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The program stopped because an alternate diskette was not inserted






To fix Windows PC system issues, you will need a dedicated tool

Fortect is a tool that does not simply cleans up your PC, but has a repository with several millions of Windows System files stored in their initial version. When your PC encounters a problem, Fortect will fix it for you, by replacing bad files with fresh versions. To fix your current PC issue, here are the steps you need to take:

Download Fortect and install it on your PC.

Start the tool’s scanning process to look for corrupt files that are the source of your problem

Fortect has been downloaded by


readers this month.

If you’re getting the ‘ERROR_DISK_CHANGE 107 (0x6B)’ error code with ‘The program stopped because an alternate diskette was not inserted‘, follow the troubleshooting steps below to resolve the issue.

This error might refer to various problems, so it’s not exactly easy to address it. However, once you’ve learned about the exact way it occurs, and it mostly occurs once the troubled program is run, we can easily apply some of the available workarounds.

Most of the time, this error occurs due to:

Missing EXE, DLL or SYS files.


Registry corruption.

Corrupted installation of the program.

Outdated or even faulty drivers.

Outdated BIOS version.

Fix ‘The program stopped because an alternate diskette was not inserted’ error also known as ERROR_DISK_CHANGE 107 (0x6B) Scan for malware presence

The first thing you should do is to perform a thorough cleanup regarding the viruses. Various users reported critical system errors inflicted by the virus. Once they are safe to roam trough your computer, they tend to navigate to system folders and corrupt or delete essential system files. Moreover, they can damage the installation of a certain program which will, eventually, cause crashes led by errors.

When it comes to Windows Defender, this is how to perform a deep scan:

Open Settings.

Save everything before you start, to prevent the data loss since the PC will restart.

Your PC will restart and the scanning procedure will last for approximately 15-20 minutes.

This should be enough to get the malware out of the equation. Now, if the problem is still there, we should turn to additional steps.

For the seamless and coherent system performance, you’ll need to create an optimal state in which the software and hardware can function without issues. That link, or bond if you wish, depends on drivers. There’s more than one case where the system freezes or works with flaws, just because a certain driver isn’t properly installed. The same goes for the critical system errors, like the one with the error code 107 which we’re addressing today.

In addition, you can navigate to the OEM’s site and download the drivers for various devices.

Moreover, if you’re unable to locate and install a proper driver trough the Windows Update feature, you can always turn to an official manufacturer’s site and find the appropriate driver. Some users have problems with the identification of the device, but there’s a simple way to find out the exact name and traits of the device at hand.

Open the Details tab

From the drop-down menu choose HardwareId.

Copy the values from the box and paste them into the preferred browser.

You should see the exact name of your device and act accordingly.

Reinstall troubled program

Expert tip:

One thing that’s of utmost importance is a registry. So make sure to, after the program is uninstalled, use a 3rd-party tool and clean the remaining registry values. Moreover, you should navigate to the installation folder and delete the remaining files from there. Follow these steps to reinstall the troubled program and resolve the issue at hand:

While in the Category view, choose to Uninstall a program in the bottom left corner.

Locate the program that inflicted the error dialog box in the list.

Delete remaining folders and clean the registry (make sure to back it up before you run the cleanup tool).

Restart your PC.

Install the program and look for changes.

However, if the error occurrence isn’t program-related, you should move to the additional steps.

Scan system with SFC and DISM

Follow the instructions below to use the SFC tool and restore the possibly corrupted files:

In the command line, copy-paste the following command and press Enter:


After the procedure is finished, restart your PC.

Follow the instructions below to resolve the problem with DISM:

In the command line, type the following command and press Enter:

DISM /Online /Cleanup-Image /RestoreHealth

Wait until the scan is performed It can take about five to ten minutes.

After DISM has finished scanning, restart your computer.

With DISM, you’ll safely resolve the problems and, possibly, relieve yourself of errors.

Use recovery options

If all of the previous steps fell short and you’re still experiencing the same error in various scenarios, we have to inform you that your options are kind of limited. For the pre-Windows 10 systems, you can turn to System Restore. This procedure will restore your system to a latest properly functioning point so you can move on with a smooth PC use. Follow the steps below to restore your system to earlier restore point:

In Windows Search, under the Start Menu, type system properties and open System Properties.

In the System Properties dialog box, open System Protection.

Your PC will restart and the restoring procedure will start.

However, you have some other Recovery options that were introduced with Windows 10. One of those is ”Reset this PC” wich restores your PC to default values while keeping your files. Follow the steps below to use a Reset this PC and, after the procedure is done, you should be in a clear when it comes to system errors:

Press Window key + I to open Settings.

Open Update & Security.

Choose to Keep your files.

Follow the instructions until everything is done.


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Yes, You Should Wait For Alder Lake—But Not Because Of The Leaks

But when it comes to Intel’s new hybrid processors, which marry “big” performance cores with smaller “efficiency” cores, you should be waiting for more information than just how much of a raw performance boost you get. More factors come into play with Alder Lake’s arrival. Making a decision later this year about what to equip your PC with may become a lot more complicated—and you risk making a less ideal choice for your next rig and your wallet by not sitting tight. Here’s why.

Hybrid architecture performance

Alder Lake chips will have two types of cores, performance and efficient, with hyperthreading only available on the performance cores.


Alder Lake’s hybrid architecture will be a new concept for most PC users. Even though the approach can be found in other chips (like those from Arm, Apple, and even Intel’s own Lakefield CPU), it never was widespread among Windows devices.

Pairing performance cores with more efficient cores should bring specific benefits that standard benchmarks don’t address. For one, these chips will likely use less power during basic tasks. On laptops, that should help battery life; on desktops, that can help with power bills. (Not everyone lives somewhere with cheap electricity.) We could also see laptops get an additional boost to battery life or become even more compact if less space is needed for cooling.

But the big question is how Alder Lake ends up behaving once it hits shelves. We need to see how seamlessly tasks are divvied up between the two types of cores, and how much your chosen operating system affects overall performance. It could make decisions about the best chip for you that much more dependent on your priorities. On desktop, perhaps it’ll remain a fight of raw performance, while on laptops, seeking long battery life versus needing high performance could split people’s best choices. That’s especially so if some people avoid Windows 11, which Microsoft has optimized to work with Alder Lake’s hybrid design, and try to stick with Windows 10 instead.

DDR5 and PCIe 5 support

But we won’t know how much of a performance boost you’ll get until such a system is possible. Nor will we know the trade-offs for it. For example, no one has an idea how much hotter DDR5 RAM will run, and that can matter in certain kinds of PC builds. To see how it all shakes out, you may have to wait another half year—the predictions have the second quarter of 2023 as when the first PCIe 5.0 SSDs will launch.

That gives time for the market to change. And in that period, we’ll learn just how fast Alder Lake processors are, what sort of gains AMD’s Zen 3+ chips will offer to counter Intel, and how available (and expensive) DDR5 memory will be. Cost matters, after all. Why pay a premium if you get only small performance gains in the areas that matter to you?

Potential price war

Sales might be good in the near future on Ryzen CPUs.

Adam Patrick Murray / IDG

Speaking of cost, you don’t even have to be interested in an Alder Lake or even Intel processor in order for waiting to pay off—literally. Even before the supposed pricing leak of the Core i9-12900K, AMD’s Ryzen 5000 chips were already going on sale for below MSRP. Alder Lake merely needs to exist and perform a little better than Ryzen for competition to heat up. We would already expect AMD to drop its prices even lower.

Should Alder Lake’s top-tier part launch at an MSRP of nearly $100 less than its Ryzen rival, a true pricing war could break out, making it entirely worthwhile to hold off on any processor purchases for now. And with the upcoming holiday season just around the corner, we could see a return to AMD’s old strategy of fire sales on its last-gen processors too. Not everyone needs the latest components to build a PC tangibly better than their current system. 

Delay your buying decisions and you could end up with more cash in your pocket, while also feeling secure that you made a well-informed choice for yourself.

So yes, just wait

Holding off on purchasing a new processor or device means you get more choices—and if the rumors are true, you won’t have long to wait. The whispers are that we’ll see Alder Lake as early as late October, though the official launch is just some time before the end of year. You can spend that time thinking on what’s most important to you in your next PC. It’ll help you digest the information from Alder Lake reviews faster.

Alexa Should Laugh More, Not Less, Because People Prefer Social Robots

Alexa, Amazon’s virtual assistant, was laughing when it shouldn’t. You might have seen tweets about it: The weird, disembodied chuckle bothered people for reasons you can imagine, as well as because it reportedly could happen unprompted—our assistants, after all, are only supposed to listen and speak to us after they hear the wake word. We want them to tell us the weather and set kitchen timers on command, not spook us with laughter. (Amazon has both acknowledged the problem and pushed out a fix.)

We all know that virtual personas like Alexa, Siri, and the Google Assistant are not real humans. They can’t laugh the way we laugh, because they are not alive. But it does, in fact, makes sense for them to try to be social and emulate our behavior. They just need to get it right. Telling jokes, for example, is not an essential skill for an assistant like Alexa to have, but it will still cough one up if you ask.

“We’re social beings—we should build machines that are social as well,” says Timo Baumann, a systems scientist in the language technologies institute at Carnegie Mellon University. He researches the interactions that occur between people and virtual assistants, and between people and other people. “Our research shows that it’s super important to try to build a relationship with a user,” he adds. Ideally, there should be a rapport there.

At Carnegie Mellon, for example, Baumann tested a virtual agent—an animated one that participants could both speak with and see on a screen. Its job was to give movie recommendations, and there were two versions: one was programmed to be more social than the other. “They [the study participants] liked this more social system significantly more, and they liked the movie recommendations significantly more,” he says. That was true even though they hadn’t changed the part of the system that made the film suggestions—it’s just that the more social persona resulted in higher ratings.

Of course, anyone who has interacted with an assistant like Alexa or Siri knows that their social chops are works in progress. “The critical problem is that being social is super difficult,” Baumann says—the best they can try to do now is approximate it. He adds: “If you’re not correctly social, then it’s creepy.”

In fact, truly being social is different from telling a joke on command or laughing when asked, Baumann argues. Ideally, a virtual agent could do things like read the mood of the person with whom they are speaking, and adjust accordingly. That’s much harder to do than simply regurgitating a joke.

In the case of the weird laugh, Amazon has provided an explanation, and made an adjustment. A spokesperson said via email: “In rare circumstances, Alexa can mistakenly hear the phrase ‘Alexa, laugh.’ We are changing that phrase to be ‘Alexa, can you laugh?’ which is less likely to have false positives, and we are disabling the short utterance ‘Alexa, laugh.’ We are also changing Alexa’s response from simply laughter to ‘Sure, I can laugh’ followed by laughter.”

If you’re curious, the new laughter sound in this case is “teehee.” And while the fix doesn’t exactly mean Alexa is now suddenly perfectly social, at least it’s no longer being antisocial in this particular way. But if a virtual assistant could read your mood and maybe even laugh at the right time, the way a friend would, that might not be creepy. It might be friendly.

C++ Program To Sort The Elements Of An Array In Descending Order

Arranging data items in a proper form is an essential task while solving some problems in an efficient way. The element sorting problem is one of the most commonly discussed arranging problem. In this article we will see how to arrange the array elements in descending order (decreasing order of their values) in C++.

There are many different sorting algorithms present in this domain to sort numeric or nonnumeric elements in a given order. In this article we will see only two simple methods of sorting. The bubble sort and the selection sort. Let us see them one by one with proper algorithms and C++ implementation code.

Sort array in descending order using bubble sorting technique

The bubble sorting technique is one of the most common and easier method for sorting elements in an array. This method checks two consecutive elements, if they are in correct order, then skip to the next elements, otherwise interchange them to place them in correct order. Then move towards right and do the same for the other pair of values. The bubble sorting technique has few phases, at the end of each phase, one element is being placed at the correct intended position. Let us see the algorithm for bubble sorting technique.


read array A and its size n as input

for i ranging from 0 to n-1, do

for j ranging from 0 to n – 2, do

if A[j] < A[j + 1], then

swap A[j] and A[j + 1]

end if

end for

end for


using namespace std; void display( int arr[], int n ){ for ( int i = 0; i < n; i++ ) { cout << arr[i] << “, “; } } void swap ( int &a, int &b ){ int temp = a; a = b; b = temp; } void solve( int arr[], int n ){ int i, j; for ( i = 0; i < n; i++ ) { for ( j = 0; j < n-1; j++ ) { if ( arr[j] < arr[ j+1 ] ) { swap( arr[j], arr[ j + 1 ] ); } } } } int main(){ int arr[] = {8, 45, 74, 12, 10, 36, 58, 96, 5, 2, 78, 44, 25, 12, 89, 95, 63, 84}; int n = sizeof( arr ) / sizeof( arr[0] ); cout << “Array before sorting: “; display(arr, n); solve( arr, n ); cout << “nArray After sorting: “; display(arr, n); }

Output Array before sorting: 8, 45, 74, 12, 10, 36, 58, 96, 5, 2, 78, 44, 25, 12, 89, 95, 63, 84, Array After sorting: 96, 95, 89, 84, 78, 74, 63, 58, 45, 44, 36, 25, 12, 12, 10, 8, 5, 2, Sort array in descending order using selection sorting technique

In the selection sorting technique, we find either minimum element or the maximum element from the given array starting from index i to the end of this array. Assume we are finding maximum element. In each phase, it finds the minimum from index i to end, then place the element at its desired position then again search for next maximum element from the index i + 1 and so on. After completing these phases, the entire array will be sorted accordingly.


read array A and its size n as input

for i ranging from 0 to n-1, do

ind := index of maximum element of A starting from i to n

if A[ i ] < A[ ind ], then

swap A[ i ] and A[ ind ]

end if

end for


using namespace std; void display( int arr[], int n ){ for ( int i = 0; i < n; i++ ) { cout << arr[i] << “, “; } } void swap ( int &a, int &b ){ int temp = a; a = b; b = temp; } int max_index( int arr[], int n, int s, int e ){ int max = 0, max_ind = 0; for ( int i = s; i < e; i++ ) { max = arr[i]; max_ind = i; } } return max_ind; } void solve( int arr[], int n ){ int i, j, ind; for ( i = 0; i < n; i++ ) { ind = max_index( arr, n, i, n ); if ( arr[i] < arr[ ind ] ) { swap( arr[i], arr[ ind ] ); } } } int main(){ int arr[] = {8, 45, 74, 12, 10, 36, 58, 96, 5, 2, 78, 44, 25, 12,89, 95, 63, 84}; int n = sizeof( arr ) / sizeof( arr[0] ); cout << “Array before sorting: “; display(arr, n); solve( arr, n ); cout << “nArray After sorting: “; display(arr, n); }

Output Array before sorting: 8, 45, 74, 12, 10, 36, 58, 96, 5, 2, 78, 44, 25, 12, 89, 95, 63, 84, Array After sorting: 96, 95, 89, 84, 78, 74, 63, 58, 45, 44, 36, 25, 12, 12, 10, 8, 5, 2, Conclusion

Sorting problem is a fundamental problem where we arrange the numbers or other values in a given arrangement logics. There are many different sorting techniques available in this domain, however, in this article we have seen two sorting techniques which are easy to implement and easy to understand. These two methods are bubble sort technique and the selection sorting technique. Using these two methods, we have sorted the set of data in descending (non-increasing) order. These two sorting methods are not much efficient in respect of time, but they are simple to understand. Both of these two methods take O(n2) amount of time, where n is the size of input. The bubble sort can be made faster by a simple checking whether when there is no swap in any phase, the next consecutive phase will not change anything.

Why I Stopped Giving Zeros

Giving a zero for missed work can make it mathematically impossible for students to recover their grade; here’s what one teacher is doing instead.

On finals day, one of my students flew down the hall to tell my assistant principal that he had passed my psychology class with a C. He was a student who really struggled with how to “do school.” Because he had been convinced that he would fail from the beginning, his excitement over passing my class at the end of the school year was palpable. This transformation was due to one simple change to my grading practices: I stopped giving zeros for missing work as part of a larger commitment to adopting equitable grading practices.

What Are Equitable Grading Practices? 

As part of a larger focus on equity, leaders in my district have started the process of evaluating grading practices. Two years ago, as part of serving on my high school’s leadership team, we read Joe Feldman’s book Grading for Equity. Last year, with the support of the administration, I took a hard look at my grading practices. That experience transformed my thinking about how and what I grade. 

Equitable grading practices separate the behavior from the assessment of knowledge. These practices emphasize the belief that all students can learn and meet learning targets. According to experts, traditional grading with the well-known bell curve and 100-point scale is inherently inequitable. In a 100 point scale, the first 40 percentage points are divided equally: A is 90–100 percent, B is 89–80 percent, down to a D at 69–60 percent. When students get a zero, it’s not a similar 10-percent reduction but a 60-percent reduction. Students who receive a zero are often mathematically unable to recover their grade. Students are rewarded or punished for their compliance and behavior, instead of assessed on the acquisition of knowledge. 

Revising My Grading Practices

Understanding the problems of traditional grading practices is one thing; making the changes to more equitable grading is quite another. I had long given up awarding extra credit or docking students for turning in work late, practices that Feldman argues are inequitable. I have always allowed retakes on assessments. But I did give credit for assignments that Feldman would call “practice,” and I did give zeros for missing work. When I saw his mathematical explanation against the traditional grading scale, I knew I needed to make some changes.

As part of this process, I switched to not giving a zero for missing assignments. I was up front with my students and parents from the start. I explained in my syllabus, at Parent Night, and at conferences what it meant mathematically to give a zero and exactly why I would not be doing that. 

Getting the message out was challenging. It was immediately clear that I was fighting against our student information system (SIS), which uses a 100-point scale. This meant changing my lowest grade to 50 percent instead of a zero. But to students, parents, and anyone looking at the SIS, it appeared as though the student had turned in the assignment and scored 50 percent on it. This led to repeated conversations about missing assignments.

As the year progressed, I saw a noticeable change in my lowest-performing students. As other teachers were seeing their students quit trying, mine were seeing the results of their efforts as their grades went from 50 percent to 60 percent and then from 60 percent to 70 percent. Students who had struggled early on thanked me for helping them to pass my class. 

My biggest change this year is to go to 100 percent summative grading and give no credit for practice. I am working hard to get my students to pull their attention away from how many points an assignment is worth and toward what learning is expected and why they need it. Students can retake any summative assessment, and the score earned is the most recent attempt. 

Practice, participation, and formative behavior are still important concepts in my class, but tracking them is outside of the grade. These concepts are assessed as skills using rubrics and tracked at 0 percent in the SIS. Retakes are dependent on students doing the practice first. Students should reflect on their behavior and practice and self-assess to see the connection between the practice and their performance.

A Slow Process: Districts across the country are finding that changing to grading for equity is a process that is not easily done overnight. Teachers feel a strong sense of ownership in their grading practices. They have a lot of autonomy in the process, and that is a difficult thing to give up. This school year, professional development at the high school level is centered on equitable grading. For the first professional development of the year, teachers read articles written by Feldman and others about equitable grading practices. As the year progresses, staff will have choices about which topics to learn more about and are encouraged to make one change in their grading practices over the course of the year. 

Key Takeaways: Encourage staff to make small changes. Choosing one change from this list is a good place to start. Then, track the results, not just in grades but in student behavior, mental health, and absenteeism.

Stop giving a zero for missing work.

Consider using rubrics and a four-point system instead of the 100-point scale.

Stop giving points for practice. 

Allow retakes.

Separate behavior from the assessment of knowledge in the grading system.

Use self-assessment and peer assessment.

I still fight the perception from stakeholders that I am giving students something for nothing when I “award” 50 percent for missing work. But in my experience, this criticism is unfounded. I didn’t see a large increase in students getting As and Bs. I did see a number of students who would have failed instead persevere and pass with Ds and Cs. For me and those students, that one change made all the difference.





Collegiate Recovery Program Shows Students They’re Not Alone

Collegiate Recovery Program Shows Students They’re Not Alone Offers support for those recuperating from substance use

The CRP stresses that recovering students have the same class and University obligations as their peers. Photo by Sophie Park (CAS’20)

Collegiate Recovery Program is a supportive community for students facing addiction

Students in CRP explain its importance

Group dispels isolation, stigma that students in recovery can feel

The local bar was Megan’s study room.

During her sophomore year at another university, Megan began stopping by a local bar on weekend mornings to do schoolwork and grab a bite. She had few friends and was having roommate issues. After her schoolwork was done on a Sunday, she’d put away the laptop and drink while watching afternoon football—sometimes staying to watch the night game, where she’d continue drinking.

As Megan began drinking more, she went to class less. After graduating, she took a job back home and kept drinking until a cop pulled her over for a DUI. “I blew a .31 [blood alcohol content], almost four times the legal limit,” she says. She received a plea deal that required her to remain sober for a year, which she did, but she then resumed drinking. A year and a half ago she entered a recovery program.

Now closing in on graduation from the School of Law, Megan participates in the Collegiate Recovery Program (CRP), a year-old group for BU students in recovery from substance use run by Wellness & Prevention at Student Health Services. The program augments the University’s existing substance-related programming; it requires that participants’ full names be withheld in this story.

One of the CRP’s aims is dispelling the isolation and stigma that can beset a person in recovery, and through the program, Megan says, she’s been introduced to “people in similar situations—educated, in school, around my age—to maybe become friends with or at least hang out with every now and then. It was nice to meet some sober people.”

Open to any member of the University community who is in recovery or wants to begin it, the CRP’s goal is to help students stay sober and thrive. The program is clearly meeting a demand: starting out with just 2 attendees, Megan says, it grew to 30 within its first months. The program is currently funded by a three-year grant from the Nevada nonprofit Transforming Youth Recovery.

“The CRP has exceeded my expectations, but in a way, it has simply met them, as I already knew that these students could do remarkable things,” says Leah Barison, the Wellness & Prevention counselor leading the program. “Students have gotten sober, stayed sober, taken time off when needed, and returned to the CRP community.”

As with similar programs at other schools, the BU CRP hopes to help create a designated University residence for those in recovery in the future, Barison says. (Currently, BU designates certain suites within dorms as substance-free.)

Participants attest to the program’s value.

“I moved around a fair amount throughout middle school and high school and was very accustomed to being the new girl; I was never very comfortable with myself,” says a sophomore in the program. That discomfort, as well as living in Cambodia, where legal alcohol restrictions were scant, led to her first drink: “I felt that I had found a solution to the void I had always been trying to fill.”

Arriving at BU, she was hospitalized for dangerous drinking before her freshman year classes even began, and again three weeks later. Barison worked with her, and it took several more months and almost flunking out before she committed to sobriety.

College can be a treacherous path for those in recovery; while some peers support her efforts at sobriety, the student says she also encounters “people who try to convince me that I can drink, that if I just controlled my drinking, I’d be fine.” The CRP is important because “when I was first getting sober freshman year,” she recalls, “I was under the impression that I was alone and didn’t realize there were other students at BU going through the same thing. The CRP brings us together.”

A junior in the CRP recalls starting to drink in eighth grade. In high school, he developed bipolar disorder, and after arriving at BU, became addicted to cocaine. He says living at the University can be hard  on those in recovery; students sometimes violate the alcohol ban in freshman dorms, and none of the living-learning and specialty residences are designated for those in recovery, as for other communities.

BU takes pains to point out, through its mandatory first-year alcohol education program and other initiatives, that the perception of all students as Animal House imbibers is myth (more than one-third of Terriers don’t drink at all). But “I didn’t necessarily surround myself with people that were abstaining” before recovery, the junior says.

“I was around people that were responsible drinkers—plenty of them—but they were still drinking and doing recreational drugs. Being around a responsible drinker is still a triggering situation for me.”

A friend told him about the CRP, which offers communal activities with “fellow students who are having the same struggles,” he says, “anything from going to a BU hockey game together to seeing a movie together to having a paint night together to exploring different parts of Boston together.”

Today, he says, “I’ve kept sobriety and maintained sobriety and have definitely an amazing life right now. I have a wonderful relationship with my family, I’m doing great in school, my mental health symptoms are managed and going very well.”

A senior in the CRP says there is a damaging public misconception “that people who struggle with addiction are weak or lack willpower.… Someone who wants help may believe this misconception and then think that they’re not worthy of help.”

She “really fell in love with” the CRP, she says, because it fights that myth. “It’s really helpful to have a network of people who are going through something similar and are all here to support each other.”

For more information about the Collegiate Recovery Program, email Leah Barison at [email protected].

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