10 Basic Tips For the Internet Explorer (IE)

10 Basic Tips For the Internet Explorer (IE)

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In order to use the Internet Explorer (IE) effectively, we have some basic tips for you to try… Ok let’s go now. 1. To extend the window area of the IE, you can make it easy by pressing the F11 key. Then you press it again in order to return the IE to the normal window. 2. Sometimes you want to search a keyword in a long web page that you are surfing. How do you do ?? Just press Ctrl+F and place the keyword you want. 3. Using Backspace key in your keyboard instead of clicking Back in the IE window. 4. You can close your IE window that you are surfing by Ctrl+W. 5. To see the surfing websites history, Press F4 key to see the URL which you have typed. 6. Press Ctrl+D in order to save the url which you are surfing. And the url will be in the Favorites. 7. To send a web page to your friend. Do you know we can send it by email from the IE’s tools ? Let you try it, go to File > Send > Page by E-mail... 8. To slide the web page by using the keyboard, try it with the arrow keys. To slide it to the bottom and the top of the web page, try the End and Home key. 9. If you find a picture that you prefer it to be the desktop wallpaper, you can immediately set it, right click on the picture area and select the Set as wallpaper. 10. To slide the web page gradually, you may use the Page up, Page down and Spacebar keys. Try it !

HibernateTemplate : Remember that ordinal parameters are 1-based!

My HibernateTemplate code as following

getHibernateTemplate().find("from Domain d where d.domainName = :domainName", domainName);

When i execute the above code, i hit the following error message

java.lang.IndexOutOfBoundsException: Remember that ordinal parameters are 1-based!
at org.hibernate.engine.query.ParameterMetadata.getOrdinalParameterDescriptor(ParameterMetadata.java:55)
at org.hibernate.engine.query.ParameterMetadata.getOrdinalParameterExpectedType(ParameterMetadata.java:61)
at org.hibernate.impl.AbstractQueryImpl.determineType(AbstractQueryImpl.java:397)
at org.hibernate.impl.AbstractQueryImpl.setParameter(AbstractQueryImpl.java:369)
at org.springframework.orm.hibernate3.HibernateTemplate$30.doInHibernate(HibernateTemplate.java:927)
at org.springframework.orm.hibernate3.HibernateTemplate.doExecute(HibernateTemplate.java:419)
at org.springframework.orm.hibernate3.HibernateTemplate.executeWithNativeSession(HibernateTemplate.java:374)
at org.springframework.orm.hibernate3.HibernateTemplate.find(HibernateTemplate.java:921)
at org.springframework.orm.hibernate3.HibernateTemplate.find(HibernateTemplate.java:917)
at com.fsecure.nrs2.core.common.dao.impl.DaoTemplate.findByQueryString(DaoTemplate.java:282)
at com.fsecure.nrs2.core.url.dao.impl.DomainDaoImpl.findByDomainName(DomainDaoImpl.java:67)
at com.fsecure.nrs2.url.DomainUnitTest.testDomainFind(DomainUnitTest.java:72)
at sun.reflect.NativeMethodAccessorImpl.invoke0(Native Method)
at sun.reflect.NativeMethodAccessorImpl.invoke(NativeMethodAccessorImpl.java:39)
at sun.reflect.DelegatingMethodAccessorImpl.invoke(DelegatingMethodAccessorImpl.java:25)
at java.lang.reflect.Method.invoke(Method.java:597)
at junit.framework.TestCase.runTest(TestCase.java:168)
at junit.framework.TestCase.runBare(TestCase.java:134)
at junit.framework.TestResult$1.protect(TestResult.java:110)
at junit.framework.TestResult.runProtected(TestResult.java:128)
at junit.framework.TestResult.run(TestResult.java:113)
at junit.framework.TestCase.run(TestCase.java:124)
at junit.framework.TestSuite.runTest(TestSuite.java:232)
at junit.framework.TestSuite.run(TestSuite.java:227)
at org.junit.internal.runners.JUnit38ClassRunner.run(JUnit38ClassRunner.java:79)
at org.eclipse.jdt.internal.junit4.runner.JUnit4TestReference.run(JUnit4TestReference.java:38)
at org.eclipse.jdt.internal.junit.runner.TestExecution.run(TestExecution.java:38)
at org.eclipse.jdt.internal.junit.runner.RemoteTestRunner.runTests(RemoteTestRunner.java:460)
at org.eclipse.jdt.internal.junit.runner.RemoteTestRunner.runTests(RemoteTestRunner.java:673)
at org.eclipse.jdt.internal.junit.runner.RemoteTestRunner.run(RemoteTestRunner.java:386)
at org.eclipse.jdt.internal.junit.runner.RemoteTestRunner.main(RemoteTestRunner.java:196)

Solution

I go inside and study HibernateTemplate.java file and find below code

public List find(final String queryString, final Object[] values) throws DataAccessException {
return (List) executeWithNativeSession(new HibernateCallback() {
 public Object doInHibernate(Session session) throws HibernateException {
  Query queryObject = session.createQuery(queryString);
  prepareQuery(queryObject);
  if (values != null) {
   for (int i = 0; i < values.length; i++) {
    queryObject.setParameter(i, values[i]);
   }
  }
  return queryObject.list();
 }
});
}

From code above, i find out HibernateTemplete is using 0-based instead of 1-based. Is this a spring or hibernate library problem? Since error message stated parameters need to start at 1-based. I tried some solution like change spring or hibernate library, however it’s not working…

It’s seem I’m on a wrong direction, i have to start finding solution at beginning again, first i study my own code…………!!! I cant imaging how careless i am, i made a stupid mistake on my code, this is not spring or hibernate problem, it is my syntax error.

Change from

getHibernateTemplate().find("from Domain d where d.domainName = :domainName", domainName);

To

getHibernateTemplate().find("from Domain d where d.domainName = ?", domainName);

Problem solved, code execute without error anymore.

P.S the error message generated by HibernateTemplate is really misleading !!!

TestNG Tutorial : XML file for Parameterized Test

The “Parameterized Test” means vary parameter value for unit test. XML file or “@DataProvider” is use to provide vary parameter for testNG unit testing

XML file for parameterized test.

Only “@Parameters” declares in method which needs parameter for testing, the parametric data will provide in TestNG’s XML configuration files. By doing this, we can reuse a single test case with different data sets and even get different results. In addition, even end user, QA or QE can provide their own data in XML file for testing.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

import org.testng.annotations.*; /** * TestNG Parameterized Test * @author mkyong * */ public class TestNGTest6_1_0 { @Test @Parameters(value="number") public void parameterIntTest(int number) { System.out.println("Parameterized Number is : " + number); } }

 name="My test suite">

 name="testing">



   name="number" value="2"/>  



  >

      name="TestNGTest6_1_0" />

  >

>

>

Result

Parameterized Number is : 2

Realizing the Cost of Enhanced Toll-Free Services

Toll-free numbers have the greatest variety of add-on services available, and every carrier assesses the fee in a different way. One carrier may charge a one-time installation fee when you activate a number, and another may activate numbers for free but collect a monthly recurring charge (MRC). Any feature you add onto your toll-free numbers may have a one-time nonrecurring charge (NRC) on it or a continual MRC, but is rarely free unless you negotiate to have the fees waived.

There are exceptions to every rule, but the two fees that you can always expect to see in relation to your toll-free numbers are:

• The standard per-minute charge for usage. Just like you pay a per-minute fee for your outbound calls, every toll-free call is charged for the time the call is active. The rate is generally a little more than what you pay for standard outbound calls. The only way you can avoid the per-minute fee for toll-free calls is if you have a package deal with a flat rate for all of your services. I can guarantee you that even if you have a package deal like that, somewhere in your contract or the contract of your carrier is a calculation for usage based on a per-minute cost.

  Warning! Charges for toll-free calls vary! Your contract for toll-free service probably has a standard set rate plan for calls that only originate from the lower 48 states. If you are about to begin a campaign in Alaska, Hawaii, Canada, or any part of the Caribbean, check your rates before you send out the fliers. These areas may only cost 5 or 10 cents per minute to call out to, but inbound calls on your toll-free number may easily be 25 to 50 cents per minute. Ouch! Call your carrier to confirm the rates in writing before you receive a $5,000 phone bill for calls on your toll-free number from Puerto Rico.

• Pay phone surcharges always apply. Unless you have a contract with a pay phone provider, you will be required to pay the 55-cent pay phone surcharge on all calls to your toll-free number from pay phones.

Aside from these two fees that 99 percent of businesses find on their phone bill, there are other ways that carriers charge you for toll-free service. No two carriers are the same, so you will have to extract from them all the charges and fees that are in their ancillary fees list. They may also be buried in your contract, but it is worth the hour to read through all the sections. Some of the more common fees to ask about are:

• Toll-free activation fee: This may be a charge of a few dollars per toll-free number to build the routing plan and activate your number. If you have less than 20 toll-free numbers, you may be able to negotiate this fee to be waived. If you have more than 50 numbers, ask your carrier whether you can send the numbers over as a bulk load (you just list the phone numbers in an Excel spreadsheet or Word document instead of filling out the same information on multiple paper order forms) to reduce the charge. The bulk load process is probably automated and is definitely quicker.

• Monthly recurring fee per toll-free number: Even if you don’t have any calls on a toll-free number you may be charged for simply having the number active. All the carriers are charged about 20 cents (the rate fluctuates) per number by the National SMS database for maintaining the records on each toll-free number.

• Fees for enhanced routing features: If you have Time-of-Day, or geographic routing on your toll-free numbers, you may be assessed a fee for that feature. There is, of course, no industry standard for this fee, but you should ask to see if there are any of the following fees on your enhanced toll-free features:

  • One-time installation fee per toll-free number: This may be as little as $1 per number or $10 per number. It is generally not a massive fee, but if you have thousands of numbers, the cost adds up quickly.

  • One-time installation fee per dedicated circuit/order/trunk group: Sometimes a feature for dedicated toll-free numbers is not actually built on the individual toll-free number, but actually built on the circuit that receives the number. When you are looking at rebuilding or adding features to a dedicated circuit, the fees can be anywhere from $100 to $700 per circuit. The fee may be assigned, not per circuit, but per order or per trunk group that is a partitioned section of a dedicated circuit. Be sure to know at what level the fee is assessed.

  • Monthly recurring fee per toll-free number/circuit/trunk group: Your carrier may charge you a one-time installation and a monthly recurring fee for enhanced features. The monthly fees may quickly add up to more than you are willing to pay for the service. You really need to know what the fee is based upon to know what you will be paying for it every month. It is better to pay $50 per month to set up DNIS on one circuit than to pay $50 per toll-free number for the 500 numbers that ring into the circuit.

• Release fee when your toll-free number leaves your carrier: Some carriers get you coming and going in the toll-free world. They not only charge you to set up the new number, but they also charge you when they release the number to your new carrier if you change carriers. There is some work required to release a toll-free number, so carriers that are looking for that extra sliver of profit margin may charge you to release the number as well.

• Monthly fees to access Web tools: Carriers that have Web portals may not simply inflate their per-minute charges to provide the service. They may actually recover what they spend in development and maintenance by assessing a monthly fee or per-transaction cost. These fees may not be immediately visible to you until you use the portal for a month or two and determine how much you use and need the service. I suggest that you see how quickly you can cancel the tool if you want to and if there is any contract term on it. If you find the feature is nice, but too expensive, it is better to cancel it in 30 days than to be locked into it for another 10 months.

iTunes, Podcasts, and Fair Use/Copyright questions and answers

I posted the following Q&A series to the TechLearning blog, but am cross-posting this here for my own archival purposes. Generally my TechLearning blog posts aren’t quite this long and I don’t cross-post, but in this case I’m breaking with traditions….. This could probably qualify as an article rather than a blog post! None-the-less, the issues are very important and we need to have more conversations in our schools about them! I’d welcome your feedback and ideas either here or on the TechLearning post. (They are identical mirrors of each other.)

A high school librarian asked me several questions this week regarding iTunes, music purchased on iTunes, podcasts, playing purchased music in class for students, and music played at assemblies and by DJs. I need to emphasize my normal disclaimer before sharing answers to these questions: I AM NOT A LAWYER. FOR LEGAL ADVICE ABOUT THESE AND OTHER QUESTIONS, PLEASE CONSULT A LAWYER WHO HAS PASSED THE BAR IN YOUR STATE OR JURISDICTION. The following answers are my own best attempts based on what I have studied and been told regarding U.S. copyright law. For more resources on copyright, refer to my copyright workshop links (which I’ll be updating before next Monday’s presentation at COSN in Washington D.C.) and my article “Copyright 101 for Educators” in particular.

Once our teachers have iTunes installed on their district-owned laptops (with a site license), may they download purchased music on it without violating copyright?

Yes. As long as teachers are purchasing music from iTunes, they should be in compliance with U.S. copyright law when downloading those songs. Songs available for purchase via iTunes have been specifically licensed for individual download and use. Note the iTunes use license is for INDIVIDUAL use and not group use. Individuals are permitted to play iTunes music (DRM protected as well as non-DRM music) on up to five computers in the same household. Those computers authorized to play a song are authorized within the iTunes application. It is possible for teachers to “share” their iTunes library over the local network, but that sharing just allows for streamed playback of songs, not actual copying of songs from the original hard drive to another.

While purchasing and downloading music from the iTunes store is not likely to pose copyright scenario issues for teachers, the choices teachers (as well as students) make with music they download from iTunes COULD pose copyright problems. I will address those below in subsequent answers.

The place teachers as well as students can get into trouble (generally) when it comes to copyrighted music is when they download and run peer-to-peer (P2P) file sharing software. Most school network content filters will prevent users from downloading these programs over the network, but with laptops students and teachers can potentially download and install programs off the school network. Network monitoring software like InterMapper should be used by the district’s IT staff (or others providing network maintenance services) to determine if and when P2P file sharing applications are in use. In most university contexts today, network monitoring solutions are in place which permit IT staff to turn off network ports of computers which are running P2P software or sending/receiving packets in large quantities in a pattern that indicates malware is installed on the computer. This answer is getting beyond your original limited question about iTunes music, but I think it is worthwhile to understand the BIG differences between a commercial “store” application like iTunes and P2P file sharing applications which are often used for piracy of music, movies, and software. EFF has an excellent website about file sharing which points out (among other things) that all uses of file sharing are NOT illegal. Despite that fact, however, most school districts in the U.S with which I am familiar DO block P2P applications and application uses on their networks. The proliferation of malware distributed via P2P applications and downloaded files makes them a security nightmare, and I think schools are well-advised to have hardware, software, and monitoring procedures in place which limit P2P software use by network users. iTunes, however, is NOT a P2P application and does NOT present the malware risks associated with P2P software used for music downloading.

May they [teachers] rip their own CDs on these same laptops with songs purchased/downloaded from iTunes?

The Terms of Service of the iTunes Music Store is the best source for answers to this question. Obviously this is written by lawyers, but it is worthwhile to read this and other “terms of service” agreements to understand “the fine print.” A great way to help students as well as teachers understand the answers to some of these questions would be to point them to this link, and then have them use the document to answer the question. To communicate their answer, have them create a short skit which is videotaped. After parent permission is obtained, share that video on YouTube, TeacherTube, or other social video sharing websites so those short, dramatic “lessons” can become digital learning objects for others around the globe.

As was the case with your first question, the short answer is YES: teachers (and any other individual) may legally create CDs (rip their own CDs) with music they have purchased and downloaded from iTunes. The specific verbage in the iTunes Store terms of service which applies to this question is:

You shall be authorized to burn an audio playlist up to seven times.

The use of “seven times” in this terms of service agreement is interesting. This is not based in U.S. copyright law, in that copyright law does not specify a limit of seven times for creating duplicates. My understanding is this restriction is imposed because duplication and dissemination of purchased iTunes music SHOULD be limited by the terms of the service agreement.

There are multiple ways teachers can use copyrighted content from iTunes or other sources in ways that are not legal, and the subsequent COPYING and DISSEMINATION of those purchased music files to others for their use is an example of an illegal use. As a librarian, you cannot purchase a single copy of a song on iTunes and then provide unlimited copies (or legally, even one copy) of that song to someone else for them to keep and own. Purchasing a song from iTunes includes a license for individual use. Understanding this, you want to make sure your teachers know it is NOT LEGAL for them to create burned CDs of playlists (”rip” audio CDs) of music they’ve purchased from iTunes and give or sell those CDs for others. Burned or “ripped” CDs which include copyrighted music (including music purchased via iTunes) are for the exclusive use of the purchaser, per these terms of the iTunes store.

To summarize: Teachers MAY burn/rip a limited number of CDs of music files they purchase from iTunes. Those CDs should NOT be shared with others, however, they are legally for personal/individual use only.

May they [teachers] play entire songs in their classroom from the laptops/CD players/desktop computers or only 10% (or up to 30 seconds) of a song?

This is a tricky question. Before going into detail, I’ll say that playing music which a teacher has personally purchased (either via iTunes, as an actual, commercial compact disk, or via other means) in the context of their own classroom is most likely fine. I say “most likely” because in our litigious U.S. society, the reality is that anyone can sue anyone for just about anything. Philip Howard’s book “The Death of Common Sense” is one of the best treatments I’ve read about how crazy our legal system has become, and how much we are in need of tort reform.

The reference you are making to “10% (or up to 30 seconds)” of a media file is most likely traceable to the 1986 Fair Use Guidelines for Educational Multimedia.this well-intentioned document attempted to establish “bright-line rules” for fair use copyright compliance in the U.S. for educators, but those guidelines are NOT entirely accurate and can lead to problems. First, they can lead to overly conservative limits on uses of media, which CAN be “fair uses” under U.S. law. Secondly, rigid adherence to that document can lead to uses of content in the classroom which result in a lawsuit. Some known U.S. entertainment companies have become rather famous for their defense of copyrights, and have actually sued school districts as as well as teachers from what I understand. (I was not able to find a web link to a case like this for this post, if you have one please include it as a comment to this post.)

As I state in the previously referenced “Copyright 101″ article, the best thing for teachers to look to when asking questions about “fair use” and using materials licensed under traditional copyright terms is the actual text of U.S. fair use law. There are four different aspects which are considered by courts in interpreting fair use law, and these are also described in the article. When it comes to “fair use” under U.S. copyright law, teachers do NOT have an “anything goes” sort of blanket permission. Many teachers have this misperception. I heard a conference presenter last month tell an audience, “If it is on YouTube, I just assume it’s OK for my students to use and republish it.” That is ABSOLUTELY NOT TRUE. Copyrighted materials are posted to YouTube frequently, and while some are taken down many remain. As a user-created media website, YouTube cannot and does not vouch for the copyright compliance of all the content posted there. YouTube will take down content reported as violating copyright law, but their “terms of use” spell out their limited ability to vouch for copyright compliance of user-created videos.

Generally, the place where teachers and students get into trouble when it comes to copyrighted music is when anyone is doing something for a COMMERCIAL purpose (like a fundraiser) and using copyrighted content without permission, or when they are RE-PUBLISHING content without permission on the “open web.” (The public Internet, on a website which does not require a login or authentication to access it.)

I’m sorry for the long winded answer, I think (scary thought) I may be sounding like a lawyer here. (I’m definitely NOT one.) As I stated in the initial paragraph of this answer, teachers are probably fine playing music they purchase over iTunes for students in their class. They are NOT fine using those songs without permission in videos they republish to the Internet, however, in their entirety. Shorter segments of songs CAN be used in ways that conform to fair use law, however.

In regard to a podcast that is available for free download: are there any restrictions on where it can be placed and/or how it can be accessed?

Podcasts are licensed under different terms. The fact that a podcast is freely downloadable does not mean it can be used in any way. Some podcasts (including mine) are licensed under Creative Commons terms, which are more permissive than traditional copyright. I have several links on my copyright presentation wiki page which relate to licensing and Creative Commons in general. The 2 page PDF file “7 Things You Should Know About Creative Commons” from EduCause is a good place to start.

The short answer to your question is: Yes, there are restrictions about how freely downloadable podcasts can be reused, remixed, and/or re-posted online. In all cases EXCEPT podcasts which are specifically licensed into and placed into the public domain, some sort of restriction (even if it is just a requirement for proper attribution) will apply to the reuse or re-posting of media content.

What about playing music at assemblies and dances (admission is charged for dances)? Are we breaking fair use rules here?

Whenever you play media files (including music and videos) in a public forum, rather than a more limited instructional, classroom setting, the context of use is different and therefore the interpretation of what constitutes “fair use” may be different. Whenever you are playing media files for a COMMERCIAL purpose, the context is also different from the instructional context of the classroom.

I am less familiar with these situations, but do know that some DJs have been found guilty of copyright violations for (as I discussed above) the illegal duplication of purchased music. Bob Moffett’s article for Performance DJ, “Copyright: What Does It Mean To You?” goes into more detail about copyright in the context of DJs and provides some suggestions for avoiding potential copyright problems with DJs you hire.

When it comes to playing songs at assemblies, those are likely considered “public venues” rather than instructional settings. Practically speaking, I think copyrighted songs and clips of copyrighted songs are played at sporting events constantly without the explicit permission of the copyright owners. Does such use of the media constitute “fair use?” If the sporting event is charging an admission fee for tickets, that is less clear. I have not heard of K-12 schools being sued (much less sued successfully) for playing copyrighted songs during a school assembly. That does not mean a school out there hasn’t been sued for this, or that some music company isn’t going to file suit against a school tomorrow for this.

This posting includes an audio/video/photo media file: Download Now

Creating Custom iPhone and iPod Touch Flashcards with gFlash and Google Documents

While I’m a vocal proponent of learning opportunities which focus on higher order thinking, I also readily acknowledge that in some contexts rote memorization is still important and needed. Multiplication facts are a case in point. If students do not set to memory all their multiplication facts during their late elementary years, virtually all higher level mathematics courses in middle and high school are going to pose frustrating challenges for them. Students NEED to have their multiplication facts memorized so they can recite them as easily as they breathe, see, talk or text. I hope that by working consistently with our older children (now 8 and 11) on their multiplication facts each week, we can give them the GIFT of confidence in their mathematics courses in the future which can come through mastery of basic, foundational knowledge.

This past week I attended most of Kelly Croy’s eTechOhio 2009 presentation, “An iPod Touch in Every Classroom.” Two of the applications Kelly mentioned during his presentation were gFlash+ and gFlashPro, which can be used as interactive, multimedia flashcard environments to practice multiplication facts as well as a myriad of other topics limited only by the creativity and time of willing content creators. The past two days, in addition to downloading and using gFlash flashcard sets created by others, I’ve taught my oldest children how to use gFlashPro and also created two customized / original gFlash card decks (using Google Docs) which I’ve now shared with the gFlash community:

1. 25 Troublesome Multiplication Facts (the 25 multiplication problems my 11 year old identified as being the hardest for him to remember currently)
2. Famous Oklahomans: Photographs and names of 30 famous Oklahomans featured in the museum where I’ve worked since July in Oklahoma City

Both gFlash+ (free with advertisements) and gFlashPro ($5 without ads and with some additional features) permit users to directly download additional flashcard sets from Google Documents. These specially formatted Google Documents can be created using the pre-defined Google Document “templates” which the gFlash developers have created and shared. The idea of using “templates” for educational learning is a topic I addressed in the TechEdge magazine in 1999-2000 in the article “Teaching with Templates.” In this case, by using templates in Google Documents, the developers of the gFlash applications have empowered virtually anyone to become a flashcard set content publisher and collaborator. The potential here for student learning is fantastic.

I went ahead and sprung for the $5 commercial version of gFlashPro, but everything I have done to date (with the exception of using flashcard sets in “quiz” mode which keeps high scores) can be also done with the free version of gFlash+. After you download and install one of these applications to your iPhone or iPod Touch, this is the home screen. It is pre-populated with some sample flashcard sets. The gFlashPro version also permits mp3 audio and even YouTube videos to be embedded as flashcard question content.

When you click the DOWNLOAD button in the lower left corner of the home screen of gFlashPro, you are presented with three download options.

I first chose the middle option, to download from the gWhiz catalog, and searched for the keyword “multiplication.” I downloaded two different multiplication flashcard sets.

Most flashcards can be used on gFlashPro in two modes: honor scoring (where you say the answer to yourself, touch the screen to see the correct answer, and then click to show if you got it right or wrong) or multiple-choice scoring. In the case of practicing multiplication facts, I think “honor scoring” is the better method. Kids need to know their multiplication facts “cold,” and it is very easy and fast to practice your facts this way. You can turn the “scorecard” on or off as an option, which appears on the right side of the screen as a series of green boxes (for correctly answered questions) and red boxes (for incorrect answers.) If you mistakenly give yourself credit for an answer or mark yourself wrong accidentally, you can immediately go back and change that answer.

After letting my 11 year old son work with one of the multiplication fact sets on gFlashPro which someone else had created, I asked him to complete a 12 x 12 multiplication fact grid on paper. (Yes, it looks like he did miss 9 x 4. I didn’t catch that at the time.)

After he completed it, I had him identify the 25 problems which he thought were currently the most difficult for him to personally remember. I then utilized the gFlashPro/gFlash+ Google Document template for two-column flashcard sets (with the question in column A and the answer in column B) and created a new 25 row flashcard set with it. I named this, “25 Troublesome Multiplication Facts” and shared it back with the gFlash developers (gWhizMobile [at] gmail [dot] com) so it can be available to others using gFlash and wanting multiplication practice.

If it doesn’t show up in the gWhiz online search, you can directly open the Google Document in your own Google Account, create your own copy of it in Google Docs, and then add it from your own Google Docs account using gFlash+ or gFlashPro. Note that Google Documents you want to import as flashcard sets should NOT be organized into folders if you want to open them with gFlash: They should remain at the “root” level of your Google Documents account.

One of the fantastic features of using gFlashPro for flashcard practice is that after you’ve completed all the cards in a set, the program will give you another CUSTOMIZED round of flashcard practice focusing primarily and specifically on those questions you previously got WRONG. This is superb!

After successfully creating and using a basic two column flashcard set, I decided to create a more advanced multiple-choice flashcard set which included online photographs. Earlier last fall, I created a Moodle quiz for the museum where I work, which students who visit the museum on field trips could take afterwards to assess their abilities to identify famous Oklahomans. Standard two column gFlash sets CAN automatically be used in “multiple choice mode,” but in that case the incorrect answers for each question are randomly chosen from other correct answers in the Google Spreadsheet. By using the gFlashPro and gFlash+ Multiple Choice Test Template, I was able to specify the correct answer to each question as well as up to four incorrect answers. I ended up using just three incorrect answers per question, because four answer choices fit neatly on the iPhone or iPod Touch screen and don’t require users to scroll to see answers.

Instead of typing a question in column A of the Google Spreadsheet, for this image-based flashcard quiz I simply pasted the direct URL of the photo I wanted to use for each question. Following the instructions provided for gFlashPro, I used iPhoto and batch-resized my folder of images so the widths were always 220 pixels or smaller, and the heights were always 145 pixels or less. I resized them for a max height of 145 and this worked for all the images except one which I had to slightly crop with SeaShore. (SeaShore is my favorite free PhotoShop replacement image editor on my Mac.)

When you download a gFlash card set which includes images, like “Famous Oklahomans,” you are prompted if you want to download the images offline to your iPhone or iPod Touch.

This is a good idea, since it allows the flashcards to be used offline when Internet access is not available, and also for the images to load much faster on your handheld computer.

A second Google Spreadsheet worksheet is provided on the template file to add meta data information, as well as the opening greeting or message you’d like displayed when people start using your flashcard set.

As with other flashcard sets, your current scorecard can be displayed along the righthand side of the screen.

I am VERY enthused about the possibilities of using gFlash+ and gFlashPro. gFlash+ is also available for Blackberry users. The way the developers have integrated Google Documents / Google Spreadsheets as the integrated publishing platform for new flashcard sets is ingenious and very empowering. Creating text-based flashcard sets per their provided instructions is very quick and straightforward. It takes more time to create flashcard sets with images, of course, since the images must be resized and uploaded to a webserver before their direct links can be inserted into a Google Document. Overall, it took me about two hours to create the 30 question “Famous Oklahomans” gFlash flashcard set, but that time also included figuring out how the process worked for the first time. I’m sure future flashcard sets will take less time. My process was certainly expedited by the fact that I already had my answer choices written and photographs located which I wanted to use in the flashcard set.

Flashcards have been used for decades by students to memorize and learn new content, but custom, multimedia flashcards like those available via gFlash+ and gFlashPro have NOT. These digital learning tools can be used in “accommodating” ways which merely replicate analog learning methods, but they can also be utilized in “transformative” ways which make new modes of learning and faster learning possible for students.

The QUESTIONS we ask our students to answer both in and outside of class are critical, and there are certainly plenty of ways a flashcard program like this can be abused or used poorly. I don’t relish my children having to agonize over the memorization of U.S. state capitals. When it comes to multiplication facts, however, I definitely see the clear need and importance of that rote learning. I feel pretty confident my own children are going to learn their multiplication facts MUCH better and practice them more regularly since they’ll be able to use these flashcard sets on my iPhone and our family iPod Touch.

When are ALL the students in my home state of Oklahoma going to have a handheld, wireless learning platform on which they can not only practice memorization with flashcards, but also learn how to appropriately create, collaborate, and communicate with a global audience? I hope that day is approaching soon.

MyLife .com competitions Another less than good people search engine

For the love of all that's wonderful will someone, somewhere, *please* create a people search engine that's actually any good! The latest dross to roll off the line is MyLife.com which says 'Find everyone, all in one place' which sounds great. However, if you want to use the search engine you have to register first. Well, to save you the hassle of doing this, I went through and did it myself. Up pops 'You are now a member with limited access... Become a Premium Member for full access!' at something like $5 a month. Not only that, but there's a 'limited time offer' with a little stopwatch clicking down! It's hard to get much tackier than that, but they try.

Clicking through to the next screen brings up the 'give us your email addresses and passwords so we can check for your friends' line. Seriously - they're expecting me to give out details like this? Desperate to see the results of my search (looking for my own email address) I finally get through to the next screen, where I'm supposed to put in my details so that they can be added to their database. Clicking on again I'm hopeful that this time I'll get to the details of my search.

Finally! Only... I'm back at a search screen. And I'm asked to give the details again, and this time with the addition that the individual I'm looking for has to be in the US. Brilliant. So it's 'Find everyone you know' as long as they're in the US. Still, I carry on, get my list of results and guess what - in order to see anything useful I've got to pay to get premium access.

IIS Server Error- HTTP Status Codes

When you are checking your IIS log files you can find a field which defines the status of the request. This status can be very useful when you are trying to diagnose a problem such as a user being denied access to your site.

#Software: Microsoft Internet Information Services 5.1
#Version: 1.0
#Date: 2005-08-26 18:19:49
#Fields: date time c-ip cs-username s-sitename s-computername s-ip s-port cs-method cs-uri-stem cs-uri-query sc-status sc-win32-status sc-bytes cs-bytes time-taken cs-version cs-host
2005-08-26 18:19:49 127.0.0.1 - W3SVC1 CHRIS 127.0.0.1 80 GET /images/ - 302 0 285 586 62 HTTP/1.1 localhost
2005-08-26 18:19:49 127.0.0.1 - W3SVC1 CHRIS 127.0.0.1 80 GET /images/ - 403 5 334 587 16 HTTP/1.1 localhost

From the above log entries we can see we have a status of 302 (Object moved) for the first request, and a status of 403 (Forbidden) for the second request. But we do not know why the user was denied access. In this case I tried to browse an image directory and it did not have directory browsing enabled which should have logged a 403.14 error but IIS 5.1 and earlier do not support storing the sub status code.

Doing something similar with IIS 6 on Windows 2003 Server we get these log file entries.

#Software: Microsoft Internet Information Services 6.0
#Version: 1.0
#Date: 2005-08-26 00:03:26
#Fields: date time s-sitename s-computername s-ip cs-method cs-uri-stem cs-uri-query s-port cs-username c-ip cs-version cs-host sc-status sc-substatus sc-win32-status sc-bytes cs-bytes
2005-08-26 18:33:30 W3SVC68783193 SBS2003 192.168.2.2 GET /images - 80 - 192.168.2.1 HTTP/1.1 301 0 0 399 432
2005-08-26 18:33:30 W3SVC68783193 SBS2003 192.168.2.2 GET /images/ - 80 - 192.168.2.1 HTTP/1.1 403 14 5 412 433

In the IIS 6 log file example above you can see that I am logging two status fields sc-status and sc-substatus

This time the first request is returning a status of 301 (Object Moved Permanently) and a sub status of 0 which is not used.
The second request returns a status of 403 (Forbidden) and a sub status of 14 (Directory Listing Denied)

1xx - Informational

These status codes indicate a provisional response. The client should be prepared to receive one or more 1xx responses before receiving a regular response.

100 - Continue.
101 - Switching protocols.

2xx - Success

This class of status codes indicates that the server successfully accepted the client request.

200 - OK. The client request has succeeded.
201 - Created.
202 - Accepted.
203 - Non-authoritative information.
204 - No content.
205 - Reset content.
206 - Partial content.

3xx - Redirection

The client browser must take more action to complete the request. For example, the browser may have to request a different page on the server or repeat the request by using a proxy server.

301 - Moved Permanently
302 - Object moved Temporarily
303 - See Other
304 - Not modified.
307 - Temporary redirect.

4xx - Client Error

An error occurs, and the client appears to be at fault. For example, the client may request a page that does not exist, or the client may not provide valid authentication information.

400 - Bad request.
401 - Access denied. IIS defines a number of different 401 errors that indicate a more specific cause of the error. These specific error codes are displayed in the browser but are not displayed in the IIS log:

401.1 - Logon failed.
401.2 - Logon failed due to server configuration.
401.3 - Unauthorized due to ACL on resource.
401.4 - Authorization failed by filter.
401.5 - Authorization failed by ISAPI/CGI application.
401.7 – Access denied by URL authorization policy on the Web server. This error code is specific to IIS 6.0.

403 - Forbidden. IIS defines a number of different 403 errors that indicate a more specific cause of the error:

403.1 - Execute access forbidden.
403.2 - Read access forbidden.
403.3 - Write access forbidden.
403.4 - SSL required.
403.5 - SSL 128 required.
403.6 - IP address rejected.
403.7 - Client certificate required.
403.8 - Site access denied.
403.9 - Too many users.
403.10 - Invalid configuration.
403.11 - Password change.
403.12 - Mapper denied access.
403.13 - Client certificate revoked.
403.14 - Directory listing denied.
403.15 - Client Access Licenses exceeded.
403.16 - Client certificate is untrusted or invalid.
403.17 - Client certificate has expired or is not yet valid.
403.18 - Cannot execute requested URL in the current application pool. This error code is specific to IIS 6.0.
403.19 - Cannot execute CGIs for the client in this application pool. This error code is specific to IIS 6.0.
403.20 - Passport logon failed. This error code is specific to IIS 6.0.

404 - Not found. 404.0 - (None) – File or directory not found.

404.1 - Web site not accessible on the requested port.
404.2 - Web service extension lockdown policy prevents this request.
404.3 - MIME map policy prevents this request.
404.4 - No Handler (IIS 7)
404.5 - Request Filtering: URL Sequence Denied (IIS 7)
404.6 - Request Filtering: Verb denied (IIS 7)
404.7 - Request Filtering: File extension denied (IIS 7)
404.8 - Request Filtering: Denied by hidden namespace (IIS 7)
404.9 - Denied since hidden file attribute has been set (IIS 7)
404.10 - Request Filtering: Denied because request header is too long (IIS 7)
404.11- Request Filtering: Denied because URL doubled escaping (IIS 7)
404.12 - Request Filtering: Denied because of high bit characters (IIS 7)
404.13 - Request Filtering: Denied because content length too large (IIS 7)
404.14 - Request Filtering: Denied because URL too long (IIS 7)
404.15- Request Filtering: Denied because query string too long (IIS 7)

405 - HTTP verb used to access this page is not allowed (method not allowed.)
406 - Client browser does not accept the MIME type of the requested page.
407 - Proxy authentication required.
412 - Precondition failed.
413 – Request entity too large.
414 - Request-URI too long.
415 – Unsupported media type.
416 – Requested range not satisfiable.
417 – Execution failed.
423 – Locked error.

5xx - Server Error

The server cannot complete the request because it encounters an error.

500 - Internal server error.

500.12 - Application is busy restarting on the Web server.
500.13 - Web server is too busy.
500.15 - Direct requests for Global.asa are not allowed.
500.16 – UNC authorization credentials incorrect. This error code is specific to IIS 6.0.
500.18 – URL authorization store cannot be opened. This error code is specific to IIS 6.0.
500.100 - Internal ASP error.

501 - Header values specify a configuration that is not implemented.
502 - Web server received an invalid response while acting as a gateway or proxy.

502.1 - CGI application timeout.
502.2 - Error in CGI application.

503 - Service unavailable. This error code is specific to IIS 6.0.
504 - Gateway timeout.
505 - HTTP version not supported.

Develop a Crisis Management Plan website

Sooner or later, your company will experience a crisis. It could be a customer service crisis. It could be a financial crisis. It could be a natural disaster in your region. Whatever it is, tell me: where will people go in order to learn what’s going on?
That’s right: your website. And what will they see when they arrive at your website, hoping for the latest information freshly posted only minutes ago just like they get on so many other websites?
A company blog is probably the best crisis management tool you will ever have. During any kind of crisis, people will eagerly wait for every post that updates them on the situation. Stony silence and traditional communications channels are going to hurt you. Big time. Dell learned this the hard way when they started handing out grenades cleverly disguised as latptop batteries. Kryptonite bike locks learned this the hard way when it was discovered that their locks could be compromised with a simple ball point pen, and video of it spread across the internet. Kryptonite’s response was to shove its collective head further into the sand. Their reputation was ruined, not by their badly designed bike locks, but by the way they so poorly handled the crisis.

Windows Vista :Accessing the Internet.

To access the internet, you need an Internet browser such as Internet Explorer 7. This browser makes it possible for you to view Web pages and surf the Internet. But you need more than an Internet browser; you also need to have an Internet connection. There are a number of ways to do this and most require you to connect through an Internet access provider.
Exploring the Internet:
Connect to the Internet.
For your current page, do any of
the following:
Click in the Search box, type names or keywords, and then press Enter to display a new tab listing the Web pages that contain the specific text.
Click a relevant link on the page to go to a new page or site.

Your Home Page Never Being Changed

Your Home Page Nevr Being Changed

Some websites illegally modify your registry editor and set their website as default home page, for stop this,

1. Right-click on the Internet Explorer icon on your desktop and select "Properties".

2. In the "Target" box you will see "C:\Program Files\Internet

Explorer\IEXPLORE.EXE".

3. Now by adding the URL of the site to the end of this it overrides any
Homepage setting in internet options:

"C:\Program Files\Internet Explorer\IEXPLORE.EXE"