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The Experiences of Abraham Lincoln as a Historical Leader
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Abstract
Abraham Lincoln remains to be one of the most outstanding leaders in the history of the United States. Coming from a humble background and educating himself prepared him for a greater responsibility in the future. He was elected as the President of the United States in the 1860 election. The greatest challenge of his tenure as President was the unexpected dissolution of the states from the Union ahead of the civil war. As the first Republican President to be elected, he greatly opposed slavery as he thought it was a hindrance to social mobility and democracy. This put a target on his back as his conspirators became determined to assassinate him. He upheld the values of honesty and fairness, which he gained growing up. He narrowly escaped death after his assassination attempt in Baltimore was unsuccessful. To implement his vision, he collaborated with the military and connected with his people. He made many sacrifices including putting his life and that of his family in danger. He was self-continuous and managed his emotions by channeling his anger and frustration to other activities like writing letters. He was a democratic leader. Leaders are made and born. While some people are born with innate traits that predispose them to become leaders are a product of the environment.
The crisis that President Abraham Lincoln Faced
The greatest crisis that President Abraham Lincoln faced during his tenure was the unexpected dissolution of states from the Union. President Lincoln had just been inaugurated as the first Republican and sixth president of the United States. In the days between his election and inauguration, seven out of 31 states in the lower secede had already voted and exited the Union (Amar, 2017, p.34). This was the time when the United States had been most divided in the country’s history. Even before Lincoln laid his hand on the Bible during his swearing-in, seven states had already exited the union. This was only the beginning of the crisis as more states would follow as the heat continued to build-up ahead of the civil war coming month. The 1860 election was deemed the most controversial and intense election in the history of America. The main reason for the collapse was the desire by Southern states to continue with slavery. The states were convinced that the November 1860 election that yielded a Republican candidate, Abraham Lincoln posed a threat to slavery and white supremacy. As a presidential incumbent, President Lincoln had declared his intention to oppose the expansion of slavery to western states. In his March 1861 inauguration speech, President Lincoln said that he would not interfere with slavery in states where it was rife. However, he states the states’ secession from the union was illegal and would reciprocate violence with force.
Abraham Lincoln’s Childhood Experiences
Abraham Lincoln’s childhood and teenage experiences had a tremendous impact on his future as a leader. Undoubtedly, the experiences shaped how he handled the secession crisis of southern states when he was elected President. Lincoln had a rough childhood. His mother passed on when he was a boy, and his family moved around numerous times. Lincoln did not want to follow in the footsteps of his family to become an Illinois farmer. He quickly enlisted as a volunteer in the Black Hawk War. This war was a battle meant to move Indians into the United States. Lincoln was soon elected as the lead soldier which “gave him more satisfaction than any election he has ever won” (Browne, 2019, p. 56). His childhood prepared him to be the man that would lead American during the Civil War. Lincoln came from a humble background. He had a desire in him to learn, but at the time textbooks did not exist. Lincoln attended school for a total of one year in his early life. Because he loved to read, he would walk long distances to borrow a book. Eventually, he made up for the lack of education with the reading his did during his spare time. He eventually became an educated man after studying law and starting his practice. Although he grew up as a free man, he did not have many freedoms like other privileged white boys from his state. His humble roots made him frugal and non-materialistic. This is the reason why he grew into an appreciative and humble adult. He grew up knowing the values of fairness and honesty. At nineteen, Lincoln co-steered a flatboat in the Mississippi river and was tasked with offloading the produce from the boat and returning the money earned to his employer. He witnessed first-hand the mistreatment and auctions of slaves, which shaped his views about the horrors of slavery and the world in general. These experiences shaped him to become a renowned leader in the history of the United States.
The Obstacles Abraham Lincoln Faced During the Secession of States in 1861
One of the major obstacles Abraham Lincoln faced as he dealt with the secession of states from the union was his assassination attempt. There was a plot to assassinate him in February 1861 onboard a train on his way to the inauguration ceremony after he won the hotly contested election. His attacker James Luckett was hell-bent on assassinating Lincoln before passing Baltimore (Foner, 2018, p.21). His enemies feared that Lincoln would oppose slavery and prevent it from extending to new states. There were rumors about the threat on his life, but Lincoln did not take them seriously. He was traveling in the company of his family and his two secretaries and several bodyguards for protection and he would stop at various stops to give speeches. What put him at more risk is that his itinerary was public knowledge and people knew the cities he would stop. Initially, he did not respond to the threats and neither did he take precautions. He insisted on completing his journey and making public addresses in the cities of Buffalo, Cincinnati, New York, Albany, Baltimore, Philadelphia, Indianapolis, and Cleveland. His conspirators planned to kill him as he boarded the carriage at Baltimore‘s Calvert Station after moving from the train, but this did not occur. He eventually took the threat on his life seriously and with the aid of Pinkerton’s plan, he escaped assassination. According to Pinkerton, Lincoln remained calm and collected as he disguised himself and traveled in the back of a public train until he was out of danger. Lincoln possessed the important traits of a leader, including commitment and confidence. Despite the threat to his life, he still insisted on making speeches to the people even when he was advised against it. He put the interest of other people before his own. He possessed a democratic leadership style where authority is decentralized.
How Abraham Lincoln Sought to Implement his Vision.
Lincoln capitalized on two strategies to implement his vision, including connecting with his people and managing the military. Having developed ordinariness following his 30 years political career in Illinois, he was good at relating with the members of the public. Lincoln always reassured his people and communicated a deeper message about the purpose of the war (Johnson, 2018 p.153). His aim was to fight atrocities in the United States because, in his view, slave owners were a hindrance to social mobility and democracy. Moreover, to attain his mission of ending slavery, he capitalized on his relationship with the army. He had established a good relationship with the commanders and generals which ensured there was no conflict in his dealings with them. Without a doubt, Lincoln was successful, and he heavily contributed to the end of the civil war. Lincoln could not have done anything differently. He did a good job and played his part in calling out slavery as a barbaric act. At the time, not many people were willing to stand up for the truth except Lincoln. If I was in Lincoln’s shoes, I am not sure how I would have responded to the situation. Under pressure, I tend to cave in. Being a leader is not easy, and it requires a person to rise above fear. If I were in Lincoln’s position, I would have probably put my life first because I do not believe in losing my life as I push an agenda is worth it. I value my life more than anything else and would not risk dying over pushing an agenda.
Sacrifices Abraham Lincoln Made
Lincoln believed in the cause of equality for all humans and he put his freedom and life on the line to achieve this goal. Additionally, he sacrificed his time and his family’s safety to put an end to slavery. He was referred to by many as a leader, a martyr, and an orator until his death. Lincoln changed his career from a lawyer and took a political route so that he could make a difference in other people’s life (Koehn, 2017, p.67). Many people also say that he was a God-fearing man who devoted his life to fighting the spread of slavery in the South and prevented its spread in the North.
How Abraham Lincoln Managed His Emotions
Lincoln had mastered the ability to control his emotions, a trait that is imperative for leaders. Subordinates often challenged him and instead of lashing out in anger or retaliating, he would channel his emotions to other activities. Lincoln used to write letters to diffuse his anger and feelings (Nicolay, 2018, p. 67). To overcome his struggles, Lincoln relied on faith and belief in higher authority in times of depression and hardships.
Are Leaders Born or Made
Leaders are born and made. Some individuals are born with intrinsic traits that groom them to become leaders in their future (Rable, 2021, p.121). At the same time, some people might not be gifted with natural leadership character traits, but their environment shapes them into great leaders. They might have a mentor who helps shape them into leaders. Mentors can be parents, teachers, or role models. All in all, grooming leaders requires effort, desire, and experience. As such, leaders are made and born.
References
Amar, A. R. (2017). The Inaugural Abraham Lincoln Lecture on Constitutional Law: Electoral College Reform, Lincoln-Style. Nw. UL Rev., 112, 63.
Browne, F. F. (2019). The every-day life of Abraham Lincoln: A narrative and descriptive biography with pen-pictures and personal/recollections by those who knew him. Good Press.
Foner, E. (2018). The fiery trial: Abraham Lincoln and American slavery. The Chautauqua Journal, 2(1), 5.
Johnson, R. J. (2018). Finding the truth: multivariable analysis and the assassination of Abraham Lincoln. JR Coll Physicians Edinb, 48(2), 153-154.
Koehn, N. (2017). Forged in crisis: The power of courageous leadership in turbulent times. Simon and Schuster.
Nicolay, J. G. (2018). A short life of Abraham Lincoln. BoD–Books on Demand.
Rable, G. C. (2021). Index to a true history of the assassination of Abraham Lincoln and of the conspiracy of 1865.
Business and Economic Review In my opinion, the assertions about TikTok and some other tech companies cannot be fully reliabl
Business and Economic Review
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Business and Economic Review
In my opinion, the assertions about TikTok and some other tech companies cannot be fully reliable. Of course, tech companies can pose a severe threat to national security; however, the plan is primarily orchestrated to economically sabotage Chinese technological innovations to allow money leakages back into the United States (“Trump Effort to Keep U.S. Tech Out of China Alarms American Firms”, 2020). Some crucial personal information is left on the internet servers, and some criminals might steal this data and use it to conduct criminal activities. The government has every right to protect its citizens and organization concerning the matters of national security. Some privacy that can be invaded includes personal emails, photos, work information, and cell phone contacts, as they are left exposed on the internet and can be used for fraudulent activities.
I do not think that banning the technology if the parent company refuses to sell the operations to US firms will resolve anything. I believe foreign companies should be given fair opportunities and treated similarly to how the United States corporations operating abroad, provided they comply with the rule of law. The parent company is well equipped to managing whatever technology it has invented as opposed to force-selling in the US firms. Perhaps, they might be forced to sell it, and since they are the one who created it ends up compromising the same data, the United States government are trying so hard to protect. TikTok has done quite a lot proving how more transparent their operations and practices are while playing so hard to disregard any association with Beijing, where sweeping national security law enacted by the Chinese government was made effective most recently (“Trump Effort to Keep U.S. Tech Out of China Alarms American Firms”, 2020). TikTok global head of security vowed that the app is committed to maintaining robust security practices. It has always practiced that, even allowing outside firms to conduct audits on its technology.
There are two main methods for strictly regulating services importation, namely, through quota systems and tariffs. Through a quota system, the United States government can limit the number of foreigners or rather the minority groups entering the US every year while also limiting their numbers in business firms as per the policy document. When the United States imposes a quota to those Chinese tech firms, it will restrict their trade operations, limiting the monetary value of product services that the United States is importing while allowing such firms to operate in our country. In other words, quotas work to boost domestic production at the foreign output expense by restricting foreign competition (Rodrik, 2018). As it is commonly known, foreign corporations are subject to paying a massive amount of taxes. If the United States decides to ban the TikTok company, it will be losing some enormous sums of revenue needed for the economic gains of our country. Similarly, a relatively high number of jobs will be lost in banning TikTok.
Tariffs significantly hamper the economic growth in a given country as it raises prices and reduces services available to the consumers (Rodrik, 2018). TikTok can be forced to pay a massive amount of taxes to operate in the United States, making their operations difficult and even cutting down their revenues. On economic terms, imposing tariffs and strict trade policies lead to a substantial drag in the country’s economy (Rodrik, 2018). Taxes impose costs that extend beyond the direct price of a dollar increases on targeted goods and services. When it comes to US services, the introduction of tariffs might translate to domestic producers’ financial gains since their production is made relatively more competitive than imports. It also leaves the citizens who cannot afford local services more vulnerable to economic disadvantages as import services are relatively lower.
By selling TikTok, it means that the United States government is trying hard to prevent Chinese tech firms from dominating in advance technologies to protect American tech companies. If the parent company for TikTok eventually sells it to American firms, all the money will now be in the United States’ hands, and there will be no money leakages. TikTok may be a revenue source to the United States, but more money is plowed back to China. Through selling will significantly boost the American economy. However, if they decide not to sell but rather be banned in the US, the United States will be losing revenue. In my opinion, it not worth gambling to restrict this trade since it is already a source of income for our government. The government should not only think of short-term goals but even plans. Perhaps, if restriction happens, some foreign investors might be scared to invest in the United States.
As the presidential advisor, I would advise the president to force the parent company for TikTok to sell the technology to American firms because this technology company is currently performing well in terms of profitability than several Silicon Valley tech companies . In 2019, TikTok pulled close to $3.6 billion in profits, based on Bloomberg reports. These figures are far much better than companies like Twitter, who recorded a profit of $1.5 billion or even Snapchat that are currently undergoing losses. The business will serve to protect domestic industries from remaining in a competitive technological edge as China continues.
References
Rodrik, D. (2018). What do trade agreements really do?. Journal of economic perspectives, 32(2), 73-90.
Trump Effort to Keep U.S. Tech Out of China Alarms American Firms. Nytimes.com. (2020). Retrieved 7 October 2020, from https://www.nytimes.com/2020/02/16/business/economy/us-china-technology.html.
Marijuana Effects on Students
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Marijuana Effects on Students
Marijuana is also known as weed, cannabis, dope or pot. It is made up of dried flowers and leaves of the cannabis plant. It is made up of compounds such as tetrahydrocannabinol which is also known as THC and Cannabidiol also known as CBD. The THC has a powerful mind-altering effect while CBD has no effects at all. There are many methods to use Marijuana, and each unexpectedly influences users. Marijuana can be moved up and smoked like a cigarette (joint) or an unpolished stogie. Cannabis can be burned in a pipe as well. People mix it in sustenance once in a while and eat it or mix it as a tea (edibles). Smoking oils, thoughts, and Marijuana plant concentrate are on the rise. It is called “spotting” by individuals who use this training.
Marijuana use among students has become widespread since it’s the most affordable and readily available among students. According to the Alcohol and Other Drug Prevention Higher Education Center, nearly 33 percent of all Americans sooner or later tried weed in their lives. Marijuana, also known as pot or marijuana, is seen as a tranquilizing portal that prompts sedates with progressively positive results more earnestly. (Herbert, 1973, pg. 259-270) Cannabis in itself is overflowing with positive reactions, especially when it comes to the creation of psyches and bodies. Students adequately concerned about grown-up obligations and classes, often swing to pot for discharge, failing to understand the impacts of marijuana usefully.
Assessments and educational achievement are very often associated with undergraduate medication abuse, reports the Alcohol and Other Drug Prevention Higher Education Center. Understudies that smoke pot is bound to invest extreme energy measures at meetings and take less time into account. In a recent study carried out among the peers in 2012, cannabis use was found to be heavily abused among teens. Marijuana affects the attention and concentration of a student plus the memory is also greatly affected. Those students using this drug mostly find themselves having issues of memory loss or low level during classes. There is a notion that when you take this drug, then one becomes cleverer of one can concentrate and work extra hard which is a white lie.
More seniors in high school smoke pot now than smoke cigarettes and seniors in high school are mostly prone to smoking weed as they are to drink starting in 2015. Students using marijuana are less likely to spend more than two hours out of every day in studies and typically transmit a normal or less. Understudies using marijuana will concentrate, misguided thinking capabilities and decrease long haul memory in general experience issues. Long term usage prompts inspiration drained and worries about the future and their professions. Many high school teachers would ask for dissent and believe pot authorization to be the biggest up and upcoming test in and around schools. The proof is also their adversary. Someone who smokes weed everyday may work most or continuously in a diminished academic dimension. Extensive evidence recommends that undergraduates who smoke pot have less successful educational results than their non-smoking peers.
Someone who smokes weed every day may work most or continuously in a diminished academic dimension. Extensive evidence suggests that undergraduates who smoke pot have less successful educational results than their non-smoking peers. Similarly, a few investigations have linked enormous cannabis use to reduce wages, more notable dependence on welfare, unemployment, criminal behavior, and lower fulfillment of life. Additionally, studies have recommended clear connections in the working environment between pot use and conflicting results, such as expanded hazard for damage or mishaps.
Weed clients also tend out of identity propensities and the discharged obstacles that go with cannabis clients to other high-chance practices. In addition to drinking liquor and smoking cigarettes, the vast majority of school matured cannabis clients. They are associated with dangerous sexual practices that place them at expanded risk of explicitly transmitted diseases. Since weed moderates response times, driving impaired puts car crash associated understudies at a more serious hazard. (Christine M, 2013, pg. 702) Cannabis smokers of any age, such as bronchitis and emphysema, are at high risk of developing respiratory diseases. Also, undergraduates still in the formative stages face delays in sexual advancement and a decrease in sperm creation. Pot smoking can disturb menstrual cycles and lead to anovulation decline. Weed use harms the insusceptible framework, leaving a higher risk of disease-creating understudies and slower rates of recovery from underlying diseases such as cold or influenza.
In students, the rapid impacts of weed use are quite often apparent. Endless supply of THC synthetic compounds in cannabis, expanded pulse, dry mouth, and ragged eyes experience understudies. They lose coordination and experience issues that interfere with class work and social connections, talking and tuning in. The modified conditions of being high make getting and holding new data increasingly difficult and understanding new thoughts and data. Maryjane is mentally irresistible, which can prompt a degree-spending requirement for treatment and time-loss. Use of this drug has been the leading cause of impaired coordination among students and also causing a lack of organization on most the students.
Marijuana causes a decline in the school performance of users. This is so because the students who smoke bhang end up getting lower grades because of lack of concentration and most of these students’ end up dropping out of schools. Marijuana use has been associated with a range of mental health issues in adolescents such as depression or anxiety. Psychosis was also seen in adolescents at higher risk, such as those with family history. Unlike grown-ups, the adolescent cerebrum is creating compelling and will not be entirely formed regularly until the mid-20s. Weed use can hurt the creating youth mind amid this period. These students using this drug is likely to experience difficulties when thinking and solving the problem.
Like some other medication, the effects of cannabis on an individual depend on different components, including the past involvement of the individual with the prescription or various medicines, science (e.g., qualities), sex, how the medication is taken, and how solid it is. Other harmful effects on the brain and body could make the pot more damaging than a drug. Another problem with Cannabis as a prescription is that the fixings are not the equivalent of the plant to plant in fact. There’s no real way to recognize what kind of concoction you get and how much you get.
There are various explanations behind the cannabis use increase proceeding between understudies and non-school youth. One probable reason is the steady decline in the impression of danger from regular use of pot damage. In 2017, 27 percent of those 19-22 matured saw the customary use of cannabis as the most minimal dimension since 1980, conveying the extraordinary danger of injury. The use of marijuana may be physically and sincerely unsafe from time to time. A Harvard School of Public Health investigation found that 9 out of 10 understudies (91 percent) using weed are interested in other high-risk exercises, such as overwhelming drinking or smoking cigarettes. It is also linked to a variety of different social and behavioral issues, including criminal acts, confinement, and poor execution of scholastics.
The rapid impacts of undergraduate pot use are quite frequently apparent. Endless supply of synthetic THC concoctions in marijuana, expanded pulse, dry mouth, and red eyes experience understudies. They lose coordination and experience issues that interfere with class work and social connections, talking and tuning in. The changed conditions of being high make obtaining and holding new data and fathoming new thoughts and data increasingly difficult. Cannabis is mentally irresistible, which can prompt a degree-spending requirement for treatment and time-loss.
Some students see cannabis as a purely recreational drug that fills in as a transitional school experience. This discernment, much the same as with liquor use, fails to recognize the potential threats of weed use. Unlike well-known assumptions, the use of marijuana may be harmful. The use of liquor and various medicines may be associated with a wide range of adverse outcomes. A portion of these involves decreased scholarly execution, battle, vandalism, assault by associates, and unprotected sex. While these results are related to cannabis use, no evidence using marijuana makes these practices happen straightforward.
Supported cannabis use for those experiencing trouble in critical thinking and poor memory can directly influence academic achievement. The long-distance application can also prompt “inspirational disorder.” This is the place customers are incredibly unmotivated in their lives and their performance of educational, vocational, and individual goals. Long-distance use can also prompt a diminished ability to manage stressors that often go with self-awareness and accomplishment. It’s a piece of academic achievement. It should be noted, however, that it has not yet been resolved whether weed use causes this disorder, prompts it, or merely is connected with it.
Cannabis is the second most continuous drug used by understudies. Approximately 46.9 percent of the undergraduates reviewed in 2006 have announced their lifetime use of cannabis. Weed use expansion was accounted for among all races and types of understudies, but the investigation found that most marijuana clients were white. Pot use was higher among those interested in other high-chance practices, such as hitting the bottle hard, smoking cigarettes, and numerous sexual accomplices. At universities in the Northeast and least in Southern schools, weed use was most unusual. At universities regarded “concentrated,” and at least at those regarded “not aggressive,” it was also most amazing.
According to a survey done, the use of Marijuana among students on a day to day basis is more than any three decades ever recorded or experienced. The closer day-to-day use of cannabis in 2014 was more typical than the daily use of blue cigarettes, the specialists found. Only 5.2% of understudies said they continuously smoked cigarettes, down from about 19% in 1999. The expansion in cannabis use may be linked to an adjustment in how young people view the medication. In 2006, 55% of 19-to 22-year-olds said they saw ordinary use of marijuana as unsafe, but in 2014, the review found that only 35% said the equivalent. Also, the medication has recently been legitimized by an increasing number of states for medicinal or recreational purposes. Undergraduates can introduce new increases in the use of populace marijuana except when schools use the issue with new or altered weed counteractive action and mediation projects before great location.
Approximately 40% of secondary school understudies have tried to weed, although young people who participate in games or other extracurricular exercises are less inclined to use the medication, as another investigation shows. Undergraduates of high school who took part in sports or extracurricular activities were less likely to use the drug than those without after-school exercises. Adolescents handled a particular case. Understudies that revealed a non-school occupation were bound to have used cannabis than the unemployed individuals. (Parker-pope, 2011) Even though cannabis use is regularly expelled among young people as a kindhearted transitional experience, analysts note that the high utilization rate is worrisome, as the minds of undergraduate secondary school are still creating.
If drugs, such as liquor, weeds, tobacco, and barbiturates are understood to be misused, this will legitimately adversely affect their academic execution. Simple access to drugs at home or school will have an impact if an understudy is likely to be an addicted person. The general population’s way of life in the network and around the school has a legal effect on the life of the understudy. Excessive use of liquor, especially hot mixes, is regular in the area, hence attached to understudies taking the propensity of companions and guardians and holding in the general public with other clients of medicines. Whatever it may be, the demeanor of an understudy towards misuse of medication, affected by instruction and information, may add to choosing not to or at any rate not to take medicine. The influence of these factors on scholarly execution in schools could also be affected by social components, such as network recognition or absence of petition, which was the examination’s interceding variable.
Like liquor, cannabis abuse also plainly hinders scholastic capacities that limit academic performance. A generous minority of undergraduates who are marijuana every day manage very defamed types of behavior that may include, for example, criminal action that conflicts with the law or when people take part in illegal acts to subsidize their use of medication. The use of addictive medicines often affects partners and the more comprehensive school network, such as offering a smoker a room in the grounds. The despair among students of police capture here and there prompts cannabis smokers to disappear subsequently having a negative mental impact, thus inspiring poor performance in academic work and dropping out of school some of the time.
It was clear from the reactions of the students that they knew about the effects of drug misuse. Tobacco use prompts a lack of focus on studies, missing classes, physical deficiencies, lack of rest, lack of desire, and companion dismissal. The impacts of the absence of capable residents, school indiscipline, weakness, and taking, high school dropout rates, poor academic performance, and individual carelessness were also given by school executives who were met. Each of these qualities inevitably leads to dropping out of school and poor execution of scholastics.
In conclusion, Marijuana has been the leading cause of school dropouts and violence. To keep away from this, the administration should ensure that all instructors are all around prepared to counsel and stop the drug use in schools. Cannabis use ought to be directed and understudies discovered utilizing these medications ought to be sent on academic discipline. The understudies ought to be taken through the advising forms to empower them to change generally advantageous. It ought to be the duty of all understudies to state no to tranquilize misuse and deliver those that hawk these medications to them.
References
Centers for Disease Control and Prevention (CDC), High School Youth Risk Behavior Survey Data. 2016 [cited 2016 November 16, 2016]; Available from: http://nccd.cdc.gov/youthonline/
Lee, Christine M., et al. “Indicated prevention for college student marijuana use: a randomized controlled trial.” Journal of consulting and clinical psychology 81.4 (2013): 702.
Morean, Meghan E., et al. “High school students’ use of electronic cigarettes to vaporize cannabis.” Pediatrics 136.4 (2015): 611.
NIDA. “College students at increased risk for smoking marijuana.” National Institute on Drug Abuse, 21 Apr. 2017, https://www.drugabuse.gov/news-events/news-releases/2017/04/college-students-increased-risk-smoking-marijuana. Accessed 25 Apr. 2019.
Richard A. Miech, Megan E. Patrick, Patrick M. O’Malley, Lloyd D. Johnston, “The Influence of College Attendance on Risk for Marijuana Initiation in the United States: 1977 to 2015”, American Journal of Public Health 107, no. 6 (June 1, 2017): pp. 996-1002.