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Date

22. 5.2007 12:07:51

Isbn

3-87068-883-1

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Date

22. 5.2007 10:37:38

Isbn

0-471-43257-1

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Abstract

PC-Katalogisierung mit RAK ist ein Praxis-Handbuch und wendet sich an Benutzer mit folgenden Anwendungsbedürfnissen: 1) PC-Einsatz, konfiguriert nach dem DBI- Pflichtenheft. 2) Softwareeinsatz für Programmierer, Softwarehäuser, Bibliotheken, Dokumentationsstellen, Institutionen. 3) Praktischer Ratgeber für Katalogisierer in Bibliotheken. Das Buch setzt eine gewisse Regelkenntnis für RAK-Definition voraus. Es ersetzt kein RAK-Lehrbuch. In den Anhängen befindet sich ua ein EDV- Glossar, eine Liste der Deskriptionszeichen, ein Stoppwortregister sowie Literaturhinweise.

ASB

Wbr 1

Classification

AN 74500 Allgemeines / Buch- und Bibliothekswesen, Informationswissenschaft / Bibliothekswesen / Kataloge, Katalogisierung / Titelaufnahme, Katalogisierung im Ausland (LS 1) / International, Allgemeines
Wbr 1

RVK

AN 74500 Allgemeines / Buch- und Bibliothekswesen, Informationswissenschaft / Bibliothekswesen / Kataloge, Katalogisierung / Titelaufnahme, Katalogisierung im Ausland (LS 1) / International, Allgemeines

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Date

22. 3.2008 17:56:19

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Date

27.12.2008 11:22:36

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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. . . .

Isbn

1-402-03094-0

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Content

This work is a comprehensive guide to Edition 21 of the Dewey Decimal Classification (DDC 21). The previous edition was edited by John Phillip Comaromi, who also was the editor of DDC 20 and thus was able to impart in its pages information about the inner workings of the Decimal Classification Editorial Policy Committee, which guides the Classification's development. The manual begins with a brief history of the development of Dewey Decimal Classification (DDC) up to this edition and its impact internationally. It continues on to a review of the general structure of DDC and the 21st edition in particular, with emphasis on the framework ("Hierarchical Order," "Centered Entries") that aids the classifier in its use. An extensive part of this manual is an in-depth review of how DDC is updated with each edition, such as reductions and expansions, and detailed lists of such changes in each table and class. Each citation of a change indicates the previous location of the topic, usually in parentheses but also in textual explanations ("moved from 248.463"). A brief discussion of the topic moved or added provides substance to what otherwise would be lists of numbers. Where the changes are so dramatic that a new class or division structure has been developed, Comparative and Equivalence Tables are provided in volume 1 of DDC 21 (such as Life sciences in 560-590); any such list in this manual would only be redundant. In these cases, the only references to changes in this work are those topics that were moved from other classes. Besides these citations of changes, each class is introduced with a brief background discussion about its development or structure or both to familiarize the user with it. A new aspect in this edition of the DDC study manual is that it is combined with Marty Bloomberg and Hans Weber's An Introduction to Classification and Number Building in Dewey (Libraries Unlimited, 1976) to provide a complete reference for the application of DDC. Detailed examples of number building for each class will guide the classifier through the process that results in classifications for particular works within that class. In addition, at the end of each chapter, lists of book summaries are given as exercises in number analysis, with Library of Congress-assigned classifications to provide benchmarks. The last chapter covers book, or author, numbers, which-combined with the classification and often the date-provide unique call numbers for circulation and shelf arrangement. Guidelines in the application of Cutter tables and Library of Congress author numbers complete this comprehensive reference to the use of DDC 21. As with all such works, this was a tremendous undertaking, which coincided with the author completing a new edition of Conversion Tables: LC-Dewey, Dewey-LC (Libraries Unlimited, forthcoming). Helping hands are always welcome in our human existence, and this book is no exception. Grateful thanks are extended to Jane Riddle, at the NASA Goddard Space Flight Center Library, and to Darryl Hines, at SANAD Support Technologies, Inc., for their kind assistance in the completion of this study manual.

Isbn

1-56308-598-4

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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.
Other selected specialized metadata element sets or schemas, such as Government Information Locator Service (GILS), are presented. Attention is brought to the different sets of elements and the need for linking up these elements across metadata schemes from a semantic point of view. It is no surprise, then, that after the presentation of additional specialized sets of metadata from the educational community and the arts sector, attention is turned to the discussion of Crosswalks between metadata element sets or the mapping of one metadata standard to another. Finally, the five appendices detailing elements found in Dublin Core, GILS, ARIADNE versions 3 and 3. 1, and Categories for the Description of Works of Art are an excellent addition to this chapter's focus on metadata and communities of practice. Chapters 3-6 provide an up-to-date account of the use of metadata standards in Libraries from the point of view of a community of practice. Some of the content standards included in these four chapters are AACR2, Dewey Decimal Classification (DDC), and Library of Congress Subject Classification. In addition, uses of MARC along with planned implementations of the archival community's encoding scheme, EAD, are covered in detail. In a way, content in these chapters can be considered as a refresher course on the history, current state, importance, and usefulness of the above-mentioned standards in Libraries. Application of the standards is offered for various types of materials, such as monographic materials, continuing resources, and integrating library metadata into local catalogs and databases. A review of current digital library projects takes place in Chapter 7. While details about these projects tend to become out of date fast, the sections on issues and problems encountered in digital projects and successes and failures deserve any reader's close inspection. A suggested model is important enough to merit a specific mention below, in a short list format, as it encapsulates lessons learned from issues, problems, successes, and failures in digital projects. Before detailing the model, however, the various projects included in Chapter 7 should be mentioned. The projects are: Colorado Digitization Project, Cooperative Online Resource Catalog (an Office of Research project by OCLC, Inc.), California Digital Library, JSTOR, LC's National Digital Library Program and VARIATIONS.

Isbn

1-59158-145-1

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Isbn

3-87068-916-1

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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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Abstract

Das Buch beginnt mit einem Überblick über die wesentlichen Themen der Inhaltserschließung (Kap. 1). Es führt in die zentrale Problemstellung ein, die sich an die Dualität zwischen Begriffen und Bezeichnungen knüpft (Kap. 2). Danach stehen die Methoden der Inhaltserschließung im Vordergrund: Das Abstracting (Kap. 3), das Indexieren (Kap. 4) und automatische Verfahren der Inhaltserschließung (Kap. 5). Für diese Methoden werden jeweils Arbeitschritte und Qualitätskriterien benannt und es werden typologische Unterteilungen vorgenommen. Ein weiteres Kapitel ist einem häufig vernachlässigtem Produkt inhaltserschließender Tätigkeit gewidmet, dem Register (Kap. 6). Mit Dokumentationssprachen kommen dann wichtige Erschließungsinstrumente zu Wort. Nach einem Überblick (Kap. 7) geht es um ihre beiden Ausprägungen, nämlich um Klassifikationen (Kap. 8-10) und um Thesauri (Kap. 11-12). Sie werden vor allem unter dem Aspekt ihrer Erstellung thematisiert. Zudem werden Qualitätskriterien und typologische Ausformungen angesprochen. Nach einem zusammenfassenden Vergleich von Dokumentationssprachen (Kap. 13) wird mit dem Internet schließlich exemplarisch ein Anwendungsbereich vorgestellt. Dabei geht es zunächst um die Erschließung von Internetquellen ganz allgemein (Kap. 14) und dann besonders um diejenige von Fachinformationsquellen (Kap. 15). Jedes Kapitel beginnt mit einem Überblick über die wesentlichen Inhalte und die zugrunde liegende Literatur und endet mit ausgewählten bibliographischen Angaben. Diese sind gegebenenfalls mit Hinweisen auf Rezensionen versehen. Die Gesamtheit der zitierten Literatur findet sich im abschließenden Literaturverzeichnis. Grundlegende Begriffe sind gesperrt kursiv, Beispiele und Eigennamen einfach kursiv gesetzt, Pfeile (->) stellen stets Verweise auf Abbildungen oder Tabellen dar. Die angeführten Internetquellen wurden zuletzt am 11-2-2005 auf ihre Gültigkeit hin überprüft. Die vier theoretischen Kernmodule (Abstracting, Indexieren, Klassifikationen, Thesauri) werden von Übungsbeispielen flankiert, wie ich sie so oder so ähnlich in der Lehre am IID eingesetzt habe. Sie sind mit exemplarischen Lösungsvorschlägen versehen. Dabei versteht es sich von selbst, daß diese Vorschläge nur einige wenige von vielen möglichen darstellen. Mein Dank für das Zustandekommen dieser Publikation gilt zunächst den Teilnehmerinnen und Teilnehmer meiner Kurse am III). Sie haben mich durch ihre ermutigenden Rückmeldungen, ihre rege Beteiligung am Unterrichtsgeschehen und ihre kritischen Fragen immer wieder dazu motiviert, Lehrinhalte zu hinterfragen und zu präzisieren. Jutta Lindenthal hat mit wertvollen Anregungen zu diesem Buch beigetragen. Außerdem danke ich ihr für die immense Sorgfalt, Zeit und Geduld, die sie auf das Gegenlesen des Manuskripts verwandt hat, und vor allem für ihre Begeisterungsfähigkeit. Für die akribische Suche nach formalen Fehlern geht ein herzliches Dankeschön an meinen Vater. Mein Dank für Korrekturtätigkeiten gilt ferner Sabine Walz und Jan Dürrschnabel. Zum Schluß noch eine persönliche Anmerkung: Ich übernahm die Inhaltserschließung damals mit einer großen Portion Skepsis und in der Erwartung, es mit einer unendlich trockenen Materie zu tun zu bekommen. Je intensiver ich mich dann damit beschäftigte, desto größer wurde meine Begeisterung. Wenn ich meinen Lesern auch nur einen Funken davon vermitteln kann, dann wäre das für mich ein großer Erfolg.

Footnote

Weitere Rez. in: Mitt VÖB 59(2006) H.1, S.63-66 (O. Oberhauser); BuB 58(2006) H.4, S.344-345 (H. Wiesenmüller): " ... Um die Sacherschließung ist es dagegen merkwürdig still geworden. Vielerorts wird sie - so scheint es zumindest der Rezensentin - inzwischen primär als Kostenfaktor wahrgenommen. Neue, als wichtiger empfundene Aufgaben (namentlich die Vermittlung von Informationskompetenz) lassen sie mehr und mehr in den Hintergrund treten. Auch der Entschluss Der Deutschen Bibliothek, verstärkt auf klassifikatorische Erschließung mit Dewey's Decimal Classification (DDC) zu setzen, hat keine breite Grundsatzdiskussion angestoßen; die Neuerung wird bisher nahezu ausschließlich unter dem Aspekt wegfallender Fremddaten bei den Schlagwortketten betrachtet. Unter Bibliothekaren ist das Interesse an der Sacherschließung derzeit also eher gering ... Es wäre gut, wenn künftig wieder mehr über Sacherschließung nachgedacht und geredet würde. Das nötige Grundlagenwissen für eine qualifizierte Diskussion kann der hier vorgestellte Band vermitteln. Er sei deshalb sowohl denen ans Herz gelegt, die sich für inhaltliche Erschließung interessieren, als auch jenen, die dies bisher (noch) nicht tun."

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Isbn

1-84334-227-8 (pb) *
1-84334-228-6 (hb)