Spatial and Temporal Changes in Groundwater Salinity in South Florida

A combination of statistical and interpolation methods and Geographic Information System (GIS) spatial analysis was used to evaluate the spatial and temporal changes in groundwater Cl− concentrations in Collier and Lee Counties (southwestern Florida), and Miami-Dade and Broward Counties (southeastern Florida), since 1985. In southwestern Florida, the average Cl− concentrations in the shallow wells (0–43 m) in Collier and Lee Counties increased from 132 mg L−1 in 1985 to 230 mg L−1 in 2000. The average Cl− concentrations in the deep wells (>43 m) of southwestern Florida increased from 392 mg L−1 in 1985 to 447 mg L−1 in 2000. Results also indicated a positive correlation between the mean sea level and Cl− concentrations and between the mean sea level and groundwater levels for the shallow wells. Concentrations in the Biscayne Aquifer (southeastern Florida) were significantly higher than those of southwestern Florida. The average Cl− concentrations increased from 159 mg L−1 in 1985 to 470 mg L−1 in 2010 for the shallow wells (<33 m) and from 1360 mg L−1 in 1985 to 2050 mg L−1 in 2010 for the deep wells (>33 m). In the Biscayne Aquifer, wells showed a positive or negative correlation between mean sea level and Cl− concentrations according to their location with respect to the saltwater intrusion line. Wells located inland behind canal control structures and west of the saltwater intrusion line showed negative correlation values, whereas wells located east of the saltwater intrusion line showed positive values. Overall, the results indicated that since 1985, there was a potential decline in the available freshwater resources estimated at about 12–17% of the available drinking-quality groundwater of the southeastern study area located in the Biscayne Aquifer.

Numerical groundwater flow modeling in the Wakal River basin, India

Increasing dependence on groundwater in the Wakal River basin, India, jeopardizes water supply sustainability. A numerical groundwater model was developed to better understand the aquifer system and to evaluate its potential in terms of quantity and replenishment. Potential artificial recharge areas were delineated using landscape and hydrogeologic parameters, Geographic Information System (GIS), and remote sensing. Groundwater models are powerful tools for recharge estimation when transmissivity is known. Proper recharge must be applied to reproduce field-measured heads. The model showed that groundwater levels could decline significantly if there are two drought years in every four years that result in reduced recharge, and groundwater withdrawal is increased by 15%. The effect of such drought is currently uncertain however, because runoff from the basin is unknown. Remote sensing and GIS revealed areas with slopes less than 5%, forest cover, and Normalized Difference Vegetative Index greater than 0.5 that are suitable recharge sites.

The effect of mastery learning on a course in accounting information system (AIS): A comparison within public and private universities in Taiwan

The Accounting Information System (AIS) is an important course in the Department of Accounting (DoAc) of universities in Taiwan. This course is required for seniors not only because it meets the needs of the profession, but also because it provides continual study for the department's students.^ The scores of The National College and University Joint Entrance Examination (NUEE) show that students with high learning ability are admitted to public universities with high scores, while those with low learning ability are admitted only to private universities. The same situation has been found by the researcher while teaching an AIS course in DoAc of The Public Chun Shin University (CSU) and The Private Chinese Culture University (CCU).^ The purpose of this study was to determine whether low ability students enrolled in private universities in Taiwan in a mastery learning program could attain the same level as high ability students from public universities enrolled in a traditional program. An experimental design was used. The mastery learning method was used to teach three groups of seniors with low learning ability studying in the DoAc at CCU. The traditional method was used to teach the control group which consisted of senior students of DoAc of CSU with high learning ability. As a part of the mastery learning strategy, a formative test, quizzes, and homework were completed by the experimental group only, while the mid-term examination was completed by both groups as part of the course. The dependent variable was the summative test, the final examination. It was completed by both groups upon the course's completion.^ As predicted, there were significant differences between the two groups' results on the pretest. There were no significant differences between the two groups' results on the posttest. These findings support the hypothesis of the study and reveal the effectiveness of mastery learning strategies with low learning ability students. ^