Classified Catalogue Code ,Classified catalogue code (CCC), S.R. Ranganathan, Information system, OPAC, Database management system (DBMS) card catalogue and online catalogue, and emphasises on the need of developing computer-based library information systems and services. It describes database technology, kinds of databases, database management system, computerised library information system, and management information system. It coven in detail the database design and compatibility of cataloguing codes for developing databases of computer-based library information systems.
Classified Catalogue Code ,Classified catalogue code (CCC), S.R. Ranganathan, Information system, OPAC, Database management system (DBMS) card catalogue and online catalogue, and emphasises on the need of developing computer-based library information systems and services. It describes database technology, kinds of databases, database management system, computerised library information system, and management information system. It coven in detail the database design and compatibility of cataloguing codes for developing databases of computer-based library information systems.
Features of the Dewey Decimal Classification. 16. Decimal ... The UDC is peculiar in the sense that it consists of a combination of both enumerative and analytical scheme.
This PPT contain details of Z39.50 and useful for Library Science students. This protocol used for information retrieval and in the end list of different types of protocols are given.
Anglo-American Cataloguing Rules AACR2 to acquire an international adaptability.Cataloging & Classification.AACR1 and AACR2.AACR1 Anglo-American Cataloging Rules. North American text. Chicago: American Library Association, 1967.
AACR1, Chap. 12 Anglo-American Cataloging Rules. North American text. Chapter 12. Chicago: American Library
Association,
1975.
AACR2 Anglo-American Cataloguing Rules. 2nd ed. Chicago: American Library Association, 1
RDA (Resource Description and Access) is a new standard for describing library resources, designed to replace AACR2. Library staff, including public services, systems personnel, and catalogers, may have heard mention of RDA but not know much about it or how it will change their daily work. You may have many questions. What is RDA? We'll give a very little bit of history and theoretical background. What is this going to mean for catalogers, ILS managers, and users in the near term? What are the future implications, or, why are we doing this? What are the juicy bits of controversy in cataloger-land? And finally, Do we HAVE to? We'll talk for a while, have some activities that get you thinking, and find out your thoughts on RDA.
Presented at "Captains & Crew Collaborating," the 8th annual paraprofessional conference at J.Y. Joyner Library, East Carolina University.
An introductory presentation on the concept of Library Classification by Dr. Keshava, Professor, Department of Studies and Research in Library and Information Science, Tumkur University, Karnataka, INDIA.
Ranganathan suggested that information is created in three steps (each in a separate location or plane). An initial idea occurs in someone’s mind (the idea plane); then it is described or discussed in words (the verbal plane); and finally it is written down (the notation plane).
FRBR stands for Functional Requirements for Bibliographic Records.
Functional Requirements for Bibliographic Records is a conceptual entity-relationship model developed by the International Federation of Library Associations and Institutions (IFLA).
A conceptual entity relationship model that relates user tasks of retrieval and access in online library catalogs and bibliographic databases from a user’s perspective.
A new conceptual model for bibliographic universe with a strong users focus .
The purpose of this entity relationship analysis was to discover the logical nature of bibliographic data in terms of entity, attributes and relationship.
Introduction to MARC
History (MARC to MARC 21)
Why MARC 21/Need of MARC 21
Characteristics
Design principle for MARC 21
MARC 21 Documentation
MARC 21Record System
MARC 21 Communication formats
MARC 21 Format for Bibliographic Data
Component of bibliographic record
Communication Standard
Mapping of MARC 21
MARC 21 Translation
Maintenance Agency
MARC 21 Regulation
Advantage of MARC 21
Problems with MARC 21
Future of MARC 21
Features of the Dewey Decimal Classification. 16. Decimal ... The UDC is peculiar in the sense that it consists of a combination of both enumerative and analytical scheme.
This PPT contain details of Z39.50 and useful for Library Science students. This protocol used for information retrieval and in the end list of different types of protocols are given.
Anglo-American Cataloguing Rules AACR2 to acquire an international adaptability.Cataloging & Classification.AACR1 and AACR2.AACR1 Anglo-American Cataloging Rules. North American text. Chicago: American Library Association, 1967.
AACR1, Chap. 12 Anglo-American Cataloging Rules. North American text. Chapter 12. Chicago: American Library
Association,
1975.
AACR2 Anglo-American Cataloguing Rules. 2nd ed. Chicago: American Library Association, 1
RDA (Resource Description and Access) is a new standard for describing library resources, designed to replace AACR2. Library staff, including public services, systems personnel, and catalogers, may have heard mention of RDA but not know much about it or how it will change their daily work. You may have many questions. What is RDA? We'll give a very little bit of history and theoretical background. What is this going to mean for catalogers, ILS managers, and users in the near term? What are the future implications, or, why are we doing this? What are the juicy bits of controversy in cataloger-land? And finally, Do we HAVE to? We'll talk for a while, have some activities that get you thinking, and find out your thoughts on RDA.
Presented at "Captains & Crew Collaborating," the 8th annual paraprofessional conference at J.Y. Joyner Library, East Carolina University.
An introductory presentation on the concept of Library Classification by Dr. Keshava, Professor, Department of Studies and Research in Library and Information Science, Tumkur University, Karnataka, INDIA.
Ranganathan suggested that information is created in three steps (each in a separate location or plane). An initial idea occurs in someone’s mind (the idea plane); then it is described or discussed in words (the verbal plane); and finally it is written down (the notation plane).
FRBR stands for Functional Requirements for Bibliographic Records.
Functional Requirements for Bibliographic Records is a conceptual entity-relationship model developed by the International Federation of Library Associations and Institutions (IFLA).
A conceptual entity relationship model that relates user tasks of retrieval and access in online library catalogs and bibliographic databases from a user’s perspective.
A new conceptual model for bibliographic universe with a strong users focus .
The purpose of this entity relationship analysis was to discover the logical nature of bibliographic data in terms of entity, attributes and relationship.
Introduction to MARC
History (MARC to MARC 21)
Why MARC 21/Need of MARC 21
Characteristics
Design principle for MARC 21
MARC 21 Documentation
MARC 21Record System
MARC 21 Communication formats
MARC 21 Format for Bibliographic Data
Component of bibliographic record
Communication Standard
Mapping of MARC 21
MARC 21 Translation
Maintenance Agency
MARC 21 Regulation
Advantage of MARC 21
Problems with MARC 21
Future of MARC 21
Launius and Hassel scaffold feminist analysis in a way thJospehStull43
“Launius and Hassel scaffold feminist analysis in a way that makes its
underlying components highly accessible to novice students. This textbook
provides students with a critical framework, while giving the instructor the
flexibility to select companion texts for each of the threshold concepts.”
— Ann Mattis, Assistant Professor of English and Gender, Women’s, and Sexuality
Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in the field of
Women’s and Gender Studies, distilling threshold concepts so that students can
become active agents in critiquing and shaping our gendered world. This book
should be foundational in any Women’s and Gender Studies program.”
— Tara Wood, Assistant Professor of English and instructor in Gender Studies,
Rockford University
“Threshold Concepts is my go-to foundational text for both teaching Women’s
and Gender Studies classes and facilitating Safe Zone training. The extensive
end of chapter questions and learning roadblocks sections help students process
and apply the information. I appreciate that the authors succinctly frame and
contextualize complex gender studies topics.”
—Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies,
Rochester Institute of Technology
2
Threshold Concepts in Women's and
Gender Studies
Threshold Concepts in Women’s and Gender Studies: Ways of Seeing,
Thinking, and Knowing is a textbook designed primarily for introduction to
Women’s and Gender Studies courses with the intent of providing both
skills- and concept-based foundation in the field. The text is driven by a
single key question: “What are the ways of thinking, seeing, and knowing
that characterize Women’s and Gender Studies and are valued by its
practitioners?” Rather than taking a topical approach, Threshold Concepts
develops the key concepts and ways of thinking that students need in order
to develop a deep understanding and to approach material like feminist
scholars do, across disciplines. This book illustrates four of the most critical
concepts in Women’s and Gender Studies—the social construction of
gender, privilege and oppression, intersectionality, and feminist praxis—and
grounds these concepts in multiple illustrations.
The second edition includes a significant number of updates, revisions,
and expansions: the case studies in all five chapters have been revised and
expanded, as have the end of chapter elements, statistics have been
updated, and numerous references to significant news stories and cultural
developments of the past three years have been added. Finally, many more
“callbacks” to previous chapters have been incorporated throughout the
textbook in order to remind students to carry forward and build upon what
they have learned about each threshold concept even as they move on to a
new one.
Christie Launius directs and teaches in the Women’s and Gender Studies
program at the University of Wisconsin, Oshkosh. She has taught t ...
Launius and Hassel scaffold feminist analysis in a way th.docxcharlieppalmer35273
“Launius and Hassel scaffold feminist analysis in a way that makes its
underlying components highly accessible to novice students. This textbook
provides students with a critical framework, while giving the instructor the
flexibility to select companion texts for each of the threshold concepts.”
— Ann Mattis, Assistant Professor of English and Gender, Women’s, and Sexuality
Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in the field of
Women’s and Gender Studies, distilling threshold concepts so that students can
become active agents in critiquing and shaping our gendered world. This book
should be foundational in any Women’s and Gender Studies program.”
— Tara Wood, Assistant Professor of English and instructor in Gender Studies,
Rockford University
“Threshold Concepts is my go-to foundational text for both teaching Women’s
and Gender Studies classes and facilitating Safe Zone training. The extensive
end of chapter questions and learning roadblocks sections help students process
and apply the information. I appreciate that the authors succinctly frame and
contextualize complex gender studies topics.”
—Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies,
Rochester Institute of Technology
2
Threshold Concepts in Women's and
Gender Studies
Threshold Concepts in Women’s and Gender Studies: Ways of Seeing,
Thinking, and Knowing is a textbook designed primarily for introduction to
Women’s and Gender Studies courses with the intent of providing both
skills- and concept-based foundation in the field. The text is driven by a
single key question: “What are the ways of thinking, seeing, and knowing
that characterize Women’s and Gender Studies and are valued by its
practitioners?” Rather than taking a topical approach, Threshold Concepts
develops the key concepts and ways of thinking that students need in order
to develop a deep understanding and to approach material like feminist
scholars do, across disciplines. This book illustrates four of the most critical
concepts in Women’s and Gender Studies—the social construction of
gender, privilege and oppression, intersectionality, and feminist praxis—and
grounds these concepts in multiple illustrations.
The second edition includes a significant number of updates, revisions,
and expansions: the case studies in all five chapters have been revised and
expanded, as have the end of chapter elements, statistics have been
updated, and numerous references to significant news stories and cultural
developments of the past three years have been added. Finally, many more
“callbacks” to previous chapters have been incorporated throughout the
textbook in order to remind students to carry forward and build upon what
they have learned about each threshold concept even as they move on to a
new one.
Christie Launius directs and teaches in the Women’s and Gender Studies
program at the University of Wisconsin, Oshkosh. She has taught t.
In this work, using professional software Fuzzy Logic Toolbox from MATLAB 7.5 specifically that shows the simulation of a model that reflects organizational change process based on the approach to complexity at the Center for Environmental Engineering Camagüey (CIAC). This organization, as a social formation itself is immersed in an environment that maintains the mutual relations of influence, and it provides the organizational complexity and multiple aspects of uncertainty or fuzziness of its boundaries. It is through the interaction and interconnection of multiple and different factors in nature that based on the implementation of structural and functional systemic approach using a hermeneutic dialectic epistemology we intend to achieve in practice self-organization of the center. Each of these factors or variables, such as nonlinear phenomena in itself, defined by human thought that is imprecise by nature, is expressed by fuzzy sets with overlapping boundaries, which, together with the rule base (existing knowledge system) and the inference mechanism conforms the fuzzy inference system (FIS) that shapes the future conduct of the Center and the interrelationships between all variables. Integration into a single model of factors as diverse and yet highly interrelated with as participation, co-leadership and autonomy variable as "research & development willingness" and others like impacts, production, relevance and optimization to identify possible capacity variable analysis from a vision trans-disciplinary process of self-organization and school management.
One person in a vertical relationship is placed above the others because they hold a superior position in terms of either power and authority or knowledge and wisdom. Because of the hierarchical nature of these bonds, generosity is essential for their smooth functioning.
Stairway to Academia Climbing the Steps to Becoming an Independen.docxsusanschei
Stairway to Academia: Climbing the Steps to Becoming an Independent Scholar 2
Name
Introduction to Advanced Graduate Studies and Scholarship
Grand Canyon University
SYNTHESIS WORKSHEET: DOCTORAL IDENTITY 1
Stairway to Academia: Climbing the Steps to Becoming an Independent Scholar 4
Introduction
Capture interest:
Langston Hughes’ classic poem, “Mother to Son,” reiterates that life is a challenging, arduous journey, when the speaker confides, “Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor—Bare. Similarly, this theme of resilience also characterizes the difficult transition from doctoral student to independent scholar, as suggested within the three research articles.
Context:
In essence, the process of becoming a successful independent scholar does not occur in an isolated, automatic, or simple manner.
Statement of common themes:
The three articles justify how the transition involves identity developmental awareness, forging relationships with peers and faculty, and learning to embrace each discipline’s unique culture and history.
Thesis statement:
As a result, this paper reiterates Baker and Pifer’s (2010) assertions of how relationships denote a major role in expediting the process, as well as research by to demonstrate how identity development is also an essential part of this exciting yet complex academic, personal, and professional transformation to independent scholar, thus helping doctoral candidates to ascend the stairway to academia!
Theme One:
Success.
Baker and Pifer (2011):
First, Baker and Pifer (2010) strongly emphasize the critical role of relationships in fostering independent scholarly success. They allege that relationships are integral to expedite and support the overall doctoral identity development process. They also employ a theoretical framework that blends “…sociocultural perspectives of learning and developmental networks to reveal a connection between relationships and learning. This study highlights the effects of relationships and interactions on particular strategies and experiences associated with Stage 2 of doctoral education, and therefore students’ identity development and transition to independence” (p. 1).
Gardner (2009):
Similarly, Gardner’s (2009) article also specifies how the doctoral educational experience is deeply rooted in disciplinary context and cultural influences that denote success in doctoral education. The findings from numerous interviews alleged how “disciplinary culture and context greatly influenced the faculty members' conceptualizations of success in doctoral education. There was a clear distinction among disciplinary constructions of success and among departments with the highest and lowest completion rates” (p. 7).
Smith and Hatmaker (2015):
Lastly, Smith and Hatmaker (2015) also examine how doctoral students develop their own research professional identities and also specify.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. PHASE RELATION IN
COLON CLASSIFICATION
Presented by
Ankit
B.lib.I.Sc.
Ist Semester
Under the supervision of
All teachers
School of Studies in Library and Information
Science
Jiwaji University, Gwalior
3. INTRODUCTION
Colon classification is a scheme of library
classification developed by S.R. Ranganathan.
It was the first ever facet classification, The
first edition was published in 1933, Since then
six more edition have been published, it is
specially used in library in India.
4. PHASE RELATION
Phase relation is a method of subject is the
area of the world, this method is also the
process of loose assemblage, based on the
three types of process of loose assembling
three level can be phase relation. These
relationship are mutual “0”(Zero) and small
letter roman are used as a combination to
add.
5. PHASE RELATION IN CC SCHEME
In colon classification , phase relation have been
explicitly identified and categorized into type and
kind, it has provided specific rules for classifying
complex subject. Just as facet analysis has a logical
and helpful framework for classifying multifaceted
subject phase analysis, his provided a smaller frame
work to deal with inter disciplinary subject.
These device have been used on theoretical
foundations to obtain a helpful and practical
arrangement of documents on library shelves and to
entries in catalogues and bibliographies tuned to use
requirements.
6. TYPES OF RELATION
There are three type of phase relation .
Inter subject face relation .
Intra- facet phase relation.
Intra- array phase relation.
7. Intra subject phase relation
In this mode two or more subject simple or
compound are studied in their mutual relation.
such a relation is called intra subject phase
relation and it gives rise to a complex subject.
8. Intra-facet phase relation
In this mode two or more isolate from one and
the same schedule are brought into mutual
relation such a relation is called the intra facet
phase relation .
it help connecting facet within basic subjects .
9. Intra array phase relation
Here two or more isolate are taken from one
and same array or order higher than such a
relation is called the intra array phase relation
and give rise to complex isolate.
10. KIND OF RELATION
At the instance in the 6th edition (1963) of the cc ,
Ranganathan recognized five kind of relation or interaction
between the involved phase. In the 7th edition (1987) one
more of relation tool phase has been rather reintroduced to
make them six namely are these.
• General
• Bias
• Comparison
• Difference
• Influence
• tool
11. The table of the indicator digits
is show below
Kind of phase relation inter subject Intra - facet
Intra-
array
General a J t
Bias b k u
Comparison c m v
Difference d n w
Tools e P x
influence g r y
12. General relation
intra subject phase relation.
Example-
General political science and economics.
W0aX
intra facet phase relation.
Buddhism and Jainism. = Q30j4
intra array phase relation .
collage and university library. = 2330t4
13. Bias relation
• intra subject phase relation.
Example- economic for politicians.
=X0bW
intra facet phase relation.
Hinduism biased Buddhism. = Q20k4
• intra array phase relation .
rural sociology for urban. = Y310u3
14. Comparison relation
Example- political and economics compared.
=W0cX
intra facet phase relation.
Christian and Hinduism compared. Q60m2
• intra array phase relation .
psychology man woman = S,550v6
15. Difference of relation
• Intra subject phase relation.
Difference between politics and economics.
=W0dX
• Intra facet phase relation .
• Difference between library administration
• and technical treatment.
• =2:50n8
Intra array phase relation.
University and research libraries differentiated.
=2340w6
16. Influence of relation
• Intra subject phase relation.
Influence of economics on politics.
=W0gX
• Intra facet phase relation .
Influence of Hindi poetry on Hindi drama.
=O152,2or1
Intra array phase relation.
Influence for classification on cataloguing.
=2:550y1
17. CONCLUSION
• We have discussed the following points .
• Inter disciplinary subject which displaying relation
between 2 subject are know as complex subject. They
are to be distinguished classificatory work for the
purpose of helpful arrangement.
• These complex subject display phase relation the first
subject is the primary phase and the second one is
secondary.
• They display phase relation 2 subject (inter subject)
Two isolate of the same facet (inter-facet) or two
isolate of the same array (inter array of the facet).
18. REFERENCES
1. Ranganathan (S.R.) (1967) “Prolegomena to
library classification” 3rd edition Bangalore.
SARDA RANGANATHAN endowment for
library science.
2. Krishna Kumar. 2004 “The theory of
classification” New Delhi :Vikas, PP. 343-354.