, cajole and, when necessary, threaten. Recognize when progress is made. The television violence issue needs sustained leadership from the government. "Broadcasters should not have to fear all understandings and arrangements disappear after every election or change in government." (UCLA 17) Network affiliates must put pressure on the networks. Let them know what programming you do not like or which is unsuitable for your area. Do so with examples and with detail of the format, themes or scenes of violence you do not consider suitable. "In conjunction with the network's practices and standards department, create your own standards for network promotions and your own local and syndicated programming. Network promotions designed for 10:00 should not be run on your station in the afternoon or very early evening." (UCLA 17) In our schools, media literacy should never replace social studies or science in the curriculum. But television is an important part of students' lives. Teachers should ask their students about what they watch and how accurately it reflects their lives. "Discussions of how television deals with gender and racial stereotyping, depictions of historical events and social trends can all be incorporated into existing lesson plans. Teachers can be more media literate and include these concepts in their teaching." (UCLA 18) In the school of my own children, there is already in place the perfect format for just such a course. This is refferred to as "Tech Ed.", or, technical education. There is not currently a media literacy course offered, why not, certainly television is technical, and no doubt requires some form of education. Most importantly advice to parents. You cannot watch all television with your children, but you can occasionally watch your child watch television. You can ask them about what they watch. What lessons are they assimilating? Can they distinguish between animation and live action? Do they realize that they ...
