This report analyzes the success factors of small farms, as defined by the amount of acreage in farming, the market value of agricultural products sold, and the number of small farms, in rural California Counties. These data are then compared with the location of Community Supported Agriculture (CSA) programs in the study counties and examined to see if there are greater successes in the counties with higher CSA involvement. While CSAs are more abundant in successful agriculture counties, these programs are not responsible for all successes and are rather one component in a larger consumer movement toward sustainable agriculture and local food options. / text

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This research investigates computer-based collaborative design environments, in particular issues of real-time collaborative 3D CAD. The thesis first presents a broad perspective of collaborative design environments with a preliminary case study of team design activities in a conventional and a computer mediated setting. This study identifies the impact and the feasibility of computer support for collaborative design and suggests four kinds of essential technologies for a successful collaborative design environment: information-sharing systems, synchronous and asynchronous co- working tools, project management systems, and communication systems. A new conceptual framework for a real-time collaborative 3D design tool, Shared Stage, is proposed based upon the preliminary study. The Shared Stage is defined as a shared 3D design workspace aiming to smoothly incorporate shared 3D workspaces into existing individual 3D workspaces. The addition of a Shared Stage allows collaborating designers to interact in real-time and to have a dynamic and interactive exchange of intermediate 3D design data. The acceptability of collaborative features is maximised by maintaining consistency of the user interface between 3D CAD systems. The framework is subsequently implemented as a software prototype using a new software development environment, customised by integrating related real-time and 3D graphic software development tools. Two main components of the Shared Stage module in the prototype, the Synchronised Stage View (SSV) and the Data Structure Diagram (DSD), provide essential collaborative features for real-time collaborative 3D CAD. These features include synchronised shared 3D representation, dynamic data exchange and awareness support in 3D workspaces. The software prototype is subsequently evaluated to examine the usefulness and usability. A range of quantitative and qualitative methods is used to evaluate the impact of the Shared Stage. The results, including the analysis of collaborative interactions and user perception, illustrate that the Shared Stage is a feasible and valuable addition for real-time collaborative 3D CAD. This research identifies the issues to be addressed for collaborative design environments and also provides a new framework and development strategy of a novel real-time collaborative 3D CAD system. The framework is successfully demonstrated through prototype implementation and an analytical usability evaluation.

While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it. A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of nonpedagogical social exchanges occur in both virtual task-related as well as non-taskrelated spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others??? experiences and ideas.

While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it. A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of nonpedagogical social exchanges occur in both virtual task-related as well as non-taskrelated spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others??? experiences and ideas.

While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it. A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of nonpedagogical social exchanges occur in both virtual task-related as well as non-taskrelated spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others??? experiences and ideas.

Zugl.: Wuppertal, Univ., Diss., 2005 u.d.T.: Klimpel, Lutz : Verbesserung der Wirkungen von Systemen für die computerunterstützte kooperative Arbeit in Bauprojektgruppen

Zugl.: Berlin, Fachhochsch. für Technik und Wirtschaft, Diplomarbeit, 2004

Techn. University, Diss., 2005--München.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-138). Also available for download via the World Wide Web; free to University of Oregon users.