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This unit is designed to help the intermediate elementary school student become aware of the history of paper, the papermaking process, the variety of uses and kinds of paper, the economic aspects of the paper industry, and the importance of recycling. It includes 13 major concepts relating to paper, the behavioral objectives and expected student criteria for evaluation of each concept, pretests and posttests, background information (including a list of vocabulary definitions), suggested sequence of activities and appropriate methodologies, a bibliography of student and teacher reference materials, a list of appropriate films, and forms to record individual student data. (MLB)

The paper discusses the relevance of studying ethnocentrism in the secondary level social studies classroom. The study of ethnocentrism (a people's assumption that their way of life is the right way) allows students to share in the methodology of historiography, helps them to be aware of the importance of ideas and attitudes as historical data, and leads them to question cultural stereotypes. Ethnocentrism may be introduced in several ways. Students can discover how tribal peoples regard themselves by examining their group labels, by examining the concept of manifest destiny in American history, and by reading descriptions of American Indian cultures, autobiographies, and other ethnographic accounts in which custom appears as an integral element of a functioning culture. A brief description of the culture of the Plains Indians is provided as an example. (KC)

This position paper presents an interdisciplinary approach to the study of population. Six main sections are included in the paper: Introduction, The Growth of the Human Population, The Psychological Effects of Population Growth, Overpopulated America, Myths Concerning Population Growth and Control, and Population Education. Section 1, an introduction, opens the paper with an example of population growth in the Aztec society. Section 2 traces the history of population growth and man's steady removal of predators and diseases which once limited population growth. Section 3 examines the effects of overpopulation in relationship to basic characteristics of man. Overpopulated America, Section 4, looks at the history, present status, and future problem of population growth in America. Section 5 discusses such topics as space migration, immigration on earth, and the green revolution. The last section focuses on population education. This section includes guidelines for an interdisciplinary course, a minicourse, an episode, possible population programs, two plays, and a population survey. The paper also contains a bibliography including readings, films, filmstrips, slides, and organizations and agencies. (TK)

This position paper focuses on noise pollution and the problems and solutions associated with this form of pollution. The paper is divided into the following five sections: Noise and the Ear, Noise Measurement, III Effects of Noise, Acoustics and Action, and Programs and Activities. The first section identifies noise and sound, the beginnings of noise pollution, and describes the progress of hearing. A diagram of the ear is included. Noise Measurement, the second section, considers the hearing process, decibles, and sources of noise pollution. The third section, Ill Effects of Noise, examines some of the psychological and physiological effects produced by noise pollution. The fourth section introduces acoustics and outlines some measures for combating and controlling noise. The fifth section, Programs and Activities, suggests activities which can be used to explore noise and noise pollution. A glossary and bibliography are included. (TK)

Focusing on the resources of an academic library (th University of California at Los Angeles, in this case), this booklet outlines and discusses a plan for conducting library research in preparing a term paper. Beginning with a section on books, in which the card catalogue is explained, the outline continues with sections on periodicals and bibliographies. Additional comments concern the reference desk, pamphlets, government publications, newspapers, term paper guides, the audio room, and the university research library and other campus libraries. Examples of catalogue cards and periodical and bibliographical index pages are included. (JM)

The essay provides background material for a junior high school unit, The Emergence of the New American. The unit deals with the colonial period in America in terms of the evolution of the political American. Separate sections of the paper discuss the format of the course, the Englishman in the 17th century, the lure of the new world, changes over the generations in the new world, slavery, the influence of geographical differences in North and South in shaping people's lives, the old colonial system, and royal government in America. The final section of the paper traces the conditions which gave rise to American political attitudes. The author notes that even though early settlers patterned their governments after English Parliament, a very different kind of government and attitude toward government existed. Since government in the colonies was everybody's business, it lost the sanctity and awe with which it had been surrounded in England. A table of contents of the four-part unit is included. Some titles in Part I include: What Motivated Englishmen to Plant Colonies in America?; On New England; and On Virginia. Part II presents Bodo, the Life of a Medieval Peasant, and two articles on Virginia. Part III is the game, Empire (see SO 012 054), and Part IV covers the New American, sections of Samuel Sewall's diary, readings about an indentured servant, a slave, George Washington, and the conflict between the colonial assemblies and the royal governors. (KC)

The two papers represent the result of a four-week 7th and 8th grade unit entitled the Caesar Unit. Organized using primary sources, the basic materials were a selection of Cicero's letters and Caesar's Commentary on the Civil War. The first paper, by the classroom teacher of the unit, contains brief factual information about the materials, children, and classroom conditions, and records the author's impressions. Six children selected from public and parochial schools in the Cambridge, Massachusetts area participated in the daily one-hour classes. The classes concentrated on sources of and reasons for conflicts in the accounts of Caesar and Cicero. The author's evaluation of the course centers around difficulties in translations, the need for background information, and relevant materials. The second paper records events from the point of view of a linguist and offers suggestions about the relation of linguistic skills to the ability to read, study, and write history. The necessary skill of critical reading is discussed in terms of the students' ability to infer information from written material. The author reports results of a test given students in which they were asked to point out the ambiguities in selected quotations. The difference between students interacting with each other as opposed to interacting with the material is also discussed. (Author/KC)

Presented is a working paper which reviews the research on learning, language, social behavior, and curriculum for moderately retarded children IQs from 30 to 50 and provides a bibliography of approximately 1,000 items. The review of the research covers learning processes of the moderately retarded in sections on reinforcement, discrimination learning, information processing, and academic learning; language learning in the moderately retarded in sections on language and cognition, language assessment, and language programs; social behavior with emphasis on the improvement of adaptive behavior; and curriculum research. Discussed are implications of the research for curriculum development such as cost effectiveness and procedures for development of a social curriculum which is planned to consist of three interrelated components (social learning, communication skills, and perceptual-motor skills in three phases (play, sensory awareness, and achievement). The bibliography provides an alphabetical listing (by author) and a listing by the following topics: learning characteristics, behavior modification, Down's syndrome, communication, social behaviors, educational programing, curriculum guides, parent aids, and measurement. (DB)

Negotiable instruments--various kinds of paper--are treated in this brief course outline with the objectives of teaching the student to: (1) understand and relate monetary legislation to his personal affairs, (2) understand four types of negotiable instruments, (3) demonstrate an understanding of transferring negotiable instruments in a practical application, (4) identify four types of endorsements on negotiable instruments, (5) complete three types of instruments from given information, (6) demonstrate knowledge of maker and endorser responsibilities in a case problem. Course objectives, learning activities, evaluative instruments, student and teacher resources are included. More than one-half of the pamphlet is devoted to test appendixes and keys. (NH)

The author explores the utility of educational games in elementary and secondary social studies classes. Separate sections of the paper discuss types of games, similarities among formal games and social studies topics, educational game design, and examples, advantages, and limitations of educational games. Game playing in society is described as either formal or informal; formal games comprise three categories: showdown, strategy, and a combination of the two. A table of social studies topics which include the subject areas of history, geography, civics, and economics that can be broken down into elements common to formal games is presented. Next, the process of game design is explained in three steps: system analysis, simulation design, and refinement. System analysis defines the major actors in a process, their interactions, and their decision rules in responding to each others' actions. Following the discussion of game design, eight examples of educational games relevant to social studies and designed by the author are briefly described. The final section notes several advantages of games in the classroom setting: they present concrete problems in a simplified but dramatic form; the attention span of elementary school children is increased; the player gains a growing sense of structure among the game variables; and the games which simulate reality can present the great problems of contemporary society on a level of specific human action that directly relates the student's decisions to the larger world. Disadvantages are discussed in terms of teacher attitudes and the attractiveness of games to children. (KC)

This publication ends by offering a self study booklet to assist those in Catholic schools in drafting a practical and effective statement of their school's philosophy. The chapters that precede it provide the background and context of the self study booklet. In this paper the "Catholic" dimension of the school's philosophy is especially emphasized and other dimensions are to some extent slighted. The first chapter discusses the four "faith-views" held by Catholics: the traditional, the conciliar, the reform, and the independent. The second chapter summarizes two National Catholic Educational Association (NCEA) surveys of practices that had some relationship to the Catholic dimension of the school, ranging from religious instruction, to faculty, student, and parent interaction. Chapter 3 reports on several research findings that show correspondence between basic beliefs and attitudes and views on school practices. Chapter 4 presents ways to develop an effective philosophy for a Catholic school. (Author/MLF)

The papers and research reports comprising the ten chapters of this monograph were originally prepared as background information for a national study of engineering technology education in the United States. Chapter I briefly describes the historical and contemporary settings of engineering technology education. After Chapter II provides information on the characteristics of engineering technology curricula and a tentative classification system for content areas, Chapter III illustrates the kinds of curriculum guides which appear in the catalogs of two-year institutions offering engineering technology programs. Chapter IV describes some of the characteristics of the mathematics, chemistry, and physics courses taught as part of the engineering technology curriculum. An overview is presented in Chapter V of the process of accreditation, especially in relation to the engineering technology field. Chapter VI reports on a study of engineering technology faculty, providing information about characteristics and attitudes. Chapters VII and VIII provide results for studies of the characteristics, perceptions, and activities of engineering technology students and graduates. Chapter IX considers issues related to the certification of engineering technicians, while Chapter X concludes the monograph with a statistical model projecting the future of engineering technology education. Appendices provide a list of institutions offering educational technology programs, survey instruments, enrollment estimates, and a bibliography. (AYC)

Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide useful information for possible revision of leave plans. Sixty-six universities were surveyed by means of a questionnaire and the results revealed similarities among the four groups of countries regarding the length of service prior to leave (generally 6 years); differences among the four groups, including the use of retraining leaves as a form of sabbatical; salary paid during regular sabbatical leave; and travel expenses. The conclusions drawn from the data are that Canadian leave plans are not nearly as uniform as those in United States universities; Canadian plans have become more formalized and better documented since 1969; salary paid for full-year leaves in Canadian universities has improved since 1969 and is now substantially better than in the United States, but not as good as in Australia and New Zealand; and participation rates in all countries appear to be higher than those reported prior to 1965 by Ingraham. (JMF)

This publication is intended to assist the leaders of collegial teams and to provide a plan for a school district program coordinator to use in establishing a number of collegial teams within a district. Part 1 presents a thorough definition of a collegial team and describes what such a team does. Also provided in this section is information on team development, team assessment techniques, and some suggested ways to begin a collegial team renewal program. Within this section, the roles of the team member, team leader, district planner, and district superintendent are discussed. Part 2 focuses on the leadership role of the collegial team leader and the role of the program coordinator responsible for establishing several collegial teams in a school district. The leadership characteristics essential to each role are discussed and related to the skills necessary for implementation of a collegial team program. The appendix contains a number of resource materials and instruments that may be useful to collegial team leaders and/or district program coordinators. An annotated bibliography of relevant publications is also included. (Author/JG)

In Pennsylvania, the legal duty to reimburse a school district is based on the days of instruction provided by a district and payment only for the actual number of instruction days up to 180. The Department of Education presumes that, during a teacher strike, no days of instruction are being provided. However, should a school board notify the department that it intends to keep its schools open during a strike, the department--in performance of its duty--must make certain that the district's pupils are receiving an adequate education in conformity with the school code and state board regulations. This manual outlines the procedure that the Department of Education would use in fulfilling its statutory duty. (Author/JF)

This report describes an instructional package designed to replace a set of unsatisfactory textbooks used to teach State history, government, and geography to 4th-, 7th-, 11th-, and 12th-grade students in Virginia. The format of the package, taking what is described as the "inquiry approach", revolves around a series of short television programs with pre- and post-viewing classroom activities. The report is divided into three major sections. The first discusses instructional methodology--inquiry, concept learning, and valuing. The second describes the format of a typical unit of instruction, and the third reviews the extant literature on research in instructional television. Two typical lessons are attached as appendixes. (WDR)

This document is a collection of informative pamphlets, articles, and resource materials to be used in the development of classroom career education programs. Among the inclusions are: a four-page model of a career education program from kindergarten to post high school, a one-page article about career development, a one-page diagram of the major elements of career education, brief outlines of jobs associated with the 15 occupational clusters, and diagrams showing occupations related to interest and ability in 14 curriculum areas. (JC)

Presented is a model of a graduate course for students from a variety of disciplines on human sexuality and the developmentally disabled. Course objectives are said to include competencies in designing and administering programs to foster appropriate sexual behavior and in assisting parents to deal with their children's sexuality. Seven resources to aid the instructor in facilitating discussion are listed. The course outline consists of six major topics (psychosexual development and overview, attitudinal considerations, institutional and community policies and practices, sex education and remediation, and parental concerns) with associated readings. (CL)

These 20 inquiry exercises bridge the "understanding gap" between elementary school students' impressions and the reality of China. The exercises involve students in developing relevant understandings about China and the world, as well as in extending their skills in social studies and social education. Arranged alphabetically by title, the exercises include initiatory, developmental, and culminating inquiry into the affective and cognitive domains of learning. In all of the exercises, a possible instructional use is identified, teaching techniques and devices are described, and, when appropriate, teacher comments are also suggested. Students are asked to find the answer to a researchable question. For instance: one exercise involves determining China's place in the world by counting references to China from sources such as newspapers and recording the information in comparison with that for other countries. Students then construct a mental map of the world. Another exercise involves the identification of attitudes toward China through role playing. (Author/JH)

In the first of these two lessons, students study the concepts of three sides of equal length, three equal angles, plane figure, closed figure, and simple figure by reading descriptions, considering examples and nonexamples, and completing exercises. On the second day they combine these concepts in a definition of equilateral triangle. The materials are self-contained but should be preceded by introduction or review of a vocabulary list provided; answers and explanations immediately follow each set of exercises. A brief introductory review of research related to concept learning describes the rationale for the techniques used within the lessons which were developed as part of the Project on Conditions of School Learning and Instructional Strategies at the University of Wisconsin. (SD)

This teaching guide presents a description of the inquiry method as applied to the study of India. Some specific techniques are presented that might be employed to use India-related materials for secondary level Asian studies. The inquiry learning method is emphasized, in contrast to most materials on the study of India which offer a traditional, historical approach. Some basic principles of inquiry with examples of how they can be applied to the Indian unit are described in the first section. The second section discusses materials that can be employed -- maps, pictures, readings, and data. The third section describes some values clarification techniques that work well with India materials. The final section explores the need for revisions in evaluation, and suggests possible tools for testing and evaluation. Source materials are recommended and illustrated throughout. (Author/ND)

A manual was developed to give "some rational guidance in citing procedures for United States government publications." The manual calls for full citations, rather than abbreviations in order to ease the task of identifying and locating a document. Directions are given for bibliographic citations of: general publication; Congressional publication; Presidential publications; laws, regulations, treaties, Supreme Court decisions, and the Constitution; as well as periodicals. Appendixes contain a selected list of style manuals and sample bibliographic citations. (DGC/JY)

The job readiness workshop was designed to offer participants improved methods of finding employment. The manual is intended to be used with small groups of unemployed or underemployed individuals in a workshop setting. The workshop's materials are designed as a resource unit, not as a teaching plan. The attempt has been to present desirable objectives, possible leading statements and approaches for the leader, key questions, suggested participant activities, and concerns and problems that participants often have during the job seeking process. The program is made up of eight units best suited for a single all-day meeting. Each unit contains suggested activities developed to increase individual involvement in the learning process. The format is designed to help determine problems, questions, and concerns of participants and then allow for group discussion that will lead to solution of these problems. Units deal with participants' self-evaluation of occupational abilities and liabilities, developing job expectations, completing resumes, discovering jobs in the local area, completing applications, and developing interviewing techniques. Materials for use with each unit are appended. (Author/LJ)

The present project is aimed at evaluating and describing the quality, uniformity and standards of vocational rehabilitation throughout the state agencies in the United States. The aim is to identify techniques, personnel, practices, programs and services that do and do not substantially contribute to effective vocational rehabilitation of specific types of clients. A second aim is to collect and store raw and processed data and information in a National Data Bank. The establishment of a National Data Bank will allow for the research use and re-use of data in vocational rehabilitation by research investigators at the Arkansas Rehabilitation Research and Training Center and throughout the nation. The project will have three phases: (1) questionnaires to provide information, examine differences in perceptions, and provide outcome data; (2) state procedures and policies to be compared; (3) an "in-depth" study of the rehabilitation process. The methodology of this latter phase is extensively described in the remainder of the booklet. (Author/NG)

The development of motion visual instructional messages should proceed according to systems principles. This would permit the creation of more effective visual messages, allow educators to use more effectively the various media as communication tools, and assist in the refinement of the instructional development process. Like any system, a system for the development of motion visual instructional messages contains inputs, processes, and outputs. Inputs include needs and goals, a mastery model describing the student's role in the setting where he will be expected to use the capabilities he learns from instruction, constraints, and evaluation data. Essential processes which must be found in the system are: content analysis, presentation analysis, scripting, production, and implementation design. The outputs of such a system will be instructional messages which meet the requirements of: 1) integrity (completeness); 2) fidelity (clarity and precision); 3) validity; and 4) reliability. (PB)

The publication was prepared for the United States Office of Education for use by teachers who direct agricultural training programs in safe tractor operation and safe farm machinery operation that comply with the United States Department of Labor regulations on hazardous occupations in agriculture. Upon successful completion of these training programs, 14 and 15 year old youths may receive a "Certificate of Training" which permits them to apply for and accept employment as farm tractor and machinery operators as defined on the certificate. The training program is presented in two parts: one for safe tractor operation (a minimum of 15 hours of instruction required), and one for safe farm machinery operation (a minimum of 10 hours of instruction required plus completion of the tractor program). Emphasis is placed on developing the skills and knowledge needed for safe tractor and machinery operation and developing an understanding of safe operating principles. An item-by-item outline is provided, followed by anticipated problems, questions, and concerns of students, suggested activities, and references for each unit. The relevant section of the Federal Register is appended. (Author/BP)

The guide presents units of instruction for secondary consumer education and home management education which were developed at a workshop. The subject areas covered by the units, their teaching time, and suggested grade level areas are as follows: (1) organizing resources (one to two weeks, grade 7), (2) making personal and consumer decisions (two parts, each three to four weeks, grade 8), (3) managing human resources within the family (three to four weeks, grade 9), (4) managing family finances for development of purchasing power, financial security, and knowledge of family economic activity (four to five weeks, grade 10), and (5) educating the consumer for managing the family's resources (one semester, high school, non-majors or non-minors in home economics). Each unit divides the subject area into concepts which are further divided into sub-concepts. For each sub-concept, objectives are presented followed by a list of generalizations with corresponding learning experiences. The learning experiences include a wide variety of individual and group activities. Some activities are based on the materials listed in the comprehensive multimedia bibliographies which follow all but the last unit. (MS)

The notions of topological equivalence for one-, two-, and three-dimensional figures, as well as for graphs and networks, are developed for classroom use with children between the ages of three and ten. Properties of open and closed curves are also examined. This manual, addressed to the teacher, describes several activities related to each concept to be introduced. In order to implement this material, the teacher would need plastic clay, colored beads, and wire or pipe cleaners for each student. (SD)

The lessons and test which comprise this document were used in two experiments concerning the effects of discovery and expository modes of presentation on retention and transfer. The methodology and results of the experiments are briefly summarized. Eight lessons are included: (1) two introductory lessons; (2) three lessons in the expository mode, one on triangles and two on quadrilaterals; and (3) three lessons in the discovery mode, one on triangles and two on quadrilaterals. Also included is a 28-item multiple-choice test dealing with concepts presented in the lessons on quadrilaterals. (Author/DT)

Photograph of an exterior view of the office and factory of Western Waxed Paper Company, 1910-1940. The front of the building is shown, behind cars parked in its lot. Behind the building, a water tower can be seen. A second portion of the building, featuring large wall-sized windows, is pictured at left where a group of men can be seen congregating.

The papers consist of Pendleton's miscellaneous Civil War papers, including military orders and dispatches directed to Gen. Richard S. Ewell and others; a note from Pendleton to his father concerning the death of General Stonewall Jackson in May 1863; a request for a leave of absence, and other documents.

Thomas A. Stevenson papers, 5 items. Including three letters (1860 Nov. 20; 1861 Feb. 23 and April 19) from Cadet Stevenson (known as Andrew) to his sister Maria, in which he discusses the possibility of war, the celebration of Washington's birthday, and war preparation activities at VMI following the announcement of Virginia's secession. The papers also include one Confederate War Department visitor's pass (1861 Nov. 11) allowing Maria Stevenson to travel to Norfolk; and one letter (27 March 1862) introducing Cadet Stevenson to Major Taylor and recommending him for drillmaster duties.

Full text transcriptions of significant portions of the William Dabney Stuart Papers. See finding aid link for complete description of this collection. The bulk of the collection consists of the Civil War papers (ca. 60 items), 1861-1863.

Selected documents from the Claudius Crozet papers, relating to his professional and personal life. These items are part of the Claudius Crozet papers.

The paper addresses issues involved in the management of and curriculum for children with sensory impairments combined with cerebral palsy. The first part details typical deformities and their causes in children with cerebral palsy, and describes (with illustrations) techniques for therapeutic handling and positioning in daily living tasks at home and in the classroom (including picking up the child, positioning the child for play, positioning in chairs, and standing and walking). The role of the consulting therapist is considered and the importance of cooperation between therapist and teacher is stressed. Part II considers strategies for adapting the deaf-blind curriculum for a blind child with cerebral palsy. (CL)

Eight volumes of copies and original speeches and legal opinions of Minter L. Wilson, lawyer and judge of the Seventeenth Judicial Circuit, Monongalia County, West Virginia, 1937-1945.

Papers include a regimental roster, documents pertaining to his appointment as hospital steward, and requisitions.

Civil War era items from the John E. Roller Papers. Includes transcriptions of letters concerning life at VMI and scans of dispatches and telegrams (1864) dating from his service with the Confederate States Engineers. Additional descriptive information in Guide/Finding Aid (linked below)

The collection consists of 3 Civil War era letters (1862-1863) from Confederate soldier Thomas M. Wade to his sister Lou, written while he was serving as a Private in the 1st Rockbridge Artillery Battery. Topics include daily camp life; personal news; and brief references to Stonewall Jackson and the battle at Antietam (Sharpsburg). The papers also include one post-war photograph of Wade, circa 1870, viewable in the photographs database.

The collection consists of Clarke's Civil War papers (1861-1865; 12 items). Documents include commissions, military orders, correspondence and dispatches concerning activities in and around Charleston, South Carolina during the period 1864-1865; letter (Feb. 4, 1865) to Col. Clarke from Headquarters discussing proposed training of African-American troops in the Engineer Corps.

The papers consist of the Civil War letters (6 items; July-October 1861) of Confederate officer Lt. Col. Michael G. Harman, written from Headquarters, Staunton, Virginia, where Harman was Quartermaster. The correspondence concerns supplies of corn, clothing, horses and other items; transportation problems; and other Quartermaster Department problems.

The collection consists Civil War papers including two commission documents, extracts from orders, a letter from Governor John Letcher ordering Boykin to proceed to Grafton and communicate with Col. Thomas J. Jackson (Stonewall), one letter bearing the signature of Gen. Robert E. Lee.

Miscellaneous Civil War papers (6 items), including letter of commission; promotion order; order to assume duties of Provost Marshall in Winchester, VA; letter to Capt. O'Brien complaining about shortage of rations, etc.; furlough request; receipt.

Selected items from the miscellaneous World War II papers documenting the army service of George J. Tompkins, Jr. Included are Gen. Eisenhower's letter to the troops about to participate in the D-Day invasion, June 1944, and a similar item from President Roosevelt.

These items comprise the Civil War era documents from the Joseph H. Carpenter Papers. They consist of correspondence (2 items) written by Carpenter, including letter of June 16, 1862 describing fighting near Port Republic, Virginia; letter of recommendation from BG John Echols to Jefferson Davis; two Commission documents, 1861; and one letter written by SGT Benjamin Karnes in 1864 (he served in Carpenter's Battery).

Papers consist of two letters (1862) written by Cadet Atwill to his parents, relating anecdotes about life at VMI; one letter (July 1864) from Supt. Francis H. Smith notifying family of Atwill's death; fragment of Atwill's cadet account book.

Papers consist of 10 miscellaneous documents, 1862-1864, from Craun's military service with the 12th Virginia Cavalry. Regiment. Included are receipts; orders regarding foraging and picking up prisoners; ordnance list for Co. H., 12th Virginia Cavalry. One misc. receipt dated 1857.

Selected documents from the World War I papers of Alfred D. Barksdale. Included is a letter from Barksdale to his sister, dated August 20, 1918, written shortly after his arrival in France. He comments on the visit of Gen. John J. Pershing to his regimental HQ and other activities.