The majority of food in the US is distributed through global/national supply chains that exclude locally-produced goods. This situation offers opportunities to increase local food production and consumption and is influenced by constraints that limit the scale of these activities. We conducted a study to assess perspectives of producers and consumers engaged in food systems of a major Midwestern city. We examined producers’ willingness to include/increase cultivation of local foods and consumers’ interest in purchasing/increasing local foods. We used focus groups (...) of producers (two groups of conventional farmers, four local food producers) and consumers (three conventional market participants, two locavores) to pose questions about production/consumption of local foods. We transcribed discussions verbatim and examined text to identify themes, using separate affinity diagrams for producers and consumers. We found producers and consumers are influenced by the _status quo_ and real and perceived barriers to local foods. We also learned participants believed increasing production and consumption of local foods would benefit their community and creating better infrastructure could enhance efforts to scale up local food systems. Focus group participants also indicated support from external champions/programs could support expansion of local foods. We learned that diversifying local food production was viewed as a way to support local community, increase access to healthy foods and reduce environmental impacts of conventional production. Our research indicates that encouraging producers and consumers in local food systems will be more successful when support for the local community is emphasized. (shrink)

This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a (...) brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication and team situation awareness. Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private or public performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams. (shrink)