Search (7 results, page 1 of 1)

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Content

Dervos, D.A., A. Coleman: A common sense approach to defining data, information, and metadata. - Keränen, S.: Equivalence and focus of translation in multicultural thesaurus construction. - Dabbadie, M., J.M. Blancherie: Alexandria, a multilingual dictionary for knowledge management purposes. - Rosemblat, G., L. Graham: Cross-language search in a monolingual health information system: flexible designs and lexical processes. - Garcia Marco, F.J.: Understanding the categories and dynamics of multimedia information: a model for analysing multimedia information. - Afolabi, B., O. Thiery: Using users' expectations to adapt business intelligence systems. - Zimmermann, K., J. Mimkes u. H.U. Kamke: An ontology framework for e-learning in the knowledge society. - Jacob, E.K., H. Albrechtsen u. N. George: Empirical analysis and evaluation of a metadata scheme for representing pedagogical resources in a digital library for educators. - Breitenstein, M.: Global unity: Otto Neurath and the International Encyclopedia of United Science. - Andersen, J.: Social change, modernity and bibliography: bibliography as a document and a genre in the global learning society. - Miksa, S.D., WE. Moen u. G. Snyder u.a.: Metadata assistance of the Functional Requirements for Bibliographic Record's four user tasks: a report on the MARC content designation utilization (MCDU) project. - Salaba, A., M.L. Zeng u. M. Zumer: Functional Requirements for Subject Authority Records. - Frâncu, V.: Subjects in FRBR and poly-hierarchical thesauri as possible knowledge organization tools. - Peschl, M.F.: Knowledge-oriented educational processes from knowledge transfer to collective knowledge creation and innovation. - Miller, S.J., M.J. Fox u. H.L. Lee u.a.: Great expectations: professionals' perceptions and knowledge organization curricula. - Pajarillo, E.J.Y.: A qualitative research on the use of knowledge organization in nursing information behavior.

Date

27.12.2008 11:22:36

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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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Footnote

Rez. in: JASIST. 58(2007) no.6., S.909-910 (A.D. Petrou): "A division in metadata definitions for physical objects vs. those for digital resources offered in Chapter 1 is punctuated by the use of broader, more inclusive metadata definitions, such as data about data as well as with the inclusion of more specific metadata definitions intended for networked resources. Intertwined with the book's subject matter, which is to "distinguish traditional cataloguing from metadata activity" (5), the authors' chosen metadata definition is also detailed on page 5 as follows: Thus while granting the validity of the inclusive definition, we concentrate primarily on metadata as it is most commonly thought of both inside and outside of the library community, as "structured information used to find, access, use and manage information resources primarily in a digital environment." (International Encyclopedia of Information and Library Science, 2003) Metadata principles discussed by the authors include modularity, extensibility, refinement and multilingualism. The latter set is followed by seven misconceptions about metadata. Two types of metadata discussed are automatically generated indexes and manually created records. In terms of categories of metadata, the authors present three sets of them as follows: descriptive, structural, and administrative metadata. Chapter 2 focuses on metadata for communities of practice, and is a prelude to content in Chapter 3 where metadata applications, use, and development are presented from the perspective of libraries. Chapter 2 discusses the emergence and impact of metadata on organization and access of online resources from the perspective of communities for which such standards exist and for the need for mapping one standard to another. Discussion focuses on metalanguages, such as Standard Generalized Markup Language (SGML) and eXtensible Markup Language (XML), "capable of embedding descriptive elements within the document markup itself' (25). This discussion falls under syntactic interoperability. For semantic interoperability, HTML and other mark-up languages, such as Text Encoding Initiative (TEI) and Computer Interchange of Museum Information (CIMI), are covered. For structural interoperability, Dublin Core's 15 metadata elements are grouped into three areas: content (title, subject, description, type, source, relation, and coverage), intellectual property (creator, publisher, contributor and rights), and instantiation (date, format, identifier, and language) for discussion.

LCSH

Machine / readable bibliographic data formats

Subject

Machine / readable bibliographic data formats

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Date

22. 5.2007 12:07:51

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Content

Inhalt: KNOWLEDGE ORGANIZATION Towards a Future for Knowledge Organization Ingetraut Dahlberg Professor Neelameghan's Contribution to the Advancement and Development of Classification in the Context of Knowledge Organization Nancy J. Williamson Knowledge Orgnization System Over Time S. Seetharama The Facet Concept as a Universal Principle of Subdivisio Clare Beghtol Facet Analysis as a Knowledge Management Tool on the Internet Kathryn La Barre and Pauline Atherton Cochrane The Universal Decimal Classification: A Response to a Challenge I. C. Mellwaine Controlled Vocabularies as a Sphere of Influence Anita S. Coleman and Paul Bracke Aligning Systems of Relationship Rebecca Green and Carol A. Bean Terminologies, Ontologies and Information Access Widad Mustafa El Hadi SATSAN AUTOMATRIX Version 1 : A Computer Programme for Synthesis of Colon Class Number According to the Postulational Approach B. G. Satyapal and N. Sanjivini Satyapal. INTEROPERABILITY, DIGITAL LIBRARY AND INFORMATION RETRIEVAL Interoperable Institutional Digital Research Repositories and Their Potential for Open Access Research Knowledge Management T. B. Rajashekar Boundary Objects and the Digital Library Michael Shepherd and Corolyn Watters A PFT-based Approach to Make CDS/ISIS Data based OAI-Compliant Francis Jayakanth and L. Aswath The changing Language Technology and CDS/ ISIS: UNICODE and the Emergence of OTF K. H. Hussain and J. S. Rajeev Text Mining in Biomedicine: Challenges and Opportunities Padmini Srinivasan Determining Authorship of Web Pages Timothy C. Craven

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Date

22. 5.2007 10:37:38

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Date

22. 3.2008 17:56:19