viewUniversity of Bridgeport. Ernest C. Trefz School of Business. MKTG505 – 9S1. Marketing & Research Methods. COURSE SYLLABUS. Course . …

University of BridgeportErnest C. Trefz School of Business

MKTG505 – 9S1Marketing & Research Methods

COURSE SYLLABUS

Course Description

Social media marketing. Mobile marketing. Psychographics. Internet surveys. Focus groups. Field Studies. Experiments. These words and phrases describe techniques that empower market researchers to understand their customers and target and tailor the right products for them. Market research is based on quantitative, qualitative and mixed methods research. This course explores these research methods from design through reporting. Students will also practice critical evaluation of representative research reports and immerse themselves in current market research trends via articles from business and academic journals and magazines.

Learning Outcomes

Students will exit this course with a working understanding of market research, the ability to discern between research methods and to assess the effectiveness of research reports. They will also become conversant in market research trends.

Course Text:

Picardi, C. A., & Masick, K. D. (2014). Research Methods, Designing and Conducting Research with a Real-World Focus. Thousand Oaks: Sage.

ISBN: 9781452230337

Additional articles available via the Wahlstrom Library’s MyEureka online digital library will supplement the text. A link to each article is included within its corresponding session on this syllabus. In addition, copies of relevant articles will be stored on the class Canvas site.

COURSE REQUIREMENTS

Academic Dishonesty: Cheating and plagiarizing means using the work of others as your own. Copying homework and allowing others to look at your work are examples of cheating. Cheating and plagiarism is absolutely unacceptable. If you are caught cheating or plagiarizing, you will receive a warning. The second offense will result in an F grade for the course.

Homework: All assignments will be submitted via Canvas or posted on Canvas discussion boards.

University of Bridgeport 1 MKTG505-9S1

Canvas Schedule: Each “session” equates with one week of course material covering two discussion questions for a week and, when an integrative assignment is due, either the mid term or final integrative assignment. An online course term is comprised of eight sessions. Each session’s assignments open in Canvas at 12:00 AM Monday of the week starting that session and closes at 11:59 PM on the following Sunday evening:

Session Name Opens ClosesSession 1 12:00 AM Monday, 6/16 11:59 PM Sunday, 6/22Session 2 12:00 AM Monday, 6/23 11:59 PM Sunday, 6/29Session 3 12:00 AM Monday, 6/30 11:59 PM Sunday, 7/6Session 4 12:00 AM Monday, 7/7 11:59 PM Sunday, 7/13Session 5 12:00 AM Monday, 7/14 11:59 PM Sunday, 7/20Session 6 12:00 AM Monday, 7/21 11:59 AM Sunday, 7/27Session 7 12:00 AM Monday, 7/28 11:59 AM Sunday, 8/3Session 8 12:00 AM Monday, 8/4 11:59 AM Sunday, 8/10

Deadlines and Late Policy: Grades for assignments turned in a week late will be penalized a half-letter grade, assignments turned in up to two weeks late will be penalized a full letter grade; assignments will not be accepted two weeks after the due date unless previously discussed with the Professor. Late submissions should be e-mailed to the Professor.

Weekly Discussion Topics

Each week students will be required to answer two discussion questions from a list the instructor provides, one related to the text book and one related to the homework reading. Discussions must occur within Canvas to procure credit and it is not possible to submit work for late discussions. Discussions will close at the end of each weekly session with no extensions. You are expected to participate in discussions on time and with thoughtfulness.

For each discussion question students are required to 1. Answer the question and2. Make 3 replies to other students’ comments. These replies need to be made on 3

different days to encourage discussion. Replying to others’ comments for your original answer is welcome but this does not count as a separate response. You are welcome to post more than that and are actively encouraged to do so. There is no grace period for discussions – the discussion closes at the end of each weekly session.

Grading criteria for on line commentary:1. How effectively you answer each selected question.2. To what extent are you are making the appropriate number of comments and replies

in the time frame allotted.


3. To what extent are your comments substantial in terms of length, meaningful, insightful and thoughtful in terms of their quality and making positive contributions to the on line discussion.

4. Discussions will be closed down on schedule. There is no grace period for a discussion board; it closes immediately at the concluding date and time.

5. Your discussions are not graded based on the “correctness” of what you write per se because the goal is for you to learn but are almost exclusively based on items 1-2-3 above.

The instructor will provide discussion feedback in context and as necessary throughout the course.

In the event of small class size, the response requirement above may be adjusted. If required, such adjustments will be confirmed by the instructor.

Critical Assessment Skills Program Assignments

A modified “Critical Assessment Skills Program (CASP)” checklist will be leveraged to facilitate students’ practice with assessing research reports.

The Critical Appraisal Skills Program (CASP) is a nonprofit organization, part of Better Value Healthcare, based in Oxford, UK. The program develops workshops and tools for critical research appraisal. CASP evaluation tools are available for non-commercial use via the creative commons license.

Students will use the CASP template to analyze three articles provided by the Professor.

Integrative Course Assignments

To assess students’ understanding of course materials, two integrative course assignments will be provided, a “mid term integrative assignment” and a “final integrative assignment.” These assignments replace mid term and final exams. Integrative course assignments are not cumulative so the “mid term” assignment covers materials from session 1 through session 4 and the “final” assignment covers materials from session 5 through session 8. Integrative course assignments should be typed, double spaced and submitted via a Word document of an appropriate length to effectively answer relevant questions. These assignments should be submitted via Canvas.

During sessions 4 and 8 discussion questions will be limited to one per text and reading since students are also expected to deliver their mid term and final integrative assignments at that time.


Midterm Integrative Assignment - Answer the following questions:

Why might hypotheses be flawed if researchers don’t define the problem and then review relevant literature first?

Define independent variables, dependent variables and how cause and effect relationships exist between them. Propose an example hypothesis.

Compare and contrast reliability and validity and confirm why one can have reliability without validity. Provide an example of a system that is both reliable and valid (do not repeat the ATM example from the textbook).

Compare and contrast experimental, quasi experimental and non-experimental designs.

Define random selection and random assignment and explain potential reasons why random assignment is not possible with quasi experimental designs.

Explain why field studies are beneficial yet why it is challenging to translate laboratory settings to the field. Provide an example.

Consider all readings from session 1 and cite two overarching themes across these readings. Describe how these themes may impact market research.

Affirm how the Nuremberg Code, the Belmont report and Internal Review Boards ensures ethical abuses in research are minimized.

Describe potential ethical lapses in the RJ Reynolds case and cite two findings from the Vaidyanathan and Castleberry article about ethics that surprised you. How and why did they surprise you?

Define neuroscience. Explain why it may be more effective than traditional market research methods like focus groups for understanding customers. Cite one potential ethical issue triggered by the use of neuroscience.

What is the most surprising item you have learned between sessions 1 and 4 and describe why is it surprising to you. What did you learn from it?


Final Integrative Assignment: Answer the following questions:

In your own words describe how alpha, beta and power interrelate. Why is this important?

Using the relevant Powerpoint presentation, define qualitative research and provide two examples of qualitative studies.

Using the relevant Powerpoint presentation and Harrison and Reilly’s article about mixed methods research designs, discuss how mixed methods designs leverage qualitative and quantitative research to complement one another and provide two examples of mixed methods research.

Provide examples of findings that are generalizable and findings that are not generalizable and why.

Confirm how basic and applied research can build upon each other to “bridge the science/practice gap” (hint: include a definition of grounded theory). Describe the consequences of not bridging this gap.

Consider Clifford’s examples about how social media is used by prominent companies for generating new product ideas. Summarize how one of his examples could apply quantitative, qualitative and mixed methods approaches.

Confirm why Bock and Sergeant’s advice on applying small samples in market research is an example of bridging the science/practice gap and affirm why researchers might be forced to leverage small samples in their research.

Consider Rebarsky and Wang’s article on social media analytics and how the socoal media “burst” tracking they describe can have a positive or negative effect on reporting research findings.

Describe the two items you found most surprising in the materials covered between sessions 5 through 8 and why. What did you learn from each?


Course Grading

Class Participation Discussions 25%Individual CASP Analyses 25%Mid Term Integrative Assignment 25%Final Integrative Assignment 25%Total 100%

Letter Grade PercentageA 94.9 – 100%A- 90 – 94.8%B+ 87 – 89.9%B 83 – 86.9%B- 80 – 82.9%C+ 77 – 79.9%C 73 – 76.9%C- 70 – 72.9%D+ 67 – 69.9%D 63 – 66.9%D- 60 – 62.9%F Below 60%


COURSE SCHEDULE

Session 1 Introduction to research methods, variables, measures and hypotheses. Market research trends discussion.

Homework:

Read:

- Picardi and Masick, Chapters 1 and 2

- Barbu, A. (2013). Eight contemporary trends in the market research industry. Management & Marketing Challenges for the Knowledge Society, 8(3), 429-450.

http://search.proquest.com.libproxy.bridgeport.edu/docview/1470776840/fulltextPDF?accountid=26484

- Anonymous. (2011). Knowledge is power behind all campaigns. Marketing Week.

http://search.proquest.com.libproxy.bridgeport.edu/docview/888079534?accountid=26484

- Neff, J. (2014, 2/3/2014). Newell rubbermaid shakes up CMO model by putting research in charge. Advertising Age, 85, 34-34.

http://eds.b.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?sid=b9b2f2a5-300f-4ae5-8a57-bc71298df7a4%40sessionmgr114&vid=1&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ufh&AN=94327510

- Patino, A., Pitta, D. A., & Quinones, R. (2012). Social media's emerging importance in market research. Journal of Consumer Marketing, 29(3), 233 - 237.


Discussion Questions

Text:

Answer one of the following questions:

1. Define basic and applied research. Which would you prefer using




http://eds.b.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?sid=b9b2f2a5-300f-4ae5-8a57-bc71298df7a4@sessionmgr114&vid=1&hid=116&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ufh&AN=94327510







and why?

2. Explain why a hypothesis generated prior to a literature review might be flawed.

3. Provide examples of deduction and induction. Provide examples where you have applied each in your own life.

4. Develop a hypothesis that can be addressed in an organizational setting. What challenges do you anticipate in testing it? Why?

Readings:


1. Discuss two trends from the Barbu article. Explain how these trends are changing market research. How do you feel about this? Why?

2. List one common theme across all of session 1’s readings. Does this theme concern you or are you comfortable with it? Why?

Session 2 Ethical and legal considerations and reliability in research. Homework reading discussion.

Homework:

Read:


- Anonymous. (2012). Ethics; Newly launched mobile marketing research assiciation to develop standards and ethics for rapidly growing global industry. Marketing Weekly News.


- Iglesias-Rios, L., & Parascandola, M. (2013). A historical review of R. J. Reynolds' strategies for marketing tobacco to Hispanics in the United States. American Journal of Public Health, e1-e13.

http://web.a.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?sid=b84f9bfc-19cc-4e38-8dbb-753a95d02f5f%40sessionmgr4002&vid=1&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c8h&AN=2012043552


http://web.a.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?sid=b84f9bfc-19cc-4e38-8dbb-753a95d02f5f@sessionmgr4002&vid=1&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3D#db=c8h&AN=2012043552





- Aggarwal, P., Vaidyanathan, R., & Castleberry, S. (2011). Managerial and public attitudes toward ethics in marketing research. Journal of Business Ethics, 109, 463-481.


Discussion Questions:

Text:

Answer one question below:

1. Provide an example of a famous study that exposed ethical issues. How did it make you feel? Why?

2. Explain the statement, “just because it is legal does not mean it is ethical.” Do you think the legal system can ever fully address ethical concerns? Should it?

3. Provide examples of random and systematic errors. How do you feel about the reality that error will always exist in research? Why?

4. Discuss two forms of consistency reliability measures. Envision yourself applying these measures. Would you have any concerns? What would they be and why?

Readings:

Answer one of the following:

1. Compare and contrast the state of RJ Reynold’s demographic marketing databases and those of public health agencies. Do you think RJR’s database marketing practices were ethical? Why?

2. Provide one example from the Aggarwal, Vaidyanathan and Castleberry of ethical misconduct that you found interesting and why.

Session 3 Introduction to statistical conclusion and internal validity, construct and external validity. Homework reading discussion. Introduction to the CASP (Critical Appraisal Skills Program) Tool and CASP Analysis 1, which will be submitted this week as a homework assignment.

Homework:




Read:


- Payne, C. R., & Wansink, B. (2011). Quantitative approaches to consumer field research. Journal of Marketing Theory and Practice, 19(4), 377-389.


Students will fill out a CASP analysis template for this article, and submit their paper via the Canvas assignment entitled “CASP Analysis 1:”

- Choi, K., Fabian, L., Mottey, N., Corbett, A., & Forster, J. (2012). Young adults' favorable perceptions of snus, dissolvable tobacco products, and electronic cigarettes: Findings from a focus group study. American Journal of Public Health, 102(11), 2088-2093.

http://web.b.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?sid=36ad3926-38d0-4ce9-9684-6e9b32e9608b%40sessionmgr113&vid=1&hid=108&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c8h&AN=2011722818


Text:


1. Describe the difference between validity and reliability and provide an example that confirms why you can have reliability without validity.

2. Provide examples of the main types of validity: statistical conclusion and internal, external and construct validity. How would you apply each if you were designing a research study?

3. Provide specific examples of all four threats to external validity (variation in participants, settings, treatments and outcomes). How would you would minimize each?

4. Relate the four threats to construct validity described in the textbook to an example you devise and describe how to minimize each.

Readings:


http://web.b.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?sid=36ad3926-38d0-4ce9-9684-6e9b32e9608b@sessionmgr113&vid=1&hid=108&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3D#db=c8h&AN=2011722818





1. Discuss the pros and cons of one of the four quantitative field approaches discussed in the Payne and Wansink reading. Do you think its pros outweigh its cons? Why?

2. Explain the differences between field studies and laboratory studies, why field studies are beneficial for market research, the benefits of combining these approaches and your concerns about doing so.

Session 4 Experimental, quasi experimental research designs. Review CASP Analysis 1 and submit the Mid Term Integrative Assignment.

Homework:

Read:

Picardi and Masick, Chapters 7, 8

Penenberg, A. L. (2011). They have hacked your brain. Fast Company, 85-124.

http://web.b.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?vid=2&sid=aa2d54b5-6b59-4f4e-9b39-0856bb610145%40sessionmgr114&hid=108&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9dW5icmlkcHQmbGFuZz1lcyZzaXRlPWVob3N0LWxpdmU%3d#db=f5h&AN=63732644


Text:

Answer the following:

1. Explain the advantages and disadvantages of using experimental designs in applied research. Are you concerned about the disadvantages? Why?

Readings:


1. Explain potential ethical issues with using neuroscience in market research. How does this make you feel about neuroscience?

Submit your Mid Term Integrative Assignment.


http://web.b.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?vid=2&sid=aa2d54b5-6b59-4f4e-9b39-0856bb610145@sessionmgr114&hid=108&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9dW5icmlkcHQmbGFuZz1lcyZzaXRlPWVob3N0LWxpdmU%3D#db=f5h&AN=63732644



Session 5 Qualitative research overview, nonexperimental and survey research designs. Introduce CASP Analysis 2, which will be submitted this week as a homework assignment.

Homework:

Read:


- Clifford, S. (2012). Social media are giving a voice to taste buds. The New York Times. Retrieved from http://www.nytimes.com/2012/07/31/technology/facebook-twitter-and-foursquare-as-corporate-focus-groups.html?action=click&module=Search&region=searchResults%230&version=&url=http%3A%2F%2Fquery.nytimes.com%2Fsearch%2Fsitesearch%2F%3Faction%3Dclick%26region%3DMasthead%26pgtype%3DHomepage%26module%3DSearchSubmit%26contentCollection%3DHomepage%26t%3Dqry338%23%2Fmarketing+research


- Osborne, L. (2002). Consuming rituals of the suburban tribe. The New York Times. Retrieved from http://www.nytimes.com/2002/01/13/magazine/13ANTHRO.html?action=click&module=Search&region=searchResults&pagewanted=1


Text:

1. Define observational research. Would you rather be a participant in an obtrusive or unobtrusive observational study or neither? Why?

2. Discuss the difference between primary analysis, secondary analysis and meta-analysis. Which do you think is the easiest and which is the most challenging? Why?

3. What design guidelines should researchers follow when designing surveys? How do you react to online surveys? Why?


http://www.nytimes.com/2002/01/13/magazine/13ANTHRO.html?action=click&module=Search&region=searchResults&pagewanted=1



http://www.nytimes.com/2012/07/31/technology/facebook-twitter-and-foursquare-as-corporate-focus-groups.html?action=click&module=Search&region=searchResults%230&version=&url=http%3A%2F%2Fquery.nytimes.com%2Fsearch%2Fsitesearch%2F%3Faction%3Dclick%26region%3DMasthead%26pgtype%3DHomepage%26module%3DSearchSubmit%26contentCollection%3DHomepage%26t%3Dqry338%23%2Fmarketing+research



4. Consider an example from your own life where inductive reasoning helped you understand a phenomenon. How did you approach this?

Readings:


1. Provide an example from the Clifford article of how social media can extend market research. Explain any concerns you have or opportunities you see as companies adopt this approach.

2. Provide examples of how does social media provides “the biggest focus group ever imagined.” Would you engage in such ocial media focus groups? Why?

Session 6 Statistical terminology and analyses. Mixed Methods research overview. Homework reading discussion. Review CASP Analysis 2 and introduce CASP Analysis 3, which will be submitted this week as a homework assignment.

Homework:

Read:

- Picardi and Masick, Chapter 11 and Mixed Methods Overview (Powerpoint deck)

- Harrison, R. L., & Reilly, T. M. (2011). Mixed methods designs in marketing research. Qualitative Market Research: An International Journal, 14(1), 7-26.



- Verdurme, A., Gellynck, X., & Viaene, J. (2002). Are organic food consumers opposed to GM food consumers? British Food Journal, 104(8), 610-623.








Text and Powerpoint:


1. Define measures of central tendency and measures of variability. If you were a researcher would you be comfortable using these? Why?

2. Discuss the difference between alpha, beta and power and how they impact research design. If you were a researcher would you be comfortable applying these? Why?

Readings:


1. Explain how quantitative and qualitative research methods work together in mixed methods studies. Do you conclude it would be difficult or easy to apply both in such studies? Why?

2. Discuss one of the mixed methods designs described in the Harrison and Reilly article and explain how the quantitative and qualitative approaches interact. If you were a researcher how would you feel about conducting such a study? Why?

Session 7 Results generalization, bridging the science/practice gap. Homework reading discussion. Review CASP Analysis 3.

Homework:

Read:

- Picardi and Masick chapters 12 and 13

- Bock, T., & Sergeant, J. (2002). Small sample market research. Internal Journal of Market Research, 44, 235-244.


Discussion Questions

Text:





1. Why do stakeholders consider evidence based practice effective? If you were a researcher, why would you want to perform such research?

2. What does UTOS stand for and what is its purpose? What challenges do you perceive in having to consider each item in designing a research study.

3. What are “trade off issues” that occur in applied research? Does the fact that such trade off issues occur surprise or concern you? Why?

4. What are the benefits of conducting triangulation in applied research? If you were conducting applied research and knew that triangulation would provide higher stakeholder confidence but would double the duration and cost would you do it? Why or why not?

Reading:


1. Describe the constraints driving the use of small samples. Given a study charged with operating within those constraints, would you be comfortable with proceeding? Why?

2. Explain why the representativeness of convenience samples is lower than that of probability samples. Considering the time investment required, would you conduct probability samples? Why?

Session 8 Writing a research report. Homework reading discussion. Submit the final integrative assignment.

Homework

Read:

- Picardi and Masick chapters 14

Rebarsky, W., Wang, D. X., & Dou, W. (2013). Social media analytics for competitive advantage. Computers & Graphics, 38, 328 - 331.

http://www.sciencedirect.com.libproxy.bridgeport.edu/science/article/pii/S0097849313001829

Text:





1. Confirm how researchers balance active and passive voice for an engaging, yet clear and concise writing style. Do you do this when you write? Why or why not?

Reading:


1. How can social media empower researchers to track and graph events as they happen? Do you think it is easy or difficult to spot such patterns in “big data” stores? Why?

Submit your final integrative assignment.


Reference List

Aggarwal, P., Vaidyanathan, R., & Castleberry, S. (2011). Managerial and public attitudes toward ethics in marketing research. Journal of Business Ethics, 109, 463-481.

Anonymous. (2011). Knowledge is power behind all campaigns. Marketing Week.

Anonymous. (2012). Ethics; Newly launched mobile marketing research assiciation to develop standards and ethics for rapidly growing global industry. Marketing Weekly News.

Barbu, A. (2013). Eight contemporary trends in the market research industry. Management & Marketing Challenges for the Knowledge Society, 8(3), 429-450.

Bock, T., & Sergeant, J. (2002). Small sample market research. Internal Journal of Market Research, 44, 235-244.

CASP. (2013). Qualitative Checklist. Critical Appraisal Skills Programme Retrieved 4/6/2013, 2014

Choi, K., Fabian, L., Mottey, N., Corbett, A., & Forster, J. (2012). Young adults' favorable perceptions of snus, dissolvable tobacco products, and electronic cigarettes: Findings from a focus group study. American Journal of Public Health, 102(11), 2088-2093.

Clifford, S. (2012). Social media are giving a voice to taste buds. The New York Times. Retrieved from http://www.nytimes.com/2012/07/31/technology/facebook-twitter-and-foursquare-as-corporate-focus-groups.html?action=click&module=Search&region=searchResults%230&version=&url=http%3A%2F%2Fquery.nytimes.com%2Fsearch%2Fsitesearch%2F%3Faction%3Dclick%26region%3DMasthead%26pgtype%3DHomepage%26module%3DSearchSubmit%26contentCollection%3DHomepage%26t%3Dqry338%23%2Fmarketing+research

Harrison, R. L., & Reilly, T. M. (2011). Mixed methods designs in marketing research. Qualitative Market Research: An International Journal, 14(1), 7-26.

Iglesias-Rios, L., & Parascandola, M. (2013). A historical review of R. J. Reynolds' strategies for marketing tobacco to Hispanics in the United States. American Journal of Public Health, e1-e13.

Neff, J. (2014, 2/3/2014). Newell rubbermaid shakes up CMO model by putting research in charge. Advertising Age, 85, 34-34.





Osborne, L. (2002). Consuming rituals of the suburban tribe. The New York Times. Retrieved from http://www.nytimes.com/2002/01/13/magazine/13ANTHRO.html?action=click&module=Search&region=searchResults&pagewanted=1

Patino, A., Pitta, D. A., & Quinones, R. (2012). Social media's emerging importance in market research. Journal of Consumer Marketing, 29(3), 233 - 237.

Payne, C. R., & Wansink, B. (2011). Quantitative approaches to consumer field research. Journal of Marketing Theory and Practice, 19(4), 377-389.

Penenberg, A. L. (2011). They have hacked your brain. Fast Company, 85-124.

Picardi, C. A., & Masick, K. D. (2014). Research Methods, Designing and Conducting Research with a Real-World Focus. Thousand Oaks: Sage.

Rebarsky, W., Wang, D. X., & Dou, W. (2013). Social media analytics for competitive advantage. Computers & Graphics, 38, 328 - 331.

Verdurme, A., Gellynck, X., & Viaene, J. (2002). Are organic food consumers opposed to GM food consumers? British Food Journal, 104(8), 610-623.




Documents

viewUniversity of Bridgeport. Ernest C. Trefz School of Business. MKTG505 – 9S1. Marketing & Research Methods. COURSE SYLLABUS. Course . …