Identification
of Material for Selection: Identification is locating and identifying
potentially worthwhile items to be added to the collection(s) of a library.
Identification aids for books are-
i) Bibliographies: Bibliographies are a systematic list of
books and other works such as journal articles.
ii) Best Books Guides: Best Books Guide covers the reviews of current
works and important books from the past.
iii) Publisher’s Catalogues:
The systematic listing of the books published by a publishing company.
iv) Reviews: Scientific and technical periodicals,
newspapers, trade journals, having book review columns are important sources of
book selection. The critical and evaluative reviews by subject experts and
specialists are the best means for evaluating books.
v) Citation Analysis Tools: The citation analysis tools compute various
impact measures for scholars based on data from citation indices.
vi) Online Databases: An online database is a database accessible
from a network, including from the Internet.
vii) Electronic Resources: the term “electronic resource” describes all
of the information products that are provided through a computer network. This
includes electronic books and journals, bibliographic databases, and library
website pages. Eg. Amazon.com (http://www.amazon.com/), Google Books (http://books.google.com/), etc.
viii) Syllabus of Courses in
the Parent Organization: In
case of academic library, the demand and need can also be ascertained by
consulting the syllabus of the courses offered by the parent organization.
ix) Library Statistics: Statistics relating to books circulated
from, and consulted in, the library to know what types of books are heavily
used.
x) Library Users’
Recommendation: Suggestions
from readers’ indents from subject experts or departments.
xi) Library Staff: Suggestions from the library staff working
in the service departments.
For each item selected
from these tools, a book selection slip should be prepared. The book selection
slip should be grouped on the basis of subject or some other criteria.
1.
Introduction: When
ideas get organized or systematized in the form of a body of idea, a subject is
formed.
2.
Need of study of formation of subject: The following are some of the need for
the study of formation of subject.
a) The study serve as preliminary to the
theory of freely- faceted classification.
b) The study has lead to the development
of a typology or relation, which has proved useful for designing scheme for
classification.
c) The study enables the prediction and
understanding of various kinds of interrelations between subject and their
components.
d) It has been found useful in teaching
and learning the subject of study.
3.
Mode of Formation of Subject: In 1950, Dr. S. R. Ranganathan put
forward the viewpoint that subject in the universe of knowledge can be formed
by means of four modes of formation-
a) Loose Assemblage
b) Lamination
c) Dissection
d) Denudation
According
to M. P. Gopinath and S. Seetharama the following are the modes of formation of
subject and isolate or relations between the components of a subject.
a) Loose Assemblage
v) Lamination
c) Fission
d) Fusion
e) Distillation
f) Agglomeration and
g) Cluster.
3.1
Loose Assemblage: There
are three different modes of formation of subject by loose assemblage i.e
a) Loose Assemblage 1: In this mode of
formation, two or more subjects – simple or compound are studied in their
mutual relation. Such a relation is called inter subject phase relation and
gives rise to a complex subject. The phase relations taken under this mode of
formation are –
i)
General Relation:
Example: The relation of mathematics and biology
ii)
Bias:
Example: Physics bias to biology
iii)
Comparison:
Example: Physics compared with chemistry
iv)
Difference:
Example: The difference between physics and chemistry
v)
Influence:
Example: The influence of physics on biology
vi)
Tool:
Here one subject may be used as a tool for studying another subject. Example:
The application of statistics to the study of library science.
b) Loose Assemblage 2: In this mode of
formation two or more isolate from one and the same schedule are brought into
mutual relation. Such a relation is called the inter – schedule phase relation
and give rise to a complex isolate. The phase relations taken under this mode
of formation are –
i)
General Relation:
Example: The relation between Jainism and Hinduism
ii)
Bias:
Example: Bias of Bernard show to Shakespeare.
iii)
Comparison:
Example: The comparison between Hinduism and Buddhism
iv)
Difference:
Example: The difference between Hinduism and Buddhism
e)
Tool
c) Loose Assemblage 3: In this mode of
formation “two or more isolate taken from the one and the same array of order
higher than 1 in one and the same schedule are brought into mutual relation”. Such
a relation is called the “inter-array-phase relation” and gives rise to a
complex isolate. The phase relations taken under this mode of formation are –
a)
General:
Example: The relation between UDC and DDC
b)
Bias:
Example: The bias of UDC towards DDC
c)
Comparison:
Example: CC compared with DDC
d)
Difference:
Example: The difference between CC and DDC
e)
Influence:
Example: The influence of CC on DDC
f)
Tool
3.2
Lamination: Lamination
is of two types
a) Lamination 1: In this form of
mode “one or more isolate facets are combined with a basic subject giving rise
to a compound subject”. Eg. Botany morphology
b) Lamination 2: In this form of
mode
i) Two or more species of basic subject
going with the same primary basic subject are compounded over one another,
giving rise to a compound basic subject. Eg. Radiation physics (species of
basic subject) + wave mechanics (species of basic subject) = Study or radiation
according to wave mechanics (compound subject)
ii) Two or more isolates from the same
schedule of isolates are compounded, giving rise to the compound isolate. Eg.
Urban youths
3.3
Fission: In
this form of mode “a basic subject or an isolate is split into subdivision
which is commonly known as fragmentation. Fission is of mainly four types
a) Fission of basic subject: In this type
one primary basic subject fissioned into secondary basic subject. Eg. The
primary basic subject “philosophy” may be fissioned into the secondary basic
subject- logic, epistemology, metaphysics, ethics and aesthetics
b) Fission of isolate ideas: The fission of
isolate idea may be achieved in the following ways
i) As an array division. Example:
Fissioning of an isolate idea “Asia” gives us array division such as Iran,
India, Nepal, Afghanistan, etc.
ii) As the combination of a principal
isolate and a speciator. Example: Bicycle – Hind branc. Here Bycycle is a
principal isolate and Hind brand is a speciator.
iii)
Dissection:
This term used to denote fission when we consider the array of division of an
isolate or a basic subject resulting from fission.
iv)
Denudation:
This term is used to denote fission when we consider one and only one
subdivision of an isolate or a basic subject resulting from fission.
3.4
Fusion: In
this form of mode “two or more primary basic subjects are fused together in
such a way that each of them loses its individuality with respect to the
schedule of isolates needed to form the compound subject going with it”. This
gives rise to a new primary basic subject eg. Biochemistry is a primary basic
subject achieved by the fusion of biology and chemistry.
3.5
Distillation: In
this form of mode “a pure discipline is evolved as primary basic subject from
its appearance-in-action in diverse compound subject going with either
different basic subject or one and the same basic subject. Distillation gives
rise to primary basic subject. Example – Microbiology, Forestry
3.6
Agglomeration: “Agglomeratin
is the process of the collecting together of entities into large masses without
cohesion among the components. An agglomeration can be a basic subject or it
can also be an isolate idea. Agglomeration may be made up of consecutive
constituent or even non-consecutive constituents.
Example: Agglomeration of kind 1:
Natural sciences
Example: Agglomeration of kind 2:
History and Economics
3.7
Cluster: In
the cluster form of mode, “several specialized studies on a particular
phenomenon or an entity are gathered together into a field of study”.
“ugc”
“net”
“ugc net”
“net exam”
“net entrance”
“net jrf”
“ugc net syllabus”
“ugc net jrf entrance exam coaching classes institute” “ugc net jrfcomputer science exam coaching” “ugc net jrf commerce exam coaching” “ugc net jrf management exam coaching” “ugc net jrf economics exam coaching” “ugc net jrf mass communication exam coaching” “ugc net jrf education exam coaching” “ugc net jrf history exam coaching” “ugc net jrf psychology exam coaching” “ugc net jrf hindi exam coaching” “ugc net jrf political science exam coaching” “ugc net jrf human resource exam coaching” “ugc net jrf library & information science exam
coaching” “ugc net jrf computer science exam coaching”
“ugc net jrf coaching exam coaching”
“ugc net jrf study
material”
“ugc”
“net”
“ugc net”
“net exam”
“net entrance”
“net jrf”
global teachers academy D-2, Arjun Nagar Safdarjung Enclave, New Delhi Near Green Park Metro Station Ph. 078-380-239-56 , 078-380-243-65 http://www.gtah.net/
The Dubline core metadata set is a vocabulary of fifteen properties for
issue in resource description. the name " Dublin " is due to its origin
at a 1995 invitational workshop in dublin, Ohio. " Core " because its
elements are broad and generic, usable for describing a wide range of
resources. The fifteen element Dublin core described in this standard
is part of a largest set of matadata vocabularies and technical
specifications maintained by the Dublin Metadata (DCMI), the full set of vocabularies .
DCMI
Metadata terms also includes sets of resources, classes, vocabulary
encoding schemes, and syntax encoding schemes. The term in DCMI
vocabularies in the context of application profiles and on the basis of
the DCMI abstract mode (DCAM) all changes made to terms of the Dublin
core metadata elements set since 2001 have been reviewed by DCMI usage
board in the context of a DCMI name space policy, the name space policy
describes now DCMI terms are Assigned uniform resources identifiers
(URIs) and sets limit on the range of editorial changes that may
allowably be made to the labels , definitions, and usage comments
associated with existing DCMI Terms
“ugc”
“net”
“ugc net”
“net exam”
“net entrance”
“net jrf”
“ugc net syllabus”
“ugc net jrf entrance exam coaching classes institute” “ugc net jrfcomputer science exam coaching” “ugc net jrf commerce exam coaching” “ugc net jrf management exam coaching” “ugc net jrf economics exam coaching” “ugc net jrf mass communication exam coaching” “ugc net jrf education exam coaching” “ugc net jrf history exam coaching” “ugc net jrf psychology exam coaching” “ugc net jrf hindi exam coaching” “ugc net jrf political science exam coaching” “ugc net jrf human resource exam coaching” “ugc net jrf library & information science exam
coaching” “ugc net jrf computer science exam coaching”
“ugc net jrf coaching exam coaching”
“ugc net jrf study
material”
“ugc”
“net”
“ugc net”
“net exam”
“net entrance”
“net jrf”
global teachers academy D-2, Arjun Nagar Safdarjung Enclave, New Delhi Near Green Park Metro Station Ph. 078-380-239-56 , 078-380-243-65 http://www.gtah.net/
