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  1. Kleineberg, M.: Context analysis and context indexing : formal pragmatics in knowledge organization (2014) 0.35 
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    Source
    http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CDQQFjAE&url=http%3A%2F%2Fdigbib.ubka.uni-karlsruhe.de%2Fvolltexte%2Fdocuments%2F3131107&ei=HzFWVYvGMsiNsgGTyoFI&usg=AFQjCNE2FHUeR9oQTQlNC4TPedv4Mo3DaQ&sig2=Rlzpr7a3BLZZkqZCXXN_IA&bvm=bv.93564037,d.bGg&cad=rja
  2. Popper, K.R.: Three worlds : the Tanner lecture on human values. Deliverd at the University of Michigan, April 7, 1978 (1978) 0.28 
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    https%3A%2F%2Ftannerlectures.utah.edu%2F_documents%2Fa-to-z%2Fp%2Fpopper80.pdf&usg=AOvVaw3f4QRTEH-OEBmoYr2J_c7H
  3. Bertelsmann Lexikon Geschichte (1996) 0.02 
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    Abstract
    Ein zuverlässiges, aktuelles Lexikon zur Geschichte, unentbehrlich für das Verständnis historischer Zusammenhänge und politischer Gegenwartsprobleme
  4. Munkelt, J.; Schaer, P.: Towards an IR test collection for the German National Library (2018) 0.02 
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    Footnote
    Vortrag, Conference: Lernen Wissen Daten Analysen 2018 at Mannheim.
  5. DeSilva, J.M.; Traniello, J.F.A.; Claxton, A.G.; Fannin, L.D.: When and why did human brains decrease in size? : a new change-point analysis and insights from brain evolution in ants (2021) 0.02 
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    Footnote
    Vgl. auch: Rötzer, F.: Warum schrumpft das Gehirn des Menschen seit ein paar Tausend Jahren? Unter: https://krass-und-konkret.de/wissenschaft-technik/warum-schrumpft-das-gehirn-des-menschen-seit-ein-paar-tausend-jahren/. "... seit einigen tausend Jahren - manche sagen seit 10.000 Jahren -, also nach dem Beginn der Landwirtschaft, der Sesshaftigkeit und der Stadtgründungen sowie der Erfindung der Schrift schrumpfte das menschliche Gehirn überraschenderweise wieder. ... Allgemein wird davon ausgegangen, dass mit den ersten Werkzeugen und vor allem beginnend mit der Erfindung der Schrift kognitive Funktionen, vor allem das Gedächtnis externalisiert wurden, allerdings um den Preis, neue Kapazitäten entwickeln zu müssen, beispielsweise Lesen und Schreiben. Gedächtnis beinhaltet individuelle Erfahrungen, aber auch kollektives Wissen, an dem alle Mitglieder einer Gemeinschaft mitwirken und in das das Wissen sowie die Erfahrungen der Vorfahren eingeschrieben sind. Im digitalen Zeitalter ist die Externalisierung und Entlastung der Gehirne noch sehr viel weitgehender, weil etwa mit KI nicht nur Wissensinhalte, sondern auch kognitive Fähigkeiten wie das Suchen, Sammeln, Analysieren und Auswerten von Informationen zur Entscheidungsfindung externalisiert werden, während die externalisierten Gehirne wie das Internet kollektiv in Echtzeit lernen und sich erweitern. Über Neuimplantate könnten schließlich Menschen direkt an die externalisierten Gehirne angeschlossen werden, aber auch direkt ihre kognitiven Kapazitäten erweitern, indem Prothesen, neue Sensoren oder Maschinen/Roboter auch in der Ferne in den ergänzten Körper der Gehirne aufgenommen werden.
    Die Wissenschaftler sehen diese Entwicklungen im Hintergrund, wollen aber über einen Vergleich mit der Hirnentwicklung bei Ameisen erklären, warum heutige Menschen kleinere Gehirne als ihre Vorfahren vor 100.000 Jahren entwickelt haben. Der Rückgang der Gehirngröße könnte, so die Hypothese, "aus der Externalisierung von Wissen und den Vorteilen der Entscheidungsfindung auf Gruppenebene resultieren, was zum Teil auf das Aufkommen sozialer Systeme der verteilten Kognition und der Speicherung und Weitergabe von Informationen zurückzuführen ist"."
    Source
    Frontiers in ecology and evolution, 22 October 2021 [https://www.frontiersin.org/articles/10.3389/fevo.2021.742639/full]
  6. Vernetztes Wissen - Daten, Menschen, Systeme : 6. Konferenz der Zentralbibliothek Forschungszentrum Jülich. 5. - 7. November 2012 - Proceedingsband: WissKom 2012 (2012) 0.01 
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    Abstract
    Informations- und Wissensvermittlung verlagern sich immer stärker in die digitale Welt. Möglich wird dies nicht zuletzt durch die voranschreitende Durchdringung aller Lebensbereiche durch das Internet. Wissen wird mehr und mehr zu vernetztem Wissen. Die Jülicher Konferenz WissKom2012 thematisiert die Anpassung an diese Entwicklung und ihre Mitgestaltung durch innovative Bibliotheksdienstleistungen. Der Konferenztitel "Vernetztes Wissen: Daten, Menschen, Systeme" deutet die wechselseitige Vernetzung unter- und miteinander an. Ziel ist, vorhandene Insellösungen zu verbinden und neue Konzepte für inhärent vernetzte Strukturen zu entwickeln. Mit der WissKom2012 "Vernetztes Wissen - Daten, Menschen, Systeme" greift die Zentralbibliothek des Forschungszentrums Jülich erneut Themen im Spannungsfeld von "Bibliothek - Information - Wissenschaft" in einer Konferenz interdisziplinär auf und versucht, neue Handlungsfelder für Bibliotheken aufzuzeigen. Diese sechste Konferenz der Zentralbibliothek thematisiert den immer wichtiger werdenden Bereich der Forschungsdaten und den nachhaltigen Umgang mit ihnen. Sie zeigt auf, was Interdisziplinarität konkret bedeutet und wie bislang isolierte Systeme vernetzt werden können und so Mehrwert entsteht. Der Konferenzband enthält neben den Ausführungen der Referenten zudem die Beiträge der Poster Session sowie den Festvortrag von Prof. Viktor Mayer-Schönberger mit dem Titel "Delete: Die Tugend des Vergessens in digitalen Zeiten".
  7. Macaulay, D.: Wie funktioniert das? (1996) 0.01 
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    Abstract
    Die aufregende Welt der Technik: von Feuerlöscher bis Fernseher. Von Schloß bis Schaltgetriebe. Von Licht bis Landeklappen. Alles wird auf verständliche und unterhaltsame Weise erklärt: die Maschinen, ihre Geschichte und die naturwissenschaftlichen Gesetze, auf denen die Erfindungen beruhen. Unnachahmlich illustriert vom preisgekrönten Jugendbuchautor David Macaulay
  8. Mult IK media : eine multimediale Präsentation des Fachbereichs Informations- und Kommunikationswesen der Fachhochschule Hannover (1997) 0.01 
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    Abstract
    Diese CD-ROM enthält eine multimediale Präsentation des Fachbereichs Informations- und Kommunikationswesen der FH Hannover, die über folgende Themen informiert: (1) Berufsbild der Informationspezialisten, Einsatzbereiche und Tätigkeiten (2) Geschichte des Fachbereichs, Gründung, Studentenzahlen, etc. (3) Vorstellung der Studiengänge des Fachbereichs unter Berücksichtigung der Berufsbilder, der Zulassungsbedingungen, der Studienorganisationen und der Praktikumsstellen (4) Ausstattung und Kapazitäten des Fachbereichs (5) Ausgewählte Diplom- und Projektarbeiten (6) Aktivitäten des Fachbereichs in Kooperation mit Partnerhochschulen, a.B. Auslandsprogramme und -projekte, Studenten-Summer-Seminare (7) Präsenz des Fachbereichs im WWW des Internet
  9. Genetasio, G.: ¬The International Cataloguing Principles and their future", in: JLIS.it 3/1 (2012) (2012) 0.01 
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    Theme
    Geschichte der Kataloge
  10. Sales, R. de; Pires, T.B.: ¬The classification of Harris : influences of Bacon and Hegel in the universe of library classification (2017) 0.01 
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    Theme
    Geschichte der Klassifikationssysteme
  11. Scheir, P.; Pammer, V.; Lindstaedt, S.N.: Information retrieval on the Semantic Web : does it exist? (2007) 0.01 
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    Source
    Lernen - Wissen - Adaption : workshop proceedings / LWA 2007, Halle, September 2007. Martin Luther University Halle-Wittenberg, Institute for Informatics, Databases and Information Systems. Hrsg.: Alexander Hinneburg
  12. Palm, F.: QVIZ : Query and context based visualization of time-spatial cultural dynamics (2007) 0.01 
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    Content
    Vortrag anlässlich des Workshops: "Extending the multilingual capacity of The European Library in the EDL project Stockholm, Swedish National Library, 22-23 November 2007".
    Date
    20. 1.2008 17:28:29
  13. Hollink, L.; Assem, M. van: Estimating the relevance of search results in the Culture-Web : a study of semantic distance measures (2010) 0.01 
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    Date
    29. 7.2011 14:44:56
    26.12.2011 13:40:22
  14. Dousa, T.M.: E. Wyndham Hulme's classification of the attributes of books : On an early model of a core bibliographical entity (2017) 0.01 
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    Theme
    Geschichte der Kataloge
  15. Panzer, M.: Designing identifiers for the DDC (2007) 0.01 
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    Content
    Some examples of identifiers for concepts follow: <http://dewey.info/concept/338.4/en/edn/22/> This identifier is used to retrieve or identify the 338.4 concept in the English-language version of Edition 22. <http://dewey.info/concept/338.4/de/edn/22/> This identifier is used to retrieve or identify the 338.4 concept in the German-language version of Edition 22. <http://dewey.info/concept/333.7-333.9/> This identifier is used to retrieve or identify the 333.7-333.9 concept across all editions and language versions. <http://dewey.info/concept/333.7-333.9/about.skos> This identifier is used to retrieve a SKOS representation of the 333.7-333.9 concept (using the "resource" element). There are several open issues at this preliminary stage of development: Use cases: URIs need to represent the range of statements or questions that could be submitted to a Dewey web service. Therefore, it seems that some general questions have to be answered first: What information does an agent have when coming to a Dewey web service? What kind of questions will such an agent ask? Placement of the {locale} component: It is still an open question if the {locale} component should be placed after the {version} component instead (<http://dewey.info/concept/338.4/edn/22/en>) to emphasize that the most important instantiation of a Dewey class is its edition, not its language version. From a services point of view, however, it could make more sense to keep the current arrangement, because users are more likely to come to the service with a present understanding of the language version they are seeking without knowing the specifics of a certain edition in which they are trying to find topics. Identification of other Dewey entities: The goal is to create a locator that does not answer all, but a lot of questions that could be asked about the DDC. Which entities are missing but should be surfaced for services or user agents? How will those services or agents interact with them? Should some entities be rendered in a different way as presented? For example, (how) should the DDC Summaries be retrievable? Would it be necessary to make the DDC Manual accessible through this identifier structure?"
    Date
    21. 3.2008 19:29:28
  16. Facet analytical theory for managing knowledge structure in the humanities : FATKS (2003) 0.00 
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    Date
    29. 8.2004 9:17:18
  17. Mitchell, J.S.: DDC 22 : an introduction (2003) 0.00 
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    Abstract
    Dewey Decimal Classification and Relative Index, Edition 22 (DDC 22) will be issued simultaneously in print and web versions in July 2003. The new edition is the first full print update to the Dewey Decimal Classification system in seven years-it includes several significant updates and many new numbers and topics. DDC 22 also features some fundamental structural changes that have been introduced with the goals of promoting classifier efficiency and improving the DDC for use in a variety of applications in the web environment. Most importantly, the content of the new edition has been shaped by the needs and recommendations of Dewey users around the world. The worldwide user community has an important role in shaping the future of the DDC.
    Object
    DDC-22
  18. Van der Veer Martens, B.: Do citation systems represent theories of truth? (2001) 0.00 
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    Date
    22. 7.2006 15:22:28
  19. Microsoft encarta : multimedia encyclopedia (1992) 0.00 
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    Content
    Textgrundlage: Funk & Wagnalls new encyclopedia. Vol.1-29
  20. Byrum, J.D. Jr.: Section on bibliography : report of the activities 2000-2001 (2001) 0.00 
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    Date
    26.12.2011 12:30:29

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