Internet Freezes – How to Fix Internet Freeze in Your Computer

Billions of people use internet for surfing, downloading, education, work or business. With the spread of the WWW and Internet, number of substitute web browsers has increased. One chooses a web browser based on his likes or dislikes and level of expertise. Various features of the browsers like advertisements, brand personality, changes in appearance and the overall security measures compel the user to try it and be a continued user.

Internet freezing problem is one of the frustrating problems that we daily suffer. I am going to discuss the tricks that stop your browser from freezing.

Solutions:

1. Clear the Browser Cache and the History
2. Reset the default settings
3. Fix and Defrag the Registry
4. Disable Unnecessary Toolbars and Extensions
5. Disable Unnecessary Extensions
6. Disable Loading the Images

Clear the Web Browser Cache and the History

Web browser cache stores the copies of the websites that you most frequently visit. This helps in retrieving their contents very fast and thus speeding down the process. But, when the browser contents are corrupted, like bad files are stored, your internet freezes. So, you should delete the contents of your browser cache and the history as well.

1. Download system cleaner software.
2. Click Clean button to start the process for the browsers that the software supports.

Reset your Internet Browser

Resetting your web browser sets the default settings, improves web browser performance and prevents the internet freezes problem.

1. Open Internet Explorer.
2. Click Tools | Internet Options.
3. Click Advanced tab.
4. Click Reset button at the bottom of the dialog.
5. Mark the box Delete personal settings, and click Reset button again.

Fix and Defrag the Registry

Your internet freezes if the registry entries of your web browser have misleading or incorrect information. Fixing these problems manually is not possible until you are an expert in computer software engineering field. So, my recommendation is to use a registry fix up program and do this process.

If you haven’t defragmented the registry in this week, then defragment it. Registry fragmentation slows down your web browsers and freezes it due to slow down in the procedure of retrieving and storing the information in the registry.

Disable Unnecessary Toolbars and Extensions

A common experience is that when we install software from the internet, especially freeware software, they come with a toolbar for your web browser. For example, a toolbar letting you search the internet and access various features that the respective company provides.

They occupy some portion of your screen, and much time is wasted for loading them and their features, like button images, etc. This is why your internet freezes. Why should you keep them when you no longer need those toolbars? Simply disable them.

1. Open Internet Explorer.
2. Press Alt key to view the menu bar.
3. Click View | Toolbars, and uncheck the toolbars you no longer need.
4. Confirm the action and disable the co-related active when prompted.

Disable Unnecessary Extensions

Internet Explorer Add-Ons can be regarded as Extensions that allows other components to extend its functionality. They add context menu entries, menu items, toolbars, Browser Helper Objects (BHO).
When you open Internet Explorer; not only the web browser but also these extensions loads. They require time to load. When you right click a text on a web page, the menu items and accelerators are displayed in the context menu. The context menu is the right click menu bar or simply right click options.

What I want to say is that your internet freezes because whenever you are surfing; your web browser retrieves the information about these extensions. So, disable the extensions you no longer required.

1. Open Internet Explorer.
2. Click Tools | Manage Add-Ons.
3. Select the All Add-Ons option from the Show drop down box.
4. Select an extension and click Disable button. Do this for all the unneeded extensions.

Disable Loading the Images

The users having low speed internet should disable the option to load the images on web sites. The images take more time to load than the text displayed in the websites. Thus, the internet freezes.

1. Open Internet Explorer.
2. Click Tools | Internet Options.
3. Click Advanced tab.
4. From the Multimedia category, uncheck the box named Show Pictures.
5. Click Apply | OK.
6. Restart your web browser.

Strongly Recommended

SEO Firm – Why Try to Cache Fast and Regular?

Site cache is the vital thing to improve site rank. If your site caches regularly than your site definitely gets good rank.

Cache is the term used to represent the date on which Google spider crawl the site. When Google spider cache the site than it’s saving new and updated site. New site’s pages replace old site’s pages. So update site regularly and get cache speedily as well as regularly. Every SEO give their own and unique opinion for caching site. Some SEO say doing some good directories made cache easy than some say bookmarking is the key factor to cache the site but all these things are the secondary things in the mater if site cache. These things are important but not so important. I explain what is the best tricks for cache the site speedy and regularly.

Google is use by 70% users all over the world to search their particular query. And rests of 30% use other search engines. Google is use more than other because when user type one keyword in search box of Google than Google delivers result related to that keyword. This result is 99.99% relevance to that entered keyword. So we can say that Google spider or robot is more effective than other. So try to write the content that user use to search their query. Find what kind of keywords use by user in course of time. And update your content respectively. This may your site cache regularly.

Well this is the matter related to content update. But, what about link building? The answer is simple. Try to link up with those sites which are update regular. Try to exchange link with sites which are update and cache regularly. Educational sites, news sites, big firm’s site are the sites which are update and cache regularly.

So these all about cache site speedily and regularly. I hope this post will help to understand for cache the site.

Reason, Science Education and Critical Thinking – The Most Overlooked Areas in Worksite Wellness

I admit that reason is a small and feeble flame, a flickering torch by stumblers carried in the star-less night, — blown and flared by passion’s storm, — and yet, it is the only light. Extinguish that, and nought remains.

Robert Green Ingersoll, from A Reply To The Rev. Henry M. Field

Introduction

Over the past five decades, the term wellness has been described and promoted in many ways. One of my regrets as an early promoter of the wellness concept is that so much programming under this banner has turned out to be medical in nature. Companies, hospitals and universities, for example, have applied the term wellness to a range of corporate and non-profit risk reduction programs, testing for health problems and conducting procedures that address physical and mental challenges.

It does not disparage the value of such medical initiatives to protest that they are best not considered to be of a wellness nature. However useful such programs might be in their own right, they are designed for outcomes markedly different from the goals of REAL wellness.

In my view, the term wellness (REAL or otherwise) should be understood as a mindset or philosophy consciously chosen to boost quality of life. Wellness was envisioned by Halbert L. Dunn and some of us who came along after his passing as an approach for enriching the nature of human existence. It was and is still seen as a way of thinking and acting most likely to boost satisfaction and enjoyment of life. It was never intended to promote or characterize strategies for pain relief or mitigation of difficulties.

I do not believe most people have been exposed to this distinction. Just the same, I think participants in company programs now labelled as wellness would gain from recognizing the functional difference in goals advanced by activities appropriate to these two separate realms. As Stephen Jay Gould said of religion and science (though few scientists accept his attempt at a diplomatic distinction), the two in this case (faux and REAL wellness) are non-overlapping, separate magisteria.

Think of the practical implications of the difference in the two forms of wellness. The objective of a health assessment questionnaire or a test for coronary or other risk factors is premature death avoidance via reforms in personal behaviors; the objective in teaching critical thinking (one of four dimensions of positive wellness) is to improve decision-making capacity leading to more effective living. Both important, to be sure and not mutually exclusive, but clearly different in outcome purposes.

In short, wellness is separate from treating problems; whether the two are equal or not is irrelevant. The two areas of emphasis are not competitive. Both are valuable – and complementary. I elaborated this point in a message to a professor the other day who wrote to seek advice on clarifying the two realms. I explained that those of us acting as scouts for the Wellness Calvary seeking the best route over the mountains to the fertile if not promised lands, those splendid places more like El Dorado than Detroit, should resist giving the impression that RW mindsets and behaviors are alone sufficient to discover the best ways to get there.

As a triathlete, I protect my advanced state of cardiovascular fitness and all the activity-enhancing elements associated with that with regular training. Doing so is hard work but rich with satisfactions. Think of that as the wellness element of being a triathlete. But when I swim, run and especially when I bike, I do all manner of things that are risk reduction in nature (sun block, helmet, etc.). Why would I spend a minute making distinctions? The two purposes are inextricably intertwinked.

The two ends are complementary. We simultaneously work to promote wellness and prevent disease.

It’s not twice the effort; it’s twice the gain for one activity. The first purpose is “to promote higher levels of wellness. It’s circular only in the broad sense that life is circular – day and night, birth and death, etc.

The take away – If you are doing something primarily for existence enrichment, as in the above example, don’t jeopardize the quality enhancing outcome by failing to cover the risk factors. Well designed implementation of health enrichment initiatives of a RW nature takes care of the preventive elements; however, doing something for prevention does NOT result in increased quality of existence enrichment.

REAL Wellness

The other three foundation dimensions of life quality-enhancing wellness in addition to reason are exuberance, athleticism and liberty. These four words form the acronym modifier – REAL wellness.

The R in REAL wellness, namely reason, can also be identified as critical thinking, respect for evidence and science and rationality, among other terms that mean the same things. An emphasis on reason is a counter to the absence or undervalued nature of these qualities associated with superstitions – and much of alternative, so-called complementary medicine. The latter are subjective, unsupported by facts and impressionistic and/or spiritual. Critics of alt med quip that there is only one valid kind of medicine – the kind that evidence has shown to be effective.

Reason

Many legendary thinkers have explored the nature and boundaries of reason. One notable whose works are basic references on reason is Emmanuel Kant, author of The Critique of Pure Reason in 1791. Kant addressed the limits and scope of reason separate from other senses, cultures, experience and knowledge.

Reason plays an outsized role in Kant’s writings on ethics. He emphasized rationality as more consequential than cultural influences, so this would not be popular in most wellness programming today that gives primary attention to the cultural, social and emotional influences on our lives. However, study and discussion of Kant’s ideas about the potentials of our rational nature could inform wellness education while adding interest and cache to the programming. Kant could shed much light on why reason is overwhelmed and diminished, how it can protect and foster personal responsibility and add to individual effectiveness. According to Kant, our rational nature informs our morality or ethical stature, our capacity to set goals and how far we will go to achieve them. In Kant’s way of thinking, we have a duty to recognize the value of the rational nature within us and to respond accordingly.

If Kant was on to something, can there be any doubt as to the importance of reason in REAL or any other kind of wellness? If reason is at least as consequential as the usual and customary physical risk factors, shouldn’t we be describing and facilitating discussions about it in worksite programming?

An article in the Washington Post this week explores Kant’s model of reason as a way to explore wellness-related topics, particularly duties to the self and others around self-respect and respecting others. Kant is referenced in relation to several contemporary hot button issues, including sexism and bullying, deception and coercion and using people as means versus ends. (See Carol Hay, A Feminist Kant, Washington Post, December 8, 2013.)

There is no room for Kant or other philosophy in worksite wellness programming that is medical and risk reduction in nature; it is hard to avoid philosophy and maybe Kant as well when programming includes REAL wellness.

All good wishes.

An Interesting Experiment I Conducted in ACJC – The Test Subject was a Teacher

I took my SAT2 maths and physics tests a couple of days ago, after just 4 days of preparation. I didn’t really plan to maximize the chance of myself getting prefect scores as I believe overdoing revision is a horrendous waste of time, especially when there are many more important things I have to work on, and they are a lot more interesting than just repeatedly stimulating the retrieval process of different sets of already-encoded data to enhance the performance of their corresponding search algorithms in my brain. And I can’t predict the future, and therefore I can’t say for sure that I will get 800 for both subjects. But it is highly unlikely that I won’t do well. The pre-university syllabi of mathematics and physics are rather elementary. (Topology is not even in the A-level H3 maths syllabus. And SAT maths L2 doesn’t even have calculus.)

Something pretty interesting happened before the test when I was in the examination room.

Awaiting the test to start was quite a mundane thing. Out of boredom, I decided to go through some maths and physics equations in my mind just to divert myself, only to realize that I had not made use of the formula for the surface area of a sphere for as long as I could remember. And I couldn’t recall it on the spot. While I was pondering whether I should try deriving it from doing a definite integration of the function that gives the circumference of a disk, or differentiating the function for the volume of sphere, a tall polished-looking figure in buttoned-up collared shirt walked into the room.

I supposed he is a maths teacher, in all likelihood of ACJC. He came in to double check the graphical calculators of the students that had brought it, and clear the stored data if there was any cached to prevent potential acts of dishonesty. His outfit gave me a good impression and he reminded me of a physics teacher that I like, who is really passionate about teaching. An idea struck me: why not conduct a little experiment and have him as the test subject without his knowledge like how the Stanford prison experiment and other social experiments are done?

I didn’t bring a graphical calculator as experience with SAT maths mock papers told me that a scientific calculator would suffice. Noticing the absence of graphical calculator on my table, he was about to walk pass me, and that was when this unpremeditated experiment began:

“Hi. Excuse me, can you tell me what the formula for the surface area of a sphere is?” I asked, trying to sound as polite as possible. Since I already knew I could easily derive it using different approaches in calculus, I was more interested in his reaction to this simple request of mine which I didn’t find inappropriate as the test had yet to start.

Upon hearing that, he turned his head and looked at me. I could see the indifference in his eyes, mingled with a slight expression of repulsion and astonishment. So I smiled amiably. “No,” he said coldly and walked away. Though I was expecting him not to answer my question, his single-word response and the way he delivered it took me by surprise. I thought he would reply me friendly with an “I don’t know” if he didn’t want to tell me the formula. Or something like that with a smile. I didn’t expect such an aloof turndown. And the irony was that minutes later the test started and I discovered the formula was on the first page of the test papers, resting harmonically with a few other formulas; the formula for the surface area of a sphere is one of the formulas that are provided to students in the SAT2 maths subject test.

Maybe he was not in a good mood. I hope his attitude isn’t like that when he is teaching because clearly this uncongenial attitude is not going to help. Teaching is an intensely psychological process and the way in which a teacher interacts with students has a profound impact on the learning process that takes place in the brains of students.

Teaching is also a creative profession and not an easy one. A person should not be qualified to be a teacher if salary is the only motivation behind his/her teaching which involves sharing of knowledge. If one shares what he/she knows with others only when paid, he/she is more of an information broker than a teacher. And in this case a mercenary one, since we now live in an era where textbook informations imparted by teachers are freely available on the Internet. I’m not implying that school teachers should all teach for free. School teachers should get paid not because of the information they share with students but because of how they share it – they should get paid because of the effort and precious time they spend on preparing and delivering the teaching. And to deliver creative and effective teaching, one has to be a genuine teacher who teaches not owing to money but due to passion, who will gladly share his/her knowledge with everyone on all occasions unless it is verboten such as during a closed-book test. Teachers are the lifeblood of school education and we can improve school education, on a microscopic scale, by hiring more genuine teachers that are suitable for this creative profession and encouraging information brokers in disguise to become more enthusiastic about teaching or simply firing them.

Or maybe he is a good teacher and he didn’t want to tell me the formula due to a principle he had to abide. In the name of fairness and equality, no student should be given any advantage before the start of a test when informations are generally inaccessible. Principles like this are created for good purposes. This one, for example, is created probably with the intention to improve the accuracy of the test, by having an interval of time wherein students are to do nothing before the test begins, so that its result can describe a person’s academic performance more authentically. But these principles should be deprecated and abandoned because they are based on the preconception that tests and test results are important, which is an overstatement, and they are not in favor of the big picture of education, teaching and learning. The dominant culture of education has come to focus on testing rather than teaching and learning. A test should be treated as just yet another element in the learning journey. We need to stop popularizing the belief that tests and test results are of immense significance. And that is the first step we can take to improve school education on a macroscopic scale.

Or maybe he had forgotten the formula because he is actually not a maths teacher. Then I will have to thank him for replying me with a “no” instead of an “I don’t know” and inspiring me to write this article. If this were not the case, then this experiment has successfully demonstrated that not all teachers are willing to impart knowledge to students even when there is actually nothing proscribing it.