The reengagement of disenchanted secondary students is one of the priorities of the educational system. Over a six-year period (2003–2004 to 2008–2009), 63 disruptive and low-performance secondary school students were integrated into a two-year garden-based learning program, which took place in southeastern Spain. This article intends to assess the quantitative and qualitative changes in both academic outcomes and personal behavior brought about by the experience. Results show that school failure decreased substantially, while the dropout rate was reduced from an initial 30% to zero in some years. Disruptive episode control improved significantly in the classroom, where teachers observed a decided improvement in students' skills, self-esteem, and self-confidence.

Wildland fires are one of the major causes of ecosystem degradation, especially in semiarid climates, where the erosion hazard is high. The identification of potential erosion zones is typically difficult as it requires expensive field and laboratory work. This paper proposes a methodology based on remote sensing and GIS techniques, which permits speedy identification of erosional areas in a semi-automatic way, tested in a large burn scar in south-eastern Spain. Inputs were slope, aspect, and fire severity. In order to obtain the latter a new method has been proposed, based on the difference in NDVI between two images (acquired before and after the fire event). Combining these maps in a GIS, a Forest Intervention Priority map (FIP) is produced, which identifies areas of high erosion potential. Field work was conducted to assess the method. Results indicate that the applied methodology reliably predicted the extent of very severe fire and, further, was generally useful for identifying sites of significant erosion. Additional work is required to refine: (1) remotely sensed fire severity thresholds, particularly for other Mediterranean forest systems and substrate conditions; and (2) associated mapping tools for informing post-fire management applications.