Windows 11

Windows 11 is here, and although it brings several improvements, some functions come with bugs or modifications that users do not quite like. Although it is very likely that these defects will be fixed with updates, here you can see how to solve most of them.

It is true that the new operating system comes with several changes that improve from the security system to the aesthetic, including aspects such as live subtitles for the entire operating system, a better interface for task manager or intelligent control of applications.


However, when comparing certain aspects to Windows 10, there are several design changes that are annoying for users. Luckily, there is a way to fix most of these failures. Look how.


Failures of windows 11


Apparently, the new Windows 11 wallpaper is not the favorite of many users. Most of the complaints are that the design isn’t up to the task of the new system. If you would like to change it, the process is very simple.

First, click on the desktop with the right mouse button, select personalize, and then bottom-click on it. There will be all the options to change it. If you want a different option to those offered by Windows, you can go to Wallpaper Cave yourporn.


Changing the default browser is much more difficult on Windows 11 than it is on Windows 10. This is likely intended to force Edger. But here’s how to do it:

  • Go to Windows Settings, you can do it by pressing the Windows + I keys at the same time.
  • Then go to Applications -> Default Applications.
  • There you can select the browser that you want to be the new default.
  • Then, various types of web files will appear (HTTP, HTTPS, .html, .xhtml, or .htm). You have to select all or the ones you use so that they open with the new browser



Although the Windows 11 start menu is aesthetically appealing, it has less information than the one in W10. To see all the applications, you have to double click. Unfortunately, if you want to see more applications and build a custom menu, you must download applications like StartAllBack or Start11 (which are paid).


One of the most useful widgets is the weather widget. However, Windows 11 does not have it automatically, as happened in Windows 10 in which it did appear on the taskbar. If you want to get this information, you should download Weather Bar or Weather Bug. Then activate it in settings.


Windows 11 no longer allows you to resize the taskbar. However, there is a way to do it, although it is a bit cumbersome. If you miss this setting, try doing the following:

  • Press the Windows + R keys, and type Regedit.
  • There, follow the following string: HKEY_CURRENT_USER \ Software \ Microsoft \ Windows \
  • CurrentVersion \ Explorer \ Advanced
  • You then need to generate a new DWORD (32-bit) value by right-clicking in the right window pane and selecting New and then DWORD (32-bit) Value.
  • Name the value as TaskbarSi.
  • We set the value to 0, 1, or 2, depending on whether you want the bar to be small, medium, or large. The value is set by double-clicking on TaskbarSi.
  • Then close Regedit, reboot and see how the taskbar has changed.


Are Tablets and Phones Like Cigarettes for Children?

Are Tablets and Phones Like Cigarettes for Children?

We’ve all experienced it – probably even done it – a parent is preoccupied with their phone as the child sits nearby. It could be at the doctor’s office, the supermarket, playground, or even a restaurant. When parents or caregivers fail to limit their phone use, they may be unwillingly setting up their children to be addicted to screens. It works the same way as secondhand smoke, in that hanging around smokers frequently can cause an addiction or ailments such as cancer, heart and lung diseases. 


An Addiction

Are Tablets and Phones Like Cigarettes for Children?

Experts believe that if the desire for technology builds up in infancy, kids may become addicted. Children who are exposed to excessive use of technology at a young age may experience difficulty in communication skills. Language and development experts are concerned about the kids’ phone addition trend. It’s now common to see children in kindergarten with inadequate communication and social skills xnxx. They cannot handle formal social interactions such as placing an order at the restaurant. 


Different Effects but Similar Risks

Although parents’ phones would not give their children asthma or lung cancer, there is an alarming parallel between parents’ phone addiction and cigarette smoking. When the Environmental Protection Agency first warned people against secondhand smoke in 1991, many people didn’t take the advice seriously until 30 years later when scientists confirmed that smoking cigarettes cause cancer. The same applies to the overreliance on smartphones. We know the perils, but few of us are willing to ditch the habit. 

We cannot wait for another two decades or three to heed the advice of limiting technology use because the damage will already be done by then. Imagine two or more generations going down the drain because of failure to comply now. A child’s communication clock starts ticking from the first day. If they don’t experience quality interactions with their caregivers or parents, there may not recover. 


The Role of Parents and Caregivers

Are Tablets and Phones Like Cigarettes for Children?

Children need regular, quality interactions with their parents. This includes talking, singing, reading, listening, and playing together. Such activities help spike a kid’s language development and help them to acquire communication skills. It provides the brain food they need to prepare for a successful future. 

Parents should notice and respond when their kids make eye contact, facial expressions, gestures, or express their emotions. If there are fewer of these interactions on a daily, a child’s social development foundation is weakened. That may potentially affect their readiness for formal education and could have a ripple effect throughout their lives. Parents wouldn’t respond appropriately if they were buried deep into their screens. 


Fixing Kids’ Screen Time Addiction

The solution is to train your children to use their devices responsibly. While the smartphone habit might not be easy to kick, making intentional steps will go a long way. Caregivers and parents have a huge responsibility to diffuse the communications time bomb. The first step is to recognize that you may be losing your little one to the bright screens and then take actionable steps towards changing the situation.

Strategies for Teaching Children Responsible Use of Technology

Ensuring our children develop positive values and a sense of ethical and responsible use of technology is our responsibility as adults. Many educators shared their ideas for accomplishing this in their classrooms in a Computer Learning Month 1990 contest. The strategies described below are only a sampling of the many outstanding ideas the Foundation received, and are intended to help teachers begin meeting this important challenge.

Many teachers seized the opportunity to introduce responsible computing into their classrooms with the Computer Learning Month 1990 student storybook competition. Teachers introduced the Foundation’s Code of Responsible Computing, lead class discussions on the different legal and ethical issues addressed in the Code, then directed students to create storybooks on responsible computing. Storybooks included hero/heroines championing positive computer ethics, fables where the moral of the story is to be an ethical computer user, and serious essays on the importance of ethical computing.

Donald Bullock of Knolls Elementary School in Simi Valley, California, was the grand prize winner in the elementary category of the teaching strategies contest with his teaching units based on the Foundation’s Code of Responsible Computing. In each unit, concepts are first introduced, including their definition, relevant legal and historical information (such as the right to privacy as addressed in the Bill of Rights and interpreted by the Supreme Court), and examples relevant to students (such as other students going through their desks, lockers and belongings, taking their belongings or borrowing them without their permission, and copying their school work or answers to problems).

Students then complete thought-provoking worksheets on how they would feel if their rights were violated, what the consequences should be for the violator, whether all people’s rights, personal information and property should be respected and protected, and whether all people’s work and information on computer, in addition to physical property, should be protected. After completing the worksheets, students discuss their answers as a porno mexicano class.

Classification activities are included in two units. In one unit, students classify items and information as public or private (e.g., student’s desk, library book, newspaper). In another unit, students classify actions as requiring or not requiring permission (e.g., borrowing a sibling’s bicycle, reviewing a classmate’s story on a disk, reading a bulletin on a bulletin board). After each activity, the class discusses their rationale for classifying each item the way they did.

Alleta Baltes from Arapahoe School District #38 in Arapahoe, Wyoming, took top honors in the secondary school category of the teaching strategy competition. Her students participate in a mock trial of a case involving unethical use of technology. After a class discussion of relevant concepts (e.g., court procedures and U.S. beliefs in trial by jury and innocence until proven guilty beyond a reasonable doubt), students assume different roles — lawyers, judge, jury, witnesses, plaintiff, and defendent. Each student then researches the issues and positions of their roles. During the trial, all students practice writing by taking notes. Lawyers prepare and present opening and closing statements. The class debates the case and issues during their social studies class. The mock trial experience allows students to discover and learn about different viewpoints and legal aspects of responsible and irresponsible use of technology.

Additional teaching strategies submitted in the contest include having students research and discuss news stories on computer crime, list pros and cons of pirating software, and discuss which facts they would be comfortable with other organizations having about them and whether this information should be available for sale to others (David Heath, Friends School of Baltimore, Baltimore, Maryland).

Jeanine DeLay from Greenhills School in Ann Arbor, Michigan, has students develop billboards/posters to communicate ethical messages and standards to other students. She also has students conduct surveys of other students’ attitudes about computer ethics issues and brings in speakers for career day and asks them to address ethical issues in their talks.

Several teachers have students watch War Games, then followup with activities, including student ranking of actions observed in the movie on a continuum of most to least harmful and class discussion of the consequences of computer crimes. Reviewing software license agreements and discussing them as a class helps students understand the law and variations in policies across companies (Margaret Snyder, All Saints Catholic, Pottsville, Pennsylvania).

Class discussions are important in most strategies for teaching children computer ethics, as students have the opportunity to discover and better understand all sides of ethical issues and develop their own values. Other ethical issues teaching strategies addressed include anti-technology issues, such as job displacement, the impact of automation, health issues, using technology as tools of war, and equity issues.

Pleasant County Middle School (Pamela Mitchell, Belmont, West Virginia) issues student licenses after students have been introduced to and demonstrated an understanding of responsible use of technology. Licenses allow students to use the computer lab during class or study halls and are suspended for violations of responsible computing. Only 8 of 1,425 licenses issued have been suspended.

Suzy Bagley of Kaley Elementary School in Orlando, Florida, ties the teaching of computer ethics to the theme of pirates and Captain Hook. Students prepare stories that are to be shared with other students in the class. When they come to class the next day, however, their stories are on the bulletin board with the author named as Captain Hook. This leads to a discussion on how it feels to have someone take credit for your work and the consequences today if Captain Hook stole another’s ideas or work.

Louise Kaan from Dildine Elementary School in Cheyenne, Wyoming, captures students’ attention and increases their understanding of the importance of responsible computing with a short musical with raps and songs. The characters, created by attaching cardboard characters to garbage bags, include “Computerbug” who deletes and adds bugs to software programs; students who want to use diskettes as frisbees and put fingerpaint on the computer screen; “Bender” who bends and snatches disks from the disk drive when the “busy” light is on; “Copycat” who copies everyone’s disks and sends them to all his friends; and “Snatcher” who takes information and ideas as his own from other’s disks and from computers with a modem over phone lines. In each scenario, the computer monitor talks and explains to students why they want to keep these villains away from the computer.

Robbi Ray from Bruce Middle School in Louisville, Kentucky, sets up a database, then has students input their personal information, to be printed out and shared the next day with other students. When the students return to class, the teacher has made changes in each student’s information which leads to a discussion of how it feels to have your information tampered with and the importance of responsible computing.

Computer Learning Foundation Resource Guides

The Computer Learning Foundation serves as a clearinghouse of information for parents and educators by providing numerous low cost resource materials. All resource materials offered by the Computer Learning Foundation have been developed by or reviewed and carefully selected by the Foundation as the best available to help parents and educators use technology effectively with children.

Just click on a category below to see a list of all titles in that category. Then click on a specific title you would like more information about, and you will find more details on that title.  If you are looking for a specific title, you may also type the name in the Title field (or the Item No. in the Catalog # field if you have a copy of Computer Learning — make sure to delete any hyphens in the Item No.) to find it.

Ordering:  You may order online with a credit card.  You can also use this system to prepare an order for mailing it to the Computer Learning Foundation with a check or school purchase order.  Once you locate a title you would like to order, just click on “add” to add it to your shopping cart.  Continue browsing the Foundation’s catalog until you have selected all the items you wish to order.  For each item you order, there is a unit price and a unit shipping charge.  In addition, there is a $3 handling charge per order (not per item).  Once you have completed your shopping, go to checkout and you will see a total for your order.  An email confirmation will automatically be sent to you, so please type your email address carefully.  If you are preparing an order to mail in, just select the items you want to order, type your name and mailing address in check out and then print a copy of the final order on your printer (rather than submitting it electronically), and mail it to the Foundation with a check or school purchase order.  The Foundation accepts purchase orders from U.S. schools for orders over $50.  All others must be prepaid by check or credit card.)

Shipping and Returns:  All orders generally ship within 72 hours of receipt for delivery 5-10 business days later.  Orders in the U.S., Canada and Mexico are shipped by UPS, FedEx ground or U.S. mail.  Any returns must be within 30 days, must be in resalable condition and are subject to a restocking fee of 50 cents per item. Shipping and handling charges are nonrefundable.  Videos and CD-ROMs are non-returnable.
International Orders:  For orders from countries other than Canada and Mexico, the Computer Learning Foundation will send email with the total video porno shipping charges for approvalbefore shipping.