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Abstract

Classification is the essential first step in science. The study of science, as well as the practice of science, will thus benefit from a detailed classification of different types of science. In this book, science - defined broadly to include the social sciences and humanities - is first unpacked into its constituent elements: the phenomena studied, the data used, the theories employed, the methods applied, and the practices of scientists. These five elements are then classified in turn. Notably, the classifications of both theory types and methods allow the key strengths and weaknesses of different theories and methods to be readily discerned and compared. Connections across classifications are explored: should certain theories or phenomena be investigated only with certain methods? What is the proper function and form of scientific paradigms? Are certain common errors and biases in scientific practice associated with particular phenomena, data, theories, or methods? The classifications point to several ways of improving both specialized and interdisciplinary research and teaching, and especially of enhancing communication across communities of scholars. The classifications also support a superior system of document classification that would allow searches by theory and method used as well as causal links investigated.

Content

Inhalt: - Chapter 1: Classifying Science: 1.1. A Simple Classificatory Guideline - 1.2. The First "Cut" (and Plan of Work) - 1.3. Some Preliminaries - Chapter 2: Classifying Phenomena and Data: 2.1. Classifying Phenomena - 2.2. Classifying Data - Chapter 3: Classifying Theory: 3.1. Typology of Theory - 3.2. What Is a Theory? - 3.3. Evaluating Theories - 3.4. Types of Theory and the Five Types of Causation - 3.5. Classifying Individual Theories - 3.6. Advantages of a Typology of Theory - Chapter 4: Classifying Method: 4.1. Classifying Methods - 4.2. Typology of Strengths and Weaknesses of Methods - 4.3. Qualitative Versus Quantitative Analysis Revisited - 4.4. Evaluating Methods - 4.5. Classifying Particular Methods Within The Typology - 4.6. Advantages of a Typology of Methods - Chapter 5: Classifying Practice: 5.1. Errors and Biases in ScienceChapter - 5.2. Typology of (Critiques of) Scientific Practice - 5.3. Utilizing This Classification - 5.4. The Five Types of Ethical Analysis - Chapter 6: Drawing Connections Across These Classifications: 6.1. Theory and Method - 6.2. Theory (Method) and Phenomena (Data) - 6.3. Better Paradigms - 6.4. Critiques of Scientific Practice: Are They Correlated with Other Classifications? - Chapter 7: Classifying Scientific Documents: 7.1. Faceted or Enumerative? - 7.2. Classifying By Phenomena Studied - 7.3. Classifying By Theory Used - 7.4. Classifying By Method Used - 7.5 Links Among Subjects - 7.6. Type of Work, Language, and More - 7.7. Critiques of Scientific Practice - 7.8. Classifying Philosophy - 7.9. Evaluating the System - Chapter 8: Concluding Remarks: 8.1. The Classifications - 8.2. Advantages of These Various Classifications - 8.3. Drawing Connections Across Classifications - 8.4. Golden Mean Arguments - 8.5. Why Should Science Be Believed? - 8.6. How Can Science Be Improved? - 8.7. How Should Science Be Taught?

Footnote

Rez. in: KO 32(2005) no.2, S.93-95 (H. Albrechtsen): "The book deals with mapping of the structures and contents of sciences, defined broadly to include the social sciences and the humanities. According to the author, the study of science, as well as the practice of science, could benefit from a detailed classification of different types of science. The book defines five universal constituents of the sciences: phenomena, data, theories, methods and practice. For each of these constituents, the author poses five questions, in the well-known 5W format: Who, What, Where, When, Why? - with the addition of the question How? (Szostak 2003). Two objectives of the author's endeavor stand out: 1) decision support for university curriculum development across disciplines and decision support for university students at advanced levels of education in selection of appropriate courses for their projects and to support cross-disciplinary inquiry for researchers and students; 2) decision support for researchers and students in scientific inquiry across disciplines, methods and theories. The main prospective audience of this book is university curriculum developers, university students and researchers, in that order of priority. The heart of the book is the chapters unfolding the author's ideas about how to classify phenomena and data, theory, method and practice, by use of the 5W inquiry model. . . .

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Abstract

The periodic table is one of the most potent icons in science. It lies at the core of chemistry and embodies the most fundamental principles of the field. The one definitive text on the development of the periodic table by van Spronsen (1969), has been out of print for a considerable time. The present book provides a successor to van Spronsen, but goes further in giving an evaluation of the extent to which modern physics has, or has not, explained the periodic system. The book is written in a lively style to appeal to experts and interested lay-persons alike. The Periodic Table begins with an overview of the importance of the periodic table and of the elements and it examines the manner in which the term 'element' has been interpreted by chemists and philosophers. The book then turns to a systematic account of the early developments that led to the classification of the elements including the work of Lavoisier, Boyle and Dalton and Cannizzaro. The precursors to the periodic system, like Dobereiner and Gmelin, are discussed. In chapter 3 the discovery of the periodic system by six independent scientists is examined in detail. Two chapters are devoted to the discoveries of Mendeleev, the leading discoverer, including his predictions of new elements and his accommodation of already existing elements. Chapters 6 and 7 consider the impact of physics including the discoveries of radioactivity and isotopy and successive theories of the electron including Bohr's quantum theoretical approach. Chapter 8 discusses the response to the new physical theories by chemists such as Lewis and Bury who were able to draw on detailed chemical knowledge to correct some of the early electronic configurations published by Bohr and others. Chapter 9 provides a critical analysis of the extent to which modern quantum mechanics is, or is not, able to explain the periodic system from first principles. Finally, chapter 10 considers the way that the elements evolved following the Big Bang and in the interior of stars. The book closes with an examination of further chemical aspects including lesser known trends within the periodic system such as the knight's move relationship and secondary periodicity, as well at attempts to explain such trends.

Footnote

Rez. in: KO 35(2008) no.4, S.251-254 (B. Hjoerland): "The book is about the classification of chemical elements known as the periodical system. It is described as "one of the most potent icons in science [.] One sees periodic tables everywhere: in industrial labs, workshops, academic labs, and of course, lecture halls" (p. xiii). Among all taxonomies in all domains, there is probably none more respected and more useful than this one. As Scerri states (p. 25): The periodic table ranks as one of the most fruitful and unifying ideas in the whole of modern science, comparable perhaps with Darwin's theory of evolution by natural selection. Unlike such theories as Newtonian mechanics, the periodic table has not been falsified by developments in modern physics but has evolved while remaining essentially unchanged. After evolving for nearly 150 years through the work of numerous individuals, the periodic table remains at the heart of chemistry. This is mainly because it is of immense practical benefit for making predictions about all manner of chemical and physical properties of the elements and possibilities for bond formation. The periodic system provides the basic criteria for organizing knowledge about all the material stuff in the entire universe. It is thus a model that anybody with interests in knowledge organization (KO) should know. Knowledge about the history, philosophy and status of the periodic system also provides important insight for knowledge organization in general. . . . Scerri's book demonstrates how one of the most important classification systems has evolved and what kinds of conceptualizations and classification criteria are at work in it. It is probably the best book about the best classification system ever constructed. It should belong to any library supporting teaching and research in knowledge organization."

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Abstract

Various fields, each with its own theories, techniques, and tools, are concerned with identifying and representing the conceptual structure of specific knowledge domains. This paper compares facet analysis, an analytic technique coming out of knowledge organization (especially as undertaken by members of the Classification Research Group (CRG)), with semantic frame analysis, an analytic technique coming out of lexical semantics (especially as undertaken by the developers of Frame-Net) The investigation addresses three questions: 1) how do CRG-style facet analysis and semantic frame analysis characterize the conceptual structures that they identify?; 2) how similar are the techniques they use?; and, 3) how similar are the conceptual structures they produce? Facet analysis is concerned with the logical categories underlying the terminology of an entire field, while semantic frame analysis is concerned with the participant-and-prop structure manifest in sentences about a type of situation or event. When their scope of application is similar, as, for example, in the areas of the performing arts or education, the resulting facets and semantic frame elements often bear striking resemblance, without being the same; facets are more often expressed as semantic types, while frame elements are more often expressed as roles.

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Content

Enthält folgende Kapitel: (1) Definition, need and purpose of classification, (2) History of library classification, (3) Terminology of classification, (4) Development of a theory of classification, (5) Work of classification in three planes and their interrelationship, (6) Work of classification in idea plane, (7) Verbal plane, (8) Notation, definition, need functions, (9) Multidimensional nature of subjects, (10) Growing universe of subjects: problems and solutions, (11) Postulational approach to classification, (12) Formation of sharpening of isolates, (13) Species of classification schemes, (14) DDC, UDC and CC, (15) Designing the depth schedules of classification, (16) Recent trends in classification

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Abstract

Library classification traces the origins of the subject and leads an to the latest developments in it. This user-friendly text explains concepts through analogies, diagrams, and tables. The fundamental but important topics an terminology of classification has been uniquely explained. The book deals with the recent trends in the use of computers in cataloguing including on-line systems, artificial intelligence systems etc. With its up-to-date and comprehensive coverage the book will serve as a degree students of Library and Information Science and also prove to be invaluable reference material to professionals and researchers.

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Abstract

Second, the paper posits that these different reasons for creating classification systems strongly influence the content and extent of the two kinds of classifications, but not necessarily their structures. By definition, naïve classifications for new knowledge have been developed for discrete areas of disciplinary inquiry in new areas of knowledge. These classifications do not attempt to classify the whole of that disciplinary area. That is, naïve classifications have a explicit purpose that is significantly different from the purpose of the major disciplinary classifications Hjoer-land and Nicolaisen provide as examples of classifications they think I discuss under the rubric of "naïve classifications" (e.g., classifications for the entire field of archaeology, biology, linguistics, music, psychology, etc.). My paper is not concerned with these important classifications for major disciplinary areas. Instead, it is concerned solely and specifically with scholarly classifications for small areas of new knowledge within these major disciplines (e.g., cloth of aresta, double harpsichords, child-rearing practices, anomalous phenomena, etc.). Thus, I have nowhere suggested or implied that the broad disciplinary classifications mentioned by Hjoerland and Nicolaisen are appropriately categorized as "naïve classifications." For example, I have not associated the Periodic System of the Elements with naïve classifications, as Hjoerland and Nicolaisen state that I have done. Indeed, broad classifications of this type fall well outside the definition of naïve classifications set out in my paper. In this case, too, 1 believe that Hjorland and Nicolaisen have misunderstood an important point in my paper. I agree with a number of points made in Hjorland and Nicolaisen's paper. In particular, I agree that researchers in the knowledge organization field should adhere to the highest standards of scholarly and scientific precision. For that reason, I am glad to have had the opportunity to respond to their paper.

Footnote

Bezugnahme auf: Hjoerland, B., J. Nicolaisen: Scientific and scholarly classifications are not "naïve": a comment to Beghtol (2003). In: Knowledge organization. 31(2004) no.1, S.55-61. - Vgl. die Erwiderung von Nicolaisen und Hjoerland in KO 31(2004) no.3, S.199-201.

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Abstract

ANALYTICO-SYNTHETIC CLASSIFICATION- the brain-child of S.R. Ranganathan has brought about an intellectual revolution in the theory and methodology of library classification by generating new ideas. By his vast erudition and deeper research in the Universe of Subjects, Ranganathan applied a postulation approach to classification based on the concept of facet analysis, Phase Analysis, Sector Analysis and Zone Analysis. His enquiry into the concept of fundamental Categories as well as the Analytico-Synthetic quality associated with it, the use of different connecting symbols as in the Meccano apparatus for constructing expressive class numbers for subjects of any depth, the versality of Notation, the analysis of Rounds and Levels, the formation and sharpening of Isolates through various devices, the introduction of the novel concepts of Specals, Systems, Speciators, and Environment Constituents has systematized the whole study of classification into principles, rules and canons. These new methodologies in classification invented as a part of Colon Classification have not only lifted practical classification form mere guess work to scientific methodology but also form an important theme in international conferences. The present work discusses in details the unique methodologies of Ranganathan as used in CC-7. The concepts of Primary Basic Subjects and Non -Primary Basic Subjects have also been discussed at length.

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Content

Enthält die Beiträge: DAVENPORT, E.: Implicit orders: documentary genres and organizational practice; ANDERSEN, J. u. F.S. CHRISTENSEN: Wittgenstein and indexing theory; OLSON, H.A.: Cultural discourses of classification: indigeous alternatives to the tradition of Aristotle, Dürkheim, and Foucault; FRÂNCU, V.: A universal classification system going through changes; JACOB, E.K. u. U. PRISS: Nontraditional indexing structures for the management of electronic resources; BROOKS, T.A.: Relevance auras: macro patterns and micro scatter; RUIZ, M.E. u. SRINIVASAN, P.: Combining machine learning and hierarchical indexing structures for text categorization; WEEDMAN, J.: Local practice and the growth of knowledge: decisions in subject access to digitized images

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