pág. 1605
págs. 1608-1609
A modest question: What does it mean to be a professor?
Robert L. Lichter
págs. 1610-1611
págs. 1612-1613
Prove all things; hold fast that which is good
Richard E. Rice, Kathryn R. Williams
págs. 1614-1615
Teaching nontraditional students
John G. Shiber, Ann Cartwright
págs. 1615-1616
págs. 1617-1618
Catherine Hurt Middlecamp, Edward J. Walsh
págs. 1625-1626
pág. 1627
pág. 1628
págs. 1631-1633
Using TOPEX satellite El Nino altimetry data to introduce thermal expansion and heat capacity
Harvey F. Blanck
págs. 1635-1638
págs. 1639-1641
págs. 1642-1648
Constructing environmental impact statements
Susan M. Libes
págs. 1649-1656
Citrate as a flying bird: Useful mnemonics in teaching the TCA cycle
Evguenii I. Kozliak
pág. 1656
Environmental chemistry using ultrasound
Belinda K. Wilmer, Edward J. Poziomek
pág. 1657
págs. 1658-1661
Jeffrey M. Zimpleman
págs. 1662-1666
Campus environmental resource assessment projects for non-science majors
Janice S. Edgerly, Amy M. Shachter
págs. 1667-1670
Jenny E. Feindt, Juliette M. Lantz
págs. 1671-1672
Pesticides in drinking water: Project-based learning within the introductory chemistry curriculum
Jon A. Sanborn, Patricia B. O'Hara
págs. 1673-1677
págs. 1678-1679
Remediation of water contaminated with an azo dye: An undergraduate laboratory experiment
Jennifer Tricker, John A. Bumpus
págs. 1680-1683
págs. 1684-1686
Microscale transformations of some lead compounds: A cycle for minimizing the production of wastes
Francisco Javier Arnáiz García, Maria R. Pedrosa
págs. 1687-1688
págs. 1689-1691
Separation of polyaromatic hydrocarbons using 2-dimensional thin-layer chromatography
Natalie M. Williamson, Geoffrey T. Crisp
págs. 1691-1692
Joan D. Willey, G. Brooks Avery Jr.
págs. 1693-1694
Analysis of semivolatile organic compounds in fuels using gas chromatography-mass spectrometry
Tal M. Nahir, David Treichel
págs. 1695-1696
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