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  • × theme_ss:"Klassifikationstheorie: Elemente / Struktur"
  1. Lorenz, B.: Zur Theorie und Terminologie der bibliothekarischen Klassifikation (2018) 0.04 
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    Pages
    S.1-22
    Source
    Klassifikationen in Bibliotheken: Theorie - Anwendung - Nutzen. Hrsg.: H. Alex, G. Bee u. U. Junger
    Type
    a
  2. Maniez, J.: ¬Des classifications aux thesaurus : du bon usage des facettes (1999) 0.03 
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    Date
    1. 8.1996 22:01:00
    Type
    a
  3. Maniez, J.: ¬Du bon usage des facettes : des classifications aux thésaurus (1999) 0.03 
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    Date
    1. 8.1996 22:01:00
    Type
    a
  4. Foskett, D.J.: Systems theory and its relevance to documentary classification (2017) 0.03 
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    Date
    6. 5.2017 18:46:22
    Type
    a
  5. Belayche, C.: ¬A propos de la classification de Dewey (1997) 0.02 
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    Abstract
    All classifications are based on ideologies and Dewey is marked by its author's origins in 19th century North America. Subsequent revisions indicate changed ways of understanding the world. Section 157 (psycho-pathology) is now included with 616.89 (mental troubles), reflecting the move to a genetic-based approach. Table 5 (racial, ethnic and national groups) is however unchanged, despite changing views on such categorisation
    Source
    Bulletin d'informations de l'Association des Bibliothecaires Francais. 1997, no.175, S.22-23
    Type
    a
  6. Connaway, L.S.; Sievert, M.C.: Comparison of three classification systems for information on health insurance (1996) 0.02 
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    Abstract
    Reports results of a comparative study of 3 classification schemes: LCC, DDC and NLM Classification to determine their effectiveness in classifying materials on health insurance. Examined 2 hypotheses: that there would be no differences in the scatter of the 3 classification schemes; and that there would be overlap between all 3 schemes but no difference in the classes into which the subject was placed. There was subject scatter in all 3 classification schemes and litlle overlap between the 3 systems
    Date
    22. 4.1997 21:10:19
    Type
    a
  7. Lin, W.-Y.C.: ¬The concept and applications of faceted classifications (2006) 0.02 
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    Date
    27. 5.2007 22:19:35
    Type
    a
  8. Olson, H.A.: Sameness and difference : a cultural foundation of classification (2001) 0.02 
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    Abstract
    The idea of sameness is used to gather material in classifications. However, it is also used to separate what is different. Sameness and difference as guiding principles of classification seem obvious but are actually fundamental characteristics specifically related to Western culture. Sameness is not a singular factor, but has the potential to represent multiple characteristics or facets. This article explores the ramifications of which characteristics are used to define classifications and in what order. It explains the primacy of division by discipline, its origins in Western philosophy, and the cultural specificity that results. The Dewey Decimal Classification is used as an example throughout.
    Date
    10. 9.2000 17:38:22
    Type
    a
  9. Gödert, W.: Strukturierung von Klassifikationssystemen und Online-Retrieval (1995) 0.02 
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    Source
    Aufbau und Erschließung begrifflicher Datenbanken: Beiträge zur bibliothekarischen Klassifikation. Eine Auswahl von Vorträgen der Jahrestagungen 1993 (Kaiserslautern) und 1994 (Oldenburg) der Gesellschaft für Klassifikation. Hrsg.: H. Havekost u. H.-J. Wätjen
    Type
    a
  10. Gnoli, C.: Classifying phenomena : part 4: themes and rhemes (2018) 0.02 
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    Abstract
    This is the fourth in a series of papers on classification based on phenomena instead of disciplines. Together with types, levels and facets that have been discussed in the previous parts, themes and rhemes are further structural components of such a classification. In a statement or in a longer document, a base theme and several particular themes can be identified. Base theme should be cited first in a classmark, followed by particular themes, each with its own facets. In some cases, rhemes can also be expressed, that is new information provided about a theme, converting an abstract statement ("wolves, affected by cervids") into a claim that some thing actually occurs ("wolves are affected by cervids"). In the Integrative Levels Classification rhemes can be expressed by special deictic classes, including those for actual specimens, anaphoras, unknown values, conjunctions and spans, whole universe, anthropocentric favoured classes, and favoured host classes. These features, together with rules for pronounciation, make a classification of phenomena a true language, that may be suitable for many uses.
    Date
    17. 2.2018 18:22:25
    Type
    a
  11. Winske, E.: ¬The development and structure of an urban, regional, and local documents classification scheme (1996) 0.02 
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    Footnote
    Paper presented at conference on 'Local documents, a new classification scheme' at the Research Caucus of the Florida Library Association Annual Conference, Fort Lauderdale, Florida 22 Apr 95
    Type
    a
  12. Smiraglia, R.P.: ¬A brief introduction to facets in knowledge organization (2017) 0.02 
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    Source
    Dimensions of knowledge: facets for knowledge organization. Eds.: R.P. Smiraglia, u. H.-L. Lee
    Type
    a
  13. Kwasnik, B.H.: ¬The role of classification in knowledge representation (1999) 0.02 
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    Abstract
    A fascinating, broad-ranging article about classification, knowledge, and how they relate. Hierarchies, trees, paradigms (a two-dimensional classification that can look something like a spreadsheet), and facets are covered, with descriptions of how they work and how they can be used for knowledge discovery and creation. Kwasnick outlines how to make a faceted classification: choose facets, develop facets, analyze entities using the facets, and make a citation order. Facets are useful for many reasons: they do not require complete knowledge of the entire body of material; they are hospitable, flexible, and expressive; they do not require a rigid background theory; they can mix theoretical structures and models; and they allow users to view things from many perspectives. Facets do have faults: it can be hard to pick the right ones; it is hard to show relations between them; and it is difficult to visualize them. The coverage of the other methods is equally thorough and there is much to consider for anyone putting a classification on the web.
    Source
    Library trends. 48(1999) no.1, S.22-47
    Type
    a
  14. Hjoerland, B.: Theories of knowledge organization - theories of knowledge (2017) 0.02 
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    Pages
    S.22-36
    Type
    a
  15. Howarth, L.C.; Jansen, E.H.: Towards a typology of warrant for 21st century knowledge organization systems (2014) 0.02 
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    Abstract
    This paper returns to Beghtol's (1986) insightful typology of warrant to consider an empirical example of a traditional top-down hierarchical classification system as it continues to evolve in the early 21st century. Our examination considers there may be multiple warrants identified among the processes of design and the relationships to users of the National Occupational Classification (NOC), the standard occupational classification system published in Canada. We argue that this shift in semantic warrant signals a transition for traditional knowledge organization systems, and that warrant continues to be a relevant analytical concept and organizing principle, both within and beyond the domain of bibliographic control.
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
    Type
    a
  16. Vukadin, A.; Slavic, A.: Challenges of facet analysis and concept placement in Universal Classifications : the example of architecture in UDC (2014) 0.02 
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    Abstract
    The paper discusses the challenges of faceted vocabulary organization in universal classifications which treat the universe of knowledge as a coherent whole and in which the concepts and subjects in different disciplines are shared, related and combined. The authors illustrate the challenges of the facet analytical approach using, as an example, the revision of class 72 in UDC. The paper reports on the research undertaken in 2013 as preparation for the revision. This consisted of analysis of concept organization in the UDC schedules in comparison with the Art & Architecture Thesaurus and class W of the Bliss Bibliographic Classification. The paper illustrates how such research can contribute to a better understanding of the field and may lead to improvements in the facet structure of this segment of the UDC vocabulary.
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
    Type
    a
  17. Smiraglia, R.P.: Facets for clustering and disambiguation : the domain discourse of facets in knowledge organization (2017) 0.02 
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    Source
    Dimensions of knowledge: facets for knowledge organization. Eds.: R.P. Smiraglia, u. H.-L. Lee
    Type
    a
  18. LaBarre, K.: Interrogating facet theory : decolonizing knowledge organization (2017) 0.02 
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    Source
    Dimensions of knowledge: facets for knowledge organization. Eds.: R.P. Smiraglia, u. H.-L. Lee
    Type
    a
  19. Satija, M.P.; Oh, D.-G.: ¬The DDC and the knowledge categories : Dewey did faceting without knowing it (2017) 0.02 
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    Source
    Dimensions of knowledge: facets for knowledge organization. Eds.: R.P. Smiraglia, u. H.-L. Lee
    Type
    a
  20. Gnoli, C.: Classifying phenomena : part 3: facets (2017) 0.02 
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    Dimensions of knowledge: facets for knowledge organization. Eds.: R.P. Smiraglia, u. H.-L. Lee
    Type
    a

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