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The purpose of this study is to provide information to local authorities, consumers, retailers and vendors of organic agricultural products. The information could be used for the development of long‐term strategies for local organic market development based on the consumer profile information of buyers at the organic market, as well as its evolution and motivations that moved them to start and to continue purchasing organic products. In order to identify reliable trends and potential changes in the quantity and quality of the profile of the organic consumer, could the information also be be used for local market developments strategies.

A total of six studies were conducted at Costa Rica's largest local organic farmers market “La Feria del Trueque”, during the same period every year during the month of February, covering an eight‐year period. The six surveys became three mega databases: one for the 1999/2000 period, another for the 2004/2005 and one finally for the 2007/2008 period.

The study finds that the organic consumer is usually highly educated, has a high income, is concerned with health and environmental problems, has a smaller than average family with men being more involved in the purchase of organic products and living in suburbia rather than from the metropolitan areas.

After a decade of expansion, the Costa Rican organic products market is starting to show signs of consolidation. However, the volume, the available varieties and guaranteed supply will decide the future direction of the market. Relocating the market closer to the consumer will benefit the overall sales.

The paper gives an in‐depth insight into the organic market of today and is a valuable addition to the present literature.

The purpose of this paper is to evaluate the impact of the economic crisis in organic consumption in order to better understand how to meet the emerging challenges that the crisis is creating for future consumption and production of organic products in Costa Rica, and to review the material available in the commercial and scientific literature.

A sample survey of 63 consumers was carried out based on an average population of 75 visitors every Saturday, the only day of the week that the market takes place. The analytical procedure was divided in two parts: the descriptive statistic's section base on histograms showing the distribution of the variable's responses; and the inferential statistic's analysis which used standardized forward elimination regression modeling to arrive at the final models to explain the importance of the selected variables in each equation, along with a thorough search of the available and the most recent material.

The profile of the organic consumer in 2009 was very similar to that of 2000, 2004 and 2007. The willingness to pay premiums went down from 25 per cent in 2007, to 15 per cent in 2009 and was associated primarily with irregular availability, limited supply, limited variety and the location of the market. Price was an integral part of all three derived models, something that was not the case in past surveys. Even though consumer's income is very high, the crisis was affecting the purchase of organic products. The hypotheses that the crisis had not affected consumption and willingness to pay were both rejected based on the results obtained.

The crisis is still with us, most of the material available for comparison at this time comes from “commercial surveys”, sources with basically no “hard” research with which to compare the results that were secured in this survey.

The findings can help developing countries in Latin America with similar conditions meet the challenges of the future, as the developing countries overcome the crisis in terms of better policies and strategies.

To the author's knowledge, this is the first paper of its kind in a developing country. It provides evidence of the impact of the economic crisis on organic consumption in a developing country and the author knows of no other in Latin America.

The purpose of the study was to contribute to a better understanding of the climate change problem in naturally protected areas in developing countries, based on women's perceptions and to determine whether national parks should take an active role in providing climate change educational information and activities.

The work reported in this paper was carried out at Vulcan Poas National Park, Costa Rica, and the analysis drew on a sub‐sample of 162 Costa Rican women and 273 American women. The material collected was analyzed using a combination of ANOVA, correlation and standardized derived regression modelling using the forward elimination technique.

Climate change certainly ranks below personal and immediate risk in terms of perceived importance and the top‐level risks reported by respondents related to immediate personal concerns. The key explanatory variable in the case of the Costa Rican women is the relative educational level of the person and the park's ability to educate people about climate change. In the case of the American women, the variables included in the final model were: industrial emissions, deforestation and aerosol sprays. The results indicate that a significant difference exists between the two groups with regard to current perceptions about the threat from climatic change, and the likely importance of the problem in 50 years' time. Costa Rican women appeared to exhibit a more complex problem‐reaction‐action behavioural continuum than the American women in the study. In both cases it is unclear as to the role played by protected areas in terms of the impact of information and education provided in relation to climate change.

The role of the parks as a source of education and information about the topic is not clear. However, it was established that there is an overall interest in the topic among women visitors, particularly local women. This level of awareness could be harnessed to develop strategies for combating and mitigating climate change, and in this sense, national parks might play an enhanced role as a place of learning about the topic.

This study is the first of its kind. In previous studies, women's reactions to climate change have been investigated much less than men's.

The purpose of this paper is to analyze the circumstances that have conditioned the development of education in Spain from the enlightenment to the present day.

Multidisciplinary scientific approach that combines the interpretation of the legal texts with the revision of the doctrinal and theoretical contributions made on the issue.

From the beginning of the nineteenth century, the history of education in Spain has been marked by constant fluctuations between the reactionary instincts, principally maintained by the Catholic Church and the conservative social classes, and the progressive experiments, driven by the enlightened and the liberals first, and the republicans and the socialists later. As a consequence of that, the fight for finishing with illiteracy and guaranteeing universal schooling underwent permanent advances and retreats, preventing from an effective modernization of the Spanish educative system. On the one hand, renewal projects promoted by teachers and pedagogues were inevitably criticized by the ecclesiastical hierarchy, obsessed with the idea of preserving the influence of religion on the schools. On the other hand, successive governments were weak in implementing an educational policy which could place Spain at the level of the other European and occidental nations.

At the dawn of the twenty-first century, although the country has overcome a good part of its centuries-old backwardness, increasing economic difficulties and old ideological splits keep hampering the quality of teaching, gripped by neoliberal policies which undermine the right to education for all. The reading of this paper offers various historical clues to understand this process.

In this chapter, we explore how our backgrounds as mixed-heritage Latinas influence our work as junior faculty members at a four-year public Hispanic-serving institution (HSI). Drawing on the conceptual lens of intersectionality, we address the question: how do our multiple social identities affect our identity development and socialization as faculty members?

As part of a critical mass of junior Latina scholars studying educational issues pertinent to the Latina community, we build a sense of community in what can be an isolated environment for women faculty of color. Using our own examples, we examine how two faculty members who might be considered “outsiders within” the Latina/o community draw on their Latinidad as a source of strength to employ their academic work in advancing social justice for Latina/os. Our identities have influenced us to take into account multiple social categories and social contexts in the study of educational phenomena. Serving as faculty within the institutional context of an HSI has distinctively influenced our socialization as new faculty.

We believe that this examination has implications for understanding how people can build cross-cultural collaborations and identify productively with communities that may not necessarily recognize them as “authentic.” Our exploration also offers insights for building a more inclusive academy, particularly for junior scholars from historically underrepresented backgrounds. Based on the themes identified in this research, we draw recommendations for university personnel interested in the recruitment and retention of Latina junior faculty. More broadly, this research has implications for developing support systems for faculty members who have been historically underrepresented in their fields and those who study marginalized populations.

The study aims to analyze the effect of the previous preparation and the work carried out in the field during a study trip on the development of competencies in agribusiness students.

The destination was the pineapple area of the Papaloapan Lower Basin in Mexico, and 42 students from 6 different semester levels participated. The students answered a test prior to the trip, received an evaluation for their activities in the field and prepared reports and posters as products of the experience. The relationship between the scores obtained was examined through a comparative analysis.

The findings are framed in the cyclical model of experiential learning with four stages (feeling, watching, thinking and doing) by Kolb (1984). It is found that the acquisition of specific knowledge about what the experience will entail leads to better preparation, motivation and confidence to live the experience (potentiation of feeling and watching). In turn, specific knowledge and better use of experience promote the development of problem solving, interpersonal and communication skills (potentiation of thinking and doing).

Statistical representativeness is not a quality of the study since it is based on a comparative analysis.

The study analyzes an educational component of great value in the business area, about which little is known in the agribusiness subarea.

The purpose of this paper is to analyze how sustainability was operationalized in the Spanish universities through plans and actions that contribute actively to the achievement of the sustainable development goals (SDGs).

A systematic search and content analysis served to examine information available on websites belonging to the 76 universities listed in the Conference of Rectors of the Spanish Universities (CRUE).

The participation of Spanish universities on initiatives focused on sustainability is very limited, highlighting the negligible role of private institutions in which topics like sustainability and the 2030 Agenda/SDGs were scarcely addressed.

The study outlines the actual extent of the inclusion of sustainability in particular co-curricular actions toward the SDGs in the CRUE. The findings enable to define a long-term sustainability road map for the Spanish university system.