The search interface is made of three sections: Search, Explore, and Results. These are described in detail below.
You may start searching either from the Search section or from the Explore section.
Search
This section shows your current search criteria and allows you to submit keywords to search in the library.
Each new submission adds the entered keywords to the list of search criteria.
To start a new search instead of adding keywords to the current search, use the Reset search button, then enter your new keywords.
To replace an already submitted keyword, first remove it by unchecking its checkbox, then submit a new keyword.
You may control the extent of your search by selecting where to search. The options are:
Everywhere: Search your keywords in all bibliographic record fields and in the text content of the available documents.
In authors or contributors: Search your keywords in author or contributor names.
In titles: Search your keywords in titles.
In all fields: Search your keywords in all bibliographic record fields.
In documents: Search your keywords in the text content of the available documents.
You may use boolean operators with your keywords. For instance:
AND: Finds entries that contain all specified terms. This is the default relation between terms when no operator is specified, e.g., a b is the same as a AND b.
OR: Finds entries that contain any of the specified terms, e.g., a OR b.
NOT: Excludes entries that contain the specified terms, e.g., NOT a.
Boolean operators must be entered in UPPERCASE.
You may use logical groupings (with parentheses) to eliminate ambiguities when using multiple boolean operators, e.g., (a OR b) AND c.
You may require exact sequences of words (with double quotes), e.g., "a b c". The default difference between word positions is 1, meaning that an entry will match if it contains the words next to each other, but a different maximum distance may be specified (with the tilde character), e.g., "web search"~2 allows up to 1 word between web and search, meaning it could match web site search as well as web search.
You may specify that some words are more important than others (with the caret), e.g., faceted^2 search browsing^0.5 specifies that faceted is twice as important as search when computing the relevance score of the results, while browsing is half as important. Such term boosting may be applied to a logical grouping, e.g., (a b)^3 c.
Keyword search is case-insentitive, accents are folded, and punctuation is ignored.
Stemming is performed on terms from most text fields, e.g., title, abstract, notes. Words are thus reduced to their root form, saving you from having to specify all variants of a word when searching, e.g., terms such as search, searches, and searching all produce the same results. Stemming is not applied to text in name fields, e.g., authors/contributors, publisher, publication.
Explore
This section allows you to explore categories associated with the references.
Categories can be used to filter your search. Check a category to add it to your search criteria and narrow your search. Your search results will then only show entries that are associated with that category.
Uncheck a category to remove it from your search criteria and broaden your search results.
The numbers shown next to the categories indicate how many entries are associated with each category in the current set of results. Those numbers will vary based on your search criteria to always describe the current set of results. Likewise, categories and whole facets will disappear when the result set has no entry associated to them.
An arrow icon () appearing next to a category indicates that subcategories are available. You may press it to expand a list of more specific categories. You may press it again later to collapse the list. Expanding or collapsing subcategories will not change your current search; this allows you to quickly explore a hierarchy of categories if desired.
Results
This section shows the search results. When no search criteria has been given, it shows the full content of the library (up to 20 entries per page).
Each entry of the results list is a link to its full bibliographic record. From the bibliographic record view, you may continue exploring the search results by going to previous or following records in your search results, or you may return to the list of results.
Additional links, such as Read document or View on [website name], may appear under a result. These give you quick access to the resource. Those links will also be available in the full bibliographic record.
The Abstracts button lets you toggle the display of abstracts within the list of search results. Enabling abstracts, however, will have no effect on results for which no abstract is available.
Various options are provided to let you sort the search results. One of them is the Relevance option, which ranks the results from most relevant to least relevant. The score used for ranking takes into account word frequencies as well as the fields where they appear. For instance, if a search term occurs frequently in an entry or is one of very few terms used in that entry, that entry will probably rank higher than another where the search term occurs less frequently or where lots of other words also occur. Likewise, a search term will have more effect on the scores if it is rare in the whole library than if it is very common. Also, if a search term appears in, e.g., the title of an entry, it will have more effect on the score of that entry than if it appeared in a less important field such as the abstract.
The Relevance sort is only available after keywords have been submitted using the Search section.
Categories selected in the Explore section have no effect on the relevance score. Their only effect is to filter the list of results.
Teaching is probably the most de-professionalized of all professional level services in Africa. The contempt of ordinary school pupils for this profession is probably greater than that of Western students. The latter give lip service to their dislike for teaching but manage to take college courses that generally prepare them for teaching. Many more Western students, proportionately speaking, opt for teaching as a career than Africans, and purposely train to enter that field. Some report they...
Journal Article AFRICAN ATTEMPTS TO CONTROL EDUCATION IN EAST AND CENTRAL AFRICA, 1900–1939 Get access Terence Ranger Terence Ranger The University CollegeDar es Salaam Search for other works by this author on: Oxford Academic Google Scholar Past & Present, Volume 32, Issue 1, December 1965, Pages 57–85, https://doi.org/10.1093/past/32.1.57 Published: 01 December 1965
While it is possible to find common ground where the
linguist can meet the language teacher, the unmistakable contributions of the linguist to the field of language teaching seem to be twofold: he is able to provide, firstly, satisfactory attitudes to'language study, and, secondly, descriptive material of the language/s concerned upon which textbooks can be based. As a matter of personal choice the linguist may choose to go beyond the normal intra-lingual comparisons of descriptive...
Two experiments were carried out to investigate shuttle-box avoidance learning in the guinea-pig. In Experiment 1, shock intensity and intertriai interval (ITI) were varied according to a 2 by 2 factorial design. Neither factor was found to affect first-session avoidance performance. However, Ss initially trained with the long ITI showed a significant increase in avoidance performance when retested 48 hr. later, In Experiment 2, there were four groups of Ss who initially received either, 10,...
Public Administration and DevelopmentVolume 4, Issue 1 p. 27-37 Article Institutional Training in Africa (i) The Institutes R. E. Wraith, R. E. WraithSearch for more papers by this author R. E. Wraith, R. E. WraithSearch for more papers by this author First published: 01 January 1965 https://doi.org/10.1002/j.1099-162X.1965.tb00642.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text...