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The Evolution of the Forest River Water Quality Due to Anthropogenic Impacts
No full textThe northeast United States faces harsh winters, resulting in the widespread application of road salts (NaCl) beginning in the1960’s. Road salt is a chemical deicing agent, which enters into streams and ponds via runoff and infiltration into the groundwater system. The widespread application of salt to roads, walkways, and parking lots is known to pollute urban watersheds. The focus of this study is Ducks Pond, located in the Forest River watershed in Salem, MA, and is part of an ongoing investigation to monitor the effect of development in and around the reservation. Pure water cannot transmit an electrical current. However, the ability of an aqueous solution to conduct a current is a measurable physical property known as its conductivity. Because conductivity is temperature dependent, measurements must be taken at or standardized to 25° Celsius, for comparison. With increasing concentrations of chloride from salt application through runoff, specific conductance will also increase showing a positive relationship which can be measured using a multiparameter probe. Previous water quality data, obtained in 2018, showed Ducks Pond was completely clear of chloride ions while other water bodies within the watershed, all walking distance of each other, had high concentrations. The lack of salt pollution in Ducks Pond is hypothesized to be the result of natural isolation by topographic highs, in combination with a railroad embankment that effectively cut off the pond from the rest of the watershed. To add to existing data, specific conductance, temperature, dissolved oxygen, and pH were measured at 5 locations in the fall of 2020 and the spring of 2021 using a YSI 6600 multiparameter sonde. The results are consistent with the data from 2018. All results support the hypothesis that Ducks Pond is a subwatershed, which is isolated from pollution both naturally and as a result of construction of the Boston and Maine Railroad embankment in the late 1800’s
Stressors of first-generation versus non-first-generation college students
No full textThe purpose of this study is to research the stress levels between first-generation college students versus non-first-generation college students
Investigating Systematic Barriers to Higher Education
No full textOur research study focuses on uncovering the barriers that BSW students at Salem State University may encounter towards achieving their higher education goals, particularly students who belong to historically marginalized groups. Existing issues of accessibility and sustainability in higher education will be thoroughly investigated, as well as the conditions whereby inequalities may be perpetuated. In doing so, the researchers aim to identify the root causes of disparities to cultivate workable solutions which will lead to a more equitable future for all students and significantly increase positive outcomes pursuant to social justice within the realm of higher education
"Teaching Reading, Writing, and Vocabulary to Multilingual Learners" COIL Student Work Samples
No full textExcerpts from student work completed in "Teaching Reading, Writing, and Vocabulary to Multilingual Learners," a Spring 2021 graduate Collaborative Online International Learning (COIL) course taught by Melanie Gonzalez (Secondary and Higher Education) at Salem State University. The SSU course collaborated with a course taught at Universidad de Guanajuato in Guanajuato, Mexico.There were 18 students in the SSU course and 8 students in the partner course. Digital tools used in collaborative work included Zoom, Flipgrid, and Google Suite.EDS 799: Teaching Reading, Writing, and Vocabulary to Multilingual LearnersThis course prepares students to teach reading and writing to English learners (ELs) across content areas. Students will learn how to integrate academic reading, writing, and vocabulary development. The relationship between oral language development and literacy will be examined. The process of writing and writing in different genres across the curriculum will be linked to reading comprehension and reading different type of texts. Students will develop an original portfolio of literacy-based instructional materials, including the use of technology, in different content areas. Three lecture hours per week. Field-based assignments are required. Prerequisite: ENG770N or EDS770N Context and Culture in Teaching English to Speakers of Other Languages
"Managerial Accounting" Student Work (Images from Presentation Slides)
No full textImage files used in student coursework for "Managerial Accounting," a Spring 2021 undergraduate Collaborative Online International Learning (COIL) course at Salem State University taught by Zlatinka Blaber (Accounting and Finance). The SSU course collaborated with a course taught at King Abdulaziz University in Jeddah, Saudi Arabia. There were 43 students in the SSU course and 5 students in the partner course. Digital tools used in collaborative work included Zoom, SASB Navigator Database, and Microsoft PowerPoint. Files include a slide on the Sustainability Accounting Standards Board as well as images of Acadia National Park, Massachusetts, Saudi Arabia, and King Abdulaziz University.ACC 302: Managerial AccountingThis course stresses the interaction of management and accounting, enabling students to enhance and apply their basic accounting skills in managerial decision-making in the areas of planning and controlling operations. Areas studied include cost terminology and behavior; break-even analysis; relevant costing; master budgeting with an emphasis on cash flow and income projection; responsibility accounting systems and variance analysis. The Statement of Cash Flows and current issues in management accounting are also covered. Three lecture hours per week. Prerequisite: ACC106
Pandemics, Climate Change, and Social and Racial Justice
No full textIn the current political climate, debates about COVID-19 and about climate change have pitted denialists against those who accept the realities of science and its ability to study, explain, and solve these problems. But while science can provide information about the physical realities of pandemics and climate change, it doesn’t address the political, social, and economic causes of these crises. Chomsky argues that science is not enough; we need to explore how the very same social and economic structures that entrench inequality are also at the root of both emerging pandemics like COVID-19 and of the climate crisis we are facing. This presentation was part of the Contemporary Issues Faculty Lecture Series and was co-sponsored by the Earth Day Planning Committee
