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------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/master07.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/slide0002.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Effective searching strategies and techniques
Troy University, S= harjah Campus Library
Effecti= ve searching
strategies and techniques
Getting= the most from electronic information resou= rces
This m= odule is perhaps one of the most areas of web experience.
As mor= e and more electronic resources become available (and the volume of information with= in them grows), effective searching becomes increasingly important.
Not on= ly do we need to be able to conduct effective and efficient searches of these resources ourselves, but we need to be able to pass these skills on to others.
Hopefu= lly, this module will provide some useful ideas and prompts in this area.

Cre= dits: some of the content for this module is based on online materials from the University of Bristol Information Services – the content is used wi= th permission.
•http://www.bris.ac.uk/index/f
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Troy University, S= harjah Campus Library
Effective searching can allow us to
lFind the materials we want amongst the hu= ge number of online resources available =
–Google claims it searches >8 billion web pages <= /div>
–More than 20,000 full text journals are online
–Newspapers, databases, books, company web pages, dictionaries, encyclopaedias, individual = home pages, etc, are also online
lMake efficient use of limited access to P= Cs and bandwidth
lSave time and money
Electr= onic resources can mean huge volumes of data:
In Jan= uary 2003 Google claimed to have a database containing 3,083,324,652 web pages—and it is widely accepted that Google only gets about half of= the available content! But according to recent claims of google it contains m= ore than 8 Billion web pages.
There = are also more than 20,000 full text journals available online—which means there a= re a very large number of high quality academic papers out there.
Add to= this newspaper archives and similar online databases and we are dealing with a= lot of information!
Its no= t unusual to get 1,000s or 10,000s of hits when doing searches of various electronic resources and it can be difficult to sift and sort this information. Befo= re you know it we are faced with an information overload situation.
It som= e ways it’s a “nice” problem to be faced with—maybe it’s better too much information than too little — but we all only have a limited amount of time with which to find the best and most appropriate information.
Obviou= sly quality and evaluation issues are important (and these will be considered later in the workshop), but narrowing down the number of ‘hits’ should= be a high priority.
Additi= onally, with time online and access to computers at a premium, effective searching can= be seen to be very important.
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Troy University, S= harjah Campus Library
REMEMBER<= /div>
lYou (and your end users) m= ay already have searching skills = that are useful in both the print a= nd electronic worlds lThese can be enhanced by understanding how electronic searching works
Anybod= y who is familiar with looking for material in the print world will have a range of skills that are also appropriate in the electronic world.
Facili= tator: you could ask the participants to think about what searching skills they alre= ady have.

…BUT it is im= portant to understand that searching in the electronic world relies on machines, and they do not have the same capacity as we do to interpret information. Therefore it is important to understand how these tools work and how to u= se them effectively so that we get the best results from the time we spend searching.

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Troy University, S= harjah Campus Library
Planning a search strategy
lDefine your information need
lDecide which sources to use&= #13;
lFind out how they function&#= 13;
lRun your search <= /span>
lReview and refine you search=
–
–= This process can be started away from the computer
Thi= nk of this as a checklist that should be in every library user’s head.=

The pr= ocess of planning a search strategy clarifies your thinking about your topic and h= elps you ensure that you are looking for information appropriate to your task.=
The fo= llowing recommended process can be applied to any searching situation, electronic= or otherwise, and should be encouraged amongst all users of information resources (especially electronic resources as these are often searched directly by users without the aid of a librarian).
Search= ing training for all new library users would be a great ultimate objective (if not currently provided)—it might save time and resources in the long run and should raise the qualit= y of any searching/research done by users.
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Troy University, S= harjah Campus Library
Define your infor= mation need
lWhat sort of information are you looking for? =
–Specific information, e.g. a fact or date
lReference source, e.g. data book, encyclopaedia, dictionary, the Web or even a textbook are usually best.
–General information, e.g. research areas
lMay require more thought, including how much information is needed and at what depth <= /span>
lWho is going to use the information?
–Researcher? Academic? First year student?
lThis might effect which sort of information you re= quire
Specif= ic information
Are yo= u looking for specific information (such as the date that the Antarctic Ozone hole was discovered) or for more general information (maybe an overview, or a literature survey, of a particular subject)?
Specif= ic information can normally be answered quickly by using a reference source (e.g. data b= ook, encyclopaedia, dictionary, the World Wide Web) or even a textbook.=
Genera= l/research type information may require more thought, including how much information= is needed and at what depth. These considerations will affect the next steps= in the searching process.

You ma= y also need to consider who is going to use the information. Information needs and requirements may vary from user to user and so there may be different met= hods of searching and searching strategies that are appropriate.
Think = about the different kinds of information needs and therefore searching requirements that each of the user groups listed may require:
•Librarians
•Researchers
•Academics
•Students
•Etc.
And di= scuss them with the participants.

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Troy University, S= harjah Campus Library
Define the Better Source
lQuantitative Information?
–Use Meta Search Engines or Search Engines for General Information
–Specific information, e.g. a fact or date
lReference source, e.g. data book,.
–General information, e.g. research areas
lMay require more thought, including how much infor= mation is neede= d and at what depth
lQualitative Information?
–Use Virtual Libraries, Subject Directories
lencyclopaedia, dictionary, the Web or even a textb= ook are usual= ly best
lThis might effect which sort of information you re= quire.
Specif= ic information
Are yo= u looking for specific information (such as the date that the Antarctic Ozone hole was discovered) or for more general information (maybe an overview, or a literature survey, of a particular subject)?
Specif= ic information can normally be answered quickly by using a reference source (e.g. data b= ook, encyclopaedia, dictionary, the World Wide Web) or even a textbook.=
Genera= l/research type information may require more thought, including how much information= is needed and at what depth. These considerations will affect the next steps= in the searching process.

You ma= y also need to consider who is going to use the information. Information needs and requirements may vary from user to user and so there may be different met= hods of searching and searching strategies that are appropriate.
Think = about the different kinds of information needs and therefore searching requirements that each of the user groups listed may require:
•Librarians
•Researchers
•Academics
•Students
•Etc.
And di= scuss them with the participants.

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Troy University, S= harjah Campus Library
Consider Domain name Extensions
lWhat is it?
–Every web page over internet has an extension followed by domain <= span style=3D'position:absolute;top:44.25%;left:16.66%;width:75.09%;height:4.0%= '>name it defines the content of the si= te.
–These are com, net, edu, ac, org, info etc.
lSometimes these are further divided by country lik= e pk, au, uk etc.&= #13;
lConsider Quality
–Normally com is used for commercial sites having commercial content (Search engines) <= /span>
–Normally Extensions like edu, ac and org have authentic content (Virtual Libraries)
– (there is no formal definition of quality it is according to user’s need itself)
–
Specif= ic information
Are yo= u looking for specific information (such as the date that the Antarctic Ozone hole was discovered) or for more general information (maybe an overview, or a literature survey, of a particular subject)?
Specif= ic information can normally be answered quickly by using a reference source (e.g. data b= ook, encyclopaedia, dictionary, the World Wide Web) or even a textbook.=
Genera= l/research type information may require more thought, including how much information= is needed and at what depth. These considerations will affect the next steps= in the searching process.

You ma= y also need to consider who is going to use the information. Information needs and requirements may vary from user to user and so there may be different met= hods of searching and searching strategies that are appropriate.
Think = about the different kinds of information needs and therefore searching requirements that each of the user groups listed may require:
•Librarians
•Researchers
•Academics
•Students
•Etc.
And di= scuss them with the participants.

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Troy University, S= harjah Campus Library
Remember
–Never use phrases if you are looking for some topic or subject –Use complete phrase= s only when you are looking for the exact phrase
<= span class=3DB1B style=3D'position:absolute;left:-4.01%;top:.3em'>–Break your concept in key concepts or terms
= –Before starting searching think (WWH) what, where and How
<= span class=3DB1B style=3D'position:absolute;left:-4.23%;top:.3em'>–It will save your time and bandwidth
Specif= ic information
Are yo= u looking for specific information (such as the date that the Antarctic Ozone hole was discovered) or for more general information (maybe an overview, or a literature survey, of a particular subject)?
Specif= ic information can normally be answered quickly by using a reference source (e.g. data b= ook, encyclopaedia, dictionary, the World Wide Web) or even a textbook.=
Genera= l/research type information may require more thought, including how much information= is needed and at what depth. These considerations will affect the next steps= in the searching process.

You ma= y also need to consider who is going to use the information. Information needs and requirements may vary from user to user and so there may be different met= hods of searching and searching strategies that are appropriate.
Think = about the different kinds of information needs and therefore searching requirements that each of the user groups listed may require:
•Librarians
•Researchers
•Academics
•Students
•Etc.
And di= scuss them with the participants.

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Troy University, S= harjah Campus Library
Define your information need cont…
lCareful choice of search ter= m(s) is vital
–What key words do you think will appear on the site/article you want?
–What key concepts is it a part of or related to?
–Are there any synonyms for these keywords or concepts?
–Are there any alternative spellings for your keywords/concepts
–Are plurals or capitalisation involved? =
Search= terms are often subject keywords, but can also be names, molecular formulae or significant numbers, depending on what you are searching for and the sour= ce you are using.
Think = about your subject, and what keywords and concepts it is part of or related to. It m= ay be an idea to have a piece of paper and write down all aspects of the sub= ject you can think of and then decide which are relevant to your search.
If you= are new to a subject it may be worth finding a brief outline from an encyclopaedia, dictionary, textbook or a knowledgeable colleague.

Are th= ere any synonyms (words with similar meaning) for any of the words (see next slide for examples)?

Are th= ere any alternative spellings? E.g. neighbourhood or neighborhood, cooperative or co-operative, analyse or analyze, or different spellings for place names<= /font>

Finall= y, do you need to consider plurals/capitalisation of your keywords? E.g. search for mouse and mice? Search for ‘New Scientist’ (which may lead you to t= he journal)  rather than ‘= ;new scientist’ (which may lead you to articles about people who have ju= st become scientists!)
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Troy University, S= harjah Campus Library
= Experimental
Search= &= #13;
Search= terms are often subject keywords, but can also be names, molecular formulae or significant numbers, depending on what you are searching for and the sour= ce you are using.
Think = about your subject, and what keywords and concepts it is part of or related to. It m= ay be an idea to have a piece of paper and write down all aspects of the sub= ject you can think of and then decide which are relevant to your search.
If you= are new to a subject it may be worth finding a brief outline from an encyclopaedia, dictionary, textbook or a knowledgeable colleague.

Are th= ere any synonyms (words with similar meaning) for any of the words (see next slide for examples)?

Are th= ere any alternative spellings? E.g. neighbourhood or neighborhood, cooperative or co-operative, analyse or analyze, or different spellings for place names<= /font>

Finall= y, do you need to consider plurals/capitalisation of your keywords? E.g. search for mouse and mice? Search for ‘New Scientist’ (which may lead you to t= he journal)  rather than ‘= ;new scientist’ (which may lead you to articles about people who have ju= st become scientists!)
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Troy University, S= harjah Campus Library
I want to find information about the health implications of water pollution
lKeywords:’water’ ‘pollution’ ‘health’
lConcepts:‘environmental degradation’ or ‘agricultural management’ or ‘health’
lSynonyms:
–rivers, lakes, sea, coastal,’domestic water’, etc
–‘oil spills’, chemical, biological, etc
lAlternative spellings: none
lPlurals: river(s), lake(s), disease(s)
lCapitals: maybe the name of a specific lake, disease, region
This p= lanning stage of the search can be done away from the computer, using pen and paper.

For ex= ample if I put in the search ‘water pollution’ I would get a huge number of results including topics in the fields of ecology, health, chemistry, shipping, agriculture, and more.

By inc= luding the appropriate concept (e.g. if I was interested in the health implications = of contaminated water and used the keyword ‘health’) I could nar= row down my search to match my information needs and get a more focused group= of results.

Includ= ing synonyms (words with similar meaning) or related terms, alternative spelling, plur= als and capital letters will also help ensure that I search for all documents that may be related to my query. For example, if I searched for ‘health’ ‘water’ and ‘pollution’ I may miss articles which talk about ‘illness caused by contamination of drinking supplies’.

Some d= atabases, abstracts and indexes have a thesaurus which can help identify synonyms, = etc.

As wel= l as considering the search terms we use we should also be aware that the way = that we input and combine terms will affect our search results, and depend on = the source that we are using.
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Troy University, S= harjah Campus Library
= Decide which sources to use
lWhat sources are appropriate for your information need?
–Individuals’ and organisations’ home pages
–Newspapers and magazines
–Subject gateways, databases, catalogues
–Journals—titles, abstracts or full text = ;
–Reference resources, e.g., encyclopaedias, dictionaries
–Books
–Grey literature, e.g. government publications =
–Print or electronic
Cho= ose which sources to use and search them out
Thinki= ng about the subject and, bearing in mind your information needs, you can select the b= est information sources to use. It is often best to search for recent information first as good sources will lead you to earlier ones, thro= ugh the lists of references at the end of chapter of books or end of journal articles.
If you= need specific information try:
•Reference sources including data books, dictionaries, encyclopaedias, handbooks, compilations of spectra, directories, or the Internet. Relevant text books often include specific data also.
If you= need an introduction to a subject try:
•Reference works including encyclopaedias, dictionaries and handbooks; textbooks, monographs, readers, theses or dissertations; broad subject journals (most have yearly subject indexes), a review article.
It is = really these last two tasks that are most suited for using electronic resources althou= gh searching catalogues, etc, can be useful to alert you to the existence of= a particular book, etc, even if it doesn’t allow you to see the full text.
If you= need a comprehensive literature search on a subject use:
•Databases, abstracts, indexes, and citation indexes, bibliogr= aphies , or reviews should enable you to compile a list of references to relevant books, journal articles, conference papers, reports, theses and patents which you can then go and locate. The Internet can also be useful= , by using subject gateways or search engines, though be wary, as the quality = and accuracy of information on the Web can be very variable!
If you= need to keep up with new developments use:
•Databases , recent issues of abstracts and indexes and current awareness publications will alert you to new references on yo= ur subject that you can then go and locate. Additionally, if your subject is well covered by a few key journals then you could look at these as they a= re published. The Internet can also be useful, by using search engines, bookmarking useful sites and re-visiting, and by joining relevant newsgro= ups (though be wary, as again the quality and accuracy of information on the = Web can be very variable!)
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Troy University, S= harjah Campus Library
= Electronic search tools
lHelp you sift through the huge range of inform= ation available lUse keywords to browse or perform simple or advanced searches
<= span class=3DBB style=3D'position:absolute;left:-4.77%;top:.3em'>lAll function slightly differently
Having= worked out the most appropriate search terms and sources for your information need, = it is now time to input the search. This can be done through a variety of se= arch tools, all of which function slightly differently. We will go on to look = at the different ways in which search tools interpret your query.
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Troy University, S= harjah Campus Library
How they functio= n
lElectronic search tools may inte= rpret your search terms using
–Boolean operators
–Phrase and proximity searching
–Truncation or wildcard functions
–Case sensitivity
–Fields
–Stop words
–Relevance sorting
It is = possible to do both simple and advanced searches and they are appropriate in different circumstances. Quick, simple searches may be good for an overview but they can produce thousands of results and are not suitable in many electronic environments. So we will now consider the more advanced search features.<= /font>
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Troy University, S= harjah Campus Library
Boolean searchin= g
lUses commands (operators) such as AND, OR, = NOT
lDifferent search tools may use different symbols&#= 13;
– AND + <= /div>
– NOT –
lDifferent search tools may use OR or AND as a default setting
lSometimes Boolean operators must be entered in capital letters (e.g. Synergy)
l
Boolea= n operators can provide a powerful way of entering your search as they allow you to specify how the search terms are combined. To do this you need to use Boo= lean logic or logical operators, AND, OR, and NOT or their equivalents on the system you are using. It is important to find out how the particular resources you are using uses these commands: some use symbols such as AND= + - * etc. There is almost always a ‘help’ section which will exp= lain how that particular resources works.

Althou= gh different symbols may be used to represent the Boolean commands or operators—= what the operators do is the same.
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Troy University, S= harjah Campus Library
education
literacy
Query: I would like information about education or = literacy
Que= ry:    I would like information about education or literacy.
In thi= s search, we will retrieve records in which AT LEAST ONE of the search terms is presen= t. We are searching on the terms education and also literacy s= ince documents containing either of these words might be relevant.
This i= s illustrated by:
othe shaded circle with the word education representing all the records that contain the word “education"=
othe shaded circle with the word literacy representing all the records that contain the word “literacy"<= /font>
othe shaded overlap area representing all the record= s that contain both “education" and “literacy"
OR log= ic is most commonly used to search for synonymous terms or concepts.

Some s= earch tools use the words ‘include at least one of these words’ to indica= te an ‘OR’ search.


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Troy University, S= harjah Campus Library
education
literacy
Query: I'm interest= ed in the relationship between education and literacy <= /span>
Que= ry:    I'm interested in the relationship between education and literacy.
In thi= s search, we retrieve records in which BOTH of the search terms are present
This i= s illustrated by the shaded area overlapping the two circles representing all the recor= ds that contain both the word “education" and the word “literacy"
Notice= how we do not retrieve any records with only “education" or only “literacy"

The more terms or concepts we combine in a search with AND logic, the fewer records we will retrieve.

Search= tools may use ‘include all of the words’ or + or a number of other symbols = to carry out an ‘AND’ search.

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Troy University, S= harjah Campus Library
education
secondary
Query: I want to see information about education, but I want to avoid s= eeing = anything about seco= ndary&#= 13;
Que= ry:    I want to see information about education, but not secondary education
In thi= s search, we retrieve records in which ONLY ONE of the terms is present
This i= s illustrated by the shaded area with the word ‘education’ represent= ing all the records containing the word ‘education’
No rec= ords are retrieved in which the word “secondary" appears, even if the w= ord “education" appears there too

NOT lo= gic excludes records from your search results. Be careful when you use NOT: the term y= ou do want may be present in an important way in documents that also contain= the word you wish to avoid. For example, the an excluded article might say ‘In this paper I will be discussing the impact of funding cuts on education, and will consider the tertiary rather than secondary sector…’

Search= tools may use—or ‘exclude these words’ to carry out a ‘NOT search
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R0lGODlhyAFNAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAAAADF AUwAgAAAAP///wLtjI+py+0Po5y02ouz3rz7D4biSJbmiabqyrbuC8fyTNf2jef6zvf+DwwKh8Si 8YhMKpfMpvMJjUqn1Kr1is1qt9yu9wsOi8fksvmMTqvX7Lb7DY/L5/S6/Y7P6/f8vv8PGCg4SFho eIiYqLjI2Oj4CBkpOUlZaXmJmam5ydnp+QkaKjpKWmp6ipqqusra6voKGys7S1tre4ubq7vL2+v7 CxwsPExcbHyMnKy8zNzs/AwdLT1NXW19jZ2tvc3d7f0NHi4+Tl5ufo6err7O3u7+Dh8vP09fb3+P n6+/z9/v/w8woMCBBAsaPIgwYbwCADs= ------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/slide0020.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Effective searching strategies and techniques
Troy University, S= harjah Campus Library
Phrase and proximity searching
lUsing quotation marks allows you to search for an= exact phrase, e.g. “information literacy” lUsing NEAR allows you to specify how close to each other the terms you are searching for <= span style=3D'position:absolute;top:62.74%;left:12.17%;width:79.4%;height:6.0%'= >should be
Some s= earch tools allow you to use phrase searching, i.e. if you enter the phrase in  quotation marks it will look for= pages with that exact phrase in it. For example searching for “information literacy” may give you very different results than looking for information AND/OR literacy.

The NE= AR command is used in order to specify how close terms should appear to each other. You= use the command like this:
inf= ormation NEAR literacy
Please= consider whether you really need to control proximity within your searches. Most search engines will try to find the terms you indicate next to each other= , or within close proximity to each other, by default.
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Troy University, S= harjah Campus Library
Truncation or wildcard searches
lTruncation:  place a symbol at the end of the = word so you search for variant ending= s of that word=
–e.g. litera$ would look for literature, literacy, literal
lWildcards: place a symbol within a word to find variations on it
–e.g.  analy*e would find analyse or analyze
lDifferent symbols - including $ * # ! : - are used by different search tools 
These = terms are often used interchangeably, but generally truncation refers to using a sy= mbol at the beginning or end of a word to search for a portion of the word—this means you find any variations your search term might have= .
For ex= ample looking for librar* would find libraries, librarians, library, librarianship, etc=
Some s= earch tools also allow you to use truncation at the beginning of a word, e.g, *phobia would find agrophobia, arachnophobia, xenophobia, etc.

Wildca= rds, or ‘internal truncation’ allows you to search variations on spellings with the symbol representing one or more characters within a wo= rd. For example col*r would find colour, color, colder, collar, collector, et= c

Stemmi= ng is related to truncation and refers to the ability of a search tool to look for variations of a word such as its plurals, singular forms, tenses, etc.  So a search for water would find water, watering, watered, waters, etc.

Many s= ymbols including * $ : ! and  # are used  and search tools vary = in how the symbols are used, for example some search tools require you to place = at least four letters before or after the truncation symbol.
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Troy University, S= harjah Campus Library
Other variations in search tools
lCase sensitivity: use of upper or lower case in search terms
lFields: searches in fields such as the title, URL = or links
lStop words: searches may ignore common words such as ‘and’, ‘if&= #8217;, ‘an’, ‘the’
lRelevance sorting: relevance is measured in different ways in different search to= ols
lBrackets may be used to order the search, e.g. (literacy AND education) NOT secondar= y
Some s= earch tools are sensitive to which case you use in your search terms, with for example ‘The Times’ returning different results to ‘the times’.

They m= ay also allow you to require your search term to appear in a particular field of the pa= ge, e.g., in the title or URL of the page.

Many s= earch tools ignore very common words during searches, but may allow their inclusion i= f, for example, they are prefaced with a + e.g. ‘+The Times’

Differ= ent search engines will also rank or sort your results differently, maybe by how near the top of the page the terms you are searching for appear, or by who has paid them money to place their page first when someone searches for particular terms. Again, most search tools have a FAQs or help section wh= ich will explain the details of how it operates.

Some m= ay also
•use brackets to allow you to order your search e.g. ‘educa= tion AND (“information literacy” OR “IT literacy”)
• allow you to specify limits, such as the time limit  ‘within the last 6 months&= #8217; or language limits of ‘only documents in English (or French or Russian).
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Troy University, S= harjah Campus Library
Citation searchi= ng
lAlso known as ‘cited reference searching’, <= /span>
lFinds all material that cites a particular work
lMany electronic resources provid= e easy to use citation searching or inc= lude facilities that offer this
lUseful when cited work is of a h= igh quality, by leaders in a field
l
Cit= ation searching, which is also known as cited reference searching, is useful if= you already have a useful reference to a book or journal article on the subje= ct you are researching. It allows you to search forward in the published literature, starting from your known reference, to locate new articles wh= ich cite your known reference in their bibliographies (the lists of references usually found at the end of chapters, or journal articles).
Citati= on searching is not available on all databases or electronic resources, but when it is available it is can be a powerful tool to use.
•citation searching is a useful alternative to other methods of s= ubject searching, and can sometimes give better results. It is probably best to = try various approaches
•citation searching usually works best if your known reference is= of high quality by leaders in the field, and limited to the subject you are researching
•citation searching is not the same as searching for articles by = an author
•to make a citation search on a databases that supports this kind= of feature, it is usually best to use the first named author of the reference you have, and its date of publication
•the number of references you find in a citation search is not necessarily a measure of the quality of the cited reference — a notoriously bad paper can be cited often!
Citati= on searching is available on the following resources:
•Web of Science, Some IDEAL journals, and many others are develop= ing this feature.
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Troy University, S= harjah Campus Library
Run the search
lTake the terms/keywords you have decided on
<= span class=3DBB style=3D'position:absolute;left:-4.4%;top:.3em'>lFind the sources you are going to search l<= /span>Read the ‘Help’ page to find out how that = particular source uses Boolean commands, wildcards, etc
<= span class=3DBB style=3D'position:absolute;left:-5.07%;top:.3em'>lRun the search
As you= can see from the previous slides there can be a lot of variables in the way a search t= ool will run your search. So, it is very important  that having decided on your sear= ch terms and which resources you are going to query, you find out how the resources you are using works. Look up the help/FAQs section and to help ensure that you find as nearly as possible the information you are looking for without having to sift through thousands of irrelevant documents or missing  out any vital ones.=
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Troy University, S= harjah Campus Library
Review and revise your search
lHopefully you have found what are looking for, or at least places to st= art from, but
–Be prepared to review and revise your search scope and strategy
–Try new sources of information (familiarity is = sometimes too easy)
–Start again near the beginning of this process if you need to
Rev= iew and revise your search
You ma= y find that you need to revise your search strategy in the light of the results you f= ind, perhaps by using other sources of information, by searching using other search terms (or combining them in other ways in the search) or by using another type of search, such as citation searching.
The pr= oblem with the initial search may be that you are finding too many, or too few, or not enough relevant references. Another problem could be with the references = you find; they may not be available in the University Library here, they may = be to items that are in a language that you cannot understand, or they may b= e at a too advanced (or basic!) level for your needs.


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Troy University, S= harjah Campus Library
Collect the information
lEvaluate the information to ensu= re it is relevant, accurate, of high e= nough quality, etc
lCollect it either via printing, = pen and paper, floppy disk, email, sa= ved searches
lEnsure you keep a complete record of the <= /span>source of the information for citing later
Col= lect the information
Once y= ou have chosen your sources and located them, search them to see if they include referen= ces or information relevant to your information need and subject. Points to remember:
•The way you search a source will depend on what it is, and what = you are searching for. Printed sources usually have a subject index, and sometimes an author and other indexes. Databases usually provide more typ= es of search, and greater flexibility in searching for particular search ter= ms or combinations of terms. Special types of search you may encounter inclu= de citation searching and combining search terms using AND, OR and NOT (Bool= ean searching).
•Make a careful note of relevant references, or information, you = find, perhaps photocopying or printing the relevant section (make sure that you= are complying with Copyright Law) and be sure to note the source of any information you use as you will probably need to supply a list of the relevant references that you used.
•If the source gives you further references to follow up make sur= e you copy them correctly, as a small mistake can make the item difficult to tr= ack down. Use the appropriate resource (this could be one of the electronic resources, the library catalogue, etc) and look up the references to find= if the items are available locally or as full text electronic copies. You may wish to consider using a Inter-Library Loan service or document delivery service for material not available locally.
•Remember that the quality and accuracy of information is importa= nt, and often the more up to date the better. Permanence can also be a factor, for example will an Internet site still be there when someone follows up = your references?
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Troy University, S= harjah Campus Library
Use the informat= ion
lAs a researcher
–Promote resources and facilities to your colleague= s
–Encourage the adoption of successful strategies and techniques with others
lAs a librarian/information intermediary
–Promote high quality resources to your users <= /span>
–Encourage users to adopt techniques a= nd strategies that = you have found successful
–Pass on your expert knowledge
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Troy University, S= harjah Campus Library
Summary
l= Developing and encouraging people to = use effective searching strategies is essential lThe use of a search strategy checklis= t should be enco= uraged
<= span style=3D'font-size:86%'>lUnders= tand and use advanced searching
<= span style=3D'font-size:86%'>lBoolean searches are powerful and under used
lLearn = the search routines for all packages and electronic information sources
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‹#› =
This module is perhaps one of the most areas of web experience.
As more and more electronic resources become available = (and the volume of information within them grows), effective searching becomes increasingly important. Not only do we need to be able to conduct effective and efficient searches of these resources ourselves, but we need to be able to pass these skills on to others. Hopefully, this module = will provide some useful ideas and prompts in this area.
Credits: some of the c= ontent for this module is based on online materials fro= m the University of Bristol Information Services – the content is used with permission.
•http://www.bris.ac.uk/index/f
Electronic resources can mean huge volumes of data= :
In January 2003 Google claimed to have a database conta= ining 3,083,324,652 web pages—and it is widely accepted that = Google only gets about half of the available content! B= ut according to recent claims of google it contains= more than 8 Billion web pages. There are also mor= e than 20,000 full text journals available online—which means there are a very large number of high quality academic papers out there. Add to this n= ewspaper archives and similar online databases and we are dealing with a lot of information! Its not u= nusual to get 1,000s or 10,000s of hits when doing searches of various electronic resources and it can be difficult to sift = and sort this information. Before you know it we are= faced with an information overload situation. It some ways it’s a “nice” problem to be fa= ced with—maybe it’s better too much information than too little — but we all only have a limited = amount of time with which to find the best and most appropria= te information. Obviously quality = and evaluation issues are important (and these will be considered later in the workshop), but narrowing down the number of ‘hits’ should be a high priority. Additionally, with time online and access to computers at a premium, effective searching can be seen to be v= ery important.
Anybody who is = familiar with looking for material in the print world will have a range of skills that are also appropriate in the electronic world. <= /span>Facilitator: you could ask the participants to think about wh= at searching skills they already have.
…BUT it is important to understand that searching= in the electronic world relies on machines, and the= y do not have the same capacity as we do to interpret information. Therefore it is important to understand how these tools work and how to use them effectively so that we get the best results from the time we spend searching.
Thi= nk of this as a checklist that should be in every library user’s head.
The process of planning a search strategy clarifies your thinking about your topic and helps you ensure t= hat you are looking for information appropriate to y= our task. The following recommended process can be applied to any searching situation, electronic or otherwise, and should be encouraged amongst all us= ers of information resources (especially electronic resources as these are often searched directly by users without the = aid of a librarian). Search= ing training for all new library users would be a great ultimate objective (if not currently provided)—it might save time and resou= rces in the long run and should raise the quality of any searching/research done by users.
Specific information
Are you looking for specific information (such as the d= ate that the Antarctic Ozone hole was discovered) or= for more general information (maybe an overview, or a literature survey, of a particular subject)? Specific information can normally be answered quickly by using a reference source (e.g. data book, encyclopaedia, dictionary, = the World Wide Web) or even a textbook. <= span lang=3DEN-GB>General/research type information may require more thought, including how much information is needed and at = what depth. These considerations will affect the next= steps in the searching process.
You may also need to consider who is going to use the information. Information needs and requirements = may vary from user to user and so there may be diffe= rent methods of searching and searching strategies th= at are appropriate. Think about the different kinds= of information needs and therefore searching requir= ements that each of the user groups listed may require:
•Librarians
•Researchers
•Academics
•Students
•Etc.
And discuss them with the participants.
Specific information
Are you looking for specific information (such as the d= ate that the Antarctic Ozone hole was discovered) or= for more general information (maybe an overview, or a literature survey, of a particular subject)? Specific information can normally be answered quickly by using a reference source (e.g. data book, encyclopaedia, dictionary, = the World Wide Web) or even a textbook. <= span lang=3DEN-GB>General/research type information may require more thought, including how much information is needed and at = what depth. These considerations will affect the next= steps in the searching process.
You may also need to consider who is going to use the information. Information needs and requirements = may vary from user to user and so there may be diffe= rent methods of searching and searching strategies th= at are appropriate. Think about the different kinds= of information needs and therefore searching requir= ements that each of the user groups listed may require:
•Librarians
•Researchers
•Academics
•Students
•Etc.
And discuss them with the participants.
Specific information
Are you looking for specific information (such as the d= ate that the Antarctic Ozone hole was discovered) or= for more general information (maybe an overview, or a literature survey, of a particular subject)? Specific information can normally be answered quickly by using a reference source (e.g. data book, encyclopaedia, dictionary, = the World Wide Web) or even a textbook. <= span lang=3DEN-GB>General/research type information may require more thought, including how much information is needed and at = what depth. These considerations will affect the next= steps in the searching process.
You may also need to consider who is going to use the information. Information needs and requirements = may vary from user to user and so there may be diffe= rent methods of searching and searching strategies th= at are appropriate. Think about the different kinds= of information needs and therefore searching requir= ements that each of the user groups listed may require:
•Librarians
•Researchers
•Academics
•Students
•Etc.
And discuss them with the participants.
Specific information
Are you looking for specific information (such as the d= ate that the Antarctic Ozone hole was discovered) or= for more general information (maybe an overview, or a literature survey, of a particular subject)? Specific information can normally be answered quickly by using a reference source (e.g. data book, encyclopaedia, dictionary, = the World Wide Web) or even a textbook. <= span lang=3DEN-GB>General/research type information may require more thought, including how much information is needed and at = what depth. These considerations will affect the next= steps in the searching process.
You may also need to consider who is going to use the information. Information needs and requirements = may vary from user to user and so there may be diffe= rent methods of searching and searching strategies th= at are appropriate. Think about the different kinds= of information needs and therefore searching requir= ements that each of the user groups listed may require:
•Librarians
•Researchers
•Academics
•Students
•Etc.
And discuss them with the participants.
Search terms a= re often subject keywords, but can also be names, molecul= ar formulae or significant numbers, depending on what you are searching for and the source you are using. Think about your subject, and what keywords and concepts it i= s part of or related to. It may be an idea to have a pi= ece of paper and write down all aspects of the subject = you can think of and then decide which are relevant = to your search. If you are new to a subject it= may be worth finding a brief outline from an encyclopaedia, dictionary, textbook or a knowledgeable colleague.
Are there any synonyms (words with similar meaning) for= any of the words (see next slide for examples)? = ;
Are there any alternative spellings? E.g. neighbourhood or neighborhood, cooperative or co-operative, analyse or analyze, or different spellings for place names
Finally, do you need to consider plurals/capitalisation= of your keywords? E.g. search for mouse and mice? S= earch for ‘New Scientist’ (which may lead = you to the journal)  rather than ‘new scientist’ (which may lead you = to articles about people who have just become scientists!)
Search terms a= re often subject keywords, but can also be names, molecul= ar formulae or significant numbers, depending on what you are searching for and the source you are using. Think about your subject, and what keywords and concepts it i= s part of or related to. It may be an idea to have a pi= ece of paper and write down all aspects of the subject = you can think of and then decide which are relevant = to your search. If you are new to a subject it= may be worth finding a brief outline from an encyclopaedia, dictionary, textbook or a knowledgeable colleague.
Are there any synonyms (words with similar meaning) for= any of the words (see next slide for examples)? = ;
Are there any alternative spellings? E.g. neighbourhood or neighborhood, cooperative or co-operative, analyse or analyze, or different spellings for place names
Finally, do you need to consider plurals/capitalisation= of your keywords? E.g. search for mouse and mice? S= earch for ‘New Scientist’ (which may lead = you to the journal)  rather than ‘new scientist’ (which may lead you = to articles about people who have just become scientists!)
This planning = stage of the search can be done away from the computer, u= sing pen and paper.
For example if I put in the search ‘water pollution’ I would get a huge number of re= sults including topics in the fields of ecology, health, chemistry, shipping, agriculture, and more.
By including the appropriate concept (e.g. if I was interested in the health implications of contami= nated water and used the keyword ‘health’)= I could narrow down my search to match my information needs and get a more focused group of results.
Including synonyms (words with similar meaning) or rela= ted terms, alternative spelling, plurals and capital letters will also help ensure that I search for = all documents that may be re= lated to my query. For example, if I searched for ‘health’ ‘water’ and ‘pollution’ I may miss articles which talk about ‘illness ca= used by contamination of drinking supplies’.
Some databases, abstracts and indexes have a thesaurus = which can help identify synonyms, etc.
As well as considering the search terms we use we shoul= d also be aware that the way that we input and combine = terms will affect our search results, and depend on the source that we are using.
Choose which sources to= use and search them out
Thinking about the subject and,= bearing in mind your information needs, you can select the best information sources to use. It is often b= est to search for recent inf= ormation first as good sources will lead you to earlier ones, through the list= s of references at the end of= chapter of books or end of journal articles.
If you need specific information try:
•Reference sources including data books, dictionaries, encyclopaedias, handbooks, compilations of spectra, directories,= or the Internet. Relevant text books often include specific data also.
If you need an introduction to a subject try:
•Reference works including encyclopaedias, dictionaries and handbooks; textbooks, monographs, readers, theses or disser= tations; broad subject journals (most have yearly subject indexes), a review article. It is really these last two tasks that are most su= ited for using electronic resources although searching catalogues, etc, can be useful to alert you to the existence of = a particular book, etc, even if it doesn’t allow you to see the full text.
If you need a comprehensive literature search on= a subject use:
•Databases, abstracts, indexes, and citation indexes, bibliographie= s , or reviews <= /span>should enable you to compile a list of references to relevant books, journal articles, conference papers, reports, theses and patents whi= ch you can then go and locate. The Internet can also be useful, by using subject gateways or search engines, though be= wary, as the quality and accuracy of information on the Web can be very variable!
If you need to keep up wit= h new developments use:
•Databases , = recent issues of abstracts and ind= exes and current awareness publications will alert you to new references on = your subject that you can then go and locate. Additionally, if your subject is well covered by a few key journals then you could = look at these as they are published. The Internet can also be useful, by using sea= rch engines, bookmarking useful sites and re-visiting, and by joining relevant newsgroups (though be wary, as again the quality and accuracy= of information on the Web can be very variable!)
Having worked = out the most appropriate search terms and sources for yo= ur information need, it is now time to input the search. This can be <= span lang=3DEN-GB>done through a variety of search tools, all of which function slightly differently. We will go on to look at t= he different ways in which search tools interpret y= our query.
It is possible= to do both simple and advanced searches and they are a= ppropriate in different circumstances. Quick, simple searches may be good for an overview but they can produce thousands of result= s and are not suitable in many electronic environments= . So we will now consider the more advanced search features.
Boolean operat= ors can provide a powerful way of entering your search a= s they allow you to specify how the search terms are combined. To do this you need to use Boolean logic or logical operators, AND,= OR, and NOT or their equivalents on the system you a= re using. It is important to find out how the parti= cular resources you are using uses these commands: som= e use symbols such as AND + - * etc. There is almost a= lways a ‘help’ section which will explain how that particular resour= ces works.
Although different symbols may be used to represent the Boolean commands or operators—what the ope= rators do is the same.
Query:    I would like information about education or literacy. = 3;
In this search, we will retrieve records= in which AT LEAST ONE of the search terms is presen= t. We are searching on the terms education and also= literacy since documents containing either of these words might= be relevant.
This is illustrated by:
othe shaded circle with the word education representing all t= he records that contain the word “education"
othe shaded circle with the word literacy representing all th= e records that contain the word “literacy"
othe shaded overlap area representi= ng all the records that contain both “education&q= uot; and “literacy"
OR logic is most commonly used to search= for synonymous terms or concepts.
Some search tools use the words ‘i= nclude at least one of these words’ to indicate an ‘OR’ search.
= ;
Query: = ;   I'm interested in the relationship between education and literacy. In this search, we retrieve records in which BOTH of the sear= ch terms are present This is illustrated by the shaded area overlapping the two circles representing all the records that contain both the word “education" and the word “literacy" Notice how we do not retrieve any records with only “education" or only “literacy"
The more terms or concepts we combine in a search with AND logic, the fewer records we will retrieve.
Search tools may use ‘include all of the words= 217; or + or a number of other symbols to carry out an ‘AND’ search.
Query: = ;   I want to see information about education, but not secondary education In this search, we retrieve records in which ONLY ONE of the = terms is present This is illustrated by the shaded area with the word ‘education’ representing all the records conta= ining the word ‘education’ No records= are retrieved in which the word “secondary" appears, even if the word “education" appears there too
NOT logic excludes records from your search results. Be careful when you use NOT: the term you do want m= ay be present in an important way in documents that al= so contain the word you wish to avoid. For example,= the an excluded article might say ‘In this paper I will be discussing the impact of funding cuts on education, and will consider the tertiary rather than secondary sector…’
Search tools may use—or ‘exclude these words’ to carry out a ‘NOT search
Some search to= ols allow you to use phrase searching, i.e. if you enter t= he phrase in  quotation marks it= will look for pages with that exact phrase in it. For example searching for “information literacy” may give <= span lang=3DEN-GB>you very different results than looking for information AND/OR literacy.
The NEAR command is used in order to specify how close = terms should appear to each other. You use the command= like this:
information NEAR literacy
Please consider whether you really need to control prox= imity within your searches. Most search engines will t= ry to find the terms you indicate next to each other, = or within close proximity to each other, by default.
These terms ar= e often used interchangeably, but generally truncation r= efers to using a symbol at the beginning or end of a word to search for <= span lang=3DEN-GB>a portion of the word—this means you find any variation= s your search term might have. For example looking for librar* would find libraries, librarians, library, librarianship, etc Some search = tools also allow you to use truncation at the beginning of a word, e.g, *phobia would find agrophobia, arachnophobia, xenophobia, etc.
Wildcards, or ‘internal truncation’ allows = you to search variations on spellings with the symbol representing one or more characters within a wor= d. For example col*r would find colour, color, colder, collar, collector, = etc
Stemming is related to truncation and refers to the abi= lity of a search tool to look for variations of a wor= d such as its plurals, singular forms, tenses, etc.  So a search for water would find = water, watering, watered, waters, etc.
Many symbols including * $ : ! and  # are used  and search tools vary in <= span lang=3DEN-GB>how the symbols are used, for example some search tools requi= re you to place at least four letters before or after t= he truncation symbol.
Some search to= ols are sensitive to which case you use in your search t= erms, with for example ‘The Times’ returning different results to ‘the times’.
They may also allow you to require your search term to = appear in a particular field of the page, e.g., in the = title or URL of the page.
Many search tools ignore very common words during searc= hes, but may allow their inclusion if, for example, t= hey are prefaced with a + e.g. ‘+The Times’
Different search engines will also rank or sort your re= sults differently, maybe by how near the top of the pa= ge the terms you are searching for appear, or by who ha= s paid them money to place their page first when someone searches for particular terms. Again, most search tools have a FAQs or help section which will explain the details of how it operates.
Some may also
&#= 8226;use brackets to allow you to order your search e.g. ‘education AND (“information literacy” OR “IT literacy”) • allow you to sp= ecify limits, such as the time limit  ‘within the last 6 months’ or language limits of ‘only documents in English (or French or <= span lang=3DEN-GB>Russian).
Citation se= arching, which is also known as cited reference se= arching, is useful if you already have a useful reference to a book or journal article on the subject you are researching= . It allows you to search forward in= the published literature, starting from your known reference, to locate new articles which cite your known reference <= span lang=3DEN-GB>in their bibliographies (the lists of references usually foun= d at the end of chapters, or journal articles). = Citation searching is not available on all databases or elect= ronic resources, but when it is available it is can be a powerful t= ool to use. •citation searching is a usef= ul alternative to other methods of subject searchin= g, and can sometimes give better results. It is probably best to try various approaches •cit= ation searching usually works best if your known reference is of high quality by leaders in the field, and limited to the subject y= ou are researching
•citation searching is not the same as searching for articles = by an author
&#= 8226;to make a citation search on a databases that supports this k= ind of feature, it is usually best to use the first nam= ed author of the reference you have, and its date of publication •the number of references you= find in a citation search is not necessarily a measur= e of the quality of the cited reference — a notoriously bad paper can be cited often!
Citation searching is available on the following resources:
= 226;Web of Science, Some IDEAL journals, and many others are developing this feature.
As you can see= from the previous slides there can be a lot of variables = in the way a search tool will run your search. So, it is very important  that ha= ving decided on your search terms and which resources you are going to query, you find out how the resources you are using = works. Look up the help/FAQs section and to help ensure= that you find as nearly as possible the information y= ou are looking for without having to sift through thous= ands of irrelevant documents or missing  out any vital ones.
Review and revise your search You may find that you need to revise your search strate= gy in the light of the results you find, perhaps by us= ing other sources of information, by searching using= other search terms (or combining them in other ways in the search) or by using another type of search, such as citation searching. The problem with the initial search may be that you are finding too m= any, or too few, or not enough relevant references. Another problem could be with the references you find; they may not be availa= ble in the University Library here, they may be to item= s that are in a language that you cannot understand, or= they may be at a too advanced (or basic!) level for y= our needs.
Collect the information=
Once you have chosen your sourc= es and located them, search them to see if they include references or information relevant to your information need and subject. Points to remember: •The way you search a source will depe= nd on what it is, and what you are searching for. Printed sources usually have a subject index,= and sometimes an author and other indexes. Databases usually provide more types of search, and greater flexibility in= searching for particular search terms= or combinations of terms. Special types of search you may encounter include citation searchin= g and combining search terms u= sing AND, OR and NOT (Boolean searching). •Make a careful note of relevant refer= ences, or information, you find, perhaps photocopying or printing the relevant section (make sure that you are complying with Copyright= Law) and be sure to note the source of any information you use as you will probably need to supply a list of the relevant references that you used. •If the source gives you further refer= ences to follow up make sure you copy them correctly, as a small mistake can make the item difficult to track do= wn. Use the appropriate reso= urce (this could be one of the electronic resources, the library catalogue, etc) and look up the refer= ences to find if the items are available locally or as full text electronic copies. You may wish to consi= der using a Inter-Library Loan service or document delivery service for material not available locally. = ;•Remember that the quality and accuracy of information is important, and often the <= /span>more up to date the better. Permanenc= e can also be a factor, for example will an Internet site still be there when someone follows = up your references?
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runAnimations =3D _InitAnimations(); =09 if( IsWin("PPTSld") ) parent.SldUpdated(GetSldId()) g_origSz=3DparseInt(SlideObj.style.fontSize) g_origH=3Dsld.style.posHeight g_origW=3Dsld.style.posWidth g_scaleHyperlinks=3D(document.all.tags("AREA").length>0) if( g_scaleHyperlinks ) InitHLinkArray() if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) ) document.body.scroll=3D"no" _RSW() if( IsWin("PPTSld") && parent.IsFullScrMode() ) FullScrInit(); =09 MakeSldVis(); ChkAutoAdv() if( runAnimations ) { if( document.all("NSPlay") ) document.all("NSPlay").autoStart =3D false; if( sld.filters && sld.filters.revealtrans ) setTimeout( "document.body.start()", sld.filters.revealtrans.duration * = 1000 ); else document.body.start(); } } function MakeSldVis()=20 { var fTrans=3Dg_showAnimation && SldHasTrans() if( fTrans )=09 { if( g_bgSound ) { idx=3Dg_bgSound.indexOf(","); pptSound.src=3Dg_bgSound.substr( 0, idx ); pptSound.loop=3D -(parseInt(g_bgSound.substr(idx+1))); } SlideObj.filters.revealtrans.Apply()=09 } SlideObj.style.visibility=3D"visible" if( fTrans ) SlideObj.filters.revealtrans.Play() } function MakeNotesVis()=20 { if( !IsNts() ) return false=20 SlideObj.style.display=3D"none" nObj =3D document.all.item("NotesObj") parent.SetHasNts(0) if( nObj ) {=20 nObj.style.display=3D"" parent.SetHasNts(1) } return 1 } function ChkAutoAdv() { if(SldHasTrans()) SlideObj.onfilterchange=3DAutoAdv else AutoAdv() } function AutoAdv() { if(!IsWin("PPTSld") || !gUseSldTimings )return var sld=3DGetCurSld() if( (sld.mAdvDelay>0) && !parent.IsFramesMode() ) setTimeout("parent.GoToNextSld()",sld.mAdvDelay) } function GetObj(id) { if(g_supportsPPTHTML) return document.all(id); else return document.getElementById(id); } function SldHasTrans() { return SlideObj.style.filter !=3D ""; } function GetSldId() { return sId=3Dlocation.href.substring(location.href.la= stIndexOf('/')+1) } function HideMenu() { if( frames["PPTSld"] && PPTSld.document.all.item("ctx= tmenu") && PPTSld.ctxtmenu.style.display!=3D"none" ) { PPTSld.ctxtmenu.styl= e.display=3D'none'; return true } return false } function IsWin( name ) { return window.name =3D=3D name } function IsNts() { return IsWin("PPTNts") } function IsSldOrNts() { return( IsWin("PPTSld")||IsWin("PPTNts") ) } function SupportsPPTAnimation() { return( navigator.platform =3D=3D "Win32"= && navigator.appVersion.indexOf("Windows")>0 ) } function SupportsPPTHTML() { var appVer=3Dnavigator.appVersion, msie=3DappVer.indexOf("MSIE "), ver=3D0 if( msie >=3D 0 ) ver=3DparseFloat( appVer.substring( msie+5, appVer.indexOf(";",msie) ) ) else ver=3DparseInt(appVer) return( ver >=3D 4 && msie >=3D 0 ) } function _RSW() { if( !g_supportsPPTHTML || IsNts() || ( !g_scaleInFrame && (!IsWin("PPTSld") || !parent.IsFullScrMode()) ) ) return var padding=3D0; if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6 cltWidth=3Ddocument.body.clientWidth-padding cltHeight=3Ddocument.body.clientHeight-padding factor=3D(1.0*cltWidth)/g_origW if( cltHeight < g_origH*factor ) factor=3D(1.0*cltHeight)/g_origH newSize =3D g_origSz * factor if( newSize < 1 ) newSize=3D1 s=3DSlideObj.style s.fontSize=3DnewSize+"px" s.posWidth=3Dg_origW*factor s.posHeight=3Dg_origH*factor s.posLeft=3D(cltWidth-s.posWidth+padding)/2 s.posTop=3D(cltHeight-s.posHeight+padding)/2 if( g_scaleHyperlinks ) ScaleHyperlinks( factor ) } function _InitAnimations() { animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined'; isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode(); g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc= reen && parent.IsSldVisited()); if( g_animUseRuntime ) { collSeq =3D document.all.tags("seq"); if( collSeq !=3D null ) { for(ii=3D0;ii numSlds ) gSldJumpIdx =3D numSlds; if ( gSldJumpIdx >=3D 0 ) { if ( gSldJumpIdx =3D=3D 0 ) gSldJumpIdx =3D 1; var jumpTo =3D parseInt(gSldJumpIdx); gSldJump =3D 0; gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } } function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && !parent.IsFramesMode() ) || (event && (event.keyCode=3D=3D32) ) ) parent.GoToNextSld(); } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram= es", gIsEndShow=3D0, NUM_VIS_SLDS=3D27, SCRIPT_HREF=3D"script.js", FULLSCR_= HREF=3D"fullscreen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var gMainDoc=3Dnew Array(new hrefList("slide0002.htm",1,-1,1),new hrefList(= "slide0003.htm",1,-1,1),new hrefList("slide0004.htm",1,-1,1),new hrefList("= slide0005.htm",1,-1,1),new hrefList("slide0006.htm",1,-1,1),new hrefList("s= lide0007.htm",1,-1,1),new hrefList("slide0008.htm",1,-1,1),new hrefList("sl= ide0009.htm",1,-1,1),new hrefList("slide0010.htm",1,-1,1),new hrefList("sli= de0011.htm",1,-1,1),new hrefList("slide0012.htm",1,-1,1),new hrefList("slid= e0013.htm",1,-1,1),new hrefList("slide0014.htm",1,-1,1),new hrefList("slide= 0015.htm",1,-1,1),new hrefList("slide0016.htm",1,-1,1),new hrefList("slide0= 017.htm",1,-1,1),new hrefList("slide0018.htm",1,-1,1),new hrefList("slide00= 19.htm",1,-1,1),new hrefList("slide0020.htm",1,-1,1),new hrefList("slide002= 1.htm",1,-1,1),new hrefList("slide0022.htm",1,-1,1),new hrefList("slide0023= .htm",1,-1,1),new hrefList("slide0024.htm",1,-1,1),new hrefList("slide0025.= htm",1,-1,1),new hrefList("slide0026.htm",1,-1,1),new hrefList("slide0027.h= tm",1,-1,1),new hrefList("slide0028.htm",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel document.onselectstart=3DCancel self.focus() } function Redirect( frmId ) {=09 var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId() if(idx>=3D0) str=3Dstr.substr(1); if( window.name !=3D frmId && ( sId !=3D str) ) { obj =3D GetObj("Main-File") window.location.href=3Dobj.href+"#"+sId return 1 } return 0 } var MHTMLPrefix =3D CalculateMHTMLPrefix();=20 function CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('


' + ENDSHOW_MESG + '

') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr= row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa= lue=3Dfalse } function Highlight() { ChangeClr("activecaption","threedhighlight") } function Deselect() { ChangeClr("threedface","menutext") } function Perform() { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) e.Action() else PPTSld.event.cancelBubble=3Dtrue } function ChangeClr( bg,clr ) { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) { e.style.backgroundColor=3Dbg e.style.color=3Dclr } } function M_HasPrevSld() { return( parent.HasPrevSld() ) } function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() } function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();= PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() } function M_True() { return true } function M_End() { window.close( self ) } function CreateMenuItem( node,text,action,eval ) { var e=3DCreateItem( node ) e.type=3D"menuitem" e.Action=3Daction e.IsActive=3Deval e.innerHTML=3Dtext if( !e.IsActive() ) e.style.color=3D"threedshadow" e.onclick=3DPerform e.onmouseover=3DHighlight e.onmouseout=3DDeselect s=3De.style; s.fontFamily=3DsFont s.fontSize=3D"9pt" s.paddingLeft=3D2 } function CreateSeparator( node ) { var sObj=3DCreateItem( node ) SetCMBorder(sObj,"menu","menu") var s=3DsObj.style s.borderTopColor=3D"threedshadow" s.borderBottomColor=3D"threedhighlight" s.height=3D1 s.fontSize=3D"0px" } function CreateItem( node ) { var elem=3DPPTSld.document.createElement("DIV") node.insertBefore( elem ) return elem } function SetCMBorder( o,ltClr,rbClr ) { var s=3Do.style s.backgroundColor=3D"menu" s.borderStyle=3D"solid" s.borderWidth=3D1 s.borderColor=3DltClr+" "+rbClr+" "+rbClr+" "+ltClr } ------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/fullscreen.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" ------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/notes_flag.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhCgAKAPcAAAAAAIAAAACAAICAAAAAgIAAgACAgICAgMwENMTExPz8/AAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAMDAwP8AAAD/AP//AAAA//8A/wD//////ywAAAAACgAKAEAIKgDx4UNA sKDAgQUTJiCogGHDhBAfFlRAMSFCiAguTozYUGJEiAk0EhQYEAA7 ------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/buttons.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhWAESAPf4AAAAAIAAAACAAICAAAAAgIAAgACAgICAgAQEBISEBASEBISEhAQEhMTExAQE /KTM9Pz8/ERERPz8BAT8/KSkpGRkhMTcxCRkxAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAMDAwP8AAAD/AP//AAAA//8A/wD//////yH5BAEAAPgALAAAAABYARIA QAj/APEJHEiwoMGDCBMqXMiwocOHECNKnEixosWLGCEiQKCRo8YDIEHig2DxAD4LKD1avDDhgUuV GUOGbHBR5QGYFBG4fHAB58EKECJEwCfUYAWPFGAygLCRKQIIUKM6WAohKUGgCikcFWh1INWoYKVS 7SrQ41GbIhGYLAuVQVOoC+IyXUuUAkG1HE3KFDhAwkgJc5/qDZmxsOHDiBMrXsy4sePDGyP7lChT 5MULmDPnlDw5YmW6FTNrfgi0aNGEZPEtbfo2bNTUpYeeRph69dPWrqvCNFuBIGG1A59CYPAVQtwF cw0OxWdTIOiBCQAjaAB17fOFII8voGmRc+eOkilm/z9OvTtnjN4hYk1YoT3H2rnBOphPAB9skgq3 2lcaX/5YnJVt9BloAar12UEIRGCZdQghMABI1Tn32IQUVthYexhmqGGGMBHAgIfEhSiiiATAtOGJ GnYI4ogsEldicAYOGNJGZaml3Y0L3NTZUBz1xlB0PUoUI0jlVWRSVN89xBKSGB1YU1TMoRfVBEle hR9HQs1GEHxQ3RZZbveZthxt/LEmXHyp5XWABSCpaRJwbM13gAACPHVccgJFgF+NEhqUAEkQSCfc ddhVhh5dVTaEAEsTUNlkZUWKN9BNGDE6QU8OrSdbllzpxyVTTrU21Uj3scfhp7nNpyoDaTIEJ3P9 If8J2kbLNYegg9JRBwGhFvbq66+ZUiDssMQWK2yHxiZLrInKNotss8l+B5yBrr5p2UIJvortANoC 6+234IbLla/elRtZjeamh5CC3Sb0YLvixivvYkDFGlZqBNh7r4n6goVvv6/ZlCicN+kL71ALTnpQ dCIZp7CihkLA3UQmoWRBogyxtBPGCTnZncVR1rSTo5nuydC/Eo8kUH+lOoTyyvjoCuZu+PjYIKLD rZybtrM1d10C0QXKEVz48GrQkEeWdFJKlbb0UmEeV0SzyC6RvNB646LWIVjUNeC1zAFb+RDKXksM 9r531bwmpQW9+hQDDsx5pqwDRWBXcFES2hc+gEn/wJGdEEWdE6LoWcoxQweaTNmkhydkKaYMYY2Q p1unbLl/pPKbn3v7EZRvrKvqlja2ONvrtoIw9tn2g32/tQBlhtYkU+MNikZ7QYlPDPuMldpOmuJX nVo5VF3HjI+q89mteX5IDd/fVFClma5kiE4f2XUJhlz09gj2NbTDRifkmu7zXjR++RVJ/lPznuvr QH2iD6S+UewP9Dnon6d2NLwN8n90BB6hC68cFMCHoe+ACASP9c4DowUyEF0OPFcDI0ij/VXPaAKC UfhS95AKGoQ7IBRICI1HwhGaUIQoLGEKT6jCFrLwhSuMoQtlCMMZ2rCGOKShDm+4wxzy8Ic+DGIP B4cIRCKGMCAAOy== ------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/frame.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Effective searching strategies and techniques ------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"
 No= tes
Slide Show
Outline
= = =
------=_NextPart_01C73238.D0D33B10 Content-Location: file:///C:/EC8254C8/effectiveSearch_files/filelist.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C73238.D0D33B10--