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5856 results in Facet Publishing

Page 282 of 293

  • 8 - Ethics and electronic recordmaking

    • By Verne Harris, is Project Manager for the Centre of Memory at the Nelson Mandela Foundation. At the same time he is an honorary research associate and part-time lecturer in archives for the University of the Witwatersrand's postgraduate programme in heritage studies.
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 115-128

  • Summary

    Introduction: of terms, concepts and plots

    When we use (or address) concepts connected to the words ‘record’ and ‘archive’ we are, whether we realize it or not, standing above a semantic abyss. Space constraints, and concern for the reader's tolerance, do not allow me to explore this abyss. Suffice it to make a few preliminary observations, as a first movement, on my use of key words. First, my conceptualizations of ‘record’ and ‘archive’ are most heavily influenced by the interrogations and uses of the words by Jacques Derrida and Michel Foucault (see, in particular, Foucault, 1992; and Derrida, 1996). So that, for instance, I would happily regard as ‘archive’ the shared narratives of a collectivity. Second, by ‘recordmaking’ I understand that huge and messy realm in which what are conventionally called records creators, records managers, archivists, users and so on, negotiate, contest and narrate the meanings and significances of what are called ‘records’ (see Duff and Harris, 2002, for an extended making of the argument). In this understanding, records are always in the process of being made, they open into (and out of) the future.2 And by ‘politics’ I understand an equally huge and messy realm, reaching across orders of the individual and the collective, the personal and the public, in which the dynamics of power and authority engage with issues of principle. In this understanding, the ‘political’, arguably, coincides with the ‘ethical’. In this chapter, for the most part, I have focused my enquiry in terms of narrower categories – on ‘records’, particularly ‘archival records’, more particularly ‘electronic archival records’; and on the dynamics of power and authority in the public domain, particularly as exercised by structures of the state and of government. The patterns that emerge, I would argue (though space constraints do not allow it), are to be found as well in societal sectors we call ‘civil’ or ‘private’. Clearly, each of these categories also demands semantic sub-enquiry, but to go there would be to risk losing the plot before it's begun (see Harris, 2000, for further exploration of the semantic nuances archived in these words).

  • 4 - Digital preservation – ‘the beautiful promise’

    • By David Ryan, is Director of Records for the Royal Household.
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 50-62

  • Summary

    Introduction

    How will our grandchildren judge us? Will they remember us as conscientious custodians, who adapted quickly to the needs of the electronic information age, or will they smile forgivingly at museum stores and library shelves filled with mute magnetic media, their contents long past any chance of retrieval? Digital preservation in 2005 stands at a crossroads. Will archivists and librarians forgo the comfort of digitizing their existing holdings and turn instead to the complex but more promising task of saving the ‘new history’, being born digital all around us – seemingly ephemeral but glorious in its potential?

    Beginning with an archival fundamental among the seeming anarchy of the information age, there will soon come a time when users stop hitting the print button as a reflex action and storage is only measured in bytes. At this point, will ‘permanent’ retention be replaced by short-term, technologydependent retention? Who is brave enough to even discuss this question with colleagues? Who is measuring this substitution effect – the eventual demise of ‘new’ paper records and their complete replacement by the electronic? And who is making plans to deal with this effectively?

    This chapter does not present a detailed technical discussion about methods of digital preservation. These methods are not universally agreed and will need to be subjected to further empirical investigation over the next few years. Instead, the chapter offers a consideration of the purposes and context of digital preservation, followed by some practical advice on setting up a digital preservation business unit within or for an organization that requires such a function. In addition to historical records or library services’ requirements for digital preservation, this advice will also be of use to businesses managing their current records, whether governmental or in the corporate sector. Major changes in legislation with implications for records management, such as Sarbanes-Oxley in the USA (US Congress, 2002) and freedom of information legislation in the UK, mean that managing electronic records across major operating system and utility applications lifecycles has become a necessity for many businesses.

    The word ‘record’ is used throughout to denote an electronic object(s); any discussion of intellectual property ownership issues or focus on any particular type of record, whether administrative or published, is largely avoided.

  • 5 - Research in electronic records management

    • By Xiaomi An, is an Associate Professor at the School of Information Resources Management, Renmin University of China, Beijing, China.
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 63-80

  • Summary

    Introduction

    By extending the range of usable knowledge and by applying analysis and theory to real problems, research also extends our ability to illuminate further problems and to generate solutions to them.

    Information technology has a widening range of applications in organizations and in society. This has presented records managers with challenges and opportunities. To meet the challenges and to exploit the opportunities, research projects have played an increasingly important part in developing the discipline in the electronic and digital environment. As Hedstrom (2004) pointed out, unprecedented changes caused by new information technologies have changed the application of archival theory, and there are many new areas of professional practice that still lack a useful theoretical basis or standards of practice. Research into a wide range of issues must precede the development of a useful knowledge base for contemporary archival problems. Research is a necessary bridge between theory and practice, and it can supply consistently credible and useful tools for records managers (Pemberton, 1992, 46). What progress has been made in research and by research in electronic records management? What can we learn from current research projects? What are the future directions for research in electronic records management?

    A review of the literature shows a great number of recent articles on electronic records management, but among these only a few deal with the processes of developing research projects and how they can contribute to the international records community. Nothing is known about the relative successes of research projects and the implications of these for future research. This chapter tries to fill in gaps in the literature with a systematic examination of four main issues:

  • • significant roles and benefits of research in professional development

  • • stages of development of research processes and their research focuses

  • • general directions of research in electronic records management

  • • keys to the success of the internationally known InterPARES projects.

  • 9 - Competencies – the asset that counts most: on developing human talents as a prerequisite for successful EDRM changes

    • By Thijs Laeven, is senior partner of Innogration Management Consultants specializing in personnel and competency management in the world of archives and records management.
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 129-148

  • Summary

    Introduction

    Thinking about training, education, staffing or competencies in an electronic document and records management (EDRM) context has one advantage: there are no standard requirements available on this specific item. Model Requirements for the Management of Electronic Records (MoReq) does not mention terms like education, staff, professionalism, competencies or qualification. There are no relevant statements about the issue in the DoD 5015.2 standard. In fact only the ISO 15489 standard and the ERPANET toolset say something in general terms on training.1 Is this really an advantage? Or is it a tacit assumption that moving organizations towards these standards can be safely laid in the hands of competent professionals?

    Deliberate actions in the domain of human resource management (HRM) are required to develop further the competencies of records management staff who are responsible for implementing organizational change in the context of installing an EDRM system. Change management demands change managers and likewise transforming traditional recordkeeping towards EDRM demands transforming records managers. How should these transformations be managed?

    This chapter sketches out a way of dealing with human resource development (HRD) in an EDRM context. Taking my activities as a consultant in EDRM implementation projects as a starting point, I will share some points of knowledge and instruments that I have acquired and tested in my work. I will give a personal view of lessons learned, based on experience and reflection.

    HRD matters should not be situated at the end of the bid-and-buy cycle of an EDRM system – which is too often the case. The supplier of course offers some kind of training to support the effective use of the new system. At its best such skills training has very restricted operational objectives (‘how to …’). It mostly lacks variety in pedagogic formats (it is unidirectional, teacher driven) and pays little attention to differences in learning styles and to the transfer of learning into practice. Training should not be at the bottom of the list.

    Instead, learning would be better at the very heart of the innovation itself. In fact innovation means change, changing equates to learning, and learning is the core of HRD. I will consider here the process of innovation in record keeping – for example, the implementation of an EDRM system – as an excellent chance for continuous professional development (CPD) of all those who are involved.

  • 6 - Technologies for preservation

    • By Richard J. Marciano, is Director of the Sustainable Archives & Library Technologies (SALT) Lab and Lead Scientist in the DAKS Group (Data & Knowledge Systems) at the San Diego Supercomputer Center (SDSC), at the University of California San Diego (UCSD)., Reagan W. Moore, is Director of Data and Knowledge Systems at the San Diego Supercomputer Center, where he co-ordinates research efforts in development of data grids, digital libraries and preservation environments.
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 81-100

  • Summary

    Introduction

    The InterPARES project (www.interpares.org/) has defined some of the essential requirements for a viable preservation environment. The two concepts of authenticity and integrity are used to express the differences between preservation and simple collection building. Authenticity is the assertion that information about the creation of a record can remain associated with the record throughout the preservation life cycle. Integrity is the assertion that a record can continue to be displayed and manipulated in the manner intended by the original creators. Integrity has associated connotations that the bits that represent the record have not been corrupted, that the management of the record can be audited and the custodians identified, and that the archival processes that have been applied to the record can be tracked.

    Preservation can be applied to any digital entity, the string of bits that are generated by a computer program. In the diplomatics field, digital entities correspond to records on which actions are based. The records could be files from office products, images, diplomatic communiqués, or more complex products such as e-mail with attachments. Each of these types of digital entities requires a supporting software and hardware infrastructure for its display and manipulation. The supporting infrastructure may be a file system in which the output from a proprietary office product was stored. The challenge that the archivist faces is that the software and hardware environment that is chosen to provide the long-term preservation is rarely the same as the infrastructure used by the original creator of the record. Archival preservation is the process of extracting a record from its creation environment and migrating the record into the preservation environment (Moore, 2004).

    The preservation process must contend with inadequacies in current storage technology. The preservation metadata used to describe authenticity and integrity are normally not maintained by storage systems. Thus information about the creator of a record, the institution that sponsored the creation of a record, or a checksum that can be used to validate the integrity of a record are not stored as attributes in the storage repository along with the record. The preservation environment includes not only storage repositories for the records, but also storage repositories for the preservation metadata.

  • 12 - Playing the long game – creating and maintaining the links in the value chain

    • By Julie McLeod, is a Reader in the School of Computing, Engineering and Information Sciences, Northumbria University, Catherine Hare, is by training a records and information specialist and teacher with over 30 years’ experience of working in information management in the UK and abroad, including a six-month contract at the United Nations in New York.
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 186-194

  • Summary

    Introduction

    Much has been written about the challenges of managing electronic records and the chapters in this book have aimed to address them. The nature of the records themselves and the tools to manage them present three challenges. First, in managing e-records we are dealing with objects that are intangible, whose value is not always acknowledged, and in an environment that is virtual and dynamic. Second, the tools we use are dynamic and constantly evolving as indeed are the solutions. And third, the tools themselves at best do not give priority to recordkeeping and at worst create nightmares for records managers. ‘Deleted’ records that remain recoverable and storage media that survive but become inaccessible, because the hardware and software to read them have disappeared, are but two examples.

    We are, therefore, faced not only with keeping pace with new ICTs and learning how to use them but also with understanding their implications for and impact on recordkeeping. A danger in this dynamic environment is to focus on the tools rather than what they are creating and what needs to be managed and, in the process, losing sight of where we are trying to get to, indeed of where we need to be. We could address the immediate management problems with an IT solution by implementing a software tool. However, since information is the lifeblood of many organizations we must ensure we do not lose the value of the information that is contained in records and add value by managing and exploiting it. How can we achieve this?

    The case studies presented by Judith Ellis and Pierre Fuzeau demonstrate that there is no single best solution, one size does not fit all. What they do show is that records management is a management activity and, like all management activities, the approach needs to address the strategic, tactical and operational levels. The contributors to this book have offered frameworks, advice and guidance that address all three levels.

    As well as needing to cover these three levels, the successful management of e-records is not something that can be achieved overnight in the form of a once and for all solution. This is the long game.

  • 2 - The use of standards and models

    • By Hans Hofman, senior advisor at the Nationaal Archief (National Archives) of the Netherlands and co-director of ERPANET (www.erpanet.org).
  • Edited by Julie McLeod, Catharine Hare
  • Book:
    Managing Electronic Records
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    02 April 2005, pp 18-33

  • Summary

    Introduction

    The topic of standards is one that is viewed ambiguously, certainly in the area of information and records management where they are not at the forefront. On the one hand people scratch their heads, because standards may not seem directly helpful to them and may restrict their autonomy, and on the other they are aware that some standards are needed to enable, for instance, communication and information exchange. Some standards in the current office environment are implemented almost naturally and mostly without much thought because of the software that is used or available. The Microsoft Office suite of software and the internet protocol TCP/IP are examples of widely used de facto standards.

    The growing interconnectivity and interdependency of organizations in the digital world, however, increasingly require serious attention and thought by organizations as to the consequences for their ability to do business as well as the new opportunities offered. This is strengthened by the external pressure to provide access to information resources and to become open and transparent to the public. The world wide web would then be the main and in a way mythical and virtual place where all that information could be found. In trying to address those challenges one of the decisions organizations have to make is when and where they should or want to use standards. Such standards may range from quality assurance to information security to metadata standards, as well as records management.

    This chapter provides a short overview of the world of standards, focusing on records and archives management. It is important for records managers to understand where standards come from, what different types there are and why they are useful. It includes a description of the most relevant standards, but this is not and cannot be exhaustive. One related area that is not discussed for instance is that of archives which, to date, has developed its own world of standards. Well-known examples are the International Standard on Archival Description/General (ISAD/G), ISAAR (CPF) and the Encoded Archival Description (EAD) and Encoded Archival Context (EAC). Those standards are not exactly related to records management standards, though they concern the same information objects.

  • 1 - Introduction and background

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 1-6

  • Summary

    Purpose of classification

    In this book we are learning about one particular library classification, but before doing that we need to consider classification in general. We associate classification particularly with libraries, but in fact many things that we do involve classification. When we go shopping we have to decide which shop to go into, because shops generally deal only with certain kinds of goods. When we get inside we have to find the right part of the shop, and in most cases goods which are similar are grouped together. In a supermarket we expect to find butter near to cheese because they are both dairy products. We may or may not also find milk nearby; if we do not, it is because milk may require a different kind of storage and display.

    This may seem a trivial example, but in fact it illustrates a perennial problem with classification of all kinds. Classification is essentially just grouping, putting like with like, but there is usually more than one way of classifying things. For example, we usually find that frozen fish is in a different place from fresh fish because it needs different storage conditions, and in this case the nature of the storage takes precedence over the nature of the goods.

    It is just the same in libraries. Library classification has two main purposes:

  • • to put similar items together, thereby also separating them from different subjects

  • • to arrange the subjects generally in some kind of rational order.

    • Each of these presents difficulties. I do not propose to discuss the second purpose at all in this book; it has been a much debated subject, and different classification schemes have arrived at different orders for the main subjects. The main class order in Dewey may not be ideal, but it is the way it is, and there is no likelihood that it will ever be changed, which means that we just have to accept it.

    Going back to the first purpose, there are usually several ways of determining what is ‘similar’. Many libraries make a fundamental division by physical form, so that, for example, videos are shelved separately from books; others try to integrate all formats into a single sequence based on subject.

  • 8 - Special subjects

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 73-114

  • Summary

    There are so many anomalies and oddities in Dewey that it would be impossible to cover them all in a basic textbook like this. In this chapter I just want to point out some of the special problems associated with certain subjects, and I will take them in numerical order as they occur.

    100 Philosophy

    This section is mainly straightforward in use, and contains some of the simplest numbers in the whole of the scheme. There are three main peculiarities to note:

  • • Historical and geographic treatment is all moved to the end, at 180–199; we have already (p. 67) looked at the irregular notation used there;

  • • Parapsychology and the occult is included at 130; and

  • • Psychology is at 150.

    • Most people would probably not regard either of these last two as being correctly placed, but their position here is historic and is unlikely to be changed.

    200 Religion

    This class has been shaped by the fact that for most of its life it primarily meant Christianity, with other religions being relegated to 290–299. This is understandable, as most libraries using Dewey, especially in the early days, have been likely to have more works on Christianity than on other religions. In recent editions some attempt has been made to redress the balance, but the bulk of the class still refers to Christian topics.

    You need to be careful in looking at the new numbers 201–209. In the first place, these are not the standard subdivisions of 200, as they used to be; they have all been reused with new meanings. Secondly, you need to remember that the numbers here refer to religions in general; for most of these topics in specific religions there will be other numbers further on.

    Within the Christian church, denominations are important, and you will find that in many places you need to specify the denomination before going further.

  • Preface

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp vii-viii

  • Summary

    This book is intended as an introduction to the Dewey Decimal Classification, edition 22. It is not a substitute for it, and I assume that you have it, all four volumes of it, by you while reading the book.

    I have deliberately included only a short section on WebDewey. This is partly because WebDewey is likely to change more frequently than the printed version, but also because this book is intended to help you use the scheme regardless of the manifestation in which it appears. If you have a subscription to WebDewey and not the printed volumes you may be able to manage with that, but you may then find my references to volumes and page numbers baffling.

    All the examples and exercises are real; what is not real is the idea that you can classify something without seeing more than the title. However, there is nothing that I can do about this, and I have therefore tried to choose examples whose titles adequately express their subject-matter. Sometimes when you look at the ‘answers’ you may feel that you have been cheated, but I hope that this will be seldom.

    Two people deserve special thanks. My colleague Vanda Broughton has read drafts of the book and made many suggestions. Ross Trotter, chair of the CILIP Dewey Decimal Classification Committee, who knows more about Dewey than anyone in Britain today, has commented extensively on it and as far as possible has saved me from error, as well as suggesting many improvements. What errors remain are due to me alone.

    Thanks are also owed to OCLC Online Computer Library Center, for permission to reproduce some specimen pages of DDC 22. Excerpts from the Dewey Decimal Classification are taken from the Dewey Decimal Classification and Relative Index, Edition 22 which is Copyright 2003 OCLC Online Computer Library Center, Inc. DDC, Dewey, Dewey Decimal Classification and WebDewey are registered trademarks of OCLC Online Computer Library Center, Inc.

  • 5 - Number-building, 2: Other methods

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 45-57

  • Summary

    We have looked at the use of standard subdivisions in number-building. With the provisos mentioned in Chapter 4, you can use standard subdivisions whenever they are appropriate. But there are other means of building numbers, and these are used only when there are specific instructions.

    Other tables

    We need to look first at the other tables which are included in Volume 1 of the printed scheme. These are:

    Table 2 Geographic areas, historical periods, persons

    Table 3 Subdivisions for the arts, for individual literatures, for specific literary forms

    Table 4 Subdivisions for individual languages and language families

    Table 5 Ethnic and national groups

    Table 6 Languages

    You cannot use any of these unless a specific instruction is given in the schedules (or in another table).

    Tables 3 and 4 are used in Literature and Languages respectively (part of Table 3 is also used in a few other places), and they are discussed on pp. 96–103 and 81–4. Tables 5 and 6 are fairly self-explanatory, and we shall see some examples of their use later in this chapter.

    Table 2 Geographical areas, historical periods, persons

    Before going further, let's look at Table 2 in more detail, as it is by far the largest and most important of the tables.

    We have already seen it being added to —09 from Table 1 to specify place; because this is built in as an instruction in Table 1 you can use it whenever it is appropriate.

    The main purpose of Table 2 is to provide numbers for anywhere in the world, or indeed in space, for which you might need a number. Historical periods are also included in brief at the beginning of the table, in order to simplify instructions in some places in the schedules, but you are always referred back to Table 1 for the detail. It is generally simpler to think of Table 2 as dealing with places and persons only.

    Most of this is very straightforward, and there is not very much to say about the numbers for the modern world, —4 to —9.

  • 4 - Number-building, 1: Standard subdivisions

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 28-44

  • Summary

    So far we have looked at cases where you find the number you want in the schedules and can use it without more ado. But you will quickly find that such occurrences are actually comparatively rare. More often you need to add something to the number to express another aspect of the subject. This is called number-building, and there are several ways of doing it.

    The most widely available is the use of the standard subdivisions, which appear in Table 1 in Volume 1 of the scheme.

    ➤With an important exception (see below, pp. 36–8), you can use standard subdivisions wherever you like, without any special instruction in the schedules. The other methods of number-building depend on specific instructions at the points where they apply.

    (The other tables in Volume 1 are used in rather different ways, and cannot be used unless there is a specific instruction. We will come to them later.)

    The idea of the standard subdivisions is that they cover features that are likely to apply in all kinds of different subject areas; putting them in a table to themselves means that they do not have to be printed over and over again wherever you might want them.

    Unfortunately, because of the way the scheme has developed over a long period, they are rather a mixture of different kinds of thing. Some, like —06, —07 or —09, are genuinely subject aspects, but others, like —03, are purely concerned with the form in which the material is presented. Here is a summary list of them:

    —01 Philosophy and theory

    —02 Miscellany

    —03 Dictionaries, encyclopedias, concordances

    —04 Special topics

    —05 Serial publications

    —06 Organizations and management

    —07 Education, research, related topics

    —08 History and description with respect to kinds of persons

    —09 Historical, geographic, persons treatment

    Nearly all of these are further divided.

  • ➤Note that they are all printed with a long dash — in front of them. This is not part of the final number, and should be left out when you are building your class-number. It is just there to show that these numbers cannot be used on their own: they have to be attached to a main number.

    • Let us have a look at what some of them mean, before we see how to add them to the main numbers.

  • Answers to exercises

  • J. H. Bowman
  • Book:
    Essential Dewey
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2004, pp 127-144

  • Summary

    Note: In showing number-building, when only part of a number has been added, that part is underlined.

    Chapter 3

  • 1 The internet (Mac Bride, 1999) 004.678

  • 2 Library disaster planning and recovery handbook (ed. Camila Alire, 2000) 025.82

  • 3 The Chambers encyclopedia (2001) 032 This is a British encyclopedia, and so goes in 032. An American one would go in 031.

  • 4 Philosophy: a very short introduction (Edward Craig, 2002) 100 Notice that there is no way of indicating that this is an introduction.

  • 5 Tarot: intermediate handbook (Trudy J. Ashplant, 2001) 133.32424

  • 6 Psychology (Lewis Barker, 2002) 150

  • 7 Stress management (Jeff Davidson, 2001) 155.9042

  • 8 Introduction to logic (Harry J. Gensler, 2002) 160

  • 9 Innocent civilians: the morality of killing in war (Colm McKeogh, 2002) 172.42

  • 10 Charismatic glossolalia: an empirical–theological study (Mark J. Cartledge, 2002) 234.132

  • 11 Understanding human communication (Ronald B. Adler and George Rodman, 2000) 302.2

  • 12 Sociolinguistics: an introduction to language and society (Peter Trudgill, 2000) 306.44

  • Notice that Sociolinguistics is one of the topics mentioned in a ‘Class here’ note under 306.44 Language.

  • 13 Economics (Keith Brunskill, 2001) 330

  • 14 Nuclear power (Ian Graham, 2001) 333.7924 You might expect a topic like this to be somewhere in Science, but all kinds of energy appear in 333.79.

  • 15 The plague makers: the secret world of biological warfare (Wendy Barnaby, 2000) 358.38

  • 16 Modern nuclear chemistry (Walter Loveland and David Morrissey, 2003) 541.38

  • Again we have an example of a ‘Class here’ note for this topic under 541.38 Radiochemistry.

  • 17 Electrical engineering: a concise reference (R. Kories and H. Schmidt- Walyter, 2003) 621.3

  • There is no way of indicating that this is a concise book.

  • 18 Quiche & soufflé cookbook: a 2 in 1 cookbook that makes these French favorites easy, Rev. ed. (Paul Mayer, 1982) 641.82 Here we have an ‘Including’ note showing both quiches and soufflés under 641.82 Main dishes.

  • 19 The handbook of human resource management (ed. Brian Towers, 2003) 658.3

  • 20 Petfood technology (ed. Jennifer L. Kvamme and Timothy D. Phillips, 2003) 664.66

  • Another occurrence of a ‘Class here’ note.

  • 21 Modern petroleum technology, 6th ed. (Institute of Petroleum, 2000) 665.5

Page 282 of 293