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The purpose of this study was to investigate whether the layout has an effect on cross-contaminations levels at farmers markets.

We used social cognitive theory's triadic reciprocity model to investigate how influencing the environment could change the behaviors of farmers’ market consumers and reduce the risk of microbial cross-contamination using a Fluorescent Compound (FC). For this purpose, a 3 × 2 experimental between-subject factorial design was utilized in this study: three farmers market layouts (i.e. U-shaped [U-S], L-shaped [L-S] and square-shaped [S–S]) and two different set-ups per market (i.e. produce and non-produce vendors completely separated, and alternating produce and non-produce vendors). FC was utilized to simulate microbial contamination on the participants (n = 54) hands. The participants were allowed to walk through the layout for 3 min and touch items after which a total of 475 swab samples were processed and recorded for absorbance levels.

The results indicated that the cross-contamination level of the U-S market was significantly lower (p < 0.001) than those of the L-S and S–S markets. The best market layout and set-up based on the average levels of simulated cross-contamination were the U-S market, particularly with the A set-up, where produce and non-produce booths were scattered.

This study is the first to use the quantification of FC to identify the impact of a farmers’ market layout/design on cross-contamination levels. These results can be used to provide guidance to market managers on layout and design from a safety standpoint to reduce the risk of cross-contamination.

This chapter provides higher education faculty with a model that promotes equity and inclusion by engaging students in developing critical consciousness about their country’s social problems. This model has been developed and refined through research and practice at a private liberal arts university in Quito, Ecuador since 2011. It is a service-learning program where students work directly, for 80 hours, with a vulnerable human group while taking a course where the academic content includes topics, such as poverty, education, health, gender, and discrimination. With this experiential learning model, students have gone through a transformational process that has allowed them to question their mental schemes. This transformation has been documented with qualitative data. The impact of this model has been researched using both quantitative and qualitative measures of students’ civic attitudes and skills using a scale called the Civic Attitudes and Skills Questionnaire, which includes six factors: Civic Action, Interpersonal and Problem-Solving Skills, Political Awareness, Leadership Skills, Social Justice, and Diversity Attitudes. A significant impact of the course on students’ skills has been found on almost all factors in two studies conducted in recent years. This chapter describes the service-learning program in detail mentioning the research done.

This study aims to explore and identify the information-seeking process and practices of those searching for the forcefully disappeared in Colombia. It answers the questions; how do families in Colombia seek information about a disappearance, how is this seeking process mediated and how are information barriers dealt with?

Based on document analysis and interviews with families and NGO representatives, this bottom-up study explores the trajectory of the families' information-seeking process to highlight the most salient information practices.

A general trajectory of a search for information is laid out. The overwhelming barriers to information forces families to carry the burden of becoming information providers. NGOs provide situated learning on how to document a disappearance and deal with the state. This knowledge is passed on to families creating communities of practices. The information produced here becomes the main source of knowledge about this crime.

It makes a new contribution to the field of information practices by introducing the context of enforced disappearances using the example of Colombia, identifying a significant information-seeking process.

Restorative practice programs in the USA and Western elementary and secondary schools have been the focus of intensive, large scale field research that reports positive impacts on school climate, pro-social student behavior and aggressive behavior. This paper aims to contribute to a gap in the research by reporting a case study of transformation of an urban middle school in a multi-year implementation of restorative practices.

This paper reports how Creative Response to Conflict (CRC) supported the transformation of Middle School 217, in Queens, NY, from a school with one of the highest suspension rates in New York City to a model restorative school. CRC’s model, which incorporates the themes of cooperation, communication, affirmation, conflict resolution, mediation, problem-solving, bias awareness, bullying prevention and intervention, social-emotional learning and restorative practices, helped shift the perspective and practice of the entire school community from punitive to restorative.

Implementation of a full school advisory program using restorative circles for all meetings and classes and development of a 100% respect program committing all school community members to dignified and respectful treatment aided the transformation. Key to MS 217’s success was the collaboration of multiple non-profit organizations for provision of peer mediation training, after-school follow-up work, staff coaching and preventative cyberbullying training through the Social Media-tors! Program.

Challenges to the restorative practices implementation are reviewed with attention to the implementation online during COVID-19.

Next steps in the program post-COVID are articulated as a best practice model for other schools interested in adopting MS 217’s commitment, creativity and community-building to become a model restorative school.