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Copyright Law DefinedCopyright law, as defined in Title 17 of the United States Code, protects "original works of authorship fixed in a tangible medium of expression" for a limited period. Copyright protection includes, for instance, the legal right to publish and sell literary, artistic, or musical work, and copyright protects authors, publishers and producers, and the public.  Copyright applies both to traditional media (books, records, etc.) and to digital media (electronic journals, web sites, etc.). Copyright protects the following eight categories of works: literary works musical works dramatic works pantomimes and choreographic works pictorial, graphic, and sculptural works motion pictures and other audiovisual works sound recordings architectural works Ownership of a copyrighted work includes the right to control the use of that work. Use of such work by others during the term of the copyright requires either permission from the author or reliance on the doctrine of fair use. Failure to do one or the other will expose the user to a claim of copyright infringement for which the law provides remedies including payment of money damages to the copyright owner.

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.  

Internet Addiction Disorder, a psychophysiological disorder involving tolerance; withdrawal symptoms; affective disturbances; and interruption of social relationships, is a presenting problem that is becoming more common in society as on-line usage increases by the day.

To be diagnosed as having Internet Addiction Disorder, a person must meet certain criteria as prescribed by the American Psychiatric Association. Three or more of these criteria must be present at any time during a twelve month period: 1. Tolerance: This refers to the need for increasing amounts of time on the Internet to achieve satisfaction and/or significantly diminished effect with continued use of the same amount of time on the Internet. 2. Two or more withdrawal symptoms developing within days to one month after reduction of Internet use or cessation of Internet use (i.e., quitting cold turkey) , and these must cause distress or impair social, personal or occupational functioning. These include: psychomotor agitation, i.e. trembling, tremors; anxiety; obsessive thinking about what is happening on the Internet; fantasies or dreams about the Internet; voluntary or involuntary typing movements of the fingers. 3. Use of the Internet is engaged in to relieve or avoid withdrawal symptoms. 4. The Internet is often accessed more often, or for longer periods of time than was intended. 5. A significant amount of time is spent in activities related to Internet use ( e.g., Internet books, trying out new World Wide Web browsers, researching Internet vendors, etc.). 6. Important social, occupational, or recreational activities are given up or reduced because of Internet use. 7. The individual risks the loss of a significant relationship, job, educational or career opportunity because of excessive use of the Internet. In recent research, other characteristics have been identified. Th

e first is feelings of restlessness or irritability when attempting to cut down or stop Internet use. The second is that the Internet is used as a way of escaping problems or relieving feelings of helplessness, guilt, anxiety or depression. The third characteristic is that the user lies to family members or friends to conceal the extent of involvement with the Internet. And, finally, the user returns repeatedly despite excessive fees (Egger & Rauterberg, 1996).

What are the warning signs of Internet addiction? Preoccupation with the Internet.  (Thoughts about previous on-line activity or anticipation of the next on-line session.) Use of the Internet in increasing amounts of time in order to achieve satisfaction. Repeated, unsuccessful efforts to control, cut back or stop Internet use. Feelings of restlessness, moodiness, depression, or irritability when attempting to cut down use of the Internet. On-line longer than originally intended. Jeopardized or risked loss of significant relationships, job, educational or career opportunities because of Internet use. Lies to family members, therapists, or others to conceal the extent of involvement with the Internet. Use of the Internet is a way to escape from problems or to relieve a dysphoric mood.  (e.g. Feelings of hopelessness, guilt, anxiety, depression.)

Remember that what you share about yourself becomes more-or-less public knowledge on these forums, so you’ll want to choose your words carefully.

Internet addiction sounds like a punch line. But it ruined my brother's life. Print Email Comments (Page 1 of 3) Last Friday I walked into the most recent inpatient Internet addiction treatment center to open in the United States and asked a really dumb question. "Do you have Wi-Fi here?" I bumbled, prompting an awkward smile from the man who opened the door at the Fall City, Wash.-based ReSTART Internet Addiction Recovery Program. It was the equivalent of walking into an Alcoholics Anonymous meeting and asking for a single-malt Scotch.It was also revealing. I hadn't checked my e-mail, Facebook, or Twitter accounts for nearly 14 hours by the time I showed up at the wooded five-acre retreat, situated with some irony less than 15 miles from Microsoft Corp.'s Redmond headquarters. That drought had begun to eat away at me enough that by the time I walked through the door I was so fixated on plugging back in that my brain was able to push past the blatant insensitivity it took to ask such a question.Most of my friends smirked when I told them I was heading up to Washington to write a story about the newly opened center, which sits on a wooded parcel of property adorned with a 3,500-square-foot craftsman house, Western red cedar treehouses, chicken coops, and goat pens. We all kid about being hooked on Facebook, but it doesn't really seem like the kind of thing anybody would need to drop $14,000 (the cost of a 45-day stay at ReSTART) on to quit cold turkey. The fact is, though, I have believed for some time now that Internet addiction is a very real phenomenon. And not just because I've read stories about the well-established and at-capacity treatment centers in China and South Korea, or because I know antisocial kids who routinely put in 14-hour shifts playing World of Warcraft. Internet addiction is the reason my 36-year-old brother has been homeless for most of his adult life.I hadn't really understood this until recently, because having a homeless brother always terrified me too much to make any real effort to understand why Andrew could never get his life together. A couple of years ago I decided I'd protected myself from this depressing truth long enough. I contacted my brother and said I wanted to spend a day with him, from the moment he awoke to the time he went to sleep, to see what his life was like. I approached the trip with a journalist's curiosity and method—a pen and steno pad—but it was obviously going to be a personal expedition.Andrew, who is four years older than I am, sleeps in a roomy tent, atop three mattresses he's acquired from one place or another, between a set of railroad tracks and Oregon State Highway 99, in a clearing ringed by blackberry bushes. He lives most days the same way. He gets up when he feels like it, walks to the local Grocery Outlet, and uses food stamps to buy a microwaveable meal. Then he treks over to the local soup kitchen and enjoys a free lunch, answering the greetings of his other homeless pals, who speak to me highly of the obese, bearded man they call "Ace."When the rest of his buddies head off to the park to suck down malt liquor or puff weed, Andrew eyes a different fix at the Oregon State University computer lab, which is open to the public. He'll spend the next 10 hours or so there, eyes focused on a computer screen, pausing only to heat up that microwaved meal. He plays role-playing videogames such as World of Warcraft, but he's also got a page of RSS feeds that makes my head spin, filled with blogs he's interested in, news Web sites, and other tentacles into cyberspace. He goes "home" only when the lab closes. He's recently acquired a laptop, after much fundraising from sympathetic relatives, so he can now stay connected day and night, if he can find an open Wi-Fi hot spot.Through the day I peppered him with questions, all meant to answer this one: why had he failed to make something of himself, and I hadn't? It was a complicated question, but it

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.

  Internet addiction is described as an impulse control disorder which does not involve the use of a drug and is similar to pathological gambling.

Web obsession has a few signs

Preoccupation with the internet

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."