Assalamualaikum....
what i have learned today? DBMS....
What is a DBMS?
A database management system is the software system that allows users to define, create and maintain a database and provides controlled access to the data.
A Database Management System (DBMS) is basically a collection of programs that enables users to store, modify, and extract information from a database as per the requirements. DBMS is an intermediate layer between programs and the data. Programs access the DBMS, which then accesses the data. There are different types of DBMS ranging from small systems that run on personal computers to huge systems that run on mainframes. The following are main examples of database applications:
• Computerized library systems
• Automated teller machines
• Flight reservation systems
• Computerized parts inventory systems
A database management system is a piece of software that provides services for accessing a database, while maintaining all the required features of the data. Commercially available Database management systems in the market are dbase, FoxPro, IMS and Oracle, MySQL, SQL Servers and DB2 etc.
These systems allow users to create update, and extract information from their databases.
Compared to a manual filing system, the biggest advantages to a computerized database system are speed, accuracy, and' accessibility.
REFLECTION:
Although i had never been developing DBMS before this, i am very grateful and excited to do it.. i have gained a new knowledge about this...
Saturday, March 9, 2013
WEEK 13: Relationships between tables in a Microsoft Access database
Types of Table Relationships
A relationship works by matching data in key columns, usually columns with the same name in both tables. In most cases, the relationship matches the primary key from one table, which provides a unique identifier for each row, with an entry in the foreign key in the other table.
There are three types of relationships between tables. The type of relationship that is created depends on how the related columns are defined.
One-To-Many Relationships
A one-to-many relationship is the most common type of relationship. In this type of relationship, a row in table A can have many matching rows in table B, but a row in table B can have only one matching row in table A. A one-to-many relationship is created if only one of the related columns is a primary key or has a unique constraint. In Access, the primary key side of a one-to-many relationship is denoted by a key symbol. The foreign key side of a relationship is denoted by an infinity symbol.
Many-To-Many Relationships
In a many-to-many relationship, a row in table A can have many matching rows in table B, and vice versa. You create such a relationship by defining a third table, called a junction table, whose primary key consists of the foreign keys from both table A and table B.
One-To-One Relationships
In a one-to-one relationship, a row in table A can have no more than one matching row in table B, and vice versa. A one-to-one relationship is created if both of the related columns are primary keys or have unique constraints.This type of relationship is not common because most information related in this way would be all in one table. You might use a one-to-one relationship to:
Divide a table with many columns.
Isolate part of a table for security reasons.
Store data that is short-lived and could be easily deleted by simply deleting the table.
Store information that applies only to a subset of the main table.
In Access, the primary key side of a one-to-one relationship is denoted by a key symbol. The foreign key side is also denoted by a key symbol.
REFLECTION:
We are going to key in all the cataloging information in the table by using these details:
Material Table:
1.Title
2.author
3.additional entries
4.edition
5.publisher
6.Publish year
7.ISBN /ISSN
8.call number
9.type of material
10.physical description
11.Subject 1 & 2
12.note
Publisher Table:
1.Pub ID (code name publishers )
2.Pub NAME (full name of the issue)
3.Pub PLACE (Place published)
A relationship works by matching data in key columns, usually columns with the same name in both tables. In most cases, the relationship matches the primary key from one table, which provides a unique identifier for each row, with an entry in the foreign key in the other table.
There are three types of relationships between tables. The type of relationship that is created depends on how the related columns are defined.
One-To-Many Relationships
A one-to-many relationship is the most common type of relationship. In this type of relationship, a row in table A can have many matching rows in table B, but a row in table B can have only one matching row in table A. A one-to-many relationship is created if only one of the related columns is a primary key or has a unique constraint. In Access, the primary key side of a one-to-many relationship is denoted by a key symbol. The foreign key side of a relationship is denoted by an infinity symbol.
Many-To-Many Relationships
In a many-to-many relationship, a row in table A can have many matching rows in table B, and vice versa. You create such a relationship by defining a third table, called a junction table, whose primary key consists of the foreign keys from both table A and table B.
One-To-One Relationships
In a one-to-one relationship, a row in table A can have no more than one matching row in table B, and vice versa. A one-to-one relationship is created if both of the related columns are primary keys or have unique constraints.This type of relationship is not common because most information related in this way would be all in one table. You might use a one-to-one relationship to:
Divide a table with many columns.
Isolate part of a table for security reasons.
Store data that is short-lived and could be easily deleted by simply deleting the table.
Store information that applies only to a subset of the main table.
In Access, the primary key side of a one-to-one relationship is denoted by a key symbol. The foreign key side is also denoted by a key symbol.
REFLECTION:
We are going to key in all the cataloging information in the table by using these details:
Material Table:
1.Title
2.author
3.additional entries
4.edition
5.publisher
6.Publish year
7.ISBN /ISSN
8.call number
9.type of material
10.physical description
11.Subject 1 & 2
12.note
Publisher Table:
1.Pub ID (code name publishers )
2.Pub NAME (full name of the issue)
3.Pub PLACE (Place published)
WEEK 12:PUBLIC HOLIDAY
Happy Labor Day Everyone...
However...we must keep on doing our task to complete the 50 materials in cataloging...
work smart and good luck, friends...(^_______^)
WEEK 11:INTRODUCTION OF MICROSOFT ACCESS
ASSALAMUALAIKUM WBR...
REFLECTION:
Alhamdulillah...all praise to Allah...our class today went very well...i am very excited because this is the first time i have learned about the Microsoft Access...
so...what is the use of MS Accsess?
here are some findings about it:
WHAT IS ACCESS?
Access is a database tool for gathering and understanding all your information—your phone numbers, inventory, guest lists, whatever you’re tracking—and providing a convenient way to enter, navigate, and report out your data. At school access is used in many application like Sistem Maklumat Murid (SMM), Aplikasi Pangkalan Data Murid (APDM), E-Mis, e-opreasi and so on.
today...we have learned how to create table, query and form...
REFLECTION:
Alhamdulillah...all praise to Allah...our class today went very well...i am very excited because this is the first time i have learned about the Microsoft Access...
so...what is the use of MS Accsess?
here are some findings about it:
WHAT IS ACCESS?
Access is a database tool for gathering and understanding all your information—your phone numbers, inventory, guest lists, whatever you’re tracking—and providing a convenient way to enter, navigate, and report out your data. At school access is used in many application like Sistem Maklumat Murid (SMM), Aplikasi Pangkalan Data Murid (APDM), E-Mis, e-opreasi and so on.
today...we have learned how to create table, query and form...
WEEK 10: DEWEY DECIMAL CLASSIFICATION (DDC) AND LIBRARY OF CONGRESS CLASSIFICATION
ASSALAMUALAIKUM WBR...
This week, En. Abdul Razak has read our task on the differences between the DDC and LCC.
The following is a discussion of the results we have obtained:
DDC:
1. Use for School library, Public Library and the National Library
2. Use only number for call number.
3. Divide into 10 divisions and 10 subdivision of knowledges.
4. Easy to enter data in the computer system.
5. Contains simple user
LCC:
1. Use for Academic libray and University library.
2. Use of number and alphabet.
3. Divide into 21 divisions by alphabet.
4. Quite hard to enter data in the computer system.
5. Contains a complex user
After that, we headed to the Faculty Resource Center to find the classification numbers for the thesis.
The following are the results:
153.6 Aida Shakila binti Adnan @ Abdul Khair
AID Gaya komunikasi interpersonal pengetua dan hubungannya dengan kepuasan kerja guru di
empat buah sekolah menengah Zon Lapis, Johor/Aida Shakila binti Adnan @ Abdul Khair-Skudai,
Johor : Universiti Teknologi Malaysia, 2012 [tesis tidak diterbitkan]
xv, 132 m/s. :ill. : 30 cm
Mengandungi bibliografi
Tesis Sarjana Pendidikan (Pengurusan Pendidikan)
1. Interpersonal Communication 2. Job Satisfaction I. Judul
Reflection:
After successfully finding the classification number, I agree with Mr. Abdul Razak, claiming that the call numbers selected must be based on need. We must give them the convenience of users to easily find the desired material.
This week, En. Abdul Razak has read our task on the differences between the DDC and LCC.
The following is a discussion of the results we have obtained:
DDC:
1. Use for School library, Public Library and the National Library
2. Use only number for call number.
3. Divide into 10 divisions and 10 subdivision of knowledges.
4. Easy to enter data in the computer system.
5. Contains simple user
LCC:
1. Use for Academic libray and University library.
2. Use of number and alphabet.
3. Divide into 21 divisions by alphabet.
4. Quite hard to enter data in the computer system.
5. Contains a complex user
After that, we headed to the Faculty Resource Center to find the classification numbers for the thesis.
The following are the results:
153.6 Aida Shakila binti Adnan @ Abdul Khair
AID Gaya komunikasi interpersonal pengetua dan hubungannya dengan kepuasan kerja guru di
empat buah sekolah menengah Zon Lapis, Johor/Aida Shakila binti Adnan @ Abdul Khair-Skudai,
Johor : Universiti Teknologi Malaysia, 2012 [tesis tidak diterbitkan]
xv, 132 m/s. :ill. : 30 cm
Mengandungi bibliografi
Tesis Sarjana Pendidikan (Pengurusan Pendidikan)
1. Interpersonal Communication 2. Job Satisfaction I. Judul
Reflection:
After successfully finding the classification number, I agree with Mr. Abdul Razak, claiming that the call numbers selected must be based on need. We must give them the convenience of users to easily find the desired material.
WEEK 8:NUMBER BUILDING
Assalamualaikum WBR....
This week we have learned about number building. These are some notes that i have searched.
Why is Table 1 always presented as an option?
The basic number building rule in Dewey is that notation from Table 1 may be added to any number unless there is a specific instruction to the contrary. Thus, the number building tool always presents Table 1 as an option. It is up to the classifier to make the intellectual decision whether or not the addition of notation from Table 1 is valid at each point in the number building process.
Why can’t I start with a built number already in the DDC and add further to it?
The number building tool does not support extension to existing built numbers (other than direct addition of notation from Table 1 to the built number). If the number has been built with one step, the number building tool attempts to decompose the number automatically. If you click Start, the base number will appear in the Create-built-number box, and the notation taken away from the built number you started with will be displayed as the suggested addition to the base number in the hierarchy box.
When can I use spans in number building? Sometimes I get an error message, and sometimes I do not.
Right now, the number building tool can only interpret add instructions under spans that feature a specific number to which something is to be added, e.g., “Add to base number 338.47 notation 001-999.” In the case of standard subdivision spans listed as entries in the schedules and Tables 1-6, you will need to start with the base schedule or table number, and then add the notation from Table 1.
Why am I brought to main class 0 when I am instructed to add notation 001-999?
We do not have a record in the database for the span 001-999; hence, the number building tool cannot display the span. Instead, main class 0 and its subdivisions are displayed based on the first number in the span, 001. The main classes are always a click away in the footer; you can also search for the specific number you want to add next and select that record to display in the hierarchy box.
Why doesn’t the number building tool keep me from building numbers already in the system?
The number building tool checks for the parent of a newly created built number, but does not report on matching numbers in the system (except in the case of a matching personal or institutional number already associated with your Web Dewey subscription). To check whether your built number already exists in the system, click on the immediate parent of the number in the hierarchy box after you save your built number but before you index it. For example, if you have built and saved the number 264.04102, click on its parent 264.041 before you index it. You’ll see that there is already a built number in the system that matches your number. Clicking on your number again will return you to the Modify built number box. You can choose to delete your number by clicking the Delete button under the Contribute button in the lower right-hand corner of the Modify built number box. You may also choose to continue with the indexing process and save a duplicate built number record with different indexing.
If I contribute a built number or someone else contributes a built number that matches mine, what happens to my Personal or Institutional built number record?
If a built number that matches a Personal or Institutional built number is distributed to WebDewey, nothing happens to matching Personal or Institutional built numbers associated with your subscription unless you decide to take action on the matching Personal or Institutional built number records.
When do I need to use Add Local / Edit local?
There are some known gaps in automatic assistance in the initial version of the number building tool for which we have developed some workarounds using Add local and Edit local. For example, there are some gaps in automatic assistance for the addition of standard subdivisions with more than one zero that are listed in internal tables. Currently, the number building tool only supplies the correct number of zeros for standard subdivisions that are explicitly listed as individual entries in internal tables; standard subdivision spans and other subdivisions of the listed standard subdivision cannot be added automatically with the correctly number of zeros. Instead, the classifier adds the notation from Table 1, and then uses Edit local to add the correct number of zeros preceding the Table 1 notation per the instruction in the internal table.
How can I fix segmentation marks that are missing or in the wrong place?
The underlying Dewey data does not always contain machine-actionable instructions on which the number building tool can act to supply the correct segmentation. We will consider an extension to Edit local in a future version to address segmentation marks that have been supplied incorrectly or are missing.
Why do some user terms appear with the initial letter in lower case, even if the term is a proper noun?
The general rule for the automatic construction of user terms is to present the initial letter of each subdivision in lower case. You can edit the user term directly and then click Update to address any capitalization problems. In the case of geographic terms with incorrect capitalization, it is better to address the problem by adding the subdivision using the radio button; this will ensure that the correct MARC coding is captured underneath.
What happens if I assign a user term that matches a Relative Index term?
The user-assigned terms appear in the same index as the Relative Index terms, but are preceded by a single or double person icon. If a user term matches a Relative Index term already in the system, it will appear on a separate line, preceded by the appropriate icon.
What happens if I want to delete the record for a number I have already contributed?
Once you contribute a number, it is sent to the Dewey editors (for the English-language edition) or to the team responsible for the specific language version other than English (e.g., Deutsche Nationalbibliothek for the German-language version of Web Dewey) and cannot be retrieved. If you click Delete after contributing a built number, the record (built number plus user terms) will be removed from your subscription.
REFLECTION:
We began class today with a discussion about the class number that we have made. En Abdul Razak has been reprove some mistakes that we do.
After learn way write call of number, I realized that this task require patience and persistence to explore books guide DCC.
Although this task is quite difficult, but I feel good to learn. I extremely grateful to the En Abdul Razak and of friends which always help my.
Class had to be stopped because technical problems which occur in Faculty of Education, UTM.
This week we have learned about number building. These are some notes that i have searched.
Why is Table 1 always presented as an option?
The basic number building rule in Dewey is that notation from Table 1 may be added to any number unless there is a specific instruction to the contrary. Thus, the number building tool always presents Table 1 as an option. It is up to the classifier to make the intellectual decision whether or not the addition of notation from Table 1 is valid at each point in the number building process.
Why can’t I start with a built number already in the DDC and add further to it?
The number building tool does not support extension to existing built numbers (other than direct addition of notation from Table 1 to the built number). If the number has been built with one step, the number building tool attempts to decompose the number automatically. If you click Start, the base number will appear in the Create-built-number box, and the notation taken away from the built number you started with will be displayed as the suggested addition to the base number in the hierarchy box.
When can I use spans in number building? Sometimes I get an error message, and sometimes I do not.
Right now, the number building tool can only interpret add instructions under spans that feature a specific number to which something is to be added, e.g., “Add to base number 338.47 notation 001-999.” In the case of standard subdivision spans listed as entries in the schedules and Tables 1-6, you will need to start with the base schedule or table number, and then add the notation from Table 1.
Why am I brought to main class 0 when I am instructed to add notation 001-999?
We do not have a record in the database for the span 001-999; hence, the number building tool cannot display the span. Instead, main class 0 and its subdivisions are displayed based on the first number in the span, 001. The main classes are always a click away in the footer; you can also search for the specific number you want to add next and select that record to display in the hierarchy box.
Why doesn’t the number building tool keep me from building numbers already in the system?
The number building tool checks for the parent of a newly created built number, but does not report on matching numbers in the system (except in the case of a matching personal or institutional number already associated with your Web Dewey subscription). To check whether your built number already exists in the system, click on the immediate parent of the number in the hierarchy box after you save your built number but before you index it. For example, if you have built and saved the number 264.04102, click on its parent 264.041 before you index it. You’ll see that there is already a built number in the system that matches your number. Clicking on your number again will return you to the Modify built number box. You can choose to delete your number by clicking the Delete button under the Contribute button in the lower right-hand corner of the Modify built number box. You may also choose to continue with the indexing process and save a duplicate built number record with different indexing.
If I contribute a built number or someone else contributes a built number that matches mine, what happens to my Personal or Institutional built number record?
If a built number that matches a Personal or Institutional built number is distributed to WebDewey, nothing happens to matching Personal or Institutional built numbers associated with your subscription unless you decide to take action on the matching Personal or Institutional built number records.
When do I need to use Add Local / Edit local?
There are some known gaps in automatic assistance in the initial version of the number building tool for which we have developed some workarounds using Add local and Edit local. For example, there are some gaps in automatic assistance for the addition of standard subdivisions with more than one zero that are listed in internal tables. Currently, the number building tool only supplies the correct number of zeros for standard subdivisions that are explicitly listed as individual entries in internal tables; standard subdivision spans and other subdivisions of the listed standard subdivision cannot be added automatically with the correctly number of zeros. Instead, the classifier adds the notation from Table 1, and then uses Edit local to add the correct number of zeros preceding the Table 1 notation per the instruction in the internal table.
How can I fix segmentation marks that are missing or in the wrong place?
The underlying Dewey data does not always contain machine-actionable instructions on which the number building tool can act to supply the correct segmentation. We will consider an extension to Edit local in a future version to address segmentation marks that have been supplied incorrectly or are missing.
Why do some user terms appear with the initial letter in lower case, even if the term is a proper noun?
The general rule for the automatic construction of user terms is to present the initial letter of each subdivision in lower case. You can edit the user term directly and then click Update to address any capitalization problems. In the case of geographic terms with incorrect capitalization, it is better to address the problem by adding the subdivision using the radio button; this will ensure that the correct MARC coding is captured underneath.
What happens if I assign a user term that matches a Relative Index term?
The user-assigned terms appear in the same index as the Relative Index terms, but are preceded by a single or double person icon. If a user term matches a Relative Index term already in the system, it will appear on a separate line, preceded by the appropriate icon.
What happens if I want to delete the record for a number I have already contributed?
Once you contribute a number, it is sent to the Dewey editors (for the English-language edition) or to the team responsible for the specific language version other than English (e.g., Deutsche Nationalbibliothek for the German-language version of Web Dewey) and cannot be retrieved. If you click Delete after contributing a built number, the record (built number plus user terms) will be removed from your subscription.
REFLECTION:
We began class today with a discussion about the class number that we have made. En Abdul Razak has been reprove some mistakes that we do.
After learn way write call of number, I realized that this task require patience and persistence to explore books guide DCC.
Although this task is quite difficult, but I feel good to learn. I extremely grateful to the En Abdul Razak and of friends which always help my.
Class had to be stopped because technical problems which occur in Faculty of Education, UTM.
WEEK 7:DEWEY DECIMALS CLASSIFICATION (DDC)
DEWEY DECIMALS CLASSIFICATION (DDC)
History
The Dewey Decimal Classification (DDC) system is a general knowledge organization tool that is continuously revised to keep pace with knowledge. The system was conceived by Melvil Dewey in 1873 and first published in 1876. The DDC is published by OCLC Online Computer Library Center, Inc. OCLC owns all copyright rights in the Dewey Decimal Classification, and licenses the system for a variety of uses.
The DDC is the most widely used classification system in the world. Libraries in more than 135 countries use the DDC to organize and provide access to their collections, and DDC numbers are featured in the national bibliographies of more than 60 countries. Libraries of every type apply Dewey numbers on a daily basis and share these numbers through a variety of means (including WorldCat, the OCLC Online Union Catalog). Dewey is also used for other purposes, e.g., as a browsing mechanism for resources on the web.
The DDC has been translated into over thirty languages. Translations of the latest full and abridged editions of the DDC are completed, planned, or underway in Arabic, Chinese, French, German, Greek, Hebrew, Icelandic, Italian, Korean, Norwegian, Russian, Spanish, and Vietnamese.
Development
One of Dewey’s great strengths is that the system is developed and maintained in a national bibliographic agency, the Library of Congress. The Dewey editorial office is located in the Decimal Classification Division of the Library of Congress, where classification specialists annually assign over 110,000 DDC numbers to records for works cataloged by the Library. Having the editorial office within the Decimal Classification Division enables the editors to detect trends in the literature that must be incorporated into the Classification. The editors prepare proposed schedule revisions and expansions, and forward the proposals to the Decimal Classification Editorial Policy Committee (EPC) for review and recommended action.
EPC is a ten-member international board whose main function is to advise the editors and OCLC on matters relating to changes, innovations, and the general development of the Classification. EPC represents the interests of DDC users; its members come from national, public, special, and academic libraries, and from library schools.
Editions
The DDC is published in full and abridged editions in print and electronic versions. The abridged edition is a logical truncation of the notational and structural hierarchy of the corresponding full edition on which it is based, and is intended for general collections of 20,000 titles or less. WebDewey and Abridged WebDewey, the electronic versions of the full and abridged editions, respectively, are updated frequently and contain additional index entries and mapped vocabulary. The electronic versions and supplemental web postings are the chief sources of ongoing updates to the DDC. On the Dewey web site (www.oclc.org/dewey), selected new numbers and changes to the DDC are posted monthly, and mappings between selected new Library of Congress Subject Headings (LCSH) and Dewey numbers are posted biweekly.
Structure and Notation
The DDC is built on sound principles that make it ideal as a general knowledge organization tool: meaningful notation in universally recognized Arabic numerals, well-defined categories, well-developed hierarchies, and a rich network of relationships among topics. In the DDC, basic classes are organized by disciplines or fields of study. At the broadest level, the DDC is divided into ten main classes, which together cover the entire world of knowledge. Each main class is further divided into ten divisions, and each division into ten sections (not all the numbers for the divisions and sections have been used). The main structure of the DDC is presented in the DDC Summaries following this introduction. The headings associated with the numbers in the summaries have been edited for browsing purposes, and do not necessarily match the complete headings found in the schedules.
The first summary contains the ten main classes. The first digit in each three-digit number represents the main class. For example, 600 represents technology.
The second summary contains the hundred divisions. The second digit in each three-digit number indicates the division. For example, 600 is used for general works on technology, 610 for medicine and health, 620 for engineering,630 for agriculture.
The third summary contains the thousand sections. The third digit in each three-digit number indicates the section. Thus, 610 is used for general works on medicine and health, 611 for human anatomy, 612 for human physiology, 613 for personal health and safety.
Arabic numerals are used to represent each class in the DDC. A decimal point follows the third digit in a class number, after which division by ten continues to the specific degree of classification needed.
A subject may appear in more than one discipline. For example, “clothing” has aspects that fall under several disciplines. The psychological influence of clothing belongs in 155.95 as part of the discipline of psychology; customs associated with clothing belong in 391 as part of the discipline of customs; and clothing in the sense of fashion design belongs in 746.92 as part of the discipline of the arts.
Hierarchy
Hierarchy in the DDC is expressed through structure and notation. Structural hierarchy means that all topics (aside from the ten main classes) are part of all the broader topics above them. Any note regarding the nature of a class holds true for all the subordinate classes, including logically subordinate topics classed at coordinate numbers.
Notational hierarchy is expressed by length of notation. Numbers at any given level are usually subordinate to a class whose notation is one digit shorter; coordinate with a class whose notation has the same number of significant digits; and superordinate to a class with numbers one or more digits longer. The underlined digits in the following example demonstrate this notational hierarchy:
600 Technology
630 Agriculture and related technologies
636 Animal husbandry
636.7 Dogs
636.8 Cats
“Dogs” and “Cats” are more specific than (i.e., are subordinate to) “Animal husbandry”; they are equally specific as (i.e., are coordinate with) each other; and “Animal husbandry” is less specific than (i.e., is superordinate to) “Dogs” and “Cats.” Sometimes, other devices must be used to express the hierarchy when it is not possible or desirable to do so through the notation. Special headings, notes, and entries indicate relationships among topics that violate notational hierarchy.
Arrangement of the DDC
The print version of the latest full edition of the DDC, Edition 22, is composed of the following major parts in four volumes:
Volume 1
(A) New Features in Edition 22: A brief explanation of the special features and changes in DDC 22
(B) Introduction: A description of the DDC and how to use it
(C) Glossary: Short definitions of terms used in the DDC
(D) Index to the Introduction and Glossary
(E) Manual: A guide to the use of the DDC that is made up primarily of extended discussions of problem areas in the application of the DDC. Information in the Manual is arranged by the numbers in the tables and schedules
(F) Tables: Six numbered tables of notation that can be added to class numbers to provide greater specificity
(G) Lists that compare Editions 21 and 22: Relocations and Discontinuations;
Reused Numbers
Volume 2
(H) DDC Summaries: The top three levels of the DDC
( I) Schedules: The organization of knowledge from 000–599
Volume 3
(J) Schedules: The organization of knowledge from 600–999
Volume 4
(K) Relative Index: An alphabetical list of subjects with the disciplines in which they are treated subarranged alphabetically under each entry
Entries
Entries in the schedules and tables are composed of a DDC number in the number column (the column at the left margin), a heading describing the class that the number represents, and often one or more notes. All entries (numbers, headings, and notes) should be read in the context of the hierarchy.
In the print version of the DDC, the first three digits of schedule numbers (main classes, divisions, sections) appear only once in the number column, when first used. They are repeated at the top of each page where their subdivisions continue. Subordinate numbers appear in the number column, beginning with a decimal point, with the initial three digits understood.
Some numbers in the schedules and tables are enclosed in parentheses or square brackets. Numbers and notes in parentheses provide options to standard practice. Numbers in square brackets represent topics that have been relocated or discontinued, or are unassigned. Square brackets are also used for standard subdivision concepts that are represented in another location. Numbers in square brackets are never used.
Number Building
Only a fraction of potential DDC numbers are included in the schedules. It is often necessary to build or synthesize a number that is not specifically listed in the schedules. Such built numbers allow for greater depth of content analysis. There are four sources of notation for building numbers: (A) Table 1 Standard
Subdivisions; (B) Tables 2–6; (C) other parts of the schedules; and (D) add tables in the schedules.
Number building is initiated only upon instructions in the schedules (except for the addition of standard subdivisions, which may take place anywhere unless there is an instruction to the contrary). Number building begins with a base number (always stated in the instruction note) to which another number is added.
REFLECTION
After that, we were taught to use DCC reference available in the Resource Centre of the Faculty of Education.
Here are my results:
BOOK 1:
363.5
EGA
Egan, M. David
Konsep keselamatan kebakaran bangunan/ M. David Egan ; penterjemah Mohamed Rashid Embi. - Skudai, Johor : Universiti Teknologi Malaysia, 1998.
xv, 267 m.s. : ill.: 28cm.
Mengandungi bibliografi dan indeks.
ISBN 983-52-0128-5
1. Fire prevention 2. Fireproof building I. Mohamed Rashid Embi II. Judul
BOOK 2:
338.47
ARC
Archer, J.S.
Kejuruteraan petroleum: prinsip dan amalan / J.S Archer ; C.G Wall ; penterjemah Ahmad Kamal Idris.- Skudai, Johor : Universiti Teknologi Malaysia, 1997.
viii, 379 m.s. : ill. : 26 cm.
Mengandungi bibliografi dan indeks.
ISBN 983-52-0091
1. Petroleum engineering I. Wall, C.G II. Ahmad Kamal Idris III. Judul
WEEK 6: SUBJECT CATALOGING
SUBJECT CATALOGING
• Aims:
– To provide access by subject to all relevant materials
– To provide subject access to materials through all suitable of subject organisation – i.e matter, process, application
– To bring together all references to material on a subject regardless of different term regardless of different terminology different subject approaches , different subject approaches, and the changing nature of material itself
– To show affiliations among subject fields
– To provide entry at any level of analysis
– To provide entry through any vocabulary common to any considerable group of users
– To provide a formal description the subject content of the item in the most precise terms possible, whether this be a word, phrase, class number etc
REFLECTION:
This time, we have to learn how to write subject cataloging referenced through reference books issued by the Library of Congress Subject Headings.
I am very excited to find the subject heading for books, journals and cd-rom. I am very grateful to Mr Abdul Razak and friends for always helping me in learning new knowledge.
The following are my results.
BOOK 1:
Egan, M. David
Konsep keselamatan kebakaran bangunan/ M. David Egan ; penterjemah Mohamed Rashid Embi. - Skudai, Johor : Universiti Teknologi Malaysia, 1998.
xv, 267 m.s. : ill.: 28cm.
Mengandungi bibliografi dan indeks.
ISBN 983-52-0128-5
1. Fire prevention 2. Fireproof building I. Mohamed Rashid Embi II. Judul
BOOK 2:
Archer, J.S.
Kejuruteraan petroleum: prinsip dan amalan / J.S Archer ; C.G Wall ; penterjemah Ahmad Kamal Idris.- Skudai, Johor : Universiti Teknologi Malaysia, 1997.
viii, 379 m.s. : ill. : 26 cm.
Mengandungi bibliografi dan indeks.
ISBN 983-52-0091
1. Petroleum engineering I. Wall, C.G II. Ahmad Kamal Idris III. Judul
JOURNAL
Jurnal Teknologi : B Pembinaan, reka bentuk dan perancangan.
No. 1 (Disember, 1983)-Skudai, Johor : Universiti Teknologi Malaysia.
Dwitahunan
Perpustakaan mempunyai: No.30 (F) (Jun, 1999)-
ISSN 0127-9696
1. Building Design 2. Construction of building
CD-ROM
Kemahiran hidup: elektrik (cd). Kuala Lumpur.:
Bahagian Teknologi Pendidikan, 2003.
1 CD-ROM, sd., col. 12 cm + panduan pengguna
Keperluan sistem : PC Pentium 133 MHz, sekurang-kurangnya 16 MB RAM,
Pemacu cakera (CD-ROM) dengan kelajuan 8x, kad suara 8 bit ke atas,
monitor VGA atau SVGA 800x600x250 warna
1. Electric
WEEK 5: ISSN (International Standard Serial Number)
SERIALS (JOURNAL)
British journal of educational technology . Vol.1, no.1 (Jan. 1970) -London : Education Press, 1970-
Triannually
Library has : vol.1, no.1 (Jan. 1970)-
On microfilm : Mikrofilem 720 : vol.1, no. 1-3 (Jan-Mar 1970) :
Journal of educational technology; vol.2, no.1 (Jan 1971)-vol.5, no.3 (Oct 1974)
ISSN 00071013
1. Education -- Curriculum I . Council for the Educational Technology, London
NON BOOK (CD-ROM)
Using media for learning [videocassette]. Washington, D.C. :
Association for Educational Communications and Technology, 1983.
20 videocassettes (30 min. each) : sd., col.
1. Audio-visual education 2. Visual education 3. Teaching -- Aids and devices
REFLECTION:
This week, we examined the blogs and looking at ways to write ISBD. many errors can be identified and we continue to improve the offense. turns out, writing ISBD is not easy as it looks.It requires accuracy and patience.
After that, we learn new knowledge about the ISSN applied on thesis, journals and cd-rom. We brought to the Faculty Resource Center and are required to take some books and asked to write ISSN of journal and cd-rom.
Here are the results :
JOURNAL
Jurnal Teknologi : B Pembinaan, reka bentuk dan perancangan.
No. 1 (Disember, 1983)-Skudai, Johor : Universiti Teknologi Malaysia.
Dwitahunan
Perpustakaan mempunyai: No.30 (F) (Jun, 1999)-
ISSN 0127-9696
1.
CD-ROM
Kemahiran hidup: elektrik (cd). Kuala Lumpur.:
Bahagian Teknologi Pendidikan, 2003.
1 CD-ROM, sd., col. 12 cm + panduan pengguna
Keperluan sistem : PC Pentium 133 MHz, sekurang-kurangnya 16 MB RAM,
Pemacu cakera (CD-ROM) dengan kelajuan 8x, kad suara 8 bit ke atas,
monitor VGA atau SVGA 800x600x250 warna
WEEK 4: ISBD ( International Standard Bibliographic Description)
ISBD
• International Standard Bibliographic Description
– Areas of description
• Title and statement of responsibility
• Edition
• Material (or type of publication) specific details
• Publication, distribution etc
• Physical description
• Series
• Note
• Standard number and terms of availability
ISBD Punctuation
• Title Proper [GMD] = Parallel title : other title info
/ First statement of responsibility ; others. --
Edition information. -- Material. -- Place of
Publication : Publisher Name, Date. -- Material
designation and extent ; Dimensions of item. --
(Title of Series / Statement of responsibility). --
Notes. -- Standard numbers: terms of availability
(qualifications).
REFLECTION:
This week, I'm very lucky to get to learn how to write a book ISBD. We brought to the Faculty Resource Center and are required to take some books and asked to write the book ISBD.
Here are the results:
BOOK 1:
Egan, M. David
Konsep keselamatan kebakaran bangunan/ M. David Egan ; penterjemah Mohamed Rashid Embi. - Skudai, Johor : Universiti Teknologi Malaysia, 1998.
xv, 267 m.s. : ill.: 28cm.
Mengandungi bibliografi dan indeks.
ISBN 983-52-0128-5
1. I. Mohamed Rashid Embi II. Judul
BOOK 2:
Archer, J.S.
Kejuruteraan petroleum: prinsip dan amalan / J.S Archer ; C.G Wall ; penterjemah Ahmad Kamal Idris.- Skudai, Johor : Universiti Teknologi Malaysia, 1997.
viii, 379 m.s. : ill. : 26 cm.
Mengandungi bibliografi dan indeks.
ISBN 983-52-0091
1. I. Wall, C.G II. Ahmad Kamal Idris III. Judul
Subscribe to:
Posts (Atom)