Banner custom Telepresence meeting
Hi, I was wondering if it was possible to create a banner for a telepresence meeting. We would have 6 points of termination at the meeting and each have their own custom banner (similar to a newscast with a name and some other information at the bottom of the screen).
I understand, it is possible to change the image on the MCU auto standard, but is not quite what we're looking for
Any input is appreciated, thanks
Brad
The MCU does not have this type of function, perhaps the only thing you can do is use the 'Send Message' feature, which allows you to display text on the screen of the endpoint at the Conference. You can send a message to the entire Conference or points of individual endpoints, see pgs 80 and 105 MCU 4.5 Help Guide .
Tags: Cisco Support
Similar Questions
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Creation of models custom TelePresence server on the virtual machine
Hello
1. can we develop custom presentations (especially a small picture of a speaker in the corner of a screen presentation of content) in Server TP Cisco on VM?
2. it is possible to switch between patterns existing and created manually during a live teleconference?
Thank you, Nick.
Custom presentations are not supported on server of telepresence, the only currently available layouts are:
- EQUAL
- Eminent
- Overlay
- Unique
You can switch between layouts by using DTMF, keys 2 and 8, or ActiveControl if one button 8 or 10 is connected to the endpoint.
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Metadata for WebEX through proxy stream
Hello
My client is using WebEX meeting through a proxy server.
Therefore, the port of destination of the WebEX package number is 8080.
In this case, is the package identified by metadata stream?
Kind regards
Mitsuhiro
Mitsuhiro salvation,
If a proxy server is in the path between the customer of WebEx meeting and WebEx's data center. The flow between the client and server proxy will be represented by the metadata stream. Since the proxy to the WebEx datacenter server the flow will not be represented by metadata stream. It should be integration in the proxy to the proxy traversal (think of something similar to an ALG metadata) for metadata.
[PC]-[proxy] - Internet-[WebEx DC]
[PC] [proxy] will be covered for the metadata.
[proxy] [WebEx DC] is not currently covered by metadata.
In a situation of no-proxy (for example, the video stream below), metadata coverage would be between [PC] and until the NAT/FW.
In the example below, the proxy server is 10.81.74.42 port 9090. The client is 10.4.9.12. There are 4 flows that are representative (control, data, data, and video). Video traffic is UDP traffic and directly by going to the Internet without going through a proxy. In other cases, the video stream itself could have through the proxy server.
====
3009R1-BB0206 #show flow of metadata
Return to Protocol DPort SPort entry exit SSRC
7 10.81.74.42 10.4.9.12 TCP 9090 38319 Gi0 gi1/0/1 article 0
5 10.81.74.42 10.4.9.12 TCP 9090 38313 Gi0 gi1/0/1 article 0
6 10.81.74.42 10.4.9.12 TCP 9090 38315 Gi0 gi1/0/1 article 0
8 64.68.119.235 10.4.9.12 UDP 9000 63300 Gi0 gi1/0/1 article 0
3009R1-BB0206 #show metadata flow local-flow-id 5
SPort DPort penetration Protocol I / F output I / F
10.81.74.42 10.4.9.12 TCP 38313 9090 GigabitEthernet0/1 GigabitEthernet1/0
Metadata attributes:
Tag application: (414)
Group application: webex
Application provider: Cisco Systems, Inc..
Application category: audio-video.
Application under category: control and signalling
Device application class: Office-conferences
Type of media application: data
Identifier of the unknown (147): [00 00 00 06]
Identifier of the unknown (148): [00 00 00 06]
Identifier of the unknown (150): [00 00 00 02]
Application name: webex meeting
Application version: T27
Model of end Point: meeting webex customer - data
Matching filters:
Direction: IN:
Direction: OUT:
3009R1-BB0206 #show metadata flow local-flow-id 6
SPort DPort penetration Protocol I / F output I / F
10.81.74.42 10.4.9.12 TCP 38315 9090 GigabitEthernet0/1 GigabitEthernet1/0
Metadata attributes:
Tag application: (414)
Group application: webex
Application provider: Cisco Systems, Inc..
Application category: audio-video.
Application under category: control and signalling
Device application class: Office-conferences
Type of media application: data
Identifier of the unknown (147): [00 00 00 06]
Identifier of the unknown (148): [00 00 00 06]
Identifier of the unknown (150): [00 00 00 02]
Application name: webex meeting
Application version: T27
Model of end Point: meeting webex customer - data
Matching filters:
Direction: IN:
Direction: OUT:
3009R1-BB0206 #show metadata flow local-flow-id 7
SPort DPort penetration Protocol I / F output I / F
10.81.74.42 10.4.9.12 TCP 38319 9090 GigabitEthernet0/1 GigabitEthernet1/0
Metadata attributes:
Tag application: (414)
Application name: webex meeting
Group application: webex
Application category: audio-video.
Application under category: control and signalling
Device application class: Office-conferences
Media application type: control
Application provider: Cisco Systems, Inc..
Application version: t27
Model of end Point: meeting customer webex - control
Identifier of the unknown (147): [00 00 00 0a]
Identifier of the unknown (148): [00 00 00 06]
Identifier of the unknown (150): [00 00 00 02]
Identifier of the unknown (149): [00 00 00 0a]
Matching filters:
Direction: IN:
Direction: OUT:
3009R1-BB0206 #show metadata flow local-flow-id 8
SPort DPort penetration Protocol I / F output I / F
64.68.119.235 10.4.9.12 UDP 63300 9000 GigabitEthernet1/0 GigabitEthernet0/1
Metadata attributes:
Tag application: (414)
Application name: webex meeting
Group application: webex
Application category: audio-video.
Application under category: voice-video-chat-collaboration
Device application class: Office-conferences
Application media type: video
Application provider: Cisco Systems, Inc..
Application version: t27
Model of end Point: customer webex meeting - video
Identifier of the unknown (147): [00 00 00 05]
Identifier of the unknown (148): [00 00 00 02]
Identifier of the unknown (150): [00 00 00 01]
Matching filters:
Direction: IN:
Direction: OUT:
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Synaptic touchpad on gateway tablet is not recognized by windows 7
I have a gateway tablet that uses a Synaptic touchpad.
I downloaded the latest synaptics drivers and installed but it seems that Windows does not recognize that I have a touchpad.
Under the hardware in the mouse properties I see that:
HID: Fine Point Innovations Tablet: my pen
HID: USB input device: mouse USB My
I think that there should be a 3rd device in the list that says HID: Touchpad or something
There is a Synaptics device settings, but all the buttons are grayed, as it does nothing to actually apply the settings to.I am aware that there is a shortcut: Fn + F7 to enable and disable my touchpad. I tried both ways and tried to search the hardware changes but NO luck :(
I had Win 7 RC b4 and had the same problem. I tried several methods at that time to fix it, but none of them worked. I have since made a clean install and don't have my mouse touchpad not working at all.
Help, please... I'm pretty sick of carrying a mouse everywhere
Hi nivurad,
In the Web of Synaptics site, it is mentioned that the Synaptics device driver is customized to meet the specific requirements of the manufacturer of your device. To make sure get you the device appropriate for your system, driver download your device driver Synaptics support to your system manufacturer's website.
You may need to contact the manufacturer (Gateway) laptop to download your Synaptics device driver.See: http://support.gateway.com/s/Mobile/Gateway/M280/1008547nv.shtmlAlso, check if the laptop Gateway (exact model number) is compatible with Windows 7 and check if the drivers are available for Windows 7 by using this link: http://www.microsoft.com/windows/compatibility/windows-7/en-us/default.aspx
Aziz Nadeem - Microsoft Support -
I try to have a banner custom at the top of the display of the library.
If I just want a banner not a slideshow always use the "slide show right banniΦre? I won't sign-in.
The reason why I ask is the zip and url provided after publication ipad or iphone, but not both.
Am I to produce two sets of zip? one for the Iphone and one for the ipad? If so I should not have two URLS? or is it always load the zip off line?
Vary confused.
Here's what looks like a file zip and url loaded into the slots for ipad and iphone
1 - produced by the DPS Configurator zip files are offline.
2 app Builder allows you to enter different URLs for iPhones and iPads.
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Problem with the Muse Simple Contact widget - subject changing e-mail address
Hello
I built a website for a client, using Adobe Muse, which is hosted by Business Catalyst. On the page of the site contact us I placed an Adobe Muse 'Single Contact' widget/shape with 3 three fields: name, Email and Message. The form worked as expected until the end of December 2014. Since then, the information in the 'Email' field are changed.
The site has four different e-mail accounts through Business Catalyst. For the sake of discussion to call them:
The Messages from the Simple of Muse's Contact form are sent to [email protected] . When emails are displayed in Business Catalyst "Webmail" e-mail address that was entered in the field "E-mail" from Simple Contact Forms does not appear in the field "from". Instead, the "from" field shows that the e-mail was sent from may[email protected] regardless of what was concluded, by the sender in the Email of the Contact single form field. It don't make any difference this provider of e-mail address is entered in the field - AOL, Yahoo, Hotmail, Gmail, Roadrunner, etc - they are all changed to [email protected]
Similarly, when the client tries to respond to the request of the customer the field 'To' is filled with Mail-4@website not the sender e-mail address is entered in the field "Email" in the form of Simple Contact of Muse.
If I changed the form of Simple Contact of Muse so that mail is performed either [email protected] Gold [email protected] the problem exists on these accounts as well.
I don't know where the problem lies, so I do research here and in the forum Business Catalyst. Does anyone have an idea what could be the cause and how to fix it?
Is making it too difficult for the customer to meet the needs of their customers. I am really against a wall on that and have an angry customer who is willing to walkaway of Muse and Business Catalyst.
Hi William,.
The e-mail field you see in BusinessCatalyst is not filled by the customer in the e-mail of the form field.
As far as I understand it, it is the e-mail ID used to publish the site through Muse. So change 'to' email field in Muse won't change 'from' email in British Colombia.
Kind regards
Neha
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Mission / Vision statement
For the opportunity to share with community members digital skills which will allow individuals to design, plan, and produce music videos and share them on social media sites. In this area, my three main subject specialisations converge; Psychology and music education.
It is important for anyone interested in education to understand and evaluate the many forms of intelligence, in themselves and others, as described in the work of the Howard Gardner in his book "Frames of mind" 1983. It is also useful to see the forms of therapy as a channel for self-development and non-exclusive to learning problems or trauma, but as a way to eliminate the barriers to learning.
Music production has value in popular culture and as a form of learning will focus on the seven original list of the gardener of the intelligences; 1) linguistic intelligence is developed in consideration of spoken or sung stories
2) mathematical skills involved in the structuring of the video, and audio tracks
3) musical intelligence is developed as knowledge of musical forms is used
4) kinesthetic movement is a natural part of play percussion and the calendar.
5) spatial skills are also used in the presentation of titles presented on computer screens
6) interpersonal and 7) intrapersonnel two forms of emotional intelligence are intrinsic to understanding and play music as a form of emotional communication and reflection.
Carmichael and Auclair (1997) describe how the music allows and encourages emotional expression and how to learn to run creates a need to structure that generalizes to other learning tasks (because it requires learning the discipline for repetitive tasks). Manzano, Theorel, Harmat and Ullen (2010) describe how musical performance of music is generally accompanied by a subjective state of optimal experience, called 'stream '. This is associated with intrinsically rewarding experience characterized by sensations of well-being and belonging. Music production is therefore a valuable environment for internal and external States. Psychological well-being associated with cultural value and prestige to produce creative work in a popular environment will be an identity we allow and facilitate the expression while developing skills in ICT, literacy and numeracy.
The use of ICT in the effective delivery of music and video production, is a way of engaging learners, motivating ways of learning and facilitate the choice on how and where to learn. The use of digital recording technology has a strong focus on the mobilization of technology to meet the needs of all learners, bringing innovation and reliable services for all, but also acknowledging that some learners may need additional support or resource. Custom learning meet the needs of individuals is stressed with developments such as personal learning spaces. Technology has an important role and potential as a catalyst to reduce the barriers to inclusion; either by improving access to information, linking the disparate communities together or by accountability and empowerment of individuals. There is considerable evidence of the benefits of access to the Internet and a PC at home or in the community for the excluded. ICT has the power to transform the possibilities of education and the living conditions of people with disabilities and special educational needs. Reinforce the idea that ICT can provide access to learning and interaction for those whose learning needs or disabilities would marginalize, if not them. Communication AIDS project (CAP) has demonstrated that it is where teachers integrate the use of assistive technology in the curriculum and learning, they can transform the quality of the experience of learning not only for the individual, but for others in the class whose learning styles can be better supported by the use of this technology. There will be concerns in the costs of this technology and how to make it available to all and the integration of individual learners of the PACE and style in a group. These problems can be addressed by approaching the manufacturers of hardware and software to provide older versions of products that could be upgraded if the learner wants and using ICT as a means to address and secure record keeping of individual learning needs.
The designed route runs for 3 days and encompasses all areas, which will allow the participants to produce a video project done with soundtracks.
Day 1
Introduction /overview of the main components of the video production. audio, video recording, mixing and download the product on social media sites / DVD. Instructions to reassure students that they must work at their own pace.
Audio recording
- Software for opening registration and establishment of Athletics
- Optimum recording levels
- Directors edition of audio tracks
- Areas of possible improvement and strength
- Ways to get feedback from others
- Receive and respond positively to comments
- Personal planning techniques
Day 2
Video recording
- Opening video software and implementation of project
- Ways to identify areas of concern or unsatisfactory results
- Audio imported video project
- Saving files
Day 3
Mix
- Synchronization of video and audio tracks
- video mixing and bland: input / output, effects and transitions
- Storyboards for video narration
- Camera shots; Yet, panoramic and held in the hand and the tripod forces and weaknesses of follow-up
- Mix and load video on social media sites.
It is important to make sure that your sessions are inclusive. This can be achieved by using different learning and teaching methods. Choose the technique to use will depend on the context of learning you belong. The appropriate selection aims to facilitate the group to ensure the inclusion. This can be accomplished by discussing with learners what are their requirements and their needs for support. This knowledge will allow you to develop individual Learning Plans (ILP) and ensure that all learners are taken care. This inclusive strategy will respond to the needs of the learners and help them feel supported and appreciated and allow the teacher to check the needs and open support strategy facilitating an informed choice of teaching and learning method adapted to the individual and their learning style (s).
Since 1997, a number of government policies have addressed different aspects of inclusion and shown that the exclusion of the impact on learning and the life chances of children, adolescents and adults. They recognize that school failure and the risk of social and educational exclusion are complex areas, with links to social deprivation and poverty. At the same time, laws such as the special educational needs and Disability Act (2001), has placed a duty on local authorities and the post-16 providers to ensure that they are not discriminate against students with disabilities for a reason related to their disability. They are needed to improve access to education not only for current students with disabilities, but also from the perspective of pupils and students who wish to attend. The Government has also launched a long-term strategy, the removal of the obstacles to the achievement (2004), to respond in the best way to the needs of students with special educational needs can be met.
The inclusion of the expression is used in a wide variety of contexts. For some it places emphasis on social inclusion, or equality of opportunity in all areas of life, while for others it underlies the need to overcome the inequalities such as the digital divide. As part of a physical, sensory or cognitive disabilities, it is closely related to the issues of equal access, while for ethnic minority groups, inclusion is interconnected with the concepts of diversity. In all these contexts ICT can support individuals and groups and break down the barriers which lead to excluding education, dissatisfaction and poor results. ICT can be a powerful tool and a way to support inclusive practices.
Nothing wide inclusion support technology to a system and institutional level. The needs assessment process, by providing personalized learning programs and saving them the progress and achievements are some of the essential tools for the creation of inclusive learning institution. ICT is regular evaluation of learners handy for teaching and accessible in the whole of the institution and beyond. Access each learning with a profile to let safe needs their personal space of learning that is configured to recognize their special needs, including their access. The Becta publication 'extending from the borders of learning' provides good examples of practice, schools, offering secure access for students to also learn at home and initiatives to support the education of mobile learners such as Gypsies and travellers. However, the provision of technology alone will never be fully exploit the opportunity THAT ICT offers without the understanding and skills of teachers in its implementation of the planning. There is a need for a good understanding of those who work in education and training, at all levels. All efforts to expand the use of ICT in education now recognize that the teacher must be competent and confident in the use of technology, that technology must be robust and powerful enough to do the job, and that high quality content should be available.
It is likely that you will teach a diverse group of students from different backgrounds, with different levels of achievements and expectations, but also different learning needs. Adoption of an inclusive approach when teaching helps ensure that your education meets all will allow students to learn efficiently. So the students will feel that they belong to the class. In recording and production, the learner will be able to progress at their own pace and software has the ability to implement in different languages to facilitate the ethnic and cultural diversity.
Music production and video in popular culture and would be a desirable way to express self. Using popular social networking sites, these products can be shared instantly. Technical requirements of such an activity will place the language and skills of high numeracy on the agenda to facilitate production.
Legal requirements to respect the characteristics of protected information; age, sex, ethnic origin, sexual orientation and ability, described by the 2010 Equality Act, should be accompanied by an emerging agreement, the dynamic group, of what is and is not considered to be acceptable behavior. This type of activity will develop skills in ICT and learning calculation giving a desirable application language and numeracy which develop employment skills and increase self-confidence.
Bibliography
http://archive.excellencegateway.org.UK/page.aspx?o=FERL.aclearn.page.id1591
Office 2010 Act on equality home
https://www.TeacherVision.com/teaching-methods/resource/5810.html
Inclusive learning and teaching manual 2010
- H. gardener Frames of Mind 1983
Karla d. Carmichael, Debra Hairston Auclair MUSIC IN PLAY THERAPY: PLAY MY FEELINGS (1997)
Manzano Örjan, Tores Theorell, Laszlo, Harmat
Fredrik Ullen: Psychophysiology of flows over Piano playing (2010)
This may be useful: Education software licensing | Adobe purchase programs.
See you soon,.
--
Neale
Insanity is hereditary, get you your children
If this post or by post from another user solves the original problem, please check messages as being correct accordingly. This helps other users with similar trouble getting answers to their questions more quickly. Thank you.
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"The initiallization SSL during connection failed." Error
Hello:
We just to install a global certificate in our server VMware View connection and now remote ThinApp VMware clients and web clients do not work. With ThinApp, successfully view customer, he meets with the connection to the server and authenticates the user, but when he tries to establish a tunnel connection, it fails with the error "authentication failure of the server to connect to the view. Initialization of SSL when connecting to the server ""https://a.b.c:443' failed. " "
Is certainly not a problem to solve. When the name cannot be resolved by the customer, the error message reads "the view connection server authentication failed. The server name "http://a.b.c:443' could not be resolved..." »
I also confirmed this with packet sniffing. The client opens a connection on port 443 on the server view connection and then appears to reject the certificate of the server. (A TLS notify and close alert is sent by the client.) When you connect for authentication instead of establishing the tunnel, there is no problem.
I wonder if the fact that the certificate is a certificate with wildcards may contribute to this question. For example the portion of tunnel of the customer have been written using another SSL/TLS library as part maybe authentication would result questions.
The most confusing part of this question, is that ThinApp client is agree with the certificate on the local network (these are different machines).
Any other advice would be appreciated.
Thank you!
Update: in the application logs customer, the tracking error.
SSL: ClientHandshake: InitializeSecurityContext FAILED, Error 0 x 80090308 (the token supplied to the function is invalid).
The exact same ThinApped View Client does not generate this message on the machines on the local network. Unfortunately, I can't try to attach a remote computer to the local network to test because of politics.
Post edited by: njlaw
Not sure if this will help or not, but I thought I'd throw it out there. About two months ago, I was working with a customer who had some strange issues SSL conecting in our view eviroment. They were running a proxy server, so we focused on it and after a few days, I opened a ticket of VMware. Very quickly, I received a temporary customer who solved the problem of our customers. When I asked for more details it gave me the info below. If you use a proxy, this could be it. My SR number has been 1524766561 if you need to reference it.
"The problem occurs when a given frame of"token"or SSL data exceeds the size of a single TCP read, which requires so a second reading to complete the token. What causes the second reading data to replace the first reading, rather than add. When this happens, the Windows Client to view SSL handshake failure reports.
This problem may also occur if you use your own server certificate SSL has Extended Validation (which makes the bigger than the VMware View supplied self-signed certificate certificate) and go through a proxy server (which may change the TCP characteristics like the size packages). »
If you have found this device or any other useful post please consider the use of buttons useful/correct to award points
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Hi all:
I have a question about the rule of PAGE_OUT provided by the agent foglight.
I made a copy and customized to meet my needs of threshold and e-mail on alert and it works fine.
I also have a remote control action when the rule is triggered. The action of the remote control is a script that runs on the basis of the process ID that triggered the alert. I'm having trouble passing the process ID to the script when invoked in the Action tab. I tried #Process_ID', scope.get("Process_TopCPU/Process_ID") without success. Given that rule by CreateObservation detectors and alarms to CheckObservation I don't know how to get the value of entry.get (Process_ID) assigned to a variable I can use it to pass to the script tab in action at a distance.
A preview of all this is greatly appreciated.
Thank you!
APO - Barro
Don't know what your condition is, suppose you want to get the process ID for the process that uses more than 50% CPU, you can do this:
are = findObservationEntries (#Process_TopCPU to 1ms #, {entry-> entry.get ("Pct_CPU") > = 50});
If (es.size () > 0)
return are [0] .get ("Process_ID")
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Cisco TelePresence Manager 1.7 with EWS 2007, Timezone and purpose of the meeting of the problems
After having successfully configured the CTMan MS EWS CASE 2007 1.7 I am stumbling on two errors/bugs very subtle and boring between these two servers.
1. the time zone in the confirmation e-mail sent by CTS Manager to the meeting returns
501225
Summary
Unresolved zone mapping
The problem lies in the information CTMan by EWS thrust. According to the text in the zone tags, CTMan maps time zone accordingly or it does not. It's really incredibly annoying.
For example:
Update the file timezonemap.xml in the telepresence Manager would be a nice gesture by Cisco to avoid these horrible bugs.
2. the subject meeting is always the same as the organizer of the meeting.
In other words, the subject gets crushed by the meeting of the chain of the organizer for each scheduled meeting. I don't know how much of this is the fault of CTMan, because the resulting XML has this topic in the tags all wrong.
Someone at - he dealth with these issues in the community?
Any thoughts?
Hello
For the #1 question. I checked the file of zone mapping has the whatever you specified in version 1.8. From 1.7.2 the time zone (GMT + 02:00) Harare, Pretoria is present from the fix for CSCtj95619, but the time zone (UTC + 02:00) Harare, Pretoria is missing.
For question #2, is due to a setting on the end of the Exchange. The mailboxes for the room have the DeleteSubject and AddOrganizerToSubject the value true properties. Follow this guide #7 step to correct the problem:
http://www.Cisco.com/en/us/docs/Telepresence/cts_manager/1_7/Admin/ctm_instalMS.html#wp1097531
Step 7
Set the "DeleteSubject" and "AddOrganizerToSubject" properties in room mailbox calendar to False. This sets the parameters for the meeting to be displayed on the IP Phone.For Exchange 2007: a.
Set-MailboxCalendarSettings -Identity TelepresenceRoom9 -DeleteSubject $false b. Set-MailboxCalendarSettings -Identity TelepresenceRoom9 -AddOrganizerToSubject $false
Thank you
Paul
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Presentation Conference custom conductor, telepresence Server
I am trying to set up a layout custom Conference, through layout of custom settings of my conductor (according to the model of the Conference), as shown below
I can't seem to change the layout of layout custom default "5".
I have the settings customized according to the guidelines below and restarted the driver after the changes have been made; no luck
I followed the instructions as indicated
http://www.Cisco.com/c/dam/en/us/TD/docs/Telepresence/infrastructure/con...
{'customLayout': '39', 'customLayoutEnabled': 'true', 'newParticipantsCustomLayout': 'true'}
conductor version: 3.0.3
The telepresence Server version: 4.1
Hi Dennis,
You are right that the GST has 4 conference layout options.
-Jonathan
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I'm the original purchaser of Creative Suite Premium. Still, she meets my needs but will not re - install after I upgraded my box to win 10. Win 10 is not the problem, and my Adobe customer profile indicates that the product is registered. Adobe just doesn't let me activate it. Can you help me?
If you're referring at the origin of Creative Suite (CS1) then this activation server was closed by Adobe a few years ago.
The only way to re - install now is to download a new version without activation for CS2 (also applies to CS1 owners).
Error: "Activation Server is not available. CS2, Acrobat 7, pass a hearing 3
Install, then enter the new, without activation serial number provided at this link (column next to the download link). Your existing serial number no longer works.
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Link banner showcase custom tab or preview folio overlay?
I used the setup of "Custom tabbed view" in the Configurator DPS to create a custom showcase. I've been customize files still manually and I'm looking for some suggestions on creating manual links in the html code to the different elements within the app - more precisely:
- What method should be used to create a link to the image of the banner to target one of the tabs? or to target one of the tabs AND start a folio download this tab?
- I already was able to target download a folio of an image banner directly, using the method of "com.xxxx .yyy://v1/folio/article". What method could be used to open rather the superposition of the folio preview (for example in the image below)?
any help would be appreciated. Thank you!
# 1, you can use goto: / / as the URL to access a specific tab. See Hyperlink overlays and button for more details.
# 2, there is not a way to trigger from a custom window. When you build a custom storefront, you are responsible to provide the user interface, including any preview window you might want to show.
Neil
- What method should be used to create a link to the image of the banner to target one of the tabs? or to target one of the tabs AND start a folio download this tab?
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Custom Logo/Banner calibration
Hello
Apex 4.0 have managed to add a custom logo/banner page 0 with display image point 'after head' and the use of "No. Template" that appears on each of my application pages, but there are a few tweeks I would do:
(1.) what I need to do to make the Logo 'stretch' to the entire width of the page? I gave the following guidelines but don't know how to add this html code to Apex 4 in the definition of the area where I placed the image. I get the main "custom_logo.png" for show, but do not know how to 'fill' the rest of the width with the ' empty - banner.png'
INSTRUCTIONS DATA for me-
A. Add this to the < body > tag to remove the margins and display a picture fill on top:
style = "margin: 0px 0px 0px 0px; background - image: URL('blank-Banner.png'); ' background-repeat: repeat-x.
If the tag has no parameters in a first time, it will now look like this:
< style body = "margin: 0px 0px 0px 0px; background - image: URL('blank-Banner.png'); background-repeat: repeat-x ">"
B. Add this right after the < body > tag to display a banner of width fixed:
< div style = "margin: auto; "Width: 900px" >
< img src = "custom_logo.png" width = "900" height = "150" alt = "XXXXXXXXXX" / > "
< / div >
2.) banner above would cover the area "logout". How we prevent that?
Any help would be appreciated.
PatPat,
We have a custom sign and always have visible logout URL as well.
To do this, we change the BODY of the Page template section. If you simply set the width of the original logo, it will automatically on contracts and reduce as needed. If you want to maintain at least a certain size, set the min width as well.
In the example below, I simply added an extra DIV section in the HGROUP tag (integrated) to hold my header images. (In my case, I use two images but, the principle is the same)
#REGION_POSITION_07# 
...-
#NAVIGATION_BAR#
-Joe
-
Is there a way to make a custom brush vector sweetness meet at begging and end the race?
Is there a way to make a custom vector Brush softness meet at the begging and the end of the race, as a circle? I am trying to create smooth circles with a brush and Wacom. I want a brush rather than a perfect circle of mathmatically with a perfect line weight-weight, but I don't like how to join two beginning and end. I like the slight variations of the human imperfections we get when using a vector Brush, but there must be a way to make the joing points smoother look, rather than a title error after the fact, right? Is this possible?
The image below illustrates my attempts to make it as smooth as possible joint, but it still seems too as it was not meant to be.
I use CS4, Mac OS10.8.4
Thank you!
You'd be better off drawing with the pencil tool, applying a standard race and then using a profile of race or the width tool to create the vocabulary of the race.
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