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During the first few editions of the book, instructors using it often relied heavily on references to ads, speeches, discussions, political events, and other programming that they themselves had xxiii xxiv PREFACE videotaped—few commercial recordings were even available to be used as supplementary resources. Now, of course, we all refer to and use DVDs, which have become equally more sophisticated and plentiful. They too might be the carriers of dangerous propaganda to that illiterate one third of the population who can rent them at will.
And we have been referring to and using the Internet for decades now. Many of that one third will only be able to push the forward and backward arrows and to carefully, letter by letter, navigate to a Web site or more likely simply get there by clicking on a simple perhaps propagandistic or misleading image. There they may well meet clever, entertaining, and convincing persuaders. New terms that entered our vocabularies in recent editions play a part too.
Imagine the persuasion that could be or is being sent or texted by cell phone, webcasts, blogs, podcasts, BlackBerry, e-mail, and the as yet infant worlds of digital video and audio, iPods, satellite radio, and many others. Let the receiver beware! As a result, the need for critical consumers to be trained will continue more than ever. They must be prepared to use the analytical tools of this and previous editions to deconstruct the persuasion blitz we are now facing.
The future persuasion and propaganda efforts are likely to be greater than ever. In the years since that first edition, my colleagues and students have helped me revise and update the book, pointing out issues, media, and technologies that needed to be addressed. And they have continued to enlighten me in the preparation of this twelfth edition of Persuasion: Reception and Responsibility. With their help we have included many new learning tools for both students and teachers alike such as the inclusion of boldfaced key terms in each chapter that can serve as signposts of your duties as responsible and critical receivers.
These key terms or concepts are also listed at the end of each chapter for easy reference. Probably the most major change in this edition is that, throughout the chapters, we return time and time again to what we call the Seven Faces of Persuasion.
You will first hear of them in Chapter 1, and they will continue to ring out in the 13 chapters that follow. They are the touchstones of persuasion that we now face and that we are likely to face down the road. These are things that, while they may have been in existence while we prepared the eleventh and previous editions, did not seem to impact us as directly as they do today. PREFACE Additionally, other faces indicate that it is a world of advocacy and propaganda, a world that is multicultural and diverse and hence prone to misunderstandings, and a deceptive world filled with scams like identify theft.
It is also a world loaded with doublespeak and a results-oriented world looking only at the bottom line. These are all frightening thoughts, which is why we have also continued to include an Application of Ethics exercise at the end of each chapter to help train students to pay increasing attention to this topic in the future since ethical issues seem to be emerging more rapidly with each passing year. This requires that receivers maintain increasing awareness of ethical problems and prospects.
Also included are the new and sometimes interactive propaganda boxes that will help reacquaint both students and instructors with this growing pattern of propaganda mixed with advocacy in the world of the Seven Faces of Persuasion.
We have also continued to insert diversity boxes to remind all of us how our culture is changing with the addition of many new ethnic groups, differing sexual preferences, religions, and so on, and the recognition of new lifestyles and value systems.
And with the increasing growth of media in which the receiver ceases to be a mere passive recipient of messages, we have also included interactive media boxes identified by the logo shown which will help both students and instructors to see these interactive innovations in a new light.
In addition, all boxes on any topic involving a Web search are identified by this logo. Early evidence shows that by having receivers interact with the media via which they receive persuasive advocacy or propaganda actually increases the strength of the messages—be the messages ethical or unethical.
This edition also continues to provide the successful features of earlier editions—updated examples from the worlds of politics, economics, advertising, propaganda, ideology, and the Internet, as well as new reports on recent theoretical developments.
Additionally, three critical developments have occurred that I believe will affect the world of persuasion enormously in just the next few years.
These and other new developments and their implications have been woven throughout the 14 chapters. What are these developments? Throughout this edition you will find numerous examples, exercises, and explorations into the implications of our increasingly diverse culture now and in the future.
As mentioned, our world has become astonishingly interactive, especially in terms of new media, and the newly diverse citizens are all able to use these media.
The hundreds of new ways we have discovered to interact with one another also make each of us a journalist, editor, opinion expert, and artist; and each of us potentially has a huge audience for our persuasion if we do it well.
So we must learn to be interactively responsible and ethical here as well. At the same time, new forms of interactivity have opened scores of new ways to appeal to us as consumers of persuasion. Again, the book includes examples, recent theoretical developments, and exercises involving the interactive media in our lives and how they have and will continue to change the face of persuasion—especially for receivers or consumers of this essential form of human communication.
These changes are also seen in our culture as it is facing a crisis in ethics. We saw the front edge of this crisis in the many recent corporate scandals and have witnessed an explosion of ethical lapses in all areas of our lives, including religion, politics, government, journalism, business practices, personal relations, the executive branch of government, and even foreign policy like the intentionally misleading information that led to our disastrous war in Iraq.
To address this crisis in ethics, Chapter 2 has been heavily revised and updated, and an Application of Ethics exercise or case study is now featured at the end of each chapter for individual or group exploration. In addition, ethical challenges and questions are raised throughout the text. Use all these features to test your understanding of each chapter, and to help students manage their roles as consumers of persuasion and understand their responsibilities as constant receivers of a myriad of messages.
Johannesen, who revised Chapter 2, and Joseph N. Scudder, who revised Chapters 3 and 4. Thanks also to the staff at Cengage Learning, beginning with Monica Eckman, executive editor; Larry Goldberg, development editor; Michael Lepera, senior content project manager; the many folks in the permissions, production, and marketing departments; and those colleagues who reviewed this edition and made wonderful suggestions.
They were Richard Berleth, St. And finally, I offer special thanks to the students and teachers who will use and hopefully profit from adopting, reading, and discussing the twelfth edition of Persuasion: Reception and Responsibility. Charles U. It rocks not only our individual worlds but the whole world around us. We carry it with us everyday to use as either the audience or receivers of persuasive messages or as the authors or sources of them.
Persuasion is disseminated not only by mass media like television, radio, and news publications but in more personal media like blogs authored by us or others, direct marketing appeals sent to us in the mail, e-mail, chat groups, and highly targeted appeals that surround us in our interactive media world.
Persuasion both changes that world and represents ways that the same world changes us. Persuasion is about choice. Thus, understanding persuasion better will help us make better choices and is essential to live in our ever-changing world where having to choose among alternatives, trivial and essential, is a constant. Persuasion can be used for much good and much evil.
D Truman and Nixon administrations. Answer: B Diff: 2 Page Ref: 33 Application Learning Objective 2 19 Perhaps one reason publicity and press agentry are too often considered synonymous stems from A formation of the first public relations firm called the Publicity Bureau that specialized in general press agentry.
B launching of the firm led by Ivy Lee that specialized in counseling top management in the value of building public confidence and trust.
C development of corporate guidelines set down by Arthur Page and Paul Garrett. D efforts by Edward Bernays and Doris Fleischman to introduce social psychology techniques in developing strategic communications advice. Bernays to the field of public relations? A "recruiting" the first distinguished female practitioner, Doris E.
Fleischman B teaching the first course in public relations C publishing the landmark consumerism book Unsafe at Any Speed D introducing the importance of seeking public relations counsel Answer: C Diff: 2 Page Ref: Concept Learning Objective 2 21 , one of the earliest African American counselors, wrote two books on African American consumerism and advised companies on multicultural relations.
A Knowlton Hill B D. B Harold Burson. Parke Gibson. D Arthur W. B low esteem. C virtual esteem. Page for successful corporate public relations?
A to create a system that draws questions and criticism from employees and outside publics up through the organization to management B to make sure management softens bad news, especially for employees C to prepare "contact employees" with knowledge needed to be reasonable and polite with the public D to create a system that informs all employees about an organization's policies and practices Answer: B Diff: 2 Page Ref: 37 Concept Learning Objective 3 26 Paul Garrett was an early corporate public relations luminary in his role as A CEO of General Motors B the first director of public relations for General Motors C CEO of Lehman Brothers D the first director of public relations for Lehman Brothers Answer: B Diff: 1 Page Ref: 37 Concept Learning Objective 3 27 Which of the following is a factor that shaped how Public Relations came of age?
A growth of large institutions B heightened public awareness and media sophistication C societal change, conflict and confrontation D All of the above Answer: D Diff: 1 Page Ref: Concept Learning Objective 3 28 Which of the following has made knowledge of and facility with the Internet a front-burner necessity for practitioners? A cable B social media participation C mobile phones D videodisk technology Answer: B Application Diff: 2 Page Ref: 40 29 In the 21st century, recognition of the value of knowing what public relations is about comes from A more than journalism or communications programs offering a public relations concentration.
B business schools making public relations education an essential part of their curriculum. C managing editors of print media admitting that more than 70 percent of what is reported as news comes from public-relations generated information.
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