Stop gambling Essay Example for Free

Stop gambling Essay Today, I’m going to talk about gambling. Nowadays, gambling becomes a entertainment in our life. Some people go there just for fun, but most people go there for money, they think they can make money by gambling. As we known, only very few people can make money from gambling, the winner always not belong to gamblers, so the problem comes out. Most people with gambling problems say they lost control over how much time and money they spend on gambling. Meanwhile, they ignored other responsibilities. They knew they had problems, but only gambling seemed important. Many people who gamble overly have mixed feelings about gambling. They know they are causing problems for the people they love. They may become anxious and unhappy, and often hate themselves. They feel they can’t give up on all the time, money and emotion they have put into gambling. They can’t accept that they will never win the money back what they have lost. Some people still believe their system will pay off, their luck will change or they are due to win. Others believe continue to gamble is the only way to get the money back. Eventually they will lose their money, family, even life. Also, it will make some serious consequences, like suicide, crime, and destructive behaviors. Other people promise to quit, but it is not easy. If they quit now, they will feel like a loser. They will have to face all the problems that gambling has caused. But, only to stop gambling can help them to start a new life. So here are some solutions to help people to quit the gambling. 1 Make a decision on a given day when you wake up that you will not gamble. Decide that for this one day you will not gamble. If you have to do it an hour at a time, it is okay. Sometimes you may have to do it in a minute at a time. it is okay, as you promise yourself in a given moment that you will not gamble. Schedule your day in a very structured way so you do not have a lot of free time. This can really help a lot, as you will have no time to gamble. 2. Find something at that time to replace your gambling. One of the way to quit gambling is to be able to find healthy replacements that will substitute for your gambling activities. Exercise, go shopping, go out with friends, or do some cooking. You can also watch a movie, or listen to some soft music or do some reading and so on. Anything, and I mean anything not go back to gamble. Your goal is to stop gambling, or begin to reduce gambling frequency. 3. Remember the feeling when you leave the casino or lost a lot of money on a bet. Think about how bad it feels when you lose a lot of money. Remember that feeling, and allow yourself to feel that feeling when you are gambling again. Sometimes these feelings can exactly imitate how you feel after a gambling. This can really stop you from going out and placing a bet. So my conclusion is gambling as a entertainment is ok for people, but if you addict to it, eventually you will get hurt. So before gambling, please ask yourself, how you going to be responsible of yourself, your family, and your future.

Hackers- Who Are They? And What Do They Do? Essay -- essays research pa

Computer Hackers Outline Thesis : Contrary to popular belief, not only do you not have to be smart to be a hacker, you do not even need to know much about computers. I. Hacking today A. More like exploration in the 60's and 70's B. Cannot call themselves hackers II. Different Types of hackers A. A hacker defined B. A cracker defined C. A phreaker defined III. You do not have to be intelligent A. Not like you have seen on television B. Programs used are highly accessible on the Internet C. Some start out with trial and error VIII. Online Legalities A. Unauthorized access to, or use of a computer B. Alteration or destruction of data without authorization C. Theft of computer services D. Computer fraud (using a computer to commit other crimes) E. Denial of access to a computer F. Unauthorized possession of passwords __________________________________ Hackers Many of the people in our society today often think that computer hackers are very smart individuals, who have special talents and abilities enabling them to crack passwords, enter mainframes, send viruses, and crash computer systems. Contrary to popular belief, not only do you not have to be smart to be a hacker, you do not even need to know much about computers. Modern day hacking usually ends in destruction of other peoples property, or changing important private information. Also, as stated by a 42-year-old security agent in San Francisco, â€Å" ‘Hacking in the 1960s and 1970s was a little more like gentlemanly exploring than it was taking things from people† ’(Weise). These days hackers cannot call themselves hackers without the threat of being called a â€Å"hacker wanna-be† or a â€Å"script kiddie.† A â€Å"hacker wanna-be† is the same thing as script kiddie, but is another slang term for a person who uses guess-work and programs that he did not write (Weise). Although, most people think of a hacker as someone who breaks into computers and sends viruses, there are several different types of hackers, broken up into three different groups. The first type of hacker is the hacker himself. The defination of a hacker is : â€Å"[hack$dr (hà £k=dr)] One who enjoys the intellectual challenge of creatively overcoming or circumventing limitations† (Dict... ...ere are actually very strict guidelines on the Internet of what you can and cannot do.The Book of Online Law states that it is illegal for you to have "unauthorized access to, or use of a computer, alteration or destruction of data without authorization, theft of computer services, computer fraud (using a computer to commit other crimes), denial of an others access to a computer " (Smedinghoff). Hacking is starting a program that grants you access to things you normally would not be able to do, or access. You do not have to be smart to be a hacker. Anyone can get hacker tools and programs just by looking for them, downloading them, and then putting them to use. Modern day hacking is not how you see it on television. It is a simple process which any one can do using one of many programs that are available online. There are several different types of hackers. They each depend on what type of hacking is being done. There is one last thing for you to be aware of, now that you know how easy it is to be a hacker. You have to be careful of all the many Internet legalities. You can get in serious trouble and not know you were doing anything wrong until it is too late.

Literature as a Medium Which Conveys the Culture of the Target Language Essay

The purpose of this paper is to familiarize foreign language instructors with the effectiveness of using literature as a mean of bridging the cultural gap between students and the target language. It will also discuss how teaching literature can help students become more effective communicators in the target language and at the same time making them appreciate other cultures different from their own. This may lead to say that, one of the major functions of teaching literature in a foreign language classroom is to serve as a medium to transmit the culture of the target language of the people who speak the language in which it is written. Therefore, literary texts can offer to the students a colorful world that reflects the culture of the language community. As readers; students get engaged within these texts, they come to understand how the characters in such literary works experience life and how they speak and behave in different settings. However , the study of literature can be considered as a method in which students can dive into the cultural experience of the language throughout the imagery and metaphors mentioned in a given text, as Gray points out: â€Å" Students learn to see a world through another’s eye,observing human values , different kind of living and discovering that others live very different societies. they will understand and become broadly aware of the social,political,historical,cultural events happening in a given society. . The role of literature in language teaching Literature, when defined as a subject of study, is an activity that involves and uses language (O’Sullivan, 1991). Ganakumaran et al (2003) stated that it is also referred to as the big â€Å"L† that focuses on the literariness of a text. It is an example of language in use and a context for language use. Literature is seen as a medium in which students’ appreciation of different system language organizat ion can be developed. Therfore, studying literature, on the whole, may not be considered as a reaction but rather as an interaction between the reader , the writer and their cultures. From an other parameter ,the teaching of literature in foreign language classrooms is essential and can be used as a perfect instrument to stimulate and speed up the teaching and learning process Carter and Long (1991). In other words, literature contributes in helping the students to explore knowledge ,promote their literacy development and fosters their language proficiency. Also, literature may provide effective, attitudinal and experiential factors which will motivate students to read McKay (1982). As a matter of fact, Obeidat (1997) said that literature has much to offer than language would normally do, since it has greater freedom and since it acknowledges no linguistic barriers which could refrain our ability to use language. Therefore, it is undeniable that literature helps to improve students’ command of language and the ability to use it freely, not solely as a linguistic, but as a cultural, intellectual, social and psychological medium of expression. In terms of using literature to teach language, Brumfit and Carter (1986) asserted that literary texts not only can grip the reader’s imagination more strongly but they can also be promoted for the examination of language at work. Littlewood (2005) also observed that although such texts were predominantly valuable for developing reading skills, it could be exploited for purposes such as explaining grammar teaching and indicating various types of language usage. Since literary texts contain language intended for native speakers, literature stands as a model for language learners to become familiar with different forms and conventions (Collie and Slater, 1991). Containing real examples of grammatical structures and vocabulary items, the literary texts raise learners’ awareness of the range of the target language and advance their competence in all language skills (Povey, 1967). Second, using literature in language teaching has the advantage of providing cultural information about the target language. Literary texts increase foreign language learners’ insight into the country and the people whose language is being learnt (Collie and Slater, 1991), which fosters learners’ ability to interpret discourse in different social and cultural target language contexts (Savvidou, 2004). . Literature as an instruments that stimulates the knowledge of the culture Teaching literature stimulates the imagination of the students and develops their critical abilities by getting them involved in interpreting the different symbols and meanings found in the text. They become more productive and adventurous when they perceive the richness and diversity of the language. Therefore, it is vital if educators create a harmonious literary atmosphere ,they may enable their students to immerse themselves in the story by turning the classroom into a cultural island where students interact with the text, share different viewpoints about the settings, the style, the language. Researchers have recognized that the benefits of using literature in three core areas: First , literature is beneficial to language development( John and Louis, 1987; Morgan, 1998; Myonghee, 2004;Sage,1987); second, literature enhances the knowledge of ulture and society which is too complicated to be captured by any single piece of expository writing; Third, literature fosters critical thinking by offering readers multiple perspectives especially in books with issues such as immigration, cultural differences, social upheavals (Edmondson 1995/6). John Lye (2003) believed that literature captures the complexities of the human situation, illustrating (dramatically, imaginatively, compellin gly) the grounds and the meanings of values, and the nuances of our experiences. It also allows us imaginatively to inhabit the lives, the experiences, the meanings of others. Lye(2003) added that literature challenges the sentimentalization of values, and those distortions of values which serve the ends of the powerful, the opportunistic, and those who want only to serve their own desires ,from an other parameter, literature explores and reflects conflicts in the culture itself, conflicts in the values and ideas of the culture, the conflict of social groups (ethnic, racial, class, gender, religious and so forth), in addition to that ,it offers a sense of identity and community, by establishing and founding narratives which capture the ‘essence’ of what typifies the culture or community, or by dramatizing those particular stories and images which give the culture a sense of common meaning and purpose. 4.  Applying literature and culture in language teaching classroom When it comes to learning a new language there can be no substitute for actually living in a country where this language is spoken. Besides, teaching literature does not mean ,limit students to take a passive role but to stimulate students to be engaged proactively within the target language. However, foreign language teachers can provide literary texts best by turning their literature classes into a community where students can engage themselves actively with the culture and the language they are studying and where the emphasis in class could be on ‘cultural experience rather than cultural awareness. As Duff and Maley point out, â€Å"literature offers universal themes which are relevant to students’ own experience,it is also a mirror that reflects and heightens each learner’s perception of the social world. Thus, literary texts are opened to multiple interpretations and interactions†. Students cannot remain passive if they are to interpret and understand what they are reading. They are placed â€Å"in an active interactional role in working with and making sense of the target language guided by the teacher, they have to actively participate and interact with each other. Literature and culture in foreign language teaching can provide linguistic and artistic elements and perspectives to students.  Through literature as well as culture, students could have the opportunity to establish a connection with the target language and realize that their own personal, social,cultural and historical contexts have been influenced by a foreign language and a foreign culture and how, in a symbiotic process, this other culture has been nourished. Culture, on the other hand, offers an interdisciplinary field that includes artistic discourses, social conventions, and reflexive impacts. It opens the door for students to increase their knowledge of the target culture as they can contemplate and critically comment on people’s way of life, values, attitudes, and beliefs, and regard how these elements can have an impact in linguistic categories and forms. Indeed,language found a soulmate in literature, and they are inserted in culture.

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