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INLS 520

INLS 520. Information Organization. Review. “core” skills for the LIS profession Metadata Models FRBR, MARC. Today. Web slices? The standard , The Video Classification Overview & History Related concepts Examples Transformation What is XSL?, How is it like programming?.

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INLS 520

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  1. INLS 520 Information Organization INLS 520 – Fall 2007 Erik Mitchell

  2. Review • “core” skills for the LIS profession • Metadata Models • FRBR, MARC INLS 520 – Fall 2007 Erik Mitchell

  3. Today • Web slices? • The standard, The Video • Classification • Overview & History • Related concepts • Examples • Transformation • What is XSL?, How is it like programming? INLS 520 – Fall 2007 Erik Mitchell

  4. Class Discussion • Read your page from Lancaster – as a group compare and summarize his classification ideas. • Questions • To what extent does classification help us represent knowledge? • Based on Lancaster’s ideas, how would you approach the creation of a classification system? INLS 520 – Fall 2007 Erik Mitchell

  5. Langridge & classification • Nature of classification • In the beginning are words • The same objects or ideas may be classified in many ways • Classifications are made, not discovered • Choice of classification is always related to purpose • Fundamentals of classification • Study of classification must start with concepts • Logic includes the fundamental principles of classification • There are practical difficulties with logical division • The Classification of knowledge • Scientific classification is highly specialized • Classification of phenomena is not limited to the sciences • There is no unity of knowledge • Bibliographic classification of knowledge is a secondary form INLS 520 – Fall 2007 Erik Mitchell

  6. Classification is power • “The idea of a category is central... Most symbols (i.e., words & representations) do not designate particular things or individuals in the world... Most of our words & concepts designate categories. There is nothing more basic than categorization to our though, perception, action & speech. Every time we see something as a kind of thing, for example, a tree, we are categorizing.” • George Lakoff, Women,Fire, and Dangerous Things: What categories reveal about the mind INLS 520 – Fall 2007 Erik Mitchell

  7. More quotes. . . “Any time we either produce or understand an utterance of any reasonable length, we are employing dozens if not hundreds of categories: categories of speech sounds, of words, of phrases and clauses, as well as conceptual categories.” (Lakoff, 6). “Taxonomies are reflections of human thought; they express our most fundamental concepts about the objects of our universe” (Wright, 23). INLS 520 – Fall 2007 Erik Mitchell

  8. Classification • Roots • Foundation of knowledge • Embedded in nature / human nature • Related disciplines • Psychology, cognitive science • Education • Library/information science • Knowledge Management INLS 520 – Fall 2007 Erik Mitchell

  9. Classification Definitions • “The arrangement of knowledge into specific groups or systems” wur.nl • “A classification is the separation or ordering of objects (or specimens) into classes. Classifications that are created non-empirically are called a priori classifications. Classifications that are created empirically by looking at the data are called a posteriori classifications” – ee.oulu.fi • Lumping & splitting based on a root or principle – Weinberger INLS 520 – Fall 2007 Erik Mitchell

  10. Grounding • Memes (Richard Dawkins) • Transfer of concept between members of a group (bees dancing) • Collective intelligence • Knowledge of networks is greater than sum of individuals • Stigmergy (Grasse) • Coding of information in environment INLS 520 – Fall 2007 Erik Mitchell

  11. Cross-cultural similarities • Wilson & Epigenetic rules • Changes in how we behave based on environmental impact • Primary (perception) & secondary (grouping) • Cecil Brown, Berlin & Folk classifications • Hierarchies, Groupings of 5-6 nested categories • Concept of “real names” - Rose versus plant • Binary discrimination (differentiation) • Lateralization (grouping objects together) INLS 520 – Fall 2007 Erik Mitchell

  12. Berlin’s levels of classification INLS 520 – Fall 2007 Erik Mitchell Adapted from Wright, 2007

  13. Categorization vs classification • Wordnet doesn’t differentiate • Is it • description (categorization) vs primary topicality (classification)? • Relevant only for print resources which require a “place”? (notation system) • Order matters in classification but not categorization? INLS 520 – Fall 2007 Erik Mitchell

  14. History - Aristotle (384-322 BCE) • Pure form • Physical/behavioral traits • Clear boundaries, hierarchies, relationships • Commonly held until 19th century INLS 520 – Fall 2007 Erik Mitchell

  15. 10 Categories Substance Quality Quantity Relation Where When Position Having Action Passion 5 Predicables Genus that part of the essence shared by distinct species Species a group of things similar in essence Differentia that part of the essence peculiar to a given species Property an attribute shared by all members of a species but not part of its essence Accident An attribute shared by some but not all Aristotle’s Categories INLS 520 – Fall 2007 Erik Mitchell

  16. Epic, and other non dramatic poetry Drama Law Philosophy History Oratory Medicine Mathematical science Natural Science Miscellanea Callimachus (305-240 BC) Poet, critic, and scholar of the Library of Alexandria, created a bibliography (pinakes) of works in the library INLS 520 – Fall 2007 Erik Mitchell

  17. Linnaeus (1707-1778) • Linnaean Taxonomy • An example • Basis • Structural similarities of organisms • Plants, Animals ,Minerals • Contrasting models • Cladistics (evolution / Darwin) • Molecular phylogeny – tree • An overview of approaches INLS 520 – Fall 2007 Erik Mitchell

  18. Linnaean taxonomy INLS 520 – Fall 2007 Erik Mitchell

  19. Barcode of Life Initiative (BOLI) • In the news as: • WASHINGTON (AP) - To help shoppers avoid mislabeled toxic pufferfish and pilots steer clear of birds, federal agencies are starting to tap into an ambitious project that is gathering DNA ``barcodes'' for the Earth's 1.8 million known species. • Interesting comments: • In more than 95% of cases, species recognized through past taxonomic work have been found to possess distinct barcodes. A few very similar species share barcodes, reflecting cases where barcoding does not provide full taxonomic resolution. • Links • http://barcoding.si.edu/ • http://www.fishbol.org/ INLS 520 – Fall 2007 Erik Mitchell

  20. Modern thought on Classification • Importance of personal/social/political perspectives in knowledge • Relationship of language, linguistics, metaphor to the ideas of classification and knowledge • Relativism vs Absolutism • Impact on other disciplines • Education – Dewey, Bruner, Vygotsky INLS 520 – Fall 2007 Erik Mitchell

  21. Ludwig Wittgenstein (1889-1951) • “The limits of my language mean the limits of my world” – from Internet dictionary of philosophy • Meaning is contextual (personal, social) and conveyed through language • Game Theory • Players, rules, strategies, outcomes, benefits INLS 520 – Fall 2007 Erik Mitchell

  22. Eleanore Rosch (1938- ) • Prototype Theory • The idea of best ‘form’ without absolute restriction • E.g. a robin is a prototype of a bird • Family resemblance model • Categorization is about saving cognitive effort • ‘on the fly’ relationship judgments • Contextualized meaning, information use • A basic category/prototype allows us to make relationship judgments at an appropriate level INLS 520 – Fall 2007 Erik Mitchell

  23. S.R. Ranganathan (1897-1972) • Ranganathan • Like Linnaeus, didn’t want to be a librarian – took the job for the pay. • 5 Laws of Library science • Books are for use. • Every reader his or her book. • Every book its reader. • Save the time of the reader. • The library is a growing organism. • Colon Classification • first faceted classification system INLS 520 – Fall 2007 Erik Mitchell

  24. Colon classification system (1) PMEST Examples • Personality Furniture(?) • Matter Wood(?) • Energy Design(?) • Space America(?) • Time 18th Century(?) • What makes a faceted system different? INLS 520 – Fall 2007 Erik Mitchell

  25. Colon Classification system (2) • Analytico-Synthetic • Analysis: Discover basic concepts • Synthesis: Combine discrete parts into a classification system • An example from • UBC L,45;421:6;253:f.44‘N5 • An outline from ISKO L, 45; 421: Medicine, Lungs; Tuberculosis: 6; 253: f.44‘ N5 Treatment; X-ray: Research.India‘ 1950 INLS 520 – Fall 2007 Erik Mitchell

  26. Theoretical concepts • Ambiguity / disambiguation • Homogeneity / heterogeneity • Specificity / Exhaustiveness • Modulation • Lumping / Splitting • Mutual exclusivity • Bifurcation • Necessity / sufficiency INLS 520 – Fall 2007 Erik Mitchell

  27. Approaches to Classification • “Top Down” • Start with theoretical foundation and create a hierarchy to assign members to • “Bottom Up” • Analyze members of domain & build categories • “Analytico-synthetic” • Analyze specific concepts, assemble to create classification INLS 520 – Fall 2007 Erik Mitchell

  28. Models of organization • Based on descriptive metadata • Alphabetical, chronological, geographic, element (title, author, etc) • Topical / Subject based • LCSH, ACM, etc • Task/action • Ebay – buyers/sellers • Audience / user centric • The Imaginon, Library Loft • Metaphor • The desktop metaphor for example, Second Life • Hybrid models INLS 520 – Fall 2007 Erik Mitchell

  29. Types of systems • Enumerative systems • Lists of objects grouped under headings • DDC, UDC, LCC • Hierarchical systems • Entries based on a tree structure, inheritance, child/descendant/ancestor • Top-down, bottom-up • Taxonomies (tree structures, XML) • Faceted systems • Multiple relationships • Ontologies (typed relationships) think RDF • Miscellaneous systems • Folksonomies • Del.icio.us, furl, flickr INLS 520 – Fall 2007 Erik Mitchell

  30. Classification Scheme Components • Schedule, the system… • the classification schema • ACM: http://www.acm.org/class/1998/ccs98.html • Genes: http://www.biosci.ohio-state.edu/~genomes/mthermo/mthermo_files/classes_table.html • tables, generally help you to synthesize build number • IISD: http://www.iisd.org/ic/classification.asp • Fruit fly: http://www.sel.barc.usda.gov/diptera/tephriti/Clastabl.htm • Notation – the symbols used to codify your classification • Subject coverage / domain • general (e.g. DDC) or subject specific (e.g. ACM) • Bugnet: http://bugguide.net/node/view/15740 INLS 520 – Fall 2007 Erik Mitchell

  31. Hunter’s classification process (1) • Eight steps to creating a classification system (steps 1-4) INLS 520 – Fall 2007 Erik Mitchell

  32. Hunter’s classification process (1) • Eight steps to creating a classification system (steps 5-8) INLS 520 – Fall 2007 Erik Mitchell

  33. Enumerative Examples • Dewey Decimal (really a hybrid) • BULB LINK (DDC) • Universal Decimal Classification (also a hybrid) • http://www.udcc.org/outline/outline.htm • Mathematical Subject Classification • http://www.ams.org/mathweb/mi-mathbyclass.html INLS 520 – Fall 2007 Erik Mitchell

  34. Hierarchical Systems • Super-ordinate and sub-ordinate • Genus/species • Class/member More flexible application in classification systems than in terminological tools (thesauri, ontologies, etc.) • Yahoo! example: Directory > Science > Computer Science > Artificial Intelligence > Fuzzy Logic INLS 520 – Fall 2007 Erik Mitchell

  35. Hierarchical/Enumerative examples • LC Headings • History • History of the Americas • British America • Canada • Scientific history • ...... • ACM • E. Data • E.2 Data Storage Representations • Object Representations INLS 520 – Fall 2007 Erik Mitchell

  36. Faceted Classification Systems • Definitions: • “One side of a many sided body” (OED) • Basis • Analytico-synthetic • System: Fundamental concepts are analyzed and grouped together into facets • Concepts are combined or “synthesized” as necessary to form more complex subjects INLS 520 – Fall 2007 Erik Mitchell

  37. Faceted Classification Examples • Flamenco Project • http://flamenco.berkeley.edu/index.html • AAT (Art and Architecture Thesaurus) • “The conceptual framework of facets and hierarchies in the AAT is designed to allow a general classification scheme for art and architecture. The framework is not subject-specific; for example, there is no defined portion of the AAT that is specific only for Renaissance painting.”from AAT site • Associated Concepts, Physical Attributes, Styles and Periods, Agents, Activities, Materials, Objects INLS 520 – Fall 2007 Erik Mitchell

  38. Miscellaneous Systems • User assigned tags – not really ‘classification’. • Is structured classification is really as good as we think? Is this as good / better? • Del.icio.us • Flickr INLS 520 – Fall 2007 Erik Mitchell

  39. Programming 101 • What is a program? • What concepts do we need to understand? • Is XSL a programming language? INLS 520 – Fall 2007 Erik Mitchell

  40. Programming 101 • Definition: • “the act of creating software or some other set of instructions for a computer.” [1] • Examples • Dynamic web sites • Compiled applications (like Firefox) • Small applications that perform a specific task (such as transform metadata) INLS 520 – Fall 2007 Erik Mitchell

  41. Definitions • Programming Language • “A formal language used to write instructions that can be translated into machine language and then executed by a computer.” (definitions) • Scripting Language • Run-time (does not require compilation) • Restricted context (requires a specific environment) • Functional / Object oriented • Definitions • Compiler / Interpreter • A program that builds and executes a program. Compilers create a self-executable file, interpreters read a text script at run-time

  42. Programming approaches • Logical/structural programming • Stream of consciousness • Starts at line 1 • Procedural programming • Uses functions, sub-functions, subroutines • Encapsulation, modularization • Object-oriented programming • Further encapsulation • Uses concepts of inheritance, modularity

  43. Flow of Document Models What is the relationship of the data model to the intended document use in the four following document examples? INLS 520 – Fall 2007 Erik Mitchell

  44. The programming process • Analyze the problem • What do you want your program to do? • What are your users expecting, what data do you have? • Plan program flow/logic • What steps need to occur, in what order? • Useful tools include Step-Form, flowcharts, and pseudocode • Code the program • Create variables, routines, functions • Compile/run the program • Test, verify • Release

  45. Programming 101 - Concepts • General structure • Programs have a ‘flow’ to them • Programs use functions, algorithms, and objects to compartmentalize operations • Programs follow a specific syntax (their own document model) • Programs operate in specific environments (compiled platforms, run-time platforms) INLS 520 – Fall 2007 Erik Mitchell

  46. Programming 101 – Concepts • Control Structures • Looping (while) • Decision making (if) • Variables • Store information for use/reuse • A simple varaible is name=value INLS 520 – Fall 2007 Erik Mitchell

  47. Programming 101 - XSL • Is XSL programming? • What can we use XSL for? • Why are we covering it here? INLS 520 – Fall 2007 Erik Mitchell

  48. XSL Overview • Extensible Stylesheet Language • Components • Defined XML standard which is used in conjunction with a transformation engine to transform XML data • Xquery/Xpath • Capabilities, limitations • Document processing • Semi-functional programming language

  49. XSL Introduction • Styling • XSL - eXtensible Style Language • Querying • XPath • XQuery • XPointer • XLink • Good resources for reference • http://www.w3schools.com/xsl/default.asp • http://www.w3.org/Style/XSL/ • http://www.w3schools.com/css/default.asp • http://www.csstutorial.net/

  50. XSL Overview - 1 <?xml version="1.0" encoding="UTF-8"?> <xsl:stylesheet version="1.0" xmlns:xsl="http://www.w3.org/1999/XSL/Transform"> <xsl:output method="html"/> <xsl:template match="/dc"> Processing Instructions </xsl:template> </xsl:stylesheet>

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