunks.

This post shares ideas for mini-lessons that could be carried out in the classroom throughout the year to help build students’ skills in the five areas of: clarify, search, delve, evaluate , and cite . It also includes ideas for learning about staying organised throughout the research process.

Notes about the 50 research activities:

• These ideas can be adapted for different age groups from middle primary/elementary to senior high school.
• Many of these ideas can be repeated throughout the year.
• Depending on the age of your students, you can decide whether the activity will be more teacher or student led. Some activities suggest coming up with a list of words, questions, or phrases. Teachers of younger students could generate these themselves.
• Depending on how much time you have, many of the activities can be either quickly modelled by the teacher, or extended to an hour-long lesson.
• Some of the activities could fit into more than one category.
• Looking for simple articles for younger students for some of the activities? Try DOGO News or Time for Kids . Newsela is also a great resource but you do need to sign up for free account.
• Why not try a few activities in a staff meeting? Everyone can always brush up on their own research skills!

• Choose a topic (e.g. koalas, basketball, Mount Everest) . Write as many questions as you can think of relating to that topic.
• Make a mindmap of a topic you’re currently learning about. This could be either on paper or using an online tool like Bubbl.us .
• Read a short book or article. Make a list of 5 words from the text that you don’t totally understand. Look up the meaning of the words in a dictionary (online or paper).
• Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
• Come up with a list of 5 different questions you could type into Google (e.g. Which country in Asia has the largest population?) Circle the keywords in each question.
• Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like  Thesaurus.com .
• Write pairs of synonyms on post-it notes (this could be done by the teacher or students). Each student in the class has one post-it note and walks around the classroom to find the person with the synonym to their word.

• Explore how to search Google using your voice (i.e. click/tap on the microphone in the Google search box or on your phone/tablet keyboard) . List the pros and cons of using voice and text to search.
• Open two different search engines in your browser such as Google and Bing. Type in a query and compare the results. Do all search engines work exactly the same?
• Have students work in pairs to try out a different search engine (there are 11 listed here ). Report back to the class on the pros and cons.
• Think of something you’re curious about, (e.g. What endangered animals live in the Amazon Rainforest?). Open Google in two tabs. In one search, type in one or two keywords ( e.g. Amazon Rainforest) . In the other search type in multiple relevant keywords (e.g. endangered animals Amazon rainforest).  Compare the results. Discuss the importance of being specific.
• Similar to above, try two different searches where one phrase is in quotation marks and the other is not. For example, Origin of “raining cats and dogs” and Origin of raining cats and dogs . Discuss the difference that using quotation marks makes (It tells Google to search for the precise keywords in order.)
• Try writing a question in Google with a few minor spelling mistakes. What happens? What happens if you add or leave out punctuation ?
• Try the AGoogleADay.com daily search challenges from Google. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.
• Explore how Google uses autocomplete to suggest searches quickly. Try it out by typing in various queries (e.g. How to draw… or What is the tallest…). Discuss how these suggestions come about, how to use them, and whether they’re usually helpful.
• Watch this video  from Code.org to learn more about how search works .
• Take a look at  20 Instant Google Searches your Students Need to Know  by Eric Curts to learn about “ instant searches ”. Try one to try out. Perhaps each student could be assigned one to try and share with the class.
• Experiment with typing some questions into Google that have a clear answer (e.g. “What is a parallelogram?” or “What is the highest mountain in the world?” or “What is the population of Australia?”). Look at the different ways the answers are displayed instantly within the search results — dictionary definitions, image cards, graphs etc.

• Watch the video How Does Google Know Everything About Me?  by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
• Brainstorm a list of popular domains   (e.g. .com, .com.au, or your country’s domain) . Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu) .
• Discuss (or research) ways to open Google search results in a new tab to save your original search results  (i.e. right-click > open link in new tab or press control/command and click the link).
• Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). A re there advertisements within the results? Discuss where these appear and how to spot them.
• Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
• Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
• Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
• Have students annotate their own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.

• Find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
• Choose a graph, map, or chart from The New York Times’ What’s Going On In This Graph series . Have a whole class or small group discussion about the data.
• Look at images stripped of their captions on What’s Going On In This Picture? by The New York Times. Discuss the images in pairs or small groups. What can you tell?
• Explore a website together as a class or in pairs — perhaps a news website. Identify all the advertisements .
• Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
• Give students a copy of my website evaluation flowchart to analyse and then discuss as a class. Read more about the flowchart in this post.
• As a class, look at a prompt from Mike Caulfield’s Four Moves . Either together or in small groups, have students fact check the prompts on the site. This resource explains more about the fact checking process. Note: some of these prompts are not suitable for younger students.
• Practice skim reading — give students one minute to read a short article. Ask them to discuss what stood out to them. Headings? Bold words? Quotes? Then give students ten minutes to read the same article and discuss deep reading.

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

• Watch the video Citation for Beginners for an introduction to citation. Discuss the key points to remember.
• Look up the definition of plagiarism using a variety of sources (dictionary, video, Wikipedia etc.). Create a definition as a class.
• Find an interesting video on YouTube (perhaps a “life hack” video) and write a brief summary in your own words.
• Have students pair up and tell each other about their weekend. Then have the listener try to verbalise or write their friend’s recount in their own words. Discuss how accurate this was.
• Read the class a copy of a well known fairy tale. Have them write a short summary in their own words. Compare the versions that different students come up with.
• Try out MyBib — a handy free online tool without ads that helps you create citations quickly and easily.
• Give primary/elementary students a copy of Kathy Schrock’s Guide to Citation that matches their grade level (the guide covers grades 1 to 6). Choose one form of citation and create some examples as a class (e.g. a website or a book).
• Make a list of things that are okay and not okay to do when researching, e.g. copy text from a website, use any image from Google images, paraphrase in your own words and cite your source, add a short quote and cite the source. 
• Have students read a short article and then come up with a summary that would be considered plagiarism and one that would not be considered plagiarism. These could be shared with the class and the students asked to decide which one shows an example of plagiarism .
• Older students could investigate the difference between paraphrasing and summarising . They could create a Venn diagram that compares the two.
• Write a list of statements on the board that might be true or false ( e.g. The 1956 Olympics were held in Melbourne, Australia. The rhinoceros is the largest land animal in the world. The current marathon world record is 2 hours, 7 minutes). Have students research these statements and decide whether they’re true or false by sharing their citations.

Staying Organised

• Make a list of different ways you can take notes while researching — Google Docs, Google Keep, pen and paper etc. Discuss the pros and cons of each method.
• Learn the keyboard shortcuts to help manage tabs (e.g. open new tab, reopen closed tab, go to next tab etc.). Perhaps students could all try out the shortcuts and share their favourite one with the class.
• Find a collection of resources on a topic and add them to a Wakelet .
• Listen to a short podcast or watch a brief video on a certain topic and sketchnote ideas. Sylvia Duckworth has some great tips about live sketchnoting
• Learn how to use split screen to have one window open with your research, and another open with your notes (e.g. a Google spreadsheet, Google Doc, Microsoft Word or OneNote etc.) .

All teachers know it’s important to teach students to research well. Investing time in this process will also pay off throughout the year and the years to come. Students will be able to focus on analysing and synthesizing information, rather than the mechanics of the research process.

By trying out as many of these mini-lessons as possible throughout the year, you’ll be really helping your students to thrive in all areas of school, work, and life.

Also remember to model your own searches explicitly during class time. Talk out loud as you look things up and ask students for input. Learning together is the way to go!

You Might Also Enjoy Reading:

How To Evaluate Websites: A Guide For Teachers And Students

Five Tips for Teaching Students How to Research and Filter Information

Typing Tips: The How and Why of Teaching Students Keyboarding Skills

8 Ways Teachers And Schools Can Communicate With Parents

10 Replies to “50 Mini-Lessons For Teaching Students Research Skills”

Loving these ideas, thank you

This list is amazing. Thank you so much!

So glad it’s helpful, Alex! 🙂

Hi I am a student who really needed some help on how to reasearch thanks for the help.

So glad it helped! 🙂

seriously seriously grateful for your post. 🙂

So glad it’s helpful! Makes my day 🙂

How do you get the 50 mini lessons. I got the free one but am interested in the full version.

Hi Tracey, The link to the PDF with the 50 mini lessons is in the post. Here it is . Check out this post if you need more advice on teaching students how to research online. Hope that helps! Kathleen

Best wishes to you as you face your health battler. Hoping you’ve come out stronger and healthier from it. Your website is so helpful.

Comments are closed.

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National oceanic and atmospheric administration.

• [RTID 0648-XE173]

National Marine Fisheries Service (NMFS), National Oceanic and Atmospheric Administration (NOAA), Commerce.

Notice; proposed incidental harassment authorization; request for comments on proposed authorization and possible renewal.

NMFS has received a request from the Office of Naval Research (ONR) for authorization to take marine mammals incidental to Arctic Research Activities (ARA) in the Beaufort Sea and eastern Chukchi Sea. Pursuant to the Marine Mammal Protection Act (MMPA), NMFS is requesting comments on its proposal to issue an incidental harassment authorization (IHA) to incidentally take marine mammals during the specified activities. NMFS is also requesting comments on a possible one-time, 1-year renewal that could be issued under certain circumstances and if all requirements are met, as described in Request for Public Comments at the end of this notice. NMFS will consider public comments prior to making any final decision on the issuance of the requested MMPA authorization and agency responses will be summarized in the final notice of our decision. The ONR's activities are considered military readiness activities pursuant to the MMPA, as amended by the National Defense Authorization Act for Fiscal Year 2004 (2004 NDAA).

Comments and information must be received no later than September 13, 2024.

Comments should be addressed to Jolie Harrison, Chief, Permits and Conservation Division, Office of Protected Resources, National Marine Fisheries Service and should be submitted via email to [email protected] . Electronic copies of the application and supporting documents, as well as a list of the references cited in this document, may be obtained online at: https://www.fisheries.noaa.gov/​national/​marine-mammal-protection/​incidental-take-authorizations-military-readiness-activities . In case of problems accessing these documents, please call the contact listed below.

Instructions: NMFS is not responsible for comments sent by any other method, to any other address or individual, or received after the end of the comment period. Comments, including all attachments, must not exceed a 25-megabyte file size. All comments received are a part of the public record and will generally be posted online at https://www.fisheries.noaa.gov/​permit/​incidental-take-authorizations-under-marine-mammal-protection-act without change. All personal identifying information ( e.g., name, address) voluntarily submitted by the commenter may be publicly accessible. Do not submit confidential business information or otherwise sensitive or protected information.

Alyssa Clevenstine, Office of Protected Resources, NMFS, (301) 427-8401.

The MMPA prohibits the “take” of marine mammals, with certain exceptions. Sections 101(a)(5)(A) and (D) of the MMPA ( 16 U.S.C. 1361 et seq. ) direct the Secretary of Commerce (as delegated to NMFS) to allow, upon request, the incidental, but not intentional, taking of small numbers of marine mammals by U.S. citizens who engage in a specified activity (other than commercial fishing) within a specified geographical region if certain findings are made and either regulations are proposed or, if the taking is limited to harassment, a notice of a proposed IHA is provided to the public for review.

Authorization for incidental takings shall be granted if NMFS finds that the taking will have a negligible impact on the species or stock(s) and will not have an unmitigable adverse impact on the availability of the species or stock(s) for taking for subsistence uses (where relevant). Further, NMFS must prescribe the permissible methods of taking and other “means of effecting the least practicable adverse impact” on the affected species or stocks and their habitat, paying particular attention to rookeries, mating grounds, and areas of similar significance, and on the availability of the species or stocks for taking for certain subsistence uses (referred to in shorthand as “mitigation”); and requirements pertaining to the monitoring and reporting of the takings. The definitions of all applicable MMPA statutory terms cited above are included in the relevant sections below.

The 2004 NDAA ( Pub. L. 108-136 ) removed the “small numbers” and “specified geographical region” limitations indicated above and amended the definition of “harassment” as applied to a “military readiness activity.” The activity for which incidental take of marine mammals is being requested qualifies as a military readiness activity.

To comply with the National Environmental Policy Act of 1969 (NEPA; 42 U.S.C. 4321 et seq. ) and NOAA Administrative Order (NAO) 216-6A, NMFS must review our proposed action ( i.e., the issuance of an IHA) with respect to potential impacts on the human environment.

In 2018, the U.S. Navy prepared an Overseas Environmental Assessment (OEA) analyzing the project. Prior to issuing the IHA for the first year of this project, NMFS reviewed the 2018 EA and the public comments received, determined that a separate NEPA analysis was not necessary, and subsequently adopted the document and issued a NMFS Finding of No Significant Impact (FONSI) in support of the issuance of an IHA ( 83 FR 48799 , September 27, 2018).

In 2019, the Navy prepared a supplemental OEA. Prior to issuing the IHA in 2019, NMFS reviewed the supplemental OEA and the public comments received, determined that a separate NEPA analysis was not necessary, and subsequently adopted the document and issued a NMFS FONSI in support of the issuance of an IHA ( 84 FR 50007 , September 24, 2019).

In 2020, the Navy submitted a request for a renewal of the 2019 IHA. Prior to issuing the renewal IHA, NMFS reviewed ONR's application and determined that the proposed action was identical to that considered in the previous IHA. Because no significantly new circumstances or information relevant to any environmental concerns had been identified, NMFS determined that the preparation of a new or supplemental NEPA document was not necessary and relied on the supplemental OEA and FONSI from 2019 when issuing the renewal IHA in 2020 ( 85 FR 41560 , July 10, 2020).

In 2021, the Navy submitted a request for an IHA for incidental take of marine mammals during continuation of ARA. NMFS reviewed the Navy's OEA and determined it to be sufficient for taking into consideration the direct, indirect, and cumulative effects to the human environment resulting from continuation of the ARA. NMFS subsequently adopted that OEA and signed a FONSI ( 86 FR 54931 , October 5, 2021).

In 2022, the Navy submitted a request for an IHA for incidental take of marine mammals during continuation of ARA and prepared an OEA analyzing the project. Prior to issuing the IHA for the project, we reviewed the 2022-2025 OEA and the public comments received, determined that a separate NEPA analysis was not necessary, and subsequently adopted the document and issued our own FONSI in support of the issuance of an IHA ( 87 FR 57458 , September 20, 2022).

In 2023, the ONR requested a renewal of the 2022 IHA for ongoing ARA from September 2023 to September 2024, and the 2022 IHA monitoring report. Prior to issuing the renewal IHA, NMFS reviewed ONR's application and determined that the proposed action was identical to that considered in the previous IHA. Because no significantly new circumstances or information relevant to any environmental concerns were identified, NMFS determined that the preparation of a new or supplemental NEPA document was not necessary and relied on the supplemental OEA and FONSI from 2022 when issuing the renewal IHA in 2023 ( 88 FR 65657 , September 18, 2023).

Accordingly, NMFS preliminarily has determined to adopt the Navy's OEA for ONR ARA in the Beaufort and Chukchi Seas 2022-2025, provided our independent evaluation of the document finds that it includes adequate information analyzing the effects on the human environment of issuing the IHA. NMFS is a not cooperating agency on the U.S. Navy's OEA.

We will review all comments submitted in response to this notice prior to concluding our NEPA process or making a final decision on the IHA request.

On March 29, 2024, NMFS received a request from the ONR for an IHA to take marine mammals incidental to ARA in the Beaufort and Chukchi Seas. Following NMFS' review of the application, the ONR submitted a revised version on July 23, 2024. The application was deemed adequate and complete on August 5, 2024. The ONR's request is for take of beluga whales and ringed seals by Level B harassment only. Neither the ONR nor NMFS expect serious injury or mortality to result from this activity and, therefore, an IHA is appropriate.

This proposed IHA would cover the seventh year of a larger project for which ONR obtained prior IHAs and renewal IHAs ( 83 FR 48799 , September 27, 2018; 84 FR 50007 , September 24, 2019; 85 FR 53333 , August 28, 2020; 86 FR 54931 , October 5, 2021; 87 FR 57458 , September 20, 2022; 88 FR 65657 , September 18, 2023). ONR has complied with all the requirements ( e.g., mitigation, monitoring, and reporting) of the previous IHAs.

The ONR proposes to conduct scientific experiments in support of ARA using active acoustic sources within the Beaufort and Chukchi Seas. Project activities involve acoustic testing and a multi-frequency navigation system concept test using left-behind active acoustic sources. The proposed experiments involve the deployment of moored, drifting, and ice-tethered active acoustic sources from the Research Vessel (R/V) Sikuliaq. Recovery of equipment may be from R/V Sikuliaq, ( print page 66070) U.S. Coast Guard Cutter (CGC) HEALY, or another vessel, and icebreaking may be required. Underwater sound from the active acoustic sources and noise from icebreaking may result in Level B harassment of marine mammals.

The proposed action would occur from September 2024 through September 2025 and include up to two research cruises. Acoustic testing would take place during the cruises, with the first cruise beginning September 2, 2024, and a potential second cruise occurring in summer or fall 2025, which may include up to 8 days of icebreaking activities.

The proposed action would occur across the U.S. Exclusive Economic Zone (EEZ) in the Beaufort and Chukchi Seas, partially in the high seas north of Alaska, the Global Commons, and within a part of the Canadian EEZ (in which the appropriate permits would be obtained by the Navy) (figure 1). The proposed action would primarily occur in the Beaufort Sea but the analysis considers the drifting of active sources on buoys into the eastern portion of the Chukchi Sea. The closest point of the study area to the Alaska coast is 204 kilometers (km; 110 nautical miles (nm)). The proposed study area is approximately 639,267 square kilometers (km 2 ).

The ONR ARA Global Prediction Program supports two major projects: Stratified Ocean Dynamics of the Arctic (SODA) and Arctic Mobile Observing System (AMOS). The SODA and AMOS projects have been previously discussed in association with previously issued IHAs ( 83 FR 40234 , August 14, 2018; 84 FR 37240 , July 31, 2019). However, only activities relating to the AMOS project will occur during the period covered by this proposed action.

The proposed action constitutes the development of a modified system under the ONR AMOS involving very-low-, low-, and mid-frequency (VLF, LF, MF) transmissions (35 Hertz (Hz), 900 Hz, and 10 kilohertz (kHz), respectively). The AMOS project utilizes acoustic sources and receivers to provide a means of performing under-ice navigation for gliders and unmanned undersea vehicles (UUVs). This would allow for the possibility of year-round scientific observations of the environment in the Arctic. As an environment that is particularly affected by climate change, year-round observations under a variety of ice conditions are required to study the ( print page 66072) effects of this changing environment for military readiness, as well as the implications of environmental change to humans and animals. VLF technology is important in extending the range of navigation systems and has the potential to allow for development and use of navigational systems that would not be heard by some marine mammal species and, therefore, would be less impactful overall.

Up to six moorings (four fixed acoustic navigation sources transmitting at 900 Hz, two fixed VLF sources transmitting at 35 Hz) and two drifting ice gateway buoys (IGBs) would be configured with active acoustic sources and would operate for a period of up to 1 year. Four gliders with passive acoustics would be used to support drifting IGBs. No UUV use is planned during the September 2024 research cruise; however, there is the potential for one UUV (without active acoustic sources) to be deployed and up to 8 days of icebreaking activities to occur on a potential research cruise in summer/fall 2025, which would require the use of a vessel with ice-breaking capabilities ( e.g., CGC HEALY).

During the research cruise, acoustic sources would be deployed from the vessel for intermittent testing of the system components, which would take place in the vicinity of the source locations (figure 1). During this testing, 35 Hz, 900 Hz, 10 kHz, and acoustic modems would be employed. The six fixed moorings would be anchored on the seabed and held in the water column with subsurface buoys.

Autonomous vehicles would be able to navigate by receiving acoustic signals from multiple locations and triangulating. This is needed for vehicles that are under ice and cannot communicate with satellites. Source transmits would be offset by 15 minutes from each other ( i.e., sources would not be transmitting at the same time). All navigation sources would be recovered. The purpose of the navigation sources is to orient UUVs and gliders in situations when they are under ice and cannot communicate with satellites.

The proposed action would utilize non-impulsive acoustic sources, although not all sources will cause take of marine mammals (tables 1, 2). Marine mammal takes would arise from the operation of non-impulsive active sources. Although not currently planned, icebreaking could occur as part of this proposed action if a research vessel needs to return to the study area before the end of the IHA period to ensure scientific objectives are met. In this case, icebreaking could result in Level B harassment.

Below are descriptions of the platforms and equipment that would be deployed at different times during the proposed activity.

The R/V Sikuliaq would perform the research cruise in September 2024 and conduct testing of acoustic sources during the cruise, as well as leave sources behind to operate as a year-round navigation system observation. The vessel to be used in a potential 2025 cruise is yet to be determined but the most probable option would be the CGC HEALY.

The R/V Sikuliaq has a maximum speed of approximately 12 knots (22.2 km per hour (km/hr)) with a cruising speed of 11 knots (20.4 km/hr). The R/V Sikuliaq is not an icebreaking ship but an ice strengthened ship. It would not be icebreaking and therefore acoustic signatures of icebreaking for the R/V Sikuliaq are not relevant. CGC HEALY travels at a maximum speed of 17 knots (31.5 km/hr) with a cruising speed of 12 knots (22.2 km/hr) and a maximum speed of 3 knots (5.6 km/hr) when traveling through 1.07 m (3.5 ft) of sea ice. While no icebreaking cruise on the CGC HEALY is scheduled during the IHA period, need may arise. Therefore, for the purposes of this IHA application, an icebreaking cruise is considered.

The R/V Sikuliaq, CGC HEALY, or any other vessel operating a research cruise associated with the Proposed Action may perform the following activities during their research cruises:

• Deployment of moored and/or ice-tethered passive sensors (oceanographic measurement devices, acoustic receivers);
• Deployment of moored and/or ice-tethered active acoustic sources to transmit acoustic signals;
• Deployment of UUVs;
• Deployment of drifting buoys, with or without acoustic sources; or,
• Recovery of equipment.

Glider surveys are proposed for the research cruise. All gliders would be recovered; some may be recovered during the cruise, but the remainder would be recovered at a later date. Up to four gliders would be deployed during the research cruise as part of on-ice operations (one to two gliders would be associated with each on-ice station).

Long-endurance, autonomous sea gliders are intended for use in extended missions in ice-covered waters. Gliders are buoyancy-driven, equipped with satellite modems providing two-way communication, and are capable of transiting to depths of up to 1,000 m (3,280 ft). Gliders would collect data in the area of the shallow water sources and moored sources, moving at a speed of 0.25 meters per second (m/s; 23 kilometers per day (km/day)). A combination of recent advances in sea glider technology would provide full-year endurance. When operating in ice-covered waters, gliders navigate by trilateration (the process of determining location by measurement of distances, using the geometry of circles, spheres or triangles) from moored acoustic sound sources (or dead reckoning should navigation signals be unavailable); they do not contain any active acoustic sources. Hibernating gliders would continue to track their position, waking to reposition should they drift too far from their target region. Gliders would measure temperature, salinity, dissolved oxygen, rates of dissipation of temperature variance (and vertical turbulent diffusivity), and multi-spectral down welling irradiance.

During the September 2024 cruise, active acoustic sources would be lowered from the cruise vessel while stationary, deployed on gliders and UUVs, or deployed on fixed AMOS and VLF moorings for intermittent testing of the system components. The testing would take place in the vicinity of the source locations in figure 1. During this testing, 35 Hz, 900 Hz, 10 kHz, and acoustic modems would be employed. No UUV use is planned during the September 2024 research cruise but UUV use may be included in future test plans covered by this IHA.

Up to four fixed acoustic navigation sources transmitting at 900 Hz would remain in place for a year. These moorings would be anchored on the seabed and held in the water column with subsurface buoys. All sources would be deployed by shipboard winches, which would lower sources and receivers in a controlled manner. Anchors would be steel “wagon wheels” typically used for this type of deployment. Two VLF sources transmitting at 35 Hz would be deployed in a similar manner. Two drifting IGBs would also be configured with active acoustic sources. ( print page 66073)

The following activities have been determined to be unlikely to result in take of marine mammals. These activities are described here but they are not discussed further in this notice.

De minimis Sources—The ONR characterizes de minimis sources as those with the following parameters: low source levels (SLs), narrow beams, downward directed transmission, short pulse lengths, frequencies outside known marine mammal hearing ranges, or some combination of these factors (Navy, 2013). NMFS concurs with the ONR's determination that the sources they have identified here as de minimis are unlikely to result in take of marine mammals. The following are some of the planned de minimis sources which would be used during the proposed action: Woods Hole Oceanographic Institution (WHOI) micromodem, Acoustic Doppler Current Profilers (ADCPs), ice profilers, and additional sources below 160 decibels referenced to 1 microPascal (dB re 1 μPa) used during towing operations. ADCPs may be used on moorings. Ice-profilers measure ice properties and roughness. The ADCPs and ice-profilers would all be above 200 kHz and therefore out of marine mammal hearing ranges, with the exception of the 75 kHz ADCP which has the characteristics and de minimis justification listed in table 2. They may be employed on moorings or UUVs.

A WHOI micromodem will also be employed during the leave behind period. In contrast with the WHOI micromodem usage described in table 1, which covers the use of the micromodem during research cruises, the use of the source during the leave behind period differs in nature. During this period, it is being used for very intermittent communication with vehicles to communicate vehicle status for safety of navigation purposes, and is treated as de minimis while employed in this manner.

Drifting Oceanographic Sensors—Observations of ocean-ice interactions require the use of sensors that are moored and embedded in the ice. For the proposed action, it will not be required to break ice to do this, as deployments can be performed in areas of low ice-coverage or free floating ice. Sensors are deployed within a few dozen meters of each other on the same ice floe. Three types of sensors would be used: autonomous ocean flux buoys, Integrated Autonomous Drifters, and ice-tethered profilers. The autonomous ocean flux buoys measure oceanographic properties just below the ocean-ice interface. The autonomous ocean flux buoys would have ADCPs and temperature chains attached, to measure temperature, salinity, and other ocean parameters the top 6 m (20 ft) of the water column. Integrated Autonomous Drifters would have a long temperate string extending down to 200 m (656 ft) depth and would incorporate meteorological sensors, and a temperature spring to estimate ice thickness. The ice-tethered profilers would collect information on ocean temperature, salinity, and velocity down to 250 m (820 ft) depth.

Up to 20 Argo-type autonomous profiling floats may be deployed in the central Beaufort Sea. Argo float drift at 1,500 m (4,921 ft) depth, profiling from 2,000 m (6,562 ft) to the sea surface once every 10 days to collect profiles of ( print page 66074) temperature and salinity. Moored Oceanographic Sensors—Moored sensors would capture a range of ice, ocean, and atmospheric conditions on a year-round basis. These would be bottom anchored, sub-surface moorings measuring velocity, temperature, and salinity in the upper 500 m (1,640 ft) of the water column. The moorings also collect high-resolution acoustic measurements of the ice using the ice profilers described above. Ice velocity and surface waves would be measured by 500 kHz multibeam sonars from Nortek Signatures. The moored oceanographic sensors described above use only de minimis sources and are therefore not anticipated to have the potential for impacts on marine mammals or their habitat. On-ice Measurements—On-ice measurement systems would be used to collect weather data. These would include an Autonomous Weather Station and an Ice Mass Balance Buoy. The Autonomous Weather Station would be deployed on a tripod; the tripod has insulated foot platforms that are frozen into the ice. The system would consist of an anemometer, humidity sensor, and pressure sensor. The Autonomous Weather Station also includes an altimeter that is de minimis due to its very high frequency (200 kHz). The Ice Mass Balance Buoy is a 6 m (20 ft) sensor string, which is deployed through a 5 centimeter (cm; 2 inch (in)) hole drilled into the ice. The string is weighted by a 1 kilogram (kg; 2.2 pound (lb)) lead weight and is supported by a tripod. The buoy contains a de minimis 200 kHz altimeter and snow depth sensor. Autonomous Weather Stations and Ice Mass Balance Buoys will be deployed and will drift with the ice, making measurements until their host ice floes melt, thus destroying the instruments (likely in summer, roughly 1 year after deployment). After the on-ice instruments are destroyed they cannot be recovered and would sink to the seafloor as their host ice floes melted.

Proposed mitigation, monitoring, and reporting measures are described in detail later in this document (please see Proposed Mitigation and Proposed Monitoring and Reporting).

Sections 3 and 4 of the application summarize available information regarding status and trends, distribution and habitat preferences, and behavior and life history of the potentially affected species. NMFS fully considered all of this information, and we refer the reader to these descriptions, instead of reprinting the information. Additional information regarding population trends and threats may be found in NMFS' Stock Assessment Reports (SARs; https://www.fisheries.noaa.gov/​national/​marine-mammal-protection/​marine-mammal-stock-assessments ) and more general information about these species ( e.g., physical and behavioral descriptions) may be found on NMFS' website ( https://www.fisheries.noaa.gov/​find-species ).

Table 3 lists all species or stocks for which take is expected and proposed to be authorized for this activity and summarizes information related to the population or stock, including regulatory status under the MMPA and Endangered Species Act (ESA) and potential biological removal (PBR), where known. PBR is defined by the MMPA as the maximum number of animals, not including natural mortalities, that may be removed from a marine mammal stock while allowing that stock to reach or maintain its optimum sustainable population (as described in NMFS' SARs). While no serious injury or mortality is anticipated or proposed to be authorized here, PBR and annual serious injury and mortality from anthropogenic sources are included here as gross indicators of the status of the species or stocks and other threats.

Marine mammal abundance estimates presented in this document represent the total number of individuals that make up a given stock or the total number estimated within a particular study or survey area. NMFS' stock abundance estimates for most species represent the total estimate of individuals within the geographic area, if known, that comprises that stock. For some species, this geographic area may extend beyond U.S. waters. All managed stocks in this region are assessed in NMFS' U.S. Alaska SARs (Young et al., 2023). All values presented in table 3 are the most recent available at the time of publication and are available online at: https://www.fisheries.noaa.gov/​national/​marine-mammal-protection/​marine-mammal-stock-assessments .

As indicated above, both species (with three managed stocks) in table 3 temporally and spatially co-occur with the activity to the degree that take is reasonably likely to occur. While bowhead whales ( Balaena mysticetus ), gray whales ( Eschrichtius robustus ), bearded seals ( Erignathus barbatus ), spotted seals ( Phoca largha ), and ribbon seals ( Histriophoca fasciata ) have been documented in the area, the temporal and/or spatial occurrence of these ( print page 66075) species is such that take is not expected to occur, and they are not discussed further beyond the explanation provided below.

Due to the location of the study area ( i.e., northern offshore, deep water), there were no calculated exposures for the bowhead whale, gray whale, bearded seal, spotted seal, and ribbon seal from quantitative modeling of acoustic sources. Bowhead and gray whales are closely associated with the shallow waters of the continental shelf in the Beaufort Sea and are unlikely to be exposed to acoustic harassment from this activity (Young et al., 2023). Gray whales feed primarily in the Beaufort Sea, Chukchi Sea, and Northwestern Bering Sea during the summer and fall, but migrate south to winter in Baja California lagoons (Young et al., 2023). Gray whales are primarily bottom feeders (Swartz et al., 2006) in water depths of less than 60 m (196.9 ft) (Pike, 1962). Therefore, on the rare occasion that a gray whale does overwinter in the Beaufort Sea (Stafford et al., 2007), we would expect an overwintering individual to remain in shallow water over the continental shelf where it could feed. Spotted seals tend to prefer pack ice areas with water depths less than 200 m (656.2 ft) during the spring and move to coastal habitats in the summer and fall, found as far north as 69-72 degrees N (Muto et al., 2021). Although the study area includes some waters south of 72 degrees N, the acoustic sources with the potential to result in take of marine mammals are not found below that latitude and spotted seals are not expected to be exposed. Ribbon seals are found year-round in the Bering Sea but may seasonally range into the Chukchi Sea (Muto et al., 2021). The proposed action occurs primarily in the Beaufort Sea, outside of the core range of ribbon seals, thus ribbon seals are not expected to be behaviorally harassed. Narwhals ( Monodon monoceros ) are considered extralimital in the project area and are not expected to be encountered. As no harassment is expected of the bowhead whale, gray whale, spotted seal, bearded seal, ribbon seal, and narwhal, these species will not be discussed further in this proposed notice.

The ONR utilized Conn et al. (2014) in their IHA application as an abundance estimate for ringed seals, which is based upon aerial abundance and distribution surveys conducted in the U.S. portion Bering Sea in 2012 (171,418 ringed seals) (Muto et al., 2021). This value is likely an underestimate due to the lack of accounting for availability bias for seals that were in the water at the time of the surveys as well as not including seals located within the shore-fast ice zone (Muto et al., 2021). Muto et al. (2021) notes that an accurate population estimate is likely larger by a factor of two or more. However, no accepted population estimate is present for Arctic ringed seals. Therefore, NMFS will also adopt the Conn et al. (2014) abundance estimate (171,418) for further analyses and discussions on this proposed action by ONR.

In addition, the polar bear ( Ursus maritimus ) and Pacific walrus ( Odobenus rosmarus ) may be found both on sea ice and/or in the water within the Beaufort Sea and Chukchi Sea. These species are managed by the U.S. Fish and Wildlife Service rather than NMFS and, therefore, they are not considered further in this document.

Beluga whales are distributed throughout seasonally ice-covered arctic and subarctic waters of the Northern Hemisphere (Gurevich, 1980), and are closely associated with open leads and polynyas in ice-covered regions (Hazard, 1988). Belugas may be either migratory or residential (non-migratory), depending on the population. Seasonal distribution is affected by ice cover, tidal conditions, access to prey, temperature, and human interaction (Frost et al., 1985; Hauser et al., 2014).

There are five beluga whale stocks recognized within U.S. waters: Cook Inlet, Bristol Bay, eastern Bering Sea, eastern Chukchi Sea, and Beaufort Sea. Two stocks, the Beaufort Sea and eastern Chukchi Sea stocks, have the potential to occur in the location of this proposed action.

Migratory Biologically Important Areas (BIAs) for belugas in the eastern Chukchi and Alaskan Beaufort Sea overlap the southern and western portion of the Study Area (Clarke et al., 2023). A migration corridor for both stocks of beluga whale includes the eastern Chukchi Sea through the Beaufort Sea, with the Beaufort Sea stock utilizing the migratory BIA in April-May and the Eastern Chukchi Sea stock utilizing portions of the area in November. There are also feeding BIAs for both stocks throughout the Arctic region (Clarke et al., 2023). During the winter, they can be found foraging in offshore waters associated with pack ice. When the sea ice melts in summer, they move to warmer river estuaries and coastal areas for molting and calving (Muto et al., 2021). Annual migrations can span over thousands of kilometers. The residential Beaufort Sea populations participate in short distance movements within their range throughout the year. Based on satellite tags (Suydam et al., 2001; Hauser et al., 2014), there is some overlap in distribution with the eastern Chukchi Sea beluga whale stock.

During the winter, eastern Chukchi Sea belugas occur in offshore waters associated with pack ice. In the spring, they migrate to warmer coastal estuaries, bays, and rivers where they may molt (Finley, 1982; Suydam, 2009), give birth to, and care for their calves (Sergeant and Brodie, 1969). Eastern Chukchi Sea belugas move into coastal areas, including Kasegaluk Lagoon (outside of the proposed project site), in late June and animals are sighted in the area until about mid-July (Frost and Lowry, 1990; Frost et al., 1993). Satellite tags attached to eastern Chukchi Sea belugas captured in Kasegaluk Lagoon during the summer showed these whales traveled 1,100 km (593 nm) north of the Alaska coastline, into the Canadian Beaufort Sea within three months (Suydam et al., 2001). Satellite telemetry data from 23 whales tagged during 1998-2007 suggest variation in movement patterns for different age and/or sex classes during July-September (Suydam et al., 2005). Adult males used deeper waters and remained there for the duration of the summer; all belugas that moved into the Arctic Ocean (north of 75 degrees N) were males, and males traveled through 90 percent pack ice cover to reach deeper waters in the Beaufort Sea and Arctic Ocean (79-80 degrees N) by late July/early August. Adult and immature female belugas remained at or near the shelf break in the south through the eastern Bering Strait into the northern Bering Sea, remaining north of Saint Lawrence Island over the winter.

Ringed seals are the most common pinniped in the Study Area and have wide distribution in seasonally and permanently ice-covered waters of the Northern Hemisphere (North Atlantic Marine Mammal Commission, 2004). Throughout their range, ringed seals have an affinity for ice-covered waters and are well adapted to occupying both shore-fast and pack ice (Kelly, 1988). Ringed seals can be found further offshore than other pinnipeds since they can maintain breathing holes in ice thickness greater than 2 m (6.6 ft) (Smith and Stirling, 1975). The breathing holes are maintained by ringed seals using their sharp teeth and claws found on their fore flippers. They remain in contact with ice most of the year and use it as a platform for molting in late spring to early summer, for pupping and nursing in late winter to ( print page 66076) early spring, and for resting at other times of the year (Muto et al., 2018).

Ringed seals have at least two distinct types of subnivean lairs: Haulout lairs and birthing lairs (Smith and Stirling, 1975). Haul-out lairs are typically single-chambered and offer protection from predators and cold weather. Birthing lairs are larger, multi-chambered areas that are used for pupping in addition to protection from predators. Ringed seals pup on both shore-fast ice as well as stable pack ice. Lentfer (1972) found that ringed seals north of Utqiaġvik, Alaska, build their subnivean lairs on the pack ice near pressure ridges. Since subnivean lairs were found north of Utqiaġvik, Alaska, in pack ice, they are also assumed to be found within the sea ice in the proposed project site. Ringed seals excavate subnivean lairs in drifts over their breathing holes in the ice, in which they rest, give birth, and nurse their pups for 5-9 weeks during late winter and spring (Chapskii, 1940; McLaren, 1958; Smith and Stirling, 1975). Ringed seals are born beginning in March but the majority of births occur in early April. About a month after parturition, mating begins in late April and early May.

In Alaskan waters, during winter and early spring when sea ice is at its maximum extent, ringed seals are abundant in the northern Bering Sea, Norton and Kotzebue Sounds, and throughout the Chukchi and Beaufort seas (Frost, 1985; Kelly, 1988). Passive acoustic monitoring of ringed seals from a high frequency recording package deployed at a depth of 240 m (787 ft) in the Chukchi Sea 120 km (65 nm) north-northwest of Utqiaġvik, Alaska detected ringed seals in the area between mid-December and late May over the 4 year study (Jones et al., 2014). In addition, ringed seals have been observed near and beyond the outer boundary of the U.S. EEZ (Beland and Ireland, 2010). During the spring and early summer, ringed seals may migrate north as the ice edge recedes and spend their summers in the open water period of the northern Beaufort and Chukchi Seas (Frost, 1985). Foraging-type movements have been recorded over the continental shelf and north of the continental shelf waters (Von Duyke et al., 2020). During this time, sub-adult ringed seals may also occur in the Arctic Ocean Basin (Hamilton et al., 2015; Hamilton et al., 2017).

With the onset of fall freeze, ringed seal movements become increasingly restricted and seals will either move west and south with the advancing ice pack with many seals dispersing throughout the Chukchi and Bering Seas, or remaining in the Beaufort Sea (Crawford et al., 2012; Frost and Lowry, 1984; Harwood et al., 2012). Kelly et al. (2010a) tracked home ranges for ringed seals in the subnivean period (using shore-fast ice); the size of the home ranges varied from less than 1 up to 279 km 2 (median = 0.62 km 2 for adult males, 0.65 km 2 for adult females). Most (94 percent) of the home ranges were less than 3 km 2 during the subnivean period (Kelly et al., 2010a). Near large polynyas, ringed seals maintain ranges, up to 7,000 km 2 during winter and 2,100 km 2 during spring (Born et al., 2004). Some adult ringed seals return to the same small home ranges they occupied during the previous winter (Kelly et al., 2010a). The size of winter home ranges can vary by up to a factor of 10 depending on the amount of fast ice; seal movements were more restricted during winters with extensive fast ice, and were much less restricted where fast ice did not form at high levels (Harwood et al., 2015).

Of the five recognized subspecies of ringed seals, the Arctic ringed seal occurs in the Arctic Ocean and Bering Sea and is the only stock that occurs in U.S. waters. NMFS listed the Arctic ringed seal subspecies as threatened under the ESA on December 28, 2012 ( 77 FR 76706 ), primarily due to anticipated loss of sea ice through the end of the 21st century. Climate change presents a major concern for the conservation of ringed seals due to the potential for long-term habitat loss and modification (Muto et al., 2021). Based upon an analysis of various life history features and the rapid changes that may occur in ringed seal habitat, ringed seals are expected to be highly sensitive to climate change (Laidre et al., 2008; Kelly et al., 2010b).

Critical habitat for the ringed seal was designated in May 2022 and includes marine waters within one specific area in the Bering, Chukchi, and Beaufort Seas ( 87 FR 19232 , April 1, 2022). Essential features established by NMFS for conservation of ringed seals are (1) snow-covered sea ice habitat suitable for the formation and maintenance of subnivean birth lairs used for sheltering pups during whelping and nursing, which is defined as waters 3 m (9.8 ft) or more in depth (relative to Mean Lower Low Water (MLLW)) containing areas of seasonal land-fast (shore-fast) ice or dense, stable pack ice, that have undergone deformation and contain snowdrifts of sufficient depth to form and maintain birth lairs (typically at least 54 cm (21.3 in) deep); (2) sea ice habitat suitable as a platform for basking and molting, which is defined as areas containing sea ice of 15 percent or more concentration in waters 3 m (9.8 ft) or more in depth (relative to MLLW); and (3) primary prey resources to support Arctic ringed seals, which are defined to be small, often schooling, fishes, in particular Arctic cod ( Boreogadus saida ), saffron cod ( Eleginus gracilis ), and rainbow smelt ( Osmerus dentex ); and small crustaceans, in particular, shrimps and amphipods.

The Study Area does not overlap with ringed seal critical habitat ( 87 FR 19232 , April 1, 2022). However, as stated in NMFS' final rule for the Designation of Critical Habitat for the Arctic Subspecies of the Ringed Seal ( 87 FR 19232 , April 1, 2022), the area excluded from the critical habitat contains one or more of the essential features of the Arctic ringed seal's critical habitat, therefore, even though this area is excluded from critical habitat designation, habitat with the physical and biological features essential for ringed seal conservation is still available to the species, although data are limited to inform NMFS' assessment of the relative value of this area to the conservation of the species. As described later and in more detail in the Potential Effects of Specified Activities on Marine Mammals and Their Habitat section, we expect minimal impacts to marine mammal habitat as a result of the ONR's ARA, including impacts to ringed seal sea ice habitat suitable as a platform for basking and molting and impacts on prey availability.

Hearing is the most important sensory modality for marine mammals underwater, and exposure to anthropogenic sound can have deleterious effects. To appropriately assess the potential effects of exposure to sound, it is necessary to understand the frequency ranges marine mammals are able to hear. Not all marine mammal species have equal hearing capabilities ( e.g., Richardson et al., 1995; Wartzok and Ketten, 1999; Au and Hastings, 2008). To reflect this, Southall et al. (2007) and Southall et al. (2019) recommended that marine mammals be divided into hearing groups based on directly measured (behavioral or auditory evoked potential techniques) or estimated hearing ranges (behavioral response data, anatomical modeling, etc. ). Subsequently, NMFS (2018) described generalized hearing ranges for these marine mammal hearing groups. Generalized hearing ranges were chosen based on the approximately 65 dB threshold from the normalized composite audiograms, with the exception for lower limits for low- ( print page 66077) frequency cetaceans where the lower bound was deemed to be biologically implausible and the lower bound from Southall et al. (2007) retained. Marine mammal hearing groups and their associated hearing ranges are provided in table 4.

Table 4—Marine Mammal Hearing Groups

[NMFS, 2018]

Hearing group Generalized hearing range * Low-frequency (LF) cetaceans (baleen whales) 7 Hz to 35 kHz. Mid-frequency (MF) cetaceans (dolphins, toothed whales, beaked whales, bottlenose whales) 150 Hz to 160 kHz. High-frequency (HF) cetaceans (true porpoises, river dolphins, Cephalorhynchid, & ) 275 Hz to 160 kHz. Phocid pinnipeds (PW) (underwater) (true seals) 50 Hz to 86 kHz. Otariid pinnipeds (OW) (underwater) (sea lions and fur seals) 60 Hz to 39 kHz.  Represents the generalized hearing range for the entire group as a composite ( all species within the group), where individual species' hearing ranges are typically not as broad. Generalized hearing range chosen based on approximately 65 dB threshold from normalized composite audiogram, with the exception for lower limits for LF cetaceans (Southall 2007) and PW pinniped (approximation).

The pinniped functional hearing group was modified from Southall et al. (2007) on the basis of data indicating that phocid species have consistently demonstrated an extended frequency range of hearing compared to otariids, especially in the higher frequency range (Hemilä et al., 2006; Kastelein et al., 2009; Reichmuth et al., 2013). This division between phocid and otariid pinnipeds is now reflected in the updated hearing groups proposed in Southall et al. (2019).

For more detail concerning these groups and associated frequency ranges, please see NMFS (2018) for a review of available information.

This section provides a discussion of the ways in which components of the specified activity may impact marine mammals and their habitat. The Estimated Take of Marine Mammals section later in this document includes a quantitative analysis of the number of individuals that are expected to be taken by this activity. The Negligible Impact Analysis and Determination section considers the content of this section, the Estimated Take of Marine Mammals section, and the Proposed Mitigation section, to draw conclusions regarding the likely impacts of these activities on the reproductive success or survivorship of individuals and whether those impacts are reasonably expected to, or reasonably likely to, adversely affect the species or stock through effects on annual rates of recruitment or survival.

The marine soundscape is comprised of both ambient and anthropogenic sounds. Ambient sound is defined as the all-encompassing sound in a given place and is usually a composite of sound from many sources both near and far (ANSI, 1995). The sound level of an area is defined by the total acoustical energy being generated by known and unknown sources. These sources may include physical ( e.g., waves, wind, precipitation, earthquakes, ice, atmospheric sound), biological ( e.g., sounds produced by marine mammals, fish, and invertebrates), and anthropogenic sound ( e.g., vessels, dredging, aircraft, construction).

The sum of the various natural and anthropogenic sound sources at any given location and time—which comprise “ambient” or “background” sound—depends not only on the source levels (as determined by current weather conditions and levels of biological and shipping activity) but also on the ability of sound to propagate through the environment. In turn, sound propagation is dependent on the spatially and temporally varying properties of the water column and sea floor, and is frequency-dependent. As a result of the dependence on a large number of varying factors, ambient sound levels can be expected to vary widely over both coarse and fine spatial and temporal scales. Sound levels at a given frequency and location can vary by 10-20 dB from day to day (Richardson et al., 1995). The result is that, depending on the source type and its intensity, sound from the specified activities may be a negligible addition to the local environment or could form a distinctive signal that may affect marine mammals.

Active acoustic sources and icebreaking, if necessary, are proposed for use in the Study Area. The sounds produced by these activities fall into one of two general sound types: impulsive and non-impulsive. Impulsive sounds ( e.g., ice explosions, gunshots, sonic booms, impact pile driving) are typically transient, brief (less than 1 second), broadband, and consist of high peak sound pressure with rapid rise time and rapid decay (ANSI, 1986; NIOSH, 1998; NMFS, 2018). Non-impulsive sounds ( e.g., aircraft, machinery operations such as drilling or dredging, vibratory pile driving, pile cutting, diamond wire sawing, and active sonar systems) can be broadband, narrowband, or tonal, brief or prolonged (continuous or intermittent), and typically do not have the high peak sound pressure with raid rise/decay time that impulsive sounds do (ANSI, 1986; NIOSH, 1998; NMFS, 2018). The distinction between these two sound types is important because they have differing potential to cause physical effects, particularly with regard to hearing ( e.g., Ward, 1997; Southall et al., 2007).

The likely or possible impacts of the ONR's proposed action on marine mammals involve both non-acoustic and acoustic stressors. Potential non-acoustic stressors could result from the physical presence of vessels, equipment, and personnel ( e.g., icebreaking impacts, vessel and in-water vehicle strike, and bottom disturbance); however, any impacts to marine mammals are expected to primarily be acoustic in nature ( e.g., non-impulsive acoustic sources, noise from icebreaking vessel (“icebreaking noise”), and vessel noise).

The introduction of anthropogenic noise into the aquatic environment from active acoustic sources and noise from icebreaking is the means by which marine mammals may be harassed from the ONR's specified activity. In general, animals exposed to natural or anthropogenic sound may experience behavioral, physiological, and/or physical effects, ranging in magnitude from none to severe (Southall et al., 2007). In general, exposure to pile driving noise has the potential to result in behavioral reactions ( e.g., avoidance, temporary cessation of foraging and vocalizing, changes in dive behavior) and, in limited cases, an auditory threshold shift (TS). Exposure to anthropogenic noise can also lead to non-observable physiological responses such an increase in stress hormones. Additional noise in a marine mammal's habitat can mask acoustic cues used by marine mammals to carry out daily functions such as communication and predator and prey detection. The effects ( print page 66078) of pile driving noise on marine mammals are dependent on several factors, including, but not limited to, sound type ( e.g., impulsive versus non-impulsive), the species, age and sex class ( e.g., adult male versus mother with calf), duration of exposure, the distance between the pile and the animal, received levels, behavior at time of exposure, and previous history with exposure (Wartzok et al., 2004; Southall et al., 2007). Here we discuss physical auditory effects ( i.e., TS) followed by behavioral effects and potential impacts on habitat.

NMFS defines a noise-induced TS as a change, usually an increase, in the threshold of audibility at a specified frequency or portion of an individual's hearing range above a previously established reference level (NMFS, 2018). The amount of TS is customarily expressed in dB and TS can be permanent or temporary. As described in NMFS (2018), there are numerous factors to consider when examining the consequence of TS, including, but not limited to, the signal temporal pattern ( e.g., impulsive or non-impulsive), likelihood an individual would be exposed for a long enough duration or to a high enough level to induce a TS, the magnitude of the TS, time to recovery (seconds to minutes or hours to days), the frequency range of the exposure ( i.e., spectral content), the hearing and vocalization frequency range of the exposed species relative to the signal's frequency spectrum ( i.e., how animal uses sound within the frequency band of the signal) (Kastelein et al., 2014), and the overlap between the animal and the source ( e.g., spatial, temporal, and spectral).

Permanent Threshold Shift (PTS)—NMFS defines PTS as a permanent, irreversible increase in the threshold of audibility at a specified frequency or portion of an individual's hearing range above a previously established reference level (NMFS, 2018). Available data from humans and other terrestrial mammals indicate that a 40 dB TS approximates PTS onset (see Ward et al., 1958; Ward et al., 1959; Ward, 1960; Kryter et al., 1966; Miller, 1974; Ahroon et al., 1996; Henderson et al., 2008). PTS levels for marine mammals are estimates as, with the exception of a single study unintentionally inducing PTS in a harbor seal ( e.g., Kastak et al., 2008), there are no empirical data measuring PTS in marine mammals largely due to the fact that, for various ethical reasons, experiments involving anthropogenic noise exposure at levels inducing PTS are not typically pursued or authorized (NMFS, 2018).

Temporary Threshold Shift (TTS)—TTS is a temporary, reversible increase in the threshold of audibility at a specified frequency or portion of an individual's hearing range above a previously established reference level (NMFS, 2018). Based on data from cetacean TTS measurements (see Southall et al., 2007), a TTS of 6 dB is considered the minimum TS clearly larger than any day-to-day or session-to-session variation in a subject's normal hearing ability (Finneran et al., 2000; Schlundt et al., 2000; Finneran et al., 2002). As described in Finneran (2016), marine mammal studies have shown the amount of TTS increases with cumulative sound exposure level (SEL cum ) in an accelerating fashion: At low exposures with lower SEL cum , the amount of TTS is typically small and the growth curves have shallow slopes. At exposures with higher SEL cum , the growth curves become steeper and approach linear relationships with the noise SEL.

Depending on the degree (elevation of threshold in dB), duration ( i.e., recovery time), and frequency range of TTS, and the context in which it is experienced, TTS can have effects on marine mammals ranging from discountable to serious (similar to those discussed in the Auditory Masking section). For example, a marine mammal may be able to readily compensate for a brief, relatively small amount of TTS in a non-critical frequency range that takes place during a time when the animal is traveling through the open ocean, where ambient noise is lower and there are not as many competing sounds present. Alternatively, a larger amount and longer duration of TTS sustained during time when communication is critical for successful mother/calf interactions could have more serious impacts. We note that reduced hearing sensitivity as a simple function of aging has been observed in marine mammals, as well as humans and other taxa (Southall et al., 2007), so we can infer that strategies exist for coping with this condition to some degree, though likely not without cost.

Many studies have examined noise-induced hearing loss in marine mammals (see Finneran, 2015; Southall et al., 2019 for summaries). TTS is the mildest form of hearing impairment that can occur during exposure to sound (Kryter et al., 1966). While experiencing TTS, the hearing threshold rises, and a sound must be at a higher level in order to be heard. In terrestrial and marine mammals, TTS can last from minutes or hours to days (in cases of strong TTS). In many cases, hearing sensitivity recovers rapidly after exposure to the sound ends. For cetaceans, published data on the onset of TTS are limited to captive bottlenose dolphin ( Tursiops truncatus ), beluga whale, harbor porpoise ( Phocoena phocoena ), and Yangtze finless porpoise ( Neophocoena asiaeorientalis ) (Southall et al., 2019). For pinnipeds in water, measurements of TTS are limited to harbor seals ( Phoca vitulina ), elephant seals ( Mirounga angustirostris ), bearded seals, and California sea lions ( Zalophus californianus ) (Kastak et al., 1999; Kastak et al., 2008; Kastelein et al., 2020b; Reichmuth et al., 2013; Sills et al., 2020). TTS was not observed in spotted and ringed seals exposed to single airgun impulse sounds at levels matching previous predictions of TTS onset (Reichmuth et al., 2016). These studies examine hearing thresholds measured in marine mammals before and after exposure to intense or long-duration sound exposure. The difference between the pre-exposure and post-exposure thresholds can be used to determine the amount of threshold shift at various post-exposure times.

The amount and onset of TTS depends on the exposure frequency. Sounds at low frequencies, well below the region of best sensitivity for a species or hearing group, are less hazardous than those at higher frequencies, near the region of best sensitivity (Finneran and Schlundt, 2013). At low frequencies, onset-TTS exposure levels are higher compared to those in the region of best sensitivity ( i.e., a low frequency noise would need to be louder to cause TTS onset when TTS exposure level is higher), as shown for harbor porpoises and harbor seals (Kastelein et al., 2019a; Kastelein et al., 2019b; Kastelein et al., 2020a; Kastelein et al., 2020b). Note that in general, harbor seals and harbor porpoises have a lower TTS onset than other measured pinniped or cetacean species (Finneran, 2015). In addition, TTS can accumulate across multiple exposures but the resulting TTS will be less than the TTS from a single, continuous exposure with the same SEL (Mooney et al., 2009; Finneran et al., 2010; Kastelein et al., 2014; Kastelein et al., 2015). This means that TTS predictions based on the total SEL cum will overestimate the amount of TTS from intermittent exposures, such as sonars and impulsive sources. Nachtigall et al. (2018) describe measurements of hearing sensitivity of multiple odontocete species (bottlenose dolphin, harbor porpoise, beluga whale, and false killer whale ( Pseudorca crassidens )) when a relatively loud sound was preceded by a warning ( print page 66079) sound. These captive animals were shown to reduce hearing sensitivity when warned of an impending intense sound. Based on these experimental observations of captive animals, the authors suggest that wild animals may dampen their hearing during prolonged exposures or if conditioned to anticipate intense sounds. Another study showed that echolocating animals (including odontocetes) might have anatomical specializations that might allow for conditioned hearing reduction and filtering of low-frequency ambient noise, including increased stiffness and control of middle ear structures and placement of inner ear structures (Ketten et al., 2021). Data available on noise-induced hearing loss for mysticetes are currently lacking (NMFS, 2018). Additionally, the existing marine mammal TTS data come from a limited number of individuals within these species.

Relationships between TTS and PTS thresholds have not been studied in marine mammals and there is no PTS data for cetaceans, but such relationships are assumed to be similar to those in humans and other terrestrial mammals. PTS typically occurs at exposure levels at least several decibels above that inducing mild TTS ( e.g., a 40-dB threshold shift approximates PTS onset (Kryter et al., 1966; Miller, 1974), while a 6-dB threshold shift approximates TTS onset (Southall et al., 2007; Southall et al., 2019). Based on data from terrestrial mammals, a precautionary assumption is that the PTS thresholds for impulsive sounds (such as impact pile driving pulses as received close to the source) are at least 6 dB higher than the TTS threshold on a peak-pressure basis and PTS cumulative sound exposure level thresholds are 15 to 20 dB higher than TTS cumulative sound exposure level thresholds (Southall et al., 2007; Southall et al., 2019). Given the higher level of sound or longer exposure duration necessary to cause PTS as compared with TTS, it is considerably less likely that PTS could occur.

Activities for this project include active acoustics, equipment deployment and recovery, and, potentially, icebreaking. For the proposed action, these activities would not occur at the same time and there would likely be pauses in activities producing the sound during each day. Given these pauses and that many marine mammals are likely moving through the Study Area and not remaining for extended periods of time, the potential for TS declines.

Behavioral Harassment—Exposure to noise from pile driving and drilling also has the potential to behaviorally disturb marine mammals. Generally speaking, NMFS considers a behavioral disturbance that rises to the level of harassment under the MMPA a non-minor response—in other words, not every response qualifies as behavioral disturbance, and for responses that do, those of a higher level, or accrued across a longer duration, have the potential to affect foraging, reproduction, or survival. Behavioral disturbance may include a variety of effects, including subtle changes in behavior ( e.g., minor or brief avoidance of an area or changes in vocalizations), more conspicuous changes in similar behavioral activities, and more sustained and/or potentially severe reactions, such as displacement from or abandonment of high-quality habitat. Behavioral responses may include changing durations of surfacing and dives, changing direction and/or speed; reducing/increasing vocal activities; changing/cessation of certain behavioral activities (such as socializing or feeding); eliciting a visible startle response or aggressive behavior (such as tail/fin slapping or jaw clapping); avoidance of areas where sound sources are located. Pinnipeds may increase their haul out time, possibly to avoid in-water disturbance (Thorson and Reyff, 2006). Behavioral responses to sound are highly variable and context-specific and any reactions depend on numerous intrinsic and extrinsic factors ( e.g., species, state of maturity, experience, current activity, reproductive state, auditory sensitivity, time of day), as well as the interplay between factors ( e.g., Richardson et al., 1995; Wartzok et al., 2004; Southall et al., 2007; Southall et al., 2019; Weilgart, 2007; Archer et al., 2010). Behavioral reactions can vary not only among individuals but also within an individual, depending on previous experience with a sound source, context, and numerous other factors (Ellison et al., 2012), and can vary depending on characteristics associated with the sound source ( e.g., whether it is moving or stationary, number of sources, distance from the source). In general, pinnipeds seem more tolerant of, or at least habituate more quickly to, potentially disturbing underwater sound than do cetaceans, and generally seem to be less responsive to exposure to industrial sound than most cetaceans. Please see Appendices B and C of Southall et al. (2007) and Gomez et al. (2016) for reviews of studies involving marine mammal behavioral responses to sound.

Habituation can occur when an animal's response to a stimulus wanes with repeated exposure, usually in the absence of unpleasant associated events (Wartzok et al., 2004). Animals are most likely to habituate to sounds that are predictable and unvarying. It is important to note that habituation is appropriately considered as a “progressive reduction in response to stimuli that are perceived as neither aversive nor beneficial,” rather than as, more generally, moderation in response to human disturbance (Bejder et al., 2009). The opposite process is sensitization, when an unpleasant experience leads to subsequent responses, often in the form of avoidance, at a lower level of exposure.

As noted above, behavioral state may affect the type of response. For example, animals that are resting may show greater behavioral change in response to disturbing sound levels than animals that are highly motivated to remain in an area for feeding (Richardson et al., 1995; Wartzok et al., 2004; NRC, 2005). Controlled experiments with captive marine mammals have showed pronounced behavioral reactions, including avoidance of loud sound sources (Ridgway et al., 1997; Finneran et al., 2003). Observed responses of wild marine mammals to loud pulsed sound sources ( e.g., seismic airguns) have been varied but often consist of avoidance behavior or other behavioral changes (Richardson et al., 1995; Morton and Symonds, 2002; Nowacek et al., 2007).

Available studies show wide variation in response to underwater sound; therefore, it is difficult to predict specifically how any given sound in a particular instance might affect marine mammals perceiving the signal. If a marine mammal does react briefly to an underwater sound by changing its behavior or moving a small distance, the impacts of the change are unlikely to be significant to the individual, let alone the stock or population. However, if a sound source displaces marine mammals from an important feeding or breeding area for a prolonged period, impacts on individuals and populations could be significant ( e.g., Lusseau and Bejder, 2007; Weilgart, 2007; NRC, 2005). However, there are broad categories of potential response, which we describe in greater detail here, that include alteration of dive behavior, alteration of foraging behavior, effects to breathing, interference with or alteration of vocalization, avoidance, and flight.

Changes in dive behavior can vary widely and may consist of increased or decreased dive times and surface intervals as well as changes in the rates of ascent and descent during a dive ( e.g., Frankel and Clark, 2000; Nowacek et al., 2004; Goldbogen et al., 2013a; Goldbogen et al., 2013b). Variations in dive behavior may reflect interruptions ( print page 66080) in biologically significant activities ( e.g., foraging) or they may be of little biological significance. The impact of an alteration to dive behavior resulting from an acoustic exposure depends on what the animal is doing at the time of the exposure and the type and magnitude of the response.

Disruption of feeding behavior can be difficult to correlate with anthropogenic sound exposure, so it is usually inferred by observed displacement from known foraging areas, the appearance of secondary indicators ( e.g., bubble nets or sediment plumes), or changes in dive behavior. As for other types of behavioral response, the frequency, duration, and temporal pattern of signal presentation, as well as differences in species sensitivity, are likely contributing factors to differences in response in any given circumstance ( e.g., Croll et al., 2001; Nowacek et al., 2004; Madsen et al., 2006; Yazvenko et al., 2007). A determination of whether foraging disruptions incur fitness consequences would require information on or estimates of the energetic requirements of the affected individuals and the relationship between prey availability, foraging effort and success, and the life history stage of the animal.

Variations in respiration naturally vary with different behaviors and alterations to breathing rate as a function of acoustic exposure can be expected to co-occur with other behavioral reactions, such as a flight response or an alteration in diving. However, respiration rates in and of themselves may be representative of annoyance or an acute stress response. Various studies have shown that respiration rates may either be unaffected or could increase, depending on the species and signal characteristics, again highlighting the importance in understanding species differences in the tolerance of underwater noise when determining the potential for impacts resulting from anthropogenic sound exposure ( e.g., Kastelein et al., 2005; Kastelein et al., 2006). For example, harbor porpoise' respiration rate increased in response to pile driving sounds at and above a received broadband SPL of 136 dB (zero-peak SPL: 151 dB re 1 μPa; SEL of a single strike: 127 dB re 1 μPa 2 -s) (Kastelein et al., 2013).

Marine mammals vocalize for different purposes and across multiple modes, such as whistling, echolocation click production, calling, and singing. Changes in vocalization behavior in response to anthropogenic noise can occur for any of these modes and may result from a need to compete with an increase in background noise or may reflect increased vigilance or a startle response. For example, in the presence of potentially masking signals, humpback whales and killer whales have been observed to increase the length of their songs (Miller et al., 2000; Fristrup et al., 2003) or vocalizations (Foote et al., 2004), respectively, while North Atlantic right whales ( Eubalaena glacialis ) have been observed to shift the frequency content of their calls upward while reducing the rate of calling in areas of increased anthropogenic noise (Parks et al., 2007). In some cases, animals may cease sound production during production of aversive signals (Bowles et al., 1994).

Avoidance is the displacement of an individual from an area or migration path as a result of the presence of a sound or other stressors, and is one of the most obvious manifestations of disturbance in marine mammals (Richardson et al., 1995). Avoidance may be short-term, with animals returning to the area once the noise has ceased ( e.g., Bowles et al., 1994; Morton and Symonds, 2002). Longer-term displacement is possible, however, which may lead to changes in abundance or distribution patterns of the affected species in the affected region if habituation to the presence of the sound does not occur ( e.g., Blackwell et al., 2004; Bejder et al., 2006).

A flight response is a dramatic change in normal movement to a directed and rapid movement away from the perceived location of a sound source. The flight response differs from other avoidance responses in the intensity of the response ( e.g., directed movement, rate of travel). Relatively little information on flight responses of marine mammals to anthropogenic signals exist, although observations of flight responses to the presence of predators have occurred (Connor and Heithaus, 1996; Bowers et al., 2018). The result of a flight response could range from brief, temporary exertion and displacement from the area where the signal provokes flight to, in extreme cases, marine mammal strandings (Evans and England, 2001). However, it should be noted that response to a perceived predator does not necessarily invoke flight (Ford and Reeves, 2008), and whether individuals are solitary or in groups may influence the response.

Behavioral disturbance can also impact marine mammals in more subtle ways. Increased vigilance may result in costs related to diversion of focus and attention ( i.e., when a response consists of increased vigilance, it may come at the cost of decreased attention to other critical behaviors such as foraging or resting). These effects have generally not been demonstrated for marine mammals, but studies involving fishes and terrestrial animals have shown that increased vigilance may substantially reduce feeding rates ( e.g., Beauchamp and Livoreil, 1997; Purser and Radford, 2011; Fritz et al., 2002). In addition, chronic disturbance can cause population declines through reduction of fitness ( e.g., decline in body condition) and subsequent reduction in reproductive success, survival, or both ( e.g., Daan et al., 1996; Bradshaw et al., 1998). However, Ridgway et al. (2006) reported that increased vigilance in bottlenose dolphins exposed to sound over a 5-day period did not cause any sleep deprivation or stress effects.

Many animals perform vital functions, such as feeding, resting, traveling, and socializing, on a diel cycle (24-hour cycle). Disruption of such functions resulting from reactions to stressors such as sound exposure are more likely to be significant if they last more than one diel cycle or recur on subsequent days (Southall et al., 2007). Consequently, a behavioral response lasting less than 1 day and not recurring on subsequent days is not considered particularly severe unless it could directly affect reproduction or survival (Southall et al., 2007). Note that there is a difference between multi-day substantive ( i.e., meaningful) behavioral reactions and multi-day anthropogenic activities. For example, just because an activity lasts for multiple days does not necessarily mean that individual animals are either exposed to activity-related stressors for multiple days or, further, exposed in a manner resulting in sustained multi-day substantive behavioral responses.

Behavioral Responses to Icebreaking Noise—Ringed seals on pack ice showed various behaviors when approached by an icebreaking vessel. A majority of seals dove underwater when the ship was within 0.93 km (0.5 nm) while others remained on the ice. However, as icebreaking vessels came closer to the seals, most dove underwater. Ringed seals have also been observed foraging in the wake of an icebreaking vessel (Richardson et al., 1995) and may have preferentially established breathing holes in the ship tracks after the ice-breaker moved through the area. Previous observations and studies using icebreaking ships provide a greater understanding in how seal behavior may be affected by a vessel transiting through the area.

Adult ringed seals spend up to 20 percent of the time in subnivean lairs during the winter season (Kelly et al., ( print page 66081) 2010a). Ringed seal pups spend about 50 percent of their time in the lair during the nursing period (Lydersen and Hammill, 1993). During the warm season ringed seals haul out on the ice. In a study of ringed seal haul out activity by Born et al. (2002), ringed seals spent 25-57 percent of their time hauled out in June, which is during their molting season. Ringed seal lairs are typically used by individual seals (haulout lairs) or by a mother with a pup (birthing lairs); large lairs used by many seals for hauling out are rare (Smith and Stirling, 1975). If the non-impulsive acoustic transmissions are heard and are perceived as a threat, ringed seals within subnivean lairs could react to the sound in a similar fashion to their reaction to other threats, such as polar bears (their primary predators), although the type of sound would be novel to them. Responses of ringed seals to a variety of human-induced sounds ( e.g., helicopter noise, snowmobiles, dogs, people, and seismic activity) have been variable; some seals entered the water and some seals remained in the lair. However, in all instances in which observed seals departed lairs in response to noise disturbance, they subsequently reoccupied the lair (Kelly et al., 1988).

Ringed seal mothers have a strong bond with their pups and may physically move their pups from the birth lair to an alternate lair to avoid predation, sometimes risking their lives to defend their pups from potential predators. If a ringed seal mother perceives the proposed acoustic sources as a threat, the network of multiple birth and haulout lairs allows the mother and pup to move to a new lair (Smith and Stirling, 1975; Smith and Hammill, 1981). The acoustic sources from this proposed action are not likely to impede a ringed seal from finding a breathing hole or lair, as captive seals have been found to primarily use vision to locate breathing holes and no effect to ringed seal vision would occur from the acoustic disturbance (Elsner et al., 1989; Wartzok et al., 1992). It is anticipated that a ringed seal would be able to relocate to a different breathing hole relatively easily without impacting their normal behavior patterns.

Stress responses—An animal's perception of a threat may be sufficient to trigger stress responses consisting of some combination of behavioral responses, autonomic nervous system responses, neuroendocrine responses, or immune responses ( e.g., Selye, 1950; Moberg, 2000). In many cases, an animal's first and sometimes most economical (in terms of energetic costs) response is behavioral avoidance of the potential stressor. Autonomic nervous system responses to stress typically involve changes in heart rate, blood pressure, and gastrointestinal activity. These responses have a relatively short duration and may or may not have a significant long-term effect on an animal's fitness.

Neuroendocrine stress responses often involve the hypothalamus-pituitary-adrenal system. Virtually all neuroendocrine functions that are affected by stress—including immune competence, reproduction, metabolism, and behavior—are regulated by pituitary hormones. Stress-induced changes in the secretion of pituitary hormones have been implicated in failed reproduction, altered metabolism, reduced immune competence, and behavioral disturbance ( e.g., Moberg, 1987; Blecha, 2000). Increases in the circulation of glucocorticoids are also equated with stress (Romano et al., 2004).

The primary distinction between stress (which is adaptive and does not normally place an animal at risk) and “distress” is the cost of the response. During a stress response, an animal uses glycogen stores that can be quickly replenished once the stress is alleviated. In such circumstances, the cost of the stress response would not pose serious fitness consequences. However, when an animal does not have sufficient energy reserves to satisfy the energetic costs of a stress response, energy resources must be diverted from other functions. This state of distress will last until the animal replenishes its energetic reserves sufficient to restore normal function.

Relationships between these physiological mechanisms, animal behavior, and the costs of stress responses are well-studied through controlled experiments for both laboratory and free-ranging animals ( e.g., Holberton et al., 1996; Hood et al., 1998; Jessop et al., 2003; Krausman et al., 2004; Lankford et al., 2005). Stress responses due to exposure to anthropogenic sounds or other stressors and their effects on marine mammals have also been reviewed (Fair and Becker, 2000; Romano et al., 2002b) and, more rarely, studied in wild populations ( e.g., Romano et al., 2002a). For example, Rolland et al. (2012) found that noise reduction from reduced vessel traffic in the Bay of Fundy was associated with decreased stress in North Atlantic right whales. These and other studies lead to a reasonable expectation that some marine mammals will experience physiological stress responses upon exposure to acoustic stressors and that it is possible that some of these would be classified as “distress.” In addition, any animal experiencing TTS would likely also experience stress responses (NRC, 2003), however, distress is an unlikely result of the proposed project based on observations of marine mammals during previous, similar projects in the region.

Auditory Masking—Since many marine mammals rely on sound to find prey, moderate social interactions, and facilitate mating (Tyack, 2008), noise from anthropogenic sound sources can interfere with these functions, but only if the noise spectrum overlaps with the hearing sensitivity of the receiving marine mammal (Southall et al., 2007; Clark et al., 2009; Hatch et al., 2012). Chronic exposure to excessive, though not high-intensity, noise could cause masking at particular frequencies for marine mammals that utilize sound for vital biological functions (Clark et al., 2009). Acoustic masking is when other noises such as from human sources interfere with an animal's ability to detect, recognize, or discriminate between acoustic signals of interest ( e.g., those used for intraspecific communication and social interactions, prey detection, predator avoidance, navigation) (Richardson et al., 1995; Erbe et al., 2016). Therefore, under certain circumstances, marine mammals whose acoustical sensors or environment are being severely masked could also be impaired from maximizing their performance fitness in survival and reproduction. The ability of a noise source to mask biologically important sounds depends on the characteristics of both the noise source and the signal of interest ( e.g., signal-to-noise ratio, temporal variability, direction), in relation to each other and to an animal's hearing abilities ( e.g., sensitivity, frequency range, critical ratios, frequency discrimination, directional discrimination, age or TTS hearing loss), and existing ambient noise and propagation conditions (Hotchkin and Parks, 2013).

Under certain circumstances, marine mammals experiencing significant masking could also be impaired from maximizing their performance fitness in survival and reproduction. Therefore, when the coincident (masking) sound is human-made, it may be considered harassment when disrupting or altering critical behaviors. It is important to distinguish TTS and PTS, which persist after the sound exposure, from masking, which occurs during the sound exposure. Because masking (without resulting in TS) is not associated with abnormal physiological function, it is not considered a physiological effect, but rather a potential behavioral effect ( print page 66082) (though not necessarily one that would be associated with harassment).

The frequency range of the potentially masking sound is important in determining any potential behavioral impacts. For example, low-frequency signals may have less effect on high-frequency echolocation sounds produced by odontocetes but are more likely to affect detection of mysticete communication calls and other potentially important natural sounds such as those produced by surf and some prey species. The masking of communication signals by anthropogenic noise may be considered as a reduction in the communication space of animals ( e.g., Clark et al., 2009) and may result in energetic or other costs as animals change their vocalization behavior ( e.g., Miller et al., 2000; Foote et al., 2004; Parks et al., 2007; Di Iorio and Clark, 2010; Holt et al., 2009). Masking can be reduced in situations where the signal and noise come from different directions (Richardson et al., 1995), through amplitude modulation of the signal, or through other compensatory behaviors (Hotchkin and Parks, 2013). Masking can be tested directly in captive species ( e.g., Erbe, 2008), but in wild populations it must be either modeled or inferred from evidence of masking compensation. There are few studies addressing real-world masking sounds likely to be experienced by marine mammals in the wild ( e.g., Branstetter et al., 2013).

Marine mammals at or near the proposed project site may be exposed to anthropogenic noise which may be a source of masking. Vocalization changes may result from a need to compete with an increase in background noise and include increasing the source level, modifying the frequency, increasing the call repetition rate of vocalizations, or ceasing to vocalize in the presence of increased noise (Hotchkin and Parks, 2013). For example, in response to loud noise, beluga whales may shift the frequency of their echolocation clicks to prevent masking by anthropogenic noise (Eickmeier and Vallarta, 2023).

Masking is more likely to occur in the presence of broadband, relatively continuous noise sources such as vibratory pile driving. Energy distribution of pile driving covers a broad frequency spectrum, and sound from pile driving would be within the audible range of pinnipeds and cetaceans present in the proposed action area. While icebreaking during the ONR's proposed action may mask some acoustic signals that are relevant to the daily behavior of marine mammals, the short-term duration (up to 8 days) and limited areas affected make it very unlikely that the fitness of individual marine mammals would be impacted.

Potential Effects on Prey—The marine mammal species in the Study Area feed on marine invertebrates and fish. Studies of sound energy effects on invertebrates are few, and primarily identify behavioral responses. It is expected that most marine invertebrates would not sense the frequencies of the acoustic transmissions from the acoustic sources associated with the proposed action. Although acoustic sources used during the proposed action may briefly impact individuals, intermittent exposures to non-impulsive acoustic sources are not expected to impact survival, growth, recruitment, or reproduction of widespread marine invertebrate populations.

The fish species residing in the study area include those that are closely associated with the deep ocean habitat of the Beaufort Sea. Nearly 250 marine fish species have been described in the Arctic, excluding the larger parts of the sub-Arctic Bering, Barents, and Norwegian Seas (Mecklenburg et al., 2011). However, only about 30 are known to occur in the Arctic waters of the Beaufort Sea (Christiansen and Reist, 2013). Although hearing capability data only exist for fewer than 100 of the 32,000 named fish species, current data suggest that most species of fish detect sounds from 50 to 100 Hz, with few fish hearing sounds above 4 kHz (Popper, 2008). It is believed that most fish have the best hearing sensitivity from 100 to 400 Hz (Popper, 2003). Fish species in the study area are expected to hear the low-frequency sources associated with the proposed action, but most are not expected to detect sound from the mid-frequency sources. Human generated sound could alter the behavior of a fish in a manner than would affect its way of living, such as where it tries to locate food or how well it could find a mate. Behavioral responses to loud noise could include a startle response, such as the fish swimming away from the source, the fish “freezing” and staying in place, or scattering (Popper, 2003). Misund (1997) found that fish ahead of a ship showed avoidance reactions at ranges of 49-149 m (160-489 ft). Avoidance behavior of vessels, vertically or horizontally in the water column, has been reported for cod and herring, and was attributed to vessel noise. While acoustic sources associated with the proposed action may influence the behavior of some fish species, other fish species may be equally unresponsive. Overall effects to fish from the proposed action would be localized, temporary, and infrequent.

Effects to Physical and Foraging Habitat—Ringed seals haul out on pack ice during the spring and summer to molt (Reeves et al., 2002; Born et al., 2002). Additionally, some studies suggested that ringed seals might preferentially establish breathing holes in ship tracks after vessels move through the area (Alliston, 1980; Alliston, 1981). The amount of ice habitat disturbed by activities is small relative to the amount of overall habitat available and there will be no permanent or longer-term loss or modification of physical ice habitat used by ringed seals. Vessel movement would have minimal effect on physical beluga habitat as beluga habitat is solely within the water column. Furthermore, the deployed sources that would remain in use after the vessels have left the survey area have low duty cycles and lower source levels, and any impacts to the acoustic habitat of marine mammals would be minimal.

This section provides an estimate of the number of incidental takes proposed for authorization through the IHA, which will inform NMFS' consideration of the negligible impact determinations and impacts on subsistence uses.

Harassment is the only type of take expected to result from these activities. For this military readiness activity, the MMPA defines “harassment” as (i) Any act that injures or has the significant potential to injure a marine mammal or marine mammal stock in the wild (Level A harassment); or (ii) Any act that disturbs or is likely to disturb a marine mammal or marine mammal stock in the wild by causing disruption of natural behavioral patterns, including, but not limited to, migration, surfacing, nursing, breeding, feeding, or sheltering, to a point where the behavioral patterns are abandoned or significantly altered (Level B harassment).

Authorized takes would be by Level B harassment only, in the form of direct behavioral disturbances and/or TTS for individual marine mammals resulting from exposure to active acoustic transmissions and icebreaking. Based on the nature of the activity, Level A harassment is neither anticipated nor proposed to be authorized.

As described previously, no serious injury or mortality is anticipated or proposed to be authorized for this activity. Below we describe how the proposed take numbers are estimated.

For acoustic impacts, generally speaking, we estimate take by considering: (1) acoustic thresholds ( print page 66083) above which NMFS believes the best available science indicates marine mammals will be behaviorally harassed or incur some degree of permanent hearing impairment; (2) the area or volume of water that will be ensonified above these levels in a day; (3) the density or occurrence of marine mammals within these ensonified areas; and, (4) the number of days of activities. We note that while these factors can contribute to a basic calculation to provide an initial prediction of potential takes, additional information that can qualitatively inform take estimates is also sometimes available ( e.g., previous monitoring results or average group size). Below, we describe the factors considered here in more detail and present the proposed take estimates.

NMFS recommends the use of acoustic thresholds that identify the received level of underwater sound above which exposed marine mammals would be reasonably expected to be behaviorally harassed (equated to Level B harassment) or to incur PTS of some degree (equated to Level A harassment). Thresholds have also been developed identifying the received level of in-air sound above which exposed pinnipeds would likely be behaviorally harassed.

Though significantly driven by received level, the onset of behavioral disturbance from anthropogenic noise exposure is also informed to varying degrees by other factors related to the source or exposure context ( e.g., frequency, predictability, duty cycle, duration of the exposure, signal-to-noise ratio, distance to the source), the environment ( e.g., bathymetry, other noises in the area, predators in the area), and the receiving animals (hearing, motivation, experience, demography, life stage, depth) and can be difficult to predict ( e.g., Southall et al., 2007; Southall et al., 2021; Ellison et al., 2012). Based on what the available science indicates and the practical need to use a threshold based on a metric that is both predictable and measurable for most activities, NMFS typically uses a generalized acoustic threshold based on received level to estimate the onset of behavioral harassment. NMFS generally predicts that marine mammals are likely to be behaviorally harassed in a manner considered to be Level B harassment when exposed to underwater anthropogenic noise above root-mean-squared pressure received levels (RMS SPL) of 120 dB re 1 μPa for continuous ( e.g., vibratory pile driving, drilling) and above RMS SPL 160 dB re 1 μPa for non-explosive impulsive ( e.g., seismic airguns) or intermittent ( e.g., scientific sonar) sources. Generally speaking, Level B harassment estimates based on these behavioral harassment thresholds are expected to include any likely takes by TTS as, in most cases, the likelihood of TTS occurs at distances from the source less than those at which behavioral harassment is likely. TTS of a sufficient degree can manifest as behavioral harassment, as reduced hearing sensitivity and the potential reduced opportunities to detect important signals (conspecific communication, predators, prey) may result in changes in behavior patterns that would not otherwise occur.

In this case, NMFS is proposing to adopt the ONR's approach to estimating incidental take by Level B harassment from the active acoustic sources for this action, which includes use of dose response functions. The ONR's dose response functions were developed to estimate take from sonar and similar transducers, but are not applicable to icebreaking. Multi-year research efforts have conducted sonar exposure studies for odontocetes and mysticetes (Miller et al., 2012; Sivle et al., 2012). Several studies with captive animals have provided data under controlled circumstances for odontocetes and pinnipeds (Houser et al., 2013b; Houser et al., 2013a). Moretti et al. (2014) published a beaked whale dose-response curve based on passive acoustic monitoring of beaked whales during U.S. Navy training activity at Atlantic Underwater Test and Evaluation Center during actual Anti-Submarine Warfare exercises. This information necessitated the update of the behavioral response criteria for the U.S. Navy's environmental analyses.

Southall et al. (2007), and more recently (Southall et al., 2019), synthesized data from many past behavioral studies and observations to determine the likelihood of behavioral reactions at specific sound levels. While in general, the louder the sound source the more intense the behavioral response, it was clear that the proximity of a sound source and the animal's experience, motivation, and conditioning were also critical factors influencing the response (Southall et al., 2007; Southall et al., 2019). After examining all of the available data, the authors felt that the derivation of thresholds for behavioral response based solely on exposure level was not supported because context of the animal at the time of sound exposure was an important factor in estimating response. Nonetheless, in some conditions, consistent avoidance reactions were noted at higher sound levels depending on the marine mammal species or group allowing conclusions to be drawn. Phocid seals showed avoidance reactions at or below 190 dB re 1 μPa at 1 m; thus, seals may actually receive levels adequate to produce TTS before avoiding the source.

Odontocete behavioral criteria for non-impulsive sources were updated based on controlled exposure studies for dolphins and sea mammals, sonar, and safety (3S) studies where odontocete behavioral responses were reported after exposure to sonar (Miller et al., 2011; Miller et al., 2012; Antunes et al., 2014; Miller et al., 2014; Houser et al., 2013b). For the 3S study, the sonar outputs included 1-2 kHz up- and down-sweeps and 6-7 kHz up-sweeps; source levels were ramped up from 152-158 dB re 1 μPa to a maximum of 198-214 re 1 μPa at 1 m. Sonar signals were ramped up over several pings while the vessel approached the mammals. The study did include some control passes of ships with the sonar off to discern the behavioral responses of the mammals to vessel presence alone versus active sonar.

The controlled exposure studies included exposing the Navy's trained bottlenose dolphins to mid-frequency sonar while they were in a pen. Mid-frequency sonar was played at six different exposure levels from 125-185 dB re 1 μPa (RMS). The behavioral response function for odontocetes resulting from the studies described above has a 50 percent probability of response at 157 dB re 1 μPa. Additionally, distance cutoffs (20 km for MF cetaceans) were applied to exclude exposures beyond which the potential of significant behavioral responses is considered to be unlikely.

The pinniped behavioral threshold was updated based on controlled exposure experiments on the following captive animals: hooded seal ( Cystophora cristata ), gray seal ( Halichoerus grypus ), and California sea lion (Götz et al., 2010; Houser et al., 2013a; Kvadsheim et al., 2010). Hooded seals were exposed to increasing levels of sonar until an avoidance response was observed, while the grey seals were exposed first to a single received level multiple times, then an increasing received level. Each individual California sea lion was exposed to the same received level ten times. These exposure sessions were combined into a single response value, with an overall response assumed if an animal responded in any single session. The resulting behavioral response function for pinnipeds has a 50 percent probability of response at 166 dB re 1 ( print page 66084) μPa. Additionally, distance cutoffs (10 km for pinnipeds) were applied to exclude exposures beyond which the potential of significant behavioral responses is considered unlikely. For additional information regarding marine mammal thresholds for PTS and TTS onset, please see NMFS (2018) and table 6.

Empirical evidence has not shown responses to non-impulsive acoustic sources that would constitute take beyond a few km from a non-impulsive acoustic source, which is why NMFS and the Navy conservatively set distance cutoffs for pinnipeds and mid-frequency cetaceans (U.S. Department of the Navy, 2017a). The cutoff distances for fixed sources are different from those for moving sources, as they are treated as individual sources in ONR's modeling given that the distance between them is significantly greater than the range to which environmental effects can occur. Fixed source cutoff distances used were 5 km (2.7 nm) for pinnipeds and 10 km (5.4 nm) for beluga whales (table 5). As some of the on-site drifting sources could come closer together, the drifting source cutoffs applied were 10 km (5.4 nm) for pinnipeds and 20 km (10.8 nm) for beluga whales (table 5). Regardless of the received level at that distance, take is not estimated to occur beyond these cutoff distances. Range to thresholds were calculated for the noise associated with icebreaking in the study area. These all fall within the same cutoff distances as non-impulsive acoustic sources; range to behavioral threshold for both beluga whales and ringed seal were under 5 km (2.7 nm), and range to TTS threshold for both under 15 m (49.2 ft) (table 5).

Table 5—Cutoff Distances and Acoustic Thresholds Identifying the Onset of Behavioral Disturbance, TTS, and PTS for Non-Impulsive Sound Sources

Hearing group	Species	Fixed source behavioral threshold cutoff distance	Drifting source behavioral threshold cutoff distance	Behavioral criteria: Non-impulsive acoustic sources	Icebreaking source behavioral threshold cutoff distance	Behavioral criteria: icebreaking sources	Physiological criteria: onset TTS	Physiological criteria: onset PTS
Mid-frequency cetaceans	Beluga whale	10 km (5.4 nm)	20 km (10.8 nm)	Mid-frequency BRF dose-response function *	5 km (2.7 nm)	120 dB re 1 µPa step function	178 dB SEL	198 dB SEL .
Phocidae (in water)	Ringed seal	5 km (2.7 nm)	10 km (5.4 nm)	Pinniped dose-response function *	5 km (2.7 nm)	120 dB re 1 µPa step function	181 dB SEL	201 dB SEL .
The threshold values provided are assumed for when the source is within the animal's best hearing sensitivity. The exact threshold varies based on the overlap of the source and the frequency weighting (see figure 6-1 in IHA application).
Take is not estimated to occur beyond these cutoff distances, regardless of the received level.
Range to TTS threshold for both hearing groups for the noise associated with icebreaking in the Study Area is under 15 m (49.2 ft).

NMFS' Technical Guidance for Assessing the Effects of Anthropogenic Sound on Marine Mammal Hearing (Version 2.0) (Technical Guidance, 2018) identifies dual criteria to assess auditory injury (Level A harassment) to five different marine mammal groups (based on hearing sensitivity) as a result of exposure to noise from two different types of sources (impulsive or non-impulsive). The ONR's proposed action includes the use of non-impulsive (active sonar and icebreaking) sources; however, Level A harassment is not expected as a result of the proposed activities based on modeling, as described below, nor is it proposed to be authorized by NMFS.

These thresholds are provided in the table below. The references, analysis, and methodology used in the development of the thresholds are described in NMFS' 2018 Technical Guidance, which may be accessed at: https://www.fisheries.noaa.gov/​national/​marine-mammal-protection/​marine-mammal-acoustic-technical-guidance .

Table 6—Thresholds Identifying the Onset of Permanent Threshold Shift

Hearing group PTS onset acoustic thresholds * (received level) Impulsive Non-impulsive Low-Frequency (LF) Cetaceans 219 dB; 183 dB 199 dB. Mid-Frequency (MF) Cetaceans 230 dB; : 185 dB 198 dB. High-Frequency (HF) Cetaceans 202 dB; 155 dB 173 dB. Phocid Pinnipeds (PW) (Underwater) 218 dB; 185 dB 201 dB. Otariid Pinnipeds (OW) (Underwater) 232 dB; 203 dB 219 dB. * Dual metric acoustic thresholds for impulsive sounds: Use whichever results in the largest isopleth for calculating PTS onset. If a non-impulsive sound has the potential of exceeding the peak sound pressure level thresholds associated with impulsive sounds, these thresholds should also be considered. Peak sound pressure ( ) has a reference value of 1 μPa, and cumulative sound exposure level ( ) has a reference value of 1 μPa s. In this table, thresholds are abbreviated to reflect American National Standards Institute (ANSI) standards. However, peak sound pressure is defined by ANSI as incorporating frequency weighting, which is not the intent for this Technical Guidance. Hence, the subscript “flat” is being included to indicate peak sound pressure should be flat weighted or unweighted within the generalized hearing range. The subscript associated with cumulative sound exposure level thresholds indicates the designated marine mammal auditory weighting function (LF, MF, and HF cetaceans, and PW and OW pinnipeds) and that the recommended accumulation period is 24 hours. The cumulative sound exposure level thresholds could be exceeded in a multitude of ways ( varying exposure levels and durations, duty cycle). When possible, it is valuable for action proponents to indicate the conditions under which these acoustic thresholds will be exceeded.

The Navy performed a quantitative analysis to estimate the number of marine mammals likely to be exposed to underwater acoustic transmissions above the previously described threshold criteria during the proposed action. Inputs to the quantitative analysis included marine mammal density estimates obtained from the Kaschner et al. (2006) habitat suitability model and (Cañadas et al., 2020), marine mammal depth occurrence (U.S. Department of the Navy, 2017b), oceanographic and mammal hearing data, and criteria and thresholds for levels of potential effects. The quantitative analysis consists of computer modeled estimates and a post-model analysis to determine the number of potential animal exposures. The model calculates sound energy propagation from the proposed non-impulsive acoustic sources, the sound received by animat (virtual animal) dosimeters representing marine mammals distributed in the area around the modeled activity, and whether the sound received by animats exceeds the thresholds for effects.

The Navy developed a set of software tools and compiled data for estimating acoustic effects on marine mammals without consideration of behavioral avoidance or mitigation. These tools and data sets serve as integral components of the Navy Acoustic Effects Model (NAEMO). In NAEMO, animats are distributed non-uniformly based on species-specific density, depth distribution, and group size information and animats record energy received at their location in the water column. A fully three-dimensional environment is used for calculating sound propagation and animat exposure in NAEMO. Site-specific bathymetry, sound speed profiles, wind speed, and bottom properties are incorporated into the propagation modeling process. NAEMO calculates the likely propagation for various levels of energy (sound or pressure) resulting from each source used during the training event.

NAEMO then records the energy received by each animat within the energy footprint of the event and calculates the number of animats having received levels of energy exposures that fall within defined impact thresholds. Predicted effects on the animats within a scenario are then tallied and the highest order effect (based on severity of criteria; e.g., PTS over TTS) predicted for a given animat is assumed. Each scenario, or each 24-hour period for scenarios lasting greater than 24 hours is independent of all others, and therefore, the same individual marine mammal (as represented by an animat in the model environment) could be impacted during each independent scenario or 24-hour period. In few instances, although the activities themselves all occur within the proposed study location, sound may propagate beyond the boundary of the study area. Any exposures occurring outside the boundary of the study area are counted as if they occurred within the study area boundary. NAEMO provides the initial estimated impacts on marine species with a static horizontal distribution ( i.e., animats in the model environment do not move horizontally).

There are limitations to the data used in the acoustic effects model, and the results must be interpreted within this context. While the best available data and appropriate input assumptions have been used in the modeling, when there is a lack of definitive data to support an aspect of the modeling, conservative modeling assumptions have been chosen ( i.e., assumptions that may result in an overestimate of acoustic exposures):

• Animats are modeled as being underwater, stationary, and facing the source and therefore always predicted to receive the maximum potential sound level at a given location ( i.e., no porpoising or pinnipeds' heads above water);
• Animats do not move horizontally (but change their position vertically within the water column), which may overestimate physiological effects such as hearing loss, especially for slow moving or stationary sound sources in the model;
• Animats are stationary horizontally and therefore do not avoid the sound source, unlike in the wild where animals would most often avoid exposures at higher sound levels, especially those exposures that may result in PTS;
• Multiple exposures within any 24-hour period are considered one continuous exposure for the purposes of calculating potential threshold shift, because there are not sufficient data to estimate a hearing recovery function for the time between exposures; and
• Mitigation measures were not considered in the model. In reality, sound-producing activities would be reduced, stopped, or delayed if marine mammals are detected by visual monitoring.

Due to these inherent model limitations and simplifications, model-estimated results should be further analyzed, considering such factors as the range to specific effects, avoidance, and the likelihood of successfully implementing mitigation measures. This analysis uses a number of factors in addition to the acoustic model results to predict acoustic effects on marine mammals, as described below in the Marine Mammal Occurrence and Take Estimation section.

The underwater radiated noise signature for icebreaking in the central Arctic Ocean by CGC HEALY during different types of ice-cover was characterized in Roth et al. (2013). The radiated noise signatures were characterized for various fractions of ice cover. For modeling, the 8/10 and 3/10 ice cover were used. Each modeled day of icebreaking consisted of 16 hours of 8/10 ice cover and 8 hours of 3/10 ice cover. The sound signature of the 5/10 icebreaking activities, which would correspond to half-power icebreaking, was not reported in Roth et al. (2013); therefore, the full-power signature was used as a conservative proxy for the half-power signature. Icebreaking was modeled for 8 days total. Since ice forecasting cannot be predicted more than a few weeks in advance, it is unknown if icebreaking would be needed to deploy or retrieve the sources after 1 year of transmitting. Therefore, the potential for an icebreaking cruise on CGC HEALY was conservatively analyzed within the ONR's request for an IHA. As the R/V Sikuliaq is not capable of icebreaking, acoustic noise created by icebreaking is only modeled for the CGC HEALY. Figures 5a and 5b in Roth et al. (2013) depict the source spectrum level versus frequency for 8/10 and 3/10 ice cover, respectively. The sound signature of each of the ice coverage levels was broken into 1-octave bins (table 7). In the model, each bin was included as a separate source on the modeled vessel. When these independent sources go active concurrently, they simulate the sound signature of CGC HEALY. The modeled source level summed across these bins was 196.2 dB for the 8/10 signature and 189.3 dB for the 3/10 ice signature. These source levels are a good approximation of the icebreaker's observed source level (provided in figure 4b of Roth et al. (2013). Each frequency and source level was modeled as an independent source, and applied simultaneously to all of the animats within NAEMO. Each second was summed across frequency to estimate SPL RMS. Any animat exposed to sound levels greater than 120 dB was considered a take by Level B harassment. For PTS and TTS, determinations, sound exposure levels were summed over the duration of the ( print page 66086) test and the transit to the deep water deployment area. The method of quantitative modeling for icebreaking is considered to be a conservative approach; therefore, the number of takes estimated for icebreaking are likely an overestimate and would not be expected to reach that level.

Table 7—Modeled Bins for 8/10 Ice Coverage (Full Power) and 3/10 Ice Coverage (Quarter Power) Icebreaking on CGC HEALY

Frequency (Hz) 8/10 source level (dB) 3/10 source level (dB) 25 189 187 50 188 182 100 189 179 200 190 177 400 188 175 800 183 170 1,600 177 166 3,200 176 171 6,400 172 168 12,800 167 164

Most likely, individuals affected by acoustic transmission would move away from the sound source. Ringed seals may be temporarily displaced from their subnivean lairs in the winter, but a pinniped would have to be within 5 km (2.7 nm) of a moored source or within 10 km (5.4 nm) of a drifting source for any behavioral reaction. Any effects experienced by individual pinnipeds are anticipated to be short-term disturbance of normal behavior, or temporary displacement or disruption of animals that may be near elements of the proposed action.

Of historical sightings registered in the Ocean Biodiversity Information System Spatial Ecological Analysis of Megavertebrate Populations (OBIS-SEAMAP database) (Halpin et al., 2009) in the ARA Study Area, nearly all (99 percent) occurred in summer and fall seasons. However, there is no documentation to prove that this is because ringed seals would all move out of the Study Area during the cold season, or if the lack of sightings is due to the harsh environment and ringed seal behavior being prohibitive factors for cold season surveying. OBIS-SEAMAP reports 542 animals sighted over 150 records in the ARA Study Area across all years and seasons. Taking the average of 542 animals in 150 records aligns with survey data from previous ARA cruises that show up to three ringed seals (or small, unidentified pinnipeds assumed to be ringed seals) per day sighted in the Study Area. To account for any unsighted animals, that number was rounded up to 4. Assuming that four animals would be present in the Study Area, a rough estimate of density can be calculated using the overall Study Area size:

4 ringed seals ÷ 48,725 km 2 = 0.00008209 ringed seals/km 2

The area of influence surrounding each moored source would be 78.5 km 2 , and the area of influence surrounding each drifting source would be 314 km 2 . The total area of influence on any given day from non-impulsive acoustic sources would be 942 km 2 . The number of ringed seals that could be taken daily can be calculated:

0.00008209 ringed seals/km 2 × 942 km 2 = 0.077 ringed seals/day

To be conservative, the ONR has assumed that one ringed seal would be exposed to acoustic transmissions above the threshold for Level B harassment, and that each would be exposed each day of the proposed action (365 days total). Unlike the NAEMO modeling approach used to estimate ringed seal takes in previous ARA IHAs, the occurrence method used in this ARA IHA request does not support the differentiation between behavioral or TTS exposures. Therefore, all takes are classified as Level B harassment and not further distinguished. Modeling for all previous years of ARA activities did not result in any estimated Level A harassment. NMFS has no reason to expect that the ARA activities during the effective dates of this IHA would be more likely to result in Level A harassment. Therefore, no Level A harassment is anticipated due to the proposed action.

In this section we provide information about the occurrence of marine mammals, including density or other relevant information which will inform the take calculations. We also describe how the marine mammal occurrence information is synthesized to produce a quantitative estimate of the take that is reasonably likely to occur and proposed for authorization.

The beluga whale density numbers utilized for quantitative acoustic modeling are from the Navy Marine Species Density Database (U.S. Department of the Navy, 2014). Where available ( i.e., June through 15 October over the continental shelf primarily), density estimates used were from Duke density modeling based upon line-transect surveys (Cañadas et al., 2020). The remaining seasons and geographic area were based on the habitat-based modeling by Kaschner (2004) and Kaschner et al. (2006). Density for beluga whales was not distinguished by stock and varied throughout the project area geographically and monthly; the range of densities in the Study Area is shown in table 8. The density estimates for ringed seals are based on the habitat suitability modeling by Kaschner (2004) and Kaschner et al. (2006) and shown in table 8.

Table 8—Density Estimates of Impacted Species

Common name Stock Density (animals/km ) Beluga whale Beaufort Sea 0.000506 to 0.5176 Beluga whale Eastern Chukchi Sea 0.000506 to 0.5176 Ringed seal Arctic 0.1108 to 0.3562

Take of all species would occur by Level B harassment only. NAEMO was previously used to produce a qualitative estimate of PTS, TTS, and behavioral exposures for ringed seals. For this proposed action, a new approach that utilizes sighting data from previous surveys conducted within the Study Area was used to estimate Level B harassment associated with non-impulsive acoustic sources (see section 6.4.3 of the IHA application). NAEMO modeling is still used to provide estimated takes of beluga whales associated with non-impulsive acoustic sources, as well as provide take estimations associated with icebreaking for both species. Table 9 shows the total number of requested takes by Level B harassment that NMFS proposes to authorize for both beluga whale stocks and the Arctic ringed seal stock based upon NAEMO modeled results. ( print page 66087)

Density estimates for beluga whales are equal as estimates were not distinguished by stock (Kaschner, 2004; Kaschner et al., 2006). The ranges of the Beaufort Sea and Eastern Chukchi Sea beluga whales vary within the study area throughout the year (Hauser et al., 2014). Based upon the limited information available regarding the expected spatial distributions of each stock within the study area, take has been apportioned equally to each stock (table 9). In addition, in NAEMO, animats do not move horizontally or react in any way to avoid sound, therefore, the current model may overestimate non-impulsive acoustic impacts.

Table 9—Proposed Take by Level B Harassment

Species	Stock	Active acoustics	Icebreaking (behavioral)	Icebreaking (TTS)	Total proposed take	SAR abundance	Percentage of population
Beluga whale	Beaufort Sea	177	21	0	99	39,258	<1
Beluga whale	Chukchi Sea	177	21	0	99	13,305	<1
Ringed seal	Arctic	365	538	1	904	UND (171, 418)	<1
Acoustic and icebreaking exposures to beluga whales were not modeled at the stock level as the density value is not distinguished by stock in the Arctic for beluga whales (U.S. Department of the Navy, 2014). Estimated take of beluga whales due to active acoustics is 177 and 21 due to icebreaking activities, totaling 198 takes of beluga whales. The total take was evenly distributed among the two stocks.
A reliable population estimate for the entire Arctic stock of ringed seals is not available and NMFS SAR lists it as Undetermined (UND). Using a sub-sample of data collected from the U.S. portion of the Bering Sea (Conn 2014), an abundance estimate of 171,418 ringed seals has been calculated but this estimate does not account for availability bias due to seals in the water or in the shore-fast ice zone at the time of the survey. The actual number of ringed seals in the U.S. portion of the Bering Sea is likely much higher. Using the minimum population size (N = 158,507) based upon this negatively biased population estimate, the PBR is calculated to be 4,755 seals, although this is also a negatively biased estimate.

In order to issue an IHA under section 101(a)(5)(D) of the MMPA, NMFS must set forth the permissible methods of taking pursuant to the activity, and other means of effecting the least practicable impact on the species or stock and its habitat, paying particular attention to rookeries, mating grounds, and areas of similar significance, and on the availability of the species or stock for taking for certain subsistence uses. NMFS regulations require applicants for incidental take authorizations to include information about the availability and feasibility (economic and technological) of equipment, methods, and manner of conducting the activity or other means of effecting the least practicable adverse impact upon the affected species or stocks, and their habitat ( 50 CFR 216.104(a)(11) ). The 2004 NDAA amended the MMPA as it relates to military readiness activities and the incidental take authorization process such that “least practicable impact” shall include consideration of personnel safety, practicality of implementation, and impact on the effectiveness of the military readiness activity.

In evaluating how mitigation may or may not be appropriate to ensure the least practicable adverse impact on species or stocks and their habitat, as well as subsistence uses where applicable, NMFS considers two primary factors:

(1) The manner in which, and the degree to which, the successful implementation of the measure(s) is expected to reduce impacts to marine mammals, marine mammal species or stocks, and their habitat, as well as subsistence uses. This considers the nature of the potential adverse impact being mitigated (likelihood, scope, range). It further considers the likelihood that the measure will be effective if implemented (probability of accomplishing the mitigating result if implemented as planned), the likelihood of effective implementation (probability implemented as planned), and;

(2) The practicability of the measures for applicant implementation, which may consider such things as cost, impact on operations, and, in the case of a military readiness activity, personnel safety, practicality of implementation, and impact on the effectiveness of the military readiness activity.

The following measures are proposed for this IHA:

• All vessels operated by or for the Navy must have personnel assigned to stand watch at all times while underway. Watch personnel must employ visual search techniques using binoculars. While underway and while using active acoustic sources/towed in-water devices, at least one person with access to binoculars is required to be on watch at all times.
• Vessel captains and vessel personnel must remain alert at all times, proceed with extreme caution, and operate at a safe speed so that the vessel can take proper and effective action to avoid any collisions with marine mammals.
• During moored and drifting acoustic source deployment and recovery, ONR must implement a mitigation zone of 55 m (180 ft) around the deployed source. Deployment and recovery must cease if a marine mammal is visually deterred within the mitigation zone. Deployment and recovery may recommence if any one of the following conditions are met:

○ The animal is observed exiting the mitigation zone;

○ The animal is thought to have exited the mitigation zone based on a determination of its course, speed, and movement relative to the sound source;

○ The mitigation zone has been clear from any additional sightings for a period of 15 minutes for pinnipeds and 30 minutes for cetaceans.

• Vessels must avoid approaching marine mammals head-on and must maneuver to maintain a mitigation zone of 457 m (500 yards) around all observed cetaceans and 183 m (200 yards) around all other observed marine mammals, provided it is safe to do so.
• Activities must cease if a marine mammal species for which take was not authorized, or a species for which authorization was granted but the authorized number of takes have been met, is observed approaching or within the mitigation zone (table 10). Activities must not resume until the animal is confirmed to have left the area.
• Vessel captains must maintain at-sea communication with subsistence hunters to avoid conflict of vessel transit with hunting activity.

Table 10—Proposed Mitigation Zones

Activity and/or effort type Species Mitigation zone Acoustic source deployment and recovery, stationary Beluga whale 55 m (180 ft). ( print page 66088) Acoustic source deployment and recovery, stationary Ringed seal 55 m (180 ft). Transit Beluga whale 457 m (500 yards). Transit Ringed seal 183 m (200 yards).

Based on our evaluation of the applicant's proposed measures, NMFS has preliminarily determined that the proposed mitigation measures provide the means of effecting the least practicable impact on the affected species or stocks and their habitat, paying particular attention to rookeries, mating grounds, areas of similar significance, and on the availability of such species or stock for subsistence uses.

In order to issue an IHA for an activity, section 101(a)(5)(D) of the MMPA states that NMFS must set forth requirements pertaining to the monitoring and reporting of such taking. The MMPA implementing regulations at 50 CFR 216.104(a)(13) indicate that requests for authorizations must include the suggested means of accomplishing the necessary monitoring and reporting that will result in increased knowledge of the species and of the level of taking or impacts on populations of marine mammals that are expected to be present while conducting the activities. Effective reporting is critical both to compliance as well as ensuring that the most value is obtained from the required monitoring.

Monitoring and reporting requirements prescribed by NMFS should contribute to improved understanding of one or more of the following:

• Occurrence of marine mammal species or stocks in the area in which take is anticipated ( e.g., presence, abundance, distribution, density);
• Nature, scope, or context of likely marine mammal exposure to potential stressors/impacts (individual or cumulative, acute or chronic), through better understanding of: (1) action or environment ( e.g., source characterization, propagation, ambient noise); (2) affected species ( e.g., life history, dive patterns); (3) co-occurrence of marine mammal species with the activity; or (4) biological or behavioral context of exposure ( e.g., age, calving or feeding areas);
• Individual marine mammal responses (behavioral or physiological) to acoustic stressors (acute, chronic, or cumulative), other stressors, or cumulative impacts from multiple stressors;
• How anticipated responses to stressors impact either: (1) long-term fitness and survival of individual marine mammals; or (2) populations, species, or stocks;
• Effects on marine mammal habitat ( e.g., marine mammal prey species, acoustic habitat, or other important physical components of marine mammal habitat); and,
• Mitigation and monitoring effectiveness.

The Navy has coordinated with NMFS to develop an overarching program plan in which specific monitoring would occur. This plan is called the Integrated Comprehensive Monitoring Program (ICMP) (U.S. Department of the Navy, 2011). The ICMP has been developed in direct response to Navy permitting requirements established through various environmental compliance efforts. As a framework document, the ICMP applies by regulation to those activities on ranges and operating areas for which the Navy is seeking or has sought incidental take authorizations. The ICMP is intended to coordinate monitoring efforts across all regions and to allocate the most appropriate level and type of effort based on a set of standardized research goals, and in acknowledgement of regional scientific value and resource availability.

The ICMP is focused on Navy training and testing ranges where the majority of Navy activities occur regularly as those areas have the greatest potential for being impacted. ONR's ARA in comparison is a less intensive test with little human activity present in the Arctic. Human presence is limited to the deployment of sources that would take place over several weeks. Additionally, due to the location and nature of the testing, vessels and personnel would not be within the study area for an extended period of time. As such, more extensive monitoring requirements beyond the basic information being collected would not be feasible as it would require additional personnel and equipment to locate seals and a presence in the Arctic during a period of time other then what is planned for source deployment. However, ONR will record all observations of marine mammals, including the marine mammal's species identification, location (latitude/longitude), behavior, and distance from project activities. ONR will also record date and time of sighting. This information is valuable in an area with few recorded observations.

Marine mammal monitoring must be conducted in accordance with the Navy's ICMP and the proposed IHA:

• While underway, all vessels must have at least one person trained through the U.S. Navy Marine Species Awareness Training Program on watch during all activities;
• Watch personnel must use standardized data collection forms, whether hard copy or electronic. Watch personnel must distinguish between sightings that occur during transit or during deployment or recovery of acoustic sources. Data must be recorded on all days of activities, even if marine mammals are not sighted;
• At minimum, the following information must be recorded:

○ Vessel name;

○ Watch personnel names and affiliation;

○ Effort type ( i.e., transit, deployment, recovery); and

○ Environmental conditions (at the beginning of watch stander shift and whenever conditions change significantly), including Beaufort Sea State (BSS) and any other relevant weather conditions, including cloud cover, fog, sun glare, and overall visibility to the horizon.

• Upon visual observation of any marine mammal, the following information must be recorded:

○ Date/time of sighting;

○ Identification of animal ( e.g., genus/species, lowest possible taxonomic level, or unidentified) and the composition of the group if there is a mix of species;

○ Location (latitude/longitude) of sighting;

○ Estimated number of animals (high/low/best);

○ Description (as many distinguishing features as possible of each individual seen, including length, shape, color, pattern, scars or markings, shape and size of dorsal fin, shape of head, and blow characteristics);

○ Detailed behavior observations ( e.g., number of blows/breaths, number of surfaces, breaching, spyhopping, ( print page 66089) diving, feeding, traveling; as explicit and detailed as possible; length of time observed in the mitigation zone, note any observed changes in behavior);

○ Distance from vessel to animal;

○ Direction of animal's travel relative to the vessel;

○ Platform activity at time of sighting ( i.e., transit, deployment, recovery); and

○ Weather conditions ( i.e., BSS, cloud cover).

○ During icebreaking, the following information must be recorded:

○ Start and end time of icebreaking; and

○ Ice cover conditions.

• During deployment and recovery of acoustic sources or UUVs, visual observation must begin 30 minutes prior to deployment or recovery and continue through 30 minutes following the source deployment or recovery.
• The ONR must submit its draft report(s) on all monitoring conducted under the IHA within 90 calendar days of the completion of monitoring or 60 calendar days prior to the requested issuance of any subsequent IHA for research activities at the same location, whichever comes first. A final report must be prepared and submitted within 30 calendar days following receipt of any NMFS comments on the draft report. If no comments are received from NMFS within 30 calendar days of receipt of the draft report, the report shall be considered final.
• All draft and final monitoring reports must be submitted to [email protected] and [email protected] .
• The marine mammal report, at minimum, must include:

○ Dates and times (begin and end) of all marine mammal monitoring;

○ Acoustic source use or icebreaking;

○ Watch stander location(s) during marine mammal monitoring;

○ Environmental conditions during monitoring periods (at beginning and end of watch standing shift and whenever conditions change significantly), including BSS and any other relevant weather conditions including cloud cover, fog, sun glare, and overall visibility to the horizon, and estimated observable distance;

○ Upon observation of a marine mammal, the following information:

Name of watch stander who sighted the animal(s), the watch stander location, and activity at time of sighting;

Time of sighting;

Identification of the animal(s) ( e.g., genus/species, lowest possible taxonomic level, or unidentified), watch stander confidence in identification, and the composition of the group if there is a mix of species;

Distance and location of each observed marine mammal relative to the acoustic source or icebreaking for each sighting;

Estimated number of animals (min/max/best estimate);

Estimated number of animals by cohort (adults, juveniles, neonates, group composition, etc. );

Animal's closest point of approach and estimated time spent within the harassment zone; and

Description of any marine mammal behavioral observations ( e.g., observed behaviors such as feeding or traveling), including an assessment of behavioral responses thought to have resulted from the activity ( e.g., no response or changes in behavioral state such as ceasing feeding, changing direction, flushing, or breaching.

○ Number of shutdowns during monitoring, if any;

○ Marine mammal sightings (including the marine mammal's location (latitude/longitude));

○ Number of individuals of each species observed during source deployment, operation, and recovery; and

○ Detailed information about implementation of any mitigation ( e.g., shutdowns, delays), a description of specific actions that ensued, and resulting changes in behavior of the animal(s), if any.

• The ONR must submit all watch stander data electronically in a format that can be queried, such as a spreadsheet or database ( i.e., digital images of data sheets are not sufficient).
• Reporting injured or dead marine mammals:

○ In the event that personnel involved in the specified activities discover an injured or dead marine mammal, the ONR must report the incident to the Office of Protected Resources (OPR), NMFS ( [email protected] and [email protected] ) and to the Alaska regional stranding network (877-925-7773) as soon as feasible. If the death or injury was clearly caused by the specified activity, the ONR must immediately cease the activities until NMFS OPR is able to review the circumstances of the incident and determine what, if any, additional measures are appropriate to ensure compliance with the terms of this IHA. The ONR must not resume their activities until notified by NMFS.

○ The report must include the following information:

Time, date, and location (latitude/longitude) of the first discovery (and updated location information if known and applicable);

Species identification (if known) or description of the animal(s) involved;

Condition of the animal(s) (including carcass condition if the animal is dead);

Observed behaviors of the animal(s), if alive;

If available, photographs or video footage of the animal(s); and

General circumstances under which the animal was discovered.

• Vessel Strike: In the event of a vessel strike of a marine mammal by any vessel involved in the activities covered by the authorization, the ONR shall report the incident to OPR, NMFS and to the Alaska regional stranding coordinator (877-925-7773) as soon as feasible. The report must include the following information:

○ Time, date, and location (latitude/longitude) of the incident;

○ Species identification (if known) or description of the animal(s) involved;

○ Vessel's speed during and leading up to the incident;

○ Vessel's course/heading and what operations were being conducted (if applicable);

○ Status of all sound sources in use;

○ Description of avoidance measures/requirements that were in place at the time of the strike and what additional measures were taken, if any, to avoid strike;

○ Environmental conditions ( e.g., wind speed and direction, BSS, cloud cover, visibility) immediately preceding the strike;

○ Estimated size and length of animal that was struck;

○ Description of the behavior of the marine mammal immediately preceding and following the strike;

○ If available, description of the presence and behavior of any other marine mammals immediately preceding the strike;

○ Estimated fate of the animal ( e.g., dead, injured but alive, injured and moving, blood or tissue observed in the water, status unknown, disappeared); and

○ To the extent practicable, photographs or video footage of the animal(s).

NMFS has defined negligible impact as an impact resulting from the specified activity that cannot be reasonably expected to, and is not reasonably likely to, adversely affect the species or stock through effects on annual rates of recruitment or survival ( 50 CFR 216.103 ). A negligible impact finding is based on the lack of likely adverse effects on annual rates of ( print page 66090) recruitment or survival ( i.e., population-level effects). An estimate of the number of takes alone is not enough information on which to base an impact determination. In addition to considering estimates of the number of marine mammals that might be “taken” through harassment, NMFS considers other factors, such as the likely nature of any impacts or responses ( e.g., intensity, duration), the context of any impacts or responses ( e.g., critical reproductive time or location, foraging impacts affecting energetics), as well as effects on habitat, and the likely effectiveness of the mitigation. We also assess the number, intensity, and context of estimated takes by evaluating this information relative to population status. Consistent with the 1989 preamble for NMFS' implementing regulations ( 54 FR 40338 , September 29, 1989), the impacts from other past and ongoing anthropogenic activities are incorporated into this analysis via their impacts on the baseline ( e.g., as reflected in the regulatory status of the species, population size and growth rate where known, ongoing sources of human-caused mortality, or ambient noise levels).

To avoid repetition, the discussion of our analysis applies to beluga whales and ringed seals, given that the anticipated effects of this activity on these different marine mammal stocks are expected to be similar. Where there are meaningful differences between species or stocks, or groups of species, in anticipated individual responses to activities, impact of expected take on the population due to differences in population status, or impacts on habitat, they are described independently in the analysis below.

Underwater acoustic transmissions associated with the proposed ARA, as outlined previously, have the potential to result in Level B harassment of beluga seals and ringed seals in the form of behavioral disturbances. No serious injury, mortality, or Level A harassment are anticipated to result from these described activities. Effects on individual belugas or ringed seals taken by Level B harassment could include alteration of dive behavior and/or foraging behavior, effects to breathing rates, interference with or alteration of vocalization, avoidance, and flight. More severe behavioral responses are not anticipated due to the localized, intermittent use of active acoustic sources. Exposure duration is likely to be short-term and individuals will, most likely, simply be temporarily displaced by moving away from the acoustic source. Exposures are, therefore, unlikely to result in any significant realized decrease in fitness for affected individuals or adverse impacts to stocks as a whole.

Arctic ringed seals are listed as threatened under the ESA. The primary concern for Arctic ringed seals is the ongoing and anticipated loss of sea ice and snow cover resulting from climate change, which is expected to pose a significant threat to ringed seals in the future (Muto et al., 2021). In addition, Arctic ringed seals have also been experiencing a UME since 2019 although the cause of the UME is currently undetermined. As mentioned earlier, no mortality or serious injury to ringed seals is anticipated nor proposed to be authorized. Due to the short-term duration of expected exposures and required mitigation measures to reduce adverse impacts, we do not expect the proposed ARA to compound or exacerbate the impacts of the ongoing UME.

A small portion of the Study Area overlaps with ringed seal critical habitat. Although this habitat contains features necessary for ringed seal formation and maintenance of subnivean birth lairs, basking and molting, and foraging, these features are also available throughout the rest of the designated critical habitat area. Any potential limited displacement of ringed seals from the proposed ARA study area would not be expected to interfere with their ability to access necessary habitat features, given the availability of similar necessary habitat features nearby.

The Study Area also overlaps with beluga whale migratory and feeding BIAs. Due to the small amount of overlap between the BIAs and the proposed ARA study area as well as the low intensity and short-term duration of acoustic sources and required mitigation measures, we expect minimal impacts to migrating or feeding belugas. Shutdown zones are expected to avoid the potential for Level A harassment of belugas and ringed seals, and to minimize the severity of any Level B harassment. The requirements of trained dedicated watch personnel and speed restrictions will also reduce the likelihood of any ship strikes to migrating belugas.

In all, the proposed activities are expected to have minimal adverse effects on marine mammal habitat. While the activities may cause some fish to leave the area of disturbance, temporarily impacting marine mammals' foraging opportunities, this would encompass a relatively small area of habitat leaving large areas of existing fish and marine mammal foraging habitat unaffected. As such, the impacts to marine mammal habitat are not expected to impact the health or fitness of any marine mammals.

In summary and as described above, the following factors primarily support our preliminary determination that the impacts resulting from this activity are not expected to adversely affect any of the species or stocks through effects on annual rates of recruitment or survival:

• No serious injury or mortality is anticipated or authorized;
• Impacts would be limited to Level B harassment only;
• Only temporary and relatively low-level behavioral disturbances are expected to result from these proposed activities; and
• Impacts to marine mammal prey or habitat will be minimal and short term.

The anticipated and authorized take is not expected to impact the reproduction or survival of any individual marine mammals, much less rates of recruitment or survival. Based on the analysis contained herein of the likely effects of the specified activity on marine mammals and their habitat, and taking into consideration the implementation of the proposed monitoring and mitigation measures, NMFS preliminarily finds that the total marine mammal take from the proposed activity will have a negligible impact on all affected marine mammal species or stocks.

In order to issue an IHA, NMFS must find that the specified activity will not have an “unmitigable adverse impact” on the subsistence uses of the affected marine mammal species or stocks by Alaskan Natives. NMFS has defined “unmitigable adverse impact” in 50 CFR 216.103 as an impact resulting from the specified activity: (1) That is likely to reduce the availability of the species to a level insufficient for a harvest to meet subsistence needs by: (i) Causing the marine mammals to abandon or avoid hunting areas; (ii) Directly displacing subsistence users; or (iii) Placing physical barriers between the marine mammals and the subsistence hunters; and (2) That cannot be sufficiently mitigated by other measures to increase the availability of marine mammals to allow subsistence needs to be met.

Subsistence hunting is important for many Alaska Native communities. A study of the North Slope villages of Nuiqsut, Kaktovik, and Utqiaġvik identified the primary resources used for subsistence and the locations for harvest (Stephen R. Braund & Associates, 2010), including terrestrial mammals, birds, fish, and marine mammals (bowhead whale, ringed seal, ( print page 66091) bearded seal, and walrus). Ringed seals and beluga whales are likely located within the project area during this proposed action, yet the proposed action would not remove individuals from the population nor behaviorally disturb them in a manner that would affect their behavior more than 100 km farther inshore where subsistence hunting occurs. The permitted sources would be placed far outside of the range for subsistence hunting. The closest active acoustic source (fixed or drifting) within the proposed project site that is likely to cause Level B harassment is approximately 204 km (110 nm) from land. This ensures a significant standoff distance from any subsistence hunting area. The closest distance to subsistence hunting (130 km (70 nm)) is well beyond the largest distance from the sound sources in use at which behavioral harassment would be expected to occur (20 km (10.8 nm)) described above. Furthermore, there is no reason to believe that any behavioral disturbance of beluga whales or ringed seals that occurs far offshore (we do not anticipate any Level A harassment) would affect their subsequent behavior in a manner that would interfere with subsistence uses should those animals later interact with hunters.

In addition, ONR has been communicating with the Native communities about the proposed action. The ONR-sponsored chief scientist for AMOS gave a briefing on ONR research planned for 2024-2025 Alaska Eskimo Whaling Commission (AEWC) meeting on December 15, 2023 in Anchorage, Alaska. No questions were asked from the commissioners during the brief or in subsequent weeks afterwards. The AEWC consists of representatives from 11 whaling villages (Wainwright, Utqiaġvik, Savoonga, Point Lay, Nuiqut, Kivalina, Kaktovik, Wales, Point Hope, Little Diomede, and Gambell). These briefings have communicated the lack of any effect on subsistence hunting due to the distance of the sources from hunting areas. ONR-supported scientists also attend Arctic Waterways Safety Committee (AWSC) and AEWC meetings on a regular basis to discuss past, present, and future research activities. While no take is anticipated to result during transit, points of contact for at-sea communication will also be established between vessel captains and subsistence hunters to avoid any conflict of ship transit with hunting activity.

Based on the description of the specified activity, distance of the study area from subsistence hunting grounds, the measures described to minimize adverse effects on the availability of marine mammals for subsistence purposes, and the proposed mitigation and monitoring measures, NMFS has preliminarily determined that there will not be an unmitigable adverse impact on subsistence uses from ONR's proposed activities.

The MMPA requires that monitoring plans be independently peer reviewed where the proposed activity may affect the availability of a species or stock for taking for subsistence uses ( 16 U.S.C. 1371(a)(5)(D)(ii)(III) ). Given the factors discussed above, NMFS has also determined that the activity is not likely to affect the availability of any marine mammal species or stock for taking for subsistence uses, and therefore, peer review of the monitoring plan is not warranted for this project.

Section 7(a)(2) of the ESA of 1973 ( 16 U.S.C. 1531 et seq. ) requires that each Federal agency insure that any action it authorizes, funds, or carries out is not likely to jeopardize the continued existence of any endangered or threatened species or result in the destruction or adverse modification of designated critical habitat. To ensure ESA compliance for the issuance of IHAs, NMFS consults internally whenever we propose to authorize take for endangered or threatened species, in this case with the Alaska Regional Office (AKR).

NMFS is proposing to authorize take of ringed seals, which are listed under the ESA. The Permits and Conservation Division has requested initiation of section 7 consultation with the AKR for the issuance of this IHA. NMFS will conclude the ESA consultation prior to reaching a determination regarding the proposed issuance of the authorization.

As a result of these preliminary determinations, NMFS proposes to issue an IHA to the ONR for conducting a seventh year of ARA in the Beaufort and Chukchi Seas from September 2024 to September 2025, provided the previously mentioned mitigation, monitoring, and reporting requirements are incorporated. A draft of the proposed IHA can be found at: https://www.fisheries.noaa.gov/​national/​marine-mammal-protection/​incidental-take-authorizations-military-readiness-activities .

We request comment on our analyses, the proposed authorization, and any other aspect of this notice of proposed IHA for the proposed ARA. We also request comment on the potential renewal of this proposed IHA as described in the paragraph below. Please include with your comments any supporting data or literature citations to help inform decisions on the request for this IHA or a subsequent renewal IHA.

On a case-by-case basis, NMFS may issue a one-time, 1-year renewal IHA following notice to the public providing an additional 15 days for public comments when (1) up to another year of identical or nearly identical activities as described in the Description of Proposed Activity section of this notice is planned or (2) the activities as described in the Description of Proposed Activity section of this notice would not be completed by the time the IHA expires and a renewal would allow for completion of the activities beyond that described in the Dates and Duration section of this notice, provided all of the following conditions are met:

• A request for renewal is received no later than 60 days prior to the needed renewal IHA effective date (recognizing that the renewal IHA expiration date cannot extend beyond 1 year from expiration of the initial IHA).
• The request for renewal must include the following:

(1) An explanation that the activities to be conducted under the requested renewal IHA are identical to the activities analyzed under the initial IHA, are a subset of the activities, or include changes so minor ( e.g., reduction in pile size) that the changes do not affect the previous analyses, mitigation and monitoring requirements, or take estimates (with the exception of reducing the type or amount of take).

(2) A preliminary monitoring report showing the results of the required monitoring to date and an explanation showing that the monitoring results do not indicate impacts of a scale or nature not previously analyzed or authorized.

• Upon review of the request for renewal, the status of the affected species or stocks, and any other pertinent information, NMFS determines that there are no more than minor changes in the activities, the mitigation and monitoring measures will remain the same and appropriate, and the findings in the initial IHA remain valid.

Dated: August 8, 2024.

Kimberly Damon-Randall,

Director, Office of Protected Resources, National Marine Fisheries Service.

[ FR Doc. 2024-18130 Filed 8-13-24; 8:45 am]

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