Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion 13
The concept of crisis management is becoming an important topic for marketing and public relations classes. As
companies continue to globalize, seek to make their staffing more culturally diverse, and sensitize themselves to
community needs and concerns, the role of influencing public opinion is growing.
I have incorporated fictitious crisis situations (based on actual news events) that students must respond to. They are
asked to assume the role of a Public Relations Director for XYZ Corporation and lead a press conference to address an
issue of some local or national concern, such as pollution of the environment.
After each student issues a policy statement citing the stance the company is taking, the classroom (press conference) is
opened up to other students. HERE IS WHERE THE FUN BEGINS . . .
Selected students are previously chosen by me (the instructor) to role-play specific publics and to raise critical and timely
questions to the Public Relations Director standing before them. For example, I will have one young lady play a
production worker who feigns crying because she is afraid that as a single parent with four children to support, should
XYZ Corporation close, how would she cope? Other student role-plays might include a union delegate seeking job
security for member workers, a major shareholder worried that the price per share of company stock will decline, and
even a local legislator trying to look good to his constituents. Such questioning put to our PR Director will provide a very
real crisis situation forcing him to think quickly and answer carefully. As the instructor, you can encourage your students
to give you scenarios to play out.
TEACHING TIP FOR THIS EXERCISE: Always select at least four volunteers to allow different viewpoints and
approaches. Ask each student to wait outside of the classroom to guarantee that each response will not be influenced by
the preceding students. However, after each student completes his turn in the line of fire, let him rejoin the class to
observe the others who follow. Here is an example:
Chemo Technology Corporation
Riverhead, N.Y.
Situation: Chemco Technology Corporation is a large metalworking manufacturer that employs over 500 Nassau and
Suffolk residents in Riverhead, L.I.
Founded in 1948, this publicly held company has seen its share value increase from $3 to $67 (plus annual dividends).
Many shareholders live on Long Island and admire the company. Now the company is facing its greatest crisis to date.
Chemco has been getting rid of poisonous zinc-plating residue by dumping them into a large field adjacent to the factory.
This toxic fluid has slowly infiltrated ground water that feeds into Hampton Bays. Two days ago, 25,000 dead trout were
found floating in the creek, killed by the cyanide in the waste fluid that was not adequately treated. Drinking water could
be contaminated, too.
The New York State Environmental Protection Agency is planning to indict the company and the media is publicizing
the incident.
Your Challenge: You are Director of Community Relations at Chemco Technology Corporation. Management has
designated you to issue a policy statement at an open press conference tomorrow morning.
Prepare a written statement based on a PLAN OF ACTION to deal with the crisis.
Your Objective: To restore public, employee, and shareholder confidence AND pacify the authorities.
ETHICS EXERCISE
Creative Advertising Agency has been asked to help its largest client improve its corporate image after a highly
publicized product recall. The client requests a television advertisement highlighting the company’s generous donation of
products to low-income families. The only such donation the company has made, however, is a donation of the recalled
14 Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion
products. The account executive fears promoting the donation could cause further consumer backlash, but the client
continues to press for the spot.
1. Should Creative Advertising meet the client’s expectations (i.e., create the promotional spot) or risk losing the
account? Explain your reasoning.
This question elicits a free response from the students. A way to use this as a class activity is as follows: You may
2. What does the AMA Code of Ethics say about truth in advertising? Go to http://www.marketingpower.com
and review the code. Then write a brief paragraph on what the AMA Code of Ethics contains that relates to
this issue.
The AMA Code of Ethics is very clear in its position on truth in advertising. It states that the marketer’s
VIDEO ASSIGNMENT: BoltBus
BoltBus is Greyhound’s curbside, express bus service. BoltBus operates primarily in the Northeast between major hubs,
with some other service in the Northwest. This clip covers how BoltBus reaches its target markets through advertising,
promotion, and social media.
1. Which of the following appeals would be the BEST choice for BoltBus to use in its advertising?
a. Health
b. Fun and Pleasure
c. Environmental Consciousness
d. Vanity and Egoism
2. Identify which of the following would be the correct attribute/benefit combination for BoltBus.
a. Boltbus is a curbside bus service operating on the Southwest Airlines model that gives customers reservations
and comfort!
b. Boltbus is a curbside bus service operating between major metropolitan areas that has wifi and plugs for each
seat—not to mention great leg room!
c. Boltbus is a curbside bus service operating between major metropolitan areas that gets you there quickly,
comfortably, and with a smile!
d. BoltBus is an express type bus service that lets you order your ticket online and avoid bus stations by hopping
on the bus from the street corner!
3. Which of the following would be a good example of BoltBus’s unique selling proposition?
a. Low-cost travel, from one curb-side to the next, no terminals necessary!
Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion 15
b. Getting you there without a care—with plenty of money to spare! (Not to mention extra battery life from our
plugs and the roomy seats with extra leg room)
c. Non-stop service from your favorite cities, at a price that won’t break the bank!
d. We can get you anywhere, just show us how to go, we’ll make sure you’re able to show!
4. A loyalty program, such as the one used by BoltBus is an example of:
a. A type of trade allowance
b. A product benefit
c. A advertising appeal
d. A tool for consumer trade promotion
5. Based on what you saw in this video, which type of consumer does BoltBus target?
a. loyal customers
b. price buyers
c. brand switchers
d. competitor’s customers
6. What is BoltBus’s primary media selection for advertising?
a. The Internet
b. Radio stations
c. Billboards
d. Magazines
CA SE A SSIG NMENT: Produc t Placemen t
Product placement is nearly ubiquitous in movies today. Heineken recently paid nearly $45 million to MGM and Sony
Pictures entertainment so that it could be prominently featured in the 23rd installation of the James Bond film franchise,
Skyfall. This amount, nearly one-third of the entire production budget, meant that James Bond would no longer suavely
approach a bar and order a martini, shaken not stirred, as he’s done for more than forty years. Instead, he would now
order a Heineken beer. Luxury automaker Acura signed a multi-year, multi-picture deal with Marvel Studios to have its
cars featured in comic book-based films like Iron Man 3, Thor: The Dark World, and The Avengers 2.
However, not all is great with having a product featured prominently in a movie. Take, for example, the 2012 film
Flight. Throughout the movie, both before and after he crashes an airplane, Denzel Washington’s character is shown
drinking heavily, with the Budweiser logo displayed prominently. This came as quite a surprise to parent company AB
InBev, which was not given any form of advance notice that its product would appear in the movie. “We would never
condone the misuse of our products, and have a long history of promoting responsible drinking and preventing drunk
driving,” said Anheuser–Busch Vice President Rob McCarthy. “It is disappointing that Image Movers, the production
company, and Paramount chose to use one of our brands in this manner.” The company asked Paramount Studios to blur
out or remove digitally the Budweiser logo from all DVDs, television presentations, and online streams of the movie.
Guy Lodge, “The Skyfall’s the Limit on James Bond Marketing,” The Guardian, October 23, 2012,
www.guardian.co.uk/film/filmblog/2012/oct/23/skyfall–marketing-james-bond (Accessed March 25, 2013); Joe Flint
and Mark Olsen, “Budweiser in ‘Flight’ Leaves Anheuser–Busch with a Bad Aftertaste,” Los Angeles Times,
November 6, 2012, www.latimes.com/entertainment/envelope/cotown/la–et–ct-budweiser-flight–
20121106,0,1130173.story (Accessed March 25, 2013); John Pearley Huffman, “Driving the Avengers Acura NSX
Roadster,” Edmunds, April 17, 2012, www.edmunds.com/car-reviews/features/driving-the-avengers-acura-nsx-
roadster.html (Accessed March 25, 2013).
TRUE/FALSE
1. Product placement can change consumers’ deeply rooted values and attitudes.
2. Product placement in movies and television shows is a form of comparative advertising.
3. If Acura wanted to emphasize a product benefit during a product placement in The Avengers 2, it could work with the
studio to have a character say, “that sure is a nice ride!” as he exits an Acura.
4. A product placement cannot be developed until the marketing team knows which medium will be used to convey the
message.
5. Product placement is one of the major tools used by public relations professionals.
MULTIPLE CHOICE
1. Which of the following should Acura not expect to come out of its product placement in The Avengers 2?
a.
A reinforcement of positive attitudes toward Acura’s high-end automobiles.
b.
A shift in Americans’ deeply rooted value from individualism toward collectivism.
c.
A transformation of negative attitudes about Acura toward positive ones.
d.
A greater appreciation of safety, versatility, customization, and fuel efficiency.
e.
None of these.
2. Which media schedule is an eggnog manufacturer most likely to use when arranging product placements in a number of
Christmas-themed movies?
a.
Continuous.
b.
Seasonal.
c.
Flighted.
d.
Pulsing.
e.
None of these.
3. Which of the following is an example of virtual product placement?
a.
Frito-Lay digitally placing its snack products in reruns of the television show How I Met Your Mother.
b.
Homeland Housewares using computer animation to demonstrate the Magic Bullet blender’s product
features in an infomercial.
c.
Valve Corporation founder Gabe Newell drinking Coca-Cola in a documentary about virtual reality.
d.
A video kiosk set up in Walgreens to advertise the company’s pharmaceutical services.
e.
An Ultimate Fighting Championship athlete donning a Tapout shirt and ball cap right after winning a
fight.
4. Which of the following is not a benefit of product placement?
a.
It provides exposure for the product being placed.
b.
It reinforces the brand of the product being placed.
c.
It increases the realism of the product being placed.
d.
It increases sales of the product being placed.
e.
It costs less than a mass media advertisement.
5. To make use of the biggest trend in sales promotion, Heineken’s public relations manager should consider a product
placement campaign:
a.
In Reader’s Digest, the fifth-largest magazine in the United States.
b.
On Under the Dome, a CBS television drama.
c.
On Burning Love, a popular Internet-based video series.
d.
On HOT 97, New York City’s leading hip-hop radio station.
e.
In the Wall Street Journal, the United States’ widest–circulated newspaper.
GREAT IDEAS FOR TEACHING CHAPTER 16
Gary M. Donnetty, Casper College
AN ADVERTISING PROJECT TO STIMULATE DOWNTOWN BUSINESS
The following project has been successful in teaching principles, and the students seem to enjoy it:
ASSIGNMENT
You will develop an advertising campaign for a downtown business, for a specific time period, and a specific budget.
Your group will contact a business and get the time period the campaign will run and the budget, and you must stay
within the budget.
SPECIFIC GUIDELINES: (These must be included somewhere in the project.)
1. Establish written goals for the campaign.
2. Define the market segment your campaign will appeal to and why.
3. Select the media you will use and explain why.
4. Develop sample ads for the chosen media and explain each ad and commercial in detail regarding the
message you are trying to get across and to whom. Also, include the cost of each ad and commercial and
state the time period they will run.
5. Develop an evaluation method for determining if the campaign was successful (if your campaign gets
used).
Be creative and include anything else in the campaign that you think will make the campaign successful. You may utilize
any outside resource that you can find.
Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion 19
This project is your final examination, so do a complete and thorough job. The project will be graded by your instructor
and the manager of the business for whom the project is developed. This will give you the fairest and most objective
grade possible.
The businesses will be able to keep the project if they choose and use any or all of the project for their own advertising.
The project is required for you to get actual hands-on experience in developing advertising and experience the problems
of working within budget limitations and still get the maximum amount of return from the advertising dollar spent. This
project can give you the best insight possible into retail advertising.
Suggestion: Do not wait to get started on this project. It will take time to do an adequate job.
While working in groups, you will also learn something about group dynamics and some of the problems in trying to get
anything done in a group, especially a project of this size. If you as a group feel that a member or members of your group
are not fulfilling their part or portion of the workload, the group and the instructor will meet privately and come to a
decision as to what will be done. This project will constitute a large portion of your grade, so it is the best policy for all
concerned to be honest and straightforward with each other from the very beginning.
INFORMATION TO COOPERATING BUSINESS
1. Students are to develop an advertising package (campaign) for you for a period of time chosen by you. They will
need a realistic budget from which to work.
2. The students may need to get some additional information about the store regarding peak seasons, etc., and possibly
even some ideas as to last year’s expenditures for the same period of time.
3. The students should be given only basic information, as they are the ones who must learn to develop advertising.
4. You will be involved in grading the project when it is completed. The project is the students’ final exam.
5. You may keep the project when it is completed and use any ideas, ads, or commercials that were developed in the
advertising package.
In the past, grading has posed somewhat of a problem for cooperating businesses. The following are the suggested
criteria for evaluation:
POOR
FAIR
AVG.
ABOVE AVG.
EXCELLENT
Was the project well planned?
Were the ads and copy well done?
Did the students use good judgment?
Were the objectives of the project
realistic and feasible?
Your cooperation with this is appreciated by the students, the college, and more so by the instructor. It allows me to
provide the students with a learning experience that cannot be achieved in the classroom alone.
Richard M. Lei, Northern Arizona University
DEVELOPING IN-MARKET CASE STUDIES FOR ADVERTISING STUDENTS
Team projects in the study of advertising are nothing new, but the NAU capstone course offers an important twist. The
class is broken randomly into competing agency teams, each consisting of five to seven individuals. There are no tests or
exams in the class—there isn’t even a textbook. The entire semester’s activity is focused around winning the new
account for the team.
20 Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion
Unlike many case studies classes, the winning campaign is ultimately produced and run in the media, which provides the
student with an important portfolio piece and valuable real-world experience. This paper discusses two of the initial in-
market cases sponsored by America West Airlines and Dial soap.
SELECTING A SPONSOR
Prior to the start of the semester, the instructor solicits for sponsors. The selection of a sponsor is a critical decision in the
success of this program.
Industry contacts become critical in obtaining sponsorships, and the instructor should endeavor to use local ad clubs,
marketing organizations, internship sponsors, and alumni as recruiting pools. An important consideration is the
reputation of the sponsor. High profile sponsors, such as major consumer brands, are of greatest value to the students.
Because students tend to leave the local market after graduation, being able to show a portfolio project for a well known
sponsor like Dial soap has much more impact than for a small local advertiser.
THE FIRST TWO IN-MARKET CASES AT NAU
The first two projects implemented in this capstone course at NAU were sponsored by America West Airlines during
1988–89 and Dial soap during 1989–90. Each campaign proved to be both challenging and motivating for the students . .
. and a lot of work.
America West Airlines, a Phoenix-based regional air carrier, agreed to sponsor the first campaign and back the winner
with a media and production budget of $5,000. For perspective, this translates to a national rate of $2,000,000. The
campaign’s objective was to improve load factors for inbound and outbound flights servicing Ragstaff. In order to
coincide with peak traveling months, the campaign was scheduled to run during the Spring of 1989.
A total of thirty seniors enrolled in the class, which was split into five competing agency teams. Teams were required to
meet with the instructor once per week to review a status report and then could meet independently at their own
discretion.
Early in the semester, America West management conducted a client meeting at the university and provided detailed
marketing, advertising, and competitive information. America West carefully postured themselves as a demanding client
who would not accept below-standard work from anyone, including students. Student teams were expected to conduct
their own research, develop a creative strategy, formulate media plans, and ultimately recommend creative executions.
America West pledged to back the campaign with a $5,000 budget if they believed the winning campaign to be
executable and well conceived. Presentations to the client were scheduled in December 1988 prior to the semester break.
The semester was divided into a series of building block assignments, each designed to move the student teams through
the campaign development process, and to culminate with the client presentations.
The role of the instructor became that of a facilitator and consultant. At regular intervals, team leaders and the instructor
met to discuss progress and issues relating to the campaign.
Presentation rehearsals were scheduled approximately 10 days prior to the client meeting, with overheads, creative board
mockups and other presentation materials required. Each team was videotaped, and the videos were viewed later for
critique purposes. The client had expected the student teams to be strongest in creative and weakest in the situation
analysis section. Interestingly, the opposite was true in that students did an excellent job in understanding the
complexities of the market and in defining positioning alternatives for America West, and developed rather ordinary
creative executions.
The winning campaign was chosen largely on the strength of the marketing analysis and overall thoroughness of the
project. The goal of communicating that “California is Closer than Ever” was highly executable and allowed focus
around America West strengths (convenient scheduling, amenities, and large, comfortable planes).
After reviewing the presentations and leave-behind materials, America West agreed to sponsor the project through the
production and placement of media.
Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion 21
The Dial soap project was executed in much the same way as that for America West. In many regards, this was an easier
campaign for students to develop because they had the advantage of working with a physical product, so they could
conduct store checks, organize use tests, and conduct focus groups.
Dial management approved use of a campaign entitled “Dialology” designed to improve brand share in the western
United States, which is a relatively underdeveloped area. Like America West, Dial attended a presentation at the end of
the fall semester at which the student team recommendations were made. Dial also agreed to proceed on the production
and media placement segment of the project, and during the spring of 1990, students enrolled in the second phase and
began production of newspaper advertising targeted at college students. Coupon-bearing ads ran in Flagstaff and Tucson,
Arizona during May and June 1990.
GRADING CRITERIA
Grading this course was completed against a predetermined list of criteria that was agreed to by the sponsor and
instructor. Key elements included:
I. Situation Analysis 20 points
• Did the team understand the market?
• Did they draw reasonable conclusions?
• Did they identify a key advertising problem?
II. Creative Strategy 20 points
• Did strategy flow from their analysis?
• Did they clearly identify a target market?
• Did they identify a meaningful benefit?
• Did they provide adequate support for their strategy?
III. Media Plan 20 points
• Did they spend within their budget?
• Did their media and market selections make sense?
• Did they generate reasonable levels of reach and frequency?
IV. Creative Executions 20 points
• Did executions flow from recommended strategy?
• Did the creative translate between mediums?
• Did it make sense—was it reasonable?
V. Presentation/Professionalism 20 points
• Did the team appear well rehearsed and professional?
• Did they appear confident and poised?
• Did they answer questions well?
TOTAL 100 points
Score sheets with these five criteria were furnished to the sponsor and instructor and completed after each presentation.
This section was worth 60 percent of the semester grade. This could be construed as a team grade. The remaining 40
percent of the semester grade was generated by each team member, as they graded their individual performances and that
of their other team members for quality and quantity of work contributed during the semester.
Student perceptions were measured by those enrolled in the course. When asked to evaluate this course on a five-point
scale (five being best) students ranked this course among the best they had taken in college.
By giving our students the opportunity to experience an in-market project, we bridge the transition between college and
the real world. And, in a nutshell, that’s what teaching advertising is all about.
REFERENCES
Christ, William G. (1990), “How Shall I Teach Thee? Let Me Count the Ways. Teaching Metaphors.” AEJMC convention paper
England, Bill (1987) “Student Ad Agency Offers Experience, Greater Visibility.” Journalism Educator, 42 No.1 (Spring) 36-38.
Marra, James L (1990), “A Necessary Course for the 1990s: The Student-Run Advertising Agency.” AEJMC convention paper.
Morris, Jon and Istre, Jennifer (1988) “Students, Faculty Formed Ad Agency to Promote AEJMC.” Journalism Educator, 40 No.3 (Fall) 22.
Schulte, Ted (1987) “Advertising Focus Emphasizes Writer as Creative Person.” Journalism Educator, 41 Nd.4 (Winter) 49.
Stewart, Daniel K. (1986) “Upgrading Needed for Ad Education.” Journalism Educator. 40 No.4 (Winter) 20-21.
22 Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion
Stephen B. Castleberry, University of Minnesota – Duluth
CONSUMER BOYCOTTS AND POSSIBLE REACTIONS
(SOME FOLKS OUT THERE JUST DON’T LIKE US!)
On the end of the first day of class, after having introduced the marketing concept, I hand out a list that includes firms
and some products. It looks something like this:
What do these firms/products have in common?
American Express World Book
Revere Ware Dayton Hudson
Forbes Johnson’s Baby Shampoo
Levi Strauss Nationwide Insurance
New York Times Sony
Walt Disney Merrill Lynch
NutraSweet Radio Shack
Giving no hints, I challenge students to try to find out what the list has in common. At the beginning of each class
session, I poll students: “Does anyone know what the companies and products in this list have in common?”
Needless to say, this exercise generates a great deal of interest and enthusiasm. Students guess all sorts of things: firms
listed on the New York Stock Exchange, firms that have outstanding marketing strategic plans, firms that have been
around more than 50 years, firms that have a really neat Web site, firms that sell convenience goods, etc. Without giving
any more clues, I let them continue to guess throughout the quarter.
On the last day of class, we cover the material assigned for the day. Then I wrap up with something like, “Well, thanks
for being such good students. I wish you the best on your final exam,” and act like I’m going to walk out of the room.
The students invariably call out, “Wait, what about that list? What does it mean?”
“Oh, are you interested in that?” I say, pretending surprise that they even remembered it. Then I give them one final
chance to solve the mystery. When they give up I tell them. “The companies/products in that list all make contributions
to Planned Parenthood. Planned Parenthood is the largest abortion provider. Since I am personally against abortion, I
boycott the firms/products on that list (which is only a partial list, by the way; and changes each quarter as firms are
added and some drop out due to the boycott pressures).” I then lead the class into a discussion about boycotts and how
marketers should respond to them. This includes topics such as:
1. The importance of learning all of the relevant evaluative criteria that consumers use
2. The importance of learning the relative importance of the various evaluative criteria that consumers use
3. How what is typically thought of as a convenience product can become a high-involvement product (due to
a divergence between personal beliefs and company beliefs)
4. The importance of communicating information to consumers
5. The critical functions of public relations and customer service
6. Whether it makes sense to let individuals or organizations that boycott your products have an impact on
your corporate marketing decisions (i.e., will we let our consumers hold us hostage?)
7. The ethical and far-reaching ramifications of corporate decisions
8. What firms on the list can do to win my business
9. How a teaser campaign works (which is basically what I’ve been doing all quarter–I’ve aroused their
curiosity to such a level that, when I do spill the beans, they are all ears and tell their friends about what
they learned)
Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion 23
Of course, you could generate lists using any type of criteria you might have (firms that you just don’t like, firms that
your wife/husband just won’t shop at, etc.). To tie the exercise directly to the boycott issue, you can list the firms you (or
someone you know) boycott.
James S. Cleveland, Sage College of Albany
DISCUSSION BOARD TOPICS TO ENCOURAGE PARTICIPATION
Discussion board questions provided to students to encourage them to engage in thinking and writing about the content
of the Principles of Marketing course usually take the form of a provocative statement to which students are asked to
respond. An example of this would be “All PR is good PR.”
Discussion topics such as this one are abstract and often require that the instructor provide an initial reply to show
students what is expected of them in their own replies. For students with limited work experience, this approach may be
quite appropriate. For adult students with extensive experience as employees and consumers, however, the abstract
nature of such topics can be frustrating.
I have developed, therefore, a series of discussion board questions to use with experienced, adult students. These
questions are designed to encourage them to use their experiences as employees and consumers as doorways to better
understand the course material, and to make their own responses more interesting to themselves and to the other students
in the class who will read and comment on them.
Each question has three parts:
1. First, there is a sentence or two from the students’ textbook introducing the topic. By using the text author’s
own words, students are enabled to locate relevant material in the text more easily, the text content is
reinforced, and confusion resulting from use of variant terms or expressions is minimized.
2. Second, there is a reference to text pages the students should review before proceeding. Since the goal of the
exercise is for students to apply the course content to their own experiences, reviewing the content first is
important.
3. Third, there is a request for the students to think about or remember some specific situation in their experience
to which they can apply the text material, and a question or questions for them to address in their replies.
Here are additional such discussion board questions developed for Chapter 16 of MKTG10. Each is written to fit the
same text cited above but could easily be rewritten and revised to fit another text.
Series A
1. If the goal of a promotion plan is to build up the image of the company or the industry, institutional advertising
may be used. In contrast, if the advertiser wants to enhance the sales of a specific good or service, product
advertising in used.
2. Review the information on major types of advertising including the various types of product advertising from
section 16-2 of your text.
3. Then watch an hour or two of prime-time television (8:00 to 11:00 P.M.; 7:00 to 10:00 P.M. CST). Describe the
various advertising commercials you saw and what type they were.
Series B
1. An advertising appeal identifies a reason for a person to buy a product.
2. Review the various appeals that are used in advertising on in section 16-3b (including Exhibit 16.1) of your
text.
24 Chapter 17 ♦ Advertising, Public Relations, and Sales Promotion
3. Then watch an hour or two of prime-time television (8:00 to 11:00 P.M.; 7:00 to 10:00 P.M. CST). Describe the
various advertising commercials you saw and the appeals they used.