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WHY HELL STINKS OF SULFUR: Mythology and Geology of the Underworld. By SALOMON KROONENBERG. Translated by Andy Brown. 304 pp.; maps, diagrs., ills. bibliog., index. London, U.K.: Reaktion Books Ltd, [...]

Burn severity is commonly assessed using Burn Ratios and field measurements to provide land managers with estimates of the degree of burning in an area. However, less commonly studied is the ability of spectral indices and Burn Ratios to estimate field-measured fire effects. Past research has shown low correlations between fire effects and Landsat-derived Burn Ratios, but with the launch of the Sentinel-2 constellation, more spectral bands with finer spatial resolutions have become available. This paper explores the use of several red-edge-based indices and Burn Ratios alongside more 'traditional' spectral indices for predicting fire effects, measured from the Maple and Berry fires in Wyoming, USA. The fire effects include ash depth, char depth, post-fire dead lodgepole pine (Pinus contorta; PICO) density/stumps, mean basal diameter, cone density on dead post-fire trees, coarse wood percent cover/volume/mass, percent cover of ghost logs and initial regeneration of post-fire PICO/aspen density. All-possible-models regression was used to determine the best models for estimating each fire effect. Models with satisfactory R2 values were constructed for post-fire dead PICO stumps (0.663), coarse wood percent cover (0.691), coarse wood volume (0.833), coarse wood mass (0.838), ash depth (0.636) and percent cover of ghost logs (0.717). Red-edge-based indices were included in all of the satisfactory models, which shows that the red-edge bands may be useful for measuring fire effects. [ABSTRACT FROM AUTHOR]

Environmental change is ideally taught through field observations; however, leaving the classroom is often unrealistic due to financial and logistical constraints. The Internet offers several feasible alternatives using webcams that instructors can use to illustrate a variety of geographic examples and exercises for students. This article explores the use of webcams for illustrating important spatial concepts of temporal change and movement, and offers several examples of classroom use of webcams. It shows how to find webcams and provides useful webcam site addresses. The article offers a webcam-based exercise for students that reinforces basic physical geography concepts. (Contains 5 figures and 2 tables.)

Discusses university field courses and field trips. Offers alternatives to summer fieldwork, describing college-level field trips during spring, autumn, and winter. Concludes that the fun of fieldwork is essential and that a dialogue should occur between university instructors and K-12 teachers. (CMK)

Discusses beavers and their geomorphic impacts on their environment. Considers dam building, bank burrowing, and canal building. Suggests using the beaver as a classroom and field trip example to illustrate animals' effects on the physical landscape. Provides a review of published works on beavers in their roles as geomorphic agents. (DK)