Discuss the Historical Changes in Advertising.
efforts to teach advertising literacy. Regulation of advertising is covered in Chapter 13 on children’s media policy. It should be noted that two other chapters in this book deal with advertising as it relates to specific health hazards. Chapter 6 examines the advertising of cigarettes and alcohol, and Chapter 7 looks at the impact of food advertising on nutrition. The focus here is primarily on the advertising of toys, clothes, and other consumer goods, although food products will be referenced occasionally as well.

Historical Changes in Advertising to Children Efforts to advertise products to children date back to the 1930s, the early days of radio. Companies such as General Mills, Kellogg’s, and Ovaltine routinely pitched food products during child-oriented radio shows such as Little Orphan Annie and Story Time (Pecora, 1998). Household products such as toothpaste and aspirin were also marketed during children’s programming. In these earliest endeavors, children were considered important primarily because they were capable of influencing their parents’ consumer behavior.

In the 1950s, children gradually became recognized as consumers in their own right (Pecora, 1998). The sheer number of children increased so dramatically during this decade that it is now referred to as the baby boomer period. In addition, parents who had lived through the Depression and World War II experienced a new level of economic prosperity that they wanted to share with their offspring (Alexander, Benjamin, Hoerrner, & Roe, 1998). As noted by Kline (1993), “the 1950s’ family became preoccupied with possession and consumption and the satisfaction that goods can bring” (p. 67). And of course, the advent of television offered new ways to demonstrate products to captive audiences of parents and children (Pecora, 1998).

The earliest television advertising looked very different than it does today. At first, programmers were more interested in getting people to buy television sets than in attracting advertisers (Adler, 1980). Some programs were offered by the broadcast networks themselves with no commercial sponsorship at all. Other programs had a single sponsor that would underwrite the entire cost of the 30-minute or 60-minute time slot. Consequently, there were fewer interruptions, and the sponsors sometimes pitched the company rather than any specific product. As more and more American homes purchased sets, the focus shifted toward attracting this

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
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Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

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