Using Endowment Essay Samples To Find Great Examples

Using Endowment Essay Samples To Find Great ExamplesIt can be hard to choose what to use as an example when writing an endowment essay. While there are a number of general topics to help you decide on the topic, one of the first steps is deciding on the type of sample essay that you want to write. There are many different types of examples that you can use, but the tips that follow will help you choose the best option.When it comes to choosing examples, it is important to find ones that are appropriate for your reading level. Finding materials that can be used at an intermediate or higher level will be easier as you increase your level of experience.Begin by finding examples of general topics. This can be difficult at first, but it is important to find something you can use as an example that you can find on your own. Make sure that you find something that you are comfortable with, and that you find an example that you will be able to use when writing your own essay.Once you have fou nd some endowment essay samples, it is time to make sure that they are relevant to your target audience. For example, if you are looking for reading material for a college entrance exam, then you might want to find examples that relate to general college topics. On the other hand, if you are looking for examples to use as a student or college guidance counselor, then you might want to choose topics that relate to your profession.By now, you should have chosen some endowment essay samples that you are more comfortable with. However, before you begin to write your essay, make sure that you are aware of what the sample outlines are. For example, in order to create an effective introduction to your essay, you will need to know the basic outline of the topic.By writing your introduction from a similar topic, you will be able to put together an effective introduction to your topic. In addition, this will help you set up your overall essay.As you can see, using endowment essay samples can be very helpful. Although it can be hard to narrow down your choices, you can find many samples to choose from.

Smoking in the United States Essay - 942 Words

Smoking in the United States if cigarettes were banned in the United States, the government could apend the money currently used to pay medical bills, on more necessary causes. Instead of this money being used for diseases which were knowingly brought upon by the smoker him or herslf, this money could be used in finding a cure for diseases that are not preventable. Perhaps the saddest effect of smoking is that on pregnant smokers and their babies. When pregnant women smoke, their babies are being forced to smoke, too. many women begin smoking at an early age and find it hard to quit even during pregnancy. Information given from Health Watch discribes smoking as a harmful gas and deadly substance thats passes throughout babys blood†¦show more content†¦Many people who do not smoke so not enjoy being in a room where people are smoking. However, discomfort should be the least of their worries. Cigarette smoke carries carcinogens and other harmful substances. Many of these substances are poisons: tar, nico tine, carbon monoxide, arsenic, cyanide, and other deadly aubatances. Anyone exposed to secondhand smoke breathes in over four thousand chemical substances. Secondhand smoke kills 53,000 Americans each year. It is the third largest preventable cause of death . Only direct smoking and alcohol-related deaths rank higher,(Rumph 20). To demonstrate that nonsmokers are affected by the smoke, a study was done by the Americans for non Smokers Rights Foundation on children living in homes with parents who smoke. The study was compared with children living in homes with no smoking. The children living with smokers, had a ten percent lower amount of high density lipoprotein, which prevent against heart disease, as compared to children in non-smoking homes, (Rumph 20). Also, girls with parents who smoke have a lower ability to carry oxygen in the blood, while boys had a lower testosterone level than children living in non-smoking homes, (Houston 121). Although some progress has been made to r educe secondhand smoke in public places, it is not enough. There are no laws to protect people on the street or innocent children in their homes. The only way to protect innocent non-smokers is toShow MoreRelatedEffects Of Smoking On The United States1311 Words   |  6 Pagescigarette smoking is higher in the United States and kills more than 480,000 Americans each year (2015). In fact, cigarettes are harmful to smokers and nonsmoker, and the number of smokers rises day by day. Moreover, there are many harmful effects smoking has on an individual, such as heart disease, cancer, and the effect on nonsmoker and women, while it may cause an individual to feel relaxed, spend a lot of money and not be informed, it is harmful in the United States. The consequences of smoking areRead MoreEffects Of Smoking On The United States1570 Words   |  7 PagesWorld-wide efforts have increased to alarm people of the danger in consuming tobacco products, both first hand and second hand. In recent years, reports have proven a decline in smoking. However, there are still millions of people that smoke in the United State of America. As a result, the effect of smoking has become a major health risk. According to the Centers for Disease Control and Prevention (CDC), tobacco use is the leading preventable cause of death, disease, and disability in the USRead MoreSmoking in the United States Essay1286 Words   |  6 PagesSmoking is on the rise with adults and teenagers. Nearly twenty-one percent of adults smoke cigarettes, and twenty percent of teenagers smoke in the United States of America. Smoking has many negative effects, but also a few positive effects. However, the positive effects are outweighed by the negative effects. In June 19, 1986, anti-smoking activists were trying to pass a bill in New York that would restrict smoking in restaurants and other public areas, the first major action ever taken by NewRead MoreUnderage Smoking And The United States Essay1518 Words   |  7 PagesUnderage Smoking in the U.S. Shockingly, there are 3.5 million middle and high school students smoking cigarettes in the U.S. (Leatherdale Vu, 2011). As we all know, smoking is a horrible habit which affects many of the body’s systems such as the circulatory and immune systems. Underage smoking is an even more serious problem as it affects teenagers’ health and influences more young people to smoke, stopping it is possible with a good tracking system (Qi, 2015). The most obvious problem of underageRead MoreEffects Of Smoking On The United States905 Words   |  4 PagesPrevention (CDC), smoking kills more than 480,000 in the U.S. each year. In order to reduce this statistic, numerous controlling strategies are adopted by the government, which includes a limitation of tobacco advertising, and the prohibition of smoking in public areas. Meanwhile, several people are suffering from health issues caused by consumption of cigarette. It increases the risk of cancer, heart disease and stroke. These three diseases are the leading causes of death in the United States (Taylor 8)Read MoreEffects Of Smoking On The United States976 Words   |  4 PagesSmoking Smoking, the drug killer number one is everywhere at this time, even government and enough information, which we can get almost everywhere cannot stop some young people. What forces young people to smoke? Why they risk their health just for cigarettes. Is it the addiction what make them smoke, or it is a societal pressure, or it is something else ? The second important question is that, what is the major and minor effect of smoking. I have many experiences with smoking, because using of thisRead MoreEffects Of Smoking On The United States1841 Words   |  8 PagesIn the United States, tobacco use is the number one cause of preventable death. Chronic cigarette smoking is associated with many adverse health effects and 70% of adult smokers started smoking when they were adolescents. The World Health Organization’s definition of adolescence is a period of development that corresponds to the period between the ages of 10 and 19 years. This age group is vulnerable to initiate risk y behaviors such as cigarette smoking. According to the Surgeon General’s reportRead MoreEffects Of Smoking On The United States2439 Words   |  10 PagesIn the United States, tobacco smoking is by far the leading cause of lung cancer, which includes non-small cell lung cancer. About 80% of lung cancer deaths are caused by smoking, and many others are caused by exposure to secondhand smoke. Smoking is clearly the strongest risk factor for non-small cell lung cancer, but it often interacts with other factors. Smokers exposed to other known risk factors such as radon and asbestos are at even higher risk. However, not everyone who smokes gets lung cancerRead MoreEffects Of Smoking On The United States871 Words   |  4 PagesPathogenic role of smoking has been proved by many researchers in the world and in our country. Smoking 01 cigarettes himself losing 5.5 minutes of life. The average life expectancy of people who smoke less than non-smokers from 05 to 08 years. Smoking in creases the mortality rate from 30 to 80%, mainly because of cancer (lung cancer), chronic obstructive pulmonary disease, cardiovascular disease.... The degree of increased risk depends on the age of starting smoking (smoking as soon as the higherRead MoreEffects Of Smoking On The United States1026 Words   |  5 Pagescigarettes have has declined from 20.9% in 2005 to 16.8% in 2014. The evidence also suggests that smoking was noticeably ln 2014 than in 2013. Sources reported that tobacco is the leading cause of preventable disease and death. Another essential point is that it kills 28,000 people every year in New York and afflicts nearly 600,000 residents with serious injuries directed to their smoking. In addition, smoking kills half a million Americans every year and costs about $300 billion dollars a year. Considering

Questions On Mathematics And Physics - 1331 Words

Liu 1 Hilary Liu Dr. Goldader Honors Physics September 8, 2014 Chapter 1 Homework Answers 1) Why is mathematics important to science, and especially to physics? Mathematics is important to science, and especially to physics, because mathematics are a very precise form of communication. When models are based on scientific findings in nature are expressed mathematically, they are easier to verify or disprove by experiment. When the ideas and models of science are expressed in mathematical terms, they are unambiguous. The equations of science provide compact and exact expressions between relationships and concept. The methods of mathematics and experimentation have led to enormous successes in science. 2) What are the steps of the†¦show more content†¦-SQUIRREL! Trial and error, experimentation without prior guessing, and accidental discovery account for much of the progress in science. The success of science has more to do with an attitude of inquiry, experimentation, and humility than with a particular method. 4) What is a model, as the term is used in science? A model is, as the term is used in science, is the description of a natural phenomenon, usually a mathematical equation. Models attempt to describe what nature does, and therefore nature does not follow our models. The more complex a model is, the more accurately it described a phenomenon, but no model is ever really complete. Because a model is just a description of how nature works, models can be revised when new data is obtained or somebody comes up with a better idea. This is how science progresses. Sometimes even very successful models just fail and have to be replaces with new ones that can better explain nature. Liu 2 5) Your textbook that scientific laws or principles can be contradicted. Can a fact, as defined in your book, also be shown to be false? If so, give an example. A fact, as defined in the book can be shown to be false. In science, a fact is a close agreement by competent observers who make a series of observations of the same phenomenon. Many believe that facts are concrete, that they are general knowledge that cannot be disproven or otherwise, but a fact, as defined in the

War Simulation Softwar Essay Example For Students

War Simulation Softwar Essay Computer Simulation WARSIM 2000 is simulation software, used by the armed forces. Extensive, thorough, and tiring work has been done on thgis program. It covers almost all aspects and situations required for realistic, meticulous and a complete simulation. Information Technology has lead to the advancement of the tools required to build the simulator. Information Technolgys guideleines and technolgy have reinforced this creative simulator General Description of Operational Capability. WARSIM 2000 will increase the effectiveness of commander and battle staff training by dramatically increasing the realism and the scope of the available training environment. In conjunction with other services simulations, WARSIM 2000 will provide a complete operational environment with scenarios drawn from the entire operational continuum to support Army, joint and coalition force training distributed across the globe. a. The WARSIM 2000 simulation system will use a computer-based simulation and associated hardware to support the training of unit commanders and their battle staffs from battalion through theater-level as well as to support training events in educational institutions. Designed and built using modern computer technology, modern software engineering techniques, and validated algorithms and databases, it will allow units world-wide to train using their organizational equipment. A key feature of the system will be its use of technology to minimize the total Armys overhead associated with supporting training. The system will be designed to meet emerging Distributed Interactive Simulation (DIS) standards and protocols to facilitate linkages with DIS compliant simulators and live training events. b. The WARSIM 2000 simulation system will consist of, or use, several components: (1) Computer-based battle simulation models that portray the joint and combined environment needed to support Army training events. (2) Software modules for linking WARSIM 2000 to other simulation models to expand the training environment for joint force training exercises. (3) Databases. (4) Computer systems to run the simulation models and support the databases. (5) Technical control systems/workstations for use by personnel in an exercise support function e.g., simulation controllers, analysts, and opposing/ surrounding forces role players. (6) Flexible and responsive terrestrial/satellite communications gateways and media for transmitting voice, data, facsimile, and video between different elements at remote locations involved in supporting a training exercise. c. WARSIM 2000 will meet the Mission Need Statements (MNSs) requirement for providing a training environment that will allow unit commanders and battle staffs to focus their warfighters and systems in countering threats across the operational continuum. WARSIM 2000 must provide an environment that presents problems to stress and stimulate commanders and their battle staff to assess the situation, determine courses of action, and plan and issue new orders in a timely manner, all while using their organizational equipment and procedures. d. Logistical support for WARSIM 2000 will be based on a government- owned contractor-supported system. The government will own necessary hardware, have all proprietary rights to the developmental hardware and software components, and full license rights to the non-developmental software components of WARSIM 2000. Contracted logistical support will provide for the maintenance of government-owned computer hardware at all times. e. The acquisition and development strategy for WARSIM 2000 must abide by several constraints. (1) The WARSIM 2000 acquisition must build upon the successful infrastructure of current simulations so that the training community (Army and international) can train in an evolutionary progressive yet consistent manner. The Army has invested significant resources into developing its training simulation systems, linking them with other service simulations via the Aggregate Level Simulation Protocol confederation, and proliferating them throughout the Army and the international community. While these systems have shortcomings that must be fixed, they provide a training environment and representations of combat that have been accepted by the training community world-wide. The WARSIM 2000 acquisition must allow the confederation of simulations structure to evolve in a manner that allows current users (Army and international) to maintain access to the confederation without having to make a substantial near-term investment in resources. (2) Meeting the WARSIM 2000 requirements will demand significant technological innovations. However, there are many existing and developing systems that could and should be part of the overall solution. The acquisition strategy must ensure that developers optimize the investment of each service in existing systems (instead of starting from a blank sheet of paper) and insert echnology into the training environment in a way that improves training. (3) Fielding of new capabilities, whether they be functional representations or technological enhancements, must be either practically transparent to the user or be accompanied by training so the user can understand and receive the benefit of the new capabilities. (4 The acquisition strategy must allow for regular user involvement in the development process. User evaluations and requirements must serve as a primary source for determining changes to the system. 2. Performing and Visual Arts Persuasive Essay (ii) Fidelity. The simulation must allow commanders and battle staffs to do their tasks under the conditions and standards outlined in the Army Training and Evaluation Program Mission Training Plans (MTPs) for command groups and staff referenced in Appendix 1 to Annex A. (iii) Level of Detail. The simulation must be able to portray a level of detail that captures the effects of individual entities on the battle, e. g., single weapon platform, emitter, and sensor systems. Entities that operate near each other as cohesive units can be portrayed in aggregated units from team to battalion that represent the normal mode of employment. Individual, low-density, entities that operate in a geographically dispersed mode must be portrayed as they are employed, e. g., signal nodes, radars, jammers, missile and rocket systems, engineer obstacle systems, and individual surveillance and laser designation systems. All systems will be portrayed using performance data appropriate to the level of classification of the exercise. (iv) Reports. The simulation must provide feedback to the training unit by sending reports of simulated events. These reports must be formatted in a doctrinally correct fashion and occur in a time-appropriate banner. The reports must not reveal all of ground truth but reflect that information that the simulated unit would reasonably know given its status, time removed from the reported incident, and deployed intelligence assets. (v) Human Factors. The simulation must portray the effects of operations on the human condition as it relates to combat effectiveness. At a minimum, the simulation must consider unit morale and cohesion, time subject to hostile actions, availability of religious support, unit attrition rate over time, weather, and operational tempo. (vi) Simulated Mistakes. The simulation must cause simulated entities to make mistakes based on a predetermined level of training and a variable combat effectiveness determined by human factors . The mistakes should be of two types: mistakes in actions taken and mistakes in actions reported. Mistakes in actions taken fall along the lines of getting lost e.g., arriving at or attacking the wrong location, delivering the improper quantities of supplies, or delivering the wrong supplies. These types of mistakes will change the ground truth of the simulation. Along with reports that are accurate but incomplete, other reports will contain information that is different from ground truth. These mistakes in reporting will occur when a simulated unit makes a report to the training unit that conflicts with ground truth in the simulation. These mistaken reports will not change ground truth. The simulation must have the ability to provide the correct information if challenged for confirmation. The level of training and combat effectiveness must change over exercise time with a corresponding change in the number of mistakes. The senior trainer must have the capability to cause a simulated unit to make specific mistakes during the exercise. The senior trainer must be able to easily adjust the severity and frequency of simulated mistakes during an exercise to include being able to set the level to zero, in effect turning off the mistakes. The senior trainer and the After Action Review systems must have access to both ground truth and mistakes data. (vii) Surrounding Units. Training units, to include combat, combat support, and combat service support units that support maneuver brigades, must be able to interact with the simulation without the presence of any other units. This will require the simulation to emulate forward, flank and rear units, supported and supporting units, as well as the next higher and lower echelon units, that would normally exist on the battlefield, but are not present for the particular training event. The simulation must be able to portray dynamic scenario and event dependent intelligence and reports concerning the activities of these units as well as their requests for information and resources from the training units. (viii) Multi-Level Input/Output. The simulation must be able to accommodate an exercise where different levels (division, igade, battalion) are interacting with the simulation. Each level must be able to train using the simulation by issuing only its normal orders and instructions to the simulation while receiving only its normal reports and data from all sources. The simulation must receive and present its information in the format and level of detail appropriate to the training unit. The simulation-provided information must not always be 100 percent accurate. The information should at times contain errors that one could expect to obtain in a realistic setting. Bibliography: WARSIM 2000, The Few, The Proud, The. .. hey theyre not there! Article #45, SIRS Encyclpaedias, Applied Science, 1994.Technology