This research investigated the feasibility of South African translations of Dewey Decimal Classification (DDC). The study provides an introductory overview of DDC throughout the world, followed by its use in South Africa. The introduction highlights shortcomings and possible solutions – of which translations seem to be the most ideal. This research involved a critical analysis of the literature on DDC translations, a documentary analysis and technology-based research in the form of Google translations and evaluation of parts of Abridged Edition 15 of DDC. The critical analysis of the literature and the documentary analysis identified problems relating to translations, how translations deal with shortcomings in DDC, the fact that no literature exists on multilingual translations, and the process of translations (including the fact that this is an expensive endeavour). It also revealed information about sponsorship and the mixed translation model. The technology-based research, using Google Translate for translations of parts of Abridged Edition 15 and the subsequent evaluation of these translations indicated that Google translations were comprehensive and needed minimum editorial effort. Further to this it paved the way for describing a possible workflow for South African translations and indicated that the parts already translated as well as further Google translations can expedite the translation process. A model for South African translations, based on only the cost of the Pansoft translation software was proposed. The mixed model approach, where some languages are used as main languages (schedules, Relative Index terms and the like) and others for Relative Index terms only, was deemed the most appropriate in the South African context. This led to the conclusion that DDC translations into ten of the official South African languages are indeed feasible. The research supports translations that keep the integrity of DDC intact, with possible expansions based on literary arrant. It is important, though, to get the support of the South African library community and authoritative bodies such as the National Library of South Africa and/or the Library and Information Association of South Africa (LIASA) to negotiate and sign a contract for these translations. / Information Science / D. Litt. et Phil. (Information Science)

The aim of this master’s thesis is to examine how libraries can organize their collections in terms of library shelving and displays and to what extent these activities stem from a desire to create a user-friendly library. The thesis is based upon a case study of Arkenbiblioteket in Sweden and the material consists of a literature study and qualitative, semi-structured interviews with three librarians at Arkenbiblioteket. The theoretical framework consists of theories on information-seeking behavior, classification and displays. These theories form the basis of the analysis of the empirical material.The main reason for the changes in shelf arrangement at Arkenbiblioteket was a desire among the library staff to create a user-friendly library. Their experience of the previously used SAB classification system was that it was outdated and suited neither the collection nor the users’ information-seeking behavior. Many Swedish libraries have recently decided to change from SAB classification to the internationally used Dewey decimal classification. This, however, was not an option for Arkenbiblioteket as the staff believed that DDC, with its classification’s notation based on Arabic numerals, was likewise ill-suited for their users. As a result they created their own classification and shelving system using text in plain and colours for each category. Furthermore, the staff at Arkenbiblioteket focuses on library displays with commercial inspiration from bookshops. They work with face-front displaying techniques to inspire users. In conclusion, both the new shelving system and the library displays are designed to suit the users and their information-seeking behavior, whether they are conducting a specific search or merely browsing. The feedback from users on the new shelving system has been mainly positive.This study is a two years master’s thesis in Archive, Library and Museum studies.

In November 2008, the National Library of Sweden decided to change their standard classification system from the Swedish Library Classification System (SAB) to the american Dewey Decimal Classification (DDC). One of the main reasons to this transition was the assumption of gaining the possibility to exchange and import catalogue posts by using an outspread international classification system. Throughout the years, it has been disputed whether DDC’s treatment of music has been the most suitable. The system has been criticized for being biased in favor of Western music and not being updated with the growth of new music. The purpose of this study is to examine the opinions among librarians connected to the music area on how this classification transition went, and how it has affected their work. The primary questions concerned with this study are if the interviewees perceive that there is a problem by using DDC for music and if so, how? Additionally, does this change also affect the library users, or is it only the librarians? The method I am using to examine these questions is qualitative interviews based on Steinar Kvale and Svend Brinkmann’s thoughts in their book Den kvalitativa forskningsintervjun. The theories that will be used for this thesis are theories concerning functional requirements of classification systems. The results show that the interviewees’ opinions are that DDC’s notation tends to be long, which affects the usability of the system. The interviewees’ perception is that DDC is also lacking in its treatment regarding musical recordings and the popular music area. One of the main reasons for this shortage is because there is basically no other library outside of Sweden that is classifying such material with DDC, which means that the information exchange with countries abroad has so far been rather exiguous.

Orientador: Vinício de Macedo Santos / Banca: Célia Maria Carolino Pires / Banca: José Carlos Miguel / Abstract: The rational numbers are shown as a subject that the students of the Elementary and High School have difficulties to learn. Some of these difficulties are due to the difference established between the daily use of the rational numbers by the student and the way it is taught at the school and, also for the ignorance, on the part of the school, of the multiplicity of their meanings. While the social use is centered in the decimal form, the school use lies more on the fractional form of the rational numbers. It is an undesirable separation that the school practices have accentuated through time. This study tried to characterize the existent dichotomization between it the use and the teaching of the Mathematics, starting from bibliographical research and of documental study that end up being responsible for damages in the students' learning.. This can be verified in the mistakes committed in the official tests (SARESP, SAEB...). It was sought to analyze how that separation has been reinforced in the official documents, by the pedagogic proposals and curricula. It was verified how the different documents and official publications deal with the rational numbers and the articulation among perspectives of the school use and the daily use of the rational numbers. That analysis made possible to understand different types of arguments and justifications for the teaching of the fractions, present in the official curricula, as well as explain the contents and the most appropriate methodologies of the conceptions presented in such documents. All this made possible to know part of the problems that happen with the teaching of fractions and their causes, and so, make suggestions on how these problems can be solved. Although the establishment of relationships between the social use and school use still doesn't happen in an effective way, it is recognized... (Complete abstract, click electronic address below) / Resumo: Os números racionais apresentam-se como conteúdo que os alunos do Ensino Fundamental e Médio têm dificuldades para aprender. Parte dessas dificuldades decorre da diferença instituída entre o uso cotidiano dos números racionais pelo aluno e a maneira como são ensinados na escola e, também pelo desconhecimento, por parte da escola, da multiplicidade dos significados dos racionais. Enquanto o uso social centra-se na forma decimal o uso escolar recai mais sobre a forma fracionária dos números racionais. É uma separação indesejável que as práticas escolares trataram de acentuar ao longo do tempo. A partir de pesquisa bibliográfica e de estudo documental procurou-se caracterizar, nesse trabalho, a dicotomização existente entre o uso e o ensino da Matemática, que acabam sendo responsáveis por prejuízos na aprendizagem dos alunos. Isto pode ser verificado nos erros que os alunos cometeram nas provas oficiais (SARESP, SAEB...). Procurou-se analisar como essa separação vem sendo reforçada nos documentos oficiais, por meio das propostas pedagógicas e curriculares. Verificaram-se como diferentes documentos e publicações oficiais abordam os números racionais e tratam da articulação entre a perspectivas do uso escolar e a do uso cotidiano dos números racionais. Essa análise possibilitou compreender diferentes tipos de argumentações e justificativas para o ensino das frações, presentes nos currículos oficiais, bem como explicitar os conteúdos e metodologias adequadas às concepções apresentadas em tais documentos. Tudo isso possibilitou conhecer parte dos problemas que ocorrem com o ensino de frações e suas causas e por isso sugerir propostas que sinalizam para a sua superação. Embora o estabelecimento de relações entre o uso social e uso escolar ainda não ocorra de maneira efetiva, reconhece-se que aquelas orientações... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

Made available in DSpace on 2016-04-27T16:58:18Z (GMT). No. of bitstreams: 1 Wanda.pdf: 36776596 bytes, checksum: 567e40afe89109218f01c5c2aa0dbe06 (MD5) Previous issue date: 2001-10-08 / The present study has as a central task to identify the way on the construction of the numerical writing and its usage through the fundamental teaching. The objective is to contribute for the elaboration of more consistent didactic proposals, which may consider students previous knowledge and possible obstacles during the process. Part of the historical analysis on the construction of numeration systems and the numerical writing in different civilizations has evidenced the decimal basis as a great mathematical treasure. It also brings up the history of the numeral system that has been taught on the first years of the fundamental school for the last few decades. The investigation is based on studies of numerical writing constructions and showed, for example, that the process and procedures involved in the grouping and exchanges on the ten basis takes much more time to be built than it was previously thought. Based on the children answers and on the different steps of the fundamental teaching, the study presents an analysis of the relationship between the school knowledge and that socially constructed by the students. It shows that the evolution of these knowledge is not linear and emphasizes the need of a consistent work related to the numerical writing productions to the mental and written calculation and for the resolution of problems that involve natural and rational numbers presented in decimal form / O presente estudo tem como questão central identificar a trajetória da construção das escritas numéricas e de seu uso, ao longo do ensino fundamental, e tem como finalidade contribuir para a elaboração de propostas didáticas mais consistentes, que levem em conta conhecimentos prévios dos alunos e alguns obstáculos que se interpõem nessa trajetória. Parte de uma análise histórica da construção de sistemas de numeração e das escritas numéricas em diferentes civilizações, evidenciando a base dez como um grande tesouro matemático. Resgata também a história do ensino do sistema de numeração nas séries iniciais do ensino fundamental nas últimas décadas. Busca fontes de sustentação em investigações de pesquisadores que realizaram estudos sobre a construção das escritas numéricas, mostrando, por exemplo, que o processo de construção das idéias e procedimentos envolvidos nos agrupamentos e trocas na base dez leva muito mais tempo para ser realizado do que se possa imaginar. Com base nas respostas de alunos da educação infantil e de diferentes etapas do ensino fundamental, analisa relações entre conhecimentos escolares e conhecimentos construídos socialmente pelos alunos. Mostra que a evolução desses conhecimentos não ocorre de forma linear e destaca a necessidade de um trabalho consistente em relação à produção de escritas numéricas para o cálculo escrito e mental e para a resolução de problemas que envolvem números naturais e números racionais representados na forma decimal

Made available in DSpace on 2016-04-27T16:58:28Z (GMT). No. of bitstreams: 1 Marcelo Eduardo Pereira.pdf: 4788851 bytes, checksum: f240246d61aa2e0ffdb09fe10593ffca (MD5) Previous issue date: 2007-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this research is to analyze learning situations concerning argumentations and mathematical proofs combined with a computational tool and had been developed into the AprovaME project - Argumentação e Prova na Matemática Escolar (Argumentation and Proof in School Mathematics), particularly during the second phase. We are founded by researches that explore the assuming functions of proof as well as evaluate them in the school context, underneath various aspects and generality levels. Guided by the main results of this studies and the survey of proof conceptions made by the teenager students that had been accomplished during the first phase of the project, we prepared a sequence of activities intending to engage them throughout the stages of proving and to argue about the conditions of transiting between pragmatic and conceptual proofs. We search, into this context, to explore different functions proof, beyond the verification one, and to analyze the role of the Microsoft Excel tool in the students empirical work. The activities were applied in extra classes sessions for three pairs of volunteer students between 15-16 years old from a private school in Santos-SP. As result, it was verified that students interaction with the computer had dynamized the process of surveying conjectures and validating them. Also through the computer experience they were able to notice the manipulated objects properties which developed the production of justifications beyond empirical evidences. Therefore, within this proposal, the students had experienced the moments of proving and presented, by deductive reasoning, argumentations that show clearly the generality involved in the suggested tasks / A proposta deste trabalho é analisar situações de aprendizagem envolvendo argumentações e provas matemáticas, integrando uma ferramenta computacional, tendo sido desenvolvido no âmbito do projeto AProvaME Argumentação e Prova na Matemática Escolar, referindo-se, particularmente, à 2ª Fase deste projeto. Fundamentamo-nos em pesquisas que exploram as funções que uma prova pode assumir e as avaliam, no contexto escolar, sob vários aspectos e níveis de generalidade. À luz dos principais resultados desses estudos e do levantamento das concepções sobre prova de alunos adolescentes, realizado na 1a Fase do Projeto, elaboramos uma seqüência de atividades com o intuito de engajá-los nas várias etapas do processo de prova e discutir as condições de transição das provas pragmáticas para as conceituais. Buscamos, neste contexto, explorar outras funções da prova, além da função de verificação e avaliar o papel da ferramenta Microsoft Excel no trabalho empírico dos alunos. A seqüência foi aplicada, em sessões extraclasse, a três duplas de alunos de 15-16 anos de uma escola particular da cidade de Santos-SP, que participaram voluntariamente da experimentação. Como resultado, verificou-se que a interação dos alunos com o computador dinamizou o processo de produção de conjecturas e de validação experimental destas, bem como a observação de propriedades dos objetos manipulados, favorecendo a elaboração de justificativas que vão além das evidências empíricas. Assim, por meio desta abordagem, os alunos tiveram a oportunidade de vivenciar as etapas do processo de prova, apresentando, por meio de raciocínios dedutivos, argumentos que evidenciam a generalidade envolvida nas tarefas propostas

Bakgrund och syfte: Matematik är ett ämne som skapar lust och är stimulerande för vissa människor medan det för andra är ångestladdat, svårt och meningslöst (Skolverket, 2002). Decimaltal kan för vissa elever skapa problem (Mange, 1962). Syftet med studien är att ta reda på hur sex elever i skolår 6 utifrån en matematiklektion om beräkning av decimaltal, ser på sitt eget lärande och lektionsupplägget. Samt att ta reda på om eleverna själva ser sin egen förståelse utifrån lektionsinnehållet. Metod: Vi utgick från en kvalitativ tradition med en fenomenologisk ansats. För att få fram data till analysen utgick vi från tekniken stimulated recall. Det innebar att vi filmade en matematiklektion och där inspelningen sedan var utgångspunkten vid intervjuerna, som genomförs med sex utvalda elever. Vid intervjuerna fick eleverna se på filminspelningen och utifrån inspelningen fick eleverna kommentera vad de tänkte under den dokumenterade lektionen. När vi analyserade datan utgick vi från ett metakognitivt perspektiv. Resultat: Vi såg att eleverna kunde uttrycka vad de hade lärt sig och de berättade även vad som i lektionsupplägget underlättade eller hindrade deras lärande. Överlag tyckte eleverna att lärarens genomgång var för noggrann och för lätt. Eleverna menade att de redan innan lektionen kunde det som läraren skulle gå igenom, men vi kunde se brister i elevernas konceptuella kunskap av decimaltal. Diskussion: Elevernas konceptuella brister hindrade inte eleverna från att klara för- och eftertestet. Vi kunde inte urskilja om läraren var medveten om elevernas brister, dock tror vi oss veta att eleverna inte var medvetna om sina brister. Vi tror att läraren skulle kunna utmana sina elever genom att lägga störst vikt på den konceptuella kunskapen, istället för den procedurella kunskapen. / Background and purpose: Mathematics is a subject that creates desire and are stimulating for some people while for others it is difficult and pointless (Skolverket, 2002). Decimal numbers can for some students create problems (Mange, 1962). The study aims to find out how six pupils in school years 6 from a mathematics lesson, on the calculation of decimal numbers, look at their own learning, lesson structure, and find out whether the students themselves see their own understanding based on lesson content. Method: We started with a qualitative tradition with a phenomenological approach. In order to obtain data for analysis, we assumed stimulated recall. This means that we filmed a math lesson, where the recording then was the starting point of the interviews conducted with six selected pupils. At the interview the pupils were watching the movie and pupils comments based on the movie, on what they thought during the documented lesson. When we analyzed the data we started from a meta-cognitive perspective. Results: We can see that the students can express what they have learned and they said also what in the lesson structure that facilitated or hindered their learning. Overall, pupils felt that the teacher's review was thorough and easy. The pupils said even before the lesson that they had good knowledge about what the teacher would go through, but we could see the gaps in pupils' conceptual understanding of decimal numbers. Discussion: Students' conceptual deficiencies did not prevent the pupils to cope with pre-and post test. We cannot discern whether the teacher is aware of pupils' deficiencies, however, we think that we know that pupils are not aware of their shortcomings. We believe that the teacher should be able to challenge her pupils by putting most emphasis on the conceptual understanding rather than on procedural knowledge.

<p><strong>Bakgrund och syfte:</strong> Matematik är ett ämne som skapar lust och är stimulerande för vissa människor medan det för andra är ångestladdat, svårt och meningslöst (Skolverket, 2002). Decimaltal kan för vissa elever skapa problem (Mange, 1962). Syftet med studien är att ta reda på hur sex elever i skolår 6 utifrån en matematiklektion om beräkning av decimaltal, ser på sitt eget lärande och lektionsupplägget. Samt att ta reda på om eleverna själva ser sin egen förståelse utifrån lektionsinnehållet.</p><p><strong>Metod: </strong>Vi utgick från en kvalitativ tradition med en fenomenologisk ansats. För att få fram data till analysen utgick vi från tekniken stimulated recall. Det innebar att vi filmade en matematiklektion och där inspelningen sedan var utgångspunkten vid intervjuerna, som genomförs med sex utvalda elever. Vid intervjuerna fick eleverna se på filminspelningen och utifrån inspelningen fick eleverna kommentera vad de tänkte under den dokumenterade lektionen. När vi analyserade datan utgick vi från ett metakognitivt perspektiv.</p><p><strong>Resultat: </strong>Vi såg att eleverna kunde uttrycka vad de hade lärt sig och de berättade även vad som i lektionsupplägget underlättade eller hindrade deras lärande. Överlag tyckte eleverna att lärarens genomgång var för noggrann och för lätt. Eleverna menade att de redan innan lektionen kunde det som läraren skulle gå igenom, men vi kunde se brister i elevernas konceptuella kunskap av decimaltal.</p><p><strong>Diskussion:</strong> Elevernas konceptuella brister hindrade inte eleverna från att klara för- och eftertestet. Vi kunde inte urskilja om läraren var medveten om elevernas brister, dock tror vi oss veta att eleverna inte var medvetna om sina brister. Vi tror att läraren skulle kunna utmana sina elever genom att lägga störst vikt på den konceptuella kunskapen, istället för den procedurella kunskapen.</p> / <p><strong>Background and purpose: </strong>Mathematics is a subject that creates desire and are stimulating for some people while for others it is difficult and pointless (Skolverket, 2002).<strong> </strong>Decimal numbers can for some students create problems (Mange, 1962). The study aims to find out how six pupils in school years 6 from a mathematics lesson, on the calculation of decimal numbers, look at their own learning, lesson structure, and find out whether the students themselves see their own understanding based on lesson content.</p><p><strong>Method:</strong> We started with a qualitative tradition with a phenomenological approach. In order to obtain data for analysis, we assumed stimulated recall. This means that we filmed a math lesson, where the recording then was the starting point of the interviews conducted with six selected pupils. At the interview the pupils were watching the movie and pupils comments based on the movie, on what they thought during the documented lesson. When we analyzed the data we started from a meta-cognitive perspective.</p><p><strong>Results: </strong>We can see that the students can express what they have learned and they said also what in the lesson structure that facilitated or hindered their learning. Overall, pupils felt that the teacher's review was thorough and easy. The pupils said even before the lesson that they had good knowledge about what the teacher would go through, but we could see the gaps in pupils' conceptual understanding of decimal numbers.</p><p><strong>Discussion: </strong>Students' conceptual deficiencies did not prevent the pupils to cope with pre-and post test. We cannot discern whether the teacher is aware of pupils' deficiencies, however, we think that we know that pupils are not aware of their shortcomings. We believe that the teacher should be able to challenge her pupils by putting most emphasis on the conceptual understanding rather than on procedural knowledge.</p>

Hans-Ulrich Seifert von der UB Trier stellte mit dem von der DFG geförderten Projekt Krünitz ein in jeder Hinsicht außergewöhnliches Digitalisierungsvorhaben vor. Es geht um die 140.000 Druckseiten der in 242 Bänden vorliegenden Oekonomisch-Technologischen Encyklopädie von Johann Georg Krünitz, die zwischen 1773 und 1858 entstand. Die Digitalisierung der 140.000 Druckseiten ist inzwischen erfolgt; als problematisch erwies sich gleichwohl, daß allein der lange Erscheinungszeitraum das seinige dazu tat, daß inhaltlich zusammengehörige Sachverhalte an vielerlei Alphabetstellen auftauchen. Hier setzen die Trierer Fachleute die DDC zur Klassifizierung aller Lemmata und Bilder ein und erreichen eine sachliche Gliederung und eine Gesamtschau, die in der Papierausgabe nicht zu erreichen war. Ein Beispiel: Das Suchwort Bier ergab 2.558 Treffer. Mehr hierzu unter www.kruenitz.uni-trier.de

Vom 21.-23. Juli 2010 fand in Karlsruhe die 34. Jahrestagung der Gesellschaft für Klassifikation statt. In diesem Rahmen tagten an zwei Tagen die Bibliothekare. Es kamen über 60 Teilnehmer aus der BRD, Österreich und der Schweiz. Deren Thema seit jeher ist Inhaltserschließung oder einfacher: Das Suchen und Finden. Unser Motto diesmal: „Mehr finden durch schlaueres Suchen“. Ort der bibliothekarischen Tagung war die KIT-Bibliothek. Vorgetragen wurden 15 Beiträge aus den Bereichen Forschung, Entwicklungen (auch in den beiden Dezimalklassifikationen) sowie Erfahrungsberichte. Im Mittelpunkt stand jeweils das Neue! / The 34th Annual Meeting of the German Classification Society took place in Karlsruhe on 21-23 July 2010. Traditionally included was the meeting of the librarian section on 22-23 July. There were about 60 participants in attendance from Germany, Austria and Switzerland. Their general topic has always been “subject indexing” or more exactly “indexing and retrieval”. This year‟s motto urged: “Find more hits through smarter searches”. The meeting was hosted by the Karlsruhe KIT library. Presented were 15 contributions from the fields of research, reviews and development. Among the subjects: both decimal classifications. The main goal required as ever: It's the novelty that counts! / Le 21-23 Juillet 2010 a été lieu à Karlsruhe la 34e Réunion annuelle de la Société allemand de Classification. Dans ce cadre, les bibliothécaires se sont réunis pour deux jours, le 22-23, selon la tradition. Il y avait environ 60 participants de l'Allemagne, l'Autriche et la Suisse. Leur thème a toujours été le indexation et la recherche, ou plus simplement “Rechercher et Trouver“. Le slogan de cette année a été : ”Trouver plus, par la recherche intelligente”. Lieu de la réunion était la bibliothèque du KIT de Karlsruhe. Ils sont été presenté 15 contributions dans les domaines de la recherche, du développement (également dans les classifications decimales) et des commentaires. L‟objectif principal, comme toujours : C‟est la nouveauté qui compte !