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The Windows Indexing Service provides you with the ability to perform advanced searches on directories located on your computer and on shared directories on the network. The Indexing Service was introduced with IIS (Internet Information Services) and is now installed with Windows 2000 and Windows XP.

The Indexing Service is not started by default on a Windows 2000 professional computer. If you want the Indexing service to start automatically, select "Start | Settings | Control Panel | Administrative Tools" and open the "Computer Management" application. In the left pane of the "Computer Management" window, select "Services", then in the right pane, right-click on "Indexing Service". The "Indexing Services Properties" dialog box will appear.

In the "Indexing Services Properties" dialog box, on the "General" tab select "Automatic" from the "Startup type:" drop-down list. Under "Service stautus:" click on the "Start" button. A flurry of hard disk activity may begin as the Indexing Service builds or updates the index. The Indexing service creates an index (also called a catalog) organized in a way that makes it quick and easy to search. The Indexing Service also records the documents properties, for example its date of creation and last modified date.

The Search application can be accessed by right-clicking on any folder and selecting "Search..." in the popup menu. You can search for file names or you can search for text within files using keywords, or phases. Queries can use wildcards (?, *) and boolean operators (AND OR and NOT). When a user searches an NTFS volume, the Indexing service will return in the results only the files the user has permission to see.

The documents created by most applications contain formatting and control information, for example a webpage contains html tags, a Word document contains rtf tags. The Indexing Service uses filters to extract the content from the formatting and control information. Documents with extensions for which filters are not installed will not be indexed by default. If you want to index everything, open the "Computer Management" application as described above, and select "Services ...", then right-click on "Indexing Service" and select "Properties" in the popup menu. In the "Indexing Services Properties" dialog box which appears, on the "Generation" tab, check the checkbox next to "Index Files With Unknown Extensions".

The Indexing service is designed to run continuously and requires no maintenance. After it is setup, it will automatically update the index. When a file changes, the OS sends a change notification to the Indexing Service, causing it to update the index. Folders on remote computers are scanned periodically.

The Windows Indexing Service uses a fair amount of disk space (approximately 30% the amount of the original files). If the shared directories on the network are large, it can consume a considerable portion of the computer's memory and processor cycles. There are several options for configuring the Indexing Service to improve performance.

To configure the Indexing Service select "Start | Settings | Control Panel | Administrative Tools" and open the "Computer Management" application. In the left pane of the "Computer Management" window, click the plus sign next to "Services and Applications", then right-click on the "Indexing Service" icon. In the popup menu, select "All Tasks | Tune Performance". The "Indexing Service Usage" dialog box will appear.

The "Indexing Service Usage" dialog box provides three radio button options that let Windows set the Indexing Service Performance for you; "Used often", "Used occasionally", and "Never Used". If you want to provide your own custom setting, set the "Customize" radio button and click on the "Customize..." button. The "Desired Performance" dialog box will appear.

The "Desired Performance" dialog box contains two slider controls. The "Indexing" slider control sets how quickly the catalog will be updated. Adjust it to the left to reduce the amount of system resources used to update the catalog. The "Querying" slider control sets how quickly search results will be returned. Adjusting it to the left will reduce the amount of system resources used, but search results will take longer to return.

You can also control the Indexing Service by configuring the specific folders to be indexed. When you click on the "Indexing Service" icon in the "Computer Management" window, the right pane should list a catalog named "System". When you double-click on a catalog, you will find three folders, "Directories", "Properties", and "Query The Catalog".

Note: If Internet Information Server (IIS) is installed on your computer, you should also see a catalog named "Web". The Web catalog scans the C:Inetpub directory.

To add a folder to be indexed, right-click on the "Directories" folder and select "New | Directory" in the popup menu. In the "Add Directory" dialog box that appears, enter the path of the new directory. To remove a folder, left-click on the "Directories" folder to display the list of directories in the right pane. Then left-click on a directory and select "Delete" in the popup menu.

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About The Author

Stephen Bucaro

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In women, the female infertility may be a hormone imbalance of low production of eggs or no eggs at all. It may also be a medical condition that is causing the infertility. In men, infertility is called the Male Factor and will usually result in some kind of sperm defect. Whether the male is not producing enough or there is another underlying condition such as problems with ejaculation.

For female and male infertility, there are herbal remedies that some will swear worked for them The Chinese have used herbs and natural remedies for centuries. If you compare the Chinese population ratio to the U.S., it would certainly seem that they have been on to some thing.

The subject of infertility can be a difficult subject to talk about to any one including an infertility specialist. You have to keep an open line of communication with each other and your doctors. You will also be given some counseling to help you deal with infertility issues. Use these tools to help you. No one likes to be told that they are infertile. The fact is it happens to millions and there is help. Get the help you need.

Financial Concerns

When you add up the costs of the medicines and procedures it may be very overwhelming to try to figure out how you will pay for such expenses. There are financial specialists who can help you. You can go online and find more information of people who can help you. Talk to your doctor who may also be able to give you some information that can help you. However, the one thing you will need to do first is contact your insurance company if you have any insurance and see what they may or may not cover.

Remember you are not the only couple dealing with female and male infertility. There are others out there. You may even want to see if there is some kind of support group in your community so you can talk to people just like you who really understand the frustrations that all of you are going through. The clinic or hospital has resources available to you. You doctor will go over all options that are available for you to try. Utilize the tools provide to you to help you get through and always keep the lines of communication open between the two of you and your support team of family, doctors and counselors.

You can also find more info on Female Infertilty Treatment and Infertility Egg Donation. Infertilitytreatmentoptions.com is a comprehensive resource to know about Infertility.

Many military personnel change their personal residences more frequently than the average civilian. When it comes time to sell the property, one specific question that comes up right away is: does a military real estate sale avoid capital gains tax?

Because military personnel are forced to move so often, this exacerbates the questions and concerns all of us have when it comes time to decide whether to keep or sell a particular property. With the recent run up in real estate prices, the good news is most of these properties have lots of appreciation. The bad news is the government likes to tax that appreciation. This has many in the military wondering that since they work for the government is there any special treatment? In other words, does a military real estate sale avoid capital gains tax?

Fortunately there is some special good news for those in the armed services. Specifically, the news is for military your real estate sale may avoid capital gains tax! Heres how it works:

As you are probably aware, if you sell your home for more than you originally paid, the resulting profit is known as capital gain. If your capital gain is no more than $250,000 for an individual (or $500,000 for married couples) the IRS says you can avoid paying capital gains tax as long as you have lived in the house for two out of the past five years. And, actually everyone gets this same exclusion amount. But, for military homeowners, while the law is essentially the same as it is for civilian homeowners; it does come with one important exception.

In 2003, Congress passed the Military Family Tax Relief Act, which allows both military and foreign-service personnel to suspend the normal residency period for up to ten years as long as they are stationed at least fifty miles from their property. Basically, if you have been away due to military service for no more than ten years, and have used it as a primary residence for at least two years out of the past fifteen, than you will most likely qualify for exempt status as long as your capital gain is below the maximum amount! Again, this is great news for those in the armed services who were wondering does a military real estate sale avoid capital gains tax? It is also good news for military personnel who are interested in buying a home and might otherwise have been discouraged by the normal residency requirements.

Note, if you own an investment property (not your primary personal residence) that has the potential to net a gain greater than the maximum amount allowed for exemption, this rule does not apply. The normal deferral techniques, such as the 1031 exchange rules, are applicable.

Have you ever noticed that once you reach a certain point in learning a new complex idea that it suddenly becomes simpler? It might be a sudden "AH-HA!" moment, or gradually understanding more than you did previously. Either way, once you have acquired a basic understanding of the material, learning new additions becomes significantly easier. Conversely, when you first are exposed to the information, it looks like a wall of new concepts that you have to climb without a ladder.

When you present complex ideas and new concepts to your audience, they face the same challenge. They are in unfamiliar territory and cannot distinguish relationships or relevance of sections of the material. They do not know what they do not yet know, and how best to acquire that new information. Furthermore, they can only hold a limited number of portions of information in their minds at one time with which to build cognitive relationships between ideas. Seminal to these ideas, George Miller presented the psychological idea that humans can only retain five to seven separate concepts in their short-term memory at one time, while. John Sweller expanded upon this idea of with the concepts of cognitive load and schema of related information (Sweller, 1988) that suggested the arrangement of presented content had a significant impact on the learner's adoption of the material . Furthermore, Sweller proposed that goal-oriented problem-solving might not be the best way to initially learn new material, as the learner may focus more on the resolution of the problem than the principles that it represents.

As producers of on-line educational material, we should take these ideas to heart, because a major focus of our planning and design should be to devise the most effective means for delivering complex ideas in smaller, more accessible pieces. This is not as difficult to implement as it sounds, and has been well described in numerous texts on the subject.

To elaborate on some of Sweller's main points (Sweller, 1999), there are four specific recommendations concerning cognitive load and the design of instructional material:

When presenting problems as learning tools, structure them so that they stress the learning of the elements of the process, and not merely achieving an end-result. Let's say that you are attempting to educate the learner on how to perform a conversion of feet to meters. You should stress the calculations performed, and not the end result. In this way, you focus their attention on the actual objective, instead of a perceived objective.

Combine supporting elements together so that the learner does not need to divide their attention among several sources of information. If you are presenting an image of car engine in order to teach placement of the engine parts, label and describe the parts within the image, rather than creating a separate legend to which the learner must refer. If possible, isolate the relevant part of the image and supporting text, audio, animation or interaction to present only a few related elements. Break-down complex processes and concepts into smaller and more cognitively accessible pieces.

Eliminate needless thinking over interpreting the meaning of redundant elements. Have you ever sat through a presentation where the speaker simply reads the words projected on a screen? If you have, then you understand needless repetition. Repetition is an important part of learning, but redundant information elements serve more to distract than reinforce if they do not add additional information or allow for another interpretation. Increase working memory by stimulating more than one sense in a non-redundant manner. The truth is, for on-line or electronic learning content, we are still limited to sight and sound for presenting information and understanding, but we can use these forms of media in creative ways. For instance, video of performing a physical exercise can give visual and auditory information that a learner can interpret due to prior spatial and kinesthetic experience. Illustrations of working with a piece of electronic equipment can give essential relational information when the animated to focus on their maintenance or placement within a larger machine.

Adherence to these points can aid learners in developing a network or web or relationships between knowledge areas that Sweller refers to as a schema (Sweller, 1999). A schema or scheme is an internal representation of the world or an area of knowledge that acts as a blueprint for building new structures of understanding in learned material. A developed schema allows an expert in an area to discern what new information is useful and should be translated in knowledge, and what pieces of information are extraneous. This is a psychologically-based explanation of how the acquiring of knowledge in an area is an accelerating process, dependent upon prior experience and cognitive relationships already formed by the learner.

To break this down into tasks for you, the designer of the learning content:

1. Take complex data and break it into smaller learning tasks.
2. Use multiple media types, such as text and images together to build stronger connections between related data.
3. Integrate the media types closely to reduce the number of concepts a learner has to keep in her head at one time.
4. Design your content so that each section builds upon the previous section, in order to help the learner develop a schema more quickly.

Miller, G.A., The magic number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97 (1956).

Sweller, J., Cognitive load during problem solving: Effects on learning, Cognitive Science, 12, 257-285 (1988).

Sweller, J., Instructional Design in Technical Areas, (Camberwell, Victoria, Australia: Australian Council for Educational Research (1999).

The http://www.unseenaudience.com site is devoted to assisting developers of on-line educational material to produce better content through a deeper understanding of: instructional design, project management, information architecture, distance-learning design techniques, and electronic media creation methods and technologies.