3 pages APA SOURCES: 4 MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION Assignment • Continue to build your plan based on the introduction you created in your last assignment. (See Below). • Tell the audience your reasons for using an instructional plan. • Be sure to describe what types of instructional resources you are creating. • Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization). • This section should be 3 pages. • Include a reference page.  Additional Information Begin with an outline of your project. Tell the audience your reasons for using an instructional plan. Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.  Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice. Assignment Expectations To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below). Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion. ***Last Assignment Introduction** Student Population & Needs Assessment The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.  The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014). Learning Objectives The specific learning objectives are: • To introduce the students to the key concepts in political science • To introduce the students to some of the major political ideologies and philosophies  • To introduce the studen.

1. 3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND
CONCLUSION
Assignment
• Continue to build your plan based on the introduction you
created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you
are creating.
• Align the chosen ID model to your organization (for example,
if you are working in a K-12 school environment, student
learning needs and learning objectives may be driven by state or
federal performance standards; versus, if you are working in a
non-profit organization and training adults, the learning needs
of your adult learners may be driven by a “gap analysis” or
“business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your
reasons for using an instructional plan.
Description of your Instructional Event or Course - The
instructional plan being presented is a college-level Political
Science course
Also, be sure to describe what types of instructional resources
you are creating. Include an explanation of who has authorized
or funded the instructional event or course you propose, and

2. what they expect.
Finally, once you have introduced the instructional event or
course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate
understanding of context and purpose of the assignment by
bringing all required elements (described above) to the
discussion, and meeting additional expectations (described
below).
Cite a minimum of four sources and incorporate them into your
paper. It is expected that you analyze and synthesize, not
merely summarize, sources. The reference page and overall
paper must be formatted properly in APA format and style
include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level
political science course. The political science course targets
college students in other areas of specialization. The
introductory course will provide the students with the
fundamental knowledge on the key aspects of political science.
The student population is not expected to have extensive
knowledge of political science.
The training program will begin by assessing the current beliefs
and attitudes of the students towards the position and value of
political science. The objective of the learning needs assessment
is to establish the knowledge gaps that can be addressed through
the training program (Spooner et al., 2007; Edwards et al.,
2014).

3. Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political
science
• To introduce the students to some of the major political
ideologies and philosophies
• To introduce the students to governance and the different
forms of government
• To define and explain the role of interest groups
• To explain the role of mass media in politics and the evolution
of mass media
• To provide an overview of international relations theories
Instruction Type
The type of instruction used should be aligned with the course
objectives and student attributes (Savery, 2008). The training
will be in the form of an 8-week course. The students who
enroll for the course will have up to 60 contact hours with the
instructor. The instructor will have three teaching sessions that
will be scheduled at the convenience of the learners, instructor,
and the faculty.
Instructional Materials
The main text that will be used for the course is Shively
Phillips’ Power & choice: An introduction to political science.
The students will also need internet to access online libraries
and other credible scholarly journals and articles.
Performance-Based Outcomes
The expected outcomes of the eight-week course that will be
evaluated include;
• Awareness of political science concepts and theories such as
majority rule, pluralist theory, bureaucratic theory, and
individualism
• The student’s ability to identify and describe the political
philosophies and ideologies of Plato and other early

4. philosophers
• Students ability to articulate the role of governance and
differentiate the different forms of government
• The knowledge of the role and influence of lobby groups and
interest groups in the politics and legislature of the US
• Knowledge of the role of mass media in politics and the
evolution with the introduction of social media
• Ability to identify the relationships between the different
topics covered in during the course.
• Ability to relate the covered topics to the current events in the
domestic and international context
• Ability to relate the covered political science topics with the
area of specialization of the students
Evaluation Strategies
The evaluation strategies selected by an instructor should
provide an opportunity to continuously assess progress and
adjust course objectives and instruction materials as necessary
(Barkley, Major & Cross, 2014). The learners will be evaluated
during and at the end of the 8-week course. The students will
engage in weekly discussions that are based on the topics
covered during the week. The discussion questions will provide
the learners with an opportunity for peer-to-peer interaction and
allow them to explore other external scholarly materials
associated with the topics. Each student will also complete an
individual assignment that links the covered topic to the
prevailing political environment.
Other than the individual critical thinking assignments, the
students will complete a group assignment in week 4. The
students will select a topic that ties the current political events
to one of the topics of the course and completes the task in
groups of 5-7. The students will select a political science topic
in week 7 and complete for submission at the end of week 8
upon instructor’s approval. The students will be provided with
rubrics for the discussions and assignments.
Required Reading
Akella, D. (2010). Learning together: Kolb's experiential theory

5. and its application. Journal of Management and Organization,
16(1), 100-112.
Connell, C., Hoover, G., & Sasse, C. (2001). Using the ARCS
model to design motivating curriculum. Allied Academies
International Conference Academy of Educational Leadership
Proceedings, 6(), 119-123. Retrieved March 2013 from
ProQuest.
Darryl, L. S. (2008). Section III: Designing and developing
effective learning - chapter 10: Instructional design models and
learning theories. Alexandria, United States, Alexandria:
American Society for Training and Development. Retrieved
March 2013 from ProQuest.
Huett, J. B., Moller, L., Young, J., Bray, M., & Huett, K. C.
(2008). Suporting the distnt student: The effect of ARCS-based
strategies on confidence and performance. Quarterly Review of
Distance Education, 9(2), 113-126,219-221. Retrieved March
2013 from ProQuest.
Kranch, D. A. (2008). Getting it right gradually: An iterative
method for online instruction development. Quarterly Review of
Distance Education, 9(1), 29-34. Retrieved March 2013 from
ProQuest.
Ogawa, M. C. (2008). Exemplary undergraduate teaching
assistant instructional practices as framed by the ARCS model
of motivation. University of Hawai'i at Manoa). Retrieved
March 2013 from ProQuest.
Sheet1Work Breakdown StructureProject Name:District 4
Warehouse MoveProject Manager:Date:Work Breakdown
Structure Purpose and LimitationsThe purpose of this worksheet
is to:Identify the work to be doneIdentify the types of resources
required for the workDevelop estimates for each work
elementThis worksheet does not address:When the work will be
completedUse the following table to define the major
deliverables and associated task detail for each deliverable. Use
the example (in red) for help in determining how to break up the
work and identify the Work ID numbers. Expand the table as

6. needed.Work Package
TaskTasksResource(s) RequiredEstimated Duration
(in days)
TasksEstimated Duration
(in days)
Work PackageID1Project Kick-off41.1Book location for
meetingProject Manager11.2Invite stakeholdersProject
Manager11.3Prepare presentationProject Manager11.4Conduct
the meetingProject Manager and Attendees12Project
Documents132.1Develop Charter/ScopeProject
Manager22.2Develop WBSProject Manager and
Workers72.3Develop Project PlanProject Manager22.4Develop
Communication PlanProject Manager23Status
Reports/Meetings33.1Develop Status ReportProject
Manager13.2Set schedule for team meetingsProject
Manager13.4Set schedule for stakeholder meetingsProject
Manager14Initial Planning Meetings with Vendors54.1Meet
with Framing/DrywallProject Manager and East Side Framing
PM14.2Meet with ElectricalProject Manager and Sparks
Electrical PM14.3Meet with PlumbingProject Manager and
Waterworks Plumbing PM14.4Meet with Finish WorkProject
Manager and Woodcraft Carpentry PM14.5Meet with Student
WorkersProject Manager and Student Workers
Manger15Electrical Permits105.1Obtain Electrical
PermitsSparks Electrical PM106Plumbing Permits106.1Obtain
Plumbing PermitsWaterworks Plumbing PM107Building
Permits107.1Obtain Building PermitsEast Side Framing &
Drywall PM108Framing248.1Framing-Order SuppliesEast Side
Framing & Drywall PM38.2Framing-BuildEast Side Framing &
Drywall158.3Framing-InspectCity & County58.4Framing-
Project Sign-offProject Manager19Electrical199.1Electrical-
Order SuppliesSparks Electrical PM39.2Electrical-InstallSparks
Electrical109.3Electrical-InspectCity & County59.4Electrical-
Project Sign-offProject Manager110Plumbing1910.1Plumbing-
Order SuppliesWaterworks Plumbing PM310.2Plumbing-
InstallWaterworks Plumbing1010.3Plumbing-InspectCity &

7. County510.4Plumbing-Project Sign-offProject
Manager111Drywall2411.1Drywall-Order SuppliesEast Side
Framing & Drywall PM311.2Drywall-InstallEast Side Framing
& Drywall1511.3Drywall-InspectCity & County511.4Drywall-
Project Sign-offProject Manager112Finish Work2412.1Finish-
Order SuppliesWoodcraft Carpentry PM312.2Finish-
InstallWoodcraft Carpentry1512.3Finish-InspectCity &
County512.4Finish-Project Sign-offProject
Manager113Workbenches2013.1Workbenches-Order
SuppliesStudent Workers Manager213.2Workbenches-
BuildStudent Workers1513.3Workbenches-Quality
inspectionProject Manager213.4Workbenches-Project Sign-
offProject Manager114Equipment Packing514.1Pack production
equipmentCity Equipment Movers PM214.2Pack non-production
equipmentCity Equipment Movers214.3Project Sign-offProject
Manager115Move715.1Move production equipmentExpress
Moving Company PM315.2Move non-production
equipmentExpress Moving Company315.3Project Sign-
offProject Manager116Procurement Closure516.1Review
contract workProject Manager316.2Release contractorsProject
Manager116.3Pay contractorsProject Manager117Project
Closure717.1Final reportProject Manager317.2Archive
documentationProject Manager317.3Lessons LearnedProject
Manager1
Sheet2
Sheet3
ID WBS Task Name Duration Start Finish Predecessors
Resource Names
1 1 Project Kick-off 1 day Mon 1/3/11 Mon 1/3/11
2 1.1 Book location for meeting 1 day Mon 1/3/11 Mon 1/3/11
Project Manager
3 1.2 Invite stakeholders 1 day Mon 1/3/11 Mon 1/3/11 Project

8. Manager
4 1.3 Prepare presentation 1 day Mon 1/3/11 Mon 1/3/11 Project
Manager
5 1.4 Conduct the meeting 1 day Mon 1/3/11 Mon 1/3/11 Project
Manager and A
6 2 Project Documents 7 days Mon 1/3/11 Tue 1/11/11
7 2.1 Develop Charter/Scope 2 days Mon 1/3/11 Tue 1/4/11
Project Manager
8 2.2 Develop WBS 7 days Mon 1/3/11 Tue 1/11/11 Project
Manager and W
9 2.3 Develop Project Plan 2 days Mon 1/3/11 Tue 1/4/11
Project Manager
10 2.4 Develop Communication Plan 2 days Mon 1/3/11 Tue
1/4/11 Project Manager
11 3 Status Reports/Meetings 1 day Mon 1/3/11 Mon 1/3/11
12 3.1 Develop Status Report 1 day Mon 1/3/11 Mon 1/3/11
Project Manager
13 3.2 Set schedule for team meetings 1 day Mon 1/3/11 Mon
1/3/11 Project Manager
14 3.3 Set schedule for stakeholder meetings 1 day Mon 1/3/11
Mon 1/3/11 Project Manager
15 4 Initial Planning Meetings with Vendors 1 day Mon 1/3/11
Mon 1/3/11
16 4.1 Meet with Framing/Drywall 1 day Mon 1/3/11 Mon
1/3/11 Project Manager and E
17 4.2 Meet with Electrical 1 day Mon 1/3/11 Mon 1/3/11
Project Manager and S
18 4.3 Meet with Plumbing 1 day Mon 1/3/11 Mon 1/3/11
Project Manager and W
19 4.4 Meet with Finish Work 1 day Mon 1/3/11 Mon 1/3/11
Project Manager and W
20 4.5 Meet with Student Workers 1 day Mon 1/3/11 Mon
1/3/11 Project Manager and S
21 5 Electrical Permits 10 days Mon 1/3/11 Fri 1/14/11
22 5.1 Obtain Electrical Permits 10 days Mon 1/3/11 Fri 1/14/11

9. Sparks Electrical PM
23 6 Plumbing Permits 10 days Mon 1/3/11 Fri 1/14/11
24 6.1 Obtain Plumbing Permits 10 days Mon 1/3/11 Fri 1/14/11
Waterworks Plumbing
25 7 Building Permits 10 days Mon 1/3/11 Fri 1/14/11
26 7.1 Obtain Building Permits 10 days Mon 1/3/11 Fri 1/14/11
East Side Framing & D
27 8 Framing 15 days Mon 1/3/11 Fri 1/21/11
28 8.1 Framing-Order Supplies 3 days Mon 1/3/11 Wed 1/5/11
East Side Framing & D
29 8.2 Framing-Build 15 days Mon 1/3/11 Fri 1/21/11 East Side
Framing & D
30 8.3 Framing-Inspect 10 days Mon 1/3/11 Fri 1/14/11 City &
County
31 8.4 Framing-Project Sign-off 1 day Mon 1/3/11 Mon 1/3/11
Project Manager
32 9 Electrical 10 days Mon 1/3/11 Fri 1/14/11
33 9.1 Electrical-Order Supplies 3 days Mon 1/3/11 Wed 1/5/11
Sparks Electrical PM
34 9.2 Electrical-Install 10 days Mon 1/3/11 Fri 1/14/11 Sparks
Electrical
35 9.3 Electrical-Inspect 10 days Mon 1/3/11 Fri 1/14/11 City &
County
36 9.4 Electrical-Project Sign-off 1 day Mon 1/3/11 Mon 1/3/11
Project Manager
37 10 Plumbing 10 days Mon 1/3/11 Fri 1/14/11
38 10.1 Plumbing-Order Supplies 3 days Mon 1/3/11 Wed
1/5/11 Waterworks Plumbing
39 10.2 Plumbing-Install 10 days Mon 1/3/11 Fri 1/14/11
Waterworks Plumbing
Project Manager
Project Manager
Project Manager
Project Manager and Attend

10. Project Manager
Project Manager and
Project Manager
Project Manager
Project Manager
Project Manager
Project Manager
Project Manager and East S
Project Manager and Spark
Project Manager and Water
Project Manager and Wood
Project Manager and Stude
Sparks Electrical P
Waterworks Plumbi
East Side Framing
East Side Framing & Dryw
East Side Fra
City & County
Project Manager
Sparks Electrical PM
Sparks Electrical
City & County
Project Manager
Waterworks Plumbing PM
Waterworks Plumbi

11. 2/1 2/2 1/2 1/9 1/16 1/23 1/30 2/6
January Februar
Task
Split
Progress
Milestone
Summary
Project Summary
External Tasks
External Milestone
Deadline
Page 1
Project: District4Move.mpp
Date: Sat 1/8/11
ID WBS Task Name Duration Start Finish Predecessors
Resource Names
40 10.3 Plumbing-Inspect 10 days Mon 1/3/11 Fri 1/14/11 City
& County
41 10.4 Plumbing-Project Sign-off 1 day Mon 1/3/11 Mon
1/3/11 Project Manager

12. 42 11 Drywall 15 days Mon 1/3/11 Fri 1/21/11
43 11.1 Drywall-Order Supplies 3 days Mon 1/3/11 Wed 1/5/11
East Side Framing & D
44 11.2 Drywall-Install 15 days Mon 1/3/11 Fri 1/21/11 East
Side Framing & D
45 11.3 Drywall-Inspect 10 days Mon 1/3/11 Fri 1/14/11 City &
County
46 11.4 Drywall-Project Sign-off 1 day Mon 1/3/11 Mon 1/3/11
Project Manager
47 12 Finish Work 15 days Mon 1/3/11 Fri 1/21/11
48 12.1 Finish-Order Supplies 3 days Mon 1/3/11 Wed 1/5/11
Woodcraft Carpentry P
49 12.2 Finish-Install 15 days Mon 1/3/11 Fri 1/21/11
Woodcraft Carpentry
50 12.3 Finish-Inspect 10 days Mon 1/3/11 Fri 1/14/11 City &
County
51 12.4 Finish-Project Sign-off 1 day Mon 1/3/11 Mon 1/3/11
Project Manager
52 13 Workbenches 15 days Mon 1/3/11 Fri 1/21/11
53 13.1 Workbenches-Order Supplies 2 days Mon 1/3/11 Tue
1/4/11 Student Workers Mana
54 13.2 Workbenches-Build 15 days Mon 1/3/11 Fri 1/21/11
Student Workers
55 13.3 Workbenches-Quality inspection 2 days Mon 1/3/11 Tue
1/4/11 Project Manager
56 13.4 Workbenches-Project Sign-off 1 day Mon 1/3/11 Mon
1/3/11 Project Manager
57 14 Equipment Packing 2 days Mon 1/3/11 Tue 1/4/11
58 14.1 Pack production equipment 2 days Mon 1/3/11 Tue
1/4/11 City Equipment Mover
59 14.2 Pack non-production equipment 2 days Mon 1/3/11 Tue
1/4/11 City Equipment Mover
60 14.3 Project Sign-off 1 day Mon 1/3/11 Mon 1/3/11 Project
Manager
61 15 Move 3 days Mon 1/3/11 Wed 1/5/11
62 15.1 Move production equipment 3 days Mon 1/3/11 Wed

13. 1/5/11 Express Moving Comp
63 15.2 Move non-production equipment 3 days Mon 1/3/11
Wed 1/5/11 Express Moving Comp
64 15.3 Project Sign-off 1 day Mon 1/3/11 Mon 1/3/11 Project
Manager
65 16 Procurement Closure 3 days Mon 1/3/11 Wed 1/5/11
66 16.1 Review contract work 3 days Mon 1/3/11 Wed 1/5/11
Project Manager
67 16.2 Release contractors 1 day Mon 1/3/11 Mon 1/3/11
Project Manager
68 16.3 Pay contractors 1 day Mon 1/3/11 Mon 1/3/11 Project
Manager
69 17 Project Closure 3 days Mon 1/3/11 Wed 1/5/11
70 17.1 Final report 3 days Mon 1/3/11 Wed 1/5/11 Project
Manager
71 17.2 Archive documentation 3 days Mon 1/3/11 Wed 1/5/11
Project Manager
72 17.3 Lessons Learned 1 day Mon 1/3/11 Mon 1/3/11 Project
Manager
City & County
Project Manager
East Side Framing & Dryw
East Side Fra
City & County
Project Manager
Woodcraft Carpentry PM
Woodcraft Car
City & County
Project Manager
Student Workers Manager

14. Student Worke
Project Manager
Project Manager
City Equipment Movers PM
City Equipment Movers
Project Manager
Express Moving Company
Express Moving Company
Project Manager
Project Manager
Project Manager
Project Manager
Project Manager
Project Manager
Project Manager
2/1 2/2 1/2 1/9 1/16 1/23 1/30 2/6
January Februar
Task
Split
Progress
Milestone
Summary

15. Project Summary
External Tasks
External Milestone
Deadline
Page 2
Project: District4Move.mpp
Date: Sat 1/8/11
Running head: PROJECT MANAGEMENT CASE-TRILLO
APPAREL COMPANY (TAC) 1
PROJECT MANAGEMENT CASE-TRILLO APPAREL
COMPANY (TAC) 5
Project Management Case-Trillo Apparel Company (TAC)
Name:
Institutional Affiliation:
Project Management Case-Trillo Apparel Company (TAC)
Introduction
When it comes to project communication, it is important to note
how the information flows from one team member to another
and how it impacts the project development. The design and
building of the new infrastructure require team support from
everyone. This means clear development of substantive
information regarding time, resources, procedures, and

16. processes focusing on the building of new infrastructure. Since
the warehouse is not enough to initiate product development and
to serve the needs of the customers in District 4, the company
has to develop a new warehouse using a diverse communication
framework.
Stakeholders on the District 4 Move
When it comes to mentioning the stakeholders involved in the
District 4 Move, we have to establish their responsibilities in
the current warehouse. It starts with the shipping department.
The group of employees is the ones in charge of the shipping
operations of a warehouse. This means that their role is crucial
to initiate development of the warehouse in District 4.
Secondly, Administrative Assistants. These ensure that the
warehouse is managed and operates in the right way. The
information technology department is another dominant
framework to support the IT operations of the new warehouse
and to integrate it to the position of the customers in the market
(Bojkovic, Bakmaz, & Bakmaz, 2015). The third stakeholders
include designer and customer services. Designers know how
the apparels are made as per the interests and preferences of the
customers.
On the other hand, customer service will always have to meet
and interact with the customers around them for them to initiate
development of the warehouse. District manager and order
fulfillment are also instrumental in the operations of the
warehouse in District 4. They ensure that orders go as planned
and that every operation and needs are fulfilled on time. Others
include operations, project manager, accountant, and sales team.
Communications addressed by each of the Customers

17. As reiterated above, the project manager will start with the
establishment of the warehouse. The project manager will be
communicating between the contractors and the senior
executives of the company. He/she will draw the plan for the
project and design the right frameworks to employ in supporting
developments of infrastructure and financial operations of the
project. Operations will be in charge of supporting the
machinery works in the right way regarding sewing the
machines. The operations officer will communicate about
efficiency and any lagging problems associated with the
machinery (Bailis, Narayanan, Miller, & Han, 2017). The
stakeholders mentioned above come after the completion of the
warehouse. Accountants will communicate about the amount of
cash generated against the number of funds used for the running
of the company’s operations. They will give reports to the chief
finance officer.
The shipping department will always look at the transportation
and delivery of products. They will talk about the right way to
improve efficiency and encourage flexibility in handling orders.
The administrative assistants will serve as a dynamic force in
informing the senior management of the importance of changing
operations and encouraging changes to align labor, skills, and
organizational goals with the needs of the customers (Dasgupta,
de Oliveira, & Vasseur, 2006). Designers will work under
administrative officers and will communicate the modern
designs needed to attract and maintain the market. They will
carry out research and ensure that they come up with a
competitive product. They create meetings which are used to
inform the company on the essential products for the market.
Conclusion

18. In conclusion, the warehouse will work properly if all the plans
on developing communication will work as per the needs of
TAC. It will have to engage all its employees in communication
and practical decision making for a positive outcome.
References
Bailis, P., Narayanan, A., Miller, A., & Han, S. (2017).
Research for practice: cryptocurrencies, blockchains, and smart
contracts; hardware for deep learning. Communications of the
ACM, 60(5), 48-51.
Bojkovic, Z., Bakmaz, M., & Bakmaz, B. (2015, October).
Research challenges for 5G cellular architecture. In
Telecommunication in Modern Satellite, Cable and
Broadcasting Services (TELSIKS), 2015 12th International
Conference on (pp. 215-222). IEEE.
Dasgupta, S., de Oliveira, J., & Vasseur, J. (2006, April). A new
distributed dynamic bandwidth reservation mechanism to
improve resource utilization: Simulation and analysis on real
network and traffic scenarios. . In INFOCOM 2006. 25th IEEE
International Conference on Computer Communications.
Proceedings (pp. 1-12). IEEE.