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Number-building
7
Number-building
Abstract: The provisions for number synthesis are increasing in the DDC by the process of number-building with the instruction defined and described by add to . . . instructions. This chapter provides instructions on the use of the six auxiliary tables given in Volume 1 of the DDC, and explains the various ways of number-building by adding a whole or part of a number, or the divisions taken from internal tables to an identified base number. Furthermore this chapter describes, with many examples, the method for addition of facets through the use of some facet indicators in order to synthesise a number in a specified citation order. Key words: add to . . . instruction, auxiliary tables, citation order, facet formula, facet indicator, internal tables, number-building, number synthesis, schedules, tables.
Arrival at the right class number by proceeding systematically through the schedules may often require further building of the number. It means extending a number in the schedules with the whole or part of a number taken from the schedules or any of the six tables to make the class number more specific (i.e., to fit the subject more closely). Though class numbers for many topics are still found ready made in the DDC, over the years the frequency of and facilities for number-building have been increasing edition by edition. Number-building is always
95
The Theory and Practice of the Dewey Decimal Classification System
instructed by the note add to . . . . Also known as number synthesis, this cannot be done without this explicit instruction except for an addition from Table 1. The number to be added to a given base can come from as wide a range as 001–999 to as narrow as, say, 381.41–381.45. The process of synthesis can be broadly categorised as follows: g g
g
adding to a given base any full number from the schedules; adding a part of a number to a given base taken from a whole main class; adding a part of a number taken from the same division or section;
g
adding from an internal table;
g
adding through a facet indicator;
g
adding from any of the six tables.
These categories are, however, superficial as the process of synthesis in all cases is more or less the same. The technique of synthesis poses no problem provided one: g g
arrives at the right base; then follows the add to instructions given thereunder: the instructions are invariably crystal clear and simple.
Add to does not mean an arithmetic addition, but appending or suffixing the full or specified slice of the number to the right of the specified base number. A base number is defined as a number to which a full or part number taken anywhere from the schedules or tables is added. It may be borne in mind: g g
the base number is always specified the enumerated class number synthesised or otherwise found contains one dot after the third digit from the left;
96
Number-building
g
if the synthesised number ends with a zero, the latter is dropped as the terminal zero in any decimal fraction is meaningless.
We will now take some examples of each category.
Adding from 001–999 (a whole number from anywhere in the schedules) 026 means Special libraries by subject. For any special subject library we are asked to add from 001–999 to the base number 026. Hence: Arts libraries 026 þ 700 ¼ 026:700 ¼ 026:7 (note that two terminal zeros have been dropped) Music libraries 026 þ 780 ¼ 026:78 Similarly: Acquisition of arts books in libraries 025:27 þ 700 ¼ 025:277 Acquisition of books on paintings in libraries 025:27 þ 775 ¼ 025:27775 Similarly: Sports journalism Journalism on specific subjects such as finance, politics, crime, sports, etc. is placed at 070.449 with an instruction to add to this base from 001–999. Sports is 790, hence: 070:499 þ 790 ¼ 070:49979
97
The Theory and Practice of the Dewey Decimal Classification System
Finance columns 070:499 þ 332 ¼ 070:499332 Commerce in toys 381:45 þ 688:72 ¼ 381:4568872 There are numerous places in the schedules or tables instructing us to add from 001–999.
Adding a part of a number In the majority of places the span of numbers for further specification is not as wide but is rather confined to a narrow strip of numbers. It could be from a single main class, or a division, a section or even smaller. This is a specialised case of adding from 001–999. In such cases initial digits common to that range of numbers are deleted, and only uncommon digits to the right of the number are added to the specified base. This makes the resulting class number brief without any ambiguity.
Adding from a main class Sometimes we are required to add a number from almost the whole main class. In such cases only the first main class digit is deleted while adding the number. For example, Unemployment in agriculture industry 331.137 82–.137 89 Unemployment in extractive, manufacturing etc. occupations. Here we are required to add to the base 331.137 8 the
98
Number-building
number following 6 in 620–690, where agriculture is 630, hence: 331:137 8 þ 30 (from 630) ¼ 331:137 83 (dropping the terminal zero) Similarly: Women workers in cosmetics manufacturing 331:48 þ 6855 (from 668.55 Cosmetics technology) ¼ 331:486 855
Adding from a section 181.04–.09 Philosophies based on specific (Eastern) religions Here for any religious philosophy we are required to add digits following 29 in 294–299 to the specified base 181.0. It means we will add to 181.0 the digits coming after 29 in the number of that specific religion whose philosophy is to be given a class number. Let us say: Islamic religious philosophy 181:0 þ 7 (from 297: dropping the first two digits 29) ¼ 181:07 Philosophy of Sikh religion 181:0 þ 46 (from 294.6 Sikhism) ¼ 181:046 Let us take another subject: Guide to living life by Puritan code 248:48 þ 59 (from 285.9) ¼ 248:4859
99
The Theory and Practice of the Dewey Decimal Classification System
(here we are instructed to add to 248.48 the digits following 28 in 281–289) Animal physiology 571.1 For physiology of any specific animal we are required to add to the above base the class number for the specific animal from 591–599 sans the initial two digits 59 Physiology of insects 571:1 þ 57 (from 595.7 Insects) ¼ 571:157 Similarly: Plant physiology 571.2 For physiology of specific plants or their families, we are required to add to the above base the number following 58 in 581–588. Physiology of herbaceous plants 571.2 + 212 (from 582.12) = 571.2212 Let us take another example: Trade in specific agriculture products 381.41 Here we are asked to add to the above base the digits following 63 in 633–638, for example: Trade in rice 381:41 þ 318 (from 633.18 Rice) ¼ 381:413 18
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Number-building
Adding from the same section Collection of rare material in libraries 025.28 Acquisition of library material in special forms To this base we are to add the digits following 025.34 in 025.341–025.349, where rarities is 025.3416, hence: 025:28 þ 16 (from 025.3416) ¼ 025:2816
Adding through a facet indicator Over successive editions the facet structure of the DDC has become improved, sophisticated and transparent despite its pure notation which is not attuned to a faceted system. Many a time a part number from the schedule is added to a designated base through a facet indicator in the form of 0, 04 or 1 whereas 09 is already a facet indicator. This helps to avoid cross classification. For example: Evolution of plants of Lily family Lily family plants 584.32 Here through an asterisk we are asked to add as further instructed under 583–588. Going there we are asked to add to 1 the number following 581 in 581.3–581.7. The class number for evolution is 581.38. Hence we add 38 to 584.32 via the facet indicator 1. Hence: 584:32 þ 1 þ 38 ¼ 584:32138 Beneficial insects 595:7 þ 1 (as instructed under 592–599) þ 63 (from 591.63) ¼ 595.7163
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The Theory and Practice of the Dewey Decimal Classification System
Training of horses Horses (animal husbandry) is 636.1. For training or any other specific topic on horses we are instructed to add to 636.10 the number following 636.0 in 636.01–636.08. The number for training animals is 636.0835. Hence we add 835 to make: 636:10 þ 835 ¼ 636:10835 Here 0 works as a facet indicator between the thing and the process facets. Similarly, all numbers in 342–349 Laws, its branches and topics always have a zero which is a facet indicator between the branch and subject of law as explained under 342–349 (Vol. 2, p. 553). For example, in 343.02
Law of public property
34 is law, 3 is its branch and 0 is a facet indicator Similarly: 345.03
Criminal law
Here 0 is a facet indicator while the last digit 3 stands for criminals (offenders) Sometimes 04 or its subdivisions act as facet indicators. Previously used as a standard subdivision, since the Nineteenth Edition its use as a standard subdivision is reduced yet it is retained as a facet indicator for special topics to be further synthesised. Social services for physically disabled people 362.4 Special topics of service to such people 362.404
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Number-building
To this we can add notation from 18 under 362–363. Financial assistance to physically disabled persons 362:4 þ 04 þ 82 (Financial assistance as under 362–363) ¼ 362.404 82 Let us take another example: 372.1 Activities in elementary education 372.104 Special topics of elementary education 372.1042 Special kinds of elementary schools To the above interposed facet 042 we are to add the number following 371.0 in 371.03–371.07 Elementary religious schools 372:1 þ 042 þ 7 (from 371.07) ¼ 372:104 27 Elementary Islamic religious schools (Madrasas) 372:1 þ 042 þ 7 þ 7 (from 297 Islam) ¼ 372:104 277 04 or its subdivisions when used as a facet indicator result in what is called a hook number. Such a number when taken alone has no meaning nor any literature on it, but many meaningful numbers can be pegged onto it.
Synthesis through internal tables Analogous to the special auxiliaries of the UDC, for the last few editions of the DDC, especially the Twentieth (1989), some series of special subdivisions termed internal tables are listed which are applicable to a given span of class numbers. The span of numbers susceptible to the addition of facets from an internal table is marked with an asterisk * or such other typographical device guiding the classifier to that table. Sometimes the
103
The Theory and Practice of the Dewey Decimal Classification System
internal table is given then and there. For example, in sections 362–363 Specific social problems and services, many numbers are asterisked instructing us towards special subdivisions from the long internal table given under 362–363 (Vol. 2, pp. 720–2). Take, for example, employment services to women Social welfare service to women 362.83 It is an asterisked number permitting us to add from the table of subdivisions under 362–363, where employment services is 84. Hence: 362:83 þ 84 ¼ 362:838 4 Similarly: Financial assistance to victims of drought 363:349 29 þ 82 ¼ 363:349 298 2 Another such table is at 546 Inorganic chemistry: Copper salts 546:652 þ 24 (Salts, from the internal table) ¼ 546:652 24 Some of the divisions in an internal table may be further synthesised. For example, X-ray diagnosis of arthritis: Arthritis 616.722 It is an asterisked number leading us to an internal table at 616.1–616.9, where diagnosis etc. is 075–079. Here to the base 07 we are asked to add the number following 616.07 where X-ray diagnosis is 616.075 72. Hence we add 572 to 07, which in turn is added to 616.722. Hence: 616:722 þ 07 þ 572 ¼ 616:722 075 72 The DDC abounds with such tables.
104
Number-building
Adding from Tables 1–6 The following chapters have been devoted to highlighting synthesis using each of the six (auxiliary) tables.
105
Number-building
Abstract: The provisions for number synthesis are increasing in the DDC by the process of number-building with the instruction defined and described by add to . . . instructions. This chapter provides instructions on the use of the six auxiliary tables given in Volume 1 of the DDC, and explains the various ways of number-building by adding a whole or part of a number, or the divisions taken from internal tables to an identified base number. Furthermore this chapter describes, with many examples, the method for addition of facets through the use of some facet indicators in order to synthesise a number in a specified citation order. Key words: add to . . . instruction, auxiliary tables, citation order, facet formula, facet indicator, internal tables, number-building, number synthesis, schedules, tables.
Arrival at the right class number by proceeding systematically through the schedules may often require further building of the number. It means extending a number in the schedules with the whole or part of a number taken from the schedules or any of the six tables to make the class number more specific (i.e., to fit the subject more closely). Though class numbers for many topics are still found ready made in the DDC, over the years the frequency of and facilities for number-building have been increasing edition by edition. Number-building is always
95
The Theory and Practice of the Dewey Decimal Classification System
instructed by the note add to . . . . Also known as number synthesis, this cannot be done without this explicit instruction except for an addition from Table 1. The number to be added to a given base can come from as wide a range as 001–999 to as narrow as, say, 381.41–381.45. The process of synthesis can be broadly categorised as follows: g g
g
adding to a given base any full number from the schedules; adding a part of a number to a given base taken from a whole main class; adding a part of a number taken from the same division or section;
g
adding from an internal table;
g
adding through a facet indicator;
g
adding from any of the six tables.
These categories are, however, superficial as the process of synthesis in all cases is more or less the same. The technique of synthesis poses no problem provided one: g g
arrives at the right base; then follows the add to instructions given thereunder: the instructions are invariably crystal clear and simple.
Add to does not mean an arithmetic addition, but appending or suffixing the full or specified slice of the number to the right of the specified base number. A base number is defined as a number to which a full or part number taken anywhere from the schedules or tables is added. It may be borne in mind: g g
the base number is always specified the enumerated class number synthesised or otherwise found contains one dot after the third digit from the left;
96
Number-building
g
if the synthesised number ends with a zero, the latter is dropped as the terminal zero in any decimal fraction is meaningless.
We will now take some examples of each category.
Adding from 001–999 (a whole number from anywhere in the schedules) 026 means Special libraries by subject. For any special subject library we are asked to add from 001–999 to the base number 026. Hence: Arts libraries 026 þ 700 ¼ 026:700 ¼ 026:7 (note that two terminal zeros have been dropped) Music libraries 026 þ 780 ¼ 026:78 Similarly: Acquisition of arts books in libraries 025:27 þ 700 ¼ 025:277 Acquisition of books on paintings in libraries 025:27 þ 775 ¼ 025:27775 Similarly: Sports journalism Journalism on specific subjects such as finance, politics, crime, sports, etc. is placed at 070.449 with an instruction to add to this base from 001–999. Sports is 790, hence: 070:499 þ 790 ¼ 070:49979
97
The Theory and Practice of the Dewey Decimal Classification System
Finance columns 070:499 þ 332 ¼ 070:499332 Commerce in toys 381:45 þ 688:72 ¼ 381:4568872 There are numerous places in the schedules or tables instructing us to add from 001–999.
Adding a part of a number In the majority of places the span of numbers for further specification is not as wide but is rather confined to a narrow strip of numbers. It could be from a single main class, or a division, a section or even smaller. This is a specialised case of adding from 001–999. In such cases initial digits common to that range of numbers are deleted, and only uncommon digits to the right of the number are added to the specified base. This makes the resulting class number brief without any ambiguity.
Adding from a main class Sometimes we are required to add a number from almost the whole main class. In such cases only the first main class digit is deleted while adding the number. For example, Unemployment in agriculture industry 331.137 82–.137 89 Unemployment in extractive, manufacturing etc. occupations. Here we are required to add to the base 331.137 8 the
98
Number-building
number following 6 in 620–690, where agriculture is 630, hence: 331:137 8 þ 30 (from 630) ¼ 331:137 83 (dropping the terminal zero) Similarly: Women workers in cosmetics manufacturing 331:48 þ 6855 (from 668.55 Cosmetics technology) ¼ 331:486 855
Adding from a section 181.04–.09 Philosophies based on specific (Eastern) religions Here for any religious philosophy we are required to add digits following 29 in 294–299 to the specified base 181.0. It means we will add to 181.0 the digits coming after 29 in the number of that specific religion whose philosophy is to be given a class number. Let us say: Islamic religious philosophy 181:0 þ 7 (from 297: dropping the first two digits 29) ¼ 181:07 Philosophy of Sikh religion 181:0 þ 46 (from 294.6 Sikhism) ¼ 181:046 Let us take another subject: Guide to living life by Puritan code 248:48 þ 59 (from 285.9) ¼ 248:4859
99
The Theory and Practice of the Dewey Decimal Classification System
(here we are instructed to add to 248.48 the digits following 28 in 281–289) Animal physiology 571.1 For physiology of any specific animal we are required to add to the above base the class number for the specific animal from 591–599 sans the initial two digits 59 Physiology of insects 571:1 þ 57 (from 595.7 Insects) ¼ 571:157 Similarly: Plant physiology 571.2 For physiology of specific plants or their families, we are required to add to the above base the number following 58 in 581–588. Physiology of herbaceous plants 571.2 + 212 (from 582.12) = 571.2212 Let us take another example: Trade in specific agriculture products 381.41 Here we are asked to add to the above base the digits following 63 in 633–638, for example: Trade in rice 381:41 þ 318 (from 633.18 Rice) ¼ 381:413 18
100
Number-building
Adding from the same section Collection of rare material in libraries 025.28 Acquisition of library material in special forms To this base we are to add the digits following 025.34 in 025.341–025.349, where rarities is 025.3416, hence: 025:28 þ 16 (from 025.3416) ¼ 025:2816
Adding through a facet indicator Over successive editions the facet structure of the DDC has become improved, sophisticated and transparent despite its pure notation which is not attuned to a faceted system. Many a time a part number from the schedule is added to a designated base through a facet indicator in the form of 0, 04 or 1 whereas 09 is already a facet indicator. This helps to avoid cross classification. For example: Evolution of plants of Lily family Lily family plants 584.32 Here through an asterisk we are asked to add as further instructed under 583–588. Going there we are asked to add to 1 the number following 581 in 581.3–581.7. The class number for evolution is 581.38. Hence we add 38 to 584.32 via the facet indicator 1. Hence: 584:32 þ 1 þ 38 ¼ 584:32138 Beneficial insects 595:7 þ 1 (as instructed under 592–599) þ 63 (from 591.63) ¼ 595.7163
101
The Theory and Practice of the Dewey Decimal Classification System
Training of horses Horses (animal husbandry) is 636.1. For training or any other specific topic on horses we are instructed to add to 636.10 the number following 636.0 in 636.01–636.08. The number for training animals is 636.0835. Hence we add 835 to make: 636:10 þ 835 ¼ 636:10835 Here 0 works as a facet indicator between the thing and the process facets. Similarly, all numbers in 342–349 Laws, its branches and topics always have a zero which is a facet indicator between the branch and subject of law as explained under 342–349 (Vol. 2, p. 553). For example, in 343.02
Law of public property
34 is law, 3 is its branch and 0 is a facet indicator Similarly: 345.03
Criminal law
Here 0 is a facet indicator while the last digit 3 stands for criminals (offenders) Sometimes 04 or its subdivisions act as facet indicators. Previously used as a standard subdivision, since the Nineteenth Edition its use as a standard subdivision is reduced yet it is retained as a facet indicator for special topics to be further synthesised. Social services for physically disabled people 362.4 Special topics of service to such people 362.404
102
Number-building
To this we can add notation from 18 under 362–363. Financial assistance to physically disabled persons 362:4 þ 04 þ 82 (Financial assistance as under 362–363) ¼ 362.404 82 Let us take another example: 372.1 Activities in elementary education 372.104 Special topics of elementary education 372.1042 Special kinds of elementary schools To the above interposed facet 042 we are to add the number following 371.0 in 371.03–371.07 Elementary religious schools 372:1 þ 042 þ 7 (from 371.07) ¼ 372:104 27 Elementary Islamic religious schools (Madrasas) 372:1 þ 042 þ 7 þ 7 (from 297 Islam) ¼ 372:104 277 04 or its subdivisions when used as a facet indicator result in what is called a hook number. Such a number when taken alone has no meaning nor any literature on it, but many meaningful numbers can be pegged onto it.
Synthesis through internal tables Analogous to the special auxiliaries of the UDC, for the last few editions of the DDC, especially the Twentieth (1989), some series of special subdivisions termed internal tables are listed which are applicable to a given span of class numbers. The span of numbers susceptible to the addition of facets from an internal table is marked with an asterisk * or such other typographical device guiding the classifier to that table. Sometimes the
103
The Theory and Practice of the Dewey Decimal Classification System
internal table is given then and there. For example, in sections 362–363 Specific social problems and services, many numbers are asterisked instructing us towards special subdivisions from the long internal table given under 362–363 (Vol. 2, pp. 720–2). Take, for example, employment services to women Social welfare service to women 362.83 It is an asterisked number permitting us to add from the table of subdivisions under 362–363, where employment services is 84. Hence: 362:83 þ 84 ¼ 362:838 4 Similarly: Financial assistance to victims of drought 363:349 29 þ 82 ¼ 363:349 298 2 Another such table is at 546 Inorganic chemistry: Copper salts 546:652 þ 24 (Salts, from the internal table) ¼ 546:652 24 Some of the divisions in an internal table may be further synthesised. For example, X-ray diagnosis of arthritis: Arthritis 616.722 It is an asterisked number leading us to an internal table at 616.1–616.9, where diagnosis etc. is 075–079. Here to the base 07 we are asked to add the number following 616.07 where X-ray diagnosis is 616.075 72. Hence we add 572 to 07, which in turn is added to 616.722. Hence: 616:722 þ 07 þ 572 ¼ 616:722 075 72 The DDC abounds with such tables.
104
Number-building
Adding from Tables 1–6 The following chapters have been devoted to highlighting synthesis using each of the six (auxiliary) tables.
105