Skip to main content Accessibility help
×
  1. Home
  2. Publications
  3. Publishing partners
  4. Facet Publishing
  5. Content Listing

Refine listing

Refine listing

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

6023 results in Facet Publishing

Page 291 of 302

  • 12 - Playing the long game – creating and maintaining the links in the value chain

    • By Julie McLeod, is a Reader in the School of Computing, Engineering and Information Sciences, Northumbria University, Catherine Hare, is by training a records and information specialist and teacher with over 30 years’ experience of working in information management in the UK and abroad, including a six-month contract at the United Nations in New York.
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 186-194

  • Summary

    Introduction

    Much has been written about the challenges of managing electronic records and the chapters in this book have aimed to address them. The nature of the records themselves and the tools to manage them present three challenges. First, in managing e-records we are dealing with objects that are intangible, whose value is not always acknowledged, and in an environment that is virtual and dynamic. Second, the tools we use are dynamic and constantly evolving as indeed are the solutions. And third, the tools themselves at best do not give priority to recordkeeping and at worst create nightmares for records managers. ‘Deleted’ records that remain recoverable and storage media that survive but become inaccessible, because the hardware and software to read them have disappeared, are but two examples.

    We are, therefore, faced not only with keeping pace with new ICTs and learning how to use them but also with understanding their implications for and impact on recordkeeping. A danger in this dynamic environment is to focus on the tools rather than what they are creating and what needs to be managed and, in the process, losing sight of where we are trying to get to, indeed of where we need to be. We could address the immediate management problems with an IT solution by implementing a software tool. However, since information is the lifeblood of many organizations we must ensure we do not lose the value of the information that is contained in records and add value by managing and exploiting it. How can we achieve this?

    The case studies presented by Judith Ellis and Pierre Fuzeau demonstrate that there is no single best solution, one size does not fit all. What they do show is that records management is a management activity and, like all management activities, the approach needs to address the strategic, tactical and operational levels. The contributors to this book have offered frameworks, advice and guidance that address all three levels.

    As well as needing to cover these three levels, the successful management of e-records is not something that can be achieved overnight in the form of a once and for all solution. This is the long game.

  • 2 - The use of standards and models

    • By Hans Hofman, senior advisor at the Nationaal Archief (National Archives) of the Netherlands and co-director of ERPANET (www.erpanet.org).
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 18-33

  • Summary

    Introduction

    The topic of standards is one that is viewed ambiguously, certainly in the area of information and records management where they are not at the forefront. On the one hand people scratch their heads, because standards may not seem directly helpful to them and may restrict their autonomy, and on the other they are aware that some standards are needed to enable, for instance, communication and information exchange. Some standards in the current office environment are implemented almost naturally and mostly without much thought because of the software that is used or available. The Microsoft Office suite of software and the internet protocol TCP/IP are examples of widely used de facto standards.

    The growing interconnectivity and interdependency of organizations in the digital world, however, increasingly require serious attention and thought by organizations as to the consequences for their ability to do business as well as the new opportunities offered. This is strengthened by the external pressure to provide access to information resources and to become open and transparent to the public. The world wide web would then be the main and in a way mythical and virtual place where all that information could be found. In trying to address those challenges one of the decisions organizations have to make is when and where they should or want to use standards. Such standards may range from quality assurance to information security to metadata standards, as well as records management.

    This chapter provides a short overview of the world of standards, focusing on records and archives management. It is important for records managers to understand where standards come from, what different types there are and why they are useful. It includes a description of the most relevant standards, but this is not and cannot be exhaustive. One related area that is not discussed for instance is that of archives which, to date, has developed its own world of standards. Well-known examples are the International Standard on Archival Description/General (ISAD/G), ISAAR (CPF) and the Encoded Archival Description (EAD) and Encoded Archival Context (EAC). Those standards are not exactly related to records management standards, though they concern the same information objects.

  • 1 - Introduction and background

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 1-6

  • Summary

    Purpose of classification

    In this book we are learning about one particular library classification, but before doing that we need to consider classification in general. We associate classification particularly with libraries, but in fact many things that we do involve classification. When we go shopping we have to decide which shop to go into, because shops generally deal only with certain kinds of goods. When we get inside we have to find the right part of the shop, and in most cases goods which are similar are grouped together. In a supermarket we expect to find butter near to cheese because they are both dairy products. We may or may not also find milk nearby; if we do not, it is because milk may require a different kind of storage and display.

    This may seem a trivial example, but in fact it illustrates a perennial problem with classification of all kinds. Classification is essentially just grouping, putting like with like, but there is usually more than one way of classifying things. For example, we usually find that frozen fish is in a different place from fresh fish because it needs different storage conditions, and in this case the nature of the storage takes precedence over the nature of the goods.

    It is just the same in libraries. Library classification has two main purposes:

  • • to put similar items together, thereby also separating them from different subjects

  • • to arrange the subjects generally in some kind of rational order.

    • Each of these presents difficulties. I do not propose to discuss the second purpose at all in this book; it has been a much debated subject, and different classification schemes have arrived at different orders for the main subjects. The main class order in Dewey may not be ideal, but it is the way it is, and there is no likelihood that it will ever be changed, which means that we just have to accept it.

    Going back to the first purpose, there are usually several ways of determining what is ‘similar’. Many libraries make a fundamental division by physical form, so that, for example, videos are shelved separately from books; others try to integrate all formats into a single sequence based on subject.

  • 8 - Special subjects

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 73-114

  • Summary

    There are so many anomalies and oddities in Dewey that it would be impossible to cover them all in a basic textbook like this. In this chapter I just want to point out some of the special problems associated with certain subjects, and I will take them in numerical order as they occur.

    100 Philosophy

    This section is mainly straightforward in use, and contains some of the simplest numbers in the whole of the scheme. There are three main peculiarities to note:

  • • Historical and geographic treatment is all moved to the end, at 180–199; we have already (p. 67) looked at the irregular notation used there;

  • • Parapsychology and the occult is included at 130; and

  • • Psychology is at 150.

    • Most people would probably not regard either of these last two as being correctly placed, but their position here is historic and is unlikely to be changed.

    200 Religion

    This class has been shaped by the fact that for most of its life it primarily meant Christianity, with other religions being relegated to 290–299. This is understandable, as most libraries using Dewey, especially in the early days, have been likely to have more works on Christianity than on other religions. In recent editions some attempt has been made to redress the balance, but the bulk of the class still refers to Christian topics.

    You need to be careful in looking at the new numbers 201–209. In the first place, these are not the standard subdivisions of 200, as they used to be; they have all been reused with new meanings. Secondly, you need to remember that the numbers here refer to religions in general; for most of these topics in specific religions there will be other numbers further on.

    Within the Christian church, denominations are important, and you will find that in many places you need to specify the denomination before going further.

  • Preface

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp vii-viii

  • Summary

    This book is intended as an introduction to the Dewey Decimal Classification, edition 22. It is not a substitute for it, and I assume that you have it, all four volumes of it, by you while reading the book.

    I have deliberately included only a short section on WebDewey. This is partly because WebDewey is likely to change more frequently than the printed version, but also because this book is intended to help you use the scheme regardless of the manifestation in which it appears. If you have a subscription to WebDewey and not the printed volumes you may be able to manage with that, but you may then find my references to volumes and page numbers baffling.

    All the examples and exercises are real; what is not real is the idea that you can classify something without seeing more than the title. However, there is nothing that I can do about this, and I have therefore tried to choose examples whose titles adequately express their subject-matter. Sometimes when you look at the ‘answers’ you may feel that you have been cheated, but I hope that this will be seldom.

    Two people deserve special thanks. My colleague Vanda Broughton has read drafts of the book and made many suggestions. Ross Trotter, chair of the CILIP Dewey Decimal Classification Committee, who knows more about Dewey than anyone in Britain today, has commented extensively on it and as far as possible has saved me from error, as well as suggesting many improvements. What errors remain are due to me alone.

    Thanks are also owed to OCLC Online Computer Library Center, for permission to reproduce some specimen pages of DDC 22. Excerpts from the Dewey Decimal Classification are taken from the Dewey Decimal Classification and Relative Index, Edition 22 which is Copyright 2003 OCLC Online Computer Library Center, Inc. DDC, Dewey, Dewey Decimal Classification and WebDewey are registered trademarks of OCLC Online Computer Library Center, Inc.

  • 5 - Number-building, 2: Other methods

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 45-57

  • Summary

    We have looked at the use of standard subdivisions in number-building. With the provisos mentioned in Chapter 4, you can use standard subdivisions whenever they are appropriate. But there are other means of building numbers, and these are used only when there are specific instructions.

    Other tables

    We need to look first at the other tables which are included in Volume 1 of the printed scheme. These are:

    Table 2 Geographic areas, historical periods, persons

    Table 3 Subdivisions for the arts, for individual literatures, for specific literary forms

    Table 4 Subdivisions for individual languages and language families

    Table 5 Ethnic and national groups

    Table 6 Languages

    You cannot use any of these unless a specific instruction is given in the schedules (or in another table).

    Tables 3 and 4 are used in Literature and Languages respectively (part of Table 3 is also used in a few other places), and they are discussed on pp. 96–103 and 81–4. Tables 5 and 6 are fairly self-explanatory, and we shall see some examples of their use later in this chapter.

    Table 2 Geographical areas, historical periods, persons

    Before going further, let's look at Table 2 in more detail, as it is by far the largest and most important of the tables.

    We have already seen it being added to —09 from Table 1 to specify place; because this is built in as an instruction in Table 1 you can use it whenever it is appropriate.

    The main purpose of Table 2 is to provide numbers for anywhere in the world, or indeed in space, for which you might need a number. Historical periods are also included in brief at the beginning of the table, in order to simplify instructions in some places in the schedules, but you are always referred back to Table 1 for the detail. It is generally simpler to think of Table 2 as dealing with places and persons only.

    Most of this is very straightforward, and there is not very much to say about the numbers for the modern world, —4 to —9.

  • 4 - Number-building, 1: Standard subdivisions

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 28-44

  • Summary

    So far we have looked at cases where you find the number you want in the schedules and can use it without more ado. But you will quickly find that such occurrences are actually comparatively rare. More often you need to add something to the number to express another aspect of the subject. This is called number-building, and there are several ways of doing it.

    The most widely available is the use of the standard subdivisions, which appear in Table 1 in Volume 1 of the scheme.

    ➤With an important exception (see below, pp. 36–8), you can use standard subdivisions wherever you like, without any special instruction in the schedules. The other methods of number-building depend on specific instructions at the points where they apply.

    (The other tables in Volume 1 are used in rather different ways, and cannot be used unless there is a specific instruction. We will come to them later.)

    The idea of the standard subdivisions is that they cover features that are likely to apply in all kinds of different subject areas; putting them in a table to themselves means that they do not have to be printed over and over again wherever you might want them.

    Unfortunately, because of the way the scheme has developed over a long period, they are rather a mixture of different kinds of thing. Some, like —06, —07 or —09, are genuinely subject aspects, but others, like —03, are purely concerned with the form in which the material is presented. Here is a summary list of them:

    —01 Philosophy and theory

    —02 Miscellany

    —03 Dictionaries, encyclopedias, concordances

    —04 Special topics

    —05 Serial publications

    —06 Organizations and management

    —07 Education, research, related topics

    —08 History and description with respect to kinds of persons

    —09 Historical, geographic, persons treatment

    Nearly all of these are further divided.

  • ➤Note that they are all printed with a long dash — in front of them. This is not part of the final number, and should be left out when you are building your class-number. It is just there to show that these numbers cannot be used on their own: they have to be attached to a main number.

    • Let us have a look at what some of them mean, before we see how to add them to the main numbers.

  • Answers to exercises

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 127-144

  • Summary

    Note: In showing number-building, when only part of a number has been added, that part is underlined.

    Chapter 3

  • 1 The internet (Mac Bride, 1999) 004.678

  • 2 Library disaster planning and recovery handbook (ed. Camila Alire, 2000) 025.82

  • 3 The Chambers encyclopedia (2001) 032 This is a British encyclopedia, and so goes in 032. An American one would go in 031.

  • 4 Philosophy: a very short introduction (Edward Craig, 2002) 100 Notice that there is no way of indicating that this is an introduction.

  • 5 Tarot: intermediate handbook (Trudy J. Ashplant, 2001) 133.32424

  • 6 Psychology (Lewis Barker, 2002) 150

  • 7 Stress management (Jeff Davidson, 2001) 155.9042

  • 8 Introduction to logic (Harry J. Gensler, 2002) 160

  • 9 Innocent civilians: the morality of killing in war (Colm McKeogh, 2002) 172.42

  • 10 Charismatic glossolalia: an empirical–theological study (Mark J. Cartledge, 2002) 234.132

  • 11 Understanding human communication (Ronald B. Adler and George Rodman, 2000) 302.2

  • 12 Sociolinguistics: an introduction to language and society (Peter Trudgill, 2000) 306.44

  • Notice that Sociolinguistics is one of the topics mentioned in a ‘Class here’ note under 306.44 Language.

  • 13 Economics (Keith Brunskill, 2001) 330

  • 14 Nuclear power (Ian Graham, 2001) 333.7924 You might expect a topic like this to be somewhere in Science, but all kinds of energy appear in 333.79.

  • 15 The plague makers: the secret world of biological warfare (Wendy Barnaby, 2000) 358.38

  • 16 Modern nuclear chemistry (Walter Loveland and David Morrissey, 2003) 541.38

  • Again we have an example of a ‘Class here’ note for this topic under 541.38 Radiochemistry.

  • 17 Electrical engineering: a concise reference (R. Kories and H. Schmidt- Walyter, 2003) 621.3

  • There is no way of indicating that this is a concise book.

  • 18 Quiche & soufflé cookbook: a 2 in 1 cookbook that makes these French favorites easy, Rev. ed. (Paul Mayer, 1982) 641.82 Here we have an ‘Including’ note showing both quiches and soufflés under 641.82 Main dishes.

  • 19 The handbook of human resource management (ed. Brian Towers, 2003) 658.3

  • 20 Petfood technology (ed. Jennifer L. Kvamme and Timothy D. Phillips, 2003) 664.66

  • Another occurrence of a ‘Class here’ note.

  • 21 Modern petroleum technology, 6th ed. (Institute of Petroleum, 2000) 665.5

  • 3 - Simple subjects

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 19-27

  • Summary

    Let's start by looking at some simple numbers. For the purposes of this chapter I have chosen some real books whose titles adequately express their subject-matter. In real life, of course, you do not classify something just by looking at its title, and so to some extent this is all slightly artificial, but it is the best we can do in a textbook.

    How do you go about finding a number for something that you have to classify? There are two main processes in practical classification:

  • 1 Normally you have to decide what it is about, i.e. analyse its subjectmatter. You have to do this because you cannot just assume that the title will adequately express the content. You may also need to decide which aspect, if any, of the subject is emphasized.

  • 2 Translate your idea of the subject-matter into a Dewey number. Sometimes you will find exactly the number you want in the schedules; more often you will need to follow instructions to construct a number, and this is usually known as number-building. Quite often, you will find that you cannot specify all the aspects of the subject that you would like to.

    • We shall start with some simple subjects which do not require numberbuilding. There are basically two ways of finding numbers:

  • • Go directly to the schedules themselves; i.e., start by deciding which main class the subject will fall into, then gradually work downwards through the hierarchy until you reach the right number.

  • • Use the relative index.

    • You will find that many people take the view that you ought to adopt the first method whenever possible, because this is the only way to be sure that you class the item in the right discipline (and remember that Dewey is a discipline-based scheme). However, if you do this all the time, especially when you are a beginner, you will waste quite a lot of time and still not necessarily get to the right place.

    It really is a very good idea to use the index; that's what it's there for. Melvil Dewey planned it as an integral part of the scheme right from the start, particularly because this is an aspect-based scheme. It is called a relative index because it relates the subjects to the various disciplines to which they may belong. It is a waste if you do not use it.

  • 10 - WebDewey

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 123-126

  • Summary

    WebDewey is available only via subcription, and you have to resubscribe annually, otherwise you lose access to it.

    It contains everything which appears in the printed version, but with some additional features. Because it is electronic, you can search in ways which are not possible in the printed version, and it also includes a selection of Library of Congress Subject Headings (LCSH), which may be useful to you when you are classifying.

    The main features are:

  • • You can search for words or numbers wherever they are appear, and you are not tied to using the printed index.

  • • If you wish, you can search in a specified index only.

  • • Searching includes Boolean operators, truncation and character masking.

  • • You can browse through the schedules, tables and index in the same way as in the printed edition.

  • • Having found an entry, you can browse up and down the hierarchy to see how the number relates to the rest of its class.

  • • You can move quickly to related entries, such as the Manual, simply by clicking on a link.

  • • The web version of the index includes many terms which are not found in the printed one.

  • • Selected LCSH are included for Dewey numbers.

    • What it does not do, unfortunately, is help you with automatic numberbuilding. This is an area in which the capabilities of an electronic system ought to offer a vast improvement on the printed version, but as yet this potential has not been realized in any way.

    Searching

    As with most electronic information systems, there is a fundamental difference between searching and browsing:

  • • Searching allows you to look for words wherever they occur.

  • • Browsing allows you to look for words at the start of their entries.

    • In either case, it helps if you are reasonably familiar with Dewey and with the terminology likely to be used. It is no good, for example, typing in something like ‘French history’ and expecting to be taken directly to the number for the history of France.

    Searching is a very powerful tool because it allows you to choose from

  • • All Fields

  • • Dewey Numbers

  • • Captions

  • • LCSH (Editorially Mapped)

  • • LCSH

  • • Relative Index

  • • Notes

  • • All Dewey

Page 291 of 302