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  • × author_ss:"Szostak, R."
  1. Szostak, R.: Facet analysis using grammar (2017) 0.02
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    Abstract
    Basic grammar can achieve most/all of the goals of facet analysis without requiring the use of facet indicators. Facet analysis is thus rendered far simpler for classificationist, classifier, and user. We compare facet analysis and grammar, and show how various facets can be represented grammatically. We then address potential challenges in employing grammar as subject classification. A detailed review of basic grammar supports the hypothesis that it is feasible to usefully employ grammatical construction in subject classification. A manageable - and programmable - set of adjustments is required as classifiers move fairly directly from sentences in a document (or object or idea) description to formulating a subject classification. The user likewise can move fairly quickly from a query to the identification of relevant works. A review of theories in linguistics indicates that a grammatical approach should reduce ambiguity while encouraging ease of use. This paper applies the recommended approach to a small sample of recently published books. It finds that the approach is feasible and results in a more precise subject description than the subject headings assigned at present. It then explores PRECIS, an indexing system developed in the 1970s. Though our approach differs from PRECIS in many important ways, the experience of PRECIS supports our conclusions regarding both feasibility and precision.
  2. Szostak, R.: Interdisciplinarity and the classification of scholarly documents by phenomena, theories and methods (2007) 0.01
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    Date
    12. 2.2012 18:57:26
  3. Szostak, R.: Universal and domain-specific classifications from an interdisciplinary perspective (2010) 0.01
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    Source
    Paradigms and conceptual systems in knowledge organization: Proceedings of the Eleventh International ISKO Conference, 23-26 February 2010 Rome, Italy. Edited by Claudio Gnoli and Fulvio Mazzocchi
  4. Szostak, R.: Employing a synthetic approach to subject classification across galleries, libraries, archives, and museums (2016) 0.01
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    Date
    19. 1.2019 18:55:26
  5. Szostak, R.: Speaking truth to power in classification : response to Fox's review of my work; KO 39:4, 300 (2013) 0.01
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    Date
    22. 2.2013 12:35:05
  6. Szostak, R.; Gnoli, C.; López-Huertas, M.: Interdisciplinary knowledge organization 0.01
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    Date
    27. 8.2017 13:47:26
  7. Szostak, R.: Skepticism and knowledge organization (2014) 0.01
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    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
  8. Szostak, R.: Classifying science : phenomena, data, theory, method, practice (2004) 0.01
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    Date
    21. 7.2012 19:19:26
  9. Gnoli, C.; Pullman, T.; Cousson, P.; Merli, G.; Szostak, R.: Representing the structural elements of a freely faceted classification (2011) 0.00
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    Source
    Classification and ontology: formal approaches and access to knowledge: proceedings of the International UDC Seminar, 19-20 September 2011, The Hague, The Netherlands. Eds.: A. Slavic u. E. Civallero
  10. Szostak, R.: Complex concepts into basic concepts (2011) 0.00
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    Abstract
    Interdisciplinary communication, and thus the rate of progress in scholarly understanding, would be greatly enhanced if scholars had access to a universal classification of documents or ideas not grounded in particular disciplines or cultures. Such a classification is feasible if complex concepts can be understood as some combination of more basic concepts. There appear to be five main types of concept theory in the philosophical literature. Each provides some support for the idea of breaking complex into basic concepts that can be understood across disciplines or cultures, but each has detractors. None of these criticisms represents a substantive obstacle to breaking complex concepts into basic concepts within information science. Can we take the subject entries in existing universal but discipline-based classifications, and break these into a set of more basic concepts that can be applied across disciplinary classes? The author performs this sort of analysis for Dewey classes 300 to 339.9. This analysis will serve to identify the sort of 'basic concepts' that would lie at the heart of a truly universal classification. There are two key types of basic concept: the things we study (individuals, rocks, trees), and the relationships among these (talking, moving, paying).