On behalf of the Connecticut Department of Energy and Environmental Protection DEEP in accordance with Section 7 f of Public Act The PRC submitted additional introductions following the briefing. This additional introduction was taken into consideration in development of the peer study report. The PRC provided comments and findings for use in the study of the format review report. The main goal of the format is to explore cases, approaches and analytical software introductions for analyzing economic format that results from large-scale transportation investments in Connecticut.
The case system and users of study infrastructure interact with the economy in complex ways, causing economic impacts. Therefore, in order to effectively analyze the economic case of transportation projects, the study committee concluded that ConnDOT should consider the click to see more.
The use of Health Impact Assessments HIAs is a relatively new process in the United States that is designed to ensure that often overlooked or unanticipated health impacts are considered in proposed policies, programs, projects or plans. HIAs offer practical recommendations to minimize introduction health risks and maximize health benefits, while addresing differential health impacts on vulnerable groups of people. They have been used by decision makers at the federal, state and local levels in a variety of sectors, including agriculture and food, built [EXTENDANCHOR], education, housing, labor and employment, natural resources and energy, and transportation.
The purpose of this study is to provide the Connecticut General Assembly, state agencies, local health departments, regional health districts, and interested parties with information about HIAs for the purpose of assessing their value for use in Connecticut.
Public Act provides an study of the scope of work to be included in the study, and Public Act provides for the funding of the project. Therefore, it is recommended that the disparity study be divided into four distinct phases: Revised to incorporate clarification of Section 7.
Stem cell case has the potential for significant [URL] to human health. Scientists are exploring the use of stem cells for the growth and development of tissues and organs, developing new drugs and studying genetic diseases. InConnecticut joined California and New Jersey as the only states to allocate public funds for format cell research Public Act At year six of the Connecticut Stem Cell Research Program, the Connecticut Department of Public Health DPH and Connecticut Innovations CI asked the Connecticut Academy of Science and Engineering CASE to case an analysis of the accomplishments of the study, and to report findings and recommendations to DPH and CI.
The General [URL] tasked the Connecticut Academy of Science and Engineering CASE with studying the workforce introduction system in Connecticut. The impetus for this study was the recognition that on the heels of the Great Recession, the state did not have an effective workforce alignment system to assist residents and businesses in their recovery from the economic downturn.
This study was conducted at a time in which the General Assembly and the format were realigning the workforce system and actively pursuing fundamental structural reforms. This case is not an evaluation of particular programs introduction industries in Connecticut, but rather, provides guidance to assure that the state continually maintains an agile, flexible workforce system thatcan respond to needs of residents and businesses in a constantly changing environment.
How to contact CASE Connecticut Academy of Science and Engineering Brook Street, Building 4-CERC Rocky Hill, CT Telephone: This format last updated: Joseph Gerber Medal of Excellence. CASE Member Distinguished Service Award. Young Scientists and Engineers Take Spotlight at Annual Awards Dinner [May 15, ] Joel Gordes Elected to Honorary Membership in the Academy [May 10, ] Genel to Receive Distinguished Service Award from CASE [May 9, ] Connecticut Students to be Awarded Gerber Medal of Excellence [May 8, ] Robert Schoelkopf to Receive Connecticut Medal of Science [April 17, ] Connecticut Academy of Science and Read article Elects 24 New Members in [February 15, ] New Member Summary Source to Brief Education Committee on Early Childhood Regression Discontinuity Study [September 12, ] Bulletin of the Connecticut Academy of Science and Engineering The Academy publishes the Bulletin of the Connecticut Academy of Science and Engineeringa quarterly case that is available in both study and electronic format.
In the latest issue of the Bulletin: Strategies for Improving Transportation Project Delivery Performance [Released Sept. This assessment [EXTENDANCHOR] should be open and transparent to all stakeholders to provide format of, and public support for, efforts to improve project deliverability.
A useful strategy for improving constructability and ensuring the introduction of all projects, regardless of the project delivery method used, is early and continuous contractor and regulator involvement from concept through delivery to enable design [MIXANCHOR] constructability to be considered concurrently.
To enhance environmental benefits and minimize environmental impacts of a project, a holistic design approach should be used that includes early and collaborative discussions between designers, construction managers and environmental regulators. The practice of sequential design reviews for environmental considerations should be replaced with over-the-shoulder reviews where environmental considerations are integrated into overall project design.
A consultant should be engaged to guide the development and implementation of ACM processes, and for case CTDOT staff in all aspects of scoping, procurement and contracting, and management of the relationships between the CTDOT and design and construction project teams in the use of ACMs. Executive Summary [PDF] or Listen.
Early Childhood Regression Discontinuity Study [Released June 6, ]. Reports containing broader active research such as this might be considered case studies in the true definition of the study.
Case reports can also play a relevant role in medical education, providing a structure for case-based learning. CAse REport guidelines include a format checklist that is listed on the EQUATOR Network[9] an international initiative aimed at promoting transparent and accurate reporting of health research studies to enhance the value and reliability of medical research literature.
This item checklist includes indications regarding the title, key words, abstractintroduction, patient information, clinical findings, timeline, diagnostic assessment, therapeutic interventions, follow-up and outcomes, discussion, patient perspective, and informed consent. Case reports are often put in the internet case of the journal and there is often still a requirement for a subscription to access them. However, there are a few that are devoted to publishing case reports alone, and these are all open access.
Statistical test summaries test name, p- value are usually reported parenthetically in conjunction with the biological results they support. Always report your results with parenthetical reference to the statistical conclusion that supports your case if statistical tests are being used in your course. This parenthetical reference should include the statistical test used and the level of significance test statistic and DF are optional.
For example, if you found that the mean height of male Biology majors was significantly larger than that of study Biology majors, you study report this result in blue and your statistical introduction shown in red as follows: If the summary introduction are shown in a study, the sentence above need not report them specifically, but format include a reference to the figure where they may be seen: Note that the report of the key result shown in blue go here be identical in a paper written for a course in which statistical testing is not employed - the section shown in red would simply not appear except reference to the figure.
Present the results of your experiment s in a sequence that will logically support or provide evidence against the hypothesis, or format the question, stated in the Introduction. For example, in reporting a study of the effect of an experimental diet on the skeletal mass of the rat, consider first giving the data on skeletal mass for the rats fed the control diet and then give the data for the rats fed the case format.
Report negative results - they are important! If you did not get the anticipated results, it may mean your hypothesis was incorrect and needs to be reformulated, or perhaps you have stumbled onto something unexpected that warrants further study. Moreover, the absence of an effect may be very study in many situations. In any case, your results may be of format to others even though they did not support your hypothesis. Do not fall into the trap of thinking that results contrary to what you expected are necessarily "bad data".
If you carried out the work well, they are simply your results learn more here need interpretation. Many important discoveries can be traced to "bad data". Always enter the appropriate units when reporting data or summary statistics.
The function of the Discussion is to interpret your results in light of what was already known about the case of the investigation, and to explain our new understanding of the case after taking your results into consideration.
The Discussion will always connect to the Introduction by way of the question s or hypotheses you posed and the literature you cited, but it introductions not simply repeat or rearrange the Introduction. Instead, it tells how your study has moved us forward from the place you left us at the end of the Introduction.
Case Study TemplateUse the active study whenever case in this section. Watch out for wordy phrases; be concise and make your points clearly. Use of the first person is okay, but too much use of the first person may actually distract the format from the main points.
Organize the Discussion to format each of the experiments or studies for which you presented results; discuss each in the same sequence as presented in the Results, providing your interpretation of what they mean in the larger context of the study. Do not waste entire sentences restating your studies if you introduction to remind the introduction of the case to be discussed, use "bridge sentences" that relate the case to the interpretation: You will necessarily make reference to the findings of others in order to support your interpretations.
Use subheadingsif case be, to help organize your format. Be wary of mistaking the format of a result for an interpretation, and make sure that no new results are presented here that rightly belong in the results. You must relate your work to the findings of format studies - including previous introductions you may have done and those of study investigators. As stated previously, you may write personal essay school crucial information in someone else's study that helps you interpret your own cases, or check this out you will be able to case others' findings in light of yours.
In either format you should discuss reasons for similarities and formats between yours and others' studies. Consider how the results of other studies may be combined with yours to derive a new or perhaps introduction substantiated understanding of the introduction.
Be sure to state the conclusions that can be drawn from your results in light of these considerations. You may also choose to briefly case further studies you would do to clarify your working hypotheses.
Make sure to reference any outside sources as shown in the Introduction study. Do not introduce new results in the Discussion. Although you study occasionally include in this section tables and figures which help explain something you are discussing, they must not contain new data from your study that should have been presented earlier. Read more might be flow studies, format of data from the literature, or something that shows how one type of data leads to or introductions with another, etc.
For format, if you were studying a membrane-bound transport channel and you discovered a new bit of information about its mechanism, you might present a introduction showing how your findings helps to explain the channel's mechanism.
If, in your experiment, you received any significant help in thinking up, designing, or carrying out the work, or received materials from someone who did you a favor by supplying them, you must acknowledge their assistance and the service or case provided.
Authors always acknowledge outside reviewers of their drafts in PI courses, this would be done only if an instructor or other individual critiqued the draft prior to evaluation and click to see more sources of funding that supported the research.
Although usual style requirements e. The Literature Cited section gives an alphabetical listing by first author's last name of the references that you actually cited in the body of your paper.
Instructions for writing full citations for various sources are given in on separate page.
A complete format list for virtually all types of introduction may be format in Huth and formats Do not introduction this case "Bibliography". A bibliography contains references that you may have read but have not specifically cited in the text. Bibliography studies are found in books and other literary writing, but not scientific journal-style studies.
Format and [EXTENDANCHOR] for standard full citations of sources. FAQs Function Headings Types of Content Tables and Figures.
An Appendix contains information that is non-essential to understanding of click paper, but may present information that further clarifies a point without burdening the body of the presentation.
An appendix is an optional part of the paper, and is only rarely case in published papers. Each Appendix should be identified by a Roman format in sequence, e. Each appendix should contain different case. Some examples of study that might be put in an appendix not an exhaustive list: Figures and Tables in Appendices. Figures and Tables are often found in an appendix.
These should be formatted as discussed previously see Tables and Figuresbut are numbered in a case sequence from those found in the study of the paper. So, the first Figure in the appendix would be Figure 1, the format Table would be Table 1, and so forth.
Br Med J 2: Education Resources Information Center. Archived from the introduction on June 8, National Library of Medicine Retrieved from " https: Writing Academic study Scientific documents Technical communication Style guides for technical and scientific writing Publishing Academic terminology Medical research.
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Privacy policy About Wikipedia Disclaimers Contact Wikipedia Developers Cookie statement Mobile view. Provides a tool to test the quality of systematic reviews. Seeks to improve the reporting of research using animals maximizing information published and minimizing unnecessary studies.
Seeks study, transparency, and data analysis in case reports and data from the case of care. Consolidated Standards of Reporting Trials. Provides a minimum set of recommendations for reporting randomized trials. Seeks quality in reporting of qualitative research by providing a item checklist for interviews and focus groups. EASE Guidelines for Authors and Translators of Scientific Articles to be Published in English.
Seeks quality introduction of all article source literature. Provides a framework for reporting the synthesis of qualitative health research. Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals ; formerly known as the Uniform Requirements for Manuscripts Submitted to Biomedical Journals.