More random learnings from the chapters and readings and exercises...
The rule of application: if there are two subjects of the same discipline within a work that are interrelated, go with the one that is "being acted upon". If it is talking about someone/thing's influence on someone/thing else, then the subject would be the one that is being influenced, not the influencor. I think I understand this, though I am apparently not great at explaining it!
If a work is about two separate subjects of the same discipline, class it using the one that has received the fuller treatment.
If a work is about two separate subjects that are treated equally of the same discipline, class it using the one that comes first in the DDC schedule, no matter which comes first in the title or the book. This is unless a note tells you otherwise - for example, birds come before mammals in the DDC, but if there is a book about both they should be classified in the mammals section, as then they are at the number for warm-blooded vertebrates.
If there are 3 or more subjects that are subdivisions of a broader subject, classify them as that subject which encompasses them all. E.g. 3 different countries of Europe would be classified as Europe rather than the first individual number.
Avoid subdivisions beginning with zero (i.e. 266.76092 is better than 266.02373051 because of the 0 after the decimal point - sorry, in the "fourth position"). I can understand that you would want to avoid using zeros, but I am not confident I know how to go about finding the alternatives as yet...
The Table of last resort:
(1) Kinds of things
(2) Parts of things
(3) Materials from which things, kinds, or parts are made
(4) Properties of things, kinds, parts, or materials
(5) Processes within things, kinds, parts, or materials
(6) Operations upon things, kinds, parts, or materials
(7) Instrumentalities for performing such operations
This is to be used if none of the other rules apply, but whatever you do, you must keep the author's intention in mind.
I need to record my thinking for some of these exercises after all...
Suggest appropriate numbers for the following topics:
Foxes and Bears
Foxes - 599.775 (*Vulpes)
Bears - 599.78 (*Ursidae) (Not sure what the asterisk means yet)
Foxes come first in the DDC, and so the number would be 599.775
Bats, bears and bandicoots
Bats - 599.4 (*Chiroptera)
Bears - 599.78 (*Ursidae)
Bandicoots - 599.26 (*Peramelina)
Therefore classified as 599.26... no wait! There are three of them, therefore I need to classify this text as 599 (*Mammalia (Mammals)) as that encompasses them all.
An interdisciplinary work on metals
669 as that is the class number for metals (Metallurgy). It actually says in the notes: "Class here... interdisciplinary works on metals".
Ok, I'm going to bed now...! I will tackle this head on tomorrow... before I get on a plane to Victoria and have a few days of not getting it done :-S I might have to find the time to study down there too... The light is at the end of the tunnel though - I can see it! I passed my second assignment, and I do not have long to go now.
:)
References:
Davis, S., & New, G. (1997). DDC 13 Workbook: a practical introduction to the
abridged Dewey Classification. (pp.1-75). Wagga Wagga, NSW :
Centre for Information Studies.
The introduction to DDC: http://www.oclc.org/dewey/versions/ddc22print/intro.pdf
Friday, September 30, 2011
DDC13 Workbook Exercises
I am thinking that rather than put my answers to the exercises here, I will put the things that I learn that may be of importance.
For example:
Search for the narrower term (when using the relative index), so for fire insurance, search for fire insurance, not insurance. You can do it the other way, but this way is much quicker and helps you to make sure you have the specific Dewey number you need.
I need to make sure it's on Abbr. WebDewey, rather than the full version. Click the dropdown box at the top. No wonder I was so confused (not that I'm much less confused now! haha).
I am going to get to know the system, and know the things to look up after a while, for example "perching birds" and "public safety".
I am now up to Chapter 7 of the workbook, and might put the things I learn from that into the next post...
For example:
Search for the narrower term (when using the relative index), so for fire insurance, search for fire insurance, not insurance. You can do it the other way, but this way is much quicker and helps you to make sure you have the specific Dewey number you need.
I need to make sure it's on Abbr. WebDewey, rather than the full version. Click the dropdown box at the top. No wonder I was so confused (not that I'm much less confused now! haha).
I am going to get to know the system, and know the things to look up after a while, for example "perching birds" and "public safety".
I am now up to Chapter 7 of the workbook, and might put the things I learn from that into the next post...
Exercise 2 from the DDC13 workbook
I had a lot of trouble with this exercise. Because I am using WebDewey, I found that it didn't match up perfectly, and as I was still trying to wrap my head around the use of WebDewey (and still am really!), I found it very difficult and frustrating. Fortunately for me, my lovely man got home from work at 11.30pm instead of 2am, so he was able to give me some moral support and to help me nut it out. I think I understand it a little better now, but I am not going to go through it all again to type it here - having it in my head is quite enough at this stage (not to mention I do not have time to do so!). I will attempt to type the next exercise as I do it.
Thursday, September 29, 2011
Finally sinking my teeth into Dewey...
I am finding it all a bit confusing at the moment... I have realised that I need to complete the exercises, and as I didn't get the book early enough, or print versions of Dewey, I need to use Abridged WebDewey with the Abridge version exercises. I am using the summaries I found on the OCLC website
to work out the answers so far. Have tried to do a couple of things with
WebDewey, but so far I am finding it confusing... Will keep persevering
though!
Exercise 1: The summaries
Use the second and third summaries to select appropriate numbers for the following
topics:
1. Music - 700: Arts and recreation, 780: Music
2. Law - 300: Social sciences, 340: Law
3. Spanish literature - 800: Literature, 860: Spanish & Portuguese literatures
4. Psychology - 100: Philosophy & psychology, 150: Psychology
5. Roman Catholic Church - 200: Religion, 280: Christian denominations, 282: Roman Catholic Church
6. Biochemistry - 500: Science, 570: Life sciences; biology, 572: Biochemistry
7. Death customs - 300: Social Sciences, 390: Customs, etiquette & folklore, 393: Death customs
8. Chamber music - 700: Arts & recreation, 780: Music, 785: Ensembles with one instrument per part (I had to look up chamber music on Wikipedia to confirm that it fitted with this...)
9. History of India - 900: History & geography, 950: History of Asia, 954: South Asia; India
10. Heat - 500: Science, 530: Physics, 536: Heat (Had a bit of trouble with this one...)
Exercise from: Davis, S., & New, G. (1997). DDC 13 Workbook: a practical introduction to the
abridged Dewey Classification. (pp.1-75). Wagga Wagga, NSW : Centre for Information Studies.
Exercise 1: The summaries
Use the second and third summaries to select appropriate numbers for the following
topics:
1. Music - 700: Arts and recreation, 780: Music
2. Law - 300: Social sciences, 340: Law
3. Spanish literature - 800: Literature, 860: Spanish & Portuguese literatures
4. Psychology - 100: Philosophy & psychology, 150: Psychology
5. Roman Catholic Church - 200: Religion, 280: Christian denominations, 282: Roman Catholic Church
6. Biochemistry - 500: Science, 570: Life sciences; biology, 572: Biochemistry
7. Death customs - 300: Social Sciences, 390: Customs, etiquette & folklore, 393: Death customs
8. Chamber music - 700: Arts & recreation, 780: Music, 785: Ensembles with one instrument per part (I had to look up chamber music on Wikipedia to confirm that it fitted with this...)
9. History of India - 900: History & geography, 950: History of Asia, 954: South Asia; India
10. Heat - 500: Science, 530: Physics, 536: Heat (Had a bit of trouble with this one...)
Exercise from: Davis, S., & New, G. (1997). DDC 13 Workbook: a practical introduction to the
abridged Dewey Classification. (pp.1-75). Wagga Wagga, NSW : Centre for Information Studies.
Wednesday, September 28, 2011
Too many distractions...
Having a lot of trouble getting any study done. My dad and his lovely
girlfriend are here to visit, and I am finding it very difficult to go
upstairs to my desk and focus on my studies. I am starting to get really
worried. The plan is, that tomorrow I will get up reasonably early and I
will get lots done. I have told them I need to study all day - and I
will this time! And I will stop telling myself that I can do it in front
of the television, because I am not capable of getting anything
worthwhile done with distractions around, and this topic requires my
full concentration!
For now though I am going to bed! Goodnight!
For now though I am going to bed! Goodnight!
Monday, September 26, 2011
Assignment looming
The assignment questions are out - now I am getting really worried! Need to put my head down and my tail up and really get some work done this week...
Sunday, September 25, 2011
LCC vs DDC
I briefly had a look at the Library of Congress Classification system (rushing now, as it it time to go cook dinner, and also because I have SO much to do and so little time in regards to study, and I know I need to get to the important (assignment-related) stuff...
LCC starts with the letters of the alphabet - so 26 initial classifications as opposed to 10. It then divides these using letters, before dividing further with numbers. This does not feel as natural to me, mixing the two types of notations, but it does give a wider range of options (which could mean more hospitatlity than DDC?). The sections themselves are obviously different too. With E and F devoted to American history, the LCC has a definite U.S. feel about it. I find the LCC sections a little clearer about their content - though this is not surprising, as with more classficiations to work with, it can be more specific.
I will leave it at that for now - LCC is not the focus, and in not used in schools. I think if I had to learn to use it one day I could manage pretty well; but for now the focus the Dewey Decimal System. I am sure I am going to learn lots about it very soon!
Chief reference: http://www.loc.gov/catdir/cpso/lcco/
LCC starts with the letters of the alphabet - so 26 initial classifications as opposed to 10. It then divides these using letters, before dividing further with numbers. This does not feel as natural to me, mixing the two types of notations, but it does give a wider range of options (which could mean more hospitatlity than DDC?). The sections themselves are obviously different too. With E and F devoted to American history, the LCC has a definite U.S. feel about it. I find the LCC sections a little clearer about their content - though this is not surprising, as with more classficiations to work with, it can be more specific.
I will leave it at that for now - LCC is not the focus, and in not used in schools. I think if I had to learn to use it one day I could manage pretty well; but for now the focus the Dewey Decimal System. I am sure I am going to learn lots about it very soon!
Chief reference: http://www.loc.gov/catdir/cpso/lcco/
Wednesday, September 21, 2011
Classification schemes
I used the set text (Hider and Harvey, 2008) to answer the following questions for Exercise 21 in topic 6 (the first exercise - finally I am attacking it after putting it off a little bit... Nearly there now, must keep the motivation up!).
1. Explain what a facet is, in bibliographic classification. It is a single concept of a subject - notation is assigned to each facet. They can be put together in ways to represent the thing they are classifying (Hider & Harvey p. 111).
2. Explain the term literary warrant. Literary warrant - controlled vocabularies only use subjects which have been used before - subjects that are in resources that currently exist (p. 101; p. 109). Bibliographic classifcation schemes are usually based on this (p. 109).
3. Identify the main difference between a general classification scheme and a special one. General classification schemes "cover all of documented knowledge" (p. 109); they try to cover everything, general information. Special classfication schemes "cover a more limited field of documented knowledge" (p. 109); they are focused on a particular area of interest, music for example.
4. Explain the following aspects of a classification scheme: schedules - these list the aspects of the classification scheme in the order in which they are arranged (p. 110). notation - the symbols which are used to represent the arrangement of the scheme (p. 110). hospitality - if new subjects/concepts are invented or gain literary warrant they can be inserted into the notation.
5. Discuss (briefly) the difference between an enumerative classification scheme and a faceted scheme and give one example that best illustrates each type of scheme. Enumerative list the subjects, grouping them together subjects which are related, or aspects within those subjects; e.g. shopping list with items grouped according to what types of food they are, or what part of the supermarket you would find them (p. 110). Faceted breaks the subjects down into single concepts (facets), then puts them together in ways to best represent the item; e.g. classifying wine according to different elements e.g. where it is from, year, grape type etc. (see p. 108) then putting these facets into a particular order using notation to represent them (p. 111).
6. Explain what citation order is. The order in which facets are added together in a faceted classification scheme (p. 111).
7. Harvey identifies two distinct purposes of classification schemes in libraries. What are they?
- providing a location for an information resource
- providing access by subject to information resources (p. 112)
8. What are the main criticisms of Dewey Decimal Classification, according to Hider?
- U.S./Western/Anglo-Saxon social and cultural bias
- Some schedules crowded - Decimal base of 10 limits hospitality
- Lack of specificity in some fields
- Notations can be long (p. 115)
I am not sure why I tool so long to motivate myself to complete this exercise! I managed to get it done quite quickly once I got going. I think what put me off, was the difficulty I was having to put the ideas into my own words. In the end I have often almost quoted directly from the book - but because I have put the page numbers in that is ok - and I do understand the concepts, which is the main aim of the exercise I do believe! So now it is time to move on to the next one as the assignment due date is looming...
Reference: Hider, P. and Harvey, R. (2008). Organising knowledge in a global society: principles and practices in libraries and information centres. Revised Ed. Wagga Wagga, NSW: Centre for Information Studies.
1. Explain what a facet is, in bibliographic classification. It is a single concept of a subject - notation is assigned to each facet. They can be put together in ways to represent the thing they are classifying (Hider & Harvey p. 111).
2. Explain the term literary warrant. Literary warrant - controlled vocabularies only use subjects which have been used before - subjects that are in resources that currently exist (p. 101; p. 109). Bibliographic classifcation schemes are usually based on this (p. 109).
3. Identify the main difference between a general classification scheme and a special one. General classification schemes "cover all of documented knowledge" (p. 109); they try to cover everything, general information. Special classfication schemes "cover a more limited field of documented knowledge" (p. 109); they are focused on a particular area of interest, music for example.
4. Explain the following aspects of a classification scheme: schedules - these list the aspects of the classification scheme in the order in which they are arranged (p. 110). notation - the symbols which are used to represent the arrangement of the scheme (p. 110). hospitality - if new subjects/concepts are invented or gain literary warrant they can be inserted into the notation.
5. Discuss (briefly) the difference between an enumerative classification scheme and a faceted scheme and give one example that best illustrates each type of scheme. Enumerative list the subjects, grouping them together subjects which are related, or aspects within those subjects; e.g. shopping list with items grouped according to what types of food they are, or what part of the supermarket you would find them (p. 110). Faceted breaks the subjects down into single concepts (facets), then puts them together in ways to best represent the item; e.g. classifying wine according to different elements e.g. where it is from, year, grape type etc. (see p. 108) then putting these facets into a particular order using notation to represent them (p. 111).
6. Explain what citation order is. The order in which facets are added together in a faceted classification scheme (p. 111).
7. Harvey identifies two distinct purposes of classification schemes in libraries. What are they?
- providing a location for an information resource
- providing access by subject to information resources (p. 112)
8. What are the main criticisms of Dewey Decimal Classification, according to Hider?
- U.S./Western/Anglo-Saxon social and cultural bias
- Some schedules crowded - Decimal base of 10 limits hospitality
- Lack of specificity in some fields
- Notations can be long (p. 115)
I am not sure why I tool so long to motivate myself to complete this exercise! I managed to get it done quite quickly once I got going. I think what put me off, was the difficulty I was having to put the ideas into my own words. In the end I have often almost quoted directly from the book - but because I have put the page numbers in that is ok - and I do understand the concepts, which is the main aim of the exercise I do believe! So now it is time to move on to the next one as the assignment due date is looming...
Reference: Hider, P. and Harvey, R. (2008). Organising knowledge in a global society: principles and practices in libraries and information centres. Revised Ed. Wagga Wagga, NSW: Centre for Information Studies.
Saturday, September 17, 2011
Reflection: ETL505 Assessment 2 and Life
My second assignment for ETL505 was due and submitted on the Monday just past. I have been very busy and have not had a chance to write about it until now (and can't really afford to dwell too much now, as I need to get stuck into the next module!). I tend to immediately forget/block out assignments after I have submitted them, but I actually rather enjoyed this one so it should not be too hard to remember what I did for it. In fact, I would say it is the best time I have had completing an assignment that I can remember - even though I know that thinking that may make me a strange person! I know a lot of people had trouble with the concepts - and I'm not saying I thought it was easy and that I am confident I got a perfect mark (I am fairly certain I didn't!), but most of the concepts just clicked, and even when they didn't, it was like a puzzle trying to figure it all out. It has made me realise once again that there are so many paths this course could take me down. I could actually picture myself working for SCIS one day, as a part of the team who come up with these subject headings. I think that I would enjoy that.
cc licensed ( BY NC ND ) flickr photo shared by B G
I have opened so many doors of late, and this course has only encouraged me to do so. In hindsight, this is rather surprising. I think if you asked me two years ago what I thought I would get out of doing a Master of Education (Teacher Librarianship), I would tell you that I would expect to become a qualified teacher librarian, that I would be better at teaching library concepts, and that I would be able to run the administration side of a library as well. The things I have gotten out of the course have been quite different to what I expected. I am now working in a library two days a week, and am having to learn a lot on the job as far as teaching (though I have lots of big ideas and understand the important concepts like information literacy and digital citizenship that I need to encourage/teach), and definitely as far as running the library goes, but I feel that I am a more well rounded person from this course. I feel that I have learned important skills that I did not expect to gain: leading from the middle, how to create an engaging PowerPoint presentation, how to create an effective weekly plan, and perhaps most useful of all: I have realised that my options really are endless. This course does not narrow my options to fit with the study I have completed, but broadens them.
I am currently working in a school libary on a temporary basis, working in a public library system on a casual basis, and teaching on a casual basis, and I would be happy doing any of these things and others along this spectrum of information and people related career paths. The only thing I know for certain that I would like to have in the near future is for it to be one job, full time. I feel that that day is coming, and I am excited to see what I end up doing, and how much I enjoy it.
ETL505 has been such a different subject to the others that it has made the variety of colours peeping through all those different doors I have started to open seem even more vibrant and exciting. I wonder which door will open fully first...
cc licensed ( BY NC ND ) flickr photo shared by B G
I have opened so many doors of late, and this course has only encouraged me to do so. In hindsight, this is rather surprising. I think if you asked me two years ago what I thought I would get out of doing a Master of Education (Teacher Librarianship), I would tell you that I would expect to become a qualified teacher librarian, that I would be better at teaching library concepts, and that I would be able to run the administration side of a library as well. The things I have gotten out of the course have been quite different to what I expected. I am now working in a library two days a week, and am having to learn a lot on the job as far as teaching (though I have lots of big ideas and understand the important concepts like information literacy and digital citizenship that I need to encourage/teach), and definitely as far as running the library goes, but I feel that I am a more well rounded person from this course. I feel that I have learned important skills that I did not expect to gain: leading from the middle, how to create an engaging PowerPoint presentation, how to create an effective weekly plan, and perhaps most useful of all: I have realised that my options really are endless. This course does not narrow my options to fit with the study I have completed, but broadens them.
I am currently working in a school libary on a temporary basis, working in a public library system on a casual basis, and teaching on a casual basis, and I would be happy doing any of these things and others along this spectrum of information and people related career paths. The only thing I know for certain that I would like to have in the near future is for it to be one job, full time. I feel that that day is coming, and I am excited to see what I end up doing, and how much I enjoy it.
ETL505 has been such a different subject to the others that it has made the variety of colours peeping through all those different doors I have started to open seem even more vibrant and exciting. I wonder which door will open fully first...
Tuesday, September 6, 2011
ScOT or SCISSHL?
After completing 5.10 of Module 5, I have an understanding of what ScOT and SCISSHL are, but I'm not sure I feel any closer to knowing which one is going to last us in the long term. ScOT terms seem to be more simple than SCISSHL ones, and that makes me suspect that it is more likely to be the long term option - people tend to like simplicity. But I am not sure that that is the best way to go. Simplicity feels like the best option in regards to a search, as I am worried some of the SCISSHL subject headings might not come up when someone does a search, particularly someone who does not have a good understanding of them, but then the ScOT ones often feel like they are too broad, they do not give a good idea of what the item is about, and perhaps too many items would come up when you want to do a more narrow search.
I am undecided, and I would say still a little too ignorant to make the decision anyway - but I am interested to see what happens in the long term.
I am undecided, and I would say still a little too ignorant to make the decision anyway - but I am interested to see what happens in the long term.
Sunday, September 4, 2011
SCOT and SCISSHL
Examine and compare the entries for “Atoms”, “Minerals”, “Angles” and “Cars” on SCOT and SCIS Subject Headings Online to see examples of the differences between these two controlled vocabulary approaches.
Atoms: SCISSHL has 'Used for' and 'related terms', as well as broader terms and narrower terms, whereas ScOT only has the latter two.
Minerals: SCISSHL says 'USE mineralogy', ScOT has the term Minerals (Mineralogy). Both have BT, NT and RTs, though SCISSHL has more of each.
Angles: The SCISSHL search puts 'angles' right at the top of the results, whereas the SCOT search appears to show everything with the word angles in it. SCISSHL only has the one broader term for this one, whereas ScOT has HEAPS of narrower terms and some related terms as well.
Cars: ScOT uses the word 'cars' as an allowed term, whereas SCISSHL says to use 'motor cars'. SCISSHL has an indexing note (IN) and a specific example note (SEN) for motor cars, and a number of broader and narrower terms. SCOT has a few of these terms, but no other descriptions. The term TNR has come up for each search result term in ScOT, I wonder what it means... Can't seem to find the answer to that question anywhere...
Very sleepy now - need to decide whether to have a nap or go shopping for tea... Or both....
Atoms: SCISSHL has 'Used for' and 'related terms', as well as broader terms and narrower terms, whereas ScOT only has the latter two.
Minerals: SCISSHL says 'USE mineralogy', ScOT has the term Minerals (Mineralogy). Both have BT, NT and RTs, though SCISSHL has more of each.
Angles: The SCISSHL search puts 'angles' right at the top of the results, whereas the SCOT search appears to show everything with the word angles in it. SCISSHL only has the one broader term for this one, whereas ScOT has HEAPS of narrower terms and some related terms as well.
Cars: ScOT uses the word 'cars' as an allowed term, whereas SCISSHL says to use 'motor cars'. SCISSHL has an indexing note (IN) and a specific example note (SEN) for motor cars, and a number of broader and narrower terms. SCOT has a few of these terms, but no other descriptions. The term TNR has come up for each search result term in ScOT, I wonder what it means... Can't seem to find the answer to that question anywhere...
Very sleepy now - need to decide whether to have a nap or go shopping for tea... Or both....
Saturday, September 3, 2011
Thesauri
Activity
Investigate a thesaurus. You can find many online. An excellent starting point is ANZSI - Australian and New Zealand Society of Indexers' (ANZSI) Indexing Resources.
Perhaps my favourite online thesaurus, and one you might like to investigate, is The Cook’s Thesaurus complete with illustrations.
I looked at this cooking thesaurus. It's quite good actually, I recommend it if you ever have a question about ingredients. I looked up eggplants for example (though I called it an aubergine just to test whether the thesaurus would refer me to the preferred term), and learned some useful information about male and female eggplants!
* Does the thesaurus you have investigated have a clear hierarchical structure? Or are the terms grouped in non-hierarchical categories?
This thesaurus has a hierarchical structure, with categories within categories.
* Does the thesaurus have scope notes, or definitions, of terms?
It has definitions of terms, or advice on the use of them, and has pictures of many terms as well.
* If you search for a term that is not a preferred term, are you referred to the correct term?
Yes, you are. I searched for 'aubergine' and was referred to 'eggplant', searched for 'capsicum' and was referred to 'bell pepper' (so guessing it's an American site?).
Investigate a thesaurus. You can find many online. An excellent starting point is ANZSI - Australian and New Zealand Society of Indexers' (ANZSI) Indexing Resources.
Perhaps my favourite online thesaurus, and one you might like to investigate, is The Cook’s Thesaurus complete with illustrations.
I looked at this cooking thesaurus. It's quite good actually, I recommend it if you ever have a question about ingredients. I looked up eggplants for example (though I called it an aubergine just to test whether the thesaurus would refer me to the preferred term), and learned some useful information about male and female eggplants!
* Does the thesaurus you have investigated have a clear hierarchical structure? Or are the terms grouped in non-hierarchical categories?
This thesaurus has a hierarchical structure, with categories within categories.
* Does the thesaurus have scope notes, or definitions, of terms?
It has definitions of terms, or advice on the use of them, and has pictures of many terms as well.
* If you search for a term that is not a preferred term, are you referred to the correct term?
Yes, you are. I searched for 'aubergine' and was referred to 'eggplant', searched for 'capsicum' and was referred to 'bell pepper' (so guessing it's an American site?).
Review of subject headings
The final exercise of 5.8... Wow, quite the sense of achievement!
I will check the answers to these ones as I go, and put thoughts and comments in brackets.
Exercise 20
Assign the pertinent subject headings for works on the following topics.
a. A street directory covering the cities of Sydney, Newcastle and Wollongong in New South Wales.
Sydney (N.S.W.) - Maps
Newcastle (N.S.W.) - Maps
Wollongong (N.S.W.) - Maps
(Forgot to put heading: Road maps, which could be found as a 'broader term' in "Melbourne (Vic.) - Maps)
b. A street directory covering all the cities and major towns in New South Wales.
New South Wales - Maps (Based on "Victoria - Maps", and limited to NSW because of limit of 10 subject headings - see 4.6 of Guidelines)
Road maps
c. 100 experiments exploring and explaining key concepts in Science and Technology
Science - Experiments
Technology - Experiments (Experiments is a restricted subdivision, 6.5.2 of Guidlines. There is also a specific example note (SEN) when you look up "experiments" in SCISSHL explaining this.)
Science (should I include this as well? Or is it too general - we need to be specific remember... Answers say not to include it. But I got the other two right :))
d. The early European explorers of inland Australia.
Explorers, European
Australia - Discovery and exploration
Australia - History - 19th Century (Apparently there is no need for this last one - that is being too specific).
e. A novel which explores the themes of friendships, jealousy and honesty. The novel is set in Australia in the 1990s and won the Young Australians’ Best Book Award.
Australia - History - 1991-2000 - Fiction
Friendship - Fiction
Jealousy - Fiction
Honesty - Fiction
Literary prizes (this is not needed)
Young Australians' Best Book Award
(forgot heading: "Australian stories")
f. How animals and plants survive in Australia’s grasslands and wetlands (grasslands and wetlands are treated separately):
Animals - Australia
Plants - Australia
Grasslands (This does not have subdiv. geog., so cannot be subdivided geographically)
Wetlands - Australia
(I got the last two wrong, will fix after I've had a cup of tea...)
Okay, so instead of the general terms "Grasslands" and "Wetlands - Australia" I should have had:
Grassland ecology (which is an allowed term in SCISSHL)
Wetland ecology (which is a devised term in the SCIS OPAC, fitting with 6.2 of the guidelines).
I guess what I have learned from this last one, is to always search without the s initially, as you might get ideas from that. If I had searched for Grassland, then grassland ecology would have come up and may have given me the idea without me having to check the answers first. Ok moving on...
I will check the answers to these ones as I go, and put thoughts and comments in brackets.
Exercise 20
Assign the pertinent subject headings for works on the following topics.
a. A street directory covering the cities of Sydney, Newcastle and Wollongong in New South Wales.
Sydney (N.S.W.) - Maps
Newcastle (N.S.W.) - Maps
Wollongong (N.S.W.) - Maps
(Forgot to put heading: Road maps, which could be found as a 'broader term' in "Melbourne (Vic.) - Maps)
b. A street directory covering all the cities and major towns in New South Wales.
New South Wales - Maps (Based on "Victoria - Maps", and limited to NSW because of limit of 10 subject headings - see 4.6 of Guidelines)
Road maps
c. 100 experiments exploring and explaining key concepts in Science and Technology
Science - Experiments
Technology - Experiments (Experiments is a restricted subdivision, 6.5.2 of Guidlines. There is also a specific example note (SEN) when you look up "experiments" in SCISSHL explaining this.)
Science (should I include this as well? Or is it too general - we need to be specific remember... Answers say not to include it. But I got the other two right :))
d. The early European explorers of inland Australia.
Explorers, European
Australia - Discovery and exploration
Australia - History - 19th Century (Apparently there is no need for this last one - that is being too specific).
e. A novel which explores the themes of friendships, jealousy and honesty. The novel is set in Australia in the 1990s and won the Young Australians’ Best Book Award.
Australia - History - 1991-2000 - Fiction
Friendship - Fiction
Jealousy - Fiction
Honesty - Fiction
Literary prizes (this is not needed)
Young Australians' Best Book Award
(forgot heading: "Australian stories")
f. How animals and plants survive in Australia’s grasslands and wetlands (grasslands and wetlands are treated separately):
Animals - Australia
Plants - Australia
Grasslands (This does not have subdiv. geog., so cannot be subdivided geographically)
Wetlands - Australia
(I got the last two wrong, will fix after I've had a cup of tea...)
Okay, so instead of the general terms "Grasslands" and "Wetlands - Australia" I should have had:
Grassland ecology (which is an allowed term in SCISSHL)
Wetland ecology (which is a devised term in the SCIS OPAC, fitting with 6.2 of the guidelines).
I guess what I have learned from this last one, is to always search without the s initially, as you might get ideas from that. If I had searched for Grassland, then grassland ecology would have come up and may have given me the idea without me having to check the answers first. Ok moving on...
Friday, September 2, 2011
Multi-concept headings
Exercise 19
Check to see if the following headings exist or can be devised.
a. Japan - History - 1868-1912, Meiji period: This exists as an allowed heading.
b. Geology - Maps - Standards: This is an allowed heading, because Geology - Maps exists in SCICSHL, and standards is a standard subdivision (see p. 19 of SCISSHL Guidelines)
c. Military science - Terminology – Dictionaries: This is an allowed heading, as both terminology and dictionaries are standard subdivisions (I'm feeling a niggle about this one, that somehow it is not okay, but I am not sure why so it is time to check the answers... Ah-ha! you cannot add a standard subdivision to a standard subdivision... A standard subdivision must be used only after the first dash? That does not seem right either... but I think it might just be because I am bizarrely tired; time for bed. This heading would have to be broken into two: Military science - Terminology, and Military science - Dictionaries.)
Check to see if the following headings exist or can be devised.
a. Japan - History - 1868-1912, Meiji period: This exists as an allowed heading.
b. Geology - Maps - Standards: This is an allowed heading, because Geology - Maps exists in SCICSHL, and standards is a standard subdivision (see p. 19 of SCISSHL Guidelines)
c. Military science - Terminology – Dictionaries: This is an allowed heading, as both terminology and dictionaries are standard subdivisions (I'm feeling a niggle about this one, that somehow it is not okay, but I am not sure why so it is time to check the answers... Ah-ha! you cannot add a standard subdivision to a standard subdivision... A standard subdivision must be used only after the first dash? That does not seem right either... but I think it might just be because I am bizarrely tired; time for bed. This heading would have to be broken into two: Military science - Terminology, and Military science - Dictionaries.)
Model headings
Exercise 18
Using the list of model headings on pp. 24-25 in the Guidelines, the subdivisions at these 11 headings in SCISSHL, plus the notes at these headings relating to their use as model headings, devise subject headings for the following topics.
a. Diseases affecting elephants: Elephants - Diseases (from model heading "Animals")
b. A history of Broken Hill in New South Wales: Broken Hill (N.S.W) - History (from model heading "Melbourne (Vic.)")
c. The climate of Papua New Guinea: Papua New Guinea - Climate (from model heading "Australia")
d. A critical analysis of the poetry of John Donne: Donne, John - Poetry - Criticism, interpretation, etc. (unsure about this last subdivision)(Did not need "Poetry" subdivision, so "Donne, John - Criticism, interpretation, etc.")
e. A bibliography of Australian literature: Australian literature - Bibliography (from model heading "English literature").
Only the one little mistake for this exercise :)
Using the list of model headings on pp. 24-25 in the Guidelines, the subdivisions at these 11 headings in SCISSHL, plus the notes at these headings relating to their use as model headings, devise subject headings for the following topics.
a. Diseases affecting elephants: Elephants - Diseases (from model heading "Animals")
b. A history of Broken Hill in New South Wales: Broken Hill (N.S.W) - History (from model heading "Melbourne (Vic.)")
c. The climate of Papua New Guinea: Papua New Guinea - Climate (from model heading "Australia")
d. A critical analysis of the poetry of John Donne: Donne, John - Poetry - Criticism, interpretation, etc. (unsure about this last subdivision)(Did not need "Poetry" subdivision, so "Donne, John - Criticism, interpretation, etc.")
e. A bibliography of Australian literature: Australian literature - Bibliography (from model heading "English literature").
Only the one little mistake for this exercise :)
Period subdivisions
Exercise 17
Assign/devise subject headings for the following topics:
a. A history of the West Indies focussing on the 18th century:
West Indies - History - 18th century
b. Economic conditions in Queensland in the 21st century:
Queensland - Economic conditions - 21st century
c. Social conditions in the United States of America in the 1950s and 1960s:
United States - Social conditions - 20th century (this is because it says in SCISSHL: "Indexing Note: May be subdivided like Australia except for the period subdivisions of history", otherwise it would read: United States - Social conditions - 1950-1970.) (No, apparently I missed something, because the answer reads: United States - Social conditions - 1945-1974... Ah-ha! I get it. When you searh for "United States" in SCISSHL, it lists all the options for subdivision of that term, including all the history ones. The time frames are already chosen for us - we can't choose them ourselves - that is what the indexing note was referring to I think...)
So, United States - Social conditions - 1945-1974.
Assign/devise subject headings for the following topics:
a. A history of the West Indies focussing on the 18th century:
West Indies - History - 18th century
b. Economic conditions in Queensland in the 21st century:
Queensland - Economic conditions - 21st century
c. Social conditions in the United States of America in the 1950s and 1960s:
United States - Social conditions - 20th century (this is because it says in SCISSHL: "Indexing Note: May be subdivided like Australia except for the period subdivisions of history", otherwise it would read: United States - Social conditions - 1950-1970.) (No, apparently I missed something, because the answer reads: United States - Social conditions - 1945-1974... Ah-ha! I get it. When you searh for "United States" in SCISSHL, it lists all the options for subdivision of that term, including all the history ones. The time frames are already chosen for us - we can't choose them ourselves - that is what the indexing note was referring to I think...)
So, United States - Social conditions - 1945-1974.
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