Professional Documents
Culture Documents
Test Bank
Multiple Choice
1. KLM Royal Dutch Airlines was forced to develop its use of Twitter and Facebook, in
response to questions from travelers who were grounded by volcanic ash. This was the
beginning of KLM’s ________________.
Answer: B
Difficulty: Easy
Section Ref: Chapter Snapshot
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
2. In 2015 at KLM, each social agent was responsible for generating approximately
__________ in revenue.
a. $170,000
b. $100,000
c. $50,000
d. $350,000
Answer: A
Difficulty: Easy
Section Ref: Chapter Snapshot
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
a. User-controlled content
b. Dynamic pages, XML, and Java
c. Marketing goal: influence
d. Data: multiple sources, e.g., mashups
Answer: C
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web Learning Objective: Understand the key
technologies that made Web 2.0 possible
AACSB: Technology
a. Author-controlled content
b. Dynamic pages, XML, and Java
c. Marketing goal: relationships
d. Data: multiple sources, e.g., mashups
Answer: A
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
5. ________ facilitate(s) the transfer of data from one website app to another; and can be either
proprietary or ________.
Answer: A
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
6. ________ allows developers to create apps where information like store locations can be
displayed on a map that comes from Google.
a. AJAX
b. Asynchronous JavaScript
c. Google Maps API
d. Open source
Answer: C
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
7. With ________, website programmers can import data from other sources to create new
functions and features that we associate with social media applications
Answer: B
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
8. ________ are buttons or features on non-Facebook sites that interact with Facebook in some
way.
a. Facepiles
b. Open graphs
c. Plug-ins
d. Web 2.0
Answer: C
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
9. With ________ media content goes from the technology to the people, but with ________
media, people create and control the content.
a. Print; digital
b. Digital; print
c. Social; traditional
d. Traditional; social
Answer: D
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
10. According to the Cluetrain Manifesto, over time successful companies will learn to engage
customers in ________ as an alternative to the unidirectional or broadcast method of
communication.
a. contests
b. conversations
c. corporate culture
d. tagging
Answer: B
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
a. Energizing
b. Groundswell
c. Crowdfunding
d. Viral video
Answer: B
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
a. User-controlled content
b. Dynamic pages, XML, and Java
c. Marketing goal: influence
d. Data: multiple sources, e.g., mashups
Answer: C
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
13. A collection of software tools used by developers for writing applications that run on a
specific device or platform is called a(n) __________.
a. API
b. SDK
c. CSS
d. DOM
Answer: B
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
14. All of the following are considered AJAX technologies for Web 2.0 except __________.
a. HTML
b. SDK
c. CSS
d. XML
Answer: B
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
15. The social media technology feature that allows users to decide how to categorize and
label information they find online is called ______________.
a. Blogging
b. Mashups
c. Wikis
d. Tagging
Answer: D
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
16. __________ is the mapping and measuring of relationships and flows between people,
groups, organizations, computers, or other information or knowledge processing entities.
a. Global graph
b. Crowdsourcing
c. Social network analysis
d. Social graphics
Answer: C
Difficulty: Easy
Section Ref: 7.2 Social Networking Services and Communities Learning Objective: Describe the
features and capabilities of large social networking services
AACSB: Technology
17. In recent years, companies have created online communities for the purpose of identifying
market opportunities through ________, which is a model of problem solving and idea
generation from the collective talents of many people.
a. Global graph
b. Crowdsourcing
c. Crowdfunding
d. Social brainstorming
Answer: B
Difficulty: Easy
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
18. Businesses and entrepreneurs have turned to the ________ model to raise capital for business
start-ups or projects using sites such as Kickstarter.com.
a. Global graph
b. Crowdsourcing
c. Crowdfunding
d. Social brainstorming
Answer: C
Difficulty: Easy
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
19. One of the most effective deterrents to abuses of privacy by social media companies is
________.
Answer: D
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
20. The most important thing that users can do to protect their privacy and identity on social sites
is to ________.
Answer: B
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
21. A(n) ________ is a formal listing of the policies, liability limits, fees and user rights and
responsibilities associated with using a particular SNS.
Answer: D
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
22. Users are typically required to acknowledge they have read, understand and agree to the
________ before they are allowed to use the service.
Answer: C
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
23. From the field of economics, the ________ explains how the perceived value of a product or
service is affected by the number of people using the product or service.
a. Social graph
b. Network effect
c. Semantic web
d. Open Graph
Answer: B
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
24. The goal of ________ was to connect all the different relationships that exist on the Internet
by linking websites to Facebook.
a. Social graph
b. Network effect
c. Semantic web
d. Open Graph
Answer: D
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
25. If you are a Facebook member and you visit another site, for example, Yelp, you can use
your Facebook username and password to login to the other site. This is called
a(n)_____________.
Answer: B
Difficulty: Easy
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
26. A Snapchat feature that is most appealing to its younger audience of digital natives is
_____________.
a. Ability to archive and recall pictures and videos sent several months ago
b. Forwarding pictures that someone else sent you to other sin your network
c. Posting carefully retouched photos and postings about doing “amazing” things
d. Picture and video images that self-destruct 10 seconds after being viewed
Answer: D
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
27. Businesses should consider Twitter as a social network where the dominant focus is on
________.
a. status updates
b. local news
c. customer experience
d. generating sales
Answer: A
Difficulty: Easy
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
28. Tumblr is a microblogging service that is designed to be easy for users to post ________ and
update their blogs frequently.
a. Key words
b. Discount codes
c. Hash tags
d. Multimedia content
Answer: D
Difficulty: Easy
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
29. Which of the following is not a reason why marketers use blogs and microblogs?
Answer: A
Difficulty: Medium
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
30. The universe of people who use Twitter is called the _________.
a. TweetDeck
b. Twittersphere
c. Twitterfeed
d. Twitterholics
Answer: B
Difficulty: Easy
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
31. Using AJAX technologies and APIs, websites and applications can pull information from a
variety of sources in order to create ________.
a. blogs
b. mashups
c. microblogs
d. maps
Answer: B
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
32. A bank may utilize ________ to display a mortgage application from its own records, the
property location on a Google map and information from county government property tax
records.
a. an enterprise mashup
b. social apps
c. RSS technology
d. social bookmarks
Answer: A
Difficulty: Easy
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
33. ________ represent a change in philosophy for content creators. Traditionally, a business that
created content maintained almost complete control over it in a closed system.
a. Social apps
b. Mashups
c. RSS feeds
d. Social bookmarks
Answer: B
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
34. The Google brand name appears on thousands of websites due to its ________ API.
a. proprietary
b. open source
c. closed source
d. user-controlled
Answer: B
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
35. Yelp.com has an API that allows sites like Zillow.com to use Yelp’s information when
displaying features of homes and neighborhoods to prospective customers. This is a good use
of ________________ technology.
a. mashup
b. artificial intelligence
c. social
d. RSS
Answer: A
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
36. ________ allows users to subscribe to multiple blogs or other digital sources and have the
content displayed in a single application.
a. AJAX
b. Mashups
c. Social bookmarks
d. RSS technology
Answer: D
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
37. A fast growing social technology sector involves _______, which are used to track
conversations taking place on social media sites.
a. Crowdsourcing
b. Groundswell services
c. Social monitoring services
d. RSS technology
Answer: C
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
38. Which of the following is not a feature or characteristic of subscription monitoring tools?
a. Most moderate and high end monitoring services rely on an advertising business
model similar to Google and offer their services for free.
b. The most comprehensive social media monitoring tools require the user to pay a
subscription or licensing fee.
c. These tools monitor the social media environment for mentions of a company’s
brand or name.
d. These tools measure the tone or sentiment (e.g. positive, negative, neutral) of
conversations.
Answer: A
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
39. Marketers monitor social activity in order to identify _______ -- that is, people who
repeatedly discuss or promote a particular topic.
a. Brand advocates
b. Technical experts
c. Communities
d. Crowds
Answer: A
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
40. ________ is a social mention metric that measures the degree to which people who are
talking about your brand will do so repeatedly.
a. Strength
b. Passion
c. Sentiment
d. Reach
Answer: B
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
41. ________ is a social mention metric that measures the likelihood that a particular topic is
being discussed on social media platforms.
a. Strength
b. Passion
c. Sentiment
d. Reach
Answer: A
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
42. ________ is a social mention metric that measures the tone of the conversation, which helps
you understand if people are feeling positive, negative or neutral about the topic.
a. Strength
b. Passion
c. Sentiment
d. Reach
Answer: C
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
43. ________ is a social mention metric that measures the range of people discussing a particular
topic.
a. . Strength
b. Passion
c. Sentiment
d. Reach
Answer: D
Difficulty: Easy
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
44. ________ is a search engine for blogs which allows users to easily identify blogs that contain
specific key words or phrases that correspond to a brand name, person or issue.
a. Klout
b. Technorati
c. Google Alerts
d. Twitter Search
Answer: C
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
a. Social bookmarking
b. Research
c. Discussion group
d. synchronous communication
Answer: A
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
46. ________ is a cloud storage service that makes it easy to access your documents from any of
the devices you work on.
a. Wiki
b. Delicious
c. Diigo
d. Dropbox
Answer: D
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
47. ________ allow teams to collaborate on the creation and editing of documents.
Answer: A
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
48. Google+ Hangouts is a service that makes it possible for users to conduct meetings
________.
Answer: A
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
49. Many businesses have a(n) __________, which is a password-protected network that uses
web-based technologies for employee collaboration and productivity.
a. firewall
b. intranet
c. internet
d. Social network
Answer: B
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
50. An example of a Q&A website specifically designed to provide a forum for people to ask
questions and get answers from experts is ________.
a. Twitter
b. Quora
c. Snapchat
d. Delicious
Answer: B
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
51. A system of classifying and organizing online content into categories by the use of user-
generated metadata such as keywords is called a __________.
a. Taxonomy
b. Wiki
c. Folksonomy
d. Global graph
Answer: C
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
True/False
Answer: False
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
53. Fortunately, many popular APIs are closed source, which means that anyone can use them
for free although there may be other terms and conditions placed on their use.
Answer: False
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
54. The Google Maps API allows developers to create apps where information like store
locations can be displayed on a map that comes from Google.
Answer: True
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
55. AJAX and XML are technologies that make it possible for web pages to respond to users’
actions without requiring the entire page to reload.
Answer: True
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
56. Understanding how web technology is evolving helps managers to identify strategic
opportunities, threats, and ways a company might develop sustainable competitive
advantages in the marketplace.
Answer: True
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
57. Collectively, social media apps have shifted the locus of control for mass communications
from advertisers to large organizations.
Answer: False
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
58. Companies have created online communities for the purpose of identifying market
opportunities through crowdsourcing.
Answer: True
Difficulty: Easy
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
59. Kickstarter is a crowdfunding site for raising funds.
Answer: True
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
Answer: False
Difficulty: Easy
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
61. LinkedIn was responsible for originating a unique app called Newsfeed, which is a constantly
updated stream of status updates from a user’s friends.
Answer: False
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
62. With social media, privacy rights are too easily abused.
Answer: True
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
63. Governments and industry associations are trying to control social media privacy abuses
through legislation and professional standards, which frequently provide adequate protection.
Answer: False
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
64. One of the most effective deterrents to social media privacy abuses is fear of backlash from
abuses that become public and cause outrage.
Answer: True
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
65. The most important thing that users can do to protect themselves on social media is to
understand that they are responsible for protecting their own information.
Answer: True
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
Answer: True
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
Answer: False
Difficulty: Easy
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
68. Corporate bloggers use the medium to tell stories about their brands and connect with
customers.
Answer: True
Difficulty: Easy
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
69. When a highly credible and influential blogger writes a positive story about your company, it
can have a very positive impact on your brand’s image.
Answer: True
Difficulty: Easy
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
70. Twitter is a social network where the dominant focus is on reporting both private and public
news stories.
Answer: False
Difficulty: Medium
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
71. Marketers use blogs and microblogs to tell the company’s story, position a product, create
brand identity, and differentiate from the competition.
Answer: True
Difficulty: Medium
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
72. Most advocacy groups engage in hashtag activism by using Twitter to maintain awareness
about their cause and to influence people’s attitudes on key issues.
Answer: True
Difficulty: Medium
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
73. Twitter has influenced marketing and public relations significantly, but has had almost no
impact on the financial sector.
Answer: False
Difficulty: Medium
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
74. Using Twitter to monitor public sentiment and influence public opinion have become critical
skills for PR professionals working for business and nonprofit organizations.
Answer: True
Difficulty: Medium
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
Answer: True
Difficulty: Easy
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
76. A mashup is a web application that combines information from two or more sources and
presents this information in a way that creates a new benefit or service.
Answer: True
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
77. The Google brand name appears on thousands of websites due to its open source mashups.
Answer: False
Difficulty: Easy
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
78. Technologies that extend control of Web content beyond the creator are RSS and mashups.
Answer: True
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
79. An example of how marketers use mashups and RSS is the integration of Google Maps with
company store or office locations so that they appear together on a store locator webpage,
making it easier for customers to locate the business.
Answer: True
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
80. An initial impetus for the growth of social monitoring tools was the need for business
organizations to better understand what people were saying about their brands, products, and
executives.
Answer: True
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
81. Social bookmarking tools such as Diigo and Delicious allow users to tag Web content with
keywords of their choosing.
Answer: True
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
Short Answer
82. Many popular ________ are open source, which means that anyone can use them for free
although there may be other terms and conditions placed on their use
Answer: APIs
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
83. Kickstarter is a _________ site for raising money in order to start a business or creative
project.
Answer: crowdfunding
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
84. Examples of ________apps include pop-up windows, validation of webform inputs, and
images that change when a cursor passes over them.
Answer: JavaScript
Difficulty: Hard
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
85. A collection of software tools used by developers for writing applications that run on a
specific device or platform is called a(n) __________.
Answer: SDK
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible, and appreciate
the opportunities and challenges that social media represents for business organizations
AACSB: Technology
86. ________ are buttons or features on non-Facebook sites that interact with Facebook in some
way.
Answer: Plug-ins
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
87. ________ is an object-oriented language used to create apps and functionality on websites.
Answer: JavaScript
Difficulty: Medium
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
88. The ________ uses a variety of conventions and technologies that allow machines to
understand the meaning of Web content.
89. ________ is a model of problem solving and idea generation that marshals the collective
talents of a large group of people.
Answer: Crowdsourcing
Difficulty: Medium
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Technology
90. A ________ agreement is a formal listing of the policies, liability limits, fees and user rights
and responsibilities associated with using a particular service.
91. Using your Facebook login to gain authorized access to another site is called a
_________________.
Difficulty: Easy
7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services.
AACSB: Technology
92. One of the newest social media sites where images self-destruct 10 seconds after being
viewed is _______________.
Answer: Snapchat
Difficulty: Easy
7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services.
AACSB: Technology
93. ________ automatically tweets posts published on a blog using RSS technology
Answer: Twitterfeed
Difficulty: Medium
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
Answer: blogs
Difficulty: Easy
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Technology
95. A(n) ________ is a web application that combines information from two or more sources
and presents this information in a way that creates some new benefit or service.
Answer: mashup
Difficulty: Easy
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
96. The Google brand name appears on thousands of websites due to its ________ API.
97. Most high end social media monitoring tools report information using a(n) ________
interface, which graphically represents the data it collects.
Answer: dashboard
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
98. A bank may utilize an enterprise ________ in order to display a mortgage application from
its own records, the property location on a Google map and information from county
government property tax records.
Answer: mashup
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
99. Yelp has a(n)________ that allows sites like Zillow.com to use Yelp’s information when
displaying information about homes and neighborhoods to prospective real estate customers.
Answer: API
Difficulty: Hard
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
100. The monitoring tool, Socialmention.com, aggregates content from over 80 different
social media sites, including Facebook, YouTube, and Twitter, and provides users with 4
social mention ________ that give insight to the nature of the conversations taking place on
the web.
Answer: metrics
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
101. ________ is a social mention metric that measures the degree to which people who are
talking about your brand will do so repeatedly
Answer: Passion
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
102. ________ is a social mention metric that measures the likelihood that a particular topic is
being discussed on social media platforms
Answer: Strength
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
103. ________ is a social mention metric that measures the tone of the conversation, which
helps you understand if people are feeling positive, negative or neutral about the topic
Answer: Sentiment
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
104. ________ is a social mention metric that measures the range of people discussing a
particular topic
Answer: Reach
Difficulty: Medium
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Technology
Answer: bookmarking
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
106. VenueGen.com is a service that makes it possible for users to conduct meetings in a
________ world.
Answer: virtual
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Technology
Essay Questions
Answer:
Understanding how web technology is evolving helps managers to identify strategic
opportunities, threats, and ways a company might develop sustainable competitive advantages in
the marketplace. Therefore, it is important to monitor the ongoing development of APIs, web
development languages, and other technologies that affect the functions and features of the web.
Difficulty: Easy
Section Ref: 7.1 Web 2.0—The Social Web
Learning Objective: Understand the key technologies that made Web 2.0 possible
AACSB: Technology
108. Identify two ways in which organizations or startup businesses can leverage the power of
the crowd. Give an example of each.
Answer:
Two ways to leverage the power of the crowd are crowdsourcing for idea generation and
crowdfunding for raising money. Students’ examples will vary.
Difficulty: Easy
Section Ref: 7.2 Social Networking Services and Communities
Learning Objective: Describe the features and capabilities of large social networking services
AACSB: Reflective thinking
109. Describe three ways in which organizations could use blogs or microblogs as tools to
improve business performance.
Answer:
Answers will vary. In their examples, students may mention companies using blogs to establish
their reputations, promotes their business interests, tell stories about their brands, or connect with
customers.
Difficulty: Medium
Section Ref: 7.3 Engaging Consumers with Blogs and Microblogs
Learning Objective: Explain how blogs and microblogs facilitate communication on a global
scale.
AACSB: Reflective thinking
110. Recommend two ways in which organizations can use enterprise mashups and/or social
media monitoring tools to improve business performance. Explain the benefits of each of
your recommendations.
Answer:
Answers will vary. In their examples, students may mention integrating Google Maps on
company websites and any of the 4 social mention metrics provided by monitoring tools:
• Strength – The likelihood that a particular topic is being discussed on social media platforms.
• Passion – A measure of the degree to which people who are talking about your brand will do
so repeatedly.
• Sentiment – A measure of the tone of the conversation, which helps you understand if people
are feeling positive, negative or neutral about the topic.
• Reach – A measure of the range of people discussing a particular topic.
Difficulty: Easy
Section Ref: 7.4 Mashups, Social Metrics, and Monitoring Tools
Learning Objective: Describe how mashups, RSS technology, and monitoring tools are valuable
to business organizations and individual users
AACSB: Reflective thinking
111. Assume a company is considering using Dropbox and Box.net to support sharing and
collaboration among workers. Write a brief report that describes the benefits of using these
sites.
Answer:
Answers will vary. In their examples, students may mention any of the following.
Dropbox.com is a cloud storage service that makes it easy to access documents from any of the
devices people work on. Drop box also allows file sharing making it a great tool for document
sharing. There are two things about Dropbox that make it a great tool. First, saving files to
Dropbox is just as easy as saving a file to your hard drive. Other services require you to
manually upload and download files. Dropbox also maintains a version history for documents,
making it easy to see changes made to a document and undo them if necessary. This is a great
feature for teams working on collaborative writing projects.
Like Dropbox, Box.net is a cloud storage service, but seems to place greater emphasis on social
tools and features that make it a great choice for collaborating teams. Users can edit files stored
on Box.net without downloading to their hard drive.
Difficulty: Medium
Section Ref: 7.5 Workplace Collaboration and Knowledge Sharing
Learning Objective: Describe how organizations and groups make use of new Web 2.0
collaboration tools and services.
AACSB: Reflective thinking
Another random document with
no related content on Scribd:
ingredients that the cook must christen it.’[561] The ruling Council of the
State was so organized that the system was an impregnable stronghold
beyond the reach of the people. Nowhere on American soil anything so un-
American or unrepublican. It did its work behind doors closed and barred.
The Congregational clergy were the Cossacks of Connecticut Federalism,
laying the lash of their furious denunciation on the backs of critics. It
required more than a majority to rule under this system, and more than
ordinary courage to challenge its pretensions.[562] The good Doctor Dwight
of Yale was busy damning democrats to perdition. A little later Gideon
Granger and Ephraim Kirby were to take their place beside Bishop, and with
the aid of the ‘American Mercury’ of Hartford and the ‘New London Bee’ to
give blow for blow. But the fighting was against desperate odds, the
Federalists strongly entrenched on a steep hill, the ascent to which could be
raked with canister.
‘The masses are disfranchised,’ cried Bishop. ‘Yes, poor porpoises,’
sneered Noah Webster the Federalist who was soon to become editor of a
New York paper launched by Hamilton.[563] But Bishop and his little coterie
were fighters, and Jefferson took them to his heart.
In New Hampshire, Jefferson had to bide his time. Among the members
of the Senate no one had a better record of unselfish Revolutionary service
than John Langdon. Practical, hard-headed, unimaginative, a lover of money,
he had accumulated some wealth in mercantile pursuits. Fond of company,
pleasing and unaffected in his manner, impressive in appearance, his
senatorial toga became him well.[564] When Hamilton’s financial plans were
pending, he gave them his support, and, alas, profited not a little, but from
the beginning the keen-eyed Jefferson discerned the traits that were
ultimately to separate him from the Hamiltonians. Within two years Langdon
had assumed the leadership of the Jeffersonians in New Hampshire, but as
late as 1798, according to the recollection of a famous Jacksonian, ‘with the
exception of Langdon and a few sterling patriots there could not be said to
be in this State a party favorable to the principles of Thomas Jefferson.’[565]
In Vermont the situation was somewhat similar, albeit the opportunities
there were greater in the absence of a property qualification for the vote.
There, too, was Matthew Lyon, of whom we shall hear much, whose
fanatical devotion to democracy was a heritage from a father who had paid
the penalty of his patriotism on the gallows in Ireland; whose hatred of
aristocracy was but a reaction to the memory of his days of poverty.
Possessing a genius for business, and succeeding, he was irresistibly drawn
to politics, where his Celtic humor, his energy, impetuosity, and sincerity
surrounded him with friends. His radicalism became a flaming torch that
lighted up the granite hills. Not for nothing was he born in the land of the
Donnybrook Fair, for he loved a fight or a frolic, and he was to have much
of both. Enlisting in the Jeffersonian fight in the beginning, he was to fight
unceasingly, take blows, and know the degradation of a cell. There was a
degree of felony in democracy in the New England of the last days of the
eighteenth century.
In Rhode Island, Jefferson sought vainly for an effective leader, though
the field was fertile because of the lingering hostility to centralization and
the poverty and debts of the people.
Leaving New England, the leader found much to interest him in New
York. There was that sturdy, indomitable champion of State rights, and
inveterate enemy of aristocracy, George Clinton, an uncompromising
republican of Cromwellian audacity and decision, with an unequaled hold on
the confidence and affections of the people. There, too, were the
Livingstons, mortally offended by the political stupidity of Hamilton in
defeating the brilliant Chancellor’s aspirations for the Senate. Had this
numerous and powerful family a conference one night to discuss the affront
and to emerge a unit in opposition?[566] Whatever the cause, the effect was
clear—the Livingston clan was only too eager to join the insurgents, and this
was not lost on the astute politician of Monticello. Chancellor Robert R.
Livingston, convincing orator, erudite lawyer, profound statesman,
fascinating personality, possessing the glamour of wealth and tradition so
important to a Jeffersonian leader in New York with its commercial princes
and barons of the soil—here was a man to be cultivated with all the finesse
of which Jefferson was capable. The master of Monticello could speak the
language of the master of the New York manor house.
And Burr? Just what Jefferson expected of Burr is a mystery unsolvable.
He appreciated his brilliancy and professional prestige, but were the
penetrating eyes blind to the weaknesses of character? Just a little while
before Burr had joined with Hamilton against Clinton, and Federalist votes
had sent him to the Senate. There, to be sure, he had arrayed himself on the
popular side, but could he be relied upon? He had played a lone hand,
holding aloof from the Clintonians and the Livingstons, and dining often at
the table of Hamilton; but that he was singled out for assiduous cultivation
we may be sure. No one was closer to Jefferson than Dr. Rush when, in the
early fall of 1792, the latter wrote a wheedling note to Burr. ‘Your friends
everywhere,’ wrote the Doctor, ‘look to you to take an active part in
removing the monarchical rubbish of our government. It is time to speak out
or we are undone.’[567] Previous to this, Jefferson had been most courteous
in permitting the charming Senator from New York to examine papers in the
archives of the State Department until Washington interposed.[568]
Clinton, Livingston, and Burr—a triumvirate that caught Jefferson’s
fancy; but he was interested in opportunities in New York having no direct
connection with any of the three. The less imaginative Maclay had seen in a
parade of the Sons of Tammany only ‘a grotesque scene,’ with the members
‘in Indian dresses,’ and while he had addressed them at a dinner he had
concluded that ‘there is some kind of a scheme’ which was ‘not well
digested as yet.’[569] Jefferson made it his business to learn more. He found
that the strange organization was an answer, in part, to the Cincinnati which
stood, in the popular mind, for aristocracy; that it was rabidly republican and
wholly democratic; that it sympathized with the revolutionists in France, and
resented the property disqualifications of our own Revolutionary soldiers for
the suffrage, while the wealthy, notoriously friendly to England when these
soldiers fought, were being accorded political recognition and place. Here
was a society after his own heart, here a method to make the masses felt—a
combination and coördination of their efforts. All over the land the hundreds
of thousands of inarticulate, unimportant, ineffective, commonplace friends
of democracy, and in one city these had been given a voice, an arm, a
rostrum. It was not ‘grotesque’ to Jefferson. He did not join these imitation
red men in their wigwam, nor drink of their ale, but John Pintard the chief
became his friend and idolater, and with him the great man talked. The non-
partisan society grew more and more democratic, soon intensely partisan,
and at Tammany dinners the welkin rang to the toast to ‘Thomas Jefferson.’
New York became a cock-pit from the start.
But when the Jeffersonian board of strategy turned to New Jersey, the
problem was more difficult. No outstanding leader, strong in the faith, stood
ready to mount and ride. There, true, the Janus-faced Jonathan Dayton was
ready to flirt with any force that might serve his personal ends. He was a
speculator—and worse. Supporting and profiting from the Hamilton policies,
he smiled on the Jeffersonians significantly.
In Pennsylvania there was the nucleus of a party and virile men to lead it
—men like Mifflin, who, despite his drunkenness, was popular and a power;
like Maclay, who had the force that intense conviction brings in spite of
temperamental handicaps; men like Alexander J. Dallas, aggressive, daring,
able; men utterly unfit for
ALBERT GALLATIN EDWARD LIVINGSTON
WILLIAM BRANCH GILES JAMES MADISON
III
IV
Philip Freneau had richly earned the right to hold and express opinions
concerning the destiny of his country. Many years before the Revolution,
his Huguenot ancestors had come over from France, and for years his was a
well-known name in the best circles of New York City where he was born.
His childhood had been passed on the thousand-acre estate of his father
near the battle-field of Monmouth, in a fine old mansion fashioned after the
colonial style, with a great hall running through it, and large porticoes
commanding a view of a beautiful country. The house was served by many
domestic slaves. Near by rose Beacon Hill, thickly timbered, and from the
peak could be seen the lower bay and the blue waters of the Atlantic. There
his early childhood was passed under the tender care and training of a
mother of rare intelligence. From her he caught a love of poetry, and of the
things of which poetry is made. The spirit of his liberty-loving ancestors
was strong within him. He had all the impulsiveness, the fighting courage
of the Gael. When not at his studies, he wandered alone into the woods and
upon the hill where he could brood dreamily upon the mystery of the sea.
On the site where the battle of Monmouth was to be fought, he began the
study of Greek and Latin in his tenth year. Even as a child he had a hot
passionate hatred of oppression, an unfathomable contempt for hypocrisy,
and an ardent love of beauty. All this he put into childish verse.
When he entered Princeton (Nassau Hall), great events were beginning
to unfold. The patriots of Massachusetts, protesting against an English law,
had been declared rebels, the leading offenders had been ordered across the
sea for trial, the troops of General Gates had marched into Boston. The
college was a hot-bed of sedition. That superb patriot, John Witherspoon,
was president, and among the students who gathered in the evening in the
room that Freneau shared with Madison, were ‘Light Horse’ Harry Lee,
Aaron Burr, William Bradford, destined to close an exceptionally promising
career as a member of Washington’s Cabinet, and Brockholst Livingston.
Nothing that Freneau ever said or did in after-life that was not
foreshadowed at Princeton can be found. His tongue was sharp, and his pen
dripped the vitriol of satire. He wrote much verse, and long before the
Declaration of Independence, he had a hatred of kings. Even thus early in
his ‘Pyramid of Kings,’ he made profession of his democracy.
At length he was exchanged. Leaving the vessel with a raging fever, with
pains in his joints that made walking a torture, he turned toward home,
going through the woods ‘for fear of terrifying the neighbors with [his]
ghastly looks.’[592] This was the background against which he was to view
Washington’s policy of neutrality in the war between France and England.
He hated England from that hour to his death.
Broken in health almost beyond hope of redemption, his ship sunk, his
money gone, the war still on, he turned to his other weapon and took up the
pen. ‘The Prison Ship’ helped to fire the patriots shivering about the cold
camps. The poem of contemptuous imprecation, in imitation of Horace, on
the treason of Arnold, fanned their wrath. That on the victory of Paul Jones
heartened the downcast. Poem followed poem, copied throughout the
country, many published on strips of paper and distributed through the
army. Some were posted in conspicuous places where they could be
committed to memory. Paine wrote ‘The Crisis’ in prose, Freneau wrote of
the crisis in verse; both were a tonic for the wavering. Even Washington did
not then speak of him as ‘that rascal Freneau’ and that characterization even
from Washington cannot rob him of the glory of having been ‘the Poet of
the Revolution’ who gave his health, his entire fortune, almost his life, and
all his heart to the cause of liberty.
The close of the war found him in New York barely existing on crumbs
from the table of an editor. His was a familiar figure in the Merchants’
Coffee-House at Wall and Water Streets where leading men congregated.
The problem then was to get the necessities of life, and literary work was
not then included among the means. This was the condition in which
Madison found him. He knew the story of his poet friend, and thus it came
about that the plan was made for the ‘Federal Gazette.’ He was ideally
fitted for the task. It called for one who could write in the language of the
people, could wield a scorpion lash, whose heart was in the cause—and no
greater master of invective was in view, no keener satirist. He required no
tutoring, and he would accept no orders. He was a rebel still, a radical, a
crusader for democracy, who looked with amusement on ‘aristocracy,’ with
hatred on monarchy. He was an original thinker, a breaker of idols, an
iconoclastic genius. He had the wit, the keenness, the quickness, the felicity
of his French blood, the stern firmness of the Huguenot mind. He was a
gusty warrior with a lusty blade and he kept it shining in the sun.
Soon Philadelphia found him a familiar figure in its streets—a rather
little man with slightly stooped shoulders, thin yet muscular, who walked
briskly like one who knew where he was going. In his office at his work he
was more imposing, for there one could note the high intellectual brow, the
dark gray deep-set eyes that sometimes blazed under the slightly drooping
lids. Usually pensive in repose, his face lighted with animation when he
talked. His manners were courteous and refined and women found him
interesting and gallant. Nor was this democrat a Marat in dress—he wore
the small-clothes, the long hose, the buckled shoes, and cocked hat, long
after others had accepted less picturesque fashions. He had no vanity, no
ambition for place or power, and no fear of either. He wore no man’s collar
and he was no man’s man. He was a law unto himself.
CHAPTER VIII
II
When the poet-journalist took an office on High Street and began the
publication of his paper, there was little to justify grave apprehensions. In
his first issues the editor had pledged himself to the support ‘of the great
principles on which the American Revolution was founded,’ and while this
smacked of the jabberings of Sam Adams, Hancock, and Jefferson, it was
probably only a gesture. The tone of the early editions was temperate,
almost academic. The ordinary reader must have thought it harmless
enough, but Hamilton, who used the press effectively himself, examined the
articles more critically. There were phrases creeping in, innocently, perhaps,
that Fenno would have scorned. The idea that ‘public opinion sets the
bounds to every government, and is the real sovereign of every free
one,’[603] would never have soiled the pages of the ‘Gazette of the United
States.’ The little essays on politics and government were sprinkled all too
freely with these disturbing suggestions. Only an essay on ‘Nobility’—but
why make it the vehicle for the thought that ‘the downfall of nobility in
France has operated like an early frost toward killing the germ of it in
America.’[604] With Fenno chiding the critics of officials, what more
unfortunate than Freneau’s assertion that ‘perpetual jealousy of the
government’ is alone effectual ‘against the machinations of ambition,’ and
his warning that ‘where that jealousy does not exist in a reasonable degree
the saddle is soon prepared for the back of the people.’[605] A defense of
parties coupled with a denunciation of privilege,[606] stiff criticism of
ministerial inefficiency apropos of the St. Clair expedition; forceful protests
against the excise law;[607] and then an article by ‘Brutus’ on the funding
system which could not be ignored—these were bad enough. That system,
said ‘Brutus,’ had given undue weight to the Treasury Department ‘by
throwing the enormous sum of fifty million dollars into the hands of the
wealthy,’ thus attaching them to all the Treasury measures ‘by motives of
private interest.’ Having combined the great moneyed interest, it had been
made formidable by the Bank monopoly. Out of it all had come the
‘unlimited excise laws and imposts’ that ‘anticipated the best resources of
the country and swallowed them all up in future payments.’ Because the
certificates had fallen to the wealthy, ‘the industrious mechanic, the
laborious farmer and poorer classes generally are made tributary to the
latest generation.’[608] Rights of property? Yes—but there is property in
rights.[609] Be loyal to the Union? Yes, but who are the enemies of the
Union? ‘Not those who favoring measures which, pampering the spirit of
speculation, disgust the best friends of the Union.’ ‘Not those who promote
unnecessary accumulations of the debts of the Union.’ Not those ‘who
study by arbitrary interpretations and insidious precedents to pervert the
limited government of the Union into a government of unlimited
discretion.’[610]
With Freneau hitting his stride, the Federalists began to lose their
patience. Soon the ‘United States Chronicle’ of Providence learned that the
‘very extraordinary productions’ were probably ‘the work of some
foreigners who wish to reduce the funds in order to purchase.’[611] The
‘Centinel’ of Boston warned that Freneau’s paper was ‘supported by a junto
for electioneering purposes’ and was filled with ‘the most absurd
misrepresentations of facts, or falsehoods highly injurious to the prevailing
character and principles of our government and people.’[612]
But it took the articles of ‘Sidney’ to force the fighting. These were open
attacks on Hamilton and his principles and were written with a punch. He
assailed the House for abdicating its power to originate money bills to the
Secretary of the Treasury. To delegate that duty was to lie down on a job.
And such ‘reports’! Arguments! Pleas! Sophistries! Thence to the major
attack. ‘If we admit that the Secretary is a fallible mortal, and, however
great his capacity may be, that he is liable to mistakes or to be imposed
upon, or, in range of hypothesis, if we suppose these possible cases, that his
political principles do not correspond with the genius of the government, or
with public opinion; or that he embraces the interests of one class in
preference to the interests of the other classes,—I say admitting any or all
of these circumstances to be possible, then the ministerial mode of
influencing the deliberations of Congress practiced since the change of the
government, is more dangerous than even that which is pursued but loudly
complained of in Britain.’[613] These attacks by Sidney continued with
painful regularity, and Freneau’s paper became a scandal in the best-
regulated families in Philadelphia. Others joined in the fray. ‘A Citizen’
from a remote section, who had visited the capital to ‘know more of men
and measures,’ speedily convinced himself that many members of
government ‘were ... partners with brokers and stock jobbers, and that the
banking schemes have been too powerfully and effectually addressed to
their avarice.’[614] ‘Centinel’ warned that ‘the fate of the excise law will
determine whether the powers of government ... are held by an aristocratic
junto or by the people.’[615] With the pack in hot pursuit of his idol, Fenno
rushed to the defense with a denunciation of the ‘mad dogs’ and ‘enemies