GLOBAL WARMING SPEECH

Good morning to my respected teachers and dear friends. I would like to speech on the Global
Warming at this occasion. Global warming is a continuously increasing environmental issue all
over the world. There is no any single country responsible for its causes, all the countries
worldwide are responsible for its ever increasing. Actually global warming is a global increase in
the temperature of the earth because of our some daily activities. Our various activities heats
up the earth which ultimately rises its temperature. Rise in temperature takes place when
greenhouse gases (such a carbon dioxide, water vapours, nitrous oxide, methane, etc) trap heat
and light from our surroundings and sun. Ultimately, rise in temperature hurts the lives of
human beings, animals, and plants. There are many reasons for the increasing global warming
however some of the primary and main causes are considered because of the Green House
Effect.

on, methane, nitrous oxides, etc gases. Such green houses gases are generated by our daily
activities and get collected in to the atmosphere and form a cover around the Earth which again
absorbs hot sun rays and make this earth a burning earth. The absorbed heat remains in the
lower circle of biosphere and enhances the temperature level. According to the statistics it has
been estimated that by 2050 the rise in temperature of earth would be about 4° to 5°C. In last
five centuries, it has raised by about 1°C however half of this warming is raised only during
twentieth century. So, the global warming is at peak and alarms us regularly with its bad effects.

It is affecting almost all parts of the world and causing sea level to rise, glaciers to melt and
many more which covers all the low land islands. It is destroying huge forests, killing algae, acid
rain, etc. Acid rain is very dangerous which may destroy anything in touch. Global warming
causes natural fires which may wipe out whole forests. Continuous rise in the earth
temperature affects agricultural crops, forests, marine life and life growth on the earth. It
cannot be solved by the effort of only one country, it needs global effort of all countries to
reduces its effects and completely eliminate it.

Thank You
 Global warming speech
Today I am going to talk about one of the greatest problem humanity is facing right now,
which Global is warming.

Global warming is a phenomena in which there is a gradual increase in the average

temperature of the Earth’s atmosphere and its oceans. This change is believed to have
serious implications on our planet and is permanently changing the Earth’s climate. This
can be also seen as an implication of man’s greedy nature and the over exploitation of our
mother nature in the hunt for more and more resources. For centuries we brutally exploited
our resources, thoughtlessly wasted it and reaped profits without a thought about our future
generations. Over the last century, global average temperature has increased by more than
1°F or 0.7°C .Global warming is primarily a problem because of too much carbon dioxide in
the atmosphere which acts as a blanket, trapping heat and warming the planet more and
more. As we burn fossil fuels like coal, petrol, diesel and natural gas for energy or cut down
and burn forests to create plantations, carbon accumulates and overloads our atmosphere.
Certain waste management and agricultural practices aggravate the problem by releasing
other potent global warming gases, such as methane and nitrous oxide. A warming world
also has the potential to change rainfall patterns, increase droughts and severe storms, melt
glaciers, increase sea levels, and even change plant and animal behavior. Today we have
substantial scientific evidence which indicates that an increase in the global average
temperature of more than 2°F above from where we are today poses severe risks to natural
systems and human health and well-being. The world has already realized the potential
aftermath of Global warming and have started massive campaign to reduce its effect. There
is no single solution to global warming. But a multi faced approach like focusing more
towards clean and green energy production, increasing the efficiency of the current
systems, gradual facing out of the fossil fuels, prevention of deforestation and ensuring
sustainable development etc. are some of the ways ahead. Countries around the world
have been submitting their pledges to the United Nations, setting out how far they intend to
reduce their greenhouse gas emissions over a period of time.

As students, we also can play a major role in compacting global warming. Despite of the
great threat it possesses, our society is still not aware of it. The war against global warming
will be effective if and only if a common man realizes that he is also contributing to it when
he even forget to switch off electricity after the usage. As the future scientists and decision
makers, lets take a pledge towards focusing and developing more sustainable
technologies .We can also conduct campaigns to increase the awareness and the need to
respect our mother nature. Its interesting to note that even a reduction in meat consumption
by humans can help in compacting global warming. .Our resources are precious and it
belongs to all, primarily for our survival and not for luxuries.The world can survive without
mankind but mankind cannot survive without this world.

Thank you
 The Impact of Skipping School
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October 16, 2012 by middleearthnj

It is estimated that seven million students (K-12) miss 18 days or more each year, and
the concentration of that absenteeism is in middle and high schools. In some states, as
many as 1 in 3 high school students are absent on any given day.

Research shows that student achievement suffers after only five absences. Students
who miss more than ten days of school are more than 20 percent less likely to graduate
from high school than their peers and are 25 percent less likely of ever enrolling in any
type of college. Those who drop out are two and a half times more likely to be on
welfare than high school graduates. Those who do attend college are less likely to be
prepared, more likely to enroll in remedial class, and more likely to leave college before
earning a degree.

In a recent report from the Get Schooled Foundation, Skipping to Nowhere, more than
500 teens in 25 cities were given in-depth interviews to get an accurate picture of
truancy in America. The report found that skipping school is behavior developed by the
end of 9th grade. Of current sophomores, juniors and seniors who skip, nearly three
quarters of them started skipping in middle school or during their first year of high
school. Class cutting transcends socioeconomic, racial, and geographic backgrounds.

The interviews revealed that most students face few or minor immediate consequences
for skipping school, and many do not think missing class impacts their grades, their
chances of graduating, or whether they’ll attend college. According to the report, more
than 80 percent of students who skip school once a week believe it is unlikely they will
fall behind in class. Nearly half of skippers are absent at least part of the day about
once a week or more and 42 percent of students said their parents “never” or “rarely”
know when they skip school. Young people are often unaware that skipping even a few
days of school can dramatically affect their grades and even decrease their odds of
graduating.

Prevention
The Get Schooled Foundation’s report supports past research that shows a direct link
between family engagement and student achievement. Parents are the most important
defense against absenteeism. Following are some tips on how parents can prevent their
child from cutting class:

 Be involved with your teen’s school. Attend Parent’s Night and other school
functions. Volunteer within the school. Get to know your teen’s teachers. Be aware of
your child’s grades and attendance record. The more involved you are in your teen’s
 school the more likely your teen will perceive education as important and the less likely
they are to skip class.
 Encourage open communication. Allow your teen to vent about a teacher, a
certain class, etc. without providing any judgment. Everyone needs to feel heard and
understood. If you believe your child is facing a challenge at school, talk to their
teacher.
 Explain the importance of attendance. Give your child a vision for their
future and then explain how skipping school impacts that vision. Tell them some of the
statistics from this report and explain that skipping school significantly changes their
ability to have a bright future.
 Live in the real world. Students surveyed expressed a desire for a connection
between their ‘real lives’ and what they learn in school. Too often there is a complete
disconnect between their lives outside of school, their dreams and hopes for the future
and how they spend each day. Draw the lines for them so they can see the usefulness
of what they are learning.
 Repeat the message. When the message to avoid skipping only comes from
the school principal, it’s not as effective. Having the message about the importance of
attending school come from several sources – parents, teachers, neighbors, the local
truancy officer, police, celebrities, athletes, etc. – can have a dramatically stronger
effect on student decision-making.
 Establish consequences for truancy. Tell your teen that skipping school is not
acceptable in your family and provide a consequence if you discover they have skipped.
Parents should also inform their teens of their local area’s laws for truancy.

Final Thoughts…
According to the US Department of Education, skipping school is one of the first signs of
trouble in a young person’s life. When young people start skipping school, they are
telling their parents and teachers that they are in trouble or are giving up. Students are
truant for different reasons. Yes, some just would rather hang out with their friends
than go to school, but others may skip a day of school because they were concerned for
their personal safety or did not want to take a test for which they were unprepared. It’s
important to find out the reason they are skipping and address it directly. If they are
bored, show them the correlation between what they learn and what they want to do in
the future. If they are avoiding a test, determine the reason and help them with their
studying or provide a tutor. If they are scared for their safety, work with the school to
stop bullying. Do not ignore their cry for help… skipping school or cutting class means
there is a problem to solve in your teen’s life.

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1. Educate Yourself About What Can Help Anxiety
If you know the specific type of anxiety your friend has, you can utilize some of the
online anxiety help resources for that particular issue.  Understanding what
helps anxiety takes a bit of time and effort, but it's achievable if you're prepared to take
it one step at a time and re-read any info you don't understand straight away.  For free
and user-friendly resources, I like this series of mental health workbooks.  The various
anxiety offerings give a good overview of how a predisposition to anxiety can turn into
an anxiety disorder, and how anxiety works. You'll learn about the links between triggers
and anxious thoughts, emotions, and behaviors, and how to reframe anxiety-based
thinking. 

Also, there are specific types of anxiety strategies that suit being done with
an accountability partner.

 exercise (or any type of physical activity)

 going to a yoga class or doing meditation or breathing exercises together,
 working through a hierarchy of things someone is avoiding or putting off due to
anxiety. Each person would have their own list.  Start with things that feel mildly
anxiety provoking and work up.  A practical way to do this is as a weekly "power
hour" where you have an hour once a week in which you tackle something you've
each been avoiding due to feeling anxious or overwhelmed.
 Spotting and balancing anxiety thoughts.  For example, if you don't get an email
reply back from someone straight away, does that automatically imply bad news?
If you're interested in learning how to overcome anxious thinking, there a complete
"how to" in my book, The Anxiety Toolkit. 

2. Help Your Anxious Friend Break Free of Avoidance

Behavior
I briefly mentioned above the idea of working through an avoidance
hierarchy. Avoidance behavior is a huge part of what causes anxiety.  When someone
avoids something they need to do due to anxiety, their anxiety will snowball over time.  

Common examples of avoidance behavior include avoiding:

 making phone calls

 getting started on a task that feels intimidating (which could be anything
from writing an essay, to completing an annual review for work, to choosing a new
dishwasher when the current one has broken.)
 repairing mistakes
 making requests (such as asking a boss for time off)
The more the anxious person puts off what they need to do, the more likely they are to
experience intrusive thoughts about it.  If avoidance behavior is a major problem for the
individual, there are a ton of strategies in my book that may be helpful.
Whatever the person is avoiding, they may find it helpful to talk through the steps they'd
need to do to break free of their avoidance.  For example, "well, the first step I'd need to
do is...."  Help them identify and/or take that first step.

3. De-stigmatize Your Friend's Experience of Anxiety

People who have high anxiety are often embarrassed by their anxiety symptoms.  

They may fear their anxiety showing up when they're in a performance or social
situation, or that it will be visible to others.  For example, they may fear other people will
notice them sweating or if their voice starts shaking during a client meeting at work.
The key is not to reassure the person that those things will never happen, but do
reassure them that they can cope if/when they do. 

For people who have anxiety attacks, the fear of having one is often as debilitating as
the attacks themselves. The person may fear having a panic attack in specific situations
(e.g., due to being in the middle seat on an aircraft or at the movies) and/or that they will
experience one out of the blue. 

If your loved one has a clinical anxiety disorder and their anxiety feels out of control to
them, they may worry they're losing their mind or "going crazy."  They may see anxiety
as a sign of being a weak person, or doubt that there are effective therapies out there
that will help them overcome their anxiety.

Communicate that you don't see their anxiety as a weakness, character flaw, or a sign
of them being incompetent in their life, work, or other roles (and as being a parent or
friend.) 

Normalize any types of thoughts you can relate to.  There are many types of anxiety-
based thoughts that people with anxiety disorders experience that even relatively non-
anxious people also experience from time to time.  For example, most people can relate
to fear of being judged or of asking for something and being told no.

Also, it's extremely common for anyone to have fleeting thoughts that they'll do
something odd, dangerous or out of character (e.g., mow down a pedestrian while
driving or develop a sudden urge to become violent). People with anxiety often don't
realize that many people have these types of thoughts. People who are not especially
anxious tend to write off the thoughts as just weird, whereas people who are anxious
often equate having the thoughts with real risk that they will act on one of their odd
thoughts. 

4. The Reassurance Seeking Trap

In particular types of anxiety, the person can become desperate for reassurance.  For
example, someone who has health anxiety may ask you repeatedly "Are you sure I
don't have cancer?  Should I go to the doctor again?  Do you think my doctor knows
what s/he is doing?" A relationship partner who has interpersonal anxiety may ask you
daily or weekly "Do you promise you won't leave me, no matter what?"  A friend with
anxiety may repeatedly ask "Are you sure you're not angry with me?" 

If you notice these types of patterns emerging, you'll need to set some limits. Someone
who is experiencing the degree of anxiety that leads to very intense, demanding-
type reassurance-seeking should likely be working with a therapist.  The therapist, the
person, and you, should come up with a game plan together.  It is perfectly appropriate
for you to attend some therapy sessions as a support person, when invited by the
anxiety sufferer.  

Very intense reassurance seeking is part of the process of how anxiety snowballs.  It is
a common anxiety symptom, and does not mean the individual is freaky, needy or a
hopeless case.  It can be addressed effectively, just like all other anxiety symptoms. It's
nothing to be ashamed of but it does need a game plan for disrupting the patterns.

5. Help Your Friend (Spouse / Family Member) Get

Help With Anxiety
You can't expect yourself to cure your loved one's anxiety, no matter how smart you
are, how much you care about them, or how much time you're willing to put in.

Sometimes the best solution for how to help an anxious person is help your loved
one access a therapist (e.g., you might offer to help with childcare or to go to the first
appointment with them.)  If they haven't tried Cognitive Behavioral Therapy (CBT)
before, then that is the best place to start for anxiety help.  It's the type of therapy with
the most evidence behind it for treating anxiety.

If your friend is getting professional help for anxiety, invite them to tell you about what
they're learning and working on.  If you think the person might interpret your questioning
as checking up on them, you'll need to be sensitive about how you do this.

Keep it positive by asking them about any useful insights they've gotten, or any
anxiety management techniques they've learned that are working well for them.  

If there is something that isn't working for them about their sessions with their therapist,
encourage them to talk to their therapist directly.  People who are anxious often avoid
bringing up certain topics with their therapist.  There are many different options for what
can help with anxiety, and it's all about finding the best fit between the person and the
strategies.  It's no big deal if one particular approach doesn't work for an individual,
since there are many other options to try.

If you're willing, let them know you're happy to be a partner for them in completing their
therapy homework (such as trying out a meditation together or doing some thinking or
behavioral exercises.)

Getting help for anxiety is often a big step for someone who habitually avoids things that
make them feel anxious!  Your loved one will likely need all the encouragement you're
able to give!

6. Bonus Section: What Helps With Anxiety Attacks

Anxiety attacks are false alarms of the fight/flight/freeze system.  They're different from
high anxiety/worry in that they come on suddenly, and typically reach peak intensity
within 10 minutes.  You will generally know if someone is having an anxiety attack.
They may appear frozen and not very coherent, or act very afraid and distraught.  The
person may fear that they're having a heart attack or other medical emergency because
their physical symptoms feel so intense.  

The best thing you can do when someone is having an anxiety attack is to be physically
present with the person and help them concentrate on slow breathing.  Pay attention to
what they seem to find calming and what they seem to find aggravating when they're
having an anxiety attack.  The person's thoughts will be all over the place when they're
in the middle of an anxiety attack, so help them focus their thoughts on their breathing.
You can use this overview of breathing techniques for anxiety to learn what to do.

Note that it's important that the person is checked out medically for any heart issues that
might be contributing to their anxiety attacks, including getting a second opinion if
necessary.  The person may have some type of arrhythmia or atrial fibrillation that is
interacting with their anxiety symptoms.  This will not be the case for MOST people who
have anxiety attacks, but it is also true that when someone does have a medical
component to their anxiety attacks, it can be dismissed or missed.

ANTAGES OF FENCES IN MAINTAINING SCHOOL SAFETY The foregoing discussion shows that fences may
enhance school safety by supporting the three central CPTED strategies. Certain types of fences may
provide further safety‐related benefits. Solid walls or fences, for example, may provide protection
against bullets; these types of barriers also may enhance privacy.20 Short fences, while not effective in
controlling access, can help to define ownership of a given territory.21 Furthermore, such fences can
effectively demarcate a playground area or regulate pedestrian traffic, for instance.22 Similarly, hostile
vegetation – dense, thorny groundcover or bushes – can be “used effectively to define boundaries of
various kinds around and within school property.”23 For all their benefits, fences and similar barriers
may undermine CPTED strategies when improperly selected and thereby diminish school safety. A
concrete wall, for instance, can increase safety and yet work against key design principles at the same
time. While concrete creates an effective barrier, the National Clearinghouse for Educational Facilities
(NCEF) notes that “a solid wall or fence blocks natural surveillance.”24 In other words, solid barriers may
create hiding places for intruders by obscuring certain locations from view. Additionally, a solid wall can
attract graffiti, which can harm the image of a well‐maintained school and invite other acts of
vandalism.25 Given the important signals conveyed by the appearance of a fence, the Florida DOE
stresses that any material chosen for school fencing should not be easy to vandalize.26 Fences may also
create safety hazards for students. Tall, continual fencing can block student pathways, forcing students
“to take a longer route where they are more exposed to traffic, crime, or environmental hazards.”27
Gates can help mitigate the difficulty of student navigation. Lockable gates can reduce the number of
access points to a school while allowing access at certain times. However, school officials should also
take into account students’ ability to use gates in the fence line in case of an emergency, as unusable
gates may prevent escape from internal threats.28 Apart from compromising safety, improperly
selected fences may exert a negative influence on the atmosphere of a school and community. In some
extreme cases, the creation of a secure school may produce a prison‐like appearance. Recent debates
over school fencing in several communities have touched on this concern.29 For instance, a
20 “Improving School Access Control.” National Clearinghouse for Educational Facilities, 2008, p. 1.
http://www.ncef.org/pubs/accesscontrol.pdf 21 “Improving School Access Control,” Op. cit., p. 1. 22
Ibid, p. 2.   23 Ibid., p. 1.   24 Ibid. 25 [1] Ibid., p. 1.     [2] Primer to Design Safe School Projects in Case of
Terrorist Attacks and School Shootings, Op cit., p. F‐3. 26 “Section 2 – Site Design,” Op cit., p. 1.    27
“Improving School Access Control,” Op cit., p. 1.   28 Ibid. 29 [1] Ellson, M. “Alameda High School fence
stirs debate.” The Alamedan, Aug. 17, 2012. http://thealamedan.org/news/alameda‐high‐school‐fence‐
stirs‐debate Hanover Research | November 2013 © 2013 Hanover Research | District Administration
Practice 9 parent at a Huntsville, Alabama high school complained that a proposed security fence gave
the impression that students were “imprisoned.”30 To minimize these concerns, schools should
consider aesthetics as well as safety when selecting fencing.31 When considering the advantages and
disadvantages of fencing, schools will need to take into account their unique needs related to safety and
security; an appropriate fencing plan for one school may not be applicable to another. To determine
school specific‐needs, Minnesota’s Division of Homeland Security and Emergency Management (HSEM)
suggests that schools deploy a team of designated stakeholders to assess campus physical safety and
create an emergency plan through the evaluation that examines “building access and visitor
procedures,” “playground, recreation areas, [and] athletic field[s],” and the presence and use of
fencing.32 The HSEM division recommends the team include at least a “building administrator, facility
engineer and a representative from local law enforcement and fire.”33 The U.S. Department of
Education advises that evaluation should not be a one‐time event. Rather, schools school preform
regular safety audits of campuses that inspect fencing as well as playgrounds, parking lots, and other
outdo