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Nearly every study performed on the topic has found not only a direct correlation between age and Internet addiction, but also one between age and neglect of work. That is to say that teenagers and young adults are more likely to be addicted to the Internet than any other age group, and among all people suffering from this addiction, teenagers and young adults are more likely to neglect work (school or employment) than older adults with similar addictive behavior. In fact, in the most widely recognized study of its kind, age was the only factor that was a direct and constant contributor to this addiction across all other factors.[1] While this may be good news, suggesting that teenagers and young adults might grow out of their addiction (or reduce their intake) as they age, because this is a new "genre" of behavior, this data might simply reveal that teenagers and young adults are "early adapters." What this means, essentially, is that they may have found this addiction before the rest of the population. If this is the case, today's Internet-Addicted teenagers and young adults may carry it with them into adulthood. In fact, Stanford University's School of Medicine found that nearly one in eight Americans suffers from at least one sign of problematic Internet abuse (although this does not in and of itself constitute addiction).[2] Internet abuse is so widespread that the DSM (Diagnostic and Statistic Manual of Mental Disorders), which is published by the American Psychiatric Association, is reported to be considering adding it to its next release, alongside such issues as bipolar disorder, schizophrenia and borderline personality disorders.[3] Indeed, as children and teenagers are still developing their brains, they may grow accustomed to the speed and flashy graphics associated with the Internet and actually adapt their physiology, developing problems such as ADHD, and becoming generally more impatient than people raised without the instant gratification offered by the Internet

Google Promotes Online Safety With 'Good to Know' Campaign

Gillan Guy, the CAB's chief executive, said that “Information is a powerful tool for preventing problems from arising in the first and safety, personal data and identity theft are among the top concerns of people of using internet”.

What is Fair Use?Fair use is a concept embedded in U.S. law that recognizes that certain uses of copyright-protected works do not require permission from the copyright holder. (See Title 17, section 107) What Determines Fair Use?The following four factors are used to determine if a use is fair: The purpose of the use (eg. commercial vs. educational)* The nature of the copyrighted work The amount of the material used (the greater the amount copied, the less likely it is fair use) The effect of use on the potential market for or value of the work * Not all uses in an academic context are automatically considered fair use!  Fair Use in AcademiaThe Fair Use Doctrine is probably the most important exemption to copyright protections for educational settings, allowing many uses of copyrighted works for the purposes of teaching and research. The complexity of fair use and its importance in academia make it imperative that every member of NYU-Poly understands how to make judgements concerning fair use. Review these Common Scenarios to help you determine whether or not fair use is appropriate. Tools to help you Determine Fair Use Fair Use Analysis Tool:  guides users through the process of determining if a use is fair. Developed by The University of Minnesota Libraries. Fair Use Evaluator: helps users collect, organize, and document the information they may need to support a fair use claim, and  provides a time-stamped PDF document for the users’ records. Developed by the American Library Association, Office for Information Technology Policy.  

An Introduction to Fair Use What is Fair Use? Fair use is the most significant limitation on the copyright holder's exclusive rights (United States Copyright Office, 2010, para. 1). Deciding whether the use of a work is fair IS NOT a science. There are no set guidelines that are universally accepted. Instead, the individual who wants to use a copyrighted work must weigh four factors:

This new reality helps us more clearly define the role that education must play in preparing all students for success in an interconnected world. The United States have invested unprecedented resources in education, betting that our outmoded, factory-age system can be fundamentally transformed to prepare students for the rigors of a global economy. 

 Globally competent students understand that audiences differ on the basis of culture, geography, faith, ideology, wealth, and other factors and that they may perceive different meanings from the same information.  They can effectively communicate, verbally and non-verbally, with diverse audiences.  Because it is increasingly the world's common language for commerce and communication, globally competent students in the US and elsewhere are proficient in English as well as in at least one other world language. Communicating ideas occurs in a variety of culturally diverse settings, and especially within collaborative teams.  Globally competent students are able to situate themselves in a variety of cultural contexts, organize and participate in diverse groups, and work effectively toward a common goal.

Copyright Basics: Fair Use Determining Fair Use Exceptions for Libraries and Archives Exceptions for the use of Materials in an Educational Setting   Fair use is a concept embedded in U.S. law that recognizes that certain uses of copyright-protected works do not require permission from the copyright holder or its agent. These include instances of minimal use that do not interfere with the copyright holder's exclusive rights to reproduce and reuse the work. Fair use is not an exception to copyright compliance; it is more of a "legal defense." That is, if you copy and share a copyright-protected work and the copyright holder claims copyright infringement, you may be able to assert a defense of fair use which you would then have to prove. Fair use is primarily intended to allow the use of copyright-protected works for commentary, parody, news reporting, research and education. However, not all uses in an academic context are automatically considered fair use. The Copyright Act does not spell out the specific types of content reproduction that qualify as fair use. It offers an outline as to how to analyze whether fair use may apply in a particular situation. As a result, the Copyright Act leaves it up to the individual to determine, based upon the factors in Section 107 of the Act, whether fair use applies in each particular circumstance. To avoid a potential legal challenge from the copyright holder, many institutions follow a policy of "when in doubt, obtain permission."

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