Subliminal Persuasion

By Keri Stoner

"Subliminal persuasion is a signal or message embedded in another medium, designed to pass below the normal limits of the human mind's perception. These messages are unrecognizable by the conscious mind, but in certain situations can affect the subconscious mind and can negatively or positively influence subsequent later thoughts, behaviors, actions, attitudes, belief systems and value systems" (Wikipedia). Subliminal persuasion or messages are used to make us want something without our realization. They are ads in the ads that we do not see right off or maybe even at all. These ads make us think we need it all, they manipulate our minds and make us think our lives are not as good as they could be and therefore cause us to purchase things that will make our lives "better."

Subliminal persuasion has been around and used since as early as the 1950's when Vance Packard’s book was published in 1957 called The Hidden Persuader. Although his book was about subliminal messages, he never used the word subliminal in his book. This book did not make Packard a very well respected man but it did sell a lot of copies. Although, "Packard had gotten some more respectful treatment in the last years of his life. He was the subject of a serious 1994 biography by Daniel Horowitz. And in his New Republic review of Horowitz's book, historian Jackson Lears argued that Packard 'deserves a place alongside more formidably intellectual figures in any history of twentieth-century social thought'" (Futrelle ). His book was about subliminal messaging and how they worked, although at that time most people did not understand subliminal messages were. The book put a bad taste in the majority's mouths, but people still read it. Even after his death the obituaries sounded a bit bitter when mentioning his life accomplishments.

"The American individual is subject to an average of 1500 advertisements per day, which appeal to us on an unconscious level, encouraging dissatisfaction with ourselves, and creating discontent which demands appeasement through material acquisition" (Butler, 2001). Why would anyone want to create dissatisfaction within ourselves? Well, maybe someone would want to create dissatisfaction within our minds in order to create unnecessary self esteem issues that make us think we have to have that shirt or those shoes or even that particular stomach in order to feel any self worth. It is a pretty rough world when advertisements are telling us we're not good enough.

Subliminal persuasion usually uses sexual images that the consumer does not readily realize are there. This is the advertiser's way to lure the consumer into purchasing their product. There is some belief that there are sexual subliminal images in cartoon Disney movies. What kind of society puts sexual images in children's movies? Of course there has always been the "sex sells" when it comes to beer ads but there are usually sexual subliminal images in these sexy ads. These images portray more than just a model in a swimsuit and they take some looking at to actually see. Sneaky images within ads are how they are subliminal; which means "under the threshold" (Wikipedia).

On a more positive note, subliminal persuasion can be used in a good way. Not all subliminal persuasion is used through imagery sometimes it is all about what we hear as well. Subliminal messages in audio programs are ads that have been proven very effective and are used by many psychologists to help people who want positive results. These positive subliminal messages are called "Subliminal Love Tapes." By listening to these tapes a person can learn to manage stress, relationships and even gain motivation to lose weight. "...audio programs with subliminal messages are designed to deliver positive affirmations directly to the subconscious — bypassing the conscious mind, which may reject these positive affirmations. This method is designed to allow the subconscious to more readily accept positive thoughts and images; replacing the negative thoughts and images we've held in our subconscious" (2006). This way it can block out negative thoughts that people have had possibly since their childhood and replace them with more positive thoughts.

At the beginning it was easy to see how negative subliminal persuasion can be, which it usually is. Even so, it was nice to find a way in which the persuasion was used for good as well. It is always encouraging to see something that is usually bad used for good. I liked that in searching for examples of subliminal persuasion I found an effective encouraging way that it is used to help people in their everyday lives. Although, in every advertisement it is a good idea to look beyond what is there and look for what your subconscious is picking up.


Reference:
Futrelle , D. Media Circus: The Hidden Persuader. Retrieved from http://www.salon.com/media/media961217.html
Butler, S. (2001, April 06). Subliminal advertising: return of the hidden persuaders. Retrieved from http://www.disinfo.com/archive/pages/dossier/id321/pg1/
(2006). Subliminal Messages in Audio Programs Experience the Benefits of Subliminal Love Tapes®. Retrieved from http://www.efflearn.com/subliminal.php

Triumph and Deceit

Triumph and Deceit:
Examining the effects of propaganda in respect to credibility and image management.


Throughout the ages of history, propaganda has played an important role, whether good or bad, in persuading a population to believe in a certain ideology to help further a particular agenda. When used properly, it can be very beneficial in bringing mass populations together in support of certain actions taken by an individual or group of individuals. One of the greatest purposes of propaganda is used by countries who try to increase their soft power, or image in the global community. Soft power is essential for many countries to be able to use diplomatic measures in the global community to solve issues between their country and others. Countries use propaganda efforts in order to maintain credibility and image between other countries, and to stay in good standing with their own people.

PROPAGANDA AND COUNTRY IMAGE:

        Leaders of countries use propaganda in order to maintain the support of their citizens, and also to gain support of other nations to help further their foreign policy agendas. Soft power is the ability to get what you want by attracting and persuading others to adopt your goals. It differs from hard power, the ability to use the carrots and sticks of economic and military might to make others follow your will. Both hard and soft powers are important in the war on terrorism, but attraction is much cheaper than coercion, and an asset that needs to be nourished (Nye, 2003). This is best exemplified in the Bush Administration’s propaganda used to gain support for the War on Terrorism. First, President Bush played on the hearts of the American people shortly after the September 11th attack on the World Trade Center rallying them together through their anger, rage, sorrow, and sadness to gain their support for the United States’ open-ended campaign against terrorism worldwide. Bush took the support from the American people and pushed his foreign political agenda to rid the world of terrorism, stopping at nothing to have this goal obtained.

        The second source of propaganda used by the Bush Administration was grey propaganda, saying whatever it needed to in order to get the support of ally nations to help the United States in their War on Terrorism efforts. Without other countries, the war efforts would have been halted by the backlash from different terrorist organizations, because the United States military is not large enough to combat the entire world’s terrorism alone. The Bush Administration put forth this image of the United States as a “nation dedicated to ridding the world of terrorism.” With this image in hand, and spread throughout the global community, the United States was able to pursue the terrorist threats as they appeared in an attempt to preempt any future attacks. Without the soft power and image created through the support of the American people, and the support of ally nations, the War on Terrorism would be ineffective and unwinnable.

PROPAGANDA AND COUNTRY CREDIBILITY:

        Leonard Doob states in his article, Goebbel’s Principles of Propaganda, “Credibility alone must determine whether propaganda output should be true or false.”  The credibility of the source is a major determinant of how people view the information presented, and if the credibility is low, the actuality of the information being persuasive is low as well. Referring back to the Bush Administration example, they used black propaganda to gain the support of both the American people and the global community when invading Iraq. They told us that Iraq was holding weapons of mass destruction, and an invasion was the only was to stop them from being used, when actually there were no weapons of mass destruction found in the area, and they in turn took the opportunity to seize control of the government and take over the country. This use of black propaganda led to the eventual decline in the credibility of the United States in the global community, and now all the multi-lateral efforts we were working towards have essentially turned into unilateral ones, because no country wanted to support our outlandish tactics and efforts. “Rising anti-Americanism around the world threatens to deprive the US of the soft or attractive power that it needs to succeed in the struggle against terrorism. As Iraq has shown, hard military power alone cannot provide a solution” (Nye, 2005). The United States needs to do something in order for it to be able to effectively continue its foreign policy agendas. We need to increase our credibility in the global community in order to gain support of other nations to help us with our campaigns, and hopefully help decrease terrorism throughout the world.

        Image and credibility is absolutely essential when it comes to the use of propaganda within a country. As seen in the previous examples, the wrong use of propaganda can easily hurt a country’s image and credibility to the point where the global community refuses to help them in certain campaigns. It is necessary to maintain a good image and high credibility to be able to gain support for certain diplomatic and military efforts, and to keep in good graces with the ally countries you would like support from in the future. So, when using propaganda, the best type would be to use white propaganda, and hope that the truth will allow you to gain the support necessary to further your agenda.     





References:
Joseph Nye. (2003, January 10). Propaganda Isn’t the Way: Soft Power. International Herald
        Tribune. Retrieved from http://belfercenter.ksg.harvard.edu/publication/1240/
propaganda_isnt_the_way.html.


Joseph Nye. (2005, January 22). America’s Soft Power Suffering As It Loses the Propaganda War.
        Taipei Times. Retrieved from http://ics.leeds.ac.uk/papers/vp01.cfm?outfit=pm
t&folder=2053&paper=2110.


Leonard W. Doob. Joesph Goebbel’s Principles of Propaganda. Public Opinion and Propaganda.
        Retrieved from http://www.psywarrior.com/Goebbels.html.

Laura Yeager: Concept Blog Brand Loyalty

Laura Yeager

Propaganda and Persuasion

September 21, 2009

 

A Fairy Tale Ending for Brand Loyalty

 

In an ideal world, every product would have a successful following and a strong amount of brand loyalty. However, in the world that we live in that just isn’t the case. Nancy Giddens, an extension marketing specialist defines brand loyalty as “a consumer’s preference to buy a particular brand in a product category”.

 Brand loyalty in the consumer market today is almost impossible.  Smith and Jones, an advertising agency that specializes in moving brands up market, produced an article called “Brand Loyalty: The Holy Grail”.  The article provides the statistic that the average American is introduced to more than 3,000 paid marketing campaigns every day, where as 90 percent of those messages is produced by a public relations professional. Although it is difficult to gain brand loyalty, a company who is successful in brand loyalty can see a significant increase in profit.  Smith and Jones’ article also stated that with just a 5 % increase in a products brand loyalty, the companies profit can increase up to 95 percent.

 

In order to understand brand loyalty, one should look at companies who are successful in the practice. The Walt Disney Company is one of the most successful companies when it comes to brand loyalty. Not only does the company know how to market and sell to a wide demographic, they know how to keep their customers after the fact. 

Princess Propaganda is a blog specifically about Disney and how its methods of propaganda and persuasion regarding Disney fairy tales can not only keep the interest of girl’s ages 2 through 8 but also keep that same demographic far into their adulthood.  “We’ve been blown away by how strong the demand is for princess thematic things in almost every stage of a woman’s life” says Andy Mooney, Chairman of Disney Consumer Products Worldwide. Because of this Disney has found a new way to play off of their brand loyalty. Disney has now introduced a Disney bridal collection specializing in fairy tale weddings. Disney’s Fairy Tale Wedding Collection allows brides to purchase wedding dresses specific to Disney princesses. This includes Cinderella, Sleeping Beauty, Snow White, Jasmine, and even Giselle from the recently released Disney movie Enchanted. Disney has used their brand loyalty to improve on product sales and continue to increase consumer loyalty towards their company. If companies would emulate Disney’s methods of propaganda and persuasion and start reaching their demographics at a young age, every company might increase their chances of having a fairy tale ending when it comes to brand loyalty.

 

 

 

 

 

 

 

 

References

Giddens, N (2002). Brand Loyalty. Ag Decision Maker, Retrieved from http://www.extension.iastate.edu/agdm/wholefarm/pdf/c5-54.pdf

 

(2007, April 19). Princess Propaganda. Retrieved from http://princessculture.wordpress.com/2007/04/19/disneys-fairy-tale-wedding-collection/

 

Smith and Jones, (n.d.). Brand Loyalty: The Holy Grail. Up Market, Retrieved from http://www.smithandjones.com/content489

 

 

 

 

 

Laura Yeager

Alpha Sigma Alpha Secretary

Phi Phi Chapter

 

The Power of Visual Persuasion

By Abby Wilson

Ladies, isn't it funny how every time we see a commercial for "Herbal Essences" shampoo we immediately have this impulse to go to the nearest drugstore and buy that shampoo? Of course, why wouldn't we when the beautiful models in the commercial have gorgeous locks that only took four hours in hair and make-up to create? But we never think about the four hours in salon, we only make one connection in that 30 second spot: I want her hair! The image of the models beautiful hair connected with the image of the "Herbal Essences" shampoo bottle sends a message straight to our brain telling us we will look like her with that shampoo.

Images are usually the first element of advertising to engage us and the last element we remember (Visual Persuasion-Holy Cow Branding, 2009). The image is really the only thing that peaks our interest and makes us want to keep watching. Because images are so important when it comes to advertising, advertisers use something called image-oriented advertising. Image-oriented advertising is used to create a positive association between a product and idealized imagery or lifestyles (Visual Persuasion-Holy Cow Branding, 2009). The goal for the advertiser is to get the consumer to associate the brand with an ideal lifestyle. A certain shampoo linked with gorgeous hair makes us think we can have that too. A group of happy friends sitting around cold beers makes us think we can have times like that too. A celebrity endorsing a pair of overpriced jeans makes us think we can look good in those too. The power of visual persuasion is very strong and should never be overlooked.

Because of the implicit nature of visual argumentation and the relative lack of social accountability that images enjoy in comparison with words, pictures can be used to make advertising claims that would be unacceptable if they were spelled out verbally (Messaris). In short, pictures help you make assumptions that would never hold up if spoken directly from the advertiser.

Undoubtedly, there is cause for concern on how this image-oriented advertising is affecting U.S. consumers. The images the consumers see can be detrimental to not only their self esteem, but to their lives as well. Think about a young woman who sees a credit card commercial and how happy the spender looks in it. She thinks, "I deserve to be happy and to have nice things," so she gets a credit card. This commercial probably never showed her the ugly side of debt that can emerge from using the card. She only sees one thing: happiness. I highly doubt that the "drink responsibly" statement at the end of beer commercials is heard by many men around the world. They see two things: cold beer and a good time. And think about all those young adults who see beautiful people (men and women, alike) in the advertisements in magazine and on the television 24/7! What kind of messages are we sending them with this kind of advertising? There isn't a statement at the bottom of the screen or page saying, "Don't worry kids, it took a team of experts five hours in the lab to airbrush this photo." All they see is the image.

With that being said, I feel like I need to bring up an image-based advertising campaign that I believe is helping, not harming, our nation. Dove's "Campaign for Real Beauty" was launched in 2004 and was inspired by a global study that found that women around the world have come to believe that beauty if limited and unattainable (Campaign For Real Beauty Mission, 2008). Because of this, Dove started this advertising campaign using real women, not professional models, to put self-esteem back into the hearts and minds of women everywhere. With this campaign, they hope to reach 5 million young women by the end of 2010. Instead of sending unattainable and falsified messages, they are sending the message that happiness is within the person, not the product.

As far as image-oriented advertising is concerned, I believe the Dove adverting campaign is becoming a role model for how this sort of advertising should be used. It has set the standard for how we, as people, need to be viewing advertisements. We cannot rely on images and 20 second clips to give us our information; we must look past it to see what the message is really saying!

References

Messaris, Paul. (1996). Visual Persuasion: The Role of Images in Advertising. Thousand Oaks, CA: Sage.

Campaign For Real Beauty Mission. (2008, March 14). http://www.campaignforrealbeauty.com/

Visual Persuasion-Holy Cow Branding. (2009, January 27). http://holycowbranding.wordpress.com/category/advertising/

What can be done about systemic bias?

By John Fisher and Bayo Oludaja, Northwest Missouri State University*

Few studies exist and little has been written about systemic bias.
Yet, it is real and it can be harmful to its victims. One group that
suffers from systemic bias is American Indians, particularly in
education. Many American Natives can tell stories of racism and how
it has affected them. In fact much of the racism they identify may be
systemic bias.
One glossary describes systemic bias is "the inherent tendency of a
process to favor particular outcomes." It refers to human systems,
while systemic error refers to non-human systems (i.e. scientific
observations). Systemic bias may be the "result of underlying, often
invisible mechanisms or unconscious perceptions by individuals in the
system."
One way to look at systemic bias is to consider the practices or
policies of an organization. Inherent in these practices may be
biases that favor or discourage one group or another. They don't take
into account the differences among groups or individuals. Generally,
all people are treated the same. Attitudes and beliefs as well as
culture, both individual and organizational, may be factors that
create systemic bias. Often systemic bias is manifested in the failure
of some students to be able to meet the established standards while
the dominant group meets those standards.
From a consumerism viewpoint, systemic bias involves the shared
beliefs of those who participate. For instance, in a project run and
used mostly by Americans, there will be a systemic bias towards
American products. In a project run and used mostly by Internet users
there will be a systemic bias towards technological solutions as being
"good". This form of systemic bias arises from how people work
together rather than from who participates.
A side effect of systemic bias may be oppression, but it is not the
intended result. Racism, on the other hand, entails oppression which,
along with its opposite "privilege," affects a range of people
characterized by gender (sexism), sexuality (heterosexism), physical
and mental able-ness (ableism), age (ageism), class (classism),
nationality, body size/shape, criminality, religion, and
language/accent among others (Paradies, 2006). Racism can be expressed
through stereotypes, prejudice or discrimination.
Many supposedly impartial practices have a tremendously discriminatory
impact on racial and ethnic minorities, as well as women, girls and
other groups. They also can adversely affect dominant groups in a form
of reverse discrimination. Isabelle Katz Pinzler writing in the
Chicago Tribune (May 20, 2001) listed racial profiling by police,
placing potentially toxic plants or waste treatment facilities in
minority neighborhoods, height and weight requirements for employment
and other selection procedures as examples of systemic bias. Other
examples are career selection and choice of major in college, the wage
gender gap, dealing with the mentally ill in prison and court systems,
and English-only language requirements for immigrants. In the
education system, systemic bias exists in funding mechanisms, meeting
special needs, testing and delivery approaches. Systemic bias
permeates North American society in one form or another. For each of
these instances exists an example of racism, thus we see the inherent
danger of systemic bias.

System bias directed toward American Native peoples
Systemic bias affects the teaching and delivery of programs to Native
people. Poor performance and high dropout rates among indigenous
students may be a result of American education being so different from
and apart from the lives of Indian people. According to Deloria, "The
education that Indians receive today is the highly distilled product
of Christian/European scientific and political encounters with the
world …. [E]ducation has become something different and part from the
lives of [Indian] people, and is seen as a set of technical beliefs
that, upon mastering, admit the pupil to the social and economic
structures of larger society" (1999, p. 138).
Not only does it affect the teaching of Indians, but systemic bias
also occurs in the teaching (or lack) of Native history and culture to
non-Native populations. What is taught about Indian history and
culture distorts the facts. Starnes (2006) states: "It is not
surprising that most schools – even schools on reservations –
emphasize a history and culture that does not include American
Indians." However, he continues, "American Indian cultures are filled
with great thinkers and doers and with histories at least as complex
and exciting as those included in the largely Eurocentric body of
knowledge acquired by America's graduating seniors. And whether or
not we can name Indian contributions to our democracy and our daily
lives, they do exist."
Because of cultural stereotyping, often created in Hollywood, and
misinformation in schools, most people think that there is only one
Indian culture and one Indian language. In fact, more than 500 tribal
nations exist in the United States, each with its own unique history,
culture and language.
Often the poor educational outcomes among indigenous students are
blamed on Native peoples for not responding to opportunities or on
racist motives by government or educational authorities. However, De
Plevicz (2007) claims a partial explanation for poor performance is
the less obvious educational policies and practices of government
agencies. While these policies and practices may appear to be
race-neutral, they are "based on underlying assumptions that are not
in accordance with indigenous experience or culture, and … therefore
disadvantage the indigenous students who struggle to comply with
them."
As Deloria (1999, p. 137) points out, "European civilization has a
determined and continuing desire to spread its view of the world to
non-European countries." This includes indigenous peoples in North
America and elsewhere. Even though the policy of assimilation was
officially abandoned in the 1970s, according to De Plevicz (2007),
this is still the aim, although unconscious, of government. "While
they are apparently being offered the same educational opportunities
as other students, indigenous students may be experiencing the
unintentional consequences of historical policies or economic
practices." The most striking example of systemic bias is the
operation of the Eurocentric model of education which, by its nature,
fails to endorse indigenous core values and understandings. According
to De Plevicz (2007), "indigenous people who are successful in
mainstream terms have learned to live in two worlds." White people
don't have to live in two worlds. Yet it seems to be a primary goal
of education for indigenous students, writes De Plevicz.
According to Deloria (1999, pp. 138-139), education today trains
professionals; it doesn't produce people. The separation of learning
into professional expertise and personal growth is "an insurmountable
barrier for many Indian students and raises severe emotional problems
as they seek to sort out the proper principles from these two isolated
parts of human experience." In traditional Indian society there is no
separation. In fact, the goal in traditional societies is "to ensure
personal growth and then to develop professional expertise."
Professor Jim Bates, a Lakota/Nakota, has noted how he has had to
re-educate American-Indian graduates from accredited social work
programs to function competently in tribal social services. Professor
Bates noted that many tribes did not want to hire professional social
workers for tribal services as they were not viewed as effective with
Indian people, in that they were "just too complicated" for Indians to
trust. Bates speaks about the need for a "shadow curriculum" for
native indigenous students, a curriculum that would be grounded upon
core indigenous values and traditional philosophical assumptions; a
curriculum that would more appropriately prepare traditional Indians
for social work in their respective tribes within the framework of
their own traditional heritage (Voss, 2005).

Can anything be done about systemic bias?
While racism may exist in school systems toward Indian children,
systemic bias is also apparent. Much of what is called racism is in
fact systemic bias. Because it is possible that systemic bias supports
racist thinking and behaviors, reducing problems of systemic bias may
in fact lead to a reduction in racism. However, in addition, further
measures may need to be instituted to deal with the problems of
racism. Changing the system will not completely eradicate racism.
Re-education and changing attitudes will be needed to change racist
thinking and behaviors.
Systemic bias may be a major reason that so many Native students fail
to complete school. Recognizing systemic bias may be a first step in
eliminating the problem. A declaration of bias may help reduce
systemic bias by making it visible. Part of the declaration would
recognize that traditional education doesn't work well with Indian
children. We are trying to teach Native students using white cultural
standards and teaching methods. We can change this situation by
bringing native teachers into classrooms, by emphasizing affective
teaching methods over cognitive, and by developing a caring atmosphere
where the students learn by experience and are evaluated that way
instead of with standardized tests.
Montana has passed legislation, called Indian Education for All
(IEFA), which may do much to reduce systemic bias and lessen racism.
Under IEFA every child in the state will learn about Indian history
and culture. Instituting similar programs in the other states and
provinces of Canada might begin to deal with the problems of systemic
bias and racism in both countries. Teachers would learn about native
culture and how to present it. A program about Native history and
culture would signal the importance of Indian education and thus help
reduce systemic bias. It might help re-educate teachers and students
alike and assist in changing racist attitudes.
In the context of social work, Professor Bates spoke about the need
for a "shadow curriculum" for Native students, "a curriculum that
would be grounded upon core indigenous values and traditional
philosophical assumptions," that would "appropriately prepare
traditional Indians for … work in their respective tribes within the
framework of their own traditional heritage" (Voss, 2005).
However, "offering classes on indigenous culture is only a beginning,
not a solution. Underlying policies need to be tested to see whether
they are racially discriminatory," writes De Plevicz (2007). While
dealing with systemic bias may not solve the complex problems related
to Indian education, they may provide a place to begin.
The Montana Indian Education For All legislation suggests that if
anything is to be done about racism and individual prejudice we must
first attack systemic bias.

References:
Deloria, Vine, Barbara Deloria, Kristen Foehner, Samuel Scinta and
Wilma Pearl Mankiller. Spirit and Reason. Golden, Colorado: Fulcrum
Publishing, 1999.
De Plevicz, Loretta. Systemic Racism: "The Hidden Barrier to
Educational Success for Indigenous School Students." Australian
Journal of Education, 51, (1), 2007, 54+.
Paradies, Yin. "Defining, conceptualizing and characterizing racism
in health research." Critical Public Health, 16, (2), 2006, 143-157.
Pinzler, Isabelle Katz. "Indirect bias, direct threat: Court ruling
may reverberate for women, girls" Chicago Tribune, May 30, 2001, 6.
Starnes, Bobby Ann. "Montana's Indian Education for all: Toward an
education worthy of American ideals." Phi Delta Kappan, 88, (3)
November, 2006, 184-189.
Voss, Richard W., Albert White Hat Sr., Jim Bates, Margery Richard
Lunderman, Alex Lunderman. "Social Work Education in the Homeland:
Wo'lakota Unglu'su'tapi." Journal of Social Work Education, 41, (2),
2005, 209+.
*This article summarizes an article by Fisher and Oludaja, entitled
"Native people and systemic bias in the public education system," that
appeared in the 2009 Business Research Yearbook.

FW: Download the Latest KC PR Podcast!

Download the Latest KC PR Channel Podcast If you're curious about the education of today's college student who is interested in joining the PR arena, then tune into June's KC PR Channel podcast. PRSA Fellow and Washburn University Professor Barb DeSanto speaks to host Lorell LaBoube about: The variety of PR programs available within universities versus the "traditional" journalism degree many current PR professionals earned. Content areas that partner well with today's environment in public relations, such as education.  What PR pros are looking for in today's graduate and how colleges are incorporating this into their teachings. The KC PR Channel is presented courtesy of Lorell LaBoube, director of communications at the Center for Practical Bioethics. Download the June Podcast: How Public Relations Practice & Education Can - and Should - Work Together Check out our past podcasts on our Web site   Barb DeSanto & Lorell LaBoube

FW: Listen to KC PR Channel Podcast: Peter Shankman Interview

Download the Latest KC PR Channel Podcast Peter Shankman, founder of Help a Reporter Out, banters with host Lorell LaBoube in the latest KC PR Channel podcast about selecting and using the right social media tools to your advantage as a PR professional.   Hear Shankman's thoughts on how to: Connect with audiences more effectively Keep up with the rapid pace of change in the social media landscape Engage your audience versus broadcast the message Feel free to forward this to colleagues and look for more upcoming KC PR Channel podcasts. The KC PR Channel is presented courtesy of Lorell LaBoube, director of communications at the Center for Practical Bioethics. Download the May Podcast: Interview with HARO Founder, Peter Shankman Check out our past podcasts on our Web site   Peter Shankman & Lorell LaBoube