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CONDUCTI NG RESEARCH
LITERATURE REVIEWS
Fourth Edition

This book is dedicated to the ones I love: John C. Beck and Ingvard.

CONDUCTING RESEARCH
LITERATURE REVIEWS
From the Internet to Paper
Fourth Edition
Arlene Fink
University of California at Los Angeles
The Langley Research Institute
ISAGE
Los Angeles I London I New Delhi
Singapore I Washington DC

�SAGE
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Copyright© 2014 by SAGE Publications, Inc.
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Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Fink, Arlene.
Conducting research literature reviews : from the
internet to paper I Arlene Fink, University of
California at Los Angeles, The Langley Research Institute.
-Fourth edition.
pages cm
Includes bibliographical references and index.
ISBN 978-1-4522-5949-9 (pbk. : alk. paper)
ISBN 978-1-4833-0103-7 (web pdf)
1. Research-Methodology. 2. Research-Evaluation.
3. Bibliography-Methodology. I. Title.
Q180.55.M4F56 2014
001.42-dc23 2013009315
This book is printed on acid-free paper.
13 14 15 16 17 10 9 8 7 6 5 4 3 2 1

Preface xiii
About the Author xvn
1.Reviewing the Literature: Why? For Whom? How? 1
2.Searching and Screening: The Practical Screen
and Methodological Quality (Part 1-Research Design
and Sampling) 47
3.Searching and Screening: Methodological Quality
(Part 2-Data Collection, Interventions, Analysis, Results, and
Conclusions) 99
4.Doing the Review: A Reader's Guide Chapter 147
5.What Did You Find? Synthesizing Results 187
Author Index 243
Subject Index
249

Preface XIII
About the Author XVII
1.Reviewing the Literature: Why? For Whom? How? 1
A Reader's Guide
PURPOSE OF THIS CHAPTER 2
What Is a Research Literature Review? Why Do One? 3
Write Proposals for Funding 5
Write Proposals for Academic Degrees 6
Describe and Explain Current Knowledge to
Guide Professional Practice 7
Identify Effective Research and Development Methods 8
Identify Experts to Help Interpret Existing Literature
and Identify Unpublished Sources of Information 9
Identify Funding Sources and Works in Progress 9
Satisfy Personal Curiosity 1 0
Gaining Control: Experiments and Observations 12
An Experimental Study 13
An Observational Study 13
Systematic, Explicit, Comprehensive, and Reproducible:
Four Key Words 14
Choosing an Online Bibliographic Database 15
Online Bibliographic Databases 15
What Exactly Do You Need to Find? 18
How Do You Search for What You Want to Find?
Key Words, Descriptors, Identifiers, and
the Thesaurus 20
How Do You Ask for Information? Searching With
Boolean Operators 24
Three Examples of Boolean Logic 25

Pausing During the Search
Changing the Course of the Search
Changing the Course of a Literature Review Search:
Expanding the Scope
Supplementing the Online Search
Reasons to Supplement Electronic Searches
Reviewing References in High-Quality Studies
Is Everything Worthwhile Published?
Bring in the Experts
Cautiously Approach the Web
Organizing the Research Literature:
Building a Virtual Filing Cabinet
Summary of Key Points
Exercises
Answers
Online Literature Reviews
Suggested Readings
Notes
2.Searching and Screening: The Practical Screen and
Methodological Quality (Part 1-Research Design
and Sampling)
A Reader's Guide
PURPOSE OF THIS CHAPTER
Search Screen 1: The Practical Screen
Including and Excluding Studies: Typical Practical
Screening Criteria for Literature Review Searches
Practical Screening Criteria: Using Inclusion and
Exclusion Criteria
Search Screen 2: Methodological Quality Screening
Criteria, Part 1-Research Design and Sampling
Criterion for Quality: Research Design
Random Selection and Random Assignment:
Two Examples
Parallel Controls but No
Random Assignment
Self-Controls
Historical Controls or Existing Data
Observational Designs in Brief
25
26
26
27
27
28
29
30
32
33
36
37
40
42
45
45
47
47
48
51
51
52
54
55
57
61
63
65
66

Cohort Designs 66
Case Control Designs 70
A Note on Other Designs and Studies:
Cross-Sectional Surveys and Consensus Statements 73
Cross-Sectional Surveys 73
Consensus Statements 76
Books 77
Internal and External Validity 77
Criterion for Quality: Sampling 81
What Is a Sample? 81
Inclusion and Exclusion Criteria or Eligibility of Participants 82
Methods of Sampling 83
Simple Random Sampling 84
Systematic Sampling 84
Stratified Sampling 85
Cluster Sampling 85
Convenience Sampling 86
The Sampling Unit 86
The Size of the Sample 87
Response Rate 87
Nonresponse: Subjects and Items 88
Summary of Key Points 90
Exercises 95
Answers 97
Suggested Readings 98
3.Searching and Screening: Methodological Quality
(Part 2-Data Collection, Interventions, Analysis, Results,
and Conclusions) 99
A Reader's Guide 99
PURPOSE OF THIS CHAPTER 100
Data Collection and Data Sources: Methods and Measures 100
Reliability 1 04
Validity 1 06
Interventions and Programs: Reviewing the Research
Literature to Find Out What Works 109
Two Versions of a Program Description 110
Data Analysis: Statistical Methods in the Research Literature 112
Statistical Methods and What to Look For: An Overview 112

Independent and Dependent Variables 113
Measurement Scales and Their Data 115
Statistical and Practical Significance 11 7
Confidence Intervals 120
Which Analytic Method Is Best? 122
The Results 12 7
Conclusions 128
Reviewing Qualitative Research: A Special Note 131
Reviewing Mixed Methods Research 136
Summary of Key Points 138
Exercises 141
Answers 143
Suggested Readings 144
4.Doing the Review: A Reader's Guide Chapter 147
A Reader's Guide 147
PURPOSE OF THIS CHAPTER 148
Types of Information: Methods and Content 148
Eligibility and Actuality 151
Reporting Standards: Checklists for Research Writing
and Reviewing 158
How TREND Was Used in a Literature Review 162
Reliable and Valid Reviews 166
Measuring Reliability: The Kappa Statistic 1 66
Uniform Data Collection: The Literature Review Survey
Questionnaire 168
Uniform Data Collection: Definitions and More 176
Training Reviewers 176
Pilot Testing the Review Process 178
Establishing Validity 179
Monitoring Quality 180
Collecting Data From the Literature: A Checklist 180
Summary of Key Points 181
Exercises 1 82
Answers 183
5.What Did You Find? Synthesizing Results 187
A Reader's Guide 187
PURPOSE OF THIS CHAPTER 188
Now That You Have Done It, What Do You Do With It? 188

Reviews Describe Current Knowledge 190
Reviews Support the Need for and Significance of
New Research 191
Reviews Explain Research Findings 193
Reviews Describe the Quality of Current Research 194
Descriptive Syntheses or Reviews 199
Examples of Descriptive Literature Reviews 199
Meta-Analysis 203
What to Look for in a Meta-Analysis: The Seven Steps 204
Fixed Versus Random Effects 21 5
Cumulative Meta-Analysis 21 7
Large Studies Versus Meta-Analysis of Smaller Trials:
Comparing Results 21 7
Supporters and Critics 218
Displaying Meta-Analysis Results 218
Meta-Analyses in Practice: Examples 219
Statistical Interlude 224
Descriptive Review Versus Meta-Analysis 227
Reviewing the Review 228
Summary of Key Points 233
Exercises 236
Answers 238
Suggested Readings 239
Notes 241
Author Index 243
Subject Index 249

In 2012, about 1.8 zettabytes (or 1.8 trillion gigabytes) of data were created, the equivalent to having every U.S. citizen write three tweets per
minute for 26,976 years. And over the next decade, the number of servers
managing the world's data stores will grow by ten times. It should come as
no surprise then, that the results of tens of thousands of studies appear online
and in print.
How can an individual identify and make sense of the voluminous amount
of currently available information on every topic in education, health, social
welfare, psychology, and business? What standards can be used to distinguish
good and poor studies?
This book, like the previous three editions, is for anyone who wants
answers to these questions. Its primary purposes are to teach readers to iden
tify, interpret, and analyze the published and unpublished research literature.
Specifically, readers are instructed in how to do the following:
• Identify valid online bibliographic/articles databases
• Determine how to search for literature using key words, descriptors,
identifiers, and thesauruses
• Use Boolean operators to refine a search
• Identify and deal with unpublished studies
• Organize the research literature by using bibliographic software
• Set inclusion and exclusion criteria to produce useful and valid
information
• Justify a method for identifying and reviewing only the "highest
quality" literature
• Prepare a structured abstraction form
• Create evidence tables
• Ensure and measure the reliability and validity of the review
• Synthesize and report results as part of proposals and papers or as a
stand-alone report

xiv Conducting Research Literature Reviews
• Evaluate qualitative research studies
• Conduct and evaluate descriptive literature reviews
• Understand and evaluate meta-analytic research
The book provides flow diagrams to assist the reader in linking each
step of the review to the contents of each chapter and offers exercises linked
to the goals.
NEW TO THE FOURTH EDITION
• Nearly a hundred online examples and references from the social, behav-
ioral, and health sciences
• A revised and updated list of online articles databases
• Case studies in the use of major online databases
• Expansion of the exercises at the end of the chapter to include more
online searching
• Clarification of some of the basic concepts of research that are essen
tial in making judgments about the quality of research methods
• Explanation of the major available formal systems (such as CONSORT ,
TREND, PRISMA) for evaluating the literature's transparency and
quality
• More qualitative research examples and guidelines and checklists for
evaluating their quality
• Discussion and examples of mixed-methods research
• Additional examples of how to write up reviews and how others have
done it
This book is written for all who want to uncover the current status of
knowledge about social, educational, business, and health problems. This
includes students, researchers, marketers, planners, and policy makers who
design and manage public and private agencies, conduct studies, and prepare
strategic plans and grant proposals. Every grant proposal, for instance,
requires applicants to provide evidence that they know the literature and can
justify the need for the grant on the basis of what is and is not known about a
topic. Also, strategic and program planners are interested in finding out what
is known about "best practices" in order to define programmatic missions and

Preface xv
plan activities as diverse as marketing goods and services, preventing child
abuse, and setting up school voucher systems. Any individual with admittance
to a virtual or real library can use this book.
ACKNOWLEDGMENTS
I appreciate the constructive comments and suggestions provided by all of the
reviewers: JaMuir M. Robinson, Suzanne Sinclair, Julia L. Sloan, Dr. Gail
Thompson, and Walter J. Ullrich. Their suggestions were invaluable to me in
creating the fourth edition.

Arlene Fink (PhD) is Professor of Medicine and Public Health at the
University of California, Los Angeles, and president of the Langley Research
Institute. Her main interests include evaluation and survey research and the
conduct of research literature reviews as well as the evaluation of their quality.
Dr. Fink has conducted scores of literature reviews and evaluation studies in
public health, medicine, and education. She is on the faculty of UCLA's
Robert Wood Johnson Clinical Scholars Program and is a scientific and evalu
ation advisor to UCLA's Gambling Studies and IMPACT (Improving Access,
Counseling & Treatment for Californians with Prostate Cancer) programs.
She consults nationally and internationally for agencies such as L'institut
de Promotion del la Prevention Secondaire en Addictologie (IPPSA) in
Paris, France, and Peninsula Health in Victoria, Australia. Professor Fink has
taught and lectured extensively all over the world and is the author of over
135 peer-reviewed articles and 15 textbooks.

A Reader's Guide
PURPOSE OF THIS CHAPTER 2
What Is a Research Literature Review? Why Do One? 3
Write Proposals for Funding 5
Write Proposals for Academic Degrees 6
Describe and Explain Current Knowledge to
Guide Professional Practice 7
Identify Effective Research and Development Methods 8
Identify Experts to Help Interpret Existing Literature
and Identify Unpublished Sources of Information 9
Identify Funding Sources and Works in Progress 9
Satisfy Personal Curiosity 1 0
Gaining Control: Experiments and Observations 12
An Experimental Study 13
An Observational Study 13
Systematic, Explicit, Comprehensive, and Reproducible:
Four Key Words 14
Choosing an Online Bibliographic Database 15
Online Bibliographic Databases 15
What Exactly Do You Need to Find? 18
How Do You Search for What You Want to Find? Key Words,
Descriptors, Identifiers, and the Thesaurus 20
How Do You Ask for Information? Searching
With Boolean Operators 24
Three Examples of Boolean Logic 25

2 Conducting Research Literature Reviews
Pausing During the Search
Changing the Course of the Search
Changing the Course of a Literature Review Search:
Expanding the Scope
Supplementing the Online Search
Reasons to Supplement Electronic Searches
Reviewing References in High-Quality Studies
Is Everything Worthwhile Published?
Bring in the Experts
Cautiously Approach the Web
Organizing the Research Literature: Building a Virtual
Filing Cabinet
Summary of Key Points
Exercises
Answers
Online Literature Reviews
Suggested Readings
Notes
Purpose of This Chapter
25
26
26
27
27
28
29
30
32
33
36
37
40
42
45
45
This chapter gives an overview of the process of doing research reviews and
illustrates how they are used. A main objective is to demonstrate how to do
online searches of the research literature using major bibliographic or article
databases. The chapter provides guidelines on how to ask specific questions
of these databases and how to search for information using key words, thesau
ruses, and Boolean logic. The chapter also discusses methods for supplement
ing online searches with manual or hand searches of references lists and
guidance from experts. Finally, the chapter concludes with a discussion of how
to organize and store literature using bibliographic or reference software.
Research literature reviews have many uses. You find them in proposals
for funding and for academic degrees, in research articles, in guidelines for
professional and evidence-based practice, and in reports to satisfY personal
curiosity. Research reviews, unlike subjective reviews, are comprehensive and
easily reproducible.
Research reviewers are explicit about their research questions, search
strategy, inclusion and exclusion criteria, data extraction methods, standards

Chapter 1 Reviewing the Literature 3
for evaluating study quality, and techniques for synthesizing and analyzing
their findings. Subjective reviewers choose articles without justifYing their
search strategy, and they may give equal credence to good and poor studies.
The results of subjective reviews are often based on a partial examination of
the available literature, and the findings may be inaccurate or even false.
Figure 1.1 shows the steps involved in conducting a research literature
review. This chapter covers the shaded portions of the figure: selecting research
questions and bibliographic databases and Web sites, choosing search terms,
and asking experts to review your methods.
WHAT IS A RESEARCH LITERATURE REVIEW? WHY DO ONE?
A research literature review is a systematic, explicit, and reproducible method
for identifying, evaluating, and synthesizing the existing body of completed
and recorded work produced by researchers, scholars, and practitioners.
The scholarship and research on which you base the review comes from
individuals in diverse professions, including health, education, psychology,
business, finance, law, and social services. A research review bases its conclu
sions on the original work of scholars and researchers. Focusing on high
quality original research rather than on interpretations of the findings is the
only guarantee you have that the results of the review will be under your
supervision and accurate.
A research literature review can be divided into seven tasks:
1. Selecting research questions. A research question is a precisely stated
question that guides the review.
2. Selecting bibliographic or article databases, Web sites, and other sources.
A bibliographic database is a collection of articles, books, and reports that can
provide data to answer research questions. The database is usually accessed
online. The bibliographic databases of interest in research reviews often contain
full reports of original studies. Other sources for literature reviews include experts
in the field of interest, the Web, and the reference lists contained in articles.
3. Choosing search terms. Search terms are the words and phrases that
you use to get appropriate articles, books, and reports. You base them on the
words and concepts that frame the research questions and you use a particular
grammar and logic to conduct the search.

4 Conducting Research Literature Reviews
Figure 1.1 Steps Involved m Conducting a Research Literature Review
Select Research Questions
Select Bibliographic Databases and Web Sites
Choose Search Terms
Apply Practical Screen
Content covered; years searched; language; setting, sample,
interventions, and outcomes studied; research design
Apply Methodological Quality Screen
Research design; sampling; data collection; interventions;
data analysis; results; conclusions
Train Reviewers (if more
than one)
Pilot Test the Reviewing
Process
Synthesize the Results
Report on current knowledge; justify the need for research;
explain research findings; describe quality of research
Review
Databases and
Search Terms
Monitor Quality
Ensure reliability and
accuracy of review
Produce Descriptive Review
Primarily qualitative synthesis of results
Perform Meta-Analysis
Statistical combination of results

Chapter 1 Reviewing the Literature 5
4. Applying practical screening criteria. Preliminary literature searches
always yield many articles, but only a few are relevant. You screen the litera
ture to get at the relevant articles by setting criteria for inclusion into and
exclusion from the review. Practical screening criteria include factors such as
the language in which the article is printed, type of article (journal article,
clinical trial), date of publication, and funding source.
5. Applying methodological screening criteria. Methodological criteria
include criteria for evaluating scientific quality.
6. Doing the review. Reliable and valid reviews involve using a standard
ized form for abstracting data from articles, training reviewers (if more than
one) to do the abstraction, monitoring the quality of the review, and pilot test
ing the process.
7. Synthesizing the results. Literature review results may be synthe
sized descriptively. Descriptive syntheses are interpretations of the review's
findings based on the reviewers' experience and the quality and content of
the available literature. A special type of synthesis-a meta-analysis
involves the use of statistical methods to combine the results of two or more
studies.
Why should you do a literature review? You may do one for personal or
intellectual reasons or because you need to understand what is currently
known about a topic and cannot or do not want to do a study of your own.
Practical reasons also exist for doing reviews. You will be asked to include one
in an honor's or a master's thesis, a dissertation proposal or dissertation, and
to get funding for program planning, development, and evaluation. Consider
this example.
Write Proposals for Funding
Example. The Fund for Consumer Education is interested in health promotion
and disease prevention. One of its current funding priorities is preventing drug
and alcohol abuse in older adults. The Community Health Plan decides to
apply for a grant from the fund to develop educational materials for the
elderly. The fund has specified that all grant proposals include a literature
review that proves that the proposed research or education is innovative and
evidence based.

6 Conducting Research Literature Reviews
The Community Health Plan grant writers do a comprehensive literature
review. They first search for evidence to support their hypothesis that the
risks of alcohol use are different in older and younger people. Numerous
research studies provide them with the compelling confirmatory evidence
they need. The grant writers also find that currently available educational
programs do not make this distinction adequately. Using this information, the
Community Health Plan establishes a basis for its proposal to develop, imple
ment, and evaluate an alcohol use consumer education program specifically
for people who are 65 years of age and older. The program will use educa
tional methods that the literature suggests are particularly effective in this
population. That is, the program will rely on evidence-based educational
methods.
The fund reviewers agree that the grant writers have done a good job of
reviewing the literature but ask for more information about the specific educa
tional methods that are being proposed. The grant writers expand their litera
ture review to identify methods ofleaming and instruction that are particularly
appropriate for older persons.
When writing proposals for funding, you are almost always asked to use
the literature to justify the need for your study. You must either prove that
nothing or very little can be found in the literature that effectively addresses
your study's topic or that the studies that can be identified do not address the
topic as well as you will in your proposed research. In intervention studies,
you will need to provide evidence that the methods you propose to use are
likely to be effective.
In the preceding example, the proposal writers use the literature to justify
their consumer education program by demonstrating that existing materials do
not adequately distinguish between the risks of alcohol use in older and
younger people. They also use the literature to support their hypothesis that the
risks are different and to identify methods of learning and instruction that are
specifically pertinent to older people.
Literature reviews are also used in proposals for academic degrees.
Write Proposals for Academic Degrees
Example. A student in a doctoral program in education plans to write a proposal
to prepare a high school curriculum aiming to modify AIDS-related knowledge,
beliefs, and self-efficacy related to AIDS preventive actions and involvement

Chapter 1 Reviewing the Literature 7
in AIDS risk behaviors. The student is told that the proposal will be accepted
only if a literature review is conducted that answers these questions:
1. What curricula are currently available? Are they meeting the current
needs of high school students for AIDS education? Have they been
formally evaluated, and if so, are they effective?
2. What measures of knowledge, beliefs, self-efficacy, and behaviors
related to AIDS are available? Are they reliable? Are they valid?
The student performs the review and concludes that currently available
curricula do not focus on prevention, although some have brief prevention
units. The student also finds that valid measures of knowledge, beliefs, and
behaviors related to AIDS are available in the literature. Good measures of
self-efficacy, however, are not. The student concludes that developing a
detailed AIDS prevention curriculum is worthwhile. He plans to use available
measures of knowledge, beliefs, and behaviors and will validate a measure of
self-efficacy in relation to AIDS preventive actions.
The student's adviser remains unconvinced by the review. How effective
are current curricula in meeting the needs of today's students? Are behaviors
more or less risky than a previous generation's? What does the literature say
about the prevalence of AIDS among adolescents? The student expands his
review of the literature to answer these questions.
Literature reviews are also used to guide current professional practices, as
is illustrated in the next example.
Describe and Explain Current Knowledge to
Guide Professional Practice
Example. A group of physicians reviews the literature to provide a basis for
a set of guidelines or recommended practices for treating depressed patients.
First, they use the literature to help define depression and the different forms
it takes (e.g., major depressive disorder and dysthymic disorder). Next, the
physicians rely on the literature for data on effective treatments. They find
that the literature supports distinguishing among treatments for different
populations of depressed patients (such as children and the elderly), types of
depression, gender, and methods of treatment (including medication and
psychotherapy).

8 Conducting Research Literature Reviews
Using the literature review's results, the physicians divide the guidelines
into separate categories for each different population of concern and base their
recommendations for treatment on gender and type of depression. For exam
ple, the recommendations suggest that the treatment for elderly patients with
major depressive disorder may be different from the treatment for major
depressive disorder in younger patients; treatment for each type of depression,
regardless of age, may differ for males and females.
Increasingly, practitioners in occupations such as health and medicine,
education, psychology, and social welfare are required to base their activities
and programs on demonstrably effective practices. For example, suppose a
school district wanted to implement a new reading program. Before it could
do so, the district would have to provide proof that the new program "worked."
If resources are available, the district can conduct a research study to demon
strate the reading program's effectiveness among its students. Another option
is for the district to find evidence of effectiveness in the literature. Practices,
interventions, programs, and policies that have proof of effectiveness are said
to be evidence based. In the preceding example, the literature review is used
in selecting definitions, organizing the guidelines for depression, and linking
treatment to type of depression, gender, and age.
The literature also can be used to identify methods of doing research or
developing and implementing programs, as shown in this example.
Identify Effective Research and Development Methods
Example. A review of the literature reveals a validated Web-based assessment of
alcohol use. The assessment has been used with people 65 years of age and older
and measures alcohol consumption alone and also in combination with dimin
ished health, medical conditions, and functional status. The writers of a proposal
to develop and evaluate an alcohol use curriculum plan to purchase the computer
assessment instrument for their study because the cost of purchasing the instru
ment is less than the costs of developing and validating a new one. Identifying
and using an existing instrument will make the proposal more competitive.
Why reinvent the wheel? A great deal of work has gone into producing
methods and instruments that can be adapted to meet your specific needs. For
instance, if you are interested in assessing customer or patient satisfaction,
health status, or educational knowledge, attitudes, or behavior, the literature is
filled with examples for you to copy.

Chapter 1 Reviewing the Literature 9
A literature review may produce conflicting or ambiguous results or may
not adequately cover a topic. Experts-persons who are knowledgeable and
prominent-are often called in to help resolve the uncertainty that arises when
data are inconclusive or missing, as illustrated next.
Identify Experts to Help Interpret Existing Literature
and Identify Unpublished Sources of Information
Example. After reviewing the literature, three people were found who had
published five or more studies on the topic and who also worked in our city.
Two agreed to consult with our project and helped us identify other publica
tions of interest.
Example. A review of the literature on depression left many questions unan
swered. For example, the long-term effects of certain medications were not
investigated adequately in the literature, nor was the effectiveness of certain types
of "talking therapy." A panel of physicians, nurses, and psychiatric social workers
was convened. The panel was asked to supplement the review of the literature
with their clinical and other expertise. A major criterion in selecting members of
the panel was their publication record as revealed in the literature review.
The literature can also be used to help you find out where to get support
for your research. You can also learn about the type of studies being done at
the present time. Following is an example of these uses.
Identify Funding Sources and Works in Progress
Example. We found 100 relevant studies through our literature search. The
Office of Education funded about half of them. We contacted the office to ask
if we could place our name on their list for future studies. We contacted the
project managers of current projects for as-yet unpublished information to
supplement our literature review.
As consumers of health care, education, and social services, we want to
make certain that we receive the best services and treatment. The literature can
help in this regard by providing access to evaluated programs and helping us
to select criteria to do our own assessments. Also, sometimes we are simply
curious about an issue, and knowing how to do a literature review can help
satisfy our curiosity.

10 Conducting Research Literature Reviews
Satisfy Personal Curiosity
Example. Voters are being asked to make decisions on the merits of school
vouchers. These vouchers are given to parents who can use them to enroll their
children in any school of their choosing. The idea is that schools whose per
formance is currently relatively low will have to do better to "sell" themselves
to students. Do school vouchers encourage competition? How do increased
choices affect children's intellectual and social well-being? A literature review
can be useful in answering questions like these.
Example. Some parents have observed that their children appear restless or
even agitated after eating very sugary foods. Does eating "too much" sugar
induce aggressive behavior in children? A literature review will help you
answer this question.
Look at these three case studies. Select the literature review(s).
Three Case Studies: Literature Review or Not?
Case 1: Policy Making and Program Planning-State-of-the-Art Knowledge.
The Department of Human Services is considering the adoption of a program
of family preservation services. These programs aim to prevent children who
are at risk for abuse and neglect from being taken from their families. Program
participants-families and children-receive emotional, educational, and
financial support. Family preservation programs are considered by many prac
titioners to be worthwhile. Others are not so sure and ask, "Are all equally
effective, or are some programs more effective than others?" "If some are
more effective, which of their activities makes them more effective?" "Would
such activities be appropriate for implementation by the department?" "If the
department decides to adopt or adapt an existing family preservation program,
what methods and criteria should be used subsequently to evaluate its out
comes and effectiveness?" "Who are the experts in the family preservation
field who might be consulted to help with the evaluation?" The department
asks for a literature review to get the answers to these questions.
The Research Division goes online using three bibliographic databases
dealing with social and psychological studies. Researchers identify 200 stud
ies regarding family preservation programs. After evaluating the relevance of
the investigators' findings to the needs of the community, they answer the
department's questions.

Chapter 1 Reviewing the Literature 11
Case 2: Preparing Guidelines for Treating Infections and Fever in Nursing
Homes. Infections are a major cause of morbidity and mortality and a leading
cause of hospitalization for nursing home residents. Each year, more than 1.5
million infections occur in the institutional long-term care setting. Among
elderly nursing home residents, the overwhelming majority of fever episodes
are caused by serious infection, which, if inappropriately treated, may result in
unnecessary morbidity, mortality, and expenditures.
Despite the magnitude of this problem, guidelines for detecting and treat
ing fever in nursing homes are not readily available. To remedy this defi
ciency, Atlantic Health Care convened a panel of experts, each of whom had
published extensively on the subjects of fever, infectious disease, the elderly,
and nursing home care. The panelists were asked to distribute their published
and unpublished research studies before the meeting to facilitate discussion and
consensus. Nurses and physicians used a validated "expert panel group pro
cess method" to develop practice guidelines for the detection and treatment of
fever. The panel also helped to set standards for evaluating quality of care.
Both the guidelines and the quality-of-care methods were based on the find
ings of the panelists' research and their own experience in detecting and treat
ing elderly people with fever.
Case 3: What Is Known and Not Known-Justifoing the Need for New Studies
to Fill in the Gaps. Alcohol use in people 65 years of age and older is a grow
ing public health problem. Even if the rate stays the same, doctors and other
health professionals can count on seeing an increase in the number of alcohol
ics, simply because the number of older people in the population will increase.
Traditional surveys of alcohol use focus on issues pertaining to young people,
such as work and family matters. Very few surveys are available that take into
account the concerns of older adults.
Alcohol use in older people can impair function, cause or exacerbate ill
ness, or increase the difficulty of treatment. Alcohol also interacts with more
than 100 of the medications most commonly used by older persons. Finally,
older people metabolize alcohol differently from younger people and may
suffer adverse effects with relatively few drinks.
To address the special needs of older adults, public health workers con
ducted a literature review to find methods for physicians and other health
workers to use in identifying older persons who are at risk for alcohol-related
problems or who already have them. The reviewers first went to experts in the

12 Conducting Research Literature Reviews
field of geriatric medicine and alcohol abuse research and asked for a list of
studies they considered to be important. The reviewers examined those studies
the experts recommended as well as the references contained within them.
Finally, they did an online search of two major medical bibliographic data
bases to make certain they included all relevant data in their review.
The review revealed that comparatively little research has focused spe
cifically on older people and that no validated method of measuring alcohol
consumption is available for their use in health settings. A main finding of the
review was that more research is needed to identify methods for detecting
risks for alcohol misuse in this growing segment of society.
Cases 1 and 3 use formal literature reviews. In Case 1, the Department of
Health and Human Services is planning to depend on the literature to answer
all its questions. Consultants will be called in later to help with the evaluation,
but they will be identified by studying the literature to determine who they are.
In Case 3, the literature review is done to justify research into methods for
detecting risks for alcohol misuse in the elderly; no experts are consulted. In
Case 2, experts select any studies they consider pertinent. Although literature
is certainly used in this scenario, how it is used and its characteristics are not
discussed. Are the study results synthesized? Are opinions (e.g., editorials and
tutorials) included? Do the studies represent all or a meaningful sample of the
available literature? Without answers to questions such as these, we cannot
really call Case 2 a true literature review.
GAINING CONTROL: EXPERIMENTS AND OBSERVATIONS
Reviewing the research literature means identifying and interpreting what is
known about a topic. High-quality literature reviews base their findings on the
evidence from controlled experimentation and observation. They rely on the
researcher's original studies for information rather than on other people's
interpretations of the results. Editorials and testimonials are usually excluded
from the review itself because they are subjective and prone to bias. They are
not ignored, however. Expert views-when they come from credible sources
may be used to help interpret findings and answer questions such as these:
What references should I include in the review? Have I included all the impor
tant references? Why do the findings of some studies contradict the findings
of others?

Chapter 1 Reviewing the Literature 13
To evaluate the research literature, you must learn some basic criteria for
evaluating the quality of research. Not all research is equally good, and the
reviewer must be able to distinguish high-from low-quality research. The
objective of high-quality research is to produce accurate information. If your
review is based on research that is less than high quality, the results will be less
than accurate.
High-quality experimental and observational studies, the "gold standards"
for systematic reviews, are characterized by study designs that have clearly
formulated research objectives and questions, rigorous research plans, valid
data collection, and exacting data analysis and interpretation. In an experimen
tal study, the investigator actively intervenes and examines effects. In an
observational study, the investigator takes a relatively passive role in observ
ing events. Following are examples of experiments and observations.
An Experimental Study
Research Question. How effective is a school-based intervention for reducing
children's symptoms of depression and posttraumatic stress disorder resulting
from witnessing or being personally exposed to violence?
Some children who witness violence develop symptoms of depression or
posttraumatic stress disorder (PTSD). Trained school-based mental health
researchers used validated measures of depression and PTSD to assess sixth
grade students at two large schools. Sixty-one of 126 students with these
symptoms who reported witnessing violence were randomly assigned to a
standardized therapy program, and 65 were assigned to a waiting list. Students
in the therapy program were tested before their participation and 3 months
after it. The researchers found that when compared with the waiting list students,
after 3 months of intervention, students who were in the program had signifi
cantly lower depression and PTSD scores. But at 6 months, after both groups
had received the program, the differences disappeared. The researchers
concluded that the program was effective and could be delivered on school
campuses by trained school-based mental health personnel.
An Observational Study
Research Question. Who is at greatest risk for melanoma, the deadliest form
of skin cancer?

14 Conducting Research Literature Reviews
To answer this question, researchers conducted a study in which 452
women who had melanoma were compared with 900 women from the general
population who did not. The women lived in five counties that make up a
major American city. All women were interviewed using a standardized inter
view schedule and highly trained interviewers. The interviewers asked about
the women's history of exposure to the sun, medical history, and demograph
ics (such as age). A statistical expert from the local university analyzed the
data from the interviews. The researchers found that risk of melanoma
increased with increasing tendency to get sunburned, with increased severity
and/or frequency of sunburns up to age 12, and with lack of use of sunscreen.
The first study is an experimental study because the researchers are rela
tively in charge of the main events. In their study, they administer therapy to
reduce symptoms of depression and PTSD in children. The researchers also
evaluate the effects of the therapy by creating an experimental group and a
waiting list from the same sample, selecting the methods for assigning stu
dents to groups, and choosing measures to record changes over time. In con
trast, the researchers in the second study do not provide treatment, have no
role in assigning people to the group being observed (people with melanoma),
and are dependent on people's recall of their past sun exposure and use of
sunscreen.
Because of the greater methodological control over events that experi
menters have compared with observers, experimental studies are generally
preferred to observational research. Only well-done studies belong in a litera
ture review. Evaluating the rigor of a study's design is an essential feature of
any valid literature review. Only good study designs produce good data.
SYSTEMATIC, EXPLICIT, COMPREHENSIVE,
AND REPRODUCIBLE: FOUR KEY WORDS
Research literature reviews can be contrasted with more subjective examina
tions of recorded information. When doing a research review, you systemati
cally examine all sources and describe and justify what you have done. This
enables someone else to reproduce your methods and to determine objectively
whether to accept the results of the review.
In contrast, subjective reviews tend to be idiosyncratic. Subjective review
ers choose articles without justifying why they are selected, and they may give

Chapter 1 Reviewing the Literature 15
equal credence to good and poor studies. The results of subjective reviews are
often based on a partial examination of the available literature, and their find
ings may be inaccurate or even false. Subjective reviews should be distin
guished from narrative reviews. Narratives may be appropriate for describing
the history or development of a problem and its solution.
How can you produce a systematic, explicit, comprehensive, and repro
ducible review? You need to identify precisely what you need to know and
decide on the best sources of information. You must also evaluate the quality
of the information you find and synthesize the results. This chapter discusses
where to go for information and how to ask for it. The next chapters tell you
how to justify your choice of studies to review, abstract information from the
studies, and analyze and synthesize the results.
CHOOSING AN ONLINE BIBLIOGRAPHIC DATABASE
Reviews of the literature depend on data from online bibliographic or article
databases such as PubMed or specialized databases such as the Cochrane data
base of systematic reviews, government reports, and collections maintained by
professionals in law, business, and the environment.
Online Bibliographic Databases
One of the most important (some would emphasize most important)
assembly of articles can be found in online databases. Everyone with an
Internet connection has free access to the world's scientific, social scien
tific, technological, artistic, and medical literature, thanks to the U.S. gov
ernment that supports it, the scientific community that produces it, and the
schools and public and private libraries that purchase access to biblio
graphic databases and other sources of information. The U.S. National
Library of Medicine at the National Institutes of Health, for example, main
tains the best site for published medical and health research. This site is
called PubMed, and access is free from any computer with an Internet con
nection (http://www.ncbi.nlm.nih.gov/pubmed/). Although PubMed's focus
is on the life and health sciences, you can find many articles in the database
that deal with topics related to education, psychology, and other types of
social and political science.

16 Conducting Research Literature Reviews
University and other libraries, including public libraries, usually provide
free access to hundreds of government and nongovernment, private biblio
graphic databases.
A short list of available databases is given below to give you an idea of
the range available.
Online Bibliographic Databases: A Sample
African Studies. Provides combined access to 17 bibliographic databases
from Africa, Europe, and the United States providing access to multi
disciplinary information on Africa, including African Studies Abstracts
(1988-Present) and its predecessor-the library catalog of the Africa
Institute (1981-Present).
Anthropology Plus. Brings together into one resource Anthropological
Literature from Harvard University and the Anthropological Index from
the Royal Anthropological Institute in the United Kingdom.
Arts & Humanities Citation Index. A multidisciplinary database covering
the journal literature of the arts and humanities. It covers 1,144 of the
world's leading arts and humanities journals.
BIOSIS Previews (Online). Contains citations to items in more than 6,000
journals, books, conference proceedings, and technical reports, in all
areas of the life sciences and biology. Many citations include abstracts.
Child Abuse and Neglect Documents Database. Indexes journal articles,
books, book chapters, proceedings, reports, and other materials on child
abuse.
ERIC. Index to journal articles from 1969 to the present and ERIC docu
ments since 1966 on educational research and practice. Searches combin
ing different fields (e.g., descriptor with title, author).
Expanded Academic ASAP. Provides selected full-text articles and images
from 2,600 scholarly journals, magazines, and newspapers, with the earli
est citations dating back to 1980. Spans all academic disciplines.
LexisNexis Academic. Full-text news, business, legal, medical, and refer
ence information. Also useful for finding full text of current performing
arts and media industry news in major newspapers.

Chapter 1 Reviewing the Literature 17
LexisNexis Academic Universe-Business. Includes detailed financial data
about companies, annual and quarterly reports, news, and directories.
Linguistics and Language Behavior Abstracts: LLBA. Abstracts of arti
cles from approximately 2,000 serials in the fields of linguistics, language
behavior, and related disciplines, as well as books, book chapters, occa
sional papers, and technical reports.
PO PLINE (via Johns Hopkins). Worldwide coverage of population, fam
ily planning, and related health issues, including family planning technol
ogy and programs, fertility, and population law and policy. Coverage:
1970-Present.
Psyc!NFO. Citations and abstracts for articles in 1,300 professional jour
nals, conference proceedings, books, reports, and dissertations in psychol
ogy and related disciplines.
PubMed. This search system provides access to the PubMed database of
bibliographic information, which is drawn primarily from MEDLINE,
which indexes articles from about 3,900 journals in the life sciences
(e.g., health, medicine, biology).
Science Direct. A database containing the full text of more than 1, 700
journals in the life, physical, medical, technical, and social sciences avail
able throughout the Internet. Contains abstracts and articles from the core
journals in major scientific disciplines. Journals are arranged under sub
ject areas for topical navigation. Keyword searching is also available.
Social Sciences Citation Index. A multidisciplinary database covering the
journal literature of the social sciences, indexing more than 1,725 journals
across 50 social sciences disciplines.
Sociological Abstracts. Database containing citations for articles from
more than 2,600 journals, books, conference papers, and dissertations in
sociology and related disciplines in the social sciences.
Web of Science. A multidisciplinary database, with searchable author
abstracts, covering the journal literature of the sciences, social sciences,
and arts and humanities. Indexes major journals across disciplines.
How does the reviewer determine which online databases may be relevant
in reviewing a particular research topic? Some, such as PsycINFO or PubMed,

18 Conducting Research Literature Reviews
have names that describe their content's orientation (psychology and medicine,
respectively). Each library usually has a list of databases by subject areas, such
as psychology or medicine. If you are unsure about the contents of a specific
database, ask a librarian for information or go directly to the site to find out
what topics and resources it includes.
How do you select among bibliographic databases? It all depends on the
topic and research questions. For example, if you are interested in finding out
what the literature has to say about the best way to teach reading to young chil
dren, then the literature in education is clearly an appropriate place to start.
However, if you are interested in finding out about interactive reading programs,
then a computer and information technology database may also be relevant. It
helps to be precise about what you want and need to know so you can choose all
relevant databases.
What Exactly Do You Need to Find?
We have almost instantaneous and worldwide access to research on prac
tically any topic one can think of. Most literature reviews are limited in pur
pose and time, however. To ensure that you get the literature that you need and
not just an unlimited number of somewhat related (and sometimes unrelated)
articles, you must be precise about your research needs.
Systematic literature reviews start with very specific needs for knowledge
or research questions. Examine these examples of three relatively nonspecific
and specific questions:
Examples of Nonspecific and Specific Research
Questions
Topic 1: Family Preservation
Less Specific
Research Question A. Which programs successfully keep families
together?
More Specific
Research Question B. Which family preservation programs effectively
prevent children from being placed out of home?

Chapter 1 Reviewing the Literature
Comment
19
Question B is more specific because it describes what it means by the
term programs-family preservation programs. Question B also defines
what the questioner means by "successfully keeping families together"
keeping children from being placed out of home.
Topic 2: Curing the Common Cold
Less Specific
Research Question A. What can people do to cure a cold?
More Specific
Research Question B. Can antibiotics cure the common cold?
Comment
Question B is more specific than A because the vague word do
is defined in B as meaning a definite action-taking antibiotics. This
clarification may spare you from getting articles about antibiotics and
temperature changes, if you use antibiotics AND cold as key words
in your search. (See below for an explanation of the concept of key
words.)
Topic 3: Alcohol, Women, and Breast Cancer
Less Specific
Research Question A. How does alcohol use affect breast cancer?
More Specific
Research Question B. What is the relationship between drinking two
or more alcoholic beverages daily in women 65 years of age and older
and breast cancer?
Comment
Question B is more specific because "alcohol use" is clarified to
mean "two or more alcoholic beverages daily," and the targeted popu
lation of interest is specified to be women who are 65 years of age and
older.

20 Conducting Research Literature Reviews
How Do You Search for What You Want to Find? Key Words,
Descriptors, Identifiers, and the Thesaurus
Research Questions and Key Words
A precisely stated research question has the benefit of containing the
words the reviewer needs to search online for applicable studies. These words
or search terms are often referred to as key words, descriptors, or identifiers.
Consider this question (Research Question lB above): Which family
preservation programs effectively prevent children from being placed out of
home? From the question, you can see that the important words-key words
include family preservation programs, children, and out-of-home placement.
What are the key words for Question 2B (above): Can antibiotics cure the
common cold?
Answer: antibiotics, common cold, cure
What are the key words for Question 3B (above): What is the relationship
between drinking two or more alcoholic beverages daily in women 65 years of
age and older and breast cancer?
Answer: women 65 years of age and older, breast cancer, alcoholic
beverages
Just knowing the key words is not always enough, unfortunately. For
instance, suppose you are reviewing family preservation studies to find out
which programs work best to prevent out-of-home placement.
You decide to use PsycINFO for your review because it is an online bib
liographic database dealing with subjects in psychology. You also search the
database using the exact phrase out-of-home placement and are given a list of
195 articles. You find that the articles contain data on out-of-home placement,
but not all pertain to family preservation programs. To narrow your search and
reduce the number of irrelevant studies, you decide to combine out-of-home
placement with family preservation, and find that your reviewing task is
reduced to 31 articles. However, on further investigation, you find that not all
the 31 articles include data on effectiveness. You get data on effectiveness
from evaluation studies. So you decide to further narrow the search by adding
the term evaluation and find that the reviewing task is reduced to a mere 7 articles.
This seems like a manageable number of articles to review.
Are fewer articles always better? Not necessarily. If your search is very
narrow, you may miss out on some important ideas. However, if your search
is very wide, then you can be faced with thousands of potentially irrelevant
citations. Suppose you are interested in reviewing medical knowledge of the

Chapter 1 Reviewing the Literature 21
common cold. If on July 19, 2012, you entered the words common cold into
the PubMed search field, you would be given a list of 284,840 citations! If,
however, you asked for antibiotics AND common cold, you would get 49, 106
citations. If you refine this search further by asking for cure AND common
cold, you would be referred to 1,54 7 citations. (It may be interesting for you
to try this now to see how many citations you get. Articles are published
increasingly rapidly, especially because they are often first published online
and later on in print. In 2008, a search for antibiotics AND common cold,
resulted in 6,436 citations as compared to 284,840 citations found in 2012).
The moral of the story is that to get the information you need from the litera
ture, you must balance very specific research questions with justifiable limits
or restrictions, or you will be flooded with thousands of irrelevant citations.
Suppose a researcher wants to find out what is known about the use of
antibiotics in treating the common cold. The researcher speaks English and
is interested in articles published in the last five years. Figure 1.2 illustrates
the results of the researcher's effort. As you can see, the researcher uncovers
94 articles.
Figure 1.2 Results of a PubMed Search for Meta-Analytic Studies on the
Common Cold and Antibiotics
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22 Conducting Research Literature Reviews
One way to achieve a balance between specificity and restriction is to
check your planned search terms with those used by authors of articles you
trust. Did you include all the terms in your search that they included? All
online citations include additional search terms. Figure 1.3 gives an example
of a citation for an article on family preservation from a search of PsycINFO.
The citation includes descriptors, which are terms used by PsycINFO as part
of its bibliographic indexing system or thesaurus.
Just going to the citation for one reference can help you greatly in your search
because it provides additional descriptors to help you expand or narrow your search.
The Thesaurus as a Source: When Is Enough Really Enough?
One major source of search terms is a database's thesaurus or dictionary
for indexing articles. In the case of PsycINFO, the indexing system is through
descriptors. In PubMed, it is defined by the Medical Subjects Headings, or
MeSH, database.
Figure 1.3 A Record From PsyclNFO for One Article on Family Preservation
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Source: American Psychological Association

Chapter 1 Reviewing the Literature 23
The thesaurus is a controlled vocabulary that provides a consistent
way to retrieve information across fields that may use different terms for
the same concept. For instance, in studies of alcohol, investigators may
refer to alcohol abuse as alcoholism, problem drinking, alcohol misuse,
substance abuse, and so on. Each database's librarian assigns articles to
categories that meet the system's requirements regardless of the investigator's
preferences.
Suppose you are interested in finding out about workplace literacy but
you want to be certain that you get all articles about workplace literacy, no
matter what the investigators call it. Suppose also that you decide to start your
search with the database ERIC (Education Resources Information Center)
(Figure 1.4). As with most databases, ERIC gives you the opportunity to
search other descriptors (as well as other options like author or date of publica
tion to help you focus your search).
Remember! Thesauruses vary from database to database so check out
each one.
Figure 1.4 Workplace Literacy Search Results Using ERIC
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Source: U.S. Department of Education, Eric. ed. gov

24 Conducting Research Literature Reviews
Key Words or Thesaurus: Chicken or Egg?
A comprehensive search strategy probably requires combining key words and
thesaurus terms. If you are certain of your research questions and the variables of
interest, a key word search usually produces a relatively narrow range of articles.
A search that begins with official thesaurus terms will produce a wide
range of articles, but breadth is important if you want your review to be com
prehensive. In some fields, such as medicine, evidence exists that using the
saurus terms produces more of the available citations than does reliance on
key words. For example, if a reviewer performs a PubMed search using the
word hyperlipidemia but an author has used the narrower term hypercholester
olemia, then many relevant citations may be missed because only those arti
cles with the word hyperlipidemia in their title or abstract will be retrieved.
Using the appropriate subject heading will enable the reviewer to find all
citations regardless of how the author uses the term.
Even More Search Terms: Authors, Titles, Title
Words, and Journals and Then Some- Limiting the Search
You can search for studies by asking for specific authors, titles of articles,
words that you expect to be in the title (perhaps you forgot the exact title), and
journals. Sometimes this is a useful way to identify key words and thesaurus
terms. For instance, suppose you want to find out about programs to prevent
child abuse. Asking for the thesaurus headings or key words from an article by
any leading researcher in the field will enable you to conduct your search
knowing that you are using commonly accepted terms.
Searching by specifics-authors, titles-also limits or narrows your search.
This can be especially useful if you are not doing an inclusive review. Other
methods of narrowing the search include type of publication (e.g., clinical trials,
randomized trials), age groups (e.g., infants, adolescents, adults), language, date
of publication, and whether the subjects of the study are male or female.
HOW DO YOU ASK FOR INFORMATION?
SEARCHING WITH BOOLEAN OPERATORS
Literature review searches often mean combining key words and other terms with
words such as and, or, and not. These three words are called Boolean operators.

Chapter 1 Reviewing the Literature
Look at these three examples of the use of Boolean logic.
Three Examples of Boolean Logic
Example 7: AN 0
25
common cold AND antibiotics: Use AND to retrieve a set of citations in
which each citation contains all search terms. The terms can appear in any
order-antibiotics may appear before common cold.
Example 2: OR
zinc OR vitamin C: Use OR to retrieve citations that contain one of the
specified terms.
Example 3: NOT
antibiotics NOT children: Use NOT to exclude terms from your search.
Be careful when using NOT because you may inadvertently eliminate
important articles. In Example 3, articles about children and antibiotics are
eliminated, but so are studies that include children as part of a discussion of
antibiotics and all age groups.
In addition to AND, OR, and NOT, an individual concept can be enclosed
in parentheses, and the terms inside the parentheses will be processed as a unit.
Figure 1.5 presents an efficient method of searching called nesting. The pro
gram will search for any articles on common cold AND zinc or common cold
AND vitamin C. If both vitamin C and zinc are studied in a single article, the
program will be able identify it, but the computer will not limit its search to
just common cold and vitamin C and also zinc.
PAUSING DURING THE SEARCH
When your search is no longer fruitful, and you are not getting any new or
relevant studies, review your collection of literature. Check the entire list for
quality and comprehensiveness. Get assistance from someone who is inter
ested in the topic or has worked in the field. Ask: Are all important investiga
tors or writers included on the list? Have any major studies been excluded?

26 Conducting Research Literature Reviews
Figure 1.5 Nesting in PubMed
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Source: US National Library of Medicine, Pubmed.gov
CHANGING THE COURSE OF THE SEARCH
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�a,;d�c°'mtj
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You change course by considering new key words, subject headings, authors,
and so on. A change in course may expand the scope of your review. Consider
this example.
Changing the Course of a Literature Review Search:
Expanding the Scope
Example. A psychologist reviewed the literature to find out how possible
exposure to radiation affects people's psychological well-being. The review
focused on catastrophes such as the Russian nuclear power plant disaster at
Chernobyl in 1990. As part of the review, the psychologist discovered that the
Chernobyl disaster subsequently affected more than 1 million immigrants to
the United States and Israel. The psychologist expanded the review to consider

Discovering Diverse Content Through
Random Scribd Documents

Pralaya, in, i, 623;
Prakriti, manifesting in, i, 201;
Principle of all things, i, 467;
Progress of, i, 191, 198, ii, 302;
Proper, i, 624;
Prototype of, i, 267;
Pythagoras on, i, 460, 673, 679, ii, 708;
Reäscent of, i, 730;
Rebirth of, i, 626;
Reflects, every, i, 684, 691;
Reïncarnations of, i, 285, ii, 670;
Renewed, called the, ii, 670;
Sattva, called, i, 98;
Seventh race and round, in, ii, 190;
Soul, and, i, 144, 691, 692, 730, ii, 159;
Spark or, i, 258, 624;
Spirit in man, i, 144;
Spiritual, i, 200, 201, ii, 83, 163;
Star, a, i, 198;
Totality of, absolute, i, 206;
Transitory vehicles of, i, 623;
Triad and, i, 460, 627;
Unconsciousness of, i, 198;
Unit or, i, 489, 627;
Unit-point, represents a, i, 675;
Universal, i, 680, ii, 84, 325;
Vegetable, i, 201, ii, 45;
Vehicle of, i, 623, 674;
Wisdom acquired by, ii, 191;
World, not of this, i, 198;
Zodiacal signs and, i, 730.
Monad-Ego, Envelopes of the immortal, i, 258.
Monadless, i, 693.
Monadologie, referred to and quoted, i, 687, 689, 690, 692.

Monads, Activity of, i, 204;
Ancients, of, i, 672;
Angelic, ii, 279;
Animal, ii, 266;
Anthropoid apes, of, i, 207;
Astral doubles of, i, 203;
Atomic souls, i, 679;
Atoms and, i, 598, 604, 679, 681, 683, 685, 692, 693;
Breaths or, ii, 645;
Classes of, i, 196;
Conscious, ii, 689;
Cosmic, i, 679, ii, 325;
Created, i, 692;
Creators of, i, 625;
Cycle of evolution of, i, 203, 206;
Cyclings round septenary chain, i, 195;
Development of, i, 204;
Dhyân Chohans, of, i, 670, ii, 155, 317;
Differentiation of, i, 201;
Divine, ii, 509;
Divine sparks, or, i, 203;
Dumb races, of, i, 205;
Egos or, i, 203;
Elementals and, i, 207, 693;
Emanated, i, 692;
Emanators of, i, 625;
Emergence of, after pralaya, i, 49;
Esotericism and, ii, 708;
Forms of, ii, 171, 176, 268;
Globe A, on, i, 203, 204;
Gods and, i, 604, 669, 679, 683, 685, ii, 708;
Hosts of, i, 693;
Human, i, 145, 207, 209, 625, ii, 59, 99, 325;
Human kingdom, entering the, i, 205;
Human stage of, i, 205;
Identical in man and animal, ii, 85;

Immortal, i, 145;
Imprisoned, i, 288;
Incarnating, i, 155, 287, ii, 297, 709;
Incipient, i, 296;
Individual, i, 200, 201;
Indivisible, i, 691;
Infinitude of, i, 693;
Jîvas or, i, 237, 679, ii, 79;
Jîvâtmâs or, i, 156;
Karma and, ii, 223, 259, 316, 332;
Karmic development of, ii, 171, 287;
Leibnitz and, i, 132, 163, 530, 633, 672, 683, 689, 690, 691, 692,
693, ii, 708;
Limited number of, ii, 317;
Lives, or, ii, 60;
Lunar, i, 202, 203, 204;
Manifested unity or, i, 673;
Manvantaras, of past, ii, 689;
Maruta-Jîvas or, ii, 651;
Metaphysical bonds between, i, 692;
Mineral, i, 193;
Muktas, or, i, 156;
Mundane, i, 626;
Nature, sentient, i, 604;
New, no, ii, 317;
Nirmânakâyas and, ii, 99;
Occultism and, i, 599;
Passage of, ii, 268;
Perceptive, i, 693;
Physical bodies, and, i, 209;
Planetary chains, ii, 325;
Points, metaphysical, i, 691;
Preëxistent, ii, 117;
Pythagoras and, i, 672, ii, 708;
Races, of future, ii, 159;
Reïncarnation of, ii, 155, 259;

Rounds and, ii, 177;
Semi-conscious, i, 288;
Senseless, ii, 238;
Seven, ii, 170;
Seven lights or, i, 145;
Shells, incarnating in empty, ii, 84;
Souls or, i, 631, 679, ii, 117;
Spirits affecting mediums not, i, 254;
Spiritual, i, 193;
Spiritual essence vivifying, i, 201;
Stars are, ii, 511;
Sub-planetary, i, 679;
Tabernacles for, ii, 122, 223;
Terrestrial, i, 626;
Third race of, ii, 645;
Third round, in, i, 203;
Thoughts, and, i, 692;
Uncompounded things, i, 201;
Unconscious, ii, 84;
Undifferentiated human, ii, 325;
Units or, i, 201, 679;
Unity or, i, 673;
Unprogressed men, of, ii, 275;
Vegetable, i, 193;
Vehicle of, i, 204.
Monadship, Thread of immortal, impersonal, ii, 540.
Monas, Greek, i, 673;
Kosmos, applied to whole, i, 201;
Peripatetics, of, i, 200;
Pythagorean, i, 93, ii, 95;
Super-cosmic, i, 679;
Unity, signifies, i, 673;
Universal, i, 201.
Monasteries, Japan, of, i, 261;

Mathams or, i, 292.
Monatomic, Atoms, i, 239;
Elements, i, 602;
Molecules, i, 558.
Monera, Generation of, ii, 169;
Organisms of simplest kind, are, ii, 174;
Protista, are, i, 491, ii, 162;
Stages of, ii, 724.
Moneron, Darwinians, of, ii, 690;
Ex-protoplasmic, ii, 162;
Hæckel, of, i, 592, ii, 160, 162, 163, 167, 196, 711;
Man and, ii, 754;
Protoplasmic speck called, ii, 199;
Sarcode of, ii, 162;
Science, of, ii, 103;
Self-division of, ii, 696.
Moneron-like procreation, ii, 175.
Mongolia, Buddha in, statues of, ii, 619;
Libraries of, i, 17.
Mongolians, Amilaka of, ii, 37;
Asia, of, ii, 493;
Burmese, ii, 354;
Chinamen offshoot of, ii, 188;
Europe, in prehistoric, ii, 786;
Fourth race, and, ii, 261;
Innovators, i, 5;
Scyths, perhaps, ii, 212;
Svastika and, ii, 619;
Tarim, visit remains at, i, 8;
Tchertchen, destroy a city near, i, 17;
Wan of, ii, 587.
Mongolo-Turanian and Indo-European, i, 339.

Mongoloids of Huxley, ii, 329.
Mongols, Forefathers of, ii, 443;
Negroes Aryans and, ii, 642.
Monier Williams, Sir M., and Esoteric Buddhists, ii, 602.
Monism, Materialism, and, i, 149, 575;
Psychologists, of, i, 680:
Single substance or, i, 149;
Western, i, 575.
Monist-Agnostic, i, 635.
Monistic nature, Primordial essence of, i, 303.
Monkey, Divine origin of, i, 207;
Dryopithecus, ii, 791;
God, of, ii, 499;
Mammalian type, and, ii, 715;
Man and, ii, 268, 725, 770, 791;
Miocene fossil, ii, 764;
Primitive and present, ii, 756;
Quadrumanous, ii, 270;
Special creation for, ii, 716.
Monkey-coloured fiends, ii, 107, 173.
Monkey-faced, Kapi-Vaktra or, ii, 52.
Monkey-God, Hanumân the, ii, 719.
Monkey-kingdom of Râmâyana, ii, 302.
Monks, Christian, ii, 561;
Dark ages, of, ii, 460;
Dwellings of Buddhist, ii, 353;
Kioto, of, i, 197.
Monogenesis, De Quatrefages and, ii, 205;
Theories of, ii, 125.
Monogenism and Polygenism, ii, 178, 646.

Monolith from Karnac, i, 430.
Monoliths, Immense, ii, 358.
Monosyllabic speech, ii, 209.
Monotheism, Anthropomorphic, i, 628, ii, 642;
Egyptian, geographical, i, 738;
Eighth God and, ii, 642;
Jewish, ii, 44, 263, 481, 494;
Step towards, first, i, 138.
Monotheists, Anthropomorphic God of, i, 542;
Blasphemies of, ii, 318;
Creator of, ii, 167, 585;
Creators, blend totality of, i, 125;
Deity of, i, 581, ii, 106, 319;
Interpretations of, ii, 400;
Kabalah, and, i, 154.
Montaigne, quoted, i, 29, ii, 355.
Montanists, Heresies of, ii, 509.
Montenegrin giant, Danilo, ii, 290.
Montesquieu, quoted, i, 740.
Montfaucon, quoted, i, 430, ii, 571.
Monthly Magazine, quoted, i, 458, 459.
Montlosier, Count de, quoted, ii, 585.
Monumental Christianity, quoted, ii, 592.
Monuments Celtiques, quoted, ii, 216, 358.
Monza, Church of St. John at, ii, 620.
Moola Koorumba of the Nilghiris, Dwarfish, ii, 464.
Moon, Abraxas and, ii, 497;
Adam and, ii, 490;
Adoration of, i, 712;

Age of, ii, 69;
Airyana Vaêjô, in, ii, 305;
Ancient measurements of position of, i, 728;
Androgyne deity, an, ii, 69;
Anu identical with, ii, 65;
Apollo and, i, 426;
Arg and, ii, 434;
Argha, is, i, 385, ii, 65, 153, 484, 490;
Arjuna Mishra on, ii, 675;
Ark and, i, 385, ii, 148, 490;
Arka and, ii, 434;
Artemis and, i, 249, 415, 426;
Astoreth and, i, 426, 427, ii, 485;
Azaradel taught motion of, ii, 393;
Beams of, i, 65, 257;
Bel and, ii, 403;
Bel-Shemesh, called, i, 427;
Beneficent emanations from, i, 180;
Bi-sexual, is, i, 427;
Book of Enoch on, ii, 562;
Buddha son of, ii, 49, 477;
Castor and, ii, 130;
Cat and, i, 322, 323, 324, 416, ii, 583;
Chain progeny of, i, 194;
Change of, ii, 330, 343;
Childbirth and, i, 284;
Christ-Judas and, i, 422;
Christians’ deity, i, 415;
Clemens Alexandrinus, with, i, 415;
Concealed side of, i, 248;
Conception and, i, 284;
Conjunction of sun and earth, ii, 79, 454;
Cosmic aspect of, feminine, ii, 69;
Course of, calculated, ii, 385;
Cow-horned, ii, 436;
Crescent, ii, 485;

Dark side of, i, 388;
Darwin on, i, 179, ii, 67;
Dead, i, 172;
Dead yet living body, a, i, 180;
Death, as Goddess of, i, 416;
Deity, ii, 815;
Deity of Christians, i, 415;
Deity of mind, i, 562, ii, 520;
Demeter and, ii, 433;
Determination of place of, by Brâhmans, i, 729;
Deus Lunus and, i, 415, 426, ii, 489;
Diana and, i, 249, 416, 426, ii, 26, 130, 484, 815;
Diana-Hecate-Luna, personified, i, 416;
Dissolution of, i, 180;
Divine soul and, ii, 119;
Dog-headed ape a, glyph, i, 417;
Dracontia and, ii, 362;
Dual aspect of, i, 427;
Dual purpose of, i, 426;
Earth and, i, 178, 179, 180, 202, 203, 225, 323, 428, 628, ii, 26,
36, 48, 68, 79, 635, 739;
Earth, parent of our, ii, 497;
Earth’s axis, and, ii, 815;
Eclipse of, i, 724, 726, 727;
Egypt, in, i, 248, 417, ii, 486;
Eve and, ii, 433, 434;
Fellow-globes of, i, 179;
Female generative principle and, ii, 148;
Female generative power and, ii, 434;
Female Goddess, a, i, 426;
Female, was, ii, 485;
Feminine principle, or, ii, 153;
Feminine with Greeks, ii, 130;
Festival at new, ii, 484;
Fish, sin, and, i, 258, 284;
Fourth globe, was, i, 187, 196;

Full, female, ii, 485;
Generation, and, i, 249, ii, 3;
Genius of, i, 631, ii, 497, 567, 569;
Genius of evil, standing for, i, 426;
Gestation and, ii, 3;
Giver of death, i, 415;
Globe, fourth, i, 196;
Globe, gives life to our, i, 415;
Glyph of, i, 417, 464;
God, i, 148, 248, 249, 426, ii, 66, 148, 669;
Goddesses, i, 284, 430, ii, 434;
Gods, ii, 81;
Greeks, with, ii, 130;
Growth of, i, 667;
Hathor and, ii, 486;
Heaven, in, i, 323;
Hindus and, i, 729;
Hindus’ measurements of, i, 728;
Horned, i, 422;
Horus, eye of, i, 417;
Human being came from, i, 248;
Iaô and, i, 483, 631, ii, 497, 567;
Ibis and, i, 388;
Idol of, ii, 475, 476;
Indu and, ii, 48;
Influence of, i, 586, ii, 739;
Inner principles of, i, 172;
Invisible, real, i, 202;
Io and, ii, 433, 434, 436, 485, 486;
Insane mother, i, 172;
Isis and, i, 249, 388, 416, ii, 26, 35, 434, 436, 484, 486, 616;
Jehovah and, i, 219, ii, 65, 79, 148, 484, 497, 616;
Jehovah-Satan and, i, 422;
Jehovah’s living symbol, i, 415;
Jewish religion and, i, 202;
Jews and, ii, 148;

Juno and, i, 249;
Jupiter and, ii, 485;
Kabalah, in, i, 219, ii, 65;
Kali Yuga, and, ii, 454;
Kârttikeya beautiful as, ii, 580;
Khonsoo and, ii, 486;
King of plants, ii, 401;
King Soma or, i, 415;
Kumuda-Pati is, ii, 48;
Latin church, in, i, 432;
Laws of, i, 667;
Lha of, ii, 107;
Life-giver to our globe, i, 415;
Life influence of, i, 586;
Life microbes and, i, 284;
Life renewals, symbol of, i, 249;
Light-giver, the, i, 432;
Light of, borrowed, i, 562;
Lords of, ii, 17, 79;
Lord of the sun called, i, 427;
Luminous ring round, i, 645;
Lunar genius, or, ii, 497;
Magna mater and, i, 422;
Maier and, i, 723;
Maier’s tables for, i, 725;
Male, is, i, 249, ii, 69;
Maleficent emanations from, i, 180;
Man came from, i, 248;
Man in, i, 422;
Manas and, ii, 520, 521, 675;
Mary and, i, 433, ii, 485;
Master of, ii, 635;
Matter, dark with, i, 219;
Mean motion of, i, 729;
Meanings of, many, i, 324;
Melita and, ii, 143;

Mercury and, i, 426, ii, 635;
Metaphysical nature of, i, 180;
Mind and, i, 562, ii, 520, 675;
Moot and, ii, 486;
Moses in, i, 653, ii, 490;
Mother, ii, 110, 148;
Mother, great, ii, 434, 484;
Mother of earth, i, 180, 225;
Mother-water disappeared in, ii, 17, 67;
Motion of, i, 723, 727;
Mountain of, ii, 80, 244;
Mystery of eighth sphere, and, i, 186;
Mysteries of, seven, i, 196;
Mysteries of our globe and, i, 323;
Mysterious power in, ii, 110;
Nature of, i, 180;
Nebo son of, ii, 477;
New, festivals, ii, 484;
Night, and, i, 444;
Nodes of, i, 433, 726;
Number seven and, ii, 629;
Occult force in, i, 569;
Occult potencies of, i, 426;
Occult properties of, i, 249;
Occult side of terrestrial nature, and, ii, 629;
Occultism on, i, 172;
Occultist understands nature, etc., of, i, 180;
Odin, eye of, i, 432;
Older than earth, i, 179, ii, 68;
Omorôka or, ii, 122;
Origen, with, i, 415;
Osiris and, i, 249;
Osiris, eye of, i, 417;
Osiris inhabits, i, 248, 249;
Osiris-Lunus and, i, 426;
Osiris-Sut and, i, 422;

Parent of earth, i, 203, ii, 48;
Paul on, ii, 79;
Phases of, i, 418;
Phœbe or, i, 415;
Physical, ii, 48;
Physical constitution of, i, 649;
Physicists ignorant of nature, etc., of, i, 180;
Physiology ignorant as to, i, 284;
Pitris and, i, 203, 284, ii, 79, 339;
Planet, a dead, i, 172, ii, 262;
Plant, i, 231, ii, 624;
Potency, a sexless, i, 426;
Power of calling down, ii, 805;
Primitive physical man and, ii, 110;
Principles of, inner, i, 172;
Progeny of, i, 194, ii, 36;
Properties of, occult, i, 249;
Prophet of, ii, 489, 490;
Psychic nature of, i, 180;
Pueblos adore, ii, 191;
Queen is, i, 415;
Queen of, ii, 143;
Queen of heaven, i, 422, 427, 433, 434, 484;
Râhu and, ii, 398;
Regent of, i, 483, ii, 48, 339;
Reïncarnations, symbol of, i, 249;
Religion, ancient, and, i, 202;
Religious rites, in, i, 426;
Revolutions of, i, 728;
Saturn and, ii, 475, 485;
Science and, i, 203;
Secular motion of, i, 723;
Self and, ii, 675;
Semitic races and, i, 427;
Septenary and, ii, 629;
Serpent and, ii, 362;

Shell of, all-potential, ii, 121;
Shelley, on, i, 415;
Sin and, i, 258, 268, 284, 426, ii, 26, 65, 79, 244;
Sinai, mountain of, ii, 244;
Soma and, i, 249, 258, 284, 415, 426, 428, 569, ii, 26, 48, 49,
147, 186, 401, 404, 477, 489, 520, 521, 524;
Son of, ii, 115, 403, 477;
Sorcerers and, i, 180, ii, 805;
Soteira and, i, 426;
Sparks of, i, 65, 257;
Spirit of, ii, 339, 386;
Sri, and, ii, 80;
Starry vault or, ii, 20, 139;
Sun and, i, 250, 426, 444, 628, ii, 26, 130, 454;
Sun, reflects light of, ii, 583;
Sun-ray and, i, 586;
Sushumnâ ray and, i, 562, 586;
Sweat, cooled the, ii, 20, 139;
Symbol, as, i, 249;
Symbol of, i, 322, 323, 432, ii, 35, 583;
Tantrikas and, i, 180;
Târâ carried away by, ii, 49;
Telita and, ii, 143;
Thalassa is, ii, 122;
Thot and, i, 433;
Tides and, ii, 339;
Time-measurer, as, i, 418, ii, 657;
Trinity and, i, 416;
Twofold in sex, i, 422;
Unseen Gods of, ii, 485;
Venus and, ii, 35;
Virgin, called, ii, 486;
Virgin Mary and, i, 422;
Vitalizing power of, ii, 79;
War in heaven and, ii, 404;
Water, in clear tranquil, i, 79;

Water progeny of, ii, 69;
Waters of, ii, 616;
Weather, influences, ii, 739;
White ibis sacred to, i, 388;
White swan from, ii, 20, 139;
Wife of, ii, 80;
Witches and, i, 180;
Woman and, ii, 483;
Worship of, i, 432;
Zarpanitu the, ii, 477.
Moon-coloured, Faces, ii, 188;
Race, ii, 24, 237, 260, 366;
Zone, ii, 23.
Moon-like complexion, Celestial kings of, ii, 443.
Moons, i, 223, 540, 659.
Moore, Mrs. Bloomfield, quoted, i, 607, 613.
Moore, referred to, ii, 34.
Moor, referred to, ii, 578, 591, 592.
Moors and Egyptian-Atlantidæ, ii, 837.
Moot, Daughter, wife and mother of Ammon, i, 464;
Moon, name of, ii, 486;
Mooth, or, ii, 486;
Mother, the, i, 412;
Wilson on Goddess, i, 486.
Moot(h), Isis, ii, 487.
Mor-Isaac, quoted, i, 469.
Moraines, Weapons in ancient, ii, 725.
Morbihan, Initiates at Carnac or, ii, 793;
Menhirs of, ii, 367.
More Nevochim, quoted, ii, 215, 393, 489.

Moreh Nebhuchim, referred to, i, 424.
Morgana, sister of King Arthur, ii, 416.
Morning star, Bible, of, i, 693;
Bright and, ii, 569;
Christian belief in, i, 661;
Greeting of, ii, 803;
Hathor, i, 430;
Lucifer, ii, 49;
Son, and, ii, 64, 248;
Virgin addressed as, ii, 555.
Mortillet, G. de, quoted, ii, 716, 724, 761, 791.
Morya dynasty, i, 405, ii, 580.
Morya-nâgara, i, 405.
Mosasaurus and flying camel, ii, 215.
Moses, Ancient philosophers before, i, 354;
Ankh introduced by, ii, 34;
Anonymous authors, and, ii, 475;
Ark of rushes, and, i, 339;
Biography of, ii, 447;
Books of, ii, 483;
Brazen serpent and, i, 275, 381, 389, 390;
Burning bush, and, i, 146, 361;
Chaldæan tablets prior to, ii, 2;
Chronology of, ii, 730;
Chroub or cherubs of, ii, 121;
Creation ideas from, ii, 3;
Egyptians, and, i, 140, 377, ii, 535, 591;
Elements, and four, i, 499;
Esoteric wisdom of Egypt, and, ii, 591;
Exodus, did not write, i, 340;
Fire on Mount Sinai, and, ii, 598;
First book of, ii, 444;
Genesis of Enoch, and, ii, 280, 474;

Giants in time of, ii, 284, 351, 798;
Glory of the Lord, and the, ii, 568;
Gods, forbids to revile, ii, 501;
Hermes and, i, 102;
Human soul of, ii, 47, 132;
Iao of, ii, 487, 570;
Ilda-baoth God of, ii, 407;
Initiate, an, i, 332, 334, 336, ii, 487;
Jehovah and, ii, 489, 568;
Jews date from David not, ii, 496;
Job prior to, i, 710;
Kabalists, cited by, ii, 198;
Laws of, ii, 64, 101, 394, 477;
Leon, de, ii, 483;
Living soul of, i, 274, 368, 379;
Michael Angelo’s statue of, ii, 223;
Moon, and, i, 653, ii, 490;
Mount Sinai, and, i, 401, ii, 598;
Nebo, dies on, ii, 477;
Noah, on, ii, 150;
Numbers in name of, ii, 568, 569;
Pelican and swan forbidden as food by, i, 109;
Principle, and first, i, 459;
Prophets before and after, ii, 491;
Rabbi, ii, 483;
Ram’s horns on heads of, ii, 223;
Sabbath of, ii, 638;
Sargon and, i, 339, 340;
Saturn prevailed according to, ii, 66;
Seraphs of, ii, 404;
Sodales, chief of, ii, 222;
Story of, version of an Atlantean legend, ii, 445;
Symbolical consonant in name of, i, 413;
Tabernacle of, i, 150, 371, 421;
Tables of stone, and, ii, 558;
Tau, orders people to mark doorposts with, ii, 588;

Tribes, and twelve, i, 712;
Water, and creation of a living soul from, i, 274, 368, 379, ii, 47,
132;
Wilderness, and fiery serpents in, i, 389;
Wisdom of Hermes, and, i, 102;
Yaho told to, ii, 571.
Moses Cherenensis, quoted, ii, 631.
Mosses, Bacteria and, ii, 176.
Most Holy Place, No. 10 in, i, 421;
Temple, in, i, 400.
Môt, Ilus, mud or, i, 363;
Phœnician Mut or, i, 486.
Mother, Aditi, of Mârttânda, i, 83, 380, 686, ii, 554;
Aima, great, ii, 88, 401;
Akâsha is, i, 354;
Bal-i-lu, of, i, 127;
Bhûmi thy, i, 65;
Binah, i, 421, ii, 89;
Book of Dzyan and, i, 468;
Bosom of, i, 111, 112, 169;
Brahmâ is, father and son, i, 73;
Breath of, i, 59, 111, 112;
Bud of lotus, swells as, i, 91;
Chaos or, i, 655;
Children of white, ii, 19;
Cold, comely, but stone, i, 444, 593, ii, 498;
Cometary substance, i, 127;
Cosmos, of, i, 46, 124, 313;
Creative nature, i, 121;
Crystalline abode of, ii, 501;
Deep, i, 57, 94;
Deity neither, nor father, i, 160;
Depths of, i, 95;

Diti, of Maruts, ii, 649;
Divine, of seven, i, 60, 120;
Duad, i, 674;
Earth, of, i, 672;
Eight houses built by, i, 126;
Eternal, i, 167;
Ether is, i, 87;
Eve, great, Io is, ii, 434;
Existences, of all, ii, 484;
Eye or cycloblastema, ii, 267;
Father, and, i, 38, 40, 55, 58, 72, 88, 98, 99, 103, ii, 418, 480;
Fifth principle of cosmic matter or, i, 313;
Fish of life, is fiery, i, 124;
Fourth spoke is our, i, 64, 226;
God, of, i, 430, ii, 433;
Goddesses, ii, 486;
Gods, of, i, 83, 126, 380, 468, 574, 737, ii, 485, 539, 554, 555;
Great, i, 59, 74, 236, 468, ii, 88, 401, 434, 484, 498, 501, 539;
Greek derivation of Maia, i, 426, ii, 210;
Holy Spirit, i, 104;
Hovah, of all living, ii, 133;
Husband of his, i, 118, 248;
Ilus or Hyle, i, 110;
Immaculate, i, 118, 277, 429;
Inferior, i, 260;
Invisible robes of, i, 74;
Isis, ii, 34, 46, 692;
Juno, of Mars, ii, 580;
Kwan-Yin merciful, i, 465;
Lands of cults, ii, 479;
Logos, and daughter of, i, 160, 460;
Lotus, Mâtripadma or, i, 87;
Male element in nature, and, i, 89;
Manifested, i, 683;
Matter, or abstract ideal, i, 161, 674;
Matronitha, i, 260;

Mâyâ, i, 412;
Mercury, of, i, 15, ii, 570;
Mercy and knowledge, of, i, 63, 160;
Moon, ii, 110, 148;
Mout signifies, i, 119, ii, 486;
Moves, of all that, i, 103;
Nature, in, ii, 671;
Occultists and, ii, 158, 498;
Philosophy, ii, 158;
Pneuma, of, ii, 119;
Primeval, ii, 614;
Quaternary of father, son, and life, i, 89;
Races and sub-races, of, ii, 812;
Ray of, first, i, 634;
Refuse and sweat of, i, 128, 168;
Revelations, of, i, 721;
Revolutions, of, ii, 577;
Rudimentary objective being, first, i, 237;
Sanskrit, of Greek, ii, 210;
Saviour, of, ii, 602;
Scatters and ingathers, i, 40;
Seven proceed from, i, 60, 116, 120, 604;
Son, and, i, 73, 88, 111, 118, 428;
Sons of, i, 101, 104;
Soul of, ii, 539;
Soul, of, i, 117;
Source, one with, i, 258;
Space called, i, 46;
Spawn of, i, 64, 220;
Spirit and matter, Moot or, first product of, i, 486;
Spiritus, i, 217, 237, 268;
Spoke is our, fourth, i, 64, 226;
States of, i, 170;
Stone-cold, i, 444, 593, ii, 498;
Substance, seventh principle of, i, 309, 310;
Substantial, only, i, 460;

Swells, i, 57, 91;
Time of, i, 248, 439, ii, 668;
Universal soul called, i, 377;
Vâch, of Vedas, i, 464, 468, ii, 112, 136;
Virgin, Venus great, ii, 68;
Waters mean, i, 92, 400, 496, ii, 16, 17, 67, 68;
Wisdom of Ogdoad, i, 101;
World of, i, 77.
Mother-Earth, i, 178, 328, ii, 3, 17, 63, 79;
Isis or, i, 409, 419, 616, 617;
Man born in head of, ii, 418;
Woman, likened to a, ii, 419.
Mother-Nature, i, 34, 161, ii, 429, 492, 629.
Mother-Night, Athtor or, i, 369.
Mother-of-pearl, Photosphere compared to, i, 578.
Mother-Space, i, 126, 129, ii, 122.
Mother-Spirit, i, 65, 233.
Mother-Water, the Great Sea, ii, 17, 67.
Motherless, Minerva, ii, 637.
Motion, Absolute, i, 42, 85, 86;
Abysses of, i, 96;
Atoms are, i, 694;
Beginnings of, i, 226;
Breath or, i, 74, 84, 85, 124, 142, 302;
Circular, i, 142, 547;
Cosmic, i, 32, 120;
Cross, branch of sevenfold, ii, 593;
Electricity and, i, 137;
Elements of, i, 280;
Eternal, i, 32, 74, 302, 491, 538, ii, 84, 575, 614;
Ether and, i, 574;
Fire is, i, 98, 146, 165;

Focus of, ii, 582;
Force or, i, 555, 558, 564, 571, 605, ii, 759;
Ghosts of matter in, i, 170;
Hindus knew exact, i, 729;
Hypothesis of, i, 538;
Illusion of, ii, 623;
Inertia and, i, 545, 566;
Jîvâtmâ, or, i, 81;
Kosmos, of invisible, ii, 104;
Laws of, i, 578, 697;
Life and, i, 32;
Light and, i, 98, 146, 165, 561;
Logos, begets, i, 96;
Mand or manth implies rotatory, ii, 431;
Manvantaric, i, 578;
Matter and, i, 41, 539, 659;
Mechanical, i, 538, 562;
Modes of, i, 169, 171, 316, 516, 521, 534, 658, 661, 664, 731,
734, ii, 285;
Molecular, i, 159, 272, 562;
Monad is circular, of, i, 694;
Nature, from indivisible, i, 675;
Perpetual, i, 171, 539, 607, ii, 470;
Powers, subservient to intelligent, i, 566;
Radiant light was, i, 58;
Ruler, sovereign, i, 562;
Shadow of matter in, i, 561;
Source of, ii, 250;
Thought is molecular, i, 159;
True nature of, i, 541;
Universe created by, ii, 582;
Universal, i, 32, 171;
Unmanifested in, i, 124;
Vortex of, i, 278;
Vortical, i, 143.

Motor, Keely, i, 172, 606, 615.
Mould, Astral, ii, 768;
Basic, human upâdhi or, i, 303;
Developing for use of man, ii, 273;
Nephesh, of, i, 265;
Physical man, of, ii, 768.
Mounds, Mississippi valley, of, ii, 795;
United States and Norway, of, ii, 442.
Mount, Ararat, ii, 631;
Armon, Ardis top of, ii, 393;
Ashburj, ii, 425;
Atlas, Meru in, ii, 422, 806;
Caucasus, Prometheus chained on, ii, 432;
Cyllene, ii, 571;
Descent, of, ii, 632;
Fire on, ii, 491;
Jared, ii, 632;
Kazbec, crucified of, ii, 47;
Lebanon, Nabatheans of, ii, 476;
Meru, i, 108, 151, 153, 225, 407, ii, 5, 213, 422, 806;
Ossa, giants under, ii, 797;
Rhipæus, ii, 6;
Serpent’s, Carnac or, ii, 397;
Sinai, ii, 80, 598.
Mountain, Azazel a, ii, 393;
Azburj, of, ii, 421, 425;
Bordj Persian, i, 363;
God, of, ii, 518;
Golden, i, 391;
Ischins chained to a, ii, 393;
Kailasa, ii, 434;
Moon, of, ii, 244;
Peaks, of hundred, i, 396, ii, 464;
Pit, and, ii, 373.

Mountains, Allegorical, ii, 335;
Atala, of, ii, 422;
Caucasus, of, ii, 432, 434;
Damavend, of, ii, 415, 416;
Holy, ii, 519;
Kaf, of, ii, 414, 415, 416;
Seven, ii, 638, 652, 654, 791;
Tree of life and three, ii, 227;
World, or great men of, ii, 329.
Mousseaux, Des, quoted, ii, 361, 433.
Mout signifies mother, i, 119.
Mover, Nârâyana, on waters, i, 93;
One life, of all, ii, 710;
Unknowable, i, 86;
Waters, on the, i, 369, ii, 808.
Movers, i, 370, 578, ii, 397.
Movers’ Phoinizer, quoted, i, 372, 391, 393, 499.
Moyst principle, Radical, ii, 247, 572.
Mrida a form of Rudra, ii, 424.
MSS., Various, referred to, i, 9, 24, 106, 112, ii, 673.
Mud, Ilus or, i, 363.
Mugheir or Ur of the Chaldees, ii, 237.
Muhammadans, Max Müller on religious doctrines of, i, 25.
Muir, Dr., quoted, i, 455, ii, 647.
Mukhya, i, 481, 490.
Mukta, Unconditioned, i, 36.
Muktas, Jîvâtmâs or, i, 156.
Mukti, Enoch reached, ii, 560;
Mâyâ, freedom from, i, 3;

Nirvâna or, i, 3, ii, 560;
Mûla = root, i, 39.
Mûlaprakriti, Absolute, aspect of, i, 43;
Absolute point, conceals, i, 369;
Adam’s earth called, i, 39;
Adi-Shakti emanation of, i, 39;
Akâsha radiates from, i, 39, 67;
Anupâdaka, is, i, 92;
Asat or, ii, 631;
Brahmâ, female aspect of, i, 39;
Brahman, as one with, i, 92;
Buddhi corresponds to, i, 98;
Chaos, primary aspect of, i, 585;
Cosmic matter, and, i, 67, 463;
Cosmic veil, i, 463;
Creative cause, female aspect of, i, 39;
Derivation of word, i, 39;
Differentiations of, i, 199, 681;
Duad, i, 460;
Ever-invisible robes, i, 67;
Evolution and, i, 161;
Force and, ii, 28;
Ishvara and, i, 155;
Light of Logos, and, i, 464;
Logos and, i, 155, 460, 462, 466;
Manvantara, at commencement of great, ii, 27;
Matter, abstract ideal, i, 161;
Matter, unmanifested primordial, i, 39;
Mother, i, 161;
One principle, aspect of, i, 46;
One, symbol of, i, 98;
Parabrahman and, i, 39, 46, 98, 155, 202, 294, 360, 369, 460,
462, 464, 480, 568, 585, ii, 27;
Phenomenon, basis of upâdhi of every, i, 67;
Pradhâna, i, 92, 199, 276, 277;

Precosmic root-substance, i, 43;
Presence, invisible yet comprehensible, i, 690;
Primordial cosmic substance, ii, 27;
Primordial homogeneous matter, i, 199;
Primordial substance, i, 67;
Protyle and, i, 636;
Pythagorean triangle and, i, 681;
Root, i, 104;
Root of all, i, 171, 276;
Root of all matter, i, 67;
Root of nature, i, 92, 161;
Root of Prakriti, ii, 69;
Root of That, i, 39;
Root-matter, i, 585;
Root-nature, i, 67;
Root-principle of world stuff, i, 568;
Sea of fire first radiation from, i, 104;
Shekinah, or, i, 690;
Soul of the one infinite spirit, i, 67;
Subba Row on, i, 39, 161, 294, 462, 463, 681;
Super-astral light first radiation from, i, 104;
Svabhavat Buddhistic aspect of, i, 90;
Undifferentiated cosmic substance, i, 104;
Undifferentiated matter, i, 39, ii, 631;
Unevolved, i, 47;
Vedântic, i, 277;
Veil of Parabrahman, i, 39, 294, 369, 460, 462;
Zero-line, beyond, i, 568.
Mule symbolizes Uriel or Thantabaoth, ii, 121.
Mulil, Sin the son of, ii, 148.
Mul-lil, Gods of the ghost world, ii, 382.
Müller, Max, quoted, i, 7, 8, 9, 11, 12, 13, 14, 15, 20, 21, 25, 28, 78,
98, 121, 126, 233, 321, 322, 385, 386, 387, 394, 405, 512, ii, 45,

77, 204, 236, 264, 410, 443, 461, 470, 598, 599, 698, 699, 761,
797, 807.
Multitudes, Spheres, passing on to other, i, 328;
Tridasha, and, i, 58, 100.
Muluk-Taoos, Lord Peacock, ii, 541.
Mumia in hieroglyphics, ii, 670.
Mummeries of Brâhmans, ii, 512.
Mummied dead, Sacred cross carried by, ii, 577.
Mummies, Egyptian, i, 13;
Frog Goddesses on all, i, 414;
Wheat placed in Egyptian, ii, 390.
Mummiform, Glyph of a, God, i, 240.
Mummy, Corpse swathed like a, i, 441;
Crocodile’s head, with, i, 241;
Egg floating above, i, 391;
Egyptian cross laid on, ii, 588;
Ptah unveils face of dead, i, 377.
Mummy-form God with crocodile’s head, ii, 610.
Mummy-God, Theban Triad represented as, ii, 486.
Münchausen, Baron, Tales of, ii, 460.
Mundakopanishad, quoted, i, 584.
Mundane, Circle, Isis, attribute of, ii, 588;
Cross, disc crossed by two diameters form, i, 34;
Cycle, interval after every, ii, 482;
Dissolution, Book of God on, ii, 800;
Fire, symbol of male, i, 362, ii, 138;
Intelligence or nous of Plato, i, 81;
Plane, universal life on, i, 625;
Satan, home and source of, ii, 256;
Snake, matter, i, 110;

Soul is Mahat on earth, ii, 395.
Mundane God, Deus mundus or, i, 501;
Chaldæan Oracles, of, i, 372.
Mundane egg, Ain Suph penetrates, i, 109;
Brahmâ emerges from, i, 109;
Brahmâ or universe contained in, ii, 651;
Chemis evolved out of, i, 393;
Circle, or, i, 118;
Dionysus sprang from, i, 385, 386;
Elements of, seven, ii, 651;
Finite God, and, i, 378;
Germ in, i, 31, 87, 94, 394;
Golden womb, i, 117;
Hiranyagarbha, i, 117;
Horus-Apollo, Sun-God and, i, 393;
Infinite space, i, 378;
Khnoom modeller of men out of, i, 393;
Khnoom placed in, i, 391;
Mysteries, during, i, 385;
Nârâyana penetrating, i, 109;
Phantom-germ of universe, i, 394;
Point in, i, 31, 87;
Porphyry on, i, 358;
Prajâpati emerges from, i, 109;
Ptah, the fiery God carries, i, 391;
Ray emanating from, i, 378;
Sphere of our universe, or, i, 117;
Svâyambhuva, self-existent penetrating, i, 109;
Swan and goose symbols of, i, 382;
Symbolism of, i, 384-394, 607;
Ulom, born out of, i, 391;
Universe of matter born out of, i, 391;
Water of space, placed in, i, 391;
Wöluspa, in, i, 394;
Womb, as, i, 378.

Mundane tree, Norse legends of, i, 232;
Serpent in, ii, 102;
Tree of evolution, ii, 271.
Mundi Domini, or world dominators, i, 353.
Mundi Tenentes, or world holders, i, 353.
Mundus, Jupiter, i, 501.
Munk, quoted, ii, 483.
Muntakhab at Tawarikh of Badáoní, quoted, i, 8.
Munte, Bones of giants near, ii, 353.
Mûrttimat = embodied, i, 399.
Murudug, or Silik-Muludag, ii, 500.
Musée des Sciences, quoted, i, 534, 546, 662.
Music, Inventor of, ii, 383, 557;
Isis-Osiris and, ii, 383;
Mantrikâshakti influence of, i, 312;
Mathematics, one of four divisions of, i, 467;
Septenary law confirmed by, ii, 664;
Spheres, of, i, 190, 466, ii, 635.
Musical, Notation, ancient, ii, 635;
Proportion, world constructed on principles of, i, 467;
Scale, notes of, ii, 637, 664.
Musicians, Celestial, ii, 618;
Indra’s loka, of, i, 569.
Muspel, Sons of, i, 223.
Mût or Mout, Goddess, i, 119.
Mycenæ, Creuzer writes of, ii, 360.
Myer, Isaac, quoted, i, 376, 401, 423, 482, 678, 679, ii, 31, 57, 88,
89, 122, 134, 145, 172, 473, 479, 483, 529, 568, 573.

Mylitta identical with Aditi and Vâch of Hindus, ii, 47.
Myorica, Swans of, ii, 815.
Myrrha, mother of the Christian Logos, i, 412.
Mysore, Western Ghâts of, i, 292.
Mystagogue, Paul as, ii, 80.
Mystagogy, Esoteric, ii, 96.
Mystère et la Science, quoted, i, 733.
Mystères de la Vie Humaine, quoted, ii, 585.
Mysteria of the Sabasia, ii, 437.
Mysteria Specialia, i, 304.
Mysteries, Adonis of, i, 222;
Adytum of occult, i, 687;
Æschylus had profaned the, ii, 437;
Amazons’ circle-dance of the, ii, 483;
Ammianus Marcellinus on, ii, 447;
Ancient, ii, 625;
Anthropography, of, i, 250;
Anthropological, ii, 87;
Arcane doctrines allegorically enacted in, i, 22;
Archaic, i, 192, ii, 239, 840;
Argha of the, ii, 434, 482;
Ark of the, ii, 482;
Art of agriculture, of, i, 703;
Astral light, of, i, 316;
Astrology and the, ii, 525;
Astronomical knowledge, based upon, i, 333;
Astronomy, of, i, 332, 435, 652;
Atlantean race, of, ii, 638;
Baal, of, ii, 222;
Baal-Adonis of, i, 501;
Babylonians, of, ii, 597;

Bacchus, of, ii, 222;
Being, of, i, 645, ii, 619;
Candidates in, ii, 484;
Christian, ii, 591;
Chronological, ii, 87;
Church fathers and the, i, 22;
Cicero on Sabasian, ii, 437;
Clemens Alexandrinus and, i, 27, ii, 487;
Cross-symbolism, of, ii, 578;
Crucifixion of regenerated man in, ii, 592;
Curses, may become, i, 609;
Custodians of, ii, 294;
Cyclic transformations, of, ii, 433;
Dark Epaphos in Sabasian, ii, 433;
Death in the great, ii, 484;
Dionysiac, i, 385;
Dionysus-Sabasius in Sabasian, ii, 433;
Discipline and stimulus to virtue, a, i, 19;
Divine, i, 68, ii, 400;
Downfall of, i, 23;
Dragon-slayers and, ii, 222;
Earth, of our, i, 672, ii, 181, 294;
Egg of the land of, i, 385;
Egypt, of, ii, 413;
Egyptian, i, 12, ii, 414;
Emblem of mystery in the, i, 435;
Establishment of, ii, 591;
Evil, of, ii, 171;
Explorer of ancient, ii, 38;
Expressions used in, ii, 595;
Faith, of the, ii, 468;
Fathers of the church initiated into, i, 27;
Fires, secret of, taught in, ii, 111;
Freemasonry, veiled under name of, ii, 840;
Genesis came from Egypt, of, ii, 1;
Geography formerly part of, ii, 8;

Gnosis, of the highest, i, 435;
Gnostic vowels, of the seven, ii, 596;
Gods of, ii, 481;
Great, death of candidate in the, ii, 484;
Great Pyramid, and, i, 333, 337;
Hebdomad, of, ii, 227, 614, 624;
Hermes, of, ii, 244;
Herodotus on, ii, 414;
Hierophants during, ii, 397;
Higher, ii, 598;
Idæan, ii, 222;
Initiates, inherited by, ii, 132;
Initiates of, i, 142;
Initiation, of, i, 250, ii, 38, 280, 484, 518, 564, 589;
Intuition, to be solved by, ii, 112;
Jesus initiate of the higher, ii, 597;
John could initiate, into which, ii, 598;
Kabalah, of, ii, 574;
Kabalistic, i, 676;
Mediæval, ii, 667;
Moon-God in, death of, i, 426;
Moses hierophant of, ii, 222;
Name only used in, i, 370;
Number six in, ii, 625;
Number ten, based upon, ii, 638;
Occult, i, 609, ii, 131, 525;
Occult mystery of, i, 385;
Olympic Zeus in, ii, 437, 438;
Origen initiated into, i, 27;
Orphic egg part of, i, 385;
Orphic hymns sung during, ii, 143;
Osiris, of, i, 337;
Penance connected with, ii, 676;
Persian Mithras, of, i, 480;
Pre-Adamite nations, of, ii, 474;
Pre-archaic period, of, i, 23;

Pre-Babylonian Jews of, i, 501;
Primeval men taught, i, 435;
Primordial, the seven, ii, 648;
Prometheus in, ii, 438;
Pyramids and ancient, ii, 447;
Rabbinical, ii, 414;
Ragon on, ii, 840;
Real, ii, 26;
Reïncarnation taught in Egyptian, ii, 582;
Religions, fifth race and, ii, 131;
Sabasian, ii, 433, 434, 437;
Sacred, ii, 471;
Samothracian, ii, 3, 4, 111, 379;
Satan Iao of, ii, 406;
Secret in, great, ii, 141;
Secret school, and, i, 27;
Serpent as a symbol in, i, 105, 435;
Seven, i, 197;
Seven Sabbaths of, ii, 790;
Sôd name for, ii, 222;
Sodalian, ii, 670;
Sôds, or, i, 501;
Solar God, in, ii, 484;
Sons of the dragon of, ii, 397;
Sons of the serpent God of, ii, 397;
Sun’s initiation, of, ii, 398;
Svastika, of meaning of, ii, 104, 621;
Synesius initiated into, i, 27;
Theogony as taught in, ii, 404;
Time, and, ii, 454;
Truths were perpetuated in, i, 20;
Vikartana’s initiation, of, ii, 398;
Wheat and corn, of, ii, 391;
Zuñis, religious, of, ii, 665.
Mysteries of Adoni, referred to, ii, 483.

Mysteries of life of Nazarenes, ii, 101.
Mysteries of Magic, quoted, i, 275, ii, 532.
Mysteries of Rostan, referred to, i, 258.
Mysterium, meaning explained, i, 304.
Mysterium Magnum, Elements are sprung from, i, 305;
Paracelsus, of, i, 91, 638;
Primordial matter or, i, 303;
Synonyms of, ii, 537.
Mystery of the Ages, quoted, ii, 239.
Mystery-God, Iao, ii, 570, 638;
Name unpronounceable, i, 393;
Soma is, ii, 49;
Uranus, i, 126.
Mystery-Gods, Seven chief, ii, 26.
Mystery-language, Bible, and, i, 338;
Christian church, origin of dogmas of, i, 330;
Church rituals, in, i, 330;
Cycle, of, i, 338;
Facets of, i, 330;
Kabbalists, discoveries made by, i, 329;
Keys, of, i, 329;
Mathematicians and, i, 329;
Pre-historic races, of, ii, 606;
Scientists will adopt, i, 346;
Seven sacraments and, i, 330;
Strange records embedded in, i, 328;
Theology sprung from, i, 329;
Words of, i, 329.
Mystery-meaning of cross, ii, 620.
Mystery-names, ii, 565, 570.
Mystery-tongue, i, 330.

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Conducting Research Literature Reviews 4th Edition Arlene Fink

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