Carbon Budgeting

Carbon Budgeting Carbon Budgeting Carbon budgeting is a project currently carried out by nearly all the countries in the world today. It is closely linked to the carbon trade concept which simply refers to the contributions of all the major industrial powers to the provision of a green economy. In other words, carbon trading is a situation in which all the developed nations contribute a share of their budget to clean the environments. Since it these countries which greatly contributes to the environmental pollution, it is incumbent upon them to allocate resources to ensure that they clean the environment. Typically, the emission of green gasses is mainly done by the developed countries. However, they do not suffer from their effects since the most affected victims are the vulnerable people from the Less Developed Nations (Helm, D., 2005). According to the Kyoto Protocol of 1997, all the 38 industrialized countries are supposed to provide funds to be used in the cleanliness of the environment. However, this does not imply that they should spend the money in their home countries. Instead, these funds should be sent to these developing nations to be used in the process of cleaning their environment. In other words, the money is used in the planting of more trees. It is only through this exercise that more forests can emerge to be used as cleaning agents of these places. Despite the fact that each country has its own internal policies regarding this matter, it is important to note that they are all obliged to adhere to the terms of Kyoto Protocol which are quite categorical and precise in this matter. Since humanity has failed to observe environmental ethics, it is undoubtedly accepted to assert that the biodiversity has suffered a lot because of these perceived anthropogenic destructions done to the ecosystem. Carbon budgeting is necessary because it is the only way through which people can be salvaged from the harmful effects of such irresponsible use of the natural resources. As already highlighted, it is only the poor people who suffer from the effects of green gas emissions done by the rich North. Failure to avert this problem has led to global warming which has resulted into unpredictable weather patterns normally characterized by increased temperatures, droughts and floods. These have, in one way or another, caused a perpetual hunger and diseases such as cancer which have of course led to the loss of many lives. As was explained in the Kyoto conference, it is the third world countries which greatly feel the pains of green gas emissions because of their vulnerability. A part from being extremely poor, they are more vulnerable since they can not adequately protect themselves from the effects of such degradations (Smith, S., 2008). In other terms, it is only those who do not contribute to the pollution who suffer most from the effects of the destructions. This is what compels the major contributors to channel a large portion of their budget to sponsor this exercise. A lot of money should therefore be sent to the developing countries to help the in planting a lot of trees. If this is properly done, there will be a large area under forest coverage. Hence, the environment will be cleaned from the green gas emissions. If this is done, life will be better because these people will be saved from their problems such as wars which are always attributed to pollution. It is generally accepted that these people often fight for the few resources such as food which have become scarce because of climate change (Nordhaus, W., 2007). On the other hand, carbon budgeting may entail carrying out of cleanliness activities within the polluting countries. This means that the governments which are responsible for green gas emissions should launch environmental protection programs aimed at reducing such emissions within their territorial borders. They can carry out initiatives such as stopping certain projects which are believed to be the chief source of pollutions. At the same time, stringent regulations can be enforced to advocate for Environmental Impact Assessments before establishing any project which may be a recipe to environmental pollution. If funds are channeled to the Third World Countries as a carbon trading initiative, deliberate efforts must be taken to ensure that they are used in a right manner. Nobody should be any opportunity to misappropriate them (James R.F., 2010). They should not be spent in a selfish manner. Instead, it should be known that this is a kind of project done for the benefit of the entire world to cater both for the current and future generations. Similarly, carbon budgets can be used for providing environmental education to the people. Even if man is the chief source of pollution in the world today, it must be accepted that most of their activities are conducted because of ignorance. Many people are not aware of the environmental ethics which demand that the environment should be used sparingly in a sustainable manner in order to provide a sustainable economic growth. Life is a cyclic continuous process which involved successive generations. However, none of them should suffer because of the irresponsible consumption of others (Glasson, J. et al., 2007). In this regard, I would like conclude by agreeing with the fact environmental consciousness is the most important tool which everyone should be armed with. No one should be selfish in the use of natural resources since they are essential for the life of the entire biodiversity. Deliberate efforts must be taken to ensure that pollution is eliminated. Otherwise, adequate funds should be provided through the carbon budget initiative to ensure that all the emissions generated so far; are eliminated.

How to Style Alphabetical Letters

How to Style Alphabetical Letters How to Style Alphabetical Letters How to Style Alphabetical Letters By Mark Nichol When are letters of the alphabet, appearing in isolation rather than as part of a word, capitalized, and when are they lowercased? When should they be italicized, and when is the normal type, called roman, employed? Here’s a general guide to styling letters. Letters as Letters When referring to a letter as an alphabetical character in print or online, style it in italics and use uppercase or lowercase forms as appropriate, as in the examples â€Å"Notice how the letter m is cut off so that it almost looks like an n† and â€Å"Engraved in the rock was a capital A.† A roman apostrophe and a roman s are added to indicate a plural form, as in â€Å"When you wrote ballot, you included three l’s.† For capital letters, the apostrophe isn’t necessary: â€Å"The two Vs look like a W.† However, if plural forms of both uppercase and lowercase letters appear in the same document, for consistency, reconcile the style either way. Letters employed in lieu of an entire word beginning with that letter to disguise profanity or otherwise avoid the word’s use are capitalized and styled in italics: â€Å"The F word† refers to an obscene four-letter word, for example, and â€Å"the D word† might appear in a perhaps jocular reference to relationships in which the writer declines to use the word divorce. In idioms such as â€Å"Dot [one’s] i’s and cross [one’s] t’s† or the humorous inversion â€Å"Cross [one’s] i’s and dot [one’s] t’s† and â€Å"Mind [one’s] p’s and q’s,† the letters are traditionally not italicized, despite this custom being an exception to the rules described above; instead, an apostrophe is inserted before the plural s. Other idiomatic usage (for example, â€Å"the three Rs† and â€Å"to a T†) generally does not call for italicization, either. Names of Letters In the unlikely event that a letter needs to be referred to by name, it can be spelled out as indicated in dictionaries. However, the system is difficult to use because not all names of alphabetical characters are spelled intuitively, so they’re difficult to locate for verification: B and letters that rhyme with it are spelled bee, cee, and so on, but others are spelled, for example, aitch, cue, and wye. Letter Grades When the letters A, B, C, D, and F are used in educational contexts and, by extension, in informal analogous usage, as evaluative marks, they are not italicized. That’s because they refer to the points on the grading scale, not to letters of the alphabet; I’ve italicized them here, though, because I’ve named them as letters: â€Å"the letter A,† and so on. (Why is there no E in the grading scale? Apparently, educators were concerned that this letter grade would be misconstrued as representing excellent, as F stands for failure, so although it was originally part of the grading scale, it was eventually omitted.) An alternative system, often used euphemistically in lower grades, is E, G, F, P, and U (excellent, good, fair, poor, and unsatisfactory). No apostrophe is inserted before the plural s; for example, write â€Å"I had hoped to receive more As† or â€Å"She earned three Es last semester.† Letters as Shapes When letters are used to describe shapes, they are capitalized and styled in roman, as in â€Å"C clamp† and â€Å"T square.† Letters employed in this way are sometimes treated in sans serif type (one of many typefaces in which letters are made solely of straight lines and curves and lack appendages), but this approach looks awkward. Music and Rhyme Schemes In general, letters referring to musical pitches are capitalized in roman type for example, â€Å"This song is in D.† (Technical usage such as references to octaves varies; consult specialized print publications or websites for more information.) Rhyme schemes, however, are indicated in lowercase italic letters with no letter spaces between characters indicating a set of lines constituting a verse, as in â€Å"The poem is written in abba rhyme.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:30 Religious Terms You Should KnowAbstract Nouns from AdjectivesHow Do You Fare?

The of T.S. Eliot on Derek Walcott & Edward (Kamu) Brathwaite.Charles Essay

The of T.S. Eliot on Derek Walcott & Edward (Kamu) Brathwaite.Charles E - Essay Example To meet Pound and get introduced to Yeats Eliot emigrated to London. Here Bathwaite and Walcott overheard the conversation in which Eliot learnt about the relationship between poetry and speech, live by the technology called phonograph. Brathwaite came to hear "Eliot's actual voice - or rather his recorded voice property of the British Council (Barbados)", it gave a "poetic breakthrough" which he memorized where Eliot read "The Love song of the J.Alfred Prufrock", The Waste Land, and later the Four Quartets" (History of the Voice). Walcott lists that one of his most noteworthy memories of the adolescence (Leaving School) is "the Eliot's recording of the Four Quartets". For Brathwaite and Walcot listening to Eliot is equivalent to reading his texts by which their ability to understand the relationship of poetry to speech has developed. For Brathwaite and Walcott the question of language is as important as the tradition.

Service Experience Diary Report (restaurant)- A Assignment

Service Experience Diary Report (restaurant)- A - Assignment Example Through such an analysis, the researcher provides a list of recommendations for improvement of the business scope and activity for Diner’s Eden. I am a 25 year old man who has had post graduate education. I seek high quality dining experience and am primarily health conscious. I live in Manchester city in United Kingdom, which is renowned for its sporting interests and hence, health consciousness. Before eating at the restaurant, I was looking for a fine dining experience and wished to have a continental dinner with authentic cuisine. Although my cuisine preference for the dinner would have been Japanese, I was also willing to look into other Asian preparations. Along with fine dining, I desired for live entertainment at the restaurant, which would help me relax after a long and tiring day at work. Price was not an issue and I was willing to drive for about 60 minutes to arrive at the restaurant of my choice. I looked over the internet and found out that there was a new and upcoming restaurant right in the heart of the city, close to the university area, which was serving Asian preparations. It also had live entertainment facility. Since both my primary objectives had been fulfilled, I chose the restaurant by the name of Diner’s Eden and prepared to visit for the evening. As I entered the restaurant, the red interiors were quite relaxing and the aroma of spices was indeed refreshing. Overall opinion regarding first look of the restaurant was indeed impressive. The waiters were uniformed and dressed in traditional Thai, Chinese and Indian attires separately for each section. The interiors were a mix of Indian, Chinese and Thai cultures with decorative and wall arts, depicting the three different nations. The seating arrangements were a little cluttered as they tried to fit in a large number of people at the dining space. However, the live entertainment system was a separate enclosure, which

Comparing the Films The Dead Poets Society and The Breakfast Club Essay

Comparing the Films The Dead Poets Society and The Breakfast Club There are numerous differences between the two movies, and although they’re both in a different setting and different time frames, there are also many similarities. â€Å"The Dead Poets Society† is set in the mid 60’s in an upper class prep school. On the other hand â€Å" The Breakfast Club† is set in the 80’s at a typical public High School in a middle-class suburban neighborhood. Although one movie has a timeline of a whole school year, and the other only goes through one day, they both show very clearly how the average student life is and was in their respectable time frames. It is easy to compare and contrast everything from settings and timeframes, to obedience, to discipline, and also even stress given by parents. I believe I could only compare these two movies if they were realistic, and I believe that they were for the most part. It is very clear in these two movies how obedience, and disciplinary action has changed over the years. In â€Å" The Dead Poets Society,† the kids got in trouble for such things as staying up past curfew or not turning the lights off when they were supposed to. Of course this is how some schools still work but it’s definitely no longer the social norm. When’s the last time you heard about someone getting spanked with a paddle in school? It has been a long time since I’ve heard about something like that, In America at least. If a teacher were to spank a child today, not on...

Types Of Language Learning Strategies Education Essay

Chapter 4IntroductionThis chapter focuses on the findings obtained from the information collected through the study. Respondents of the study were the ADFP and ACTP pupils of the American Degree Programme in INTEC, UiTM Shah Alam. The informations collected were analyzed utilizing the SPSS package bundle version 16.0. The findings are presented based on the research inquiries in chapter 1: What are the acquisition schemes used by the respondents? What is the degree of college self-efficacy among the respondents? What is the degree of academic accomplishment among the respondents? What is the relationship between larning schemes and self efficaciousness on academic accomplishment? What is the part of each discrepancy of independent variable towards academic accomplishment?Table 4.1Demographic Background of respondents harmonizing to gender andethnicity ( n=285 )Respondents Profile Frequency ( n ) Percentage ( % )GenderMale 162 56.8 Female 123 43.2EthnicityMalay 138 48.4 Chinese 91 31.9 Indian 31 10.9 Others 25 8.8Entire 285 100Table 4.1 presents the demographic information of the respondents involved in this survey. More male pupils participated in the survey with a per centum of 56.8 % compared to 43.2 % who were female pupils. On another class of ethnicity, Malay pupils were the chief respondents in this survey with a per centum of 48.4 % while Chinese pupils comprised about 31.9 % of the entire sample. Another 10.9 % of the respondents are of Indian ethnicity while the concluding 8.8 % are of other ethnics.Table 4.2Descriptive Analysis of Types of Language Learning SchemesTypes of Language Learning Mean Std. DeviationSchemesMemory Schemes 2.8612 0.5866Cognitive Schemes 3.4639 0.4853Compensation Strategies 3.4515 0.6241Metacognitive Schemes 3.5789 0.6301Affectional Schemes 2.8117 0.6833Social Strategies 3.6439 0.6924Table 4.2 presents the informations on the types of linguistic communication acquisition schemes used by the respondents. The findings show that most respondents us e Social Schemes ( M= 3.6439, SD= 0.692411 ) followed by Metacognitive Strategies ( M= 3.5789, SD= 0.63011 ) and eventually Cognitive Schemes ( M= 3.4639, SD= 0.48529 ) . From the findings, it can be inferred that the respondents benefit the most from utilizing societal schemes, metacognitive schemes and cognitive schemes in their procedure of linguistic communication acquisition. This means that in footings of utilizing societal schemes, the respondents learn linguistic communication best through inquiring inquiries in category, collaborating with others who are adept in the linguistic communication and sympathizing with others for illustration, through developing cultural apprehension. In other words, these respondents learn best when socialising with others in the mark linguistic communication. The findings besides revealed that the respondents who uses metacognitive schemes. This means that respondents using metacognitive schemes tend to focus on their acquisition for illustration associating new cognition with what they already know, set uping and be aftering their acquisition and ego measuring themselves in their acquisition advancement. In short, these scholars plan out their learning advancement and associate their new cognition to old schemes. Respondents practising cognitive schemes in larning the mark linguistic communication tend to utilize patterns for illustration utilizing expressions and forms or concentrate on the chief thought of a message when reading a text. These scholars are besides prone to make a batch of analysis and do logical thinking for illustration by analysing looks and eventually create construction in footings of either having input or end product for illustration taking notes.Table 4.3Descriptive Analysis of Domains of College Self EfficacySpheres of Mean Std. DeviationCollege Self EfficacyCourse Self Efficacy 6.9464 1.3234 Roommate Self Efficacy 7.6044 1.2662 Social Self Efficacy 6.8097 1.3726 The findings in table 4.3 shows that respondents have high ego efficaciousness when covering with roomie ego efficaciousness ( M= 7.6044, SD= 1.2662 ) followed by class ego efficaciousness ( M= 6.9464, SD= 1.3234 ) and societal ego efficaciousness ( M= 6.8097, SD= 1.3726 ) . The findings indicate that the respondents are more confident in tie ining with their roomies and finishing undertaking related to their surveies. However societal wise, the findings shows that the respondents are less confident about themselves socialising in major module events or in their interpersonal accomplishments with others such as doing new friends.Table 4.4Distribution and Percentage of Respondents ‘ Cumulative Grade Point Average ( CGPA )Accumulative Grade Frequency ( N ) Percent ( % )Point Average ( CGPA )Low ( & A ; lt ; 2.49 ) 2 7 Moderate ( 2.50 – 3.49 ) 217 76.1 High ( 3.50 – 4.00 ) 66 23.2Entire 285 100Table 4.4 studies on the degree of academic accomplishment of the respondents. From the information, it shows that a bulk of the respondents have mean academic accomplishment with a per centum of 76.1 % runing from 2.50 – 3.49. 23.2 % of respondents have high CCPA runing from 3.50 – 4.00. The staying 7 % have low academic accomplishment runing from less than 2.49. This findings show that the bulk of respondents from the American Degree Programme have moderate scope of CGPA.Table 4.5Correlation Matrix between Types of Language Learning Strategies on Academic AchievementLanguage Learning SchemesMemory Schemes -0.236** Cognitive Schemes 0.098 Compensation Schemes 0.082 Metacognitive Schemes 0.092 Affectional Schemes -0.324** Social Strategies 0.130* ** . Correlation is important at the 0.01 degree ( 2-tailed ) . * . Correlation is important at the 0.05 degree ( 2-tailed ) . Table 4.5 shows the relationship of linguistic communication larning schemes on academic accomplishment. By utilizing Pearson Correlation to find strength of the relationship between the independent variables and academic accomplishment, it was found there are three schemes that show correlativity with academic accomplishment which are associated with academic accomplishment. Those linguistic communication larning schemes are Memory Strategies, Affective Strategies and Social Strategies. The relationship between Memory Strategies, Affective Strategies and academic accomplishment shows a negative and really weak relationship with their R and P values ( r= -0.236 p= 0.000, r= -0.324 p= 0.000 ) severally. This suggests that the more the respondents use both Memory and Affective Strategies in their linguistic communication acquisition, the lower their academic accomplishment would be. On another note, Social Strategies indicate a positive but really weak correlativity with respondents ‘ academic accomplishment with its R and P value at r= 0.130, p= 0.029. This suggests that the more respondents use Social Schemes in their linguistic communication acquisition, the better they perform academically.Table 4.6Correlation Matrix between Domains of College Self Efficacy on Academic AchievementCollege Self-EfficacyCourse Self Efficacy 0.226** Roommate Self Efficacy -0.031 Social Self Efficacy 0.151* ** . Correlation is important at the 0.01 degree ( 2-tailed ) . * . Correlation is important at the 0.05 degree ( 2-tailed ) . Table 4.6 studies on the correlativity on spheres of college egos efficaciousness with respondents ‘ academic accomplishment. Both Course Self Efficacy and Social Self Efficacy show that there is a positive yet weak and really weak relationship between the two variables on academic accomplishment with their R and P values ( r= 0.226 p= 0.000, r= 0.151 p= 0.011 ) severally. This consequence suggests that similar of Social Strategies bespeaking that the higher the respondents ‘ ego efficaciousness in footings of Course and Social, the better the respondents would execute academically.Table 4.7An analysis of Multiple Regression on Academic AchievementTo find the part of each independent variable towards academic accomplishment, the ENTER method of multiple arrested development analysis was employed. To place the forecasters of academic accomplishment, the subscales from each spheres ‘ multiple additive arrested development was proposed. The nine subscale forecasters ar e Memory Strategies ( x1 ) , Cognitive Strategies ( x2 ) , Compensation Strategies ( x3 ) , Metacognitive Strategies ( x4 ) , Affectional Strategies ( x5 ) , Social Strategies ( x6 ) , Course Self Efficacy ( x7 ) , Roommate Self Efficacy ( x8 ) and Social Self Efficacy ( x9 ) . The equation of the proposed multiple additive arrested development theoretical account are as follows ( equation 1 ) : Y1=b0 + b1x1 + b2x2 + b3x3 + b4x4 + b5x5 + b6x6 + b7x7 + b8x8 + b9x9 + vitamin E Equation 1 Where: b0 = Intercept b1-4 = Slopes ( Estimates of Coefficients ) Y1 = Academic Achievement x1 = Memory Strategies x2 = Cognitive Schemes x3 = Compensation Schemes x4 = Metacognitive Schemes x5 = Affective Schemes x6 = Social Schemes x7 = Course Self Efficacy x8 = Roommate Self Efficacy x9 = Social Self Efficacy vitamin E = Random ErrorVariables Un-Standard Standard T Sig. ( P )Coefficients Coefficientsiiˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iiˆ( Constant ) 3.105 17.655 0.000 Memory -0.153 -0.270 -4.354 0.000 Schemes Cognitive 0.049 0.071 1.001 0.318 Schemes Compensation 0.021 0.040 0.730 0.466 Schemes Metacognitive 0.058 0.111 1.589 0.113 Schemes Affectional -0.159 -0.328 -5.609 0.000SchemesSocial 0.063 0.132 2.080 0.038 Schemes Course Self 0.059 0.237 3.806 0.000EfficacyRoommate Self -0.027 -0.102 -1.697 0.091 Efficacy Social Self 0.016 0.066 0.998 0.319 Efficacy F Statistic = 11.191 Adjusted R-squared = 0.244 R2 = 0.268 Based on the ENTER method which is presented in Table 4.7, the consequences show that there are two forecaster variables that were found important towards academic accomplishment. The two forecasters are Affectional Strategies ( x5 ) and Course Self Efficacy ( x7 ) with their T and P values severally ( t= -5.609 p= 0.000, t= 3.806 p= 0.000 ) . In order to seek the comparative importance of both forecasters in foretelling academic accomplishment, the standardised arrested development between coefficients were besides shown in Table 4.7. Standardized coefficients play an of import function for comparative intents as the values of the different variables have been converted to the same graduated table. In this multiple arrested development, both dependent and independent variables were standardized to hold a mean of 0 and a standard divergence of 1. Therefore, when an independent variable gives a high beta coefficient, there is an indicant that the variable is extremely of import in lending to the anticipation of the standard variable. Hence, based on the values reported in the tabular array, the highest beta coefficient was derived from Affective Strategies with a value of -0.328. This indicates that Affective Strategies was the strongest subscriber to the overall equation. This variable was followed by Course Self Efficacy with a beta coefficient of 0.237. To reason, the multiple arrested development theoretical account for academic accomplishment in standard mark units is presented as followers: Y1=3.105 + 0.159Ãâ€"5 + 0.059Ãâ€"7 + vitamin E Equation 2 Where: Y1 = Academic Accomplishments x5 = Affective Schemes x7 = Course Self Efficacy vitamin E = Random Error Table 4.7 besides shows the coefficient of finding where R-squared, is the value that indicates the per centum of the entire fluctuation of dependent variables that are explained by the independent variable. Therefore, as presented in Table 4.7, the entire sum of discrepancy of standard variable that is predictable from the two forecasters are 26.8 % , and the adjusted R-square alteration of 24.4 % . The adjusted R-square gives a better appraisal of the true population value, therefore the part of the forecaster variables towards the discrepancy in the standard variable in this survey are reported based on the adjusted R-square value. Therefore, the overall arrested development theoretical account has been successful in explicating about 24.4 % of the adjusted discrepancy in academic accomplishments. In short, merely two variables were found to be significantly linked to academic accomplishments at a important degree of 0.05. Those two variables are as reported which are Affectional Schemes and Course Self Efficacy. Both Affective Strategies and Course Self Efficacy were found to hold a important relationship with academic accomplishment. Therefore based on the multiple arrested development analysis, the consequences show that Affective Strategies and Course Self Efficacy history for 24.4 % which explains the discrepancy of academic accomplishment.

Funny Speech Examples

Funny speech examples are usually meant to both persuade and entertain the listeners. A funny speech should have catching beginning, entertaining main body, and slightly surprising conclusion. Although the speech should be funny, it is essential to concentrate on the major topic of the speech in order to make it clear to the listeners. It is crucial to stay confident during the performance of funny speech examples. â€Å"Dear Friends! I would not call you ladies and gentlemen since I know you for so long already. Wise people say that a great speech has to have an enthralling beginning, spectacular ending, and not much in between; so that, I would like to start with saying thank you for giving me the chance to perform this speech and I suppose you must have chosen the wrong guy. I would also like to thank you all for being a significant part of my life, even though I have never asked for such a pleasure. It is time for us to recall that we are all united by the same goal to make this world a better place both for our own and for our children sake. Nonetheless, it is essential for me to greet you all here tonight at the annual celebration of the Earth Day. The previous year has been challenging for each of us since our company has encountered crucial problems that required all of us to tighten our belts. Nonetheless, we have made it out alive and tonight I proud to say that we have become stronger than ever. The government seems to abandon us and I am highly concerned with this fact, especially since our company is responsible for the maintenance of the ecology on the territory of the entire region. However, I would suggest you disregard this issue since the negotiations with the private sponsors gave positive results and I assure you that your payment will be increased so you will not suffer starvation. What is more, this speech is meant to support you since there are a lot of challenges we are only about to face and, honestly to say, I am so afraid of these challenge people sitting near to me are virtually able to smell the fear. However, I am certain that we are able to deal with that as well as we have dealt before, especially since we have got sponsorship from the partners we might rely on. In order to sum the speech up, it would be essential to admit that our planet is being hurt by the activity of the mankind and tonight I want all of you to recognize our responsibility for taking care of our planet since it is the only home we have. There are millions of reasons why we should assemble our efforts in order to save the world just like Bruce Willis once did yet we are not going to drill and blow up the Asteroid, we are going to save the planet from ourselves instead. Thank you for your attention and let us get the party started!†