User talk:Kylesnage

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 * This edit copied from http://www.suzukicycles.org/GSX-series/GSX1400.shtml --Dbratland (talk) 16:56, 19 January 2011 (UTC)

Speedy deletion nomination of Sagebrush Cantina


A tag has been placed on Sagebrush Cantina requesting that it be speedily deleted from Wikipedia. This has been done under section A7 of the criteria for speedy deletion, because the article appears to be about an organization or company, but it does not indicate how or why the subject is important or significant: that is, why an article about that subject should be included in an encyclopedia. Under the criteria for speedy deletion, such articles may be deleted at any time. Please see the guidelines for what is generally accepted as notable.

If you think that this notice was placed here in error, you may contest the deletion by adding to the top of the page that has been nominated for deletion (just below the existing speedy deletion, or "db", tag; if no such tag exists, then the page is no longer a speedy delete candidate and adding a hang-on tag is unnecessary), coupled with adding a note on the talk page explaining your position, but be aware that once tagged for speedy deletion, if the page meets the criterion, it may be deleted without delay. Please do not remove the speedy deletion tag yourself, but don't hesitate to add information to the page that would render it more in conformance with Wikipedia's policies and guidelines. If the page is deleted, you can contact one of these administrators to request that the administrator userfy the page or email a copy to you.  Acroterion  (talk)  16:56, 19 January 2011 (UTC)

License tagging for File:Kylesnage.png
Thanks for uploading File:Kylesnage.png. You don't seem to have indicated the license status of the image. Wikipedia uses a set of image copyright tags to indicate this information; to add a tag to the image, select the appropriate tag from this list, click on this link, then click "Edit this page" and add the tag to the image's description. If there doesn't seem to be a suitable tag, the image is probably not appropriate for use on Wikipedia.

For help in choosing the correct tag, or for any other questions, leave a message on Media copyright questions. Thank you for your cooperation. --ImageTaggingBot (talk) 00:06, 20 January 2011 (UTC)

assignment
Good job. I noticed just one problem, something I didn't mention in class. The source that you used on your sandbox page would not be considered reliable according to Wikipedia's standards. I know I haven't mentioned this in class yet, I'll go over it in more detail next time. See here for the policy I am referring to. D guz (talk) 21:19, 28 January 2011 (UTC)

Mentor
Hi, welcome to Wikipedia. I've been selected as your mentor to help you through your project. As luck would have it, I have a little bit of a background in telecommunications. I worked for AT&T for 10 years. I started as a sales rep with Pacific Bell, was promoted to management in a year and became a software developer for SBC Communications and a fraud investigator. Before the merger with AT&T, I transferred to Nevada Bell as an analyst and finished my career with them running the dispatch center in Reno, Nevada before moving on to bigger and better things. I've been editing on Wikipedia for a little over 5 years. I mostly work on articles related to my hobbies (custom knife collecting, music, animals, martial arts) and a few related to my business as a sportwriter (professional and amateur boxing, mma, collegiate wrestling) and as a firearms and combatives instructor. The writing style on wikipedia is encyclopedic and in what is known as a summary-style; it often reminds me of writing a term paper as opposed to a magazine or newspaper article. I can help you out mostly in the form of finding reliable sources and formatting references. If you have any questions, leave me a message on my talk page or send me an email for any "offline correspondence", that link is on the left hand side of my talk page. I look forward to working with you.--Mike - Μολὼν λαβέ 21:15, 3 March 2011 (UTC)

March 2011
Welcome to Wikipedia. Everyone is welcome to contribute to the encyclopedia, but when you add or change content, as you did to the article Almond, please cite a reliable source for the content of your edit. This helps maintain our policy of verifiability. See Citing sources for how to cite sources, and the welcome page to learn more about contributing to this encyclopedia. Thank you. Sorry, but a second-hand source that just says "a study published in the British Journal of Nutrition" is poor information, not up to Wikipedia standards. Nadiatalent (talk) 13:11, 5 March 2011 (UTC)

Almond Edits Reverted
Hi Kyle, I noticed that your edits on the Almond page were reverted. This is fine, just make sure that you've saved your PDFs as your attempts will count towards your grade. In the future, I would make sure that the content you're adding hasn't already been addressed on the page. Also, when citing, you should be adding full citations, as this will make your edits look better. Make sure to use the cite functions located in the toolbar as discussed last class. I will be discussing this problem of student edits being reverted on the course talk page as you're not the first person to encounter this problem. Jaobar (talk) 22:44, 10 March 2011 (UTC)

History of Children's Television Regulation
The concern about the impact of television on children began when TV was in its infancy. By the early 1950s, parents, teachers and social scientists asked their legislators to do something about the harmful effects of television viewing. After this there has been a large-scale of academic research that have been mounted to monitor, analyze and explain the relationships between television and children.

The first congressional hearings which addressed violence took place in 1952. There was a long history of public regulatory debate on television, government commissions that pursued this agenda. Involved in these discussions were the Federal Communications Commission (FCC), the Federal Trade Commission (FTC) and advocacy groups formed by concerned citizens. The FCC intended to change a number of policies regarding children's programming, but no serious action took place until the enactment of the Children's Television Act.

Drawbacks
(Group: Kyle Snage, Antonio Sanchez, Hang Cho)

The Children's Television Act was written to enhance television for young viewers. Some research reveals some downsides to the act. For example, after the act was passed, although there was more programming geared towards children, stations actually provided less diverse educational shows than it had been before. To prevent this problem, the FCC required stations to keep logs that described in detail why the shows were educational or informational. However, many stations failed to keep these records or have any method for accurate recording. More than 25 percent of stations recorded the time, date or length of programming for children. The FCC did little to regulate these logs up until 1993. This was because congress provided little direction towards the implementation of the act, only saying that programming had to be specifically designed to serve the educational and informational needs of children. According to a 1998 Annenberg report, the number of network shows labeled 'highly educational' dropped form 43 percent to 29 percent, since the enactment of the act. A research report from Georgetown University said that one issue was educational programming was defined too broadly. For example, programming that was only academic or covering prosocial issues counted towards their requirements. The issue is that traditional ideas of what was taught to children, such as the alphabet or number systems were lost. More social issues were aired, writers wrote stories that often were not academically for young viewers because they were not trained in writing for this audience. One show was an exemption to this rule, The Magic School Bus, because it combined effective writing and education for children. Another result revealed in the report was that as a result of the act, many of the local broadcasting stations dropped their locally produced educational shows and bought blocks of pre-produced children shows from the bigger networks. This was largely due to the fact that the rules stated that stations only had to meet the requirement of a minimum of three hours a week of educational programming. Many of the local stations thought in terms of profits and eliminated their own shows, which were more educational than the syndicated ones, to save money and still meet the minimum requirements for re-licensing.

Programming for Profit
A report by Scott Conley showed that the average child has watched between 10,000 and 15,000 hours of television and over 200,000 commercials by the time they are 18. His research showed that commercials typically were for the interest of advertisers and had no concern for the needs of children.

According to the act, commercials had to be geared towards children 12 years of age or younger. No more than 10.5 minutes on weekends, and 12 minutes during the week were allowed per hour. Cable systems were required to keep records of this so that regulators, such as the FCC, and the public were allowed to monitor their behavior. The main reason for this restriction was that research demonstrated that young children have difficulty distinguishing between programs and commercials, that most have little or no understanding of commercials' persuasive intent, and that this makes children highly vulnerable to commercial claims and appeals. Food marketers are interested in youth as consumers because of their spending power, their purchasing influence, and as future adult consumers. Multiple techniques and channels are used to reach youth, beginning when they are toddlers, to foster brand-building and influence food product purchase behavior. These food marketing channels include television advertising, in-school marketing, product placements, kids clubs, the Internet, toys and products with brand logos, and youth-targeted promotions, such as cross-selling and tie-ins.

One study found food advertisements accounted for 47.8% of commercials. These advertisements advertised foods that were high in fat and sugar. Compared with data collected before new regulations took place, children now watch more numerous but shorter commercials.

Also related to networks looking to increase their profit while implementing the act, some networks chose to select programs for their marketing value. Producers selected series more often when they were related to a hit movie or pop culture icon, such as if the show featured a character that could be sold as a marketable action figure. A researcher for the popular children's show Dora the Explorer discusses how preschoolers interact with new episodes of the show. For example, researchers try to to determine whether children are paying attention or interacting with the screen. They try to figure out what draws kids attention to the show, and what elements can be adjusted to increased the potential viewership. Things such as adding more close ups of the main characters, called 'money shots' are intended to embed the face into children's minds. This can increase product sales. Shows such as Dora sell millions of dollars of products a year, from dolls to sleeping bags, so researchers highly value this information.

According to Judi Cook, an assistant professor at Salem university, there were issues with the amount of children's commercials for these marketable products children that were aired in the Boston market. She watched the programming on one of the stations for a day, and learned that 80 out of 97 advertisements appeared before or after children's programming.

Recent Changes to the Children's Television Act
In 2006 the FCC decided on rules related to the display of websites during children's programming. Under the guidelines, there were a number of criteria that the website must meet. One is that it offered non-commerical related content. Also, the page has to clearly divide into sections commercial and non-commercial content. Thirdly, the website directed to can not be used for e-commerce, advertising or other commercial advertising. Finally, if a site was advertising characters from a show that was airing alongside it, the display of this website address was prohibited.

The Academy of Political and Social Science found in a report covering the current state of children's television broadcasts between 1996 and 1997 that only 38.8 percent of programming could be considered 'high-quality'. A quarter, or 23.2 percent were found to be 'moderate' quality. A whole 37 percent of programs were found to be low quality. The research on programming quality took into account both educational content of shows and also the reactions of the children and their parents.

At the Senate Commerce Committee hearing in July of 2009, FCC Chairman Julius Genachowski spoke about the new landscape of video broadcasting and television. He recommended empowering parents with tools and information to determine the appropriate video content for their children rather than government regulation of video content.

At the same hearing, James P. Steyer, CEO and founder of Common Sense Media, a non-partisan, not-for profit organization that advocates for educational children’s media content, said there were ways to regulate children’s media content without limiting broadcasters rights to free speech.

Children's Television Act
Nicely done! You nailed it like Pontius Pilate.--Mike - Μολὼν λαβέ 18:16, 29 April 2011 (UTC)

April 2012
Hello, and welcome to Wikipedia. Although everyone is welcome to contribute to Wikipedia, at least one of your recent edits, such as the one you made to User talk:Compn with this edit, did not appear to be constructive, and has been reverted or removed. Please use the sandbox for any test edits you would like to make, and read the welcome page to learn more about contributing constructively to this encyclopedia. Thank you. Calabe1992 01:24, 6 April 2012 (UTC)