Search (3 results, page 1 of 1)

0.049347073 = sum of:
  0.028603064 = product of:
    0.114412256 = sum of:
      0.114412256 = weight(_text_:author's in 325) [ClassicSimilarity], result of:
        0.114412256 = score(doc=325,freq=4.0), product of:
          0.36320522 = queryWeight, product of:
            6.7201533 = idf(docFreq=144, maxDocs=44218)
            0.054047164 = queryNorm
          0.31500718 = fieldWeight in 325, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            6.7201533 = idf(docFreq=144, maxDocs=44218)
            0.0234375 = fieldNorm(doc=325)
    0.25 = coord(1/4)
  0.020744009 = product of:
    0.041488018 = sum of:
      0.041488018 = weight(_text_:y in 325) [ClassicSimilarity], result of:
        0.041488018 = score(doc=325,freq=2.0), product of:
          0.26009658 = queryWeight, product of:
            4.8124003 = idf(docFreq=976, maxDocs=44218)
            0.054047164 = queryNorm
          0.15951005 = fieldWeight in 325, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            4.8124003 = idf(docFreq=976, maxDocs=44218)
            0.0234375 = fieldNorm(doc=325)
    0.5 = coord(1/2)

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. . . .
Weitere Rez. in: JASIST 57(2006) no.14, S.1977-1978 (Y. Su); KO 39(2012) no.4, S.300-303 (M.J. Fox)

0.016854517 = product of:
  0.033709034 = sum of:
    0.033709034 = product of:
      0.13483614 = sum of:
        0.13483614 = weight(_text_:author's in 1482) [ClassicSimilarity], result of:
          0.13483614 = score(doc=1482,freq=2.0), product of:
            0.36320522 = queryWeight, product of:
              6.7201533 = idf(docFreq=144, maxDocs=44218)
              0.054047164 = queryNorm
            0.3712395 = fieldWeight in 1482, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              6.7201533 = idf(docFreq=144, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1482)
      0.25 = coord(1/4)
  0.5 = coord(1/2)

Abstract

Colon Classification (CC) is truly the first freely faceted scheme for library classification devised and propagated by Dr. S.R. Ranganathan. The scheme is being taught in theory and practice to the students in most of the LIS schools in India and abroad also. Many manuals, Guide books and Introductory works have been published on CC in the past. But the present work tread a new path in presenting CC to the student, teaching and professional community. The present work Colon Classification: Theory and Practice; A Self Instructional Manual is the result of author's twenty-five years experience of teaching theory and practice of CC to the students of LIS. For the first ime concerted and systematic attempt has been made to present theory and practice of CC in self-instructional mode, keeping in view the requirements of students learners of Open Universities/ Distance Education Institutions in particular. The other singificant and novel features introduced in this manual are: Presenting the scope of each block consisting certain units bollowed by objectives, introduction, sections, sub-sections, self check exercises, glossary and assignment of each unit. It is hoped that all these features will help the users/readers of this manual to understand and grasp quickly, the intricacies involved in theory and practice of CC(6th Edition). The manual is presented in three blocks and twelve units.

0.009534354 = product of:
  0.019068709 = sum of:
    0.019068709 = product of:
      0.076274835 = sum of:
        0.076274835 = weight(_text_:author's in 2824) [ClassicSimilarity], result of:
          0.076274835 = score(doc=2824,freq=4.0), product of:
            0.36320522 = queryWeight, product of:
              6.7201533 = idf(docFreq=144, maxDocs=44218)
              0.054047164 = queryNorm
            0.21000479 = fieldWeight in 2824, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              6.7201533 = idf(docFreq=144, maxDocs=44218)
              0.015625 = fieldNorm(doc=2824)
      0.25 = coord(1/4)
  0.5 = coord(1/2)

Footnote

Rez. in: KO 32(2005) no.1, S.47-49 (M. Hudon): "Vanda Broughton's Essential Classification is the most recent addition to a very small set of classification textbooks published over the past few years. The book's 21 chapters are based very closely an the cataloguing and classification module at the School of Library, Archive, and Information studies at University College, London. The author's main objective is clear: this is "first and foremost a book about how to classify. The emphasis throughout is an the activity of classification rather than the theory, the practical problems of the organization of collections, and the needs of the users" (p. 1). This is not a theoretical work, but a basic course in classification and classification scheme application. For this reviewer, who also teaches "Classification 101," this is also a fascinating peek into how a colleague organizes content and structures her course. "Classification is everywhere" (p. 1): the first sentence of this book is also one of the first statements in my own course, and Professor Broughton's metaphors - the supermarket, canned peas, flowers, etc. - are those that are used by our colleagues around the world. The combination of tone, writing style and content display are reader-friendly; they are in fact what make this book remarkable and what distinguishes it from more "formal" textbooks, such as The Organization of Information, the superb text written and recently updated (2004) by Professor Arlene Taylor (2nd ed. Westport, Conn.: Libraries Unlimited, 2004). Reading Essential Classification, at times, feels like being in a classroom, facing a teacher who assures you that "you don't need to worry about this at this stage" (p. 104), and reassures you that, although you now speed a long time looking for things, "you will soon speed up when you get to know the scheme better" (p. 137). This teacher uses redundancy in a productive fashion, and she is not afraid to express her own opinions ("I think that if these concepts are helpful they may be used" (p. 245); "It's annoying that LCC doesn't provide clearer instructions, but if you keep your head and take them one step at a time [i.e. the tables] they're fairly straightforward" (p. 174)). Chapters 1 to 7 present the essential theoretical concepts relating to knowledge organization and to bibliographic classification. The author is adept at making and explaining distinctions: known-item retrieval versus subject retrieval, personal versus public/shared/official classification systems, scientific versus folk classification systems, object versus aspect classification systems, semantic versus syntactic relationships, and so on. Chapters 8 and 9 discuss the practice of classification, through content analysis and subject description. A short discussion of difficult subjects, namely the treatment of unique concepts (persons, places, etc.) as subjects seems a little advanced for a beginners' class.
Essential Classification is also an exercise book. Indeed, it contains a number of practical exercises and activities in every chapter, along with suggested answers. Unfortunately, the answers are too often provided without the justifications and explanations that students would no doubt demand. The author has taken great care to explain all technical terms in her text, but formal definitions are also gathered in an extensive 172-term Glossary; appropriately, these terms appear in bold type the first time they are used in the text. A short, very short, annotated bibliography of standard classification textbooks and of manuals for the use of major classification schemes is provided. A detailed 11-page index completes the set of learning aids which will be useful to an audience of students in their effort to grasp the basic concepts of the theory and the practice of document classification in a traditional environment. Essential Classification is a fine textbook. However, this reviewer deplores the fact that it presents only a very "traditional" view of classification, without much reference to newer environments such as the Internet where classification also manifests itself in various forms. In Essential Classification, books are always used as examples, and we have to take the author's word that traditional classification practices and tools can also be applied to other types of documents and elsewhere than in the traditional library. Vanda Broughton writes, for example, that "Subject headings can't be used for physical arrangement" (p. 101), but this is not entirely true. Subject headings can be used for physical arrangement of vertical files, for example, with each folder bearing a simple or complex heading which is then used for internal organization. And if it is true that subject headings cannot be reproduced an the spine of [physical] books (p. 93), the situation is certainly different an the World Wide Web where subject headings as metadata can be most useful in ordering a collection of hot links. The emphasis is also an the traditional paperbased, rather than an the electronic version of classification schemes, with excellent justifications of course. The reality is, however, that supporting organizations (LC, OCLC, etc.) are now providing great quality services online, and that updates are now available only in an electronic format and not anymore on paper. E-based versions of classification schemes could be safely ignored in a theoretical text, but they have to be described and explained in a textbook published in 2005. One last comment: Professor Broughton tends to use the same term, "classification" to represent the process (as in classification is grouping) and the tool (as in constructing a classification, using a classification, etc.). Even in the Glossary where classification is first well-defined as a process, and classification scheme as "a set of classes ...", the definition of classification scheme continues: "the classification consists of a vocabulary (...) and syntax..." (p. 296-297). Such an ambiguous use of the term classification seems unfortunate and unnecessarily confusing in an otherwise very good basic textbook an categorization of concepts and subjects, document organization and subject representation."