you using Windows XP SP2? but cannot install some apps and requiring
you to upgrade to SP3? Now this is one of the best solution you can find
in this blog. I made a tutorial about changing your windows xp service
pack 2 to service pack 3. Note that it will only change the name from
Service Pack 2 to Service Pack 3 to bypass whatever software requiring
you to install or upgrade Service Pack 3, and probably may cause future
Below are the simple steps.
Step 1: Run Regedit by Clicking on Start -> Run , type in regedit and press enter
Alternatively you can just press Ctrl + R and type regedit
(Optional) Step 2: Make a backup of your registry (just in case) using system restoration wizard.
Step 3: Browse to "HKEY_LOCAL_MACHINE\SYSTEM\ CurrentControlSet\ Control\ Windows"
Step 4: Modify the value of "CSDVersion" from "200" (SP2) to the Windows XP SP3 value of "300"
Step 5: Close registry editor
Step 6: Reboot
Hope It Helps!!!
all Guyz.. I think this is helpful to you.. Thanking you for your kind
co-operation with me.. This post is usefull means please forward and
share your friends circle.
of sweet USB flash drive storage space just sits in your office drawer,
ironically taking up space. Why? Because you can’t put anything else on
it. It’s write protected and you can’t format the stupid thing! Or can
you? We get a lot of people asking about formatting write protected USB
First, make sure this is what you need to do. Are you sure you don’t just have a dead USB port? Maybe it’s just that your flash drive is corrupted?
going to get to the bottom of this problem and either you’ll be
stashing all your fresh Firefly fan fiction on that drive, so the boss
doesn’t see it, or you’re going to be doing the Office Space dance on it
in the parking lot. It’s one or the other today, baby! Let’s go.
things first – can you remove the write protection? Let’s assume you’ve
followed all the steps in our article on fixing write protection errors
on a USB pen drive. There’s still one thing we can try that was the
victim of oversight in that article.
Remove Write Protection With Diskpart Command Line Utility
on your Start Menu and type cmd in the Search for programs and files
field. It should show up at the top of your Start menu. Right-click on
it and select Run as Administrator.
You should now see the Command Line Utility, which looks like the following.
in the command DISKPART and hit Enter. Diskpart is a disk-partitioning
tool that is built into Windows and is accessible through the Command
Line Utility. With it, we can change the values associated with your USB
type LIST DISK and hit Enter. You should see a table something like the
one below. It shows two disks being available: the Hard Disk Drive
(HDD) as Disk 0, and the USB flash drive as Disk 1. We know that the USB
flash drive is Disk 1 because it is much smaller than Disk 0 at only
7441 MB versus 298 GB. Be very careful from here on out! You can see
that if you start working with the wrong disk, things can get ugly
quicker than when the lights come on at last call.
this point, type SELECT DISK 1 and hit Enter. You’ll be rewarded with
the knowledge that Disk 1 is now the selected disk. Type in ATTRIBUTES
DISK, and Diskpart will tell you what you want to know about your flash
drive. Most important is the first line Current Read-only State: Yes.
This lets us know that, indeed, the flash drive is write protected.
remove the write protection with Diskpart, type the command ATTRIBUTES
DISK CLEAR READONLY. If it works, that will be confirmed by the line
Disk attributes cleared successfully.
this by trying to copy a small file to your USB drive. If it works,
great. If you still get the write-protect error, it’s time to bring out
the big guns. Software utilities.
Disk Formatting Test Method
The test bed for these utilities is a Windows 7 computer with a Kingston DataTraveler DT101 G2 8GB USB 2.0 drive.
each test, the drive has a test file placed on it and the drive is
write protected via the Diskpart tool. The USB drive is then removed
from the computer and reinserted. This ensures that the computer is
reading the most recent attributes. Skipping this step sometimes results
in Windows Explorer not being able to see the drive.
USB drive attributes are checked in Diskpart and an attempt is made to
copy another test file to the USB drive. If the copy fails then it can
be safely assumed that the write protection is working.
formatting utility is then run on the test drive. If it ends with a
success screen, then the USB drive is checked in Windows Explorer to see
if the test file is still there. If the test file is gone, the utility
is declared to have formatted the USB drive successful.
see if the formatting removed the write protection, an attempt is made
to copy the test file to the USB drive. If the file copies successfully,
the write protection has been removed. If not, then the drive
attributes are checked via the Diskpart tool to see if the drive is
still write protected, and accessible by the computer.
only talk about the utilities that did work on this particular drive.
Other formatting and USB drive utilities may work on your drive,
especially if it is something provided by the maker of your drive. If
the maker’s utility doesn’t work for you, consider going to the place
where you bought it or contacting the maker. Many of them offer repair
or replacement services.
The Apacer USB 3.0 Repair tool has two functions – format and and restore. It’s no-frills.
you can imagine, format is intended to format the USB drive and restore
is meant to make your USB flash drive work again. How the restore
function works is by performing a low level format. That completely
wipes your USB drive and restores it back to its factory default values.
format did work on the test drive, however the write protection was
still intact. The restore function also formatted the flash drive and
renamed it PUBLIC, but still the write protection was intact.
neither of these functions works on your Apacer USB drive, Apacer does
have a statement on their website asking you to contact, “…the
authorized Apacer dealer or distributor that you original purchased the
product to get replacement, if the flash drive still can not be
As soon as the software was started, it identified the drive, and it’s current file system.
quickly, it worked, but still left the flash drive write protected.
Like the Apacer tool, it changed the name of the drive as well, but to
Kingston instead of Public. It wasn’t terribly surprising that it
worked, with the test drive being a Kingston product.
two programs were the only ones that worked on formatting test drive,
so they very well may work on your drive. However, the programs did not
remove the write protection, which was what we really wanted to happen.
was noted before, check the website of your USB flash drive
manufacturer to see if they have a program that might help you, or a
repair or replacement service. Remember to try all the steps mentioned
in the fixing write protection errors on a USB pen drive article as well
as the instructions for changing attributes in Diskpart. If all of that
doesn’t work, you might want to put on your stomping boots, do the
Office Space dance on it, and head down to your local retailer to get a
you’ve found another way to format a write protected flash drive and
remove the write protection, we’d love to read about it in the comments.
After all, we’re all in this together.
8.1 offers many of the same battery-saving features found in previous
versions of Windows, but they’re often in different places. These
options will help you make your tablet or laptop’s battery last as long
Windows 8.1 tablet or laptop probably comes with Bluetooth support
that’s enabled by default. If you don’t use wireless Bluetooth devices,
leaving the Bluetooth radio running will just drain battery power.
disable Bluetooth if you’re not using it, swipe in from the right or
press Windows Key + C to access the charms, select Settings, and select
Change PC settings. Navigate to PC and devices > Bluetooth and toggle
Bluetooth off. If you’d like to use Bluetooth, you can easily re-enable
it from here.
2.Adjust Display Brightness
screen’s backlight uses quite a bit of power. Reducing your display
brightness will save that power. Windows 8.1 uses automatic brightness
on devices with brightness sensors, but you can also adjust the
brightness setting yourself.
To access the brightness slider,
open the charms bar and select the Settings charm. Tap or click the
Screen icon and adjust the brightness slider.
3.Choose a Power Plan
8.1 still has standard Windows power plans, which are basically just
groups of settings you can change all at once. For example, the default
power plan is Balanced, but you can select Power Saver to save some
power. In most cases, you’ll want to stick with the default Balanced
setting. Power plans also expose additional options to you, so you can
dig into this dialog and adjust a variety of power settings
to control how your power-saving settings work. We don’t necessarily
recommend changing the more advanced settings unless you know what
To modify power plans, open the desktop Control Panel by pressing Windows Key + X and clicking Control Panel. Navigate to Hardware and Sound > Power Options and select your power plan.
4.Adjust Display and Computer Sleep Times
you probably won’t want to get too deep into the power plan options,
you may want to adjust the “turn off the display” and “put the computer
to sleep” times. Click the Change plan settings links in the Power
Options screen to access these settings.
You can control what
happens when you step away from your computer or set it aside and stop
using it from here. To save battery power, you’ll want the computer’s
display to turn off as quickly as possible and to put the computer to
sleep as quickly as possible. With the display off — and especially with
the computer asleep — you’re using less power.
everything you adjust here is a trade-off. If you set the times too low,
the computer will turn off its display and sleep while you’re still
using it. You can also save power by putting your device to sleep when
you’re done using it instead of waiting for it to time out and go to
sleep on its own.
you have plugged into your computer use power. For example, if you have
a USB mouse plugged into your computer, that USB mouse is drawing power
through your computer’s USB port so it can run. It’s not a huge amount
of power and you shouldn’t fret if you’re actually using the mouse, but
you’ll want to unplug devices you’re not using if you really want to
Some USB devices use more power than others, of
course. A tiny USB stick won’t use as much power as a mechanical
external hard drive, for example.
6.Use Airplane Mode
mode will disable Wi-Fi, Bluetooth, and any mobile data connection. if
you don’t need network access, this is an easy way to squeeze some more
battery life out of your device by disabling the wireless features.
enable airplane mode, click the wireless icon in your desktop system
tray and toggle the Airplane mode slider. You can also open the charms
bar, tap Settings, and tap the Wi-Fi icon to access this menu.
7.Disable Automatic App Updates
If you’d prefer updating apps manually, you can prevent Windows from updating “Store apps”
automatically. To do so, open the Windows Store app, swipe in from the
right or press Windows Key + C, and navigate to Settings > App
updates. This won’t save much battery power, but it will allow you to
update apps when you choose to update them.
and some full Windows 8.1 devices with Intel Atom processors also
support a new feature called Connected Standby. The device can go into a
low-power mode, waking up regularly to fetch new updates and emails —
just like smartphones, iPads,
and Android tablets receive emails and messages while sleeping. This
does use additional battery power, as the device isn’t really asleep
when it’s asleep. Unfortunately, there’s no way to disable Connected
Standby that we know of. However, putting the device into airplane mode
or just disabling Wi-Fi before putting it to sleep will prevent it from
waking up to download new information
Academic cheating is not my favorite topic to think, talk, or
write about. Too negative. But when cheating surfaces in our schools and
classrooms, we’re better off if we know how to approach it and respond.
This blog post was jump-started by a Chicago Tribune article today that quoted my distaste for sites like Turnitin.com, so I’ll begin there. I’m not a big believer in Turnitin.com – a subscription web site that some schools use to prevent plagiarism. Schools that use Turnitin.com
require students to upload their work to the site before submitting it
to the teacher with a “receipt” indicating that it has cleared Turnitin.com’s plagiarism detectors.
Why should we base our schools’ cheating policies on such a
presumption of guilt? When we use procedures to prevent cheating that
impact non-cheaters, we contaminate their attitudes toward learning.
Schools requiring students to submit their work to Turnitin.com
before it will be accepted by a teacher are saying to kids, “We don’t
trust you, not a single one of you. We can’t catch you cheating, but we
don’t trust you.” None of us would want that kind of presumptive
attitude applied to our work, and students feel the same way. Using Turnitin.com has enormous implications for student morale in our schools.
I’m sure the corporate honchos at Turnitin.com
have their legal ducks in a row, but there are still some ethical ducks
quacking when we require students to provide their academic work to a
for-profit company before we will evaluate it. Consider that Turnitin.com uses our students’ work to enhance its database, which they then sell to other schools. When we require students to use Turnitin.com, we’re pimping our students’ writing and their intellectual efforts. It may be legal but it’s not right.
Some educators cite technology as the reason for an increase in
student cheating. I can’t agree. I don’t think there are more cheaters
today. Cheaters are going to cheat, or at least try to cheat. A certain
percentage of people are amoral, and technology doesn’t make that number
go up or down. It might change the mode of cheating, but it doesn’t
change the percentage.
On the contrary, technology is the biggest accelerator of learning in
generations. Prohibiting technology in schools because of concerns
about cheating is a classic case of throwing out the baby with the
bathwater. After all, students used to use crib notes for cheating but
we never considered prohibiting paper! The problem is the behavior, not
the devices. If we deal with the unethical behavior, the devices will be
a benefit and not a problem.
As I said in the Trib article, the best way to prevent
plagiarism and cheating is to design learning experiences that cannot be
accomplished through cheating. If we ask students to report learning
that can be looked up on or copied from an online source, we haven’t
really asked them to learn anything. Many schools, classes, and teachers
are moving toward the “flipped” model of instruction where technology
allows students to spend more time discovering and synthesizing
information in ways that are uniquely relevant to them rather than
taking in information from a teacher and then regurgitating it on a
test. When students report on that kind of learning, it’s highly
individualized but still covers the curricular objectives, and is
therefore less likely to be the result of cheating. (Or if their
reporting is copied from someone else, it’s painfully obvious.) This is
the kind of learning that prepares our students for living in a
technology-filled 21st century. Teaching students to use technology
effectively and ethically is one of our responsibilities.
So what should happen when a student cheats? Cheating is not an
academic problem; cheating is a disciplinary problem. A cheater makes a
behavioral choice to cheat, and that behavior needs to have some clear
disciplinary consequences. Schools are places of learning, and students
need to learn that choosing to cheat is not OK. Schools have a cultural
obligation to promote ethical behavior.
One of the most uncomfortable situations for a teacher is when we
suspect a student is cheating, but we can’t catch her or him, and we
can’t prove that cheating is going on. How do we punish cheaters that we
can’t catch? My answer is you can’t punish someone without proof. It’s
hard to do, but my advice is to let it go if you don’t have proof.
But when you have the proof, that student needs to have consequences
that will help her or him learn that cheating is wrong. If you are a
teacher with the authority to apply disciplinary measures, do it when
you have the proof. If you work in a school where administration needs
to be involved, insist on consequences and follow-up with those
administrators to make sure that the consequences have been applied.
If you are an administrator reading this, please consider that it’s
almost always easier for a teacher to look the other way on cheating
situations and just avoid all the unpleasantness that goes with it. So
when a teacher comes to you with cheating concerns, please take the
situation seriously. If a teacher brings you suspicions of cheating, please listen and provide your best counsel. But if a teacher brings you proof
of cheating, punish the cheaters and make it hurt. Don’t play “good
cop” and give second chances. Don’t hide behind IEPs or 504 Plans and
say your hands are tied. No valid IEP or 504 can consider cheating as
acceptable behavior. If your school becomes a cesspool of cheating, good
kids will get the message that cheating is accepted and even expected
at your school. Authentic learning will stop at your school if cheating
becomes the norm.
So, the best way to approach cheating is to prevent, prevent,
prevent. We can do this by fostering environments in our schools and
classrooms that emphasize learning over grades. We can preclude
plagiarism and other forms of cheating by designing creative learning
experiences that only work when students report their own individual
learning experiences. We can make cheating less likely by modeling
openness, honesty and ethical behavior in our dealings with students. If
we model respect in our classes, students are more likely to act
respectfully and less likely to cheat.
But cheating will still happen on occasion, and each of us is likely
to deal with at least a handful of nasty cheating episodes in our
teaching careers. When students cheat, we need to keep our emotions in
check, maintain our professionalism, and apply consequences to that
behavior that make the student more likely to choose different behaviors
in the future.
Please don’t let plagiarism and cheating concerns become your primary
focus at work. That’s not healthy. Enjoy your work. Now let’s talk
about something else.
In one of the kindergarten classrooms I’ve been working in, we’ve been learning:
Writers share their opinions.
This has been a unit of study inspired by
the Common Core State Standards, which place a heavy emphasis on opinion
writing. What does that look like in kindergarten, I wondered. So I’ve
been trying out a few teaching points, then observing what five and six
year olds can do.
I wasn’t sure if it was even appropriate to
ask our youngest writers to share their opinions with words and
pictures. After the first lesson, I knew even more scaffolding would
have to be put in place. We worked with students to understand what an
opinion was. We provided ideas for topics. And we watched.
They began to move from story to facts to
opinions. Then they moved from mimicing our opinions, to one another’s
opinions, to their own opinions. Today I taught:
Writers support their opinions with reasons.
Text by Hunter used during the minilesson. This is his fourth page,
supporting his opinion that "Fishing is fun." (I like to bait my hook
with a worm and a minnow and that is not all, you can bait a lure!)
I wondered if I needed my head examined for giving this lesson in
kindergarten. I consoled myself, remembering some of the writers had
already moved to offering support for their opinions. I used student
writing as a mentor. We practiced writing in the air with partners in
the meeting area. Then off they went to write.
I was amazed. (I don’t use that word
lightly.) Their work is remarkable. Almost everyone was sharing an
opinion with their pictures and words. Many had moved to support their
opinions. The topics were their choice, not driven by a prompt. It was
things they cared about; things that mattered to them. I collected a
handful from students who said they were finished today. (I’m dreaming
up a digital celebration to share at the end of this unit.) So I scanned
some of them. I’m just so excited about this work, I have to share it
Here are some opinions, shared in pictures and words, from some of our youngest writers.
I like to put the boat in the water because it is fun!
I think the goodest food is bread sticks because you can dip them.
I think that tigers are the best animal because they jump high and they run fast.
I like to write because you can make words. Also you can be done.
Me and my dad think camping is the best because you can make marshmallows, and you can make smores, and you can make a camp fire
kids are working toward writing with detail–how they get there is up to
them. A chart like this helps kids remember what has been taught so
that they can make wise choices on their own.
I pulled a child-sized chair over to Zach and sat down next to him. “How’s it going?” I asked. “Not good,” was his reply. “What seems to be the trouble?” Zach explained that he was trying to add
dialogue to his story, but his story was about falling asleep on the
couch with his puppy, and neither of them had said a word. “So, why do you need to add dialogue?” I asked. “Because the teacher said so,” Zach answered. Now, I was a visitor in Zach’s classroom, but I went ahead and said these words, because I knew his teacher agreed: “I think it is really important to try
out what your teacher has taught, and I can tell that you really want to
try everything in this story. But, the minilesson is a choice. It
is not required. See our charts that list all the strategies you’ve been
taught? You could use any of those strategies–not just the one that was
taught today.” A look of relief washed over Zach’s face. “It’s okay if your story doesn’t have
dialogue,” I said, “You only need to use it if you think it will make
your story better.” Next, I asked Zach to reread his work, with a
general checklist for narrative writing next to him. I asked him what he
thought he might do to improve his story. One of the items on the
checklist was I wrote in ways that help the reader picture what was happening and brought my story to life. Within
a minute or two Zach decided that he could probably do more of that. I
suggested that he could describe the setting with more detail to help us
picture his story better. “So, Zach, each day, after the
minilesson, remember to look over all the charts in our classroom and
your narrative checklist, and choose for yourself which strategies you
think will help make your writing the best it can be. We all want to
write stories that come alive, but each of us can do it in our own way.”