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Rhuanito Soranz Ferrarezi and Tzu Wei Peng

.5/acre per year, with no significant reduction in yield compared with the farmer-managed fields ( Irmak et al., 2012 ). With the advance of Internet connectivity and the popularization of technology adoption in agriculture, new tools are becoming

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Laurence A. Sistrunk

Horticulturists need to stay abreast of the rapidly changing technology for disseminating research and teaching information. By connecting to the Internet and using the various tools available, horticulturists can gather information needed to communicate with colleagues and other clientele as a means of highlighting our science. The use of network software, such as FTP (file transfer protocol), Gopher, Veronica, Archie, Jughead, WAIS (wide area information servers), Mosaic, Netscape, Telnet, IRC (Internet relay chat), and WWW (World Wide Web) is essential in navigating the super information highway. This largely academically based network will evolve based on needs and politics in the years to come.

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Margie L. Stratton

Internet Guide to Herbal Remedies . David J. Owen. 2006. The Haworth Press, Inc., 10 Alice Street, Binghamton, NY 13904-1580. 119 p., incl. index and glossary. $9.95 softbound, ISBN 0-7890-2231-1, $24.95 hardbound, ISBN 0

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J. David Martsolf

In Spring 1994, a 2-h course in Agricultural Meteorology was handled primarily by e-mail. Six off-campus students asked to take the course by e-mail, and two on-campus students voted to join them. Seven students communicated with each other and the instructor via VAX-mail on the UF IFAS Computer Network [ICON]. The remaining student used a NASA supplied link to Internet. A few students used V-mail on ICON's VAX, in preference to the basic MAIL facility. A good textbook was found indispensable because the rest of the course content flowed through the network. The conversational characteristic of e-mail messages accommodated questions about the text and a term paper topic well. There is a tradeoff of commuting costs vs. computer and modem costs. Each participant worked at an individual—an advantage for students who have production responsibilities. Those students ranked the course as highly desirable [compared with the average for other courses in the department 1.33 vs. 1.39 (where 1 is top score and 5 lowest)]. Procrastination is a hazard, and the keyboard is a limiting factor. Both the preparation for and conduction of the course is more time consuming than conventional methods. This time requirement is expected to decrease with familiarity, the use of graphics, and commercial links to Internet.

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Ariana P. Torres, Susan S. Barton, and Bridget K. Behe

American adults used the Internet; more than half of them were using two or more social media sites ( Duggan et al., 2015 ). Nearly two-thirds of American adults use social media ( Perrin, 2015 ). The Neilson Co. (2013) reported social networks and blogs

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Jill Shore Auburn

The Internet has experienced tremendous growth recently. The number of users, the amount and diversity of information available, and exposure in the mass media have all grown rapidly. Several authors recently have asserted that the media reports are overblown and that Internet is not as useful as most reports portray. Agricultural professionals need to assess whether or not the cost of using the Internet (in learning time as well as money) will benefit them in terms of increased knowledge and productivity. This paper describes current use of the Internet to answer practical questions from research and education, using a survey and practical examples from sustainable agriculture.

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Tim Rhodus and James Hoskins

This article examines opportunities for enhanced information access and dissemination available to professional horticulturists using the Internet. The intent, however, is not to provide a comprehensive cataloging of where and how to find various databases or sources for multimedia educational resources. While some of these resources are reviewed, the goals of this article are to provide a background of the Internet environment and to examine the communication impacts of the Internet on horticultural researchers and educators. Our view is that computer-aided communication is an opportunity challenge, which should be confronted by individual horticulturists and the discipline as a whole. Examples of these new resources that can have a positive impact on the accomplishment of work responsibilities of horticultural professionals are discussed.

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Ann Marie VanDerZanden and Erika Kirsch

The Internet has become a tool used in business, education, and leisure pursuits. Extension has used the Internet in a variety of ways including the training of extension staff and volunteers and the dissemination of information. In 2001, a survey was developed to determine the comfort level, familiarity, and use of computers and the Internet by active Oregon Master Gardeners (MGs). Basic demographic data was also collected. We found that 85% of respondents use computers and are very comfortable with computers and the Internet. This extensive use and comfort level suggests that the Internet may be an acceptable alternative to the traditional face-to-face training method for some Oregon MGs.

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Kathleen M. Kelley, James C. Sellmer, and Rebecca H. Robert

, and revenue. Materials and methods An Internet survey of consumers residing within a 30-mile (48.3-km) radius of Swarthmore, PA, was conducted from 28 May to 8 June 2008 to investigate consumer awareness and interest in attending the programming

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Ann Marie VanDerZanden and Bob Rost

Video clips are a type of interactive multimedia that are often incorporated in Internet based training, and recent studies have reported examples of how cooperative extension is beginning to use Internet technology, including video clips, as part of delivering educational programs online. A survey was designed to determine if Oregon State University Extension Master Gardener volunteers trained in 2001 were able to access a video clip online. Eighty percent of the recent trainees had access to or owned a computer and 93% of this group had access to the Internet. Yet, when asked to access the video clip online only 37% of the respondents were successful. This disparity suggests the need for a seamless interface between the multimedia component and the software required to access it. If the end user is unable to access the multimedia component, it is difficult to justify the additional resources required to develop these teaching tools.