•Narrator: Now listen to two students discuss the letter.

•Man: Hey, Carla, did you see Ryan's letter in the paper?

•Woman: Yeah, but I have to say I disagree with his proposal.

•Man: Oh, yeah?

•Woman: You know, it seems like it's always business people who speak at graduation.

•At least every year I've been here,

•it's always a business person speaking.

•Man: Think we could do with some variety?

•Woman: I think other professions can be considered, influential and successful,

•like, say, teachers.

•Man: Teachers are certainly influential and have an important role in the community.

•Woman: Yeah, the school should consider having someone from another profession speak,

•since business leaders always do it.

•Man: Yeah, but what about his point about it being good for the business program?

•Woman: Well like Ryan said,

•that program is already quite big and well-known.

•It doesn't really need the extra attention or free advertising that a graduation speaker would bring.

•Man: Hmm... That's true.

•Woman: I think our education program could really benefit from the free publicity.

•It's a great teacher training program,

•but it's not as well-known.

•It'd be great if a local teacher could draw attention to it,

•which would definitely happen in a speech like that.

•Narrator: Now listen to part of a lecture in a Sociology class on this topic.

•Professor: Have you noticed how,

•when a student gives a class presentation,

•they might dress just a little more formally than usual.

•Eh...For example, if you usually wear jeans and a T-shirt to class,

•you might wear a nicer pants, a nice shirt or sweater because

•you know, you're dressing up.

•You want people to know,

•even before you begin speaking, that you take this presentation seriously,

•that you've come prepared, that you're a responsible student,

•that you've got a good presentation for us.

•You get the idea.

•Or, Um, here is another example.

•There was this one time where I knew I was going to be giving… the president of the university a ride.

•It was to a meeting across town.

•Anyway, the day before I was supposed to give him a ride,

•I wasn't even aware of doing this.

•But the day before I was supposed to give him a ride,

•I took the trash out of the back seat and even had the car washed.

•I suppose I was thinking in the back of my mind that,

•you know, if my car was neat and tidy,

•the president would think that I was responsible and respectful.

•And then to top it off,

•when the President got in the car,

•I changed the radio to a classical station.

•Now I don't even like classical music.

•I guess I must have been thinking that the classical music would seem more sophisticated.

•Narrator: Listen to part of a lecture in an Environmental Science class.

•Professor: Okay, so what are some of the most effective public policies when it comes to fighting environmental problems?

•There are a lot of different approaches, but...this is in my opinion,

•too often we underestimate how much can be accomplished just by appealing to people's sense of moral duty,

•to their civic duty.

•In other words, getting people to voluntarily stop polluting because, well,

•just because it's the right thing to do.

•These programs that try to get people to voluntarily stop doing things that hurt the environment are called moral suasion.

•Now, obviously, this type of approach won't be effective for all problems,

•but it will solve some.

•For some environmental concerns,

•moral suasion has been very effective.

•The classic case is, well, Smokey the Bear.

•Now don't laugh.

•When the forest service first came out with the "Smokey the Bear" campaign,

•it may have seemed a little childish.

•You remember the character, the bear dressed up like a forest ranger,

•saying things like, please don't hurt my animal friends or please don't start forest fires.

•Well, it worked.

•It worked because it made people more sensitive to these problems.

•This "Smokey the Bear" campaign,

•this kind of campaign in general raises people's awareness of the problem,

•and appeals to their sense of moral duty, to do the right thing.

•Another good example of this is recycling.

•In the early days of recycling,

•local communities promoted these voluntary efforts,

•they made people aware of the need to reduce the amount of garbage by recycling.

•They provided neighborhoods with containers to put their glass and newspapers in,

•instead of throwing them away.

•Some people started doing it and others followed.

•Maybe people thought, I have this recycling container,

•my neighbours doing it, I should do it too.

•Nowadays, of course, everyone recycles.

•The point is in order to get people to really do it,

•to get high rates of compliance,

•the program heavily relied on moral suasion.