# data[].attributes.headline
"His wife stretched on the bed, uncovered and cold... And in her ears the little Seashells, the thimble radios tamped tight, and an electronic ocean of sound, of music and talk and music and talk coming in, coming in on the shore of her unsleeping mind" (10).

# data[].attributes.subject
"His wife stretched on the bed, uncovered and cold... And in her ears the little Seashells, the thimble radios tamped tight, and an electronic ocean of sound, of music and talk and music and talk coming in, coming in on the shore of her unsleeping mind" (10).

# data[].attributes.body
The best way to explain Seashells is that they are like earbuds that constantly play music and sounds etc. In this scene at the beginning of the book, Montag finds his wife overdosed on sleeping pills.  The seashells in her ears prevent her from having an awareness of anything around her, including the fact that she has taken 30 pills since Montag left for work that morning.  The seashells have a NEGATIVE effect on the people in this society because it prevents them from having any awareness of themselves or others -- their only focus is on what they hear.

# data[].attributes.headline
"And then he was a shrieking blaze, a jumping, sprawling, gibbering manikin, no longer human or known, all writhing flame on the lawn as Montag shot one continuous pulse of liquid fire on him" (113).

# data[].attributes.subject
"And then he was a shrieking blaze, a jumping, sprawling, gibbering manikin, no longer human or known, all writhing flame on the lawn as Montag shot one continuous pulse of liquid fire on him" (113).

# data[].attributes.body
In this scene, Montag uses the flame thrower to kill Beatty. This portrays the technology as a NEGATIVE advancement because it is only used to do harm. Other things that the flame thrower does is destroy books and the fire proof houses in this society. The burning of books proves the destruction of independent thought and knowledge, which is a negative aspect of this novel and society.

# data[].attributes.headline
"He turned and the Mechanical  Hound was there. It was half across the lawn, coming from the shadows, moving with such drifting ease... It made a single last leap into the air coming down at Montag from a good three feet over his head, its spidered legs reaching, the procaine needle snapping out its single angry tooth...He felt it scrabble and seize his leg and stab the needle in for a moment..." (114

# data[].attributes.subject
"He turned and the Mechanical  Hound was there. It was half across the lawn, coming from the shadows, moving with such drifting ease... It made a single last leap into the air coming down at Montag from a good three feet over his head, its spidered legs reaching, the procaine needle snapping out its single angry tooth...He felt it scrabble and seize his leg and stab the needle in for a moment..." (114

# data[].attributes.body
The mechanical hound is a dog programmed to find people who are hiding books. In this scene Montag just killed Beatty the chief fireman. Then, the Mechanical Hound leaped up, and injected Montag's leg with a substance that numbs you. This is a NEGATIVE connotation, because in this society the Mechanical Hound hurts people and is a threat to society.

# data[].attributes.headline
"A minute later, three White Cartoon Clowns chopped off each others limbs to the accompaniment of immense incoming tides of laughter." (90). 

# data[].attributes.subject
"A minute later, three White Cartoon Clowns chopped off each others limbs to the accompaniment of immense incoming tides of laughter." (90). 

# data[].attributes.body
Mildred and her friends are watching this scene on the parlor wall and are amused by the violence and death displayed to them. Technology is used in a BAD way in this case because people who have been brainwashed by the government and are dependent on technology can be easily influenced by what they see on the parlor. You will also see throughout the book that young children and teenagers are running around chaotically and have complete disregard for rules. They hit people with cars and kill each other for fun. According to psychologists, watching excess amounts of horrifically violent programs on TV can trigger depression, anger, aggression, and impulsive behavior.

# data[].attributes.headline
"They had two machines, really. One of them slid down into your stomach like a black cobra... Did it drink out the darkness? Did it suck out the poisons accumulated with the years?"(12).

# data[].attributes.subject
"They had two machines, really. One of them slid down into your stomach like a black cobra... Did it drink out the darkness? Did it suck out the poisons accumulated with the years?"(12).

# data[].attributes.body
This machine is for when Mildred overdoses on her pills. The machine then pumps her stomach and gives her new blood. It's used in a positive way- to save Mildred- but the way Montag describes it is negative. The reason that the machine is created is ultimately bad, the citizens keep trying to commit suicide by taking too many pills. It is said that the machine is used multiple times a night because of all the people that overdose. In the long run, the machine helps to save a lot of people and is positive.

# data[].attributes.headline
"It listens! If you put it in your ear, Montag, I can sit comfortably at home, warming my frightened bones, and hear and analyze the firemen's world, find its weaknesses, without danger" (87). 

# data[].attributes.subject
"It listens! If you put it in your ear, Montag, I can sit comfortably at home, warming my frightened bones, and hear and analyze the firemen's world, find its weaknesses, without danger" (87). 

# data[].attributes.body
Faber's earpiece is described as a small green object like seashells or Bluetooth earbuds. They can listen to each other's conversations and communicate with the earbuds without anyone knowing. Faber, an old professor, invents these earpieces so Montag can plant books in firemen's homes while Faber can safely listen in the comfort of his home. This technology is considered a POSITIVE advancement on the society because Faber created this invention to help him communicate with others and ultimately help preserve the books and make a difference.

# data[].attributes.headline
" ' Will you turn the parlor off?' he asked. 
'That's my family.' 
'Will you turn it off for a sick man?' 
'I'll turn it down.'
She went out of the room and did nothing to the parlor and came back. 'Is that better?' 
'Thanks.'
'That's my favorite program,' she said" (46).

# data[].attributes.subject
" ' Will you turn the parlor off?' he asked. 
'That's my family.' 
'Will you turn it off for a sick man?' 
'I'll turn it down.'
She went out of the room and did nothing to the parlor and came back. 'Is that better?' 
'Thanks.'
'That's my favorite program,' she said" (46).

# data[].attributes.body
The parlor walls are hardly considered walls at all. The only thing they have in common with a set of walls is their size. They stretch from the top of the room to bottom and from one side to the other. They broadcast live news, TV programs, and commercials of all kinds.
Guy Montag has come down with a "sickness" and asks for his wife to bring him something to make him feel better. Mildred Montag tells him to get it himself, she's too immersed in her program (The Family) to attend to her husband.
With one final try, Montag asks her to at least turn it down. Mildred leaves the room to do as he wishes but doesn't follow through and returns after doing nothing to the parlor walls.
Mildred is not the only one in this society that becomes so wrapped up in their possessions and materialism. The parlor steals away the attention of everyday citizens and disconnects them from the world around them, leaving them in a dehumanized state.
This obviously has a NEGATIVE effect on the people of the world because they become so reliant on their technology.

# data[].attributes.headline
"'They write the script with one part missing. It's a new idea. The homemaker that's me, is the missing part. When it comes time for the missing lines, they all look at me out off the three walls and I say the lines'"(17). 

# data[].attributes.subject
"'They write the script with one part missing. It's a new idea. The homemaker that's me, is the missing part. When it comes time for the missing lines, they all look at me out off the three walls and I say the lines'"(17). 

# data[].attributes.body
The converter attachment is a way for people to interact with the TV and the actors on the show they're watching. The actors will ask a question and then say the name of the person watching. This technology is shown in a NEGATIVE way, because the person watching gets very distracted. They are also more interested in what's going inside the TV, than what's going on in real life. For example, Mildred gets distracted when Montag is trying to talk to her because she would rather watch the parlor walls.

# data[].attributes.headline
"The Mechanical Hound slept but did not sleep, lived but did not live in its gently humming, gently vibrating, softly illuminated kennel...finding, holding its victim, inserting needle and going back to its kennel to die as if a switch had been turned" (21-23).

# data[].attributes.subject
"The Mechanical Hound slept but did not sleep, lived but did not live in its gently humming, gently vibrating, softly illuminated kennel...finding, holding its victim, inserting needle and going back to its kennel to die as if a switch had been turned" (21-23).

# data[].attributes.body
The Mechanical Hound is a robot used by the firemen to control and track down their victims. It finds them and injects them with morphine to kill them. The Mechanical Hound has a NEGATIVE effect because it is used to control people and make them do things against their will. Also, it is life-threatening.

# data[].attributes.headline
"She was an expert at lip reading from ten years of apprenticeship at Seashells ear-thimbles" (16).

# data[].attributes.subject
"She was an expert at lip reading from ten years of apprenticeship at Seashells ear-thimbles" (16).

# data[].attributes.body
The Seashells are like headphones (airpods), that constantly play a sound of some sort. Montag was walking to the kitchen, talking to Mildred, but she had the Seashells in her ears. Montag was talking to her, but she couldn't hear him and was reading his lips. The Seashells have a negative effect on people, because people constantly have them in and can't give their full attention to one thing at a time.

# data[].attributes.headline
"The jet-bombs going over, going over, going over, one two, one two, one two, six of them, nine of them, twelve of them, one and one and one
and another and another and another, did all the screaming for him. He opened his own mouth and let their shriek come down and out between his bared teeth. The house shook. The flare went out in his hand. The moonstones vanished. He felt his hand plunge toward the telephone.
The jets were gone" (11).

# data[].attributes.subject
"The jet-bombs going over, going over, going over, one two, one two, one two, six of them, nine of them, twelve of them, one and one and one
and another and another and another, did all the screaming for him. He opened his own mouth and let their shriek come down and out between his bared teeth. The house shook. The flare went out in his hand. The moonstones vanished. He felt his hand plunge toward the telephone.
The jets were gone" (11).

# data[].attributes.body
A jet is an extremely fast military airplane that is used for surveillance and tactical purposes. They have the ability to drop bombs. Jets are also extremely loud. Jets have a negative impact on the citizens in this society because they end up destroying the entire city in the end of the book. The noise that they create also disrupts the citizens thoughts.

# data[].attributes.headline
"Beatty switched the green bullet off and thrust it in his pocket. 'Well--so there's more here than I thought. I saw you tilt your head, listening. First I thought you had a Seashell. But when you turned clever later, I wondered. We'll trace this and drop in on your friend'" (112). 

# data[].attributes.subject
"Beatty switched the green bullet off and thrust it in his pocket. 'Well--so there's more here than I thought. I saw you tilt your head, listening. First I thought you had a Seashell. But when you turned clever later, I wondered. We'll trace this and drop in on your friend'" (112). 

# data[].attributes.body
Faber's earpiece is portrayed to look like a green bullet or a Seashell. Faber can listen to Montag's conversations and give advice on what to do in certain situations. Montag relies on the green bullet because Faber helps him choose the right thing to do. This technology is POSITIVE because it helps Montag communicate with Faber so he can save the books.

# data[].attributes.headline
"The Hound half rose in its kennel and looked at him with green-blue neon light flickering in its suddenly activated eye bulbs. It growled again, a strange rasping combination of electrical sizzle, a frying sound, a scraping of metal, a turning of cogs that seemed rusty and ancient with suspicion. 
'No, no, boy,' said Montag, his heart pounding. 
He saw the silver needle extend upon the air an inch, pull back, extend, pull back. The growl simmered in the beast and it looked at him"(23).

# data[].attributes.subject
"The Hound half rose in its kennel and looked at him with green-blue neon light flickering in its suddenly activated eye bulbs. It growled again, a strange rasping combination of electrical sizzle, a frying sound, a scraping of metal, a turning of cogs that seemed rusty and ancient with suspicion. 
'No, no, boy,' said Montag, his heart pounding. 
He saw the silver needle extend upon the air an inch, pull back, extend, pull back. The growl simmered in the beast and it looked at him"(23).

# data[].attributes.body
The Hound is a government device used to spy on and kill people and animals. It is an expert at tracking scents. The Hound limits people's freedom, and they are under constant surveillance. It also kills people that don't conform to the ideals of the government.
This has a NEGATIVE effect on the people of Fahrenheit 451 because their freedom is limited, and they can die because of this device.

# data[].attributes.headline
¨Montag saw the flirt of a great metal fist over the far city and he knew the scream of the jets that would follow, would say, after the deed, disintegrate, leave no stone on another, perish. Die. 
Montag held the bomb in the sky for a single moment, with his mind and his hands reaching helpless up at them. ´Run!´ he cried to Faber.¨ (151). 

# data[].attributes.subject
¨Montag saw the flirt of a great metal fist over the far city and he knew the scream of the jets that would follow, would say, after the deed, disintegrate, leave no stone on another, perish. Die. 
Montag held the bomb in the sky for a single moment, with his mind and his hands reaching helpless up at them. ´Run!´ he cried to Faber.¨ (151). 

# data[].attributes.body
The nuclear bombs is the key occurrence which indicates the start of another nuclear war in the city. This quote has a POSITIVE connotation because it allows the men to rebuild the city where people can read and express their minds freely. Although it seems like a sad thing to have many friends burned, Montag did not feel any strong emotions towards losing them.

# data[].attributes.body
 This technology is POSITIVE because it helps Montag communicate with Faber so he can save the books.

# data[].attributes.body
Entrepreneur and multi-millionaire Elon Musk has created a technology just like the flamethrower in the book. His company "The Boring Company", produced around 20,000 before stopping manufacturing according to https://www.theverge.com/2018/1/29/16944432/elon-musk-flamethrower-the-boring-company
This technology can be dangerous and is probably not a necessity for humanity to have at the moment.

# data[].attributes.body
The parlor walls are similar to the TV. Television exposes children to violence and offensive language. It also stops people from comunicating with each other and the outside world. When people watch TV for an excesive amount of time, they can become lazy and adapt unhealthy eating habits. TV distracts people from real world problems and takes time away from important things like work and school.

# data[].attributes.attachment_link.readable_text
The influence of the media on the psychosocial development of children is profound. Thus, it is important for physicians to discuss with parents their child's exposure to media and to provide guidance on age-appropriate use of all media, including television, radio, music, video games and the Internet.

The objectives of this statement are to explore the beneficial and harmful effects of media on children's mental and physical health, and to identify how physicians can counsel patients and their families and promote the healthy use of the media in their communities.

TELEVISION

Television has the potential to generate both positive and negative effects, and many studies have looked at the impact of television on society, particularly on children and adolescents ( 1, 2). An individual child's developmental level is a critical factor in determining whether the medium will have positive or negative effects. Not all television programs are bad, but data showing the negative effects of exposure to violence, inappropriate sexuality and offensive language are convincing ( 3). Still, physicians need to advocate continued research into the negative and positive effects of media on children and adolescents.

Current literature suggests the following:

Physicians can change and improve children's television viewing habits ( 4).

Excessive television watching may have a deleterious effect on learning and academic performance ( 10).

Watching certain programs may encourage irresponsible sexual behaviour ( 11).

Television is an effective way of advertising products to children of various ages ( 12).

The average Canadian child watches nearly 14 h of television each week ( 13). By his/her high school graduation, the average teen will have spent more time watching television than in the classroom ( 2). Studies show how time spent watching television varies between different age groups and cultures ( 1, 13). This is especially relevant when studying the effects of excessive television exposure on disadvantaged populations.

The amount of time that younger North American children currently spend watching television has not decreased significantly ( 14). A substantial number of children begin watching television at an earlier age and in greater amounts than what experts recommend ( 15). Evidence suggests that television's influence on children and adolescents is related to how much time they spend watching television ( 1, 2, 16). As a result, with prolonged viewing, the world shown on television becomes the real world ( 1, 2).

Television viewing frequently limits children's time for vital activities such as playing, reading, learning to talk, spending time with peers and family, storytelling, participating in regular exercise, and developing other necessary physical, mental and social skills ( 9). In addition to the amount of time spent in front of the television, other factors that influence the medium's effect on children include the child's developmental level, individual susceptibility and whether children watch television alone or with their parents.

Learning

Television can be a powerful teacher ( 17). Watching Sesame Street is an example of how toddlers can learn valuable lessons about racial harmony, cooperation, kindness, simple arithmetic and the alphabet through an educational television format. Some public television programs stimulate visits to the zoo, libraries, bookstores, museums and other active recreational settings, and educational videos can certainly serve as powerful prosocial teaching devices. The educational value of Sesame Street, has been shown to improve the reading and learning skills of its viewers ( 18). In some disadvantaged settings, healthy television habits may actually be a beneficial teaching tool ( 17).

Still, watching television takes time away from reading and schoolwork. More recent and well-controlled studies show that even 1 h to 2 h of daily unsupervised television viewing by school-aged children has a significant deleterious effect on academic performance, especially reading ( 10, 19).

Violence

The amount of violence on television is on the rise ( 20). The average child sees 12,000 violent acts on television annually, including many depictions of murder and rape. More than 1000 studies confirm that exposure to heavy doses of television violence increases aggressive behaviour, particularly in boys ( 2, 21- 23). Other studies link television or newspaper publicity of suicides to an increased suicide risk ( 24- 28).

The following groups of children may be more vulnerable to violence on television:

children from minority and immigrant groups;

emotionally disturbed children;

children with learning disabilities;

children who are abused by their parents; and

children in families in distress ( 2, 7).

Physicians who see a child with a history of aggressive behaviour should inquire about the child's exposure to violence portrayed on television.

Nutrition

Because television takes time away from play and exercise activities, children who watch a lot of television are less physically fit and more likely to eat high fat and high energy snack foods ( 9). Television viewing makes a substantial contribution to obesity because prime time commercials promote unhealthy dietary practices ( 15, 29). The fat content of advertised products exceeds the current average Canadian diet and nutritional recommendations, and most food advertising is for high calorie foods such as fast foods, candy and presweetened cereals ( 14, 29). Commercials for healthy food make up only 4% of the food advertisements shown during children's viewing time ( 8). The number of hours of television viewing also corresponds with an increased relative risk of higher cholesterol levels in children ( 8). Television can also contribute to eating disorders in teenage girls, who may emulate the thin role models seen on television ( 8). Eating meals while watching television should be discouraged because it may lead to less meaningful communication and, arguably, poorer eating habits ( 29, 30).

Sexuality

Today, television has become a leading sex educator in Canada. Between 1976 and 1996, there has been a 270% increase in sexual interactions during the family hour of 2000 hours to 2100 hours( 31). Television exposes children to adult sexual behaviours in ways that portray these actions as normal and risk-free, sending the message that because these behaviours are frequent, 'everybody does it'. Sex between unmarried partners is shown 24 times more often than sex between spouses ( 32- 35), while sexually transmitted infections and unwanted pregnancy are rarely mentioned.

Teens rank the media as the leading source of information about sex, second only to school sex education programs. Numerous studies document adolescents' susceptibility to the media's influence on their sexual attitudes, values and beliefs ( 34, 35).

A detailed guide to responsible sexual content on television, and in films and music can be found in other peer-reviewed publications ( 35).

Some people believe that the media can influence sexual responsibility by promoting birth control, such as condom use. No current empirical evidence supports this concept; it is expected that the debate will continue.

Alcohol and smoking

Canada's two largest breweries spend $200 million on advertising each year ( 36). On an annual basis, teenagers see between 1000 and 2000 beer commercials carrying the message that 'real' men drink beer. Convincing data suggest that advertising increases beer consumption ( 34, 37), and in countries such as Sweden, a ban on alcohol advertising has led to a decline in alcohol consumption ( 38).

Tobacco products are not advertised directly on television in Canada. However, passive promotion occurs when, for example, a soap opera star lights a cigarette in a 'macho' act, a Formula One race car has cigarette advertising on it or sporting events carry the names of tobacco companies. There is evidence that passive advertising, which glamorizes smoking ( 28), has increased over the past few years.

Television is not the only way that children learn about tobacco and alcohol use; the concern is that the consequences of these behaviours are not accurately depicted on television. One-half of the G-rated animated feature films available on videocassette, as well as many music videos, show alcohol and tobacco use as normative behaviour without conveying the long term consequences of this use ( 39).

Advertising

Advertising can have positive effects on children's behaviour. For example, some alcohol manufacturers spend 10% of their budget on advertisements warning about the dangers of drinking and driving. In addition, although some health care professionals disagree about the health benefits of appropriate milk use, milk consumption has increased as a result of print and broadcast advertisements.

The developmental stage of a child plays a role in the effect of commercials. Young children do not understand the concept of a sales pitch. They tend to believe what they are told and may even assume that they are deprived if they do not have advertised products. Most preschool children do not understand the difference between a program designed to entertain and a commercial designed to sell. A number of studies have documented that children under the age of eight years are developmentally unable to understand the difference between advertising and regular programming ( 12, 40, 41).

The average child sees more than 20,000 commercials each year ( 12). More than 60% of commercials promote sugared cereals, candy, fatty foods and toys ( 12). Cartoon programs based on toy products are especially attractive. Advertisements targeting adolescents are profoundly influential, particularly on cigarette use ( 4).

The question of whether children are more resilient to the influence of television is debated frequently. Most studies show that the more time children spend watching television, the more they are influenced by it ( 4). Earlier studies have shown that boys may be more susceptible than girls to television violence ( 25).

Education and parental involvement

High school programs promoting media awareness have been shown to be beneficial ( 4). They give students more understanding of how the media may affect them socially. In Canada, the Media Awareness Network has a number of resources that can be used by both professionals and the public to promote media literacy. Their resources are comprehensive, current and specifically applicable to Canadian culture ( 42).

Parents may use ratings but they must be used with caution. Currently, there is no consensus as to which rating system works best ( 43). Parental involvement in determining desirable programming is the best choice. Parents have to monitor and control their children's viewing habits.

Studies show that parents play an important role in their children's social learning ( 44), but if a parent's views are not discussed explicitly with children, the medium may teach and influence by default. Other media, such as magazines, radio, video games and the Internet, also have the potential to influence children's eating habits, exercise habits, buying habits and mental health. If children are allowed to be exposed to these media without adult supervision, they may have the same deleterious effects as television.

MUSIC VIDEOS

Music videos may have a significant behavioural impact by desensitizing viewers to violence and making teenagers more likely to approve of premarital sex ( 45). Up to 75% of videos contain sexually explicit material ( 45), and more than half contain violence that is often committed against women. Women are portrayed frequently in a condescending manner that affects children's attitudes about sex roles.

Attractive role models are the aggressors in more than 80% of music video violence. Males are more than three times as likely to be the aggressors; blacks were overrepresented and whites underrepresented. Music videos may reinforce false stereotypes. A detailed analysis of music videos raised concerns about its effects on adolescents' normative expectations about conflict resolution, race and male-female relationships ( 46).

Music lyrics have become increasingly explicit, particularly with references to sex, drugs and violence. Research linking a cause-and-effect relationship between explicit lyrics and adverse behavioural effects is still in progress at this time. Meanwhile, the potential negative impact of explicit music lyrics should put parents and paediatricians on guard - paediatricians should bring this up in anticipatory guidance discussions with teenagers and their parents. At the very least, parents should take an active role in monitoring the music their children are exposed to ( 45).

VIDEO GAMES

Some video games may help the development of fine motor skills and coordination, but many of the concerns about the negative effects of television (eg, inactivity, asocial behaviour and violence) also apply to excessive exposure to video games. Violent video games should be discouraged because they have harmful effects on children's mental development ( 7, 47). Parents should be advised to familiarize themselves with various rating systems for video games and use this knowledge to make their decisions.

The effect of violent video games on children has been a public health concern for many years. No quantitative analysis of video game contents for games rated as suitable for all audiences was made until 2001 ( 47). The study concluded that many video games rated as suitable for all audiences contained significant amounts of violence (64% contained intentional violence and 60% rewarded players for injuring a character). Therefore, current ratings of video games leave much room for improvement ( 43).

INTERNET

Parents may feel outsmarted or overwhelmed by their children's computer and Internet abilities, or they may not appreciate that the 'new medium' is an essential component of the new literacy, something in which their children need to be fluent. These feelings of inadequacy or confusion should not prevent them from discovering the Internet's benefits. The dangers inherent in this relatively uncontrolled 'wired' world are many and varied, but often hidden. These dangers must be unmasked and a wise parent will learn how to protect their children by immersing themselves in the medium and taking advice from the many resources aimed at protecting children while allowing them to reap the rich benefits in a safe environment. The physician is in a good position to encourage parents and children to discover the Internet and to use it wisely.

The Internet has a significant potential for providing children and youth with access to educational information, and can be compared with a huge home library. However, the lack of editorial standards limits the Internet's credibility as a source of information. There are other concerns as well.

The amount of time spent watching television and sitting in front of computers can affect a child's postural development ( 48). Excessive amounts of time at a computer can contribute to obesity, undeveloped social skills and a form of addictive behaviour ( 9). Although rare, some children with seizure disorders are more prone to attacks brought on by a flickering television or computer screen. No data suggest that television viewing causes weakness of the eyes. It may be different when a child is closely exposed to a computer screen for long periods, although there are no definitive references to support this.

Other concerns include pedophiles who use the Internet to lure young people into relationships. There is also the potential for children to be exposed to pornographic material. Parents can use technology that blocks access to pornography and sex talk on the Internet, but must be aware that this technology does not replace their supervision or guidance.

There is a wealth of information on coping with the vast resources of the Web, both good and bad. Above all, parents should be encouraged to appreciate that there is potential for more good than bad, as long as one has the knowledge to tell the difference. Canadian youth claim the Internet as a defining part of their culture and an integral part of their daily lives ( 6). Physicians and parents alike must be armed and ready to face that challenge and ensure that they reap the potential benefits as safely as possible ( Table 1 ).

Table 1

Benefits of the Internet

Near limitless information resource

High degree of availability and affordability in most communities in the western world

An asset for research or homework

A communication tool for teachers and university professors with their students

Rapid and inexpensive communication via e-mail and video linkage

Access by the disabled to much that may otherwise be unavailable:

Through technology that makes computer use possible

By taking advantage of communication with peers that does not require that their disability be visible

General risks

The Internet, by its interactive nature, is prone to use for excessive periods of time. 'Internet addiction', also known as pathological Internet use or Internet addiction disorder, is a known problem among adults and is no less a problem with children whose usage may be unlimited ( 30, 49, 50)

Instant messaging and e-mail may interfere with legitimate work (schoolwork and in the workplace)

Like television, excessive time spent on the Internet may interfere with normal socialization between child and peers, and with family

Excessive use fosters inactivity and, potentially, obesity

Misinformation

Lack of monitoring for appropriateness or accuracy of information

Health risks posed from following incorrect information

Fostering inappropriate ideas for children and teenagers such as the following:

Generating a sense of need to acquire material goods

False advertising or scams typically spread by e-mail

Temptation to acquire (or steal) credit cards to pay for on-line services

Adverse effects on values

Pornography: Underage children may accidentally or by design access pornographic sites

Predators have access to minors through unsupervised use of chat rooms and e-mail

Loss of inhibitions normally experienced when face-to-face, promoting sexual exchanges and promiscuity

Potential for plagiarism in school work

Promotion of hatred or violence through Web sites targeting a specific group, such as women, homosexuals, and religious or ethnic groups

Use of the Internet by school bullies to ridicule or spread hatred toward a victim

Violence through video games, song lyrics and on-line bullying, access to hazardous materials or information on making weapons

RECOMMENDATIONS

Physicians should become more familiar with the kinds of media to which their patients may be exposed, such as programs that portray irresponsible sex and violence, and questionable Internet sites.

Physicians should make parents aware of the significance of television early in a child's life. By the end of the first year of a child's life, there should be ground rules for television viewing and healthy viewing habits should be established in the second year of life. Patient education tools developed by the CPS and the Media Awareness Network can be used to supplement teaching. Visit www.caringforkids.cps.ca for more information.

Physicians should continue to increase their own level of awareness about the most recent data on the influence of media on the development of their patients' psychosocial health ( www.media-awareness.ca is one of the most comprehensive Canadian resources for further education).

Physicians should encourage families to do the following:

Families should be encouraged to explore media together and discuss their educational value. Children should be encouraged to criticize and analyze what they see in the media. Parents can help children differentiate between fantasy and reality, particularly when it comes to sex, violence and advertising.

No child should be allowed to have a television, computer or video game equipment in his or her bedroom. A central location is strongly advised with common access and common passwords.

Television watching should be limited to less than 1 h to 2 h per day. Families may want to consider more active and creative ways to spend time together.

Older children should be offered an opportunity to make choices by planning the week's viewing schedule in advance. Ideally, parents should supervise these choices and be good role models by making their own wise choices. Parents should explain why some programs are not suitable and praise children for making good and appropriate choices.

Families should limit the use of television, computers or video games as a diversion, substitute teacher or electronic nanny. Parents should also ask alternative caregivers to maintain the same rules for media use in their absence. The rules in divorced parents' households should be consistent.

Physicians who want to get involved in their communities can consider the following:

Provide parents with resources and information to promote media awareness programs in their communities and schools. The Media Awareness Network ( www.media-awareness.ca) has resources and research reports for parents, teachers, teenagers and others.

Promote the implementation of high school programs in media awareness, which have proven to be beneficial ( 4).

Express support for good media. In addition to writing to stations that broadcast responsible and good television programs, physicians and parents can support legislation that encourages more responsible media use.

Support efforts to eliminate alcohol advertising on television with the same enthusiasm that led to the elimination of tobacco advertising.

Support further research on the impact of media on the mental and physical well-being of children and adolescents.

Footnotes

PSYCHOSOCIAL PAEDIATRICS COMMITTEE
Members: Drs Anne C Bernard-Bonnin, Hôpital Sainte-Justine, Montréal, Quebec; Kim Joyce Burrows, Kelowna, British Columbia; Anthony Ford-Jones, Joseph Brant Memorial Hospital, Burlington, Ontario; Sally Longstaffe, Children's Hospital, Winnipeg, Manitoba (chair); Theodore A. Prince, Calgary, Alberta; Sarah Emerson Shea, IWK Health Centre, Halifax, Nova Scotia (director responsible)

Consultants: Drs Rose Geist, The Hospital for Sick Children, Toronto, Ontario; William J Mahoney, Children's Hospital-Hamilton HSC, Hamilton, Ontario; Peter Nieman, Alberta Children's Hospital, Calgary, Alberta

Liaisons: Drs Joseph F. Hagan, University of Vermont College of Medicine, Burlington, Vermont (American Academy of Pediatrics); Anton Miller, Sunnyhill Health Centre for Children, Vancouver, British Columbia (Developmental Paediatrics Section, Canadian Paediatric Society)

Principal author: Drs Anthony Ford-Jones, Joseph Brant Memorial Hospital, Burlington, Ontario; Peter Nieman, Alberta Children's Hospital, Calgary, Alberta

The recommendations in this statement do not indicate an exclusive course of treatment or procedure to be followed. Variations, taking into account individual circumstances, may be appropriate.

REFERENCES

9. Canadian Paediatric Society, Healthy Active Living for Children and Youth Advisory Committee Healthy active living for children and youth. Paediatr Child Health. 2002;7:339-45. [[ PMC free article] [ PubMed] Google Scholar]

24. Gould MS, Davidson L. Suicide contagion among adolescents. Adv Adolesc Mental Health. 1988;3:29-59. [ Google Scholar]

33. Lowry DT, Towes DE. Soap opera portrayals of sex, contraception and sexually transmitted diseases. J Commun. 1989;39:76-83. [ Google Scholar]

Articles from Paediatrics & Child Health are provided here courtesy of Oxford University Press

# data[].attributes.attachment_link.title
Impact of media use on children and youth

# data[].attributes.attachment_link.description
The influence of the media on the psychosocial development of children is profound. Thus, it is important for physicians to discuss with parents their child's exposure to media and to provide guidance on age-appropriate use of all media, including television, radio, music, video games and the Internet.

# data[].attributes.body
Apple airpods are a good comparison to the seashells. Airpods are a good comparison to the seashells because they too are a wireless headset. The positives of airpods include the fact that they are comfortable and are easy to use. A negative is that people can make a counterfeit type of earbud and make money off of the Apple design. Similar to the book, people always were them and they do not give their full attention to the task at hand.
Website used:
https://www.cbp.gov/newsroom/local-media-release/cbp-officers-seize-fake-apple-earpods-peace-bridge

# data[].attributes.body
Live streaming is similar to the converter attachment in Fahrenheit 451 because you can interact with the streamer in the live chat. For example, the streamer can ask a question to the audience and they can can type back a response. This has a positive impact on our society because you can interact with someone who you find entertaining, like a celebrity, just like how people in the book can use the converter to talk to the actors. The only difference is that this technology can have a positive impact.
https://en.wikipedia.org/wiki/Live_streaming

# data[].attributes.body
The Amazon Alexa is a good comparison to the converter attachment because people communicate with it and interact with it to get news, information, music, etc. This is positive because it is a lot easier to hear and spread information, and it is hands free/ speech activated.