Chaper 5 Book & Journal Databases

Bitch, the (1958) [Novel]

Reference collections

Access to the Libraries

British Library

Thai National Library

Sripatum - University Library

The Library of Congress Website

ASEAN Community Website

 

 

http://dekkid.blogspot.com/

Dewey decimal classification (DDC.)

Dewey decimal classification (DDC.)

The Dewey decimal classification (DDC, also called the Dewey Decimal System) is a proprietary system of library classification developed by Melvil Dewey in 1876.

It has been greatly modified and expanded through 23 major revisions, the most recent in 2011.[2] This system organizes books on library shelves in a specific and repeatable order that makes it easy to find any book and return it to its proper place. The system is used in 200,000 libraries in at least 135 countries.

A designation such as Dewey 16 refers to the 16th edition of the DDC.

Design

The DDC attempts to organize all knowledge into ten main classes. The ten main classes are each further subdivided into ten divisions, and each division into ten sections, giving ten main classes, 100 divisions and 1000 sections. DDC's advantage in using decimals for its categories allows it to be purely numerical; while the drawback is that the codes are much longer and more difficult to remember as compared to an alphanumeric system. Just as an alphanumeric system, it is infinitely hierarchical. It also uses some aspects of a faceted classification scheme, combining elements from different parts of the structure to construct a number representing the subject content (often combining two subject elements with linking numbers and geographical and temporal elements) and form of an item rather than drawing upon a list containing each class and its meaning.

Except for general works and fiction, works are classified principally by subject, with extensions for subject relationships, place, time or type of material, producing classification numbers of at least three digits but otherwise of indeterminate length with a decimal point before the fourth digit, where present (for example, 330 for economics + .9 for geographic treatment + .04 for Europe = 330.94 European economy; 973 for United States + .05 form division for periodicals = 973.05 periodicals concerning the United States generally).

Books are placed on the shelf in increasing numerical order of the decimal number, for example, 050, 220, 330, 330.973, 331. When two books have the same classification number the second line of the call number (usually the first letter or letters of the author's last name, the title if there is no identifiable author) is placed in alphabetical order.

The DDC has a number for all books, including fiction: American fiction is classified in 813. Most libraries create a separate fiction section to allow shelving in a more generalized fashion than Dewey provides for, or to avoid the space that would be taken up in the 800s, or simply to allow readers to find preferred authors by alphabetical order of surname.

Some parts of the classification offer options to accommodate different kinds of libraries. An important feature of the scheme is the ability to assign multiple class numbers to a bibliographical item and only use one of them for shelving. The added numbers appear in the classified subject catalog (though this is not the usual practice in North America). For the full benefit of the scheme the relative index and the tables that form part of every edition must be understood and consulted when required. The structure of the schedules is such that subjects close to each other in a dictionary catalog are dispersed in the Dewey schedules (for example, architecture of Chicago quite separate from geography of Chicago).

Classes listed

The system is made up of seven tables and ten main classes, each of which are divided into ten secondary classes or subcategories, each of which contain ten subdivisions.

The tables are:

Standard subdivision

Areas

Subdivision of individual literatures

Subdivisions of individual languages

Racial, ethnic, national groups

Languages

Persons

The classes are:

000 – Computer science, information and general works

100 – Philosophy and psychology

200 – Religion

300 – Social sciences

400 – Language

500 – Science (including mathematics)

600 – Technology and applied Science

700 – Arts and recreation

800 – Literature

900 – History, geography, and biography

Administration and publication

While he lived, Melvil Dewey edited each edition himself: he was followed by other editors who had been very much influenced by him. The earlier editions were printed in the peculiar spelling that Dewey had devised: the number of volumes in each edition increased to two, then three and now four.

The Online Computer Library Center of Dublin, Ohio, United States, acquired the trademark and copyrights associated with the DDC when it bought Forest Press in 1988. OCLC maintains the classification system and publishes new editions of the system. The editorial staff responsible for updates is based partly at the Library of Congress and partly at OCLC. Their work is reviewed by the Decimal Classification Editorial Policy Committee (EPC), which is a ten-member international board that meets twice each year. The four-volume unabridged edition is published approximately every six years, the most recent edition (DDC 23) in mid 2011.[5] The web edition is updated on an ongoing basis, with changes announced each month.[6]

The work of assigning a DDC number to each newly published book is performed by a division of the Library of Congress, whose recommended assignments are either accepted or rejected by the OCLC after review by an advisory board; to date all have been accepted.[citation needed]

In September 2003, the OCLC sued the Library Hotel for trademark infringement. The settlement was that the OCLC would allow the Library Hotel to use the system in its hotel and marketing. In exchange, the Hotel would acknowledge the Center's ownership of the trademark and make a donation to a nonprofit organization promoting reading and literacy among children.

DDC's numbers formed the basis of the more expressive but complex Universal Decimal Classification (UDC), which combines the basic Dewey, numbers with selected punctuation marks (comma, colon, parentheses, etc.). Adaptations of DDC for specific regions outside the English-speaking world include the Korean Decimal Classification, the New Classification Scheme for Chinese Libraries and the Nippon Decimal Classification (Japanese).

Comparison with Library of Congress Classification

For more details on this topic, see Comparison of Dewey and Library of Congress subject classification.

This section may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (November 2008)

Besides its frequent revision, DDC's main advantage over its chief American rival, the Library of Congress Classification system developed shortly afterward, is its simplicity. Thanks to the use of pure notation, a mnemonics system and a hierarchical decimal place system, it is generally easier to use.[citation needed]

DDC and UDC are more flexible than Library of Congress Classification because of greater use of facets (via auxiliary tables) while Library of Congress Classification is almost totally enumerative.

DDC's decimal system means that it is less hospitable to the addition of new subjects, as opposed to Library of Congress Classification, which has 21 classes at the top level. DDC notations can be much longer compared to other classification systems.

Another disadvantage of DDC is that it was developed in the 19th century essentially by one man and was built on a top-down approach to classify all human knowledge, which makes it difficult to adapt to changing fields of knowledge. The Library of Congress Classification system was developed based mainly on the idea of literary warrant; classes were added (by individual experts in each area) only when needed for works owned by the Library of Congress. As a result, while the Library of Congress Classification system was able to incorporate changes and additions of new branches of knowledge, particularly in the fields of engineering and computer science (the greater hospitability of the Library of Congress Classification was also a factor), DDC has been criticized for being inadequate in covering those areas. It is asserted that, as a result, most major academic libraries in the US do not use the DDC because the classification of works in those areas is not specific enough, although there are other reasons that may truly be more weighty, such as the much lower expense of using a unique "pre-packaged" catalog number instead of having highly skilled staff members engaging in the time-consuming development of catalog numbers.

The Library of Congress Classification system is not without problems. For example, it is highly US-centric because of the nature of the system, and it has been translated into far fewer languages than DDC and UDC.

Understanding Call Numbers

What are call numbers for?
Each book in the library has a unique call number. A call number is like an address: it tells us where the book is located in the library.  Call numbers appear 

Note that the same call number can be written from 
top-to-bottom, or left-to-right.  

Sierra College, like many libraries in the U.S., usesDewey Decimal Classification for call numbers. This system uses a combination of numbers and some letters to arrange materials by subjects.

Reading Call Numbers

Putting Call Numbers in Shelf Order
To understand how call numbers are put in order in Dewey Decimal Classification, again look at each section of the call number.

What does the call number mean?
Remember that Dewey decimal classification arranges materials by subjects. The first section of the call number represents the subject of the book. The alphanumeric section of the call number often represents the author's last name.

Why is this important to know?
Because books are classified by subject, you can often find several helpful books on the same shelf, or nearby. For example, within the same call number 333.79, there are other books about energy.
333.79 P966 - Prospects for Energy in America
333.79 R411 - Renewable Energy
333.79 S641 - Energy at the Crossroads
333.79 V132 - Power to the People
Since Dewey decimal classification arranges materials by subjects, knowing the number for your subject area gives you a place to start browsing the shelves.

 http://dekkid.blogspot.com/

Library of Congress Classification System (LC.)

Library of Congress Classification System

The Library of Congress Classification System (LC System) is 

used to organize books in many academic and university libraries throughout the United States and world.

The interdisciplinary nature of geography requires the use of material from a variety of subject areas. This outline, which is part of the Geography site at The Mining Company should assist you to locate areas of the library to begin your research. The LC System organizes material in libraries according to twenty-one branches of knowledge. The 21 categories (labeled A-Z except I, O, W, X and Y) are further divided by adding one or two additional letters and a set of numbers.

LOCATING BOOKS ON THE SHELF IN THE LIBRARY

The Library of Congress Classification System is an alphanumeric system used to organize books by subject, author and title information. In short, the system allows information concerning related subjects to be organized together for easy reference. 
 

Library of Congress Basic Subject Classifications
A B C D E F G H I J K L	General Works Philosophy, Psychology, Religion Sciences of History, History of Civilization History (World excluding U.S) History (American) History (American) Geography, Anthropology, Recreation Social Sciences Not used  Political Science Law Education	M N P Q R S T U V W X Z	Music Fine and Visual Arts Language, Literature, Philology, Linguistics Science Medicine Agriculture Technology Military Science Naval Science Not Used Not Used Bibliography and Library Science

http://dekkid.blogspot.com/

Objective and Subjective

Objective means that you look at a matter without bias. You just take the facts into account without any outside opinions involved. Meanwhile, subjective means that along with facts you put personal opinions and feeling into an agreement.This may then make your agreement bias and in turn even invalid.

source: http://ca.answers.yahoo.com/question/index?qid=20090906114536AAw5mTA

 

Example of Objective: A man, He always drink alcohol and get drunks. One day he faildown from stairs and his leg is broken. Because his behavior like this that why he get an acident.

 

Example of Subjective: Phuket is very beautiful and is a nice place with good beaches. This is what I think and feel, but for other it maynot same.http://dekkid.blogspot.com/

http://dekkid.blogspot.com/

Data, Information, Knowledge, and Wisdom by Gene Bellinger, Durval Castro, Anthony Mills There is probably no segment of activity in the world attracting as much attention at present as that of knowledge management. Yet as I entered this arena of activity I quickly found there didn't seem to be a wealth of sources that seemed to make sense in terms of defining what knowledge actually was, and how was it differentiated from data, information, and wisdom. What follows is the current level of understanding I have been able to piece together regarding data, information, knowledge, and wisdom. I figured to understand one of them I had to understand all of them. According to Russell Ackoff, a systems theorist and professor of organizational change, the content of the human mind can be classified into five categories: Data: symbols Information: data that are processed to be useful; provides answers to "who", "what", "where", and "when" questions Knowledge: application of data and information; answers "how" questions Understanding: appreciation of "why" Wisdom: evaluated understanding. Ackoff indicates that the first four categories relate to the past; they deal with what has been or what is known. Only the fifth category, wisdom, deals with the future because it incorporates vision and design. With wisdom, people can create the future rather than just grasp the present and past. But achieving wisdom isn't easy; people must move successively through the other categories. A further elaboration of Ackoff's definitions follows: Data... data is raw. It simply exists and has no significance beyond its existence (in and of itself). It can exist in any form, usable or not. It does not have meaning of itself. In computer parlance, a spreadsheet generally starts out by holding data. Information... information is data that has been given meaning by way of relational connection. This "meaning" can be useful, but does not have to be. In computer parlance, a relational database makes information from the data stored within it. Knowledge... knowledge is the appropriate collection of information, such that it's intent is to be useful. Knowledge is a deterministic process. When someone "memorizes" information (as less-aspiring test-bound students often do), then they have amassed knowledge. This knowledge has useful meaning to them, but it does not provide for, in and of itself, an integration such as would infer further knowledge. For example, elementary school children memorize, or amass knowledge of, the "times table". They can tell you that "2 x 2 = 4" because they have amassed that knowledge (it being included in the times table). But when asked what is "1267 x 300", they can not respond correctly because that entry is not in their times table. To correctly answer such a question requires a true cognitive and analytical ability that is only encompassed in the next level... understanding. In computer parlance, most of the applications we use (modeling, simulation, etc.) exercise some type of stored knowledge. Understanding... understanding is an interpolative and probabilistic process. It is cognitive and analytical. It is the process by which I can take knowledge and synthesize new knowledge from the previously held knowledge. The difference between understanding and knowledge is the difference between "learning" and "memorizing". People who have understanding can undertake useful actions because they can synthesize new knowledge, or in some cases, at least new information, from what is previously known (and understood). That is, understanding can build upon currently held information, knowledge and understanding itself. In computer parlance, AI systems possess understanding in the sense that they are able to synthesize new knowledge from previously stored information and knowledge. Wisdom... wisdom is an extrapolative and non-deterministic, non-probabilistic process. It calls upon all the previous levels of consciousness, and specifically upon special types of human programming (moral, ethical codes, etc.). It beckons to give us understanding about which there has previously been no understanding, and in doing so, goes far beyond understanding itself. It is the essence of philosophical probing. Unlike the previous four levels, it asks questions to which there is no (easily-achievable) answer, and in some cases, to which there can be no humanly-known answer period. Wisdom is therefore, the process by which we also discern, or judge, between right and wrong, good and bad. I personally believe that computers do not have, and will never have the ability to posses wisdom. Wisdom is a uniquely human state, or as I see it, wisdom requires one to have a soul, for it resides as much in the heart as in the mind. And a soul is something machines will never possess (or perhaps I should reword that to say, a soul is something that, in general, will never possess a machine). Personally I contend that the sequence is a bit less involved than described by Ackoff. The following diagram represents the transitions from data, to information, to knowledge, and finally to wisdom, and it is understanding that support the transition from each stage to the next. Understanding is not a separate level of its own. Data represents a fact or statement of event without relation to other things. Ex: It is raining. Information embodies the understanding of a relationship of some sort, possibly cause and effect. Ex: The temperature dropped 15 degrees and then it started raining. Knowledge represents a pattern that connects and generally provides a high level of predictability as to what is described or what will happen next. Ex: If the humidity is very high and the temperature drops substantially the atmospheres is often unlikely to be able to hold the moisture so it rains. Wisdom embodies more of an understanding of fundamental principles embodied within the knowledge that are essentially the basis for the knowledge being what it is. Wisdom is essentially systemic. Ex: It rains because it rains. And this encompasses an understanding of all the interactions that happen between raining, evaporation, air currents, temperature gradients, changes, and raining. Yet, there is still a question regarding when is a pattern knowledge and when is it noise. Consider the following: Abugt dbesbt regtc uatn s uitrzt. ubtxte pstye ysote anet sser extess ibxtedstes bet3 ibtes otesb tapbesct ehracts It is quite likely this sequence represents 100% novelty, which means it's equivalent to noise. There is no foundation for you to connect with the pattern, yet to me the statements are quite meaningful as I understand the translation with reveals they are in fact Newton's 3 laws of motion. Is something knowledge if you can't understand it? Now consider the following: I have a box. The box is 3' wide, 3' deep, and 6' high. The box is very heavy. The box has a door on the front of it. When I open the box it has food in it. It is colder inside the box than it is outside. You usually find the box in the kitchen. There is a smaller compartment inside the box with ice in it. When you open the door the light comes on. When you move this box you usually find lots of dirt underneath it. Junk has a real habit of collecting on top of this box. What is it? A refrigerator. You knew that, right? At some point in the sequence you connected with the pattern and understood it was a description of a refrigerator. From that point on each statement only added confirmation to your understanding. If you lived in a society that had never seen a refrigerator you might still be scratching your head as to what the sequence of statements referred to. Also, realize that I could have provided you with the above statements in any order and still at some point the pattern would have connected. When the pattern connected the sequence of statements represented knowledge to you. To me all the statements convey nothing as they are simply 100% confirmation of what I already knew as I knew what I was describing even before I started. References: Ackoff, R. L., "From Data to Wisdom", Journal of Applies Systems Analysis, Volume 16, 1989 p 3-9. Gadomski, Adam Maria, Information, Preferences and Knowledge, An Interesting Evolution in Thought Sharma, Nikhil, The Origin of the Data Information Knowledge Wisdom Hierarchy theWay of Systems * Feedback * MusingsCopyright © 2004 Gene Bellinger