No abstract

This paper describes a new approach for teaching general chemistry that combines lecture and laboratory into one seamless session and incorporates instructional methods supported by research-based findings. The results of a study that compared two instructional formats, conventional passive lecture and the student-centered, highly collaborative format known as cAcL2 (concept Advancement through chemistry Lab–Lecture), are also presented. Factors carefully controlled in this study include content material, time of day, time on task, and test format, scheduling, and grading. The results of the analysis of variance and the evaluation of the means conclude that the cAcL2 instructional method had a positive effect on student performance in an introductory chemistry class.

No abstract

A high proportion of HCV-positive individuals are uninsured, and many HCV-positive individuals with health insurance have publicly funded insurance. This finding may have implications for access to health care and for liver-related disease outcomes in HCV-positive persons.

No abstract

No abstract

No abstract

In today's software environment, more and more products must be installed and configured in concert with one another. Unfortunately, most software is developed product-by-product and the approach to information development is in alignment with the individual development projects. In the end, a user may have to have as many as 20 publications open and 7 help systems up to understand how to implement the overall solution for his or her installation. This paper will discuss the need for cross-product, solutions-oriented documentation, the costs, benefits, and pitfalls of this type of documentation, and some ideas of how this type of documentation can be implemented.