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The Politics of Two Slovenian Red-Letter Days: Reformation Day and Day of Remembrance of the Dead
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Ways of Seeing a Pyu, Mon and Dvaravati Artistic Continuum
Get PDFDuring the last 100 years artistic relationships between the Pyu and Mon of Burma and the Dvāravatī Mon of Thailand have been frequently hinted at yet until recently these ideas had not been explored further. In light of contemporary research, and in particular, relatively stable access to Burma, there is renewed interest in the cultures which inhabited the region extending from Upper Burma through Lower Burma and into central and south-west Thailand during the first millennium CE. Conventionally viewed as distinct cultural groups, on reappraising archaeological and historical research associated with the Pyu, Mon and Dvāravatī it is now suggested that these communities were more closely linked than traditionally thought. The art from these regions supports this. Buddhism was the common catalyst for visual culture and the artistic repertoires of the Pyu, Mon and Dvāravatī share many similarities. Examination of themes and styles which appear in the art of these cultures indicates there was a flow of ideas back and forth across the region, and likely beyond. The apparent openness of these groups to the integration of new ideas offers insight into the patterns of knowledge exchange and challenges preconceived notions of cultural division throughout this large region of mainland Southeast Asia
Classification of research papers using citation links and citation types: Towards automatic review article generation.
Get PDFWe are investigating automatic generation of a review (or survey) article in a specific subject domain. In a research paper, there are passages where the author describes the essence of a cited paper and the differences between the current paper and the cited paper (we call them citing areas). These passages can be considered as a kind of summary of the cited paper from the current author's viewpoint. We can know the state of the art in a specific subject domain from the collection of citing areas. FUrther, if these citing areas are properly classified and organized, they can act 8.', a kind of a review article. In our previous research, we proposed the automatic extraction of citing areas. Then, with the information in the citing areas, we automatically identified the types of citation relationships that indicate the reasons for citation (we call them citation types). Citation types offer a useful clue for organizing citing areas. In addition, to support writing a review article, it is necessary to take account of the contents of the papers together with the citation links and citation types. In this paper, we propose several methods for classifying papers automatically. We found that our proposed methods BCCT-C, the bibliographic coupling considering only type C citations, which pointed out the problems or gaps in related works, are more effective than others. We also implemented a prototype system to support writing a review article, which is based on our proposed method
Towards a typology of classificatory change
Get PDFClassifications of all types invariably change in response to shifting conditions in the information environment. Revising the contents of subject-based schemes is an important type of change, but the phenomenon of classificatory change has multiple interrelated aspects that go beyond content. Conceptually isolating these aspects offers a starting point for describing and comparing different types of classificatory change. The typology proposed here attempts to situate classification schemes within a context of use, interacting with other elements of the information environment. As the digital information landscape continues to evolve, there are increased opportunities for classificatory innovation. While hyperlinks have become a pervasive element in the repertory of knowledge organization, the hypertext technique of transclusion has received considerably less attention. Transclusion offers an alternative way to envision the relationship between digital resources and classification schemes. Examples from the English-language Wikipedia demonstrate how transclusion is used in the digital encyclopedia to embed modular subject-based schemes that supplement knowledge navigation and discovery
Classifying marginalized people, focusing on natural disaster survivors
Get PDFThe marginalization of people through classification schemes results in inadequate access to information about these people when the context is, for example, a bibliographic classification system. When the context is the classification of the people themselves, they themselves are underrepresented, for instance, by society and government support. Taking the case of the natural disaster survivor, this paper explores appropriate steps to devising an accurate classification scheme of the survivors
In the margins: Reflections on scribbles, knowledge organization, and access
Get PDFA favored text, dog-eared and yellowed from use, yet still useful, brings back insights that we try to impart to our students when we teach knowledge organization, organization and control of recorded information courses, whichever words we have chosen to label them. Scribbled in the margins 1 are notes to self, keywords, subject headings? “tags”? to remind us of why this particular passage was relevant to us. These scribbles include notes about the thoughts, subjects, eloquent linguistics that we wish to remember, and to access at a later time, maybe even our thoughts that occurred as we read the words. Should someone pick up this same text and read the passages and also the notes, would one necessarily draw the same conclusions, or would one have yet other insights into the author’s meanings, the scribbles, the words? 2 Wilson (1968) reminds us that “What a text says is not necessarily what it reveals or what it allows us to conclude. . . . but what is not said may interest us more than what is said” (p. 18). How then do we access the facts, truths, assertions, that the text conveys, or doesn’t convey, or the different truths, assertions, that occur to another when they read the text? Our knowledge organization structures provide access points to follow. Classification schemes, controlled vocabularies, ontologies, taxonomies, and the like, have been used to access various levels of subject content within the texts. 3 How then, do we access the “meaning”, the conclusions, insights others’ make while reading the words, the scribbles in the margins