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 bibliography.
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 bibliography (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 bibliography 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.
This study took 14 students with mild intellectual disabilities from a special education class in a Macao school as the research objects. Using the comparative method of experimental group and control group, it explored the influence of adaptive physical education fitness courses on the motor skills of special education students. The experimental group received a 12-week adaptive physical education fitness course, while the control group carried out traditional physical education teaching. The study adopted the motor skills assessment scale compiled by Liu Yijun to conduct pre-tests and post-tests on the two groups of students, and used SPSS software for statistical analysis.
The results showed that the adaptive physical education fitness course had significant effects on improving most physical fitness and motor ability indicators of special education students. The experimental group showed significant differences (p<0.05) in the pre-test and post-test scores of 11 indicators, including BMI, sit-and-reach, one-minute knee flexion sit-ups, two-minute step test, etc. The traditional course only showed significant effects in the standing long jump project, and the differences in other indicators between the pre-test and post-test did not reach the statistical significance level. In addition, the experimental group was significantly better than the control group in the total manipulative movements and throwing indicators (p<0.05).
The study indicates that adaptive physical education fitness courses can effectively improve the physical fitness and motor skills of special education students. Based on this, it is suggested to increase the class hours of healthy physical fitness, expand opportunities for diversified sports participation, integrate technological elements into innovative teaching methods, and incorporate interdisciplinary integration into daily teaching, providing new ideas and practical directions for physical education teaching in special education.
本研究以澳門某學校特殊教育班的 14 名輕度智能障礙學生為研究對象，採用實驗組與控制組對比的研究方法，探討適應體育體適能課程對特殊教育學生動作技能的影響。實驗組接受為期 12 週的適應體育體適能課程，控制組則進行傳統體育教學。研究採用劉怡君編制的動作技能評估量表，對兩組學生進行前測與後測，並運用 SPSS 軟體進行統計分析。 結果顯示：適應體育體適能課程在改善特殊教育學生的多數體適能和動作能力指標上具有顯著成效。實驗組在 BMI、坐姿體前屈、一分鐘屈膝仰臥起坐、兩分鐘登台階等 11 項指標上前後測分數差異顯著（p<0.05）。而傳統課程僅在立定跳遠項目上呈現顯著效果，其餘指標前後測差異均未達統計學顯著水準。此外，實驗組在操縱性動作總量與投擲指標上明顯優於對照組（p<0.05）。 研究表明，適應體育體適能課程能夠有效提升特殊教育學生的身體素質和動作技能。據此建議：增加健康體適能課時、拓展多元運動參與機會、創新教學方法融入科技元素以及跨學科融合滲透日常教學，為特殊教育體育教學提供了新的思路和實踐方向。