A RESEARCH REPORT ON YOUTH INTRNET RISK AND OPPURTUNITY

PREPARED BY: Thomson Thomas NR M. S. University of Baroda T.Y.B.B.A - Div: - 3(Marketing) Roll No.: 118 UNDER THE GUIDANCE OF:
Dr. Madhusudan N. Pandya Research Guide Department of Commerce Faculty of Commerce The M.S. University of Baroda Vadodara

SR CHAPTERS NO 1 INYRODUCTION

PAGE NO 1

LITERATURE REVIEW

13

RATIONAL OF THE STUDY

32

RESEARCH OBJECTIVES

33

RESEARCH METHIDOLOGY

34

DATA ANALYSIS AND INTERPRETATION

39

CONCLUSION AND IMPLICATION

57

LIMITATION

59

BIBLOGRAPHY

60

ANNEXURES

61

CHAPTER 1 INTRODUCTION

CHAPTER 1:

INTRODUCTION

By the turn of the century, information, including access to the Internet, will be the basis for personal, economic, and political advancement. The popular name for the Internet is the information superhighway. Whether you want to find the latest financial news, browse through library catalogs, exchange information with colleagues, or join in a lively political debate, the Internet is the tool that will take you beyond telephones, faxes, and isolated computers to a burgeoning networked information frontier. The Internet supplements the traditional tools you use to gather information, Data Graphics, News and correspond with other people. Used skilfully, the Internet shrinks the world and brings information, expertise, and knowledge on nearly every subject imaginable straight to your computer.

The Internet links are computer networks all over the world so that users can share resources and communicate with each other. Some computers have direct access to all the facilities on the Internet such as the universities. And other computers, eg privately-owned ones, have indirect links through a commercial service provider, who offers some or all of the Internet facilities. In order to be connected to Internet, you must go through service suppliers. Many options are offered with monthly rates. Depending on the option chosen, access time may vary. The Internet is what we call a meta network, that is, a network of networks that spans the globe. It's impossible to give an exact count of the number of networks or users that comprise the Internet, but it is easily in the thousands and millions respectively. The Internet employs a set of standardized protocols which allow for the sharing of resources among different kinds of computers that communicate with each other on the network.

These standards, sometimes referred to as the Internet Protocol Suite, are the rules that developers adhere to when creating new functions for the Internet. The Internet is also what we call a distributed system; there are no central archives. Technically, no one runs the Internet. Rather, the Internet is made up of thousands of smaller networks. The Internet thrives and develops as its many users find new ways to create, display and retrieve the information that constitutes the Internet.

HISTORY OF INTERNET

In its infancy, the Internet was originally conceived by the Department of Defence as a way to protect government communications systems in the event of a military strike. The original network, dubbed Arpanet (for the Advanced Research Projects Agency that developed it) evolved into a communications channel among contractors, military personnel, and university researchers who were contributing to ARPA projects. After the ARPANET had been up and running for several years, ARPA looked for another agency to hand off the network to; ARPA's primary mission was funding cutting edge research and development, not running a communications utility. Eventually, in July 1975, the network had been turned over to the Defence Communications Agency, also part of the Department of Defence. In 1983, the U.S. military portion of the ARPANET was broken off as a separate network, the MILNET. MILNET subsequently became the unclassified but military-only NIPRNET, in parallel with the SECRET-level SIPRNET and JWICS for TOP SECRET and above. NIPRNET does have controlled security gateways to the public Internet.

The networks based on the ARPANET were government funded and therefore restricted to

non-commercial uses such as research; unrelated commercial use was strictly forbidden. This initially restricted connections to military sites and universities. During the 1980s, the connections expanded to more educational institutions, and even to a growing number of companies such as Digital Equipment Corporation and Hewlett-Packard, which were participating in research projects or providing services to those who were.

Several other branches of the U.S. government, the National Aeronautics and Space Agency (NASA), the National Science Foundation (NSF), and the Department of Energy (DOE) became heavily involved in Internet research and started development of a successor to ARPANET. In the mid 1980s, all three of these branches developed the first Wide Area Networks based on TCP/IP. NASA developed the NASA Science Network, NSF developed CSNET and DOE evolved the Energy Sciences Network or ESNet.

NASA developed the TCP/IP based NASA Science Network (NSN) in the mid 1980s, connecting space scientists to data and information stored anywhere in the world. In 1989, the DECnet-based Space Physics Analysis Network (SPAN) and the TCP/IP-based NASA Science Network (NSN) were brought together at NASA Ames Research Centre creating

the first multiprotocol wide area network called the NASA Science Internet, or NSI. NSI was established to provide a totally integrated communications infrastructure to the NASA scientific community for the advancement of earth, space and life sciences. As a highspeed, multiprotocol, international network, NSI provided connectivity to over 20,000 scientists across all seven continents. The network employed a set of standard protocols to create an effective way for these people to communicate and share data with each other. Arpanets popularity continued to spread among researchers and in the 1980 the National Science Foundation, whose NSFNet, linked several high speed computers, took charge of the had come to be known as the Internet. By the late 1980's, thousands of cooperating networks were participating in the Internet. In 1991, the U.S. High Performance Computing Act established the NREN (National Research & Education Network). NREN's goal was to develop and maintain high-speed networks for research and education, and to investigate commercial uses for the Internet. The rest, as they say, is history in the making. The Internet has been improved through the developments of such services as Gopher and the World Wide Web. Even though the Internet is predominantly thought of as a research oriented network, it continues to grow as an informational, creative, and commercial resource every day and all over the world.

There is no clear answer to the question that pays for the internet because the Internet is not one "thing", its many things. No one central agency exists that charges individual Internet users. Rather, individuals and institutions that use the Internet pay a local or regional Internet service provider for their share of services. And in turn, those smaller Internet service providers might purchase services from an even larger network. So basically, everyone who uses the Internet in some way pays for part of it.

The unique thing about the Internet is that it allows many different computers to connect and talk to each other. This is possible because of a set of standards, known as protocols that govern the transmission of data over the network: TCP/IP (Transmission Control Protocol/Internet Protocol). Most people who use the Internet aren't so interested in details related to these protocols. They do, however, want to know what they can do on the Internet and how to do it effectively.

The most popular Internet tools operate as client/server systems. You're running a program called a Web client. This piece of software displays documents for you and carries out your requests. If it becomes necessary to connect to another type of service--say, to set up a Telnet session, or to download a file--your Web client will take care of this, too. Your Web client connects (or "talks") to a Web server to ask for information on your behalf.

The Web server is a computer running another type of Web software which provides data, or "serves up" an information resource to your Web client.

All of the basic Internet tools--including Telnet, FTP, Gopher, and the World Wide Web-are based upon the cooperation of a client and one or more servers. In each case, you interact with the client program and it manages the details of how data is presented to you or the way in which you can look for resources. In turn, the client interacts with one or more servers where the information resides. The server receives a request, processes it, and sends a result, without having to know the details of your computer system, because the client software on your computer system is handling those details. The advantage of the client/server model lies in distributing the work so that each tool can focus or specialize on particular tasks: the server serves information to many users while the client software for each user handles the individual user's interface and other details of

the requests and results.

Every computer should be equipped with basic client software packages that allow you to perform functions such as electronic mail, Telnet, Gopher, and FTP.

Electronic mail, or e-mail, is probably the most popular and widely used Internet function. E-mail, email, or just mail, is a fast and efficient way to communicate with friends or colleagues. You can communicate with one person at a time or thousands; you can receive and send files and other information. You can even subscribe to electronic journals and newsletters. You can send an e-mail message to a person in the same building or on the other side of the world.

E-mail is an asynchronous form of communication, meaning that the person whom you want to read your message doesn't have to be available at the precise moment you send your message. This is a great convenience for both you and the recipient.

On the other hand, the telephone, which is a synchronous communication medium, requires that both you and your listener be on the line at the same time in order for you to communicate (unless you leave a voice message). It will be impossible to discuss all the details of the many e-mail packages available to Internet users. Fortunately, however, most of these programs share basic functionality which allow you to: *send and receive mail messages *save your messages in a file *print mail messages *reply to mail messages To use Internet e-mail successfully, you must understand how the names and addresses for

computers and people on the Internet are formatted. Mastering this technique is just as important as knowing how to use telephone numbers or postal addresses correctly. Fortunately, after you get the hang of them, Internet addresses are usually no more complex than phone numbers and postal addresses. And, like those methods of identifying a person, an organization, or a geographic location--usually by a telephone number or a street address--Internet addresses have rules and conventions for use. Sample Internet Address: custcare@aucegypt.edu The Internet address has three parts: 1.a user name 2.an "at" sign (@) 3.the address of the user's mail server. Sometimes it's useful to read an Internet address or a domain name from right to left because it helps you determine information about the source of the address. An address like xyz@asu.edu doesn't tell me much about the person who's sending me a message, but I can deduce that the sender is affiliated with an educational institution because of the suffix edu. The right-most segment of domain names usually adhere to the naming conventions listed below: EDU Educational sites in the United States COM Commercial sites in the United States GOV Government sites in the United States NET Network administrative organizations MIL Military sites in the United States ORG Organizations in the U.S. not covered by the categories above (e.g., nonprofit organizations).

.xx

where xx is the country code (e.g., .e.g. for Egypt).

Once you've become adept at using e-mail, you may want to communicate with others on the Internet who shares your interests. Newsgroups are one way to do this; the other is through an electronic discussion group. An electronic discussion is a group of persons who have come together to discuss a particular topic via e-mail. There are several methods that network users can use to participate in electronic discussions; however, the basic purpose is to bring together persons with similar interests to share information, ideas, problems, solutions, and opinions. Since an electronic discussion is conducted by e-mail, it's commonly called a mailing list. If you find yourself interested in a topic, you can subscribe to a suitable mailing list. From then on, any message sent to the mailing list is automatically distributed as electronic mail to you--as well as to all previously subscribed members of that particular discussion. The beauty of a mailing list is that traffic (the mail generated by that list) covers a specific topic and the mail it generates comes straight to your electronic mailbox, without any extra work on your part. There are thousands of mailing lists operating on the Internet, dedicated to myriad topics. Some are created to serve local needs only (i.e., a list for the members of a regional computer user group), while many are open to anyone on the network. There are discussions on professional topics, vocational subjects, and topics of personal interest. You can roughly separate the thousands of mailing lists available on the Internet into the following groups:

Gopher is a client/server system that allows you to access many Internet resources simply by making selections from a sequence of menus. Each time you make a selection, Gopher

carries out your request to the computer that contains the information and "serves" it up. For example, if you select a menu item that represents a text file, Gopher will get that file-wherever it happens to be--and display it for you. As you use Gopher, some menu items lead to other menus. If you choose one of these, Gopher will retrieve the new menu and display it for you. Thus you can move from menu to menu, using only a few key strokes or a mouse to navigate. The power of Gopher is that the resources listed in a menu may be anywhere on the Internet. As Gopher connects to computers to comply with your menu selection, you don't need to be preoccupied with the behind-the-scenes work of connecting to and disconnecting from these various computers. Gopher does this for you without your even needing to be aware of it. This automatic connecting makes Gopher popular and useful.

The World Wide Web (also referred to as WWW or W3) is the fastest growing area of the Internet. While gopher was an important step in allowing users to "browse" through the Internet's vast resources, the World Wide Web has raised excitement about the Internet to new heights. What makes the World Wide Web appealing and innovative is its use of hypertext as a way of linking documents to each other. A highlighted word or phrase in one document acts as a pointer to another document that amplifies or relates to the first document. When looking at a WWW document, the reader doesn't have to follow every pointer, or link (also called a hypertext link), only those that look interesting or useful. In this way, the user tailors the experience to suit his or her needs or interests. The other very appealing aspect of the World Wide Web is the use of graphics and sound capabilities. Documents on the WWW include text, but they may also include still images, video, and audio for a very exciting presentation. People who create WWW documents often include a photograph of

themselves along with detailed professional information and personal interests. (This is often called a person's home page.)

WWW is another example of client/server computing. Each time a link is followed, the client is requesting a document (or graphic or sound file) from a server (also called a Web server) that's part of the World Wide Web that "serves" up the document. The server uses a protocol called HTTP or Hypertext Transport Protocol. The standard for creating hypertext documents for the WWW is Hypertext Mark up Language or HTML. HTML essentially codes plain text documents so they can be viewed on the Web.

A Uniform Resource Locator (URL) is the address of a document you'll find on the WWW. Your WWW browser interprets the information in the URL in order to connect to the proper Internet server and to retrieve your desired document. Each time you click on a hyperlink in a WWW document, you're actually instructing your browser to find the URL that's embedded within the hyperlink. The elements in a URL: Protocol: //server's address/filename Hypertext protocol: http://www.aucegypt.edu Gopher protocol: gopher://gopher.umm.tc.edu File Transfer Protocol: ftp://ftp.dartmouth.edu Telnet Protocol: telnet://pac.carl.org The program you use to access the WWW is known as a browser because it "browses" the WWW and requests these hypertext documents. Browsers can be graphical, like Netscape and Mosaic, allowing you to see and hear the graphics and audio; text-only browsers (i.e., those with no sound or graphics capability) are also available. All of these programs understand http and other Internet protocols such as FTP, gopher, mail, and news, making the WWW

a kind of "one stop shopping" for Internet users.

Internet Relay Chat (IRC), the other method for Internet conversation, is less common than talk because someone must set up the Chat before others can join in. Chat sessions allow many users to join in the same free-form conversation usually centred around a discussion topic. When users see a topic that interests them, they type a command to join and then type another command to choose a nickname. Nicknames allow people in the session to find you on IRC Networks or Channels.

The World Wide Web is "indexed" through the use of search engines, which are also referred to as "spiders," "robots," "crawlers," or "worms". These search engines comb through the Web documents, identifying text that is the basis for keyword searching. Each search engine works in a different way. Some engines scan for information in the title or header of the document; others look at the bold "headings" on the page for their information. The fact that search engines gather information differently means that each will probably yield different results. Therefore, it's wise to try more than one search engine when doing Web searching.

The list below lists several search engines and how each one gathers information, plus resources that evaluate the search engines.

Alta Vista Excite Net search InfoSeek Net Search Inktomi Lycos

WebCrawler WWWW -- World Wide Web Worm Yahoo Google

http://unsweb.aucegypt.edu/UNSWEB2/NetIntro.htm

CHAPTER 2 REVIEW OF LITERATURE

Users YEAR

Population

% Pen.

Usage Source

1998

1,400,000

1,094,870,677

0.1 %

ITU

1999

2,800,000

1,094,870,677

0.3 %

ITU

2000

5,500,000

1,094,870,677

0.5 %

ITU

2001

7,000,000

1,094,870,677

0.7 %

ITU

2002

16,500,000

1,094,870,677

1.6 %

ITU

2003

22,500,000

1,094,870,677

2.1 %

ITU

2004

39,200,000

1,094,870,677

3.6 %

C.I. Almanac

2005

50,600,000

1,112,225,812

4.5 %

C.I. Almanac

2006

40,000,000

1,112,225,812

3.6 %

IAMAI

2007

42,000,000

1,129,667,528

3.7 %

IWS

2009

81,000,000

1,156,897,766

7.0 %

ITU

2010

100,000,000

1,173,108,018

8.5 %

IWS

INTERNET MARKET BRIEFS

An overview of the Start and History of Internet Usage in India

The state-owned Videsh Sanchar Nigam Limited (VSNL) launched Internet Services in India in August 1995. For the first four years, VSNL was the sole provider of Internet Services in the Country. In the first years, broadband usage in India was growing 20% per month, according to the Internet Service Providers Association of India (ISPAI). Thanks to the progress in the penetration of ICT and especially, the Broadband Policy announced in 1995, the term broadband entered the mass lexicon and most Internet users were aware of faster Internet speeds.

In November 1998, the Government ended VSNLs monopoly and allowed provisioning of Internet Services by Private Operators. The Terms and Conditions of the ISPs License were unusually liberal with no License Fee and allowed unlimited number of players. ISPs could set their own tariffs and even their own International Gateways.

Women lead the rural Internet rush in India. In year 2004 the Internet was having a revolutionary effect on the 700 million people who lived in villages in India - and the change was led by women. A project set up by one of India's leading technology institutes put women in charge of forging the way across the digital divide as the proprietors of a fastgrowing number of internet cafes or kiosks around the sub-continent. In total 80% of these new kiosks were run by women, many of whom have had very little or no acquaintance with technology before.

Usage surges

February 17, 2006 - Internet adoption continues to grow in India. According to the Internet & Mobile Association of India (IAMAI) the low cost of broadband has helped increase Internet usage. E-commerce and high demand for .in domain registrations are also factors for the increase in online users. The ".in" domain registrations surpassed 150,000.

Broadband policy and other initiatives by the IT and Telecom Ministry encourage increased adoption. A monthly broadband subscription costs as little as 199 rupees A second factor is the IT Telecom Ministry initiative to make computers available for purchase under 10,000 rupees .In addition to working with hardware manufacturers to remove the financial barrier for households in India, the organization continues to push development of language fonts to remove language and localization of content issues.

According to IAMAI, a trade association representing the online content and advertising, ecommerce and mobile content and advertising industry, Indians go online for a number of activities including e-mail and IM (98 percent); job search (51 percent); banking (32 percent); bill payment (18 percent); stock trading (15 percent); and matrimonial search (15 percent).

An Update Survey of Internet usage in India

According to a release dated September 19, 2006, the Internet and Mobile Association of India (IAMAI) and IMRB International, Internet users in India have reached 37 million in the month of September 2006, up from 33 million in March 2006. During the same period the number of "active users" has risen from 21.1 Million in March 2006 to 25 Million in September 2006. "Active User" is an internationally accepted and widely used category to define users who have used the internet at least one in the last 30 days.

The numbers are a result of the largest "offline" survey so far carried out in India to estimate the "ever user" and "active user" categories. The primary survey for the study was conducted in early 2006 amongst 16,500 households covering 65,000 individuals across 26 major metros and small towns in India, with additional coverage of 10,000 business and 250 cyber caf owners. The survey did not include rural areas.

IWS considers that the number of Internet users in India is now 100,000,000 to give credit to surveys and field work performed till December 31, 2010. http://www.internetworldstats.com/asia/in.htm

The Internet has changed the everyday life of many of us. How has this system transformed our lives and our society? What are the positive effects? What the negative ones? Which opportunities and risks for the development of society and social systems do we find in global informational capitalism/the "Internet society"? This book helps people to find answers to such questions. Its main goal is to work out a theoretical understanding of the relationship of Internet and society. It is an introduction to the social theory of the Internet that addresses how internet and society are related, i.e. how the internet transforms society and social systems and is shaped by social processes.

Hans Dieter Huber Internet Theory (1995)

In order to understand the organisation and structure of a network like the Internet it seems necessary to develop a new vocabulary of description and explanation.

Normally metaphors are used to describe the Internet like the concepts "path", "Infobahn", "data highway", "architecture". But these metaphors, unless understood in a new and extended meaning, suggest that the Internet is like car driving on a highway. But what for instance are the tires of that vehicle? Or what is the "gas station" of the Internet? The term "architecture" of the net suggests a three dimensional building with an entrance door, windows and certain levels. But what is the roof of the Internet and what is the staircase to its cellar? No one knows.

Some speak of the Internet as an organism. But what is the "brain" of the Net and what its "great gut"? You see that a metaphorical use of terms to describe the organisation of such a complex phenomenon like the Internet is not very well suited for an appropriate understanding of the specific processes which are happening in the Internet.

So what we have to do is to develop an new theory and new concepts for the description and understanding of a complex structure like the Internet which are no metaphorical uses and which are already developed for the description of large, complex and interrelated phenomena. I mean the theory of social systems, the second order cybernetics as developed in the writings of Ranulph Glanville and Heinz von Forester, the theory of knots (topology) and the theory of social networks.

II System-Environment

We can describe the Internet as a system operating in a certain environment. The Internet can be described as a communication system, consisting of certain components between which certain interactions are observable to an observer. The environment provides a structural coupling between the Net and its support from the environment. The environment "holds" the system and provides the relevant resources and supports to maintain the systems functions.

For instance, the supply of current, the computer hardware, the material cables of the telephone networks, the buildings in which the terminals are housed and of course the user is strictly part of the environment of the Internet. They are no components of the system itself.

All communication systems are operationally closed systems. That simply means that no system can function outside the system. All communication takes place in the system and the only thing which can take place in the system is communication and nothing else.

Therefore the Internet can be described as an autopoietic system which produces the components out of which it exists out of the components of which it consists. The components are single communication units and they produce further communications (replies, answers, e-mail, discussions, news groups, etc.).

In this mechanism of continuous production and reproduction of the various components of the system selective interactions take place. Certain links between certain components are used more often than others. Through that process, which is a temporary, time-based mechanism, a certain actual structure is established in the Internet.

The principal problem one has to face is the unobservability of the processes going on in the Net. The only way to observe interactions with a certain home page or server is the amount of electronic mail, the count of log-ins into a certain page or the number of subscribers to a emagazine or a discussion group. So we can only talk in a highly selective perspective which depends on where we are located, when we look into the Net and how, about the actual structure of the Internet as accessible to a certain observer at a certain moment.1

But we can talk about its organisation as opposed to its structure. Humberto M. Maturana and Francisco Varela have tried to define the difference between organisation and structure. The organisation of a system consists in the necessary relations which define the system. The

structure of a system consists in the actual relations between the components which integrate the systems as such. Therefore the organisation of a system like the Internet can remain invariant while it maintains its identity without disintegration. Structures can vary provided they satisfy the organizational constraints of the system.

Literature:

Varela, Francisco: Two Principles for Self-Organization; in: H. Ulrich/ G. J. B. Probst (ed.): Self-Organization and Management of Social Systems, Berlin

URL -http://www.moonty.org Author -Bob Affonso

The addition of the Internet to the electronic media environment has renewed interest in the question of media attendance: the factors that explain and predict individual exposure to the media. Much of the research has been carried out by followers of the uses and gratifications tradition, who anticipated the medium as an exemplar of active media selection that could further validate the core tenets of that paradigm (Morris & Ogan, 1996; Newhagen & Rafaeli, 1996; Ruggerio, 2000).

Instead, Internet research has introduced new conceptual and operational approaches and new variables that now challenge some of the basic assumptions, procedures, and findings of uses and gratifications. However, these findings have yet to be integrated into a comprehensive model of media attendance. Moreover, these relationships have been explored among college student samples and must now be extended to the general online population.

Computer and network technology, the Development of the rapid Development of enormous impact on young people, it is to acquire knowledge, values formation, capacity is increased, the formation of personality and way of thinking and so to promote the comprehensive Development of students, but also the development of young people adversely affected. Therefore, the government, society, families and schools make concerted efforts for the healthy growth of young people provide a good environment.

According to statistics, the average age of Internet users in China was 27 years old, 85% in the number of Internet users under the age of 25, youth has become a 21st century Internet era of the main force cannot be ignored. Seize the green young to grasp the future of the network, so to create a good network of order; priority is to strengthen moral Education of young people's network. First, the Internet's positive impact on youth development 1, the network is conducive to youth access to information, knowledge and skills. The Internet in a variety of information, and updates very quickly, find Information for young people provides a unique opportunity. Physical and mental development of young people in particular period, the desire for knowledge and curiosity, eager to know all the Information out. So young people access to Information is an important objective of the Internet.

Now many young people cannot watch TV newspaper, but cannot access, the Internet has become important channel for young people to access information. At present the network more and more virtual schools, virtual schools has become a increasingly popular mode of education, online university is no longer a dream. Through the Internet to know the school entrance examination information but also to direct learning courses. Through the network questions and homework, the teacher can answer questions online. Internet became the communication between teachers and students a convenient place. The Internet is a whole new world, young people need to give full play to their potential to adapt it, develop it and explore it, not only enhances the ability of young people to access information and other technologies, but also enhances the ability of youth interpersonal communication and social participation. 2, the network is conducive to young people the formation of the new values. The history of the network is to share and open from the focus, from centralized to the history of equality, sharing, equality, efficiency and opening up the network implied values. First of all, As the network has the actual situation of duality, equality and popular interactive features, online exchanges to break the sense of social hierarchy, which helps young people sense of equality, shared consciousness. Secondly, the network is running fast, synchronization and use of simplicity, efficiency in favor of the concept of youth culture. Finally, "The vast network compatibility has made a huge change in time and space, everything in the world to do to close the net, which broaden their horizons for the young, active thinking, and promote concept update, enhance open awareness, global awareness and diversity awareness of great benefit.

The Effects of the Internet on Today's Youth

Our subject, Jimmy, has been using the internet for the past four years. He got started at a friend's house -- they were young, bored, and out of money. Jimmy was once an arcade jockey, spending long hours in noisy recreational facilities.

"Jump, man! That barrel's rolling straight at you!" his best friend would shout.

"I am jumping!"

But alas, he would fall to a gruesome death, his on-screen representation a mess of pixels, half smashed into the ground.

They would go home, pockets empty, hearts broken, returning once more to the quiet comfort of their own homes. Jimmy knew a little about the strange box his parents called the computer -- he knew how to start it, how to load Minesweeper, and how to press the CTRL, ALT, and DELETE buttons simultaneously. But somehow, Jimmy lost interest in the arcade. He lost interest in a lot of things, including, but not limited to healthy eating, kickball, homework, and recreational reading. In short, he was becoming a teenager. He began spending more and more time at friend's houses or the school, sitting, waiting for the next screen to load. It was a drug, of sorts. It didn't give him lung cancer, though, and that's all his parents cared about.

Jimmy is not an unusual case. He spends three to four hours on the computer every night, chatting with friends from school or reading about the latest game from iD. The internet has become a major part of society. What effects does it have on our youth today? To fully examine these, one must look at what the internet has become to society. Only on the internet can you easily access recipes, your stock reports, bank statements, timepassing games, clothing stores, book summaries, movie ratings, as well as nearly anything else you can imagine. It is the easy access point. Mom can use it to check up on Jimmy's falling grades, Dad can use it to make sure his job is secure (it isn't,) and Jimmy can use it to talk to friends. Is there anything better?

The internet has helped to usher in a generation of young people who are used to having what they want ON-DEMAND. Now, mind you, it wasn't just the internet doing this -- you can also attribute parts of this to the increasing numbers of satellite dishes and microwaves.

However, not all of the effects of the internet are negative. Sure, we may have created a generation of lazy, demanding people, but we also created a generation of easily educatable people, as well. Never before has learning a new language, discovering the magic of the Constitution, or examining the filming techniques of television from a directors standpoint been more easily accessible. By giving young people an easier venue to access things that they are interested in, we can innovate more easily.

In conclusion, is the internet bad? Not necessarily. It's not necessarily good, either. Overall, it is important to recognize both the positive and negative aspects of such a wondrous invention. The internet has created a world of good, a world of bad, and several worlds in between.

While in its relative infancy, technology-driven school reform has engulfed education, and advocates hail the multitude of advantages to reap. It comes with promises to propel us into the future and cause dramatic improvement in student proficiency and worldwide understanding. Our computer-driven society demands that students develop the ability to operate in a technological environment, acquiring the knowledge and skills necessary to be productive. In addition, so much of our planet is rapidly becoming connected via the Internet that online protocol has become an intrinsic part of technology-based curriculum. But increasing reports connecting psychologically addictive characteristics to Internet use, along with speculation of its negative influence on social functioning has brought to question the enduring effects of this reform. Educators and psychologists are beginning to wonder about the impact of the Internet on the social skills and psychological well-being of our children.

Just the Facts Online computer use is widespread and growing. Current estimates indicate that 149 million people are online worldwide, and that number is increasing at the rate of 12% a month (Suler, 1996, 1999b). According to a U.S. Census Bureau report, 22.2% of the 76 million American computer users aged 3 and above use the Internet and one fifth of children with home computers use them to access the Internet (U.S. Census Bureau, 1997). It was also reported that 55 million enrolled children used a computer at school, and school was the most common place for children to access the Internet. With these staggering numbers, there is little doubt as to the proliferation and popularity of Internet use.

Questions Arise While our culture heralds the Internet as a technological wonder, there are suggestions that Internet use has a negative influence on individuals and their social skills. A recent study conducted by Carnegie Mellon University concludes that Internet use leads to small but statistically significant increases in misery and loneliness and a decline in overall psychological well-being (American Psychological Association, 1998). The appropriately named HomeNetproject studied a sample of 169 people in Pittsburgh during their first year or two online. Data showed that as people in this sample used the Internet more, they reported keeping up with fewer friends. They also reported spending less time talking with their families, experiencing more daily stress, and feeling more lonely and depressed. These results occurred even though interpersonal communication was their most important reason for using the Internet.

A national survey conducted by the Annenberg Public Policy Centre in Washington found that a majority of parents in computer households fear the Internet's influence on children, due particularly to its wide-open nature and interactivity (Annenberg Public Policy Centre, 1999). However, they still believe that their children need the Internet. They cited as benefits the ability to discover useful things and the advantages in helping with schoolwork. But the suggestive ill effects of Internet use do not stop at the secondary school level. At a large university in New York, the dropout rate among freshmen newcomers rose dramatically as their investment in computers and Internet access increased. The reason? Administrators learned that 43% of the dropouts were staying up all night on the Internet (Wallace, 1999). In response to a college listserv survey regarding the effect of technology on interpersonal relationships and communication, by far the most frequently mentioned potential problem dealt with electronic communication in the forms of e-mail, discussion groups, and chat

rooms. Many respondents spoke of the sense of isolation inherent in this medium and the lack of face to face contact as a contributing factor to feelings of alienation and loneliness (Wade, 1999). Taking another twist, further findings suggest a small but significant number of people blame excessive online use for the break-up of their marriage (Eykyn, 1999). Is It Addictive? With this increasing information, there is a debate among psychologists as to the prevalence of a psychological disorder associated with online use. Labelled by some as "Internet Addiction Disorder" (Goldberg, 1997), studies suggest the existence of addictive behaviour patterns among heavy Internet users (Greenfield, 1999; Young, 1998). Based on criteria that psychologists often use in defining types of addiction, online surveys estimate the incidence of addictive patterns of behaviour among heavy Internet users ranges from 6% (Greenfield, 1999) to as high as 80% (Young, 1998). Identified symptoms of the disorder include: (a) using the computer for pleasure, gratification, or relief from stress; (b) feeling irritable and out of control or depressed when not using it; (c) spending increasing amounts of time and money on hardware, software, magazines, and computer-related activities; and (d) neglecting work, school, or family obligations (Gawel, 1998). Relating to the online encounter, some users have also described experiencing a cocaine-like "rush" when using the Internet (Egger, 1996). In disagreement, some psychologists argue that the list of symptoms seems more oriented toward general personality disorders rather than real computer addiction (Dvorak, 1997; Grohol, 1999; Davis, 1999). Others challenged the findings of the online survey studies to be inaccurate due to sampling problems and demographic inequalities (Suler, 1999a; Wallace, 1999).

According to Maressa Hecht Orzack, director of computer-addiction services at McLean Hospital of the Harvard Medical School, the problem centres around the people who work the computer rather than the computer itself. She asserts that they use the computer "as a tool to evade, procrastinate and escape," and that "among the most vulnerable are children who are lonely and bored or from families where nobody is at home to relate to after school." (Valenza, 1999). In a lighter view, some have taken a humorous approach to identifying the characteristics of Internet addicts. In a site entitled You Know You're Addicted When, the viewer is greeted with a seemingly endless list of warning signs. Still others have come up with audible approaches to the subject. Click on the following sound files for samples of this type of expression: addicted.wav and gilligan.wav As yet, there is no official psychological or psychiatric diagnosis of an "Internet" or "Computer" addiction. The most recent edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) -- which sets the standards for classifying types of mental illness -- does not include any such category (American Psychiatric Association, 1994). Those who have conducted research on the subject agree that heavy Internet users share many characteristics in common with general addiction disorders. In his online document The Psychology of Cyberspace, Dr. John Suler lists many of these characteristics. There are several more Web sites that are specifically devoted to the study and diagnosis of the disorder. Among them is Dr. David Greenfield's Center for Internet Studies, which offers a free virtual addiction survey for self-appraisal. In addition, Dr. Kimberly Young founded the Centre for On-Line Addiction which consults to educational institutions, mental health clinics, and corporations dealing with Internet misuse.

The growing evidence of addiction among heavy Internet users has created a growing need for more information about the psychological characteristics of these individuals. Such information would serve an important role in the identification and development of effective intervention and prevention programs. Effects On Our Children Referring to the HomeNetstudy, it was found that teenagers are much heavier Internet users than their parents. While adults tend to use the Internet as part of their jobs and to get employment-related information, teenagers were more likely to use the Internet to play games, to listen to music, and to meet new people. This particular appeal has caused further concern among educators such as Michael A. Weinstein, professor of Political Science at Purdue University. In a somewhat Archie Bunkerian way of expression, he believes Internet users will "lose the savvy and skills and patience to conduct social relations in the corporeal world," and that the Internet will intensify the negative effect television has already had on our social skills (Weinstein, 1995). Taking his view then, it is assumed that we are encouraging our children to become social nitwits! In their dealings with technology, today's youths are often portrayed as either victims or criminals. The press releases warning of Internet "stalkers," coupled with the recent tragedies of Columbine H.S. and elsewhere, have raised issues of safety and concern when dealing with the Internet. Like Weinstein, many have taken the view that media and technology -including television, motion pictures, and CD recordings -- have deteriorated the values and social functioning of our youth. In their view, the Internet is a prime culprit for this affliction with its innate game-playing capabilities (Fainaru, 1998), suspected addictive tendencies, and beckoning sexually-explicit temptations. Debate as to the detrimental effects of technology on youth will perhaps linger due to the tentative nature of the research on this subject.

Encouraging Trends Contrary to this line of thinking, reports indicate that our youth may not be destined for such a decline. Overall, youth crime statistics have shown a stable or declining trend for five years (Tapscott, 1998). In his article For Adults, 'Today's Youth' Are Always the Worst, reporter Mike Males of the L.A.Times reports that over the past two decades in California teenage rates of felony and misdemeanour arrest are down 40%, suicide and self-destructive deaths have dropped 60% and drug-abuse deaths have declined 90%. He also reports that "students display higher school enrolments, test scores, college preparatory work and volunteerism than their forebears," and that "only California's poorest youth, confronted by the poverty and joblessness of a selective economic depression ... have shown increases in violence and alienation." (Males, 1998). Some also praise the benefits of the Internet in actually grooming the social skills of youth. Student author Matt Simon (1997), in an issue of The Vocal Point, offers the following view: "While the educational pros of the technology of computers cannot be forgotten, what about the social aspects? When we think of children and computers, the image of endless hours of playing games comes to mind. There are however many opportunities for children and youth to interact on-line in productive and positive ways. Spank Magazine is an interactive on-line magazine with new issues monthly. On-line magazines are virtual forums in which youth can write and communicate their ideas. This on-line format is free, accessible to anyone and eliminates the need for print publication and distribution ... An on-line magazine like Spank is a good way for youth to express them." Accounts such as this can only aid technology proponents in countering the views of their adversaries.

Awareness Is The Key There is little doubt that children can at times become captivated by the intrinsic opportunities afforded by the technology of computers and the Internet. This may sometimes come at the expense of other healthy activities such as homework or normal social interchange. Although most children seem to innately correct the problem, parents and educators must be watchful for signs of misuse. Dr. Kimberly Young of the Centre for OnLine Addiction offers an online survey, the Parent-Child Internet Addiction Test to help identify habits and characteristics that may indicate overuse. The HomeNetstudy recommends that parents limit and monitor their children's use and encourage family interaction by putting the computer in the living room, rather than the basement or a child's room. Whatever the action, parents and children should work together to identify a problem. It is also the responsibility of educators to effectively incorporate technology into their lesson plans. They must view the computer as a valuable supplemental tool in education rather than an end-all solution. When incorporating the Internet, online research activities should be integral with in-class social exchange to assure a necessary balance.

Conclusion Despite the alarm, research indicates most children are doing fine. Computers are certainly intriguing and captivating, and the Internet is most assuredly alluring with its research and communicative capacities. But overall, technology can be considered a positive enhancement to growth. This feature is eloquently affirmed by author Don Ascot (1999): "... when kids are online, they're reading, thinking, analyzing, criticizing and authenticating composing their thoughts. Kids use computers for activities that go hand-in-hand with our

understanding of what constitutes a traditional childhood. They use the technology to play, learn, communicate and form relationships as children always have. Development is enhanced in an interactive world."

AUTHOR-MATTHEW M ONTGOMERY | MATT@MUSICGEEK.ORG | [MSN]

DICTATORMOONTY @HOTMAIL .COM

| [AIM] SKAMARTH

HTTP:// WWW. MOONTY . ORG

CHAPTER 3 RATIONAL OF THE STUDY

RATIONALE OF THE RESEARCH STUDY The research study based on selected customers experiences with regard to customers feedback on selected criteria particularly related with the usage of internet from youth located in Vadodara City in the state of Gujarat. An attempt has been made to measure and evaluate customers satisfactions or dissatisfactions from conveniently drawn sampling units.

CHAPTER 4 RESEARCHOBJECTIVES

OBJECTIVE OF PROJECT

The objective of the study aims at analyzing the following aspects:

1. To collect data from selected internet users from the Vadodara City in the State of Gujarat, on selected criteria.

2. To obtain the opinion from selected internet users about actual experiences with the usage of internet.

3. To obtain the opinion from selected users and the importance of internet in their day to day life. 4. To measure the overall opinion about satisfaction or dissatisfaction of selected users.

CHAPTER 5 RESEARCH METHODOLOGY

RESEARCH METHODOLOGY

Research design specifies the methods and procedures for collection of requisite information and its measurements and analysis to arrive at certain meaningful conclusion at the end of the research study. I have conducted this research with the help of Questionnaire and from the initial stages, to the final designing of questionnaire; I have conducted my research through Descriptive research.

This study aims to identify the impact of various factors influences preference of internet; data were collected by survey methods through questionnaire. This questionnaire contained the questions regarding the various factors and the reasons for preferring internet. Depending on the rationale and the objective, it becomes clear that research design of the research would descriptive in nature. The primary data collected from those internet users who are located in the Vadodara City in the State of Gujarat. It would follow and supported by the following decision. IDENTIFYING THE PROBLEM Various materials published in similar studies are consulted. Key factors & the kind of data required for successful completion are being identified.

 PRACTICAL APPROACH TO THE PROBLEM Measurement of users particular purpose is an attempt to understand and predict human action in buying decision. These actions can play a great role in identifying the internet usage growth and expansion. SOURCE OF INFORMATION Sources of information have been divided as follows. Primary Data The researcher collected necessary information and data on the selected topic of the proposed study with the help of personal Interviews of selected internet users, located in the Vadodara City in the State of Gujarat. The collection of data will cover selected areas in Vadodara. Secondary Data The researcher collected secondary data by referring marketing information as well as marketing research data of internet usage by browsing and downloading information from different websites.

RESEARCH INSTRUMENT The researcher has developed Structured Non-Disguised

Questionnaire for the collection of the primary data from the selected users.

 RESEARCH DESIGN Representative Sampling of the Study Whole youth of vadodara city who use internet. Sample Size Sample size of 50 internet users. Sampling Technique As no proper sampling frame was available, samples for the study were made by using convenient sampling due to its time and cost feasibility. Interacted with the users randomly one to one basis.

Data Collection A structured questionnaire is used to collect primary data.

FIELD WORK- METHOD USED FOR DATA COLLECTION Questionnaire was prepared keeping the objective of research in mind. Questions were asked to respondents as regards to their willingness to use internet. The help of questionnaires conducted direct interviews, in order to get accurate information. In order to get correct information I had to approach consumers ranging from 14 to 23years.

 Behavior, as the definition suggests, Consumer behavior is a physical activity as well as decision process individual engaged in when evaluating, acquiring, using and disposing goods and services. In order to collect accurate information I visited to residential area. Each and every question was filled personally by the respondents and checked properly. SAMPLING DESIGN & METHODS The researcher has used Non-Probability Sampling Design and/or Approach based on Convenience Sampling Methods for the collection of the primary data from amongst the particular users, located in the Vadodara city in the State of Gujarat.

CHAPTER 6 DATA ANALYSIS AND INTERPRETATION OF THE RESEARCH STUDY

Age

Frequency

Table 1.1 Ages

This table indicates that 20-22 age

14-16 10

group respondents use internet more as compared to the other two groups, small teenagers use internet less as

17-19

17

20-22

23

compared to the big teenagers .

Total

50

Figure 1.1 Ages

14-16 20% 20-22 46%

17-19 34%

1.) HOW OFTEN YOU USE INTERNET (These questions were asked by the researcher to determine the internet usage among the youth)
46

Every day

The table indicates that out of 50 respondents, 46(92%)

More than once a week Once a week Once a month Less than once a month

respondents use internet daily and 4 respondents (8%) use internet more than one time in a week.

TOTAL FREQUECY=50 Table 2.1 usage of internet

MORE THAN ONCE A WEEK 8% ONCE A MONTH 0%

ONCE A WEEK 0%

EVERYDAY 92% LESS THAN A MONTH 0%

Figure 2.1 usage of internet

2.)If

you use it every day how many hours do you use it for?

Table 2.2 time of internet usage usage FREQUENCY

Less than 1 hour a day

The table indicates that out of 50 respondents 5 respondents (10%) use internet for less than 1 hour a

12 hours

15

day, 15 respondents (30%) use internet for 1-2 hrs, 6 respondents (12%) use internet for 2-3 hrs, 8

23 hours

respondents (16%) use internet for 3-4 hrs, 16 respondents( 32%) use internet for more than 4 hrs a

34 hours

day.

More than 4 hours a day

16

TOTAL

50

Less than 10% More than 32% 12 30%

34 16%

23 12%

Figure2.2 time of internet usage usage

3.) What do you like the most doing online?

Chats

blogs

music

news

messenger

gaming

Shopping

TV

Web browsing

Social networking

12

10

10

TOTAL FREQUENCY =50 Table 2.2 most interesting thing you like to do on internet

Figure2.2 most interesting thing you like to do on internet

TV Web browsing Social 2% networking 4% 6% Shopping 0% gaming 20%

Chats 24% blogs 4% music 20%

messenger 14%

news 6%

The table indicates that out of 50 respondents,12 (24%)like respondents like to chat a lot,14% like to use messenger a lot,3(6%) like to watch news ,10( 20%) like to listen music,2(4%) like to create blogs,3(6%) like social networking,1(2%) like to surf the most,10( 20%) like to play on line games,2(4%) like to watch TV channels that are not available locally on internet

4A.)USE OF CHAT ROOMS Table 2.2 usage of chat rooms FREQUENCY

The table indicates that out of 50

EVERYDAY MORE THAN ONCE A WEEK ONCE A WEEK 13

respondents, 13(26%) respondents like to chat

5

everyday, 5(10%) like to use more than once

6

a week, 6 (10%) like to use once a week, 8 (16%) like to use it once a month, 18(36%)

ONCE A MONTH

like to use it less than a month.

LESS THAN A MONTH

18

TOTAL

50

LESS THAN A MONTH 36%

EVERYDAY 26%

ONCE A MONTH 16%

ONCE A WEEK 12%

MORE THAN ONCE A WEEK 10%

figure 2.2 usage of chat rooms

b.)INSTANT MESSENGER USE

Table2.3 INSTANT MESSENGER USE

FREQUECY

The table indicates that out of 50 respondents,

EVERYDAY MORE THAN ONCE A WEEK ONCE A WEEK ONCE A MONTH LESS THAN A MONTH TOTAL 4 6

4(8%) respondents like to use messenger everyday, 6(12%) like to use more than once a

10 22 8 50

week, 10(20%) like to use once a week, 22(44%) like to use it once a month, 8(16%) like to use it less than a month.

LESS THAN A MONTH 16%

EVERYDAY 8%

MORE THAN ONCE A WEEK 12%

ONCE A MONTH 44%

ONCE A WEEK 20%

Figure2.3 INSTANT MESSENGER USE

C.)SOCIAL NETWORKING USE

Table2.4 SOCIAL NETWORKING USE

FREQUENCY

The table indicates that out of 50 respondents, 25(50%) respondents like to use messenger everyday, 14(28%) like

EVERYDAY MORE THAN ONCE A WEEK ONCE A WEEK ONCE A MONTH LESS THAN A MONTH TOTAL

25 14 5

to use more than once a week, 5(10%) like to use once a week, 3(6%) like to use it once a month, 3(6%) like to use it less than a month.

3 3 50

ONCE A MONTH 6% ONCE A WEEK 10%

LESS THAN A MONTH 6%

EVERYDAY 50% MORE THAN ONCE A WEEK 28%

Figure2.4 SOCIAL NETWORKING USE

D.)BLOG USE

Table2.5 BLOG USE

FREQUENCY

The table indicates that out of 50 respondents, 0(0%) respondents like to use messenger

0 EVERYDAY MORE THAN ONCE A WEEK ONCE A WEEK 0

everyday, 0(0%) like to use more than once a week, 0(0%) like to use once a week, 2(4%) like to use it once a month, 48(96%) like to use
0

it less than a month.

ONCE A MONTH

LESS THAN A MONTH

48

TOTAL

50

ONCE A MONTH 4% ONCE A WEEK 0%

LESS THAN A MONTH 96%

MORE THAN ONCE A WEEK 0%

Figure2.5 BLOG USE

E.)Gaming use Table2.6 Gaming use

frequency

The table indicates that out of 50 respondents, 10(20%) respondents like to

EVERYDAY MORE THAN ONCE A WEEK ONCE A WEEK

10 4

use messenger everyday, 4(8%) like to use more than once a week, 4(8%) like to use once a week, 22(44%) like to use it once a

month, 10(20%) like to use it less than a month.

ONCE A MONTH

22

LESS THAN A MONTH

10

TOTAL

50

LESS THAN A MONTH 20%

EVERYDAY 20%

MORE THAN ONCE A WEEK 8% ONCE A WEEK 8%

ONCE A MONTH 44%

figure2.6 Gaming use

F.)WEB BROWSING

Table2.7 WEB BROWSING

FREQUENCY

The table indicates that out of 50 respondents, 21(42%) respondents like to use messenger

EVERYDAY MORE THAN ONCE A WEEK ONCE A WEEK ONCE A MONTH LESS THAN A MONTH TOTAL

21 12

everyday, 12(24%) like to use more than once a week, 10(20%) like to use once a week, 7(14%)

10 7 0 50

like to use it once a month, 0(0%) like to use it less than a month.

figure2.7 WEB BROWSING

LESS THAN A MONTH 0% ONCE A MONTH 14% ONCE A WEEK 20% MORE THAN ONCE A WEEK 24%

EVERYDAY 42%

G.)MUSIC

Table2.8 music
FREQUENCY

The table indicates that out of 50 respondents, 10(20%) respondents like to use messenger

EVERYDAY MORE THAN ONCE A WEEK ONCE A WEEK ONCE A MONTH

10 8 12 5

every day, 8(16%) like to use more than once a week, 12(24%) like to use once a week, 5(10%) like to use it once a month, 15(30%) like to use it less than a month.

LESS THAN A MONTH 15 TOTAL 50

LESS THAN A MONTH 30%

EVERYDAY 20% MORE THAN ONCE A WEEK 16% ONCE A WEEK 24%

ONCE A MONTH 10%

figure2.8 music

H.)FILE SHARING

Table2.9 FILE SHARING

FREQUENCY

The table indicates that out of 50 respondents, 0(0%) respondents like to use messenger every day, 1(2%)

EVERYDAY MORE THAN ONCE A WEEK ONCE A WEEK ONCE A MONTH LESS THAN A MONTH TOTAL

0 1 2

like to use more than once a week, 2(4%) like to use once a week, 20(40%) like to use it once a month, 27(54%) like to use it less than a month.

20 27 50

MORE THAN ONCE A WEEK 2%

ONCE A WEEK 4%

EVERYDAY 0% LESS THAN A MONTH 54%

ONCE A MONTH 40%

Figure 2.9 FILE SHARING

WHERE DO YOU USE THE INTERNET MOST

Table 2.10 WHERE DO YOU USE THE INTERNET MOST

FREQUENCY

This table indicates that 25 respondents(50%) use internet at home, then 11 respondents (22%)use

SCHOOL

internet in advanced cell phones, 9 respondents

CAFE 9

(18%)prefer to go to cyber cafes, 5 of the respondents (10%)mostly use internet at friends

MOBILE

11

place.

HOME

25

FRIENDS PLACE

FRIENDS PLACE 10% CAFE 18% MOBILE 22% SCHOOL 0%

HOME 50%

Figure 2.10 WHERE DO YOU USE THE INTERNET MOST

Have you received lessons on how to stay safe on the internet?

Table 2.11 how to stay safe on the internet

FREQUENCY

This table indicates that 36 respondents (72%) know how to stay safe from internet and 14 respondents

YES

36

(28%) are not aware about the threats while surfing internet.

NO

14

TOTAL

50

NO 28%

YES 72%

Figure 2.11 how to stay safe on the internet

Have you faced problems of expiry of sites?

Table 2.12 problems of expiry of sites

FREQUENCY

This table indicates that 13 respondents(26%) have faced problems of expiry of sites, 37 respondents(74%) have not faced problems of

YES

13

expiry of sites.
NO 37

TOTAL

50

YES 26%

NO 74%

Figure 2.12 problems of expiry of sites

Have you faced any problem of virus?

Table 2.13 problem of virus

YES 48

This table indicates that 48 respondents(96%) has faced problems like loss of data and related problems due to

NO

virus, 2 respondents (4%)had not faced any problems related to virus as they use licensed antivirus software.

TOTAL

50

NO 4%

YES 96%

Figure 2.13 problem of virus

Have your computer hanged up while using Internet?

Table 2.14 hanging up while using Internet

Yes No total

50 0 50

This table indicates that all the respondents (100%) have faced the problem of computer being hanged up at least once while using internet.

No 0%

Yes 100%

Figure 2.14 hanging up while using Internet

HAVE YOUR ACCOUNT BEEN HACKED BY SOMEONE?

Table 2.15 HACKING BY SOMEONE

Yes 1

This table indicates that 48 respondents (98%) have never been hacked by someone, only 1 respondent

No

49

(2%) was been hacked.

total 50

Yes 2%

No 98%

FIGURE 2.15 HACKING BY SOMEONE

CHAPTER 7 CONCLUSION AND IMPLICATION

Conclusion and implications:

The research found that 96% respondents use internet daily in their day to day life. 32% respondents love to use internet more than 4 hours a day, they have got addicted to internet. 24 % respondents prefer to chat through messenger (example: yahoo messenger, GTalk etc). Many respondents like to play free online games for hours and even many respondents love to download latest music and videos free of cost from internet. Very few respondents go for online line shopping .some respondents prefer to watch T.V and news on internet as some international channels were not available locally.

Mainly respondents access internet from their home only. And when they are out they generally use internet from their mobile. And those who have no internet connection at home and are eager to use internet go to cyber cafes or sometimes to their friends place. This shows that internet is very essential part of their life to communicate and to get various other facilities at comparatively cheap rates and also that lot of time is saved at the same time.

More than 50% of the respondents were aware about how to remain safe while using internet. They are aware about the threats like hacking, expiry of sites, loss of data due to virus and they also know what sort of actions to be taken to overcome such problems. Even though they are aware about such threats, they have experienced all these kind of problems while using internet. They are aware about the existence of licensed antivirus software which protects their computer from any sort of advanced viruses.

Thus this research shows that internet has lot of opportunities among the youth. Youth use it daily to for various purposes just for their convenience. There are also many draw backs of using internet like your whole system could be corrupted due to viruses and due hacking. Another main drawback is that is becomes difficult to control youth when they become addicted to internet. Internet is also misused by the youth in many ways which again is a big issue. Thus by this we come to a conclusion that internet has got good effect as well as a bad effect on youth. It depends on the individual how he/she uses it

Chapter 8. LIMITATION

LIMITATION
The Research study mainly undertaken for vadodara city only.

The Research Study carried out in the Vadodara city in the State of Gujarat; hence this research work does not aim to cover the opinion of all the internet users.

This study is purely based on the responses received from the respondents.

This study is carried out in a limited time span and limited revenue budget.

BIBLIOGRAPHY

WEBSITES(URL)
http://www.alleba.com/blog/2008/04/05/internet-usage-survey/ http://ncsinet.ncsi.iisc.ernet.in/gsdl/collect/drtbrara/index/assoc/HASH01db.dir/doc.pdf http://en.wikipedia.org/wiki/History_of_the_Internet http://unsweb.aucegypt.edu/UNSWEB2/NetIntro.htmwww.internetworldstats.co m/asia/in.htm
HTTP:// WWW.MOONTY . ORG

ANNEXURE

QUESTIONNAIRE
Dear Respondent,

I am the Student of BBA, Commerce Faculty, M.S. University of Baroda, are pursuing a Project work on Youth Internet Risk and Opportunity. I will be grateful to you if you agree to spare your valuable time for it and provide me your valuable views on subject of the research studys questionnaire. I assure you that it is purely an Academic Exercise and the information supplied by you would be kept strictly confidential.

ABOUT YOU ________________________________________________________________

Name: _______________________________E-Mail Address: ___________________

Gender: Age Group:

Male

Female

KINDLY ANSWER BELOW GIVEN QUESTIONS ________________________________________________________________

1.) How often do you use the internet?

Every day

More than once a week

Once a week

Once a month

Less than once a month

2.) If you use it every day how many hours do you use it for? 12 hours 23 hours 34 hours

Less than 1 hour a day

More than 4 hours a day

3.) What do you like doing the most online?

Music Chat Rooms Blogs (e.g. iTunes)

News

Instant Messenger Gaming (MSN, Yahoo)

File sharing (e.g. Limewire)

Internet TV

Social Networking (Bebo, Myspace)

Web Shopping Browsing

Other (Please specify)

4.) How often do you use.

a.) Chat rooms?

Every day

More than once a week

Once a week

Once a month

Less than once a month

b.) Instant Messenger?

Every day

More than once a week

Once a week

Once a month

Less than once a month

c.) Social Networking sites?

Every day

More than once a week

Once a week

Once a month

Less than once a month

d.) Blogs?

Every day

More than once a week

Once a week

Once a month

Less than once a month

d.) Gaming?

Every day

More than once a week

Once a week

Once a month

Less than once a month

e.) Web Browsing?

Every day

More than once a week

Once a week

Once a month

Less than once a month

f.) Music?

Every day

More than once a week

Once a week

Once a month

Less than once a month

g.) File Sharing?

Every day

More than once a week

Once a week

Once a month

Less than once a month

g.) Shopping?

Every day

More than once a week

Once a week

Once a month

Less than once a month

h.) News?

Every day

More than once a week

Once a week

Once a month

Less than once a month

i.) Internet TV?

Every day

More than once a week

Once a week

Once a month

Less than once a month

5.) Where do you use the internet most?

Home

School

Caf

Library

Your Mobile Phone

Friends or Familys House

Other (Please specify)

......

6.) What is the main way of communicating with your offline friends?

Voice call (Mobile)

Video Call (Mobile)

SMS (Text)

Email

Instant Messaging

Voice over IP (Skype)

Chat Rooms

Gaming Sites

7.)Do you use a webcam?

Yes

No

8.) Have you received lessons on how to stay safe on the internet?

Yes

No

9.) Have you faced problems of expiry of sites?

YES

NO

10.) Have you faced any problem of virus?

YES

NO

11.) Have your computer hanged up while using Internet?

YES

NO

12.) Have your account been hacked by someone?

YES

NO