The project that we were doing on children and advertising was in the early 70s, but there had already been some public policy questions about whether advertising on television was appropriate for children under the age of five and six. We were looking at kindergarten, third, and sixth grade children and what they understood about advertising and consumer behavior. It was clear that our data was really quite relevant to the public policy discussions. By the second year, I was going around to speak to different groups about children and advertising research. The book "How Children Learn to Buy" - Ward, Wackman and Wartella came out, actually, before I did my dissertation. Scott Ward and Dan Wackman, my advisor, had the contract to do this book based on that research. Dan turned to me and said, "Well you know all the data, so you write up the data chapters, you do the first draft." Okay. And then Scott's chapters came in, the theoretical chapters, and he said, "Oh, why don't you rewrite the chapters?" And he didn't have to do this but he made an argument to Dan that I needed to be on as a co-author. And in those days, people didn't do that. So I'm eternally grateful to Dan. And indeed, that book came out before I finished my dissertation so that by the time I came out, I had a book, lots of articles and I had testified at that point. In my first year as an assistant professor at Ohio State, the Federal Trade Commission was looking at the advertising issues with kids. I was adamant that we shouldn't represent the industry. So we went there as independent researchers. Dan and Scott said to me, "We'll do all the important stuff, but Ellen you know the data so why don't you talk about the data first." I was on for almost two hours because Judge Morton Needleman asked me all the questions. And then Dan and Scott didn't have as much to say. For the rest of my career, I focused primarily on questions about children and media that were relevant to public policy discussions. I got involved in the TV Violence Project and had grants in that. So, I think of my work as being important because that very first year at Minnesota set me off on a career path to study public policy questions about children. And so my work has been at the nexus of public policy, developmental psychology, and communication studies. Really most important to me is that I've contributed to policy discussions and policy changes that have affected children's lives. If I were to say what I care most about, it's having an impact in the real world. I've been really lucky that I've been around studying things that have had policy interests and had influences in actually affecting policies.