RFID Research Proposal Research Paper Example

RFID Research Proposal Paper RFID (radio-frequency identification) is an automatic identification and localization of objects and living beings, which considerably facilitates the collection of data. An RFID system consists of a transponder located on or in the object or living organisms, and includes an identifying code and a reader for reading this code. RFID transponders can be as small as a grain of rice and can be implanted in people or pets. In addition, there is the possibility to produce the RFID transponder from polymers through a special printing process. The advantages of this technique arise from the combination of small size, the low-profile identification opportunity (e.g., the newly introduced identity card) and the low price of the transponder (a few cents). This new technique can replace the still widespread barcode. We will write a custom essay sample on RFID Research Proposal specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on RFID Research Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on RFID Research Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The first RFID applications have been used at the end of the Second World War. There were secondary radars, which were used for friend and foe identification. In the planes and tanks transponder and reader units were installed to detect whether to attack the approaching aircraft or not. To date, follow-up systems are used in the armies. Harry Stockman is considered the person who laid the foundations of RFID with his publication Communication by Means of Reflected Power in October 1948. At the end of the 1960s, the Siemens Car Identification, in short SICARID, which was considered a proprietary of many solutions, was developed. This made possible to begin to identify railroad cars and auto parts later in the unique paint shop. It was used up to the 1980s. The identification carrier were cavity resonators that were interrogated by a linear frequency ramp. These cavities can be considered as the first purely passive and electromagnetic queryable transponder. The first passive backscatter transponder of the type still used today with its own digital logic circuit was introduced in 1975 in an IEEE paper. In the 1970s, the first primitive commercial predecessor of RFID technology was put on the market. These were produced for the electronic security systems (Electronic Article Surveillance, EAS). By checking the presence of the mark, an alarm can be triggered in case of theft. The systems was based on radio frequency technology or low-medium frequency induction or transfer. The year 1979 brought many new developments and applications for RFID technology. An emphasis was placed on agricultural applications, such as animal identification, e.g., for racing pigeons, livestock, and other pets. The application of RFID technology was funded since the 1980s, particularly by the decision of several American states as well as Norway, where the RFID transponders found their place in the road toll systems. In the 1990s, the RFID technology was widely used for toll systems in the United States. Free example research proposal on RFID is the best way to get some ideas on how to write a decent research paper on the topic. At EssayLib.com writing service you can order a custom research proposal on RFID topics. Your research paper proposal will be written from scratch. We hire top-rated PhD and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all proposal details: Enjoy our professional research proposal writing service!

Essay on Should grammar be a focus in undergraduate composition classroomEssay Writing Service

Essay on Should grammar be a focus in undergraduate composition classroomEssay Writing Service Essay on Should grammar be a focus in undergraduate composition classroom? Essay on Should grammar be a focus in undergraduate composition classroom?Being literate has always been considered as a dignity. However, paying excessive attention to grammar when it is not the main focus of teaching is often severely criticized by educators. They say, grammar can contribute to better writing, but it is only one part of it, not the whole. Composition classroom is, for instance, aimed at developing students’ writing skills through research, argumentative writing techniques, and critical thinking. Meanwhile, it has become a matter of continuous debate whether knowing grammar rules and principles affects the quality of an ultimate text. As a student enters a first year course, it is implied that he or she has some basic grammar knowledge and writing skills. However, practice has shown that teachers’ expectations are not always satisfied. On the contrary, the majority of students composition teachers deal with are likely to have gaps in their early educat ion, which create a grand barrier for further advance.   Current research is intended to find out the significance of grammar for a composition classroom and to provide clear evidence that applying certain deliberate tools for instructing grammar from a freshman course on is a way to make the students of language art progress considerably.Controversies of Grammar InstructionEarlier, there was a widely spread opinion that there is no sense to worry whether your spelling is right or wrong as long as the English orthography is nothing but human convention. It was stated that this kind of convention has nothing in common with the natural order of things and the word can be written in any way with the same power. What is more, grammar was thought to distract attention from actual writing and thus to be harmful rather than helpful. The members of the NCTE Assembly for the Teaching of English Grammar (ATEG) resume that grammar used to be â€Å"the skunk at the garden of the language art s† (Lanham 111). Earlier, traditional grammar instruction was really a curse for schools and their students. The notion of prescriptive grammar that was popular a few decades ago included continuous â€Å"skill drill† exercises. The students were expected to â€Å"swot up† a discrete set of rigid rules that were to be strictly followed and endlessly practiced (Turner 39).Taking over curriculum, grammar could really become an obstacle to the students’ advance. On the one hand, much precious time was spent memorizing and reproducing rigid formula. On the other hand, students could soon lose their interest to the major and change it for anything else. With time, however, the educators came to understanding that principles of writing are more important than the rules of grammar, and the alignment of forces altered. In other words, broader generalization came into being leaving each writer a chance to make his or her own choice (Butterfield 275). With the heig ht of language movement, the time for revolutionary change came. Prescriptive grammar was substituted by transformational, also known as descriptive grammar. The chief goal of innovation was to subordinate grammar instruction to the needs of a particular user. Descriptive approach made grammar instruction more flexible, practical, and more helpful in self-expression.Benefiting from GrammarOf course, knowing the grammar rules is not a panacea. In fact, fixing the grammar will hardly make an unsatisfying essay effective. There is much other stuff to attack when a teacher is to create a good writer. Still, poor grammar is often not so much the reason for poor writing as the inherent part of it. Grammar ignorance is often the consequence of careless attitude to reading and checking the original text by the author himself. Accurate and perceptive reading for revision is a necessary condition not only for higher literacy, but also for the overall writing skill. It is almost impossible to write a clear, coherent text without grammatical awareness. The latter is ultimately based on a sentence sense that is worked out through reading students’ own compositions, either aloud or to themselves. As Brandt (463) assumes, â€Å"Educators can no longer afford to assume that students acquire an accurate understanding of formal language structures through reading, writing, and speaking.†Further on, the ability to work with grammar constructions enriches the overall writing capacity of a student. A wealth of knowledge is rather a prerogative than a burden, and such exercises as â€Å"finding the subject-predicate core, diagramming sentences, searching texts for various constructions, comparing language varieties, expanding or imitating sentences, unscrambling sentences in a paragraph, and experimenting with the parts of essays and stories† (Newkirk 111) help the writers see the language as a system. Therefore, the writers feel free to find and utilize altern atives to make their thoughts sound clearer and more catching.In addition, Brodkey (82) states that the students who master the tools of writing and language structure together tend to be more confident and effective in their writing. â€Å"Many students will be able to recognize a sentence fragment as incorrect, but they may not know the concept by its correct name, why it is incorrect, or how to correct it,† Spellmeyer (273) notes. It goes without saying that many people possess inherent, intuitive knowledge of how to spell the words and sentences correctly, but the conscious employment of language opens larger opportunities beyond all doubt. Knowing grammar provides the writer with the confidence to experiment because only when you know what is right, you can play with what is wrong; it becomes much more interesting for a writer to introduce new stylistic devices or context neologisms   (Spellmeyer 163). Only in this way both native English speakers and second-language l earners become able to see the perspective of linguistic expertise while language is a bottomless resource.Tips for Teaching GrammarAlthough descriptive grammar has demonstrated a number of advantages as against prescriptive grammar, the latest studies reveal that both approaches are better in their combination rather than in isolation. Each of them has its benefits, so a good language art teacher should derive from both. Assessment and planning are probably the best items to start a sound instructional practice.The experience of educators who have already faced low levels of literacy among their first year students and who try their best to improve the situation can be summarized in several transparent rules. First of all, there is a need to present grammar principles as a review because of the students who really possess enough knowledge and would feel tired and bored if they have to go through the same way again. One more advice is to communicate the grammar skills as professiona l skills like proofreading or editing. At the same time, the teacher is to begin with the basic rules as they are the foundation for further knowledge. Although the language is full of terms, the aim is to reduce terminology for better comprehension and memorization. The advance from parts of speech to sentence fragments and clauses and then to run-on sentences, for example, would be the best scheme (Brandt 460). It goes without saying that grammar lessons should be concise, entertaining and always to the point. For that end, teachers often use handouts and power point presentations to make the material visual and clear. In order to entertain, teachers apply the practice of cooperative games, self-check quizzes, and interactive Web-resources.Further on, it is useful for a student to note his or her mistakes and corrections. Such an error journal makes a student more self-aware and diligent, while his or her motor memory is combined with visual memory (Anson et al. 172). While revisi ng and editing their drafts, students can simultaneously study grammatical options that certainly influence style and voice of the text. According to the representatives of ATEG, teaching grammar significantly depends on reading and language play, so these two fundamental practices should be prioritized in the composition classroom. As Turner (121) resumes, â€Å"the goal of effective grammar instruction is to weave it into the reading and writing that function as the backbone of the English curriculum.†After all, the needs of students should be the first and foremost criterion to depart from. Individual approach will never do a bad turn, so the students should have an opportunity to train grammar according to their own essays and to get individual assistance from the teacher in case of need.Conclusions The experience of numerous educators and researchers has shown that writing skills can never be mastered in isolation from grammar. Developing such writing skills as a sense o f effective organization, logical argumentation, manipulations with language and style is highly dependent on grammar knowledge. Once traditional school grammar became an uncompromising weapon to fight illiteracy, but its demands won a bad reputation. As long as grammar was taught in isolation, the wave of protests soon rose because grammar instruction took unprecedented time and effort and in this way did interfere with the educational process. Next, transformative grammar approach was introduced making more focus on the particular needs of a student and making the learning process more flexible and actual. The application of descriptive grammar within a composition classroom has proved that a wide variety of prose and poetry can be enhanced by effective vocabulary and creative sentence construction that is gained via grammatical options. It is stated that frequent training with grammar constructions makes the author express his or her own thoughts and emotions more fluently and pr ecisely. Grammar makes individual thesaurus broader and enunciation more flexible. A meaningful and relevant instruction should, nevertheless, be based on both prescriptive and descriptive grammar practices.While the practice of numerous composition teachers has shown that at the first course the level of students’ language knowledge is rather low, most of them have to spend much time not for review but for grammar mastery instruction from the very beginning. Consequently, grammar instruction and testing are obviously needed in the undergraduate composition classroom to make freshmen present a coherent argument and go through less critique on their rough drafts. For that end, intensive but not overwhelming guidance with practice should be provided on a regular basis. Above all, reading is still considered the best practice to improve one’s grammar, as most of grammatical patterns are easily absorbed from the context.

Strontium - Elements in Fireworks

Strontium - Elements in Fireworks Metal salts are important in fireworks and other pyrotechnics. One of the most common metallic elements is strontium, which is atomic number 38 on the periodic table, with element symbol Sr. However, the pure metal isnt used. Fireworks are made using strontium salts, especially  strontium carbonate (SrCO3) and strontium nitrate (Sr(NO3)2). Strontium nitrate acts as both a colorant (the strontium part) and an oxidizer (the nitrate portion). Strontium salts impart a red color to fireworks. Strontium compounds are also important for stabilizing fireworks mixtures. Youll find it in emergency flares, including road flares and flare guns. Is Strontium Toxic? Strontium is one of the safest metals found in fireworks (biologically speaking). As with other metals, it has its uses, but overexposure can lead to problems. Strontium chloride is found in some toothpastes intended to reduce tooth sensitivity. It forms a barrier over the nerve endings in tooth dentin that is exposed by receding gums. Strontium supplements are available, said to aid bone health. In Europe, strontium ranelate is available by prescription to reduce fracture rate from osteoporosis. The strontium compounds available online or in the United States are more commonly strontium citrate or strontium chloride, which have not been shown to be effective for osteoporosis. While exposure to trace levels of strontium isnt a concern, taking a large amount of it is associated with side effects, including blood clots and heart damage. Sources J. Paul MacMillan, Jai Won Park, Rolf Gerstenberg, Heinz Wagner, Karl Kà ¶hler, Peter Wallbrecht Strontium and Strontium Compounds in  Ullmanns Encyclopedia of Industrial Chemistry, 2005, Wiley-VCH: Weinheim.ONeill GT, Rolfe LR, Kaufman MH. Developmental potential and chromosome constitution of strontium-induced mouse parthenogenones (1991)  Mol. Reprod. Dev.30:214-219​.Pradyot Patnaik.  Handbook of Inorganic Chemicals. McGraw-Hill, 2002.

Marketing to South Asians in Great Britain Assignment

Marketing to South Asians in Great Britain - Assignment Example It is "fundamental to successful marketing strategies. Until competitors copy or segment your segmentation, you have a competitive edge"(McBurnie and Clutterbuck, 1988). Why is this study important However, there are some segments of the British consumer public that are not being reached as effectively as others. One of these segments is the South Asian community - those from the Indian peninsula and the surrounding countries - and research shows that this represents half of the British immigrant population (Burton, 2002). Worldwide, immigrants from this region are underrepresented in marketing surveys and journal research (Stern, 1999; Williams, 1995). While 20,000 Indians and Eastern Europeans were recently allowed to immigrate into Germany because of shortages in the computer industry, there is no evidence that German marketers are taking advantage of this new segment (The Economist, 2000). This is a trend that is even more marked in Britain. There are several reasons for this: parts of the South Asian immigrant community are viewed as a sort of underclass (Lash and Urry, 1994); many perceive this group as lacking the purchasing power to join the consumer society (Sivanandan, 1989); there are very few South Asian marketing managers in British firms (Burton, 2002); and there is a confusion in some marketing firms as to how to reach the South Asian community (Gooding, 1998). While there is a growing awareness of this group as a "formidable [segment] as consumers, workers, and investors"(Palumbo and Teich, 2004), there are some areas of debate in just how this group should be reached. These include the rapidity with which immigrants from South Asia will gain consumer values similar to those of British society (Bhugra, Kamaldeep, Mallett, and Manisha, 1999); which consumer values will change at all, or remain the same (Ryder and Paulhus, 2000); whether or not British firms should use South Asian languages and cultural symbols in their marketing campaigns, trying to find a balance between a sense of welcome and a sense of ostracization (Palumbo and Teich, 2004; Koslow, Shamdasani, and Touchstone, 1994; Holland and Gentry, 1999); and at what point segmentation becomes isolation (Briley and Wyer, 2002). What will others learn from this study "There is no such thing as a simple demographic fact in international research" (Bartos, 1989). While research has shown a tremendous growth in technological capabilities of segmenting (Mitchell and McGoldrick, 1994), there is still a significant need for what has been termed a "bespoke" system (Openshaw, 1989) - one that can find target households and target customers efficiently. Some areas of concern that still exist in this area include more precise age targeting, outmoded data, and a way to predict what consumers will buy in the future - not just a list of what they have purchased in the past (Mitchell and McGoldrick, 1994; Openshaw, 1989). Why is this study necessary There is a good amount of research into qualitative characteristics of a successful segmentation strategy. Such concepts as well-designed planning, commitment and participation by senior management, effective selection of segment bases, flexibility with market trends, and marketing

Describe and analyze the Reconstruction of the American South between Essay

Describe and analyze the Reconstruction of the American South between 1863 abd 1877. What was its impact on the future of American society - Essay Example r original practical relations; and let all these questions then be discussed in common council†¦ that it would have been better as soon as the lamentable conflict was over, when the people of the south abandoned their cause and agreed to accept the issue, desiring as they do to resume their places for the future in the Union, and to look to the arena of reason and justice for the protection of their rights in the Union†¦Ã¢â‚¬  Plans for Reconstruction were already on the way even before the war ended. These plans and eventual legislations and proposals were mostly influenced by the powerful Republicans, which demand harsh policies for the Southern states. However, the moderates, such as then incumbent President Abraham Lincoln prevailed on restoring the Southerners back as fast as possible with as much leniency.1 However, admission to the union meant the Confederate states were to adhere to several terms and conditions without compromise otherwise they risk representation in the United States Congress. Although subjected to several historical debates in the past, the Reconstruction period is undeniably one of the most significant periods in the United States history. It would impress a lasting impact on two major aspects in the identity of American society. They are racial equality and economic activity. â€Å"The disintegration of slavery was one among several considerations that propelled the Lincoln administration down the road to emancipation†¦ Lack of military success, coupled with the anti-slavery agitation of abolitionists and Radical Republicans, convinced a significant part of the Northern public that the war could not be won without attacking slavery.† (Foner, Mahoney, p. 16) Thus, after their defeat, the Confederate states were forced to swear on abolishing slavery and eventually free their black slaves. The moderates and radicals among the Republicans agreed that it was essential in guaranteeing the perpetual union among the states. The

Tora! Tora! Tora! | Historical Errors

Tora! Tora! Tora! | Historical Errors The movie Tora! Tora! Tora! Was meant to be a historically accurate movie but the movie had mistakes in it. Several factor mainly this movie being about the Japanese made me choose it. The Director Richard Fleischer came to making this film in kind of a weird way. Tora! Tora! Tora! Doesnt show any real bias toward the Japanese or the American sides. The film did a great job in the way reflect the time period in which it was made. This movie had a bunch of factual errors in it for being a historical movie. I think the thing that the Author Richard Fleischer was trying to prove was that the director was trying to show a real actuate idea of what happened in Pearl harbor without any Opinion getting in the way. The film starts with Admiral Isoroku Yamamoto being appointed to command the Japanese First Fleet and Admiral Husband E. Kimmel to be in command the United States Pacific Fleet located in Pearl Harbor. There are alternating scenes between events in Japan, Hawaii and Washington D.C. The scenes with the Japanese are spoken in Japanese and have English sub-titles. In the begging there are scenes that show a lot of Tension between the US and Japanese Military. While W Tensions rise between the two countries and the two sides are finding no diplomatic solution war with the U.S. becomes inevitable Admiral Yamamoto makes attack plans in an event that the Japanese Armys leaders prevail. At the same time U.S. military strategists and intelligence monitor Japanese military activity and communications, trying to predict Japans future plans. Later in the film, the Japanese Navys strategy and plans of the are being intercepted by a large number of officers the American military in Hawaii and the politicians and the secret service men in Washington D.C. When the Japanese fleet sails towards Hawaii, they receive a message called Climb Mt. Niitaka, which authorizes the attack to proceed. In Hawaii Kimmel gives orders to his aircraft carriers to go out to sea in order to prepare for Japanese fleet movements in the Pacific. Kimmel decides to leave all of the slower battleships in Pearl Harbor. On December 7, 1941 before dawn the Japanese launch their attack from six carriers northwest of Oahu. When the sun rises over the Hawaiian Islands the Japanese air commander gives the felt a message Tora, Tora, Tora which meant that no U.S. air support has noticed and that the American fleet knows nothing of the upcoming ambush. There were several reasons why I chose this movie. One of them was that it had to do With Japanese things and I like Japanese things. The fact that this film is made by an American person and a Japanese person made it interesting to me. Also the fact that I wanted to get an idea of what happened in Pearl Harbor. These things made me choose my movie. The Director Richard Fleischer came to making this film in kind of a weird way. At first he wanted to make a documentary of Hitler and Nazi Germany. And then he took at Japan but he knew very little about Japan and how it worked. So he started researching about Japan and became fascinated by their culture. So he decided that he was going to make a documentary about Japan. This Documentary won an Academy award for the best feature film of the year. After that He made another Film on Japan with Elmo Williams that he was proud of. So after that he worked with some Japanese film director to make Tora! Tora! Tora! This film was made in a weird way by Richard Fleischer.( Fleshicer, Richard) This Movie really doesnt show any bias to the Japanese or the Americans. The main reason for this is that the Japanese part where made by a Japanese film director and the American parts were made by Richard Fleisher, so there was no bias of either side. Also bloth directors where only showing their own country so there wouldnt be one directors opinion getting in the part of the other county. Also both film directors tried to make the film as historically accurate as possible so there wasnt any option in the movie. Tora! Tora! Tora! Doesnt have bias view points in either the American parts. Or the Japanese parts. The film does a great job in the way reflect the time period in which it was made. Most of the things such as the type writer room, the way the people dressed, and the war things like plans and battle ships where all correct. They were off on a couple things like the angled run ways ever were there they only had the straight ones back then. So for the most part they got the things that happen back then right with a few mistakes. This movie had a ton of factual errors in it. In one of the scenes there was a damaged B-17 bomber that had a zero on its tail and the tower told it to go around. This would happen because a B-17 cant out run a zero, he would have just landed and get the hell out there as fast as possible. Another Mistake was that the first time you see Washington DC one of the building is the Museum of American history, this wasnt built until 1959. Another one like I said before was that the since with the Japanese fighter taking off on the angled deck. During the war they only had straight decks the angled one didnt come until after the war. Then there was the time where the when the Japanese planes arrived at Hawaii. They flew into the mountainous area near Schofield Barracks. Problem was that there was a white cross memorial that identifies the location of first appearance of the Japanese planes on Oahu. (Snadys, Jon) Obviously it couldnt have been there during the attack. Also with the since with the Japanese sub and the American destroyer the destroyer show was a much newer one the real one was one back from World War One. One other mistake is that the radar show in movie at Ahou point was not the right one. The real was a newly devolved scr-270. When the Japanese planes where taking off there were a bunch of different planes such as the Zero, Kate, and Val but the only planes deployed at first where the Zeros and then the other planes took off.( Westerman , Olav). Another Mistake is when Yamamoto is Another error is that some of the Japanese bombers are seen with only a pilot when they would also have a gunner and a radio operator. he is wearing bars like American officers when Japanese officers wear medals. Before the attack the bugler blows a correct call but in the real life the flag must be raised before the bugler blows. Also during the attack Doris Miller was on the USS West Virginia during the attack but in the movie he was on the USS Arizona. (Myserty Of Pearl Harbor) Another error is that some of the Japanese bombers are seen with only a pilot when they would also have a gunner and a radio operator. In the movie there was very little some compared to the real attack. Also the since where the b-17 bomber had trouble landing was wrong during the real attack none of the planes had trouble with their landing gear. During the attack on Pearl Harbor when the Japanese attack a band on the deck that is playing the Star Spangled Banner just plays the song faster, obviously in real life any sane person would stop and man their battle stations. The movie misquoted admiral Yamamoto famous speech about the chances of success with the war with America the movie said If we must, we can raise havoc with them for a year after that, I can guarantee nothing. While in real life he said I can run wild for six months after that, I have no expectation of success. ( iMDb) A movie about Pearl Harbor without opinion or bias was Richard Fleischers goal. Several factors mainly this movie being about the Japanese made this movie my choice. The Director Richard Fleischer came to making this film in kind of a weird way. Tora! Tora! Tora! Didnt really bias opinions toward the Japanese or the American sides. The film did a great job in the way reflect the time period in which it was made. There was a bunch of factual errors in it for being a historical movie.

Environmental Issue (Moral Studies)

FACULTY OF INFORMATION SCIENCE AND TECHNOLOGY MPW2153 MORAL STUDIES DRAFT REPORT TITLE: ENVIRONMENTAL AND POLLUTION Group member: 1. Tai Fei Li 2. Tan Ling Qiao Date of submission:21/3/2013 Lecturer: Madam Rohaidah Binti Mashudi INTRODUCTION: Nowadays, a variety of environmental problems affect our entire world. It becomes a popular issues among societies. Therefore, we want to do some research about this issue and find out a few solutions for this matter. OBJECTIVES: * To determine the types of environmental pollutions. To exploring the factors of environmental pollutions. * To recommend the effective methods to cope with environmental pollutions problems. DISCUSSION: Types of environmental pollution 1. Air pollution 2. Water pollution 3. Soil pollution 4. Sound pollution 5. Radioactive pollution 6. Thermal pollution Causes of environmental pollution 1. Usage of fossil fuels 2. Agriculture sector 3. Trading activities 4. Residential sector Ways to reduce environmental pollution 1. R educe , Re-use and Recycle 2. Put less load on your furnace and air conditioner. . the authorities should conduct continuous inspections, move out polluting industries or encourage them to modernize with latest technology. 4. Join national groups to put pressure on governments and corporations to cut down on their energy consumption. 5. Build efficient railway system to reduces vehicle used or encourage car pooling. MORAL PERSPECTIVES: We decide to use ethics theories which include social morality, personality virtue for this report. CONCLUSION: Pollution is a global crisis. Stop environmental pollution is everybody’s duty.It is important to encourage your family and friends to help take care of the world in which we live. REFERENCE: * Website http://environmental. laws. com/types-of-pollution http://www. pollutionpollution. com/2012/05/types-of-pollution. html http://www. pages. drexel. edu/~cy34/ * TextBook Environmental Pollution Studies(1999). Environmental Pollution Stud ies. Publisher by LIVERPOOL UNIVERSITY PRESS VIDEOS: I believe in a world free of pollution and war. It may seem to be a far off dream of impossibility but I do think one day we can reach that goal.We must join together on a united front and never back down. It's not only about us in the right here right now, but about our children, our children's children, and so on. I dream of a world of good and peace, a world where we fear not the air we breathe or the water we drink. We need not worry about the streets we travel down, or countries we'd like to visit. This world was a gift to us and I believe we need to take better care of this precious gem. http://www. youtube. com/watch? v=V5MN5VU_pYE http://www. youtube. com/watch? v=X6ociuRh3zo