 Okay. So welcome back. We will handle the question which Samuel had put up. I'll just read that question for you. He's written, do shed some light on physical punishment for disciplining, spare the road, does it still apply to modern day parenting? Okay. I'd like to give you some principles of this. But before I say that, I quickly put up certain verses in scripture. And for the benefit of those who are unable to see the chat, I'm just going to bring about what those verses are. There's Proverbs 13, 24, Proverbs 23, 13, Proverbs 29, 15, Proverbs 22, 15, all talks about not withholding discipline from a child. And some of them even talk about how the rod gives wisdom, that the one who spares the rod, you know, hates the child, but the one who loves him is diligent to discipline. You know, Proverbs 22, 15 says, folly is bound up in the heart of a child, but the rod of discipline drives it far from him. So this is, it's not an obsolete practice. Okay. And we need to know that the principles that scripture talks about are timeless. And it's something that can be used, was used when it was inspired by the Holy Spirit till the point of time that the Lord Jesus comes back to take all of us, right? There is nothing that is obsolete in the Word of God. So using of the rod is something that is still a practice that we are encouraged to do. However, let's be careful of how we use the rod and maybe I'd just like to bring up some principles so that we also have a perspective of how a rod is to be used. Okay, so first and foremost, I think a principle of always giving a verbal warning first. I think the enforcement of physical punishment, physical like using a rod or physical discipline should come only afterwards have not done their job. So the physical means, yes, correction of using using some kind of a punishment, a physical punishment should be, and I think should be appropriate in cases of clear disobedience. And there again, only at certain ages. Okay, so it's a it's a means correction, which could be appropriate in in clear disobedience, like for example, not when and I've seen this happen so much in in, you know, maybe in the culture I was raised up in. You know, a child falls down, right, and the mother gives him a good spank, or the child is lost somewhere, and the mother gives him a spank, or you know the child drops down something by mistake and he gets a spank. Okay, so those are means of, I think unreasonable discipline unreasonable using of the rod. Okay, so it, so I'd say first, there is a clear verbal warning. Okay, with significant areas of disobedience, and also maybe only at certain stages. A second principle that we could look at is, when we are using the rod, we are hoping to establish some responsibility to own up to that misbehavior. Okay, and instead of why it is asking the question why did you do that, because it does not help them claim responsibility asking, what did you do wrong. Right, so if I were to give you an example, let's say a child has done something wrong. So the mother's asking, okay, Jean, what did you do wrong. So I may say nothing, you know, my friends called me to play out with them on the street. So maybe my mom says, okay, you know, what did you, what did you do wrong. So, so the child says, I want, I went because they called me. So my mother may ask me, ask me, why, what did you and I talk about. And then I may say, I'm not supposed to go. When you asked me not to go. So then my mom probably asked me, so what did you do wrong. So the what is, I disobeyed you. Right, and so when you're able to establish that there is a specific, you know, they're owning up to the fact that they have been disobeyed into you and that yes, maybe disobeyed into requires a set of punishment or something that you may need to face. Maybe it is a, it is a spank or it is some form of a punishment that may need to come. That's where you know you, it should establish a responsibility to own up that, you know, I did that I disobeyed you and because I am punishing you because of your disobedience, not because of, you know, of the fact that you were out playing. It is because of the disobedience in itself. So establishing that before you use a rod. Some other principles is avoiding embarrassment. So using the rod in front of, you know, a whole gang of people in front of the church and front of the entire home in front of the friends can do a lot more of damage. And it'll be very hard to undo it so discipline, especially using the rod should be private should be done, maybe the four walls of the room. Okay, this using of the rod should be in a place should should proceed where the parent communicates what has grieved them over the act. Okay, over the behavior and not over them as people or as a person that the grief is over their behavior and not over the person, you know, and often we sometimes see in a parents do punish saying, you're a bad boy, or you're a, you know, you're a, you know, using certain adjectives, terms, negative terms for the child rather than for the behavior, you know, I am displeased with your behavior I'm displeased with your disobedience I'm displeased with the fact that you, you lied, okay, more than you are a liar, or you are a cheat, you are someone who is you, you, you are a burglar, what whatever you're right so it is the act that really matters. Another thing about discipline of using the rod is when you spank, you are spanking not to injure, but you're doing so firmly and often one spank is good enough. And remember, as I said it, it is not to throw out the parents frustration. It is a show of discipline over their behavior over there the act that is that that has gone by so often just one or two maybe firmly is more than enough. And I'd say, choose a place to spank. So it should definitely be bottom downward, you know, back of the bottom till probably the thigh downward. And, you know, researchers also said do not use the hand to spank, use, you know, a certain rod or a stick or whatever, but that is specifically there to spank. And of course it is not spanking I'm saying this again is not effective for those who are preteens and above so by the time they are 11 and 12 and above. It should have progressively diminished. Okay. And of course not not appropriate for those for maybe children who are two years and below. And there also, when you're using the rod, it can be done differently, you know, even, even just just a very firm hold of the hand of a toddler like a two or three year old toddler's hand is maybe enough to show that that is a form of discipline. Okay, so not encouraged below to definitely should be progressively lesser after they are 1011 and maybe diminish completely after they are a team. Okay. I think one of the important things when we use the rod is to know is to look for repentance. And that's what you're going to engage them and look for repentance relate the discipline to the specific behavior and also come to a place where they're able to make things right with with with the person who they've offended or with God himself. And lastly, is to show love is to go back, you know, take them in your arms, explain to them that that is your responsibility. And this is not after beating them with the belt and turning them black and blue and all kinds of color and then going back and saying I've done that with love. Okay, it is, it's when you you have that one or two firm hits of firm spanking in the bottom for unexplained, you know, that this is because of your disobedience, this is because of not having obeyed what was your verbal instruction. This is why this has come. And then once that is done, you know, restoring back going back and showing unconditional love by either a hug or a, you know, or, or a communication that that is extremely important. I hope I answered your question. I don't know if I answered too much. Samuel. Yes, yes. Yeah. Okay. All right. So we'll, we'll go on. I think we've, you know, we've covered a couple of points as we've spoken. So I'm going to go on to page page 162, the last point where we are at increasing responsibility with autonomy. Okay, so what when we're looking at discipline where also we also come to an understanding that when children mature, there is also we also give them certain freedom to make decisions. Okay, but so with increased maturity comes increased freedom and comes increased responsibility. So as as children grow parents also need to gradually give up that sense of control without giving up involvement, you know, you give up control but don't give up involvement. So your involvement should move progress in this way. It should initially be instruction, maybe at the initial stages of their childhood, when they are probably, you know, the school going age is instruction, you know, you do this, you know, give them things to do how they can do it and make then as they get into their teens, that is their 111213 you make it more participatory. Okay, see this is the way that I do it would you like to follow me in doing that to moving into a place of influence that is at the teenage ages, you help them see that you know I think this is a better option to like to follow. Would you like to do that. What is it that you think so your, your involvement or the way that you you deal with them you engage with them should move from instruction to a form of participation to a form of influence. And so what you're doing is you're slowly helping them build their own ability to take things responsibly responsibly in their own hands so you as they mature, you give them more responsibilities thereby you have you give them a lot more of freedom. So even as we're talking about freedom, there are maybe even boundaries that you may need to Institute, especially in some areas where complete freedom may not be given and I think some of them could be the use of the internet, the use of technology, the devices that they use, and also the way that they socialize with friends. So being able like we would spoken about being able to explain those boundaries, and to be able to monitor it, and also to to come to a place where they are taking the bonus of what the boundaries have been given like, for example, there is a, there is a, you know, an instituted boundary maybe that they cannot play for more than four hours. And if you see that's gone by, you know, you should have discussed the consequences that comes from them, moving out of those and being consistent in doing what you've said like maybe if you even you use beyond your time, then you know some things will be taken off from you till you're able to show responsibility in that specific act so that's the way that you help to increase that responsibility in their lives. Okay. Now, discipline when I mean this is a point that should have come first. So any form of discipline can, when we're looking at children should come from the both the parents being in agreement to one another. Okay. It is often seen that you know when children are not, when the parents are not in agreement children play a terrible game called as good cup, bad cup. And if you know what that is, children will soon, they know where are the loopholes in that system. And they will begin to align themselves to the most favorable parent. Right. And you may, you may find that they will use the, the favorable parent against the unfavorable one. Right. So it is important to understand that parents need to be in agreement to, to one another. Okay. So we so which means it is an exercise for parents to come together to understand how they are going to bring about that sense of parenting. And I think it's worthwhile here to really even talk about something called as parenting styles and this was a work that was done by a psychologist by name is Diana Bomrand. And she bought about for she bought about different kinds of parenting styles. Okay. And she came to this understanding, based on two elements, the first one is control, and the second was warmth, okay, or rather rules, and the second is warmth. So, in her, when she looked at these two elements, that is parental warmth and parental control, she came up with these four styles. And if you look it in page 163, you will see that in the table there. Okay. So the first one is called the authoritarian. The second is the authoritative. The third is the permissive and the fourth is the uninvolved. So just to give you much more simpler terms on it, the authoritarian are the strict is the strict parenting style. The authoritative is the more democratic or the balanced parenting style. The permissive is the more lenient parenting style. And of course, the third one is uninvolved, which can be the neglectful parenting style. So in these four parenting styles. She saw how parents approach their children, the authoritarian style or the or the strict parenting style. There's a lot more of rules. Okay, there's a lot more of control and demands and rules are are very, very important there are uppermost there. There's maybe very little show of love and warmth. Okay. And I think a lot of us can identify having one parent in this, in this, you know, in this category, where there is the parents are authoritative, sorry, authoritarian, where there's a lot of strict discipline, maybe not too much of a show of warmth and affection that comes by. Okay. And it's, it's, it's seen that children usually who who are raised as authority from an authoritarian parent style generally become that this is a generalization. Okay, don't don't say why didn't I turn out like that. Thank God you didn't turn out like this, but they could either become extremely rebellious resentful. You know, being rebellious towards authoritative figures or they could become more weaker and emotionally more broken and may not have enough of confidence and esteem to deal with the world outside. So that's the authoritarian style. The permissive style or the leaning style is the exact opposite. There are, there's a lot of warmth and compassion, but there is very few limits and rules. Right. So everything is based on a warm relationship. So even if there is, there is, there are issues or, you know, when things are not going, when, when the child has disappeared, it is often overlooked because they don't, they're not high on taking up rules. So usually children in this kind of parenting style tend to become very confident. They may, they may be able to take on, you know, be a lot more exploratory, but often become very selfish, become quite self centered, may really not know the differences between have a good judgment of things that are right or wrong, you know, may, may be very accepting of everything and find it difficult to discern. All right. So that's the lenient or the permissive style of parenting. The next one is called the authoritative parenting style. And this is the style that is often recommended. And this is a good balance between rules and a good balance between warmth, where limits and boundaries are given yet there is a lot of involvement in the way that they communicate. So it's also called the communication based parenting style, where boundaries are understood, there is a right and wrong that is given to them. There are, there are, there are discipline measures that are given yet there is a sense of building them up in character. So children in this category often grow up to be more balanced, able to make decisions on their own, able to stand good moral grounds of knowing what is right, what is wrong. So knowing how to, you know, how to come through pressures. So generally outcomes for authoritative parenting style is much better. Then the last one is the uninvolved where you don't have limits, neither is their warmth. And usually this is probably most of the time it's because of disengaged parent parenting, either because there is absent parent parenting, or there is neglect, or there is illnesses or, you know, any form of issues that rise within parents where they are not able to bring about any form of a development for the children. So when we look at these styles, the authoritative style is the most preferred style, where there are clearer expectations and involvement that's given in that's in children. So when parents are in agreement with the way that they parent, you know, usually if you have parents with differing parenting styles, and you know, when there are, and when they are not in agreement, it can compound the issue in itself. Okay. All right. The other quickly, we're just going to go through last couple of points. So when we look at dealing with children disciplining to be to ensure that that there is no partiality. Towards any one of the children, we have examples of partiality in the Bible in itself, where Esau and Jacob, and even Joseph and his brothers, and we see the fallout that happens as a result of the preferential treatment that is given to these, to these kids, right. And so that needs to be understood that every child should be, should have fair and equal treatment from both the parents. All right, so ensuring that there's no partiality. The next point is, as you bring up and groom children is to this to appreciate what is right so affirming good behavior and using more positive reinforcement to encourage behavior is most important. A lot of times we find ourselves nitpicking at only that which is a negative and not really affirming that which is good and that which is, which is needed and which is helpful. So, make it a practice to focus more on what is well done, rather on that which is not well done. Okay, so affirming and appreciating what is right. The next is to be able to handle things when it occurs at the first instance to to come to a place of correction when there is, there is a flaw or there is a there is a disobedience or something that you see we see an example of and that's what's given in the book which you can take time to read the story of Absalom David and Absalom where he where Absalom becomes offended because his sister Thamar was violated by Amnon. And because David was complacent didn't really do anything about it Absalom, you know, managed to kill his brother after two years and then fled, fled for. Sorry, he killed his brother and he was he fled for two years and yet David never took the time to address that. And so it is important we take a lesson from that is not to ignore behaviors or attitudes that we see in our children, because when when we let it pass when we let it go, probably as you know as an explanation that this is, this is how life is or this is our I think it gets to be worse off so handling things right at the first first instance is important. The next point we're looking at looking at is not engaging in any kind of pointless arguments. So sometimes when you see that you may be getting into a debate, especially with your teens. You know be wiser and pause and put things on hold and not just get into arguments where there isn't an either one of you are just probably talking and there's nothing going on inside, you know, put it on hold come to a place of calmness and then peacefully address the matter. Okay, the last two points one is to often, you know, when, especially when younger children misbehave, or when there are things that are hard. It is okay to take some time off, because if you don't, you may tend to overreact, you may tend to do things that are not in line with what God wants you to do. Taking some time off thinking about it asking God for the wisdom to deal with some situation like that and come back and addressing it is always useful. The last is like we said in the in the one on you know at the last point of the rod is of course to be able to give unconditional love always finish a discipline with love and a place of coming back to a place of security. And regardless of what what has happened or the discipline that has come about coming to a place of love and love in closing it up with that unconditional love. If at the point of time you find that you have displaced your anger on your child and maybe wrong wrongly disciplined him coming to a place of asking forgiveness and acknowledging that you were wrong. Apologizing and committing to that you would work on discipline better is is significantly important. Okay. I'm going to stop here for a few minutes just to check on questions. Okay, I see a lot of chats up here. Okay. All right, so Christopher. Christopher said that there is also a legal aspect to corporate punishment in India section 17 in the right of children to free and compulsory education no child shall be subjected to physical punishment or mental harassment whoever contravenes the provisions of subsection shall be liable in disciplinary action. Under the service rules applicable to such person. Yeah. So I think you know it also matters how what kind of physical and I think I addressed it here the kind of physical punishment that you dole out on a child. Is it. So I think the principles I spoke about really captured it. Christopher, do you have any other question on that. Actually, I just I just why this was going on I was actually just trying to understand some of the legal aspects because I know it may not be in India but I mean I know in some other parts of the world. Yeah. For example, I know there are there are cases where children have actually, you know, have been able to on a position to take their parents do not cope. And, and of course those are said could be could be extreme could be extremes of, you know, corporate. Yeah, yeah, I was just trying to, you know, just yeah, I think it's good to be aware. It's good to be aware. But if we are careful in the way that we approach this and that doesn't become your means of discipline. I don't think that should become a means of discipline. Like I said it should only be given if there is if there are those signs of disobedience, you know those willful signs of disobedience even after verbal corrections are not meant and there again. Like I said, one, two good firm ones below the buttocks use one thing and, you know, come to a place of again relationship and only then rules. So all of that, you know, if you can package it. I mean see it as a pack. I think the chances of it moving legally is is much lesser. Okay, any other question. My daughter's sorry I'm trying to read that my my daughter's says it's dangerous for her when mom and dad are on the same page. Okay, yeah, they are they're little little monkeys sometimes who know how to play around don't they. Yeah. Anyway, that's sweet. Okay. All right, so I think I'll go ahead if there aren't any questions. Any questions. Okay, I move forward. Yes, go ahead. Thank you. It's a concept that I'm struggling with a little bit so I'll try my best to frame the question. So when you read a lot of stuff on parenting. And there's a lot, but something that I'm seeing like a common thing and this is a worldly wisdom, but sound research, laborious research, which is like a child's key personality is developed within the first three to five years. A person grows up and in a person's patient is resilient. It's often traced to that in what happens in the first three to five years is what causes that key character to be built. Similarly, even negative person short temper afraid to take this venture out versus a person is more okay to take. So all of these is what research says is developed within the first three to five years. Based on how less or how much depends on different issues. So that being one and we see that like, for example, my dad is known for being a very patient person. He can withstand a lot of nagging, a lot of resilience and still not use the school. And I probably bear some of that and I'm saying like my mom and other people say you have your dad's patient. So on one end, so I think I'm struggling with the concept that these key personalities and some of them are also similar to the gifts or the fruits of the spirit like kindness, long suffering. So I'm thinking, so I think what I'm trying to understand is how much of these character traits are developed in children by how their parents treat them in the adolescent fields versus how much is there anything that they inherit from them, which seems unlikely. But then it's again, really look like a quiet father's son is often like a quiet person himself. So it's almost seems like a genetic transfer, which is again a difficult concept. So one is, is it taught, is it hereditary transferred and also versus how much of it is God given script. So anything that you share on that. Okay, so I think I'll discuss this in parts. The first thing, so what I think your question basically is how much of nature and how much of nurture is something that builds into a child's individuality and how much of God given personhood is. I think in short, that was your question. So, so I'm going to tell you, yes, the research does say that the formative years, the formative years of the zero to five years are the most crucial for children to build a lot of their initial temperament, and it gets built on in the years to come till they are 18. So, secular research says that by the time a child is 1820 21, there is a firm personality that is built. And it is a combination of that, which comes from the environment and that which is genetic or which is biological in nature. So that's what research says. And a lot of it is something that we see a lot of the characteristic traits that you and I have today is because of what we've what may be inherently in us and also what we have got as a result of our upbringing. Nevertheless, I do want to mention that a personality is not ingrained in stone. And it's something that we become aware of you and I are aware of our own behaviors, our attitudes are certain ways you and I are aware, which means there is a place where there is a choice of behaving a choice of thinking, a choice of feeling. You God has given you that will to be able to change what you may need to. For those who are in God in Jesus Christ, we do see the supernatural work of God that changes maybe inherent things in us that have been part of us from the time that we've been born. But it requires your involvement. It requires your willingness to give up those traits of yourself to God to ask him to mold and reshape and change and work on. So even as we are looking at secularly, we say that some of the personalities is the way it is and it can never be changed. I deferred there because we know that as a human being, there are choices that we can make. I have a choice if I want to respond in temper or I have a choice to respond calmly. I have a choice if I want to mingle with 15, 20 people or I have a choice to stay reserved. It's a choice that I have. Yet do I have the ability to do that? Maybe not completely and that's where we take the power of the Holy Spirit to help us in those areas. So that's how I want to answer that. I think to help you, I'd like to just probably present this. I've been reading this book so that's why it's here and this is a book called Shepherding a Child's Heart by Ted Tripp. I will put a PDF of this book onto the stream. It's an excellent book to read and he talks about this in the initial three chapters and he says about two things. He said, you understand the child by number one, understanding something called as shaping influences. That is all the events and the circumstances that the child has been accustomed to is something that makes the child. That's one. The second is their response to these influences. Like maybe some of the influences, maybe you're in a home, you're in a broken home. Now that can shape the way that you are built or the personality you have. But it also matters what has been your response to that. So what he says is if you have a Godward orientation, if the child is one who understands their relationship with God as being the uttermost and the utmost, every other influence is seen through that lens. But if as a child, their orientation is towards something else, it's towards other gods. When I mean by gods, it's probably towards fame or name or any other forms of idolatry. That is what really builds their experience of life or their response to life. So it's not just what we have been accustomed to or what has shaped us, but it also matters how we respond to it. So for those who believe in God as their saviour, they see that no matter what these influences are, they move forward in life for the purposes of God. But those who may not know the Lord as their saviour, they may take some other gods, some other forms of idols and shape their lives through that. It will be extremely, Sam, I'd like you to take at least read the first three chapters. It really gives you a greater insight in understanding that there is just because of the power that God has in us, there can be transformation. But of course it needs our willingness. It needs the child's willingness or an adult child's willingness to be able to allow him or herself to be shaped by God in spite of the influences or the impact that his upbringing or his nature or his nurture has brought about for him. So I will put that up on the stream. You can take some time to read that. So I'm going to quickly finish. We just have another five minutes and just two points that I'd want to bring about. There's a lot of scripture on this. One of the responsibilities of parents is to ensure that to be able to require obedience from the children through our correction. And one of the verses that I just want to highlight is in Proverbs 29.15 where it says, correction and discipline are good for children. If they have their own way, they will make their mothers ashamed of them. We spoke about this verse earlier when we were talking about the rod. So obedience is something which scripture talks about is to be able to establish in their lives. When we administer discipline, we are administering discipline as part of how we represent God the Father. And God the Father wants his children to be obedient to him. So correcting and disciplining them for obedience is what you will see in this entire scripture. So as an offshoot of obedience, we also see that children need to establish order in their lives to have a certain routine, to have a certain structure in their lives. And because that also helps them, it encourages them to stand in course, to be in obedience to not just to God, to their parents, but also to a certain discipline. So that's what we're interested to have. So children, obedience is definitely one of the key things as we bring about discipline in our children. So administering loving discipline is of course a part of showing them who God the Father is and who he is to our children. Alongside with discipline, it is also giving them a concept of authority. And Hebrews 12, 5 to 11 talks about giving a fair punishment and sorry, fair discipline and how the Lord corrects all those he loves. And that as a parent, we are called to build that with the authority that God has given us. God has entrusted the parents with authority and children need to be aware to submit to that structure, to that arrangement of authority that God has given in the family. And through discipline is one way that we also do express that. So God gives the parent the authority to bring the children up in the ways of the Lord, to bring them up in discipline, bring them up in correction, bring them up in obedience so that they will be at a place to obey. Now what does obedience specifically do? It protects obedience is something that protects children for life. It protects adults, you know, children who grow up to be as adults for life and they grow in that maturity because as children grow and mature, there are going to be points of time that they will need to stand in somebody's authority or under somebody's guidance or under somebody's rule book and it prepares them to come to a place of submission. So the parents are the ones who groom them to be in a place of submission towards Godly authority and to keep under the umbrella of obedience. So when we help children to obey their parents right from the childhood years, what are we doing? We are helping them to obey God and His word. So obedience to parents will position the children to receive a blessing over their lives because they have in turn are obedient to God Himself. So it is important, discipline definitely equates and brings about obedience in the children. It also helps the parents to show a sign of authority because that's what they have been positioned to do. Parents have been positioned to bring up children in that authority. Lastly is to be able to help the children to deal with foolishness by imparting wisdom. If you look at Proverbs 22-15, it says foolishness is what is bound up in the heart of a child and it is only discipline or the rod of correction that will drive it away from Him. So as part of discipline, we know that each one of us have been foolish in our own ways. We've been careless. We've not done the right things. We've been influenced by so many things outside, but it required the Lord's discipline for us to come to a place of alignment. So it is part of the parents' responsibility to ensure that the children, that you impart wisdom to the children. You impart a sense of understanding so that foolishness is away from them and they walk in parts of righteousness. They walk in a place where there are right choices and decisions that they can make. So in short, we've spoken about quite a bit. This is a power-packed lesson where we've looked at how God sees children. We've seen an analogy of how they are like arrows that need to be directed and aimed and released. We've seen how it is important to engage with children differently depending on their developmental stages. We've seen discipline, how do we discipline in the right way to bring them up in the obedience of the Lord and how as parents, we are to rightfully use our authority, position them in a place of obedience to us as parents so that they could in turn be obedient to God and His Word. Any questions? We have no minutes, but any questions? We could handle maybe one or two quickly and we could pray and close. So for all the parents out there today, come back with testimonies next week. Either testimony of how your children were spared of the road or how you've probably messed up. So anything, do come back with some stories and it'll be great to hear. Alright, let's just close with a word of prayer. May I ask one of my ladies to pray? Nisha, are you there? If you're there, it'll be great if you could pray. Nisha or Rose or I haven't heard your voices. Salome, anybody? Rupa, Simran, all the ladies in the group. Sorry, I'm not able to hear. I don't know if you all can hear. I know someone is speaking but I can't hear. Okay, would one of you please pray, Rupa? If you're there, could you pray? I don't see any of the ladies here. Anyone else? Okay, men, over to you. Would anyone like to pray? Let's pray. Thank you for this day that you've given unto us, all that we've learned. Father, thank you for your faithfulness. Thank you for teaching us, through your solace. Father, I ask you to bless her and bless her indeed. I pray trusting that all the brains be well. I pray believing in the mighty name of Jesus Christ. Amen. Amen. Thank you, Kennedy. Thank you all. God bless. No problem, Rupa. No issues. Have a blessed week ahead. We'll meet again next week. For those who have not finished your assignments, kindly do so. Thank you. God bless. God be with you.