 So good morning, good afternoon, good evening. Welcome to the Decarbonize Youth Empowerment and Knowledge Stream of the CBA 15 conference. We're very excited to be able to present some of our work that we've been doing as a part of Decarbonize. This is last year's project Decarbonize itself is an ongoing project that is handed off from year to year. And this is our 2020 team that put together an amazing paper. They're going to talk more about the structure and how it all works and how they came to this paper in a few minutes here. But I want to welcome all of our students who are joining us today to really talk about what is meaningful youth engagement in both global citizenship and the SDGs focusing specifically on this project through the lens of climate change. But what does it mean to really be engaging in this work and how do you meaningfully engage youth? And so we have lots of organizations that are joining us today that do work around gender and who do work around intergenerational mentorship. And these youth here that are here with their own voice and their own perspective are going to tell you how to engage them and how to engage them meaningfully. So it's not just a casual conversation. It's not just maybe a pizza night where you bring them in, listen and then they leave. But how do you engage in enriched and deep dialogue and learning and exchange and growth and action, all that amazing stuff. So we're so excited to welcome you. Decarbonize is a project that we've been running for about 10 years now in partnership with Technic Global. Technic Global is their parent charity. It's a nonprofit based in Canada that runs off under the Global Youth Action Network throughout the United States as a registered charity there as well. We received the official patronage of UNESCO for our 2019 and 2020 projects and we're reaching out again for that for 2021 ahead of COP26. But received the official patronage already from the Canadian Commission for UNESCO. UNESCO is a, and the ASPNET schools are an integral part of our decarbonized project. This year, Decarbonize is sponsored through a generous grant from the Trottie Foundation. So we want to acknowledge them in their support of global youth action. So Decarbonize has been running, as I said, for about 10 years in different sort of capacities. We started very small or we just did connections to some of our staff members who were attending the UNFCCC conference. And at the time, I believe it was in Peru and we were just doing interviews on the ground. And then some of the youth were like, well, why, why aren't we there? Like, why aren't we at the conference? Why are we just zooming into it? And I was like, well, yeah, why aren't you there? Where are all the under 18 youth? Where are any youth in this conference? And so we really started working alongside the UNFCCC to say, where's the voice of youth in all this? We're looking at inclusivity is the key foundation to UN. And so how are our youth being represented at this? And at the time they're like, well, we can't bring in under 18 youth that it's actually against our policies to have youth on site. And that seemed a little crazy to us. And so we push it further and we challenge them and we worked with them to shift away from that policy. And so we have been working closer and closer with UNFCCC and other UN organizations to really engage youth at a primary level within the context of these conversations. And so not that youth will be expected to engage in negotiations or come up with novel carbon capture systems, but that youth have a role in their unique perspectives, their unique positions, their centrality to education systems that they can really advise and contribute in these systems. And so their voice at the table is important. And so we've been working to help facilitate that for quite a few years. And really, this is one of the COVID has been, we've always been, but COVID has been an added level of complexity. Often, as the students will explain in a few minutes here, we take the students to the conference and last year we had to bring the, the, or this earlier this year we had to bring the decision makers to the kids as a part of their presentation. So this the presentation they're about to see was given to the director of mitigation for the UNFCCC, along with a lot of other partners, both UNICEF, the UN Youth Envoy, and many other organizations that came to UNESCO ESD chief and various sort of lead negotiators for Canada and other countries that attended and brought the youth to them and then to the youth in a virtual capacity. But we're really excited to be able to share what they presented and what they thought and their passion with you as we move towards a conversation later about what is meaningful youth engagement in, in, in education and sustainable development goals and global citizen really mean and how can you do it and they're here to answer your questions. So, welcome everyone we're so looking forward to sharing today, I'm going to turn it over now to our wonderful brilliant students, and have them really take it from here. Over to you. My name is Matias and I am a junior year high school. Hey guys, my name is Marina and I'm a freshman in high school. And today we're going to present to you guys that we're doing that we would like to be, please share the journey that we in the Caravanize have gone through in the last eight months. So, okay. We stay in College Magnum, a Brazilian school in the city of São Paulo. Brazil is a large country with a big population that uses a lot of energy. Our main power source is hydroelectric, which is often complemented by thermal electric energy. In our presentation today, you see a sample of some of the research and work of the youth of the world regarding climate issues. The Caravanize is the largest synthesis of youth under 18 research and action on climate change. Ahead of COP26 we are mobilizing to combat the repercussions of our changing environment. We, the youth you see presenting today are only a minus confection of the students put effort in the Caravanize. It began with entire schools and communities participating in arts, surveys, projects and global video conferences. What's amazing about the Caravanize is that it doesn't end with us, but it's a continuous cycle of interactional and learning that leads to local and global change. This launches in April on Earth Day with individual local projects. The Caravanize moves into the classroom into September and in December, all of the work is condensed into the Comprehensive Global Youth Report. Palo Noir is a traditional word used in Infusion and our cause is the Pacific reflecting a process of inclusive dialogue. The purpose of Palo Noir is to share stories, build empathy and make wise decisions for the collective good. Palo Noir's procedures involve the sharing of ideas, skills and experience through start-down. During the process we build trust and advance knowledge through empathy and understanding. Laming others and making critical of the service are inconsistent with the building mutual trust and respect and therefore inconsistent with the Palo Noir concept. Palo Noir fosters stability and inclusiveness in dialogue, bringing a safe space that embraces mutual respect on a platform of decision making for a greater good. Okay, so good afternoon, my name is Gabriel Valin, and this is my first year on the project, but I'm here today to answer to you all, who are we? First of all, I also study in College Magnum, and I think our school fits pretty well in our project as it has a numerous sustainability projects like solar energy and organic matter reuse. As for the decarbonized project, who are we? I must anticipate you that this is not a simple question to be answered. We are really different from each other. We are thousands of youth from 43 countries in all of six continents of the world. We have different culture, habits, but what makes us one huge group is the purpose we all gathered here for, inspiring the leaders of the world to take action on the climate crisis with face. Taking Global and the Center for Global Education in partnership with OceanWise, Strature Foundation, and under the moral partnership of UNESCO, provided us the opportunity to represent other youth demanding why changes from those who hold international recognition. With past projects, we were able to get a diverse perspective, collect arts and surveys of students from associated schools around the globe. Hours and hours of online collaboration allowed us to put our ideas into paper and expose what we all believe could culminate into a better future. With that being said, answering the formal question, we are decolonized and decarbonized. Hello, our names are Ana María Vera and Andrea Jepez. We go to Gimnas y los Cabos in Bogotá, Colombia, and we are going to talk a little bit about our process during this project. Our process starts with our journey as a school. The first step we took was to be in our elective that is called PRI. It is the ecological project of the school. After we chose the PRI, we were already involved in COP26. When we were in PRI, we needed to design small projects for our school. The students must think of different ideas and plan different ideas that could help with ecological objectives. After this, we should present our ideas or our projects so the school can approve it and we could start implementing these ideas in our school. After we had this introduction of our journey as a school, we went to the first activity of decarbonized colonized that were some introduction videos in an online classroom. Decarbonized has different activities from September to December that we had to do. In the first activity were some introduction videos where we had to share information about ourselves, information about our schools, our communities, and which impacts do we see the most in our country. Here are some examples of the videos that all of us published. After this, the next activity we did was calculating our carbon footprints in our home personally and also in our schools. According to that carbon footprints, we just wrote some blogs that talk about our learning in this whole process of calculating our carbon footprints. We read other people's blogs like blogs from other countries so we can understand more the use of energy, our own use of energy compared to the other countries' use of energy. In here is an example of our blog. In there we basically mentioned our carbon footprint and our school carbon footprints and we made also an analysis of all the information so we could put it clearly in the text. And also other students answered to our thoughts, ideas and our concerns. Like it is shown in here, it is one comment so we find really interesting that other people took the time to analyze and give us feedback about our carbon footprint as cool as other people just read it. And this is another example that is Costa Rica's carbon footprint and it is interesting also that we had to answer some specific questions and one of those questions was how does your carbon footprint reflect the economy status locations and politics in your country. And it is an interesting thing to think about, not just the carbon footprint as an environmental issue, just to include all the politics and economic things in the way to see the carbon footprint. In here are some comments of Costa Rica's carbon footprint. After we calculated the carbon footprint we had some bilateral conversations for the month of October and we worked with a partner school to share some study cases around climate change. So we did some research and we learned about an issue in our country ourselves and then we thought it to the other countries like the other countries partners. And we also learned about other countries targets under the Paris Agreement and how we were doing like all of our efforts to reach the targets of the Paris Agreement. And also all the countries were paired with a global north and a global south partner. And so for example we in Colombia were paired with Russia, Canada was paired with Ghana and Japan was paired with India. So every country had at least one partner. Then we worked on the continental meetings where we had discussions about the 2020 importance because it was the fifth year since the Paris Agreement. This year it was when the countries most revered their national determined contributions and they also must update them with more ambitious targets, such as implementing renewable energies and working on education under education system related to climate change. In this meeting we also share the current NDCs and the status of each one of them in our countries. Finally, we talked about the responsibilities of our countries versus other countries responsibilities regarding climate change. Then in the global meetings. In these ones we focused on answering 10 individual main questions and only words of climate change. We use the questions on their answers to write 10 different essays by groups developing them of each developing each question. After the essays we were done in some way and we made different runs. We made feedback to those essays and the same way we complete the ideas of others. Here we have some pictures of the past years. Then we worked on the global art gallery, artists for change, where hundreds of pieces of art were submitted. Here people were able to express themselves and show to the world how they feel about climate change and there were pieces from children as young as four. Here we have some pictures of the work we had. And the final thing we did was let's write in where from December the 11th to the 13th 103 students representing 26 countries and six continents worked online for 96 hours. Finally between January and February 16th globally the youth refined the final report. Hello everybody, my name is Raquel and I am from Alajuela Costa Rica. I study at simple high school and I'm going to speak a little bit about action. So I think that one of the most important questions when it comes to this subject is how do we turn learning into action. And our answer to that is doing what we can do what we have. It can be big or small, but it is crucial to show our concern about the current climate issue to the world. Things can be as simple as changing our daily life choices for the better of course to big things like participating in projects like decarbonize. But what are some examples of action that we have done? Well in Brazil the carbonized youth started a project to plant native trees from the Atlantic forest in a square next to their school to fight against the forestation. In Greece the carbonized students organized a shoreline cleanup on a beach in Crete. In Costa Rica the carbonized students worked with their school to install solar panels. In Madagascar the decarbonized students had a biodigester built at their school and now spent time every Monday talking to other students about climate change and environmental awareness. And in Costa Rica we had a green week in which we started a vegetable garden and we also wrote blogs online about sustainability. And of course there are many other examples but that way we can fit them all. But it is incredible to see how youth have taken this knowledge and put it into action according to their country's own climate issue. Hi, my name is Nyla and I'm a 14 year old who's been involved with this project for just over three years. Unfortunately Maya, one of my fellow decarbonized students is not able to be here today. Maya is a 16 year old Polish student from Katowice and the decarbonized project has allowed us all to meet, collaborate and learn from youth from all over the world and expand our horizons on topics that are underneath the climate crisis. One of the topics is meaningful participation. Meaningful youth participation is vital for the world because every citizen disregarding their age, skin colour, gender or religion has to be reached and equally encouraged and have the same possibilities to undertake the climate actions. The concept of meaningful participation is more than simply being educated about basic science behind climate change. In order to achieve the meaningful participation, the youth needs to be provided with full, science-based, culturally integrated age-appropriate information. During the course of studying, the necessity is to implement project-based and experiential learning, which would result in socially active youth members. In reality, small steps on the everyday level lead to significant action. Meaningful participation starts when young people are encouraged to initiate ideas and activities that are relevant to their lives and to draw on the knowledge, skills and abilities that they have retained. In order for our actions to work and to mitigate the climate crisis, everyone has to be held accountable because the biggest threat to climate change and everyone is that everybody has to be held accountable. Advocacy is not meeting our commitments and targets, but it's making sure that all citizens should be held accountable and have a right and possibility to participate in stakeholders on matters which are going to impact our lives. That's what should be understood as meaningful participation. Hello, my name is Ian Gungo. Through the National Science Academy, through the government taking accountability and noticing climate change as more than a passing phase, a better connection with the youth can be created through mutual interest. Unfortunately, as youth often have our ideas and abilities disregarded, our voices need to be amplified and creating these connections with the youth can do so, can make them heard, can inspire more youth, can encourage governmental bodies to work more towards earning the climate emergency. As with any endeavor, however, start small. Local actions are often overlooked for being too diminutive of a change to make when in reality, it shapes communities and societies to adapt with the feet that is the future. Local leaders should understand that environmental issues are just as important as the economic and financial challenges, especially as the environmental ones grow unquestionably into work. It may be difficult to shift focus, but it can be done when an understanding that actions performed now that are small will support people globally. The future starts right now, doesn't it? The government has the capability to combat climate change. Undoubtedly, it should take interest in doing so. By meeting global goals and standards as a motive and creating a firm and committed interest in environmental issues, governments could easily achieve this. Primarily, taking these interests to heart directly can have a grand influence on the way society and the youth of the climate change. This can be done in governmental specialties, just schools or through businesses that the government can influence, such as the fossil fuel industry. Listening to youth and promoting advocacy means awareness. In the end, all these initiatives have an immediate effect of slowing the effects of climate change. How about the solutions? Listening to people comes in again once more. New ideas and techniques are out there waiting to be heard and the government has the ability to raise them and help create solutions. Ultimately, all these actions link to the government and they can only be exploited by establishing a stable, steady and wrapped governmental interest. Hello, my name is Lais. Hi, I am Isabelle. And we are from Sao Paulo, Brazil, and we are in sophomore high school. And also we are working with Aniza from Bangladesh, but she couldn't be here today. And we are going to talk about the role of education in fighting the climate change. So on the left side, there are some photos of Aniza's school and her friends. And on the right side, there are some photos of our school and our group. Cache is the most powerful tool in fighting climate change. Learning about the environment would be the first step in protecting it. On the other hand, ignorance leads to climate anxiety and climate denial. This anxiety takes the form of distress during natural disasters or feeling helpless about not being able to save the Earth. This ignorance also leads to individuals living in denial of climate change. People who refuse to believe it is a real phenomenon or that it is a current ongoing crisis. All these misconceptions and fears can be broken through the spread of education. People can know how to save themselves and their environment. During disasters and teach others how to reduce the carbon footprint. People will now have added reasons to fight climate change by doing the parts. So how do we have to educate? The short answer is everyone with added interfaces on these specific people. Because they have the most power to fight against the global crisis. For the more than knowledge acquired must also be passed on so everyone can enjoy the learning. So there are plenty of ways we can use to educate people and we have to use all of them. So the accessibility of campaigns has to be used to read most people we can and to instigate conversations. Through discourse people can learn from one another but in this case the habit of tech-checking has to be practiced. Offline campaigns can steer up huge support for the cause. If magazines, newspapers and other information outlets cover these topics people from different groups with different perspectives could learn the truth about the global warming. The hands in action topic will be to put in practice what you have learned about the carbon minimum life. And also if you see any people doing things that you know aren't good for the environment you can teach them what you learned and tell them what is the right thing to do. So as we let the people know all those things meaningful and effective participation and commitment should be the goal for us to have in our mind. So that is for the role of education in the fighting of climate change. The role of youth. Let's just start by just hearing a little bit more about me, my school and the participation I have in the carbon less project. So I collaborated with multiple youths to write and present this section, and I am as I mentioned an upcoming high school however I'm representing my previous school, bullish charter school in Los Altos, and we represent both California and the United States. Our school focuses on how each community is affected by the climate crisis, taking the carbonized initiative through educating our community, finding solutions and transitioning that to our global knowledge. Our school instills the importance of protecting the environment from a young age, such as our continued work with the leatherback free tubs involving the leatherback trust and diplomacy in Costa Rica. So the role of youth. Youth supporting youth. As youth we need to come together and support each other in our efforts to impact climate targets. We need global platforms and networks to celebrate the work we're doing so that other students can read, learn, ask questions and be inspired to instigate change in their own homes, schools and cities. Not only do we need the tools to become inspired, but we need the support from leaders of the world in order to provide and implement sustainable solutions. Role models, this draws on what I just mentioned, because being a role model is acknowledging and championing the work that other youth are doing in their country. Young people should grow up knowing that their voices matter, but they can make a change now. By showing other youth that they are not alone in this fight, we can inspire climate action and encourage positive change. But finally, youth action. Being role models means taking action to help others see the change they need to become. Some actionable steps we hold ourselves accountable to are participating in strikes we saw in the picture, and protests using our voices and perspectives in policy and implementing lifestyle changes. Youth must be provided with a sturdy platform and positions where we can actually instigate meaningful change, which usually only comes from the positions of power that our global leaders hold. Alright, call to action now. Unfortunately, she is unable to join us today because she has a huge exam and so I, she's asked that if I can quickly step in and present her slides. So, Sneha is from Lacombe Composite High School in Alberta, Canada, and her school started a garden project this year to reclaim unused land nearby. In her section, she's talking about the overall, overall what have they learned. So they have, she knows that youth have the right to participate as equal stakeholders on matters which impact their lives. We need youth to be invited into programs and projects where we can make our voices heard. In absence of government leadership, our institutions need to step up and amplify voices and actions for change. Leaders of today must inspire the people of tomorrow, leading by example. As youth we rely on adults to make decisions. If the people responsible for the well-being of our earth are making uneducated decisions, what does that tell the young people who look up to them? Education systems have the power to tackle our lack of awareness regarding climate change. By educating more global citizens, we can ensure that all youth have the ability to spark conversations and ignite change. Ultimately, it is the responsibility of each country's government to educate its people on the environmental crisis. We as youth often do not have the financial structural means to initiate our own solutions. We need other stakeholders to come beside us and provide tangible methods to reach these goals and pave the way for us to express our views. Support from governments and institutions has been invaluable in what we have already done and we want to continue creating change together. We believe that with passion for long-term transformation and legislation, the power to fight our environment and active leadership to move us forward, we're making the earth a better place, no longer just be a slogan, but truth that we live every day. So, I would also like to thank everyone who took the time to join us today in Zoom or later watching the recording, especially those reaching out to those who invited us to present at this conference and make us feel as though we were honored guests and that our voice really mattered. We appreciate the time that everyone has taken out of their day or night to attend this event, and thank you all as well to all the educators and organizers out there encouraging and supporting youth to take action. We could not do it without you. Yeah, I could not echo that enough that the not only could the youth not do this without the help of those around but as an organization, we could not do that. Without the champion and those who are working alongside us to help make these projects happen. So I want to say thank you first to all of our youth presenters on another amazing presentation. I want to open while we still have some, I saw that a few people were not able to stay for the whole thing, but I would love those who are in the room who listened if they had any comments or questions for our youths. That would be amazing I'll open up the floor and you're you're welcome to just unmute or if you'd like you can type your questions in the chat if you're worried about your audio or your video. I see here that JV has put in a little bit would you like to unmute and tell us a bit about what you wrote here JV we would love to hear from you. After listening to so many angels of climate resilient lifestyle, I become very young now. I'm now 64 years, but I become so young after listening to all of you. Thank God I had in my teens knew about the climate change. The advantage you have. And we have done something like this for years now. I want to conclude by saying that please visit the website. What we have done is very recently we concluded one model based on the UNESCO UNF International Environmental Education. In 1977 guidelines, which specifies if you give an individual or a community awareness, attitude, skill knowledge and participation, they will be able to live through the difficulties. I will repeat the objectives of Enormity Education as per UNESCO UNF International Enormity Education Program 1977 TNC conference is an individual or a community. If they are given awareness, attitude, skill, knowledge and opportunity for participation, they will be able to enable themselves for caring for their environment. So I want to stop at this by saying that we have done about four education models like this. One model was recognized by Earth Day Network 2000 as one of the best 20 eco guides. And I'm so happy. All of you are doing such wonderful. I want to wish them all the best, all the best, all the best. Look forward to learn more of your experience. Thank you very much. Thanks, JV. That's great to share and to hear more about other programs that are going on in and around the world, especially within sort of an eco school model or the UNESCO model. Many of our students, I believe you are UNESCO school. I know that our Canadian schools, UNESCO school of the 45 or the 43 countries last year and the 45 this year. I'd say about 26 are UNESCO ASP net schools. So just over half. And one more thing, Saroha, let me conclude by saying that an important statement. Science and culture, if they hinge, it is the future. Culture and science. If there is some hinge between the two, for example, we segregate wasted source, we save water, one drop, a second is 10,000 liters a year, which is equivalent to two kgs of rice like this, 100 kg of wet waste. If it is segregated in India, it will become 30 kg of compost without doing anything in 40 days. This is for example, medicinal plants. The tropical is very common. You see, if you take medicinal plants, you can get very good immunity. I want to stop at this because you are in a totally enriched experience sharing. Thank you very much. Thanks, Javi. Now, I know we have another participant here from Pakistan. Zainab, would you like to ask our students anything or have any comments? Hi, yeah, Saroha. Hello everyone. So it's, I was really moved and really inspired by saying all these young people talking really well and sharing information about their project. So kudos to you all and congratulations to you all and Saroha, you are doing really amazing work. So I am basically a part of the official youth constituency of UNFCCC, called as Yungo. I'm not sure how many people are part of it, but maybe I'll drop its link somewhere in a Slack so that you can also join there and share your experiences. Maybe these young people could have like more exposure to what is being done in the UNFCCC. They might get a chance to participate while representing their country and while representing their projects over there. And congratulations to you all. You all are doing really amazing work. Thanks so much Zainab. Yeah, we will be traveling well. I mean obviously COVID is on everyone's minds, but we have been as associate members of UNFCCC. We've been invited to go to Scotland to attend COP26 there in Glasgow, hopefully this fall. That is the plan and so we will take one youth from each of our representative nations. So about 45 to 50 kids will end up coming over to Scotland to participate both in COP itself, but then throughout the city sort of going to different schools and meeting other youth groups and speaking that way. Unfortunately we won't be able to attend Koi just because of the dates. It's hard to get people because it's October 28th to the 12th. It's hard to get people to Scotland for that long of a time, but we will be there that second week of COP. So later in, but I mean there's always, we have attended Koi in the past and have had a great relationship with Wango and hopefully we'll continue to do that. Good luck for that. Thank you so much. Now I wanted to ask the youth before we, we have a few more minutes here before we need to wrap up for the morning, but I just wondered, like if any of the students I know some of them are new, they saw their fellow classmates, give presentations and participate in Decarbonize over the years so they might not be able to answer this but for those maybe Raquel or Ian or Nyla or any of our Anna, any of our returning students, like what has Decarbonize meant to you in terms of what you're doing in school or where you hope to go post school or how has it impacted your life, do you think? Well in my case I think it has been extremely inspiring. I sometimes feel lost with what to do because I feel like I'm just a person, there's not much I can do. But after seeing, like for example Nyla, like her webinars, I think they're so cool and I don't know, I just feel really motivated and it has been a very huge part of my life ever since last year and it has made me grow as a person overall. I love it. Awesome, thanks Raquel. And I saw you raised your hand as well. Yeah, well I don't know, I think that this is a great experience. I was always really interested in all these things, like hearing about the environment because it's a thing that all of us should do and must do. But I think that when we do that, sometimes I get demotivated because it's like I'm not doing anything. And with Decarbonize, Decolonize, I think that I feel that I'm doing a great impact. Like we are really doing a change in the world and I think that's really important and also we can learn so much, like not just from the research of our country's issues but also like when we, like we have a lot of different things we learn from other countries and how do they manage their things. Like we understand that there is not just our country and that not all the countries may use, like not all the countries have the same way to care the environment than our country and there are better countries and there are countries that can learn something from us. We can learn something from other countries and I think that's really interesting and those are great learnings. Awesome. Alright, I guess my next question would be, most of the organizations and adults or individuals who are watching and we'll watch this later are wondering how do they get you engaged? You know that there's so many, it seems like, you know, like there's so much need for youth voice, but how do they reach you? Like how do they get to you in order to become, to get you interested, to have you participate? What's the, how do they inspire you to join them in the work that they're doing? What do you think? I could probably start with this. The most obvious thing is to give us the opportunity to speak because I think throughout history, especially with our age group, there's always this thing of how we need freedom. I mean, it's a really big thing like a stereotype that teens like really want to like push past the rules and everything. It's true to an extent because we have opinions and we have beliefs and by making us essential partners or like give us a seat at the table, we're able to then share our views and feel seen in like a different way than it would be if you just email us saying hey, what are your opinions? It's always really important, especially when we were talking about like meaningful participation. It's about acknowledging that we have opinions and that we have something to give to this issue. And instead of separating the youth climate action movement from the global governmental climate action movement by uniting them, we can probably bring something better to the picture. Anyone else that want to talk about engaging youth and inspiring action? No worries. Alright, so I have put the website for the Decarbonize project into the link here into the chat. We would love anyone who's interested in reaching out who'd like to work with these youth or youth like them who'll be coming into the project this coming year. We would love to collaborate, especially ahead of COP26 as we travel either virtually or in person to Scotland to take their message and around this learning, but we also do learning and engagement in other areas. So this is our project that we focus on climate change, but we also have projects that focus on, well, I mean related and interlinked as biodiversity, but then we also have refugee projects. We have all sorts of ongoing and the Centre for Global Education itself has meetings and interactions and activities and connects kids around the world with people, places topics they're learning about in their classrooms from kindergarten to grade 12. And so we're always engaging in these sorts of how do we build knowledge and enrich dialogues around topics, but that really infuse it with that idea of who am I, and what are my responsibilities in relation to this so I know we had a we had a video conference just earlier International Polar Day, Polar Bear Day, and joined grade two classrooms around the world. And we had a class from India and a class from Canada and a class from Brazil and, and we had all these different or Peru, and all these little amazing kids who are just fascinated watching the path we were on the polar bear buggy up in Churchill Manitoba watching polar bears and looking at the Cubs and, and really sort of, we're learning about polar bears but, but the key was what is my responsibility as a Canadian and how does that change if I meant even as a great person who are what can I do versus what someone in India can do and yet how can we work together with this shared love of polar bears to really work on conservation and work on climate and work on all those things so I don't think it matters what your age you can always grow by having an idea of the global context and about how our responsibility shifts in relation to where we are and the, the opportunities we have and the privileges and, and all those sorts of dynamics. I feel so lucky and privileged to work with all of these youth from around the world to, as you can tell, speak amazingly well about their thoughts their ideas their passions their drive and their calls to action for us to, to listen to them and and react in, in accordance to their needs and so I want to thank all of my students who joined me today and who worked so tirelessly in December for those like 96 crazy whack-a-doodle hours that we were up and writing these paper this report together the report itself you can find it's full version on the website that decarbonized me in the chat. If you have any questions or comments feel free like my contact information is all over that website. We're always looking for new schools are always looking for new students are always looking for youth and teachers and leaders who would like to join us so please reach out to their or all over Twitter and Instagram and all that as well. So we have lots of ways there's no, no reason why you shouldn't be able to find us and ask it a question. Now, I would love if there's any last words of wisdom that any of our students want to pass along to our guests here today who joined us. I'll open the floor. Anyone, anyone want to say. No. You're all good. Yeah, you've done your part. You worked hard. But thank you everyone for joining us and thank you to my student presenters you did amazing as always and it's been a pleasure to share this hour with you. Have a great day everyone. Thank you. Thank you so much for everything. Thank you for the great presentation. Bye bye.