Section 1:
Attention deficit disorder (ADD) is a type of learning disability that affects many people. Although there are methods for time management with ADD, such as medication and coping skills, there is no cure for the disorder. What is the best approach to time management and coping skills for college students, and how do they deal with ADD after their academic career is completed? Many students at the University of Chapel Hill, along with several other academic institutions, struggle with ADD and can use this information, which is valuable and even necessary for success.

Section I-b:
UNC Library catalog:
     Learning disabilities AND ADD
     ADD AND college students

ERIC:
     ADD AND time management
     Attention Deficit Disorder and career development

Search Engine on the Web <http://www.altavista.com/>.
     Attention Deficit Disorder and time management
     Attention Deficit Disorder "and" coping skills

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Section II:
Markel, Geraldine P. Performance breakthroughs for adolescents with learning disabilities or ADD: how to help         students succeed in the regular education classroom. Champaign, III: Research Press, 1996.
        Call Number: LC4713.4. M37 1996.

Wren, Carol T. Hanging by a Twig: Understanding and Counseling Adults With Learning Disabilities or ADD/Carol         Wren; With Psychotherapeutic Commentary by Jay Einhorn. New York: Norton Press, 2000.
        Call Number: RC394.L37 W74 2000.

Barkley, Russell, ADHD, What do we know? (New York: Guilford Publications, 1992).
        Call Number: WS 350.8 .A8 VC2 1992.

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Section III:
Koch, G. (2002). ADD affects adult population. University Wire [Online], 1109 words. Available: LEXIS-NEXIS         Academic Universe [2002, May 27].

Boluski and Gobbo. (1999). Support Groups for College Students With Attention Deficit Disorder. Journal of College         Counseling[Online], 2 (2), 184-187. Available: LEXIS NEXIS Academic Search Elite [2002, May 28].

Faigel, H.C. (1995). Attention Deficit Disorder in college students: Facts, fallacies, and treatment. Journal of American         College Health[Online], 43(4), 147-155. Available: UNC library catalog/Academic Search Elite [2002, May 28].

Zirkel, P.A. (2000). Sorting out which students have learning disabilities. The Chronicle of Higher Education[Online],         47(15), 15-17. Available: NCLive Academic Search FullTEXT Elite[2002, May 27].

Glass and Wegar. (2000). Teacher perceptions of the Incidence and management of attention deficit hyperactivity disorder.         Education[Online], 121(2), 412. Available: NCLive Academic Search FullTEXT Elite[2002, May 28].

Sheehan, Andrew D., and M. Cynthia Sheelan. (2000). Lost in a sea of ink: How I survived the storm. Journal of         Adolescent and Adult Literacy[Online], 44(1), 20-33. Available: NCLive Academic Search FullTEXT Elite [2002, May 28].

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Section IV:
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Title of Web Page: Learning Disabilities Services (LDS)

Web Address: http://www.unc.edu/depts/lds/

Description: This is a very useful web site for students who are considering the University of Chapel Hill and would like to find information regarding the eligibility requirements, the accommodations, and the services that the Learning Disability Services offers at UNC. The web site provides important information for instructors and current students who work with LDS, and provides information about their new location.

Source of Web site: Learning Disabilities Services at University of North Carolina at Chapel Hill

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Title of Web Page: Attention Deficit Disorder Association

Web Address: http://www.add.org/

Description: The home page is covered with links that provide general information about ADD, what the ADDA does, and the current news and activity on ADD. The web site is easy to use and self-explanatory.

Source of Web site: Attention Deficit Disorder Association


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Title of Web page: Attention Deficit Hyperactivity Disorder

Web Address: http://www.nimh.nih.gov/publicat/adhd.cfm

Description: The National Institute of Mental Health web site aims to give the reader a simple, clear explanation of ADHD. It explains the symptoms of ADHD, how to get help, and various ways to cope with the disorder. This is a good, basic site for some one with little to no knowledge who needs to know more about ADHD.

Sources of the Web site: U.S. Department of Health and Human Services
Public Health Service, National Institutes of Health, National Institute of Mental Health


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Title of Web address: CHADD: Children and Adults with Attention Deficit/Hyperactivity Disorder

Web Address: http://www.chadd.org/index.htm

Description: This Web site gives information about AD/HD, CHADD memberships, how to get involved, how to receive and give support, and its current activities and events. There is also information about legislative policies that address AD/HD and education, employment, and disorder benefits. The Web site has very useful information, but is more of an advertisement for their non-profit organization then a resource.

Source of the Web site: CHADD


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Title of the Web Page: Consensus Statements: NIH Consensus Development Program

Web address: http://odp.od.nih.gov/consensus/cons/110/110_statement.htm

Description: This web site is a statement gathered by presentations, questions, discussions, and closed deliberations during a 2-day public session on the diagnosis and treatment of ADHD. The Web site's intended purpose is to give the biochemical research and clinical practice communities the results of the conference. The information begins with the scientific evidence in support of ADHD as a disorder, and goes on to discuss treatments and directions for future research.

Source of the Web site: National Institutes of Health


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Section V:

Internet Mini-Essay:

Title: Virtual child pornography and pedophiles in the U.S.

Issue: Dark Side of the Net

       The increase of child pornography on the Internet is steadily increasing, with Internet-related child pornography cases opened by the FBI rising from 700 in 1998 to 2,800 in 2000. (1) Federal law prohibits child pornography that uses real children, and the 1982 Supreme Court decision of Ferber v. New York holds that "child pornography could be banned because of the damage done to the actual children involved in producing it." (1) Virtual child pornography and/or computer-generated images are not technically illegal yet, due to the protected speech by the First Amendment. (2) The protection of free speech is a lawful concern, but the connection between child pornography and pedophiles is growing, for the Internet continues to open new venues for child pornography and molesters. Jay Sekulow, chief counsel of the American Center for Law and Justice said allowing virtual pornography to continue "will make the job of law enforcement that much more difficult in the pursuit of porn operators who target children."(2)

       A July 10 Edmonton Sun story reported the sentencing of an "Internet sex predator," who pleaded guilty to sexual interference with a 13-year-old boy. The two met on a computer chat room for teenage boys, the Website gay.com, where they switched telephone numbers. The predator came to the boy's house twice, and they engaged in sexual activities. (3)
Canadian Alliance Justice critic, Vic Toews, believes child pornography is a serious danger, for pornographers use the Internet to exploit their victims. (3) The majority of commercial child pornography is brought into the U.S. from Western Europe and Southeast Asia, but most of the material comes from the United States as the recreational and semi-professional product of child molesters, and is picked up by foreign-based producers and distributors. (4) Toews claims that an unpublished UN report states there are 160,000 sexually explicit images of children on the Web, and 62.7% comes from pedophiles in the U.S. (3)

NOTES:

(1) "Supreme Court Overturns Virtual Porn Ban.," The Legal Intelligencer, 17 April 2002, sec. National News, p4.

(2) "Think like a Crook.," Computerworld, 9 April 2001, p.50.

(3) Kevin Grace, "Eclectica: Briefs Centering on Pedophiles and Child Pornography," The Report NewsMagazine, 10 September 2001, pNA.

(4) U.S. Customs Service. (No date). U.S. Customs Service CyberSmuggling Center, Child Exploitation Unit[Online]. Available: http://www.customs.ustreas.gov/enforcem/child.htm [May 27, 2002].

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Internet Mini-Essay Sources:

Title of Web Page: Stop Child Pornography on the Internet

Web Address: http://www.getnetwise.org/trouble/

Brief Description: Provides information on how to be smart while using the web, and what you should know and do about child pornography on the Internet.

Source of Web site: Children's Protection & Advocacy Coalition
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Title of Web Page: Striving for a Child Friendly Planet

Web Address: http://www.antichildporn.org/proclamation.htm

Description: A letter from the founder of Anti-Child Porn Organization, Natasha Grigori, expressing the real threat of child pornography. She explains the present actions the organization has taken against the crime, and encourages the reader to join in their fight.

Source of the Web site: Anti-Child Porn Organization
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Title of Web Page: Adult Sites Against Child Pornography

Web Address: http://www.asacp.org/faq.html

Brief Description: A "frequently asked questions" list by the non-profit organization to provide information for people against child pornography on the Internet.

Source of Web site: A non-profit web site created by HELMY Enterprises, Inc.
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Section VI:

       The assignment is a good way to force students to learn how to properly do research online. On the other hand, it may be unnecessary requiring students to learn the material so extensively. It may be sufficient leaving it up to the student to decide as to whether, and to what extent, he or she should be familiar with the information, depending on how much they will use it in the future. I am glad that we had to do the assignment because I would not take the time in order to learn the material on my own, and I will certainly use the material.