Catherine and Rodolfo running Essay Example for Free

Catherine and Rodolfo running Essay Pack it up. Go ahead. Get your stuff and get outta here. Eddie orders Rodolfo to leave even though he is innocent of any wrongdoing. This is only out of quick response to cover up his mistake. This part of the scene out brings and distinguishes the whole outline of the play. It is at this when all the truth and factuality defines out of Eddie. He now expresses himself as the character the audience have gathered. Demonstrating the actual consanguinity of Eddies emotions to Catherine. Knowing that Eddie is blameworthy, Catherine trembling with fright says It think I have to get out of here Eddie She is obviously scared and confused with the change of character and knows that she is in danger. Supporting her objective in leaving but she still feels she is letting down Eddie (she sees the tears in his eyes) At this she feels pity on her uncle and feels guilty. Eddie feels that his relationship with Catherine has been segregated and so to stop her from leaving in a rapid shocking of kissing her. As Rodolfo interferes Eddie ends up kissing Rodolfo also. This is a sign in which Eddie tries to delineate that there is no difference between kissing a woman and Rodolfo which in addition reveals him as feminine. And at this Catherine uses physical force to stop her leaving, this indicates she is angry that she must stop him. In this scene it shows of the relationship between Eddie and Catherine being damaged because of the newfound feud. Eddie does realise he has lost Catherine sexually to Rodolfo and he tries his best to reclaim her. As he witnesses Catherine and Rodolfo running out of the room it is at then he makes an immediate decision. First response he makes is the fact that his niece has lost her virginity to Rodolfo, and at this he realises that he has lost Catherine sexually to Rodolfo. To reclaim his niece he tells Rodolfo to get out. In an early scene Eddie evidently says I mean he looked so sweet there, like an angel- you could kiss him he was so sweet! this relates and concludes to Eddies kiss scene with Rodolfo. This brings out Eddies feminine side and shown his hidden true feelings to Rodolfo. I do not think Eddies actions were a way to insult him but were mixed reasons for his reactions. Personally his actions were to prove his point that Rodolfo was gay. But instead of showing this he includes himself in proving that he too is gay. This changes the view of character of Eddie. As it can somehow define the way Eddie does not want Catherine to be with Rodolfo. Meaning that he a has finally shown his true emotions towards Catherines future husband. As the tension builds up Eddie knows he has damaged the relationship with his niece, evidence that Eddie was very troubled as Alfieri describes his eyes were like tunnels using a simile on the angered look on his face. He tells Alfieri that the guy aint right. I think the reason why he goes against his society and informs because he is a victim of his emotions. As all the emotions mixing, he experiences being pressured into going against his family. This also links onto the first Greek tragedy on the Italian boy who turned against his parents for betraying them. In the beginning of the play it gives us a clue what Eddie is going to do in advance. Personally I think Eddie is a victim of his emotions as it all happens quickly and he is trapped between the pressures of society

Investigation into social media remarks

Investigation into social media remarks Conviction before an Investigation Takes Rights away from  both the Victims and the Accused A recent uproar at the Dalhousie Dentistry educational institution is leaving both sides of the argument feeling wronged. The controversy is based on the supposed remarks posted on a private Facebook page for a group referred to as the â€Å"Class of DDS Gentlemen† which includes 13 members. It recently came to light that some of the students have been accused of posting violently sexual remarks directed towards women on that Facebook page. Some of the comments directly reference students from that dentistry class. The editorial argues that the partial suspension is only beneficial for the culprits and in no way helps to support the victims in which the harmful sexual comments were directed towards. I support this editorial’s perspective about the way the school handled this case which illustrates a lack of consistency. The attention given to the perspective of the victims that are involved with this case is not justified but I will be critiquing the author’s rea soning and arguing that the accused students should be suspended. I will argue that not all 13 students should be reprimanded based on the information provided within this editorial as this piece illustrates a complex view of which members are truly the wrongdoers. I will also argue that a variation of classes should be offered based on the partial suspension the school has initiated to honour the idea that no suspect should be deemed guilty before a proper evaluation of all the information. The author of this editorial strongly argues that all 13 members of this Facebook page should be suspended based on what was posted on Facebook. The author clearly states. â€Å"the violent, misogynist comments posted by some of the members of the private Facebook page called â€Å"Class of DDS Gentlemen†Ã¢â‚¬  (Thestar.com). Comments referenced some female students from the class, asking â€Å"‘who would you like to hate f—k?’ — where they rated their choices. Other posts joked about using chloroform on women. In another post, a woman is shown in a bikini with a caption that says ‘Bang until stress is relieved or unconscious (girl)’† (Thestar.com). The severity of the supposed postings by some members of this class illustrates the violent sexual content illustrating the need to investigate those who posted this information. Not all 13 students should be punished if they did not all make any comments connected with this harmful content. The first thing that must be reviewed is exactly which members of the group directly posted the comments or supporting discussion that was linked to a sexually violent nature of conversation. The author’s argument that the school did not handle the situation properly is relevant, however the outcome that is proposed defies the legal system that is meant to operate in a fair and just manner. Firstly the author is correct in indicating anger that it was â€Å"nearly a month after women complained† that something was done by the school. In support of following the proper procedures of a justice system the school should have acted immediately. The author indicates that the action should have been a full suspension. The argument that is offered indicates â€Å"so far. Dalhousie has gone a long way towards balancing the rights of the accused and those of potential victims. However, it has fallen short on one important point: it should suspend the 13 men involved from classes as well as clinics† (Thestar.com). The point is not well argued as it defies the very idea of rights that entitle the accused to a fair proceeding. The school has suspended the students partially indicating a grave concern that these men are in contact with innocent patients within the clinical component of this semester. The author argues, â€Å"the partial suspension is serious. 13 fourth-year students cannot work with patients or classmates in the school’s dental clinic, a requirement for graduation this spring† (Thestar.com). The fact that the school has taken action to protect patients is a strong argument that is presented by the author. In agreeing with this opinion, the lack of attention to the female students in the class is alarming, as they have either directly or indirectly have been spoken about within a violent and sexualized context by those accused fellow classmates. The author’s concern is valid, however, I will argue that they should not be suspended from class but should be offered an independent study period while the accusations are being investigated. The first issue that is recognized within this editorial is the wrongful grouping of all members of this Facebook group as being regarded as directly involved with the accusations that are being made. The author argues that some of the members posted those comments. It is recognized that simply being a part of a group does not make everyone necessarily responsible for the deeds that may be performed by several members of that party. The author of this editorial indicates that those who are guilty of posting such degrading and violently abusive comments should be punished. This is justifiable; however, the need to ensure that those who are guilty of these very actions that are being described must be clarified. This editorial continuously calls for the suspension of all 13 men; however, this is a flawed argument. The need to act in a just manner as argued in the editorial on behalf of the victims should also be extended to those who may be in the group but may not have offered any of the negative remarks being reviewed. The recognition that there could be members of the group who may not have added comments must be acknowledged. It is important to ensure only those connected with posting those comments face the ramifications of being investigated and facing the temporary rules issued by the school during this process. The second argument offered reinforces the necessity of issuing a fair trial to ensure that both sides of this conflict are treated in a just manner. The editorial suggests for the immediate suspension from all classes of the 13 members of this Facebook group. That is unfair to the rights of those who currently have been accused of this action. The need for a fair trial is necessary before such extreme and final action can be made. That direct suspension could jeopardize the school career of these students. Should they be found innocent, or connected to foul play this represents an unfair situation for the students. The editorial indicates that the victims should be treated with respect and that a balance needs to be struck between the opposing parties. That being said the author is correct that the balance of justice should be maintained. The proposition that should be offered is a compromise between what the editorial has suggested as well as the actions that the school has taken. To suspend the students is to illustrate that they are guilty but this has not been determined as yet as the investigation is still under way. The school has already acted in a harmful manner by taking action a month after the information was brought to their attention. The suggestion is to let the accused student’s remain connected with the professors (outside of the classroom) based on the current scenario. They have paid their tuition and are entitled to be educated until this matter is fully investigated and resolved. The school feels that they should not be able to interact with clinical patients to protect those individuals should these students be found of wrongdoing. That being said, that same courtesy must be extended to the other students in the classroom. Specific females in the class were ridiculed and referenced in a sexually violent manner that is quite disturbing. Their rights must be protected as they may feel threatened and the school must act accordingly. An other example that may be used to offer a correlation to this case could be reviewed in the case of a parent who may be accessed of abuse. The children are removed from custody to ensure that they are protected while the matter is investigated. The school must also protect these female students during this time. The suggestion, however, of suspending the accused students fails to ensure the rights of those men. The editorial argues for the balance of rights to be performed within this scenario. To ensure the women are offered a fair set of rights also means the accused men should also be treated in a fair manner. Justice can only work if everyone is treated equally. If the justice system does not adhere to that model of equilibrium, then no one is safe, undermining the freedom of everyone. The editorial does not offer a sense of balance as suggested by the need for suspension as that illustrates a commentary of guilty before a trial has even begun. The women must be protected and cr eating an alternative level of study for the accused students becomes pertinent as further investigations are completed. The editorial takes a strong stance on the actions that Dalhousie has taken in light of the postings that have been made public. The necessity to be ready to properly deal with these types of concerns swiftly and justly illustrates the need to protect victims at the centre of these cases. The editorial rightfully highlights an imbalance between the victims and the suspected culprits. The flaw in this work indicates the passing of judgment before a rightful investigation has been made. Accusing all 13 men and saying they must be suspended undermines the integrity of the justice system. To use the justice system to protect these women means adhering to the rules that govern that very system. Firstly, the determination of the men who are connected to the comments should be found. Only those men should be offered another form of schooling outside of the current parameters of class lectures and clinical practice. The school’s failure to immediately address this issue is where the t ension of being perceived as flippant about the safety and well-being of the victims is recognized. One month is far too long to take action against the allegations of sexually violent comments being made against classmates. The school must set an example that they will immediately act in a fair manner to both sides to ensure that the reputation of the school is not tarnished. Suspending the students before a full investigation of the case fails to respect the justice system. The fulfillment of the guidelines that promote justice is necessary to protect these women as well as those only suspected of this crime. The responsible thing to do is to act right away and prevent any emotional turmoil, which results in the suspected students being investigated while continuing their classes in a diminished and altered capacity. The threat of sexual violence, even in a joking manner, is unethical and to combat that problem acting in an ethical and just way is necessary and can only be achieve d by fulfilling a thorough investigation and maintaining the rights of all parties at all times. Works Cited Dalhousie Should Suspend Accused Dental Students from Classes: Editorial. Thestar.com. The Star, 6 Jan. 2015. Web.

On becoming white :: Ethnicity Personal Narrative Racial

On becoming white As a European immigrant in the USA, I have encountered many new cultural phenomena in the last 4 _ years that have challenged me to perceive who I am differently. This experience has been even more polarized by the fact that I have lived most of that time in Los Angeles, a melting pot to be reckoned with. Coming to America, I expected these adaptations to my Irish self but the intensity of becoming cognizant of my label of 'whiteness' has mocked the limitations of my anticipations. This cognizance really ensued when I first started work as an educational therapist in a residential placement for severely emotionally disturbed teenage girls. Being in such a arbitrary position of power was difficult enough with people who have issues with control and lack of respect from elders but I also happened to be the only male ever in this position at the facility and a "white guy" to boot. Ninety percent of my clients happened to be Latina or African American. This ethnic flash point did not initially bother me because of my lack of awareness of its existence and my naive determination that it was not important for my therapeutic and educational goals. However, of course I had not really considered at that time what being 'white' really entails in this society. Consideration of one's identity is obviously key to successful educational and therapeutic interventions but it took the actual experience of being what I call "white-washed" to make me realize that skin color may a ctually have something important to do with one's perceived identity. The incident actually occurred in my home in a banal everyday interaction with a plumber who was fixing our shower. Firstly, the plumber who was Caucasian continually bombarded his younger, Latino assistant with racial insults mostly to the tune of "you stupid Mexican". When he realized that we were staring at his comments he explained that his assistant "gets it from his mother's side". This young man was in fact the plumber's son! He then went onto talking about how America is today, and how being a fellow American, I should understand that. Of course I immediately responded with: "I'm not American," to which he countered: "Oh! I thought you were white!.....I mean American." I think that this slip by the plumber reveals something of great importance about attitudes, assumptions and beliefs about ethnic identity that is very open to semiotic analysis.

Cleisthenes Essay :: essays research papers fc

What reforms did Cleisthenes introduce and what were his likely motives for them. Cleisthenes, the son of Megakles, began work on the constitution of Attica (Athens). Unlike Solon, he left no writings to describe himself, so he remains a vague figure. Unlike Solon, Cleisthenes did not receive any clear directions on reform. His achievements were made through the assembly, the government body made up of all the citizens with the responsibility of passing laws. As the head of a rich and aristocratic clan, his main motives may have been to acquire political power for himself and his noble followers as well as a military purpose and democracy. Cleisthenes' methods allied him firmly with the ordinary citizen and took Attica a long step further on the road to democracy. Democracy was supposed to have begun in Attica after the last major faction fight of the 6th century B.C. This fight was between Isagoras and Cleisthenes. To ensure his position, Cleisthenes reformed the tribal system and introduced the council of five hundred. Again, he did not aim to introduce democracy; rather his aim was most likely to overcome his regional rival, Isagoras. His reforms that were placed in were that the country was divided into 10 new tribes, also know as plylae, on a regional basis, with sections of the 3 classes in each. Each tribe with 3 trittyes (one from the city (asty), one from the coast (paralia), and one from inland (mesogaia)) was composed of new units called demes. In the countryside these were villages, while in Attica itself they were divisions of the city. (Source: Bradley, 1998) Old clans and noble families now possessed far less political significance because they were now able to control only one-third of each tribe. Citizenship was now based on locality, with citizenship being granted to metics and other aliens resident in and around Attica. The tribes were roughly equal in number. They usually contributed soldiers for the army. Usually each tribe contributed a regiment of hoplites and a squadron of military. This action served to reinforce tribal loyalty. Commanding the army was the 10 strategoi, or referred to as generals. These 10 generals were, at first, under the control of the Polemarch but later were to become the chief magistrates. The boule was also enlarged to five hundred, 50 from each tribe, divided into 10 committees of 50, called prytanies. Each committee was in charge of administration and government for a month, so that more people were now directly involved in government. Cleisthenes Essay :: essays research papers fc What reforms did Cleisthenes introduce and what were his likely motives for them. Cleisthenes, the son of Megakles, began work on the constitution of Attica (Athens). Unlike Solon, he left no writings to describe himself, so he remains a vague figure. Unlike Solon, Cleisthenes did not receive any clear directions on reform. His achievements were made through the assembly, the government body made up of all the citizens with the responsibility of passing laws. As the head of a rich and aristocratic clan, his main motives may have been to acquire political power for himself and his noble followers as well as a military purpose and democracy. Cleisthenes' methods allied him firmly with the ordinary citizen and took Attica a long step further on the road to democracy. Democracy was supposed to have begun in Attica after the last major faction fight of the 6th century B.C. This fight was between Isagoras and Cleisthenes. To ensure his position, Cleisthenes reformed the tribal system and introduced the council of five hundred. Again, he did not aim to introduce democracy; rather his aim was most likely to overcome his regional rival, Isagoras. His reforms that were placed in were that the country was divided into 10 new tribes, also know as plylae, on a regional basis, with sections of the 3 classes in each. Each tribe with 3 trittyes (one from the city (asty), one from the coast (paralia), and one from inland (mesogaia)) was composed of new units called demes. In the countryside these were villages, while in Attica itself they were divisions of the city. (Source: Bradley, 1998) Old clans and noble families now possessed far less political significance because they were now able to control only one-third of each tribe. Citizenship was now based on locality, with citizenship being granted to metics and other aliens resident in and around Attica. The tribes were roughly equal in number. They usually contributed soldiers for the army. Usually each tribe contributed a regiment of hoplites and a squadron of military. This action served to reinforce tribal loyalty. Commanding the army was the 10 strategoi, or referred to as generals. These 10 generals were, at first, under the control of the Polemarch but later were to become the chief magistrates. The boule was also enlarged to five hundred, 50 from each tribe, divided into 10 committees of 50, called prytanies. Each committee was in charge of administration and government for a month, so that more people were now directly involved in government.

Jacob Lawrence :: essays research papers

Jacob Lawrence has painted figurative and narrative pictures of the black community and black history for more than 60 years in a consistent modernist style, using expressive, strong design and flat areas of color. Jacob Lawrence was a great artist. During Harlem Renaissance, he helped establish African American artists. He gave lectures at Washington University, and he enjoyed working with students of all ages. Jacob Lawrence was born in Atlantic City on September 7, 1917. His parents Jacob Armstead Lawrence and Rose Lee were part of the Great Migration of Black Americans (1916-1930). One million people left the rural South for the urban North during this period. He moved with his family for Easton, Pennsylvania. After his parents separated, he moved with his mother to Philadelphia. In 1927, his mother moved to New York and placed Lawrence and his siblings in foster homes. In 1930, Lawrence, age 13, and his brother and sister moved to Harlem to live with his mother. During Lawrence’s childhood, his family was forced to relocate many times as his parents looked for work. Steady jobs were hard to find, especially for African Americans. Racial prejudice prevented them from pursuing certain jobs or professions. Harlem was a crowded, teeming place, and the public school Lawrence attended was considered among the roughest in the area. But Harlem in the 1930s was also the center of what became known as the Harlem Renaissance. To keep her son out of trouble Rose Lawrence enrolled him in an after-school arts and crafts program at a local community center. It was taught by a young African American artist named Charles Alston. Alston liked the serious, quiet Lawrence and made sure he had lots of materials for his efforts. He found that drawing geometric designs in bright colors satisfied him greatly. He soon moved on to elaborate patterns and developed his own method of painting in which particular shapes were rendered in corresponding colors, one at a time. Lawrence continued in this mode through much of his career. The notable consistency of color is apparent in the artist’s later series of story panels. Lawrence got many of his ideas from the books and magazines he found at the center where the classes were held. Lawrence had Alston show him how to mix paper-mache, and he went on to create many colorful, life-size masks. He also used cardboard boxes to fashion three-sided scenes, depicting locales in Harlem- stores, barbershops, houses and newsstands.

How to Be a Chef Essay

Bodily/Kinesthetic My first intelligence was Bodily/ Kinesthetic. I’m very athletic and I love to play sports a lot. I play basketball after school on Tuesday, Thursday, and Friday at my local community center. I even play basketball outside when I have spare time on my hands. I play a lot of 2K13 on my PS3 and my favourite team in the NBA is Oklahoma City Thunders because they have good players like Russell Westbrook, Kevin Durant and Serge Ibaka. I get better by shooting at certain spots on the court and practicing my lay ups. I play rugby for the Newman Knights. I started in grade 9 and I love to go to practice. When I scored my first try in rugby, it felt all my hard work and determination paid off. Interpersonal My second intelligence is Interpersonal. I have many friends from my old elementary school and I also made new friends when I came to Newman. I socialize with many people at Newman; having laughs, tears of joy and always joking around a lot. I always go out with my closest friends to malls like STC or Eaton’s Center, after hanging out at my school or in my house to play PS3 and to other people’s house. I keep in touch with my friends on Twitter and texting them on my phone. I have fun texting people; it keeps me occupied and keeps my friends close to me no matter where I am. I also enjoy having group work with people, it’s easier to work with people because I don’t like working by myself. Visual/Spatial My third intelligence is Visual/Spatial. I like to draw and do art when I’m bored. I like to draw Pokà ©mon when I was a kid and I still do Pokà ©mon drawings sometimes. I don’t like reading novels but I love to read manga and its Japanese base where you read it left to right. I love these types of books because I like to see the manga panels instead of reading books without pictures. I learn better when they show me a drawing, a demonstration, or an activity because I sometimes don’t understand when teachers explain without a visual representation. Such as in science, history and math. Personality and True Colours My dominant color is gold and the main characteristic of gold to me is dependable. I chose the picture of a quote saying â€Å"You’re even more dependable than alcohol† because I can always depend on my friends and they can also depend on me to be there by their side no matter what. People know that I’m nice, so they always say that I’m such a good friend to them. I always say yes to favors from my friends and they know I always finish the job no matter how big or small it is. I am always loyal to my friends and to my work in school. I chose an image of a wolf on top of a rock saying loyalty because as I said before, I’m always there when you need me like a dog. As the saying goes, â€Å"a man’s best friend is a dog†. I’m very loyal to people when they need me to do work or to get them something for someone. I never tell any of my friend’s secrets to people because they trust me and I trust them with my personal things as well. I’m as loyal as a knight to the king or a friend who’s there to the end. I’m also a very responsible person. I’m responsible at home, school and in my life. I’m always on top of my chores and sometimes on top of my school work. I chose a picture of a dog cleaning up his feces because I always clean up after myself. I have chores at home like washing the dishes, cook and to look after my little brother and sister. At school, I try to be on top of my work and to my studies but sometimes I slack off with my work. When I make a big mess, I take responsibility to clean up and to say sorry to them if I made the mess. Values The value I cherished in life is being a humanitarian. The picture that represent humanitarian to me is the Canadian Red Cross organization because I love what they do all over Canada; by donating food and money to people in need. I’m just like them because I help people who are in need. I help people at school with work and understanding concept in certain subjects like math or science. I help at home by doing chores and helping my sister with her homework. When I’m in public I help hold the door or pick up and return their belongings. I do these nice things out of the kindness of my heart. My second most cherished value in life is my beloved family. I love them no matter what happens in life, through thick or thin. I chose a picture of my family at my grade 8 graduation because they love and support me in my accomplishments. Sometimes I have trouble with my family but I always say to myself that they love me no matter the kind of attitude I give them, if it’s me being nice or being rude to them. I use to have fights with my brother and sister but later on we would forgive each other and we would just laugh about it. I know my family would support me whatever I do in life. My last most cherished value is money. I love to make a lot of money in the future so I can go to college and one day to support my own family. The picture I chose was a person buying something in a store because I would love to spend my first paycheck on things I want. I know money doesn’t give people joy but it can make you happy by buying people things and to donate to organizations that will help the poor and people in third world countries. Work/Life Balance My career choice is one that relates to my strengths at this very moment and allows me to do what I love to do. That is to make people smile with my passion to cook food. The work environment that would allow me to cook is one where I can cook for families and to earn more experience from cook’s that could pass their knowledge to me and it would help me in the future. I wouldn’t quit my job in life because if I can make nice tasting food for people, it would make my job easy and enjoyable. My love in food is very strong and it’s my only passion in life that I would hold on to forever. If I choose to be a chef, it would make my life complete because it can help me feed my family and have fun cooking with them. It can benefit me by helping me strengthen my relationships with my friends by teaching them how to cook and to make them happy when they come over to my house. It can help me in the future by cooking in community kitchen for all ages and it would fill my heart to see people in need eating my food, smiling at the food and thanking me. I cook a lot when I feel hungry at home. I would pop out my cook books and choose my favorite recipe. The way I cook makes me happy because it can bring people together and bring my friends closer to me. The hardship I would go through to get the job is to work my way up to an experience chef from what I know now. When I graduate from high school, I would like to take a culinary course in college and to gain more experience so I can improve my cooking skills. No matter the hardship it would take to become a chef, I will be dedicated to earn a cooking degree.

Negative Effects of Technology on Kids

Are you aware of what’s happening in the present? Youth has becoming more active in using the internet and other modern technology nowadays. But do you know what the effects of this are? After you took long hours in front of the computer, are you dizzy and running out of breath? Feeling thirsty and very hot, your eyes can’t see clearly, and your hands and fingers are shaking and tired of typing? Do you also know that if that is repeatedly happening to you, it may lead to a disorder or illness you haven’t known for sure? Too much radiation is bad for us and has bad effects to our health, so be aware.Technology does not only affect our health, but also other aspects of our life. As I browse the internet, I have come across this article entitled The Effects of Modern Technology on Kids by Lisa Evans. This tackles about the four negative effects of technology on kids. First is the effect on brain development of a child. UCLA Professor Patricia Greenfield said that wh ile students create multitasking ability and visual reasoning skills which enable them to see and process information quickly, their attention span has also decreases.In a result, they are having a hard time to solve more complex problems which require time and concentration. Technology makes the thinking skills weak and although it strengthens visual reasoning skills, it also contributes to poor eye sight. Second is about the disadvantages on immediate access to information. With the internet becoming the source of all, students tend to become lazy and just depend on all the information given from the internet. But anyone who is not so careful and knowledgeable about surfing the internet may lead to a danger.Not all the information there are facts, truthful, and reliable because most of them are edited, and some sites are x-rated or pornographic, so it is very important for the parents to monitor their children about the source they will find. Third, concerning about social relatio nships, modern technology has also affected this. Instant messaging through cell phones and chatting through social networking sites have been a way to communicate of the present generation. Because of this, youth became used to keep in touch with other people impersonally.In addition, they are not anymore going outside their houses to play with other children, and socialize or talk to other people. Last is the effect of technology on the health of youth. More and more students at this time are suffering to neck and back pain because of improper posture using laptops and computers. According to Ken Harwood of the American Physical Therapy Association, there is also an increase in the diagnosis of repetitive stress injuries among the kids with the age of at least 8 years old.In the final analysis, although innovation and improvement on technology brings about development and benefits to people, we can still identify the disadvantages of it to our lives especially to youth. We should be responsible in using modern technology because every act we do affects us. It is better to be careful than to take the risk of doing the things which entertain us, but have negative results. Before we end up regretting in doing the wrong thing, let us think first and follow the right path.