Gunung Bromo Education Forest is a forest that functions as a buffer area to maintain the balance of the surrounding area. However, the undulating to hilly topography, the presence of rivers, and land management for annual crops can make the area vulnerable to erosion-induced degradation. This research aims to analyze and classify the erosion hazard level in Gunung Bromo Education Forest and analyze the relationship between research parameters and erosion in Gunung Bromo Education Forest. Erosion was predicted using the MUSLE method. This research used an explorative-descriptive method incorporating a survey and laboratory analysis. Furthermore, data analysis used was Analysis of Variance (ANOVA), Duncan's Multiple Range Test (DMRT) at a 5% significance level, and Pearson correlation test. The results showed that Gunung Bromo Education Forest erosion ranged from 0.025 to 78.36 t ha(-1)y(-1). The erosion hazard level in Gunung Bromo Education Forest is in the very light to heavy class and is dominated by the light class. The factors of erosivity (R), erodibility (K), slope (LS), and crop management (C) are positively correlated with erosion values. The conservation factor (P) is negatively correlated with erosion values. Making remedial efforts according to the erosion hazard level is important to avoid greater damage.

Ozone depletion, global warming, soil degradation, etc., could be, to a great extent, instrumental in making our Earth an unsafe place. Therefore, to prevent further damage, Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) emphasizes spreading awareness among the members of the planetary community to protect the planet. The study aims to identify teaching pedagogies that can effectively develop awareness and responsibility among university youth for a sustainable future. The study adopts an exploratory triangulation approach and uses three instruments: a closed-ended questionnaire, a focus group interview, and a comparative performance of control and experimental groups. Fifty-one faculties from two government universities of Saudi Arabia: Qassim University, Qassim, and Prince Sattam bin Abdulaziz University, Alkharj along with 47 students pursuing conversation courses at Level Three in Prince Sattam University participated in the study. JASP 0.9 open-source software was used for statistical analysis. The results revealed that constructivist inquiry-based approaches promoted sustainable development education.

Important unsaturated soil mechanics topics for all geotechnical engineers and geotechnical engineering students are reviewed. These key topics include: (1) Soil is an elastoplastic material for which the macro-level response, in general, is controlled by two separate stress variables: total stress (net stress) and negative pore water pressure (suction). (2) Pore water pressures are always negative above the groundwater table-and should not be conservatively assumed zero; (3) shear strength and volume change of unsaturated soils are dependent on soil suction, as well as confining stress, and therefore geotechnical site investigations and testing must account for both stress variables; (4) water flow follows Darcy's law, but hydraulic conductivity is a strong function of water content such that fine-grained soil can have a higher conductivity than course-grained soil, leading to unexpected results when using saturated flow thinking processes; (5) unsaturated soil response is complex and difficult to intuit in the absence of laboratory testing and simulation. Features of unsaturated soil behavior most frequently encountered in geotechnical practice are highlighted, with discussion and demonstration from existing literature. Suggestions are given for relatively simple approaches for first steps in taking unsaturated soil mechanics principles into consideration in site investigation, laboratory testing, and design-related decisions.

Wildfires are unplanned conflagrations perceived as a threat by humans. However, fires are essential for the survival of fire-adapted plants. On the one hand, wildfires cause major damage worldwide, burning large areas of forests and landscapes, threatening towns and villages, and generating high levels of air pollution. On the other hand, fire-adapted plants (pyrophytes) in the fire landscapes of the Earth are able to survive exposure to heat (e.g., because of their thick bark, which protects their living tissue) and benefit from fire directly (e.g., fire initiates cone opening and seed release) or indirectly (e.g., fewer competing plants of fire-sensitive species remain, seeds germinate in the ash-fertilized soil). We present the experimental set-up and results of a fire experiment on bark samples used as a basis to assess the fire tolerance of various trees. Fire tolerance is defined as the ability of a tree to survive a surface fire (up to 200 degrees C and 5 min duration). The measure of the fire tolerance for a tree species is the time taken for the vascular cambium under the insulating bark to reach the critical temperature of 60 degrees C. Within an educational module, we provide worksheets for teachers and students enabling them to analyze the fire tolerance of various tree barks.

Permafrost and periglacial geomorphology are absent from the science curriculum in most secondary schools in the United States. This is an unfortunate situation given the recent increases in development and environmental concerns in northern latitudes and high-mountain areas, and the interesting examples of basic scientific principles found in the history of research on periglacial geomorphology and permafrost, In 1997 and 1998, a University of Delaware research group studying permafrost and periglacial geomorphology in northern Alaska participated in the National Science Foundation's (NSF) Teachers Experiencing the Antarctic and Arctic (TEA) Program, In each of these years, a high school teacher and a student traveled as part of the research team to the North Slope of Alaska. They learned about the landscape, collected active-layer thickness and temperature measurements, and assisted in data analysis. Results from studies of active-layer thickness variability and ground temperature contributed to a series of long-term observations and international research on the impacts of global climate change. Since their expeditions. the teachers have shared their experiences with their classrooms and communities in several ways, including public lectures and the Internet. Classroom activities are available to the public through the TEA web site (). This experience may heighten public awareness of permafrost and contribute to it becoming a useful part of the secondary curriculum. (C) 2002 Elsevier Science B.V. All rights reserved.