Nitrous oxide (N₂O) is a powerful greenhouse gas and the main driver of stratospheric ozone depletion. Since soils are the largest source of N₂O, predicting soil response to changes in climate or land use is central to understanding and managing N₂O. Here we find that N₂O flux can be predicted by models incorporating soil nitrate concentration (NO₃⁻), water content and temperature using a global field survey of N₂O emissions and potential driving factors across a wide range of organic soils. N₂O emissions increase with NO₃⁻ and follow a bell-shaped distribution with water content. Combining the two functions explains 72% of N₂O emission from all organic soils. Above 5 mg NO₃⁻-N kg⁻¹, either draining wet soils or irrigating well-drained soils increases N₂O emission by orders of magnitude. As soil temperature together with NO₃⁻ explains 69% of N₂O emission, tropical wetlands should be a priority for N₂O management.

Education could play a role in decreasing and mitigating damages caused by natural disaster. By analysing relationships between level of education and components of the World Risk Index, this study demonstrated an education’s role in natural hazard awareness and mitigation. For this purpose, we analysed relationships between the components of WRI, created an education factor independent of WRI (based on PISA 2018 Science test results), analysed the frequency, magnitude and exposure of natural hazards of an extreme event character in selected countries and analysed the relationships between the education factor and WRI components among the countries. A detailed analysis was performed for 15 countries representing the full global range of natural hazards (frequency, magnitude and exposure to droughts, earthquakes, hurricanes, floods (not related to hurricanes), mass movements, volcanic eruptions, and tsunamis) and level of education. We found that the education factor (ranked and normalised to the maximal value among the considered countries) has significant negative correlation with the following WRI parameters: the Natural Hazard Factor (relative vulnerability, based on the difference between the relative and calculated WRI, ranked and normalised to the maximal value of WRI differences), susceptibility, lack of coping capacities and lack of adaptive capacities (all ranked and normalised to the maximal value). Results indicated that countries at low risk tend to be over-aware while countries at high risk are under-aware of natural hazards. Education can significantly increase awareness of natural hazards and reduce their impact.