025.431: The Dewey blog

Food Crisis

“The World Food Programme (WFP) has said that high food prices are creating the biggest challenge that WFP has faced in its 45-year history, a silent tsunami threatening to plunge  more than 100 million people on every continent into hunger” (April 22 press release). The Washington Post has recently run a five-part series entitled “Global Food Crisis: The New World of Soaring Food Prices” “exploring causes and effects of the world's worst food crisis since the 1970s.  A complex combination of poor harvests, competition with biofuels, higher energy prices, surging demand in China and India, and a blockage in global trade is driving food prices up worldwide. Some countries, especially in Africa, are facing an increasingly dire situation while even consumers in wealthy nations are being forced to adjust.”

The comprehensive number for economics of food supply is 338.19 Food supply, which has the note: “Class here economic causes and effects of, economic remedies for maladjustments in food supply; measures for attaining and maintaining adequate amounts of food; food requirements (demand); reserves (stocks, supply) of food; prices of food to the consumer; comprehensive works on the economics of production, storage, distribution of food.”  An example of a work classed in 338.19 Food supply is The World Food Economy.

Regular standard subdivisions for geographic treatment are bracketed under 338.19 Food supply, with do-not-use notes pointing to the special notation (displaced standard subdivision) that is to be used instead; for example, 338[.19091] Treatment by areas, regions, places in general has the note “Do not use; class in 338.191.”  Food Security: Indicators, Measurement, and the Impact of Trade Openness, which has “Food supply—Developing countries” as the first subject heading, is classed in 338.191724 Food supply in developing countries (built with 338.191 Food supply in areas, regions, places in general plus 724 from T2—1724 Developing regions, following instructions at 338.191). 

The interdisciplinary number for food supply is also the number for works that emphasize social causes and solutions for food supply problems, 363.8 *Food supply, which has the note: “Class here famine, hunger; interdisciplinary works on food supply, on nutrition.” World Hunger is an example of a work classed in 363.8.  Starvation in Africa is classed in 363.8096 Food supply in Africa (built with 363.8 *Food supply plus T1—09 Historical, geographic, persons treatment plus T2—6 Africa, following instructions at T1—093-T1—099 Treatment by specific continents, countries, localities; extraterrestrial worlds.  To be sure of building the number correctly, one must follow the footnote at 363.8 *Food supply, “*Add as instructed under 362-363,” to the add table under 362-363 Specific social problems and services, where 09 Historical, geographic, persons treatment indicates that T1—09 Historical, geographic, persons treatment is applied as a regular standard subdivision.)

The Manual note 363.5, 363.6, 363.8 vs. 338 Housing, public utilities, and food supply vs. Production offers guidance in choosing between 363.8 and 338.19.

Dewey Crossword Puzzle #1—Answers

A blog entry posted last week gave clues for a crossword puzzle composed of DDC numbers (but minus decimal points).  Did anyone actually do the puzzle? Too hard? Too easy? Want more? Let us hear from you.

The clues are repeated below, with the intended DDC notation for each clue given in square brackets; the relationship between the clue and the notation is also given. Built numbers are explained further below.

ACROSS
1 Superconductivity [621.35; caption]
2 General classification schemes [025.43; caption: General classification systems]
3 Sami [494.55; Relative Index: Sami language; built number]
4 Initiation of business enterprises devoted to literature [806.81; built number]
5 Crossword puzzles (abridged) [793.73; Including . . . crossword puzzles . . .]

DOWN
1 People with physical disabilities in technology [604.87; built number]
2 Geography, history, chronology, persons in the Apocrypha [229.09; built number]
3 Dreams [154.63; caption]
4 Criminal law of  Venezuela [345.87; built number]
5 Mechanical wave theory [535.13; caption]

494.55 Sami is built from 494 Uralic languages plus 55 from T6—9455 Sami, following the instructions at 494. 

806.81 Initiation of business enterprises devoted to literature is built from 8 Literature (i.e., 800, minus its final placeholder zeros, which disappear when further notation is added) plus T1—0681 Organization and financial management (“including . . . initiation of business enterprises”).

604.87 People with physical disabilities in technology is built from 604.8 History and description with respect to kinds of persons, a displaced standard subdivision T1—08 (displaced from 608, as indicated by the note “Do not use for history and description of technology with respect to kinds of persons; class in 604.8”), plus 7 from T1—087 Persons with disabilities and illnesses (“Class here persons with physical disabilities”), following the instructions at 604.8.

229.09 Geography, history, chronology, persons in the Apocrypha is built from 229 Apocrypha, pseudepigrapha, intertestamental works plus 09 Geography, history, chronology, persons from the add table under 221-229 Specific parts of Bible, Apocrypha, pseudepigrapha, intertestamental works, as instructed at 229, where the instruction is given that subdivisions can be added for Apocrypha alone.    

345.87 Criminal law of Venezuela  is built from 345 Criminal law plus T2—87 Venezuela, following the instructions at 345.3–345.9 Specific jurisdictions and areas.

 

What would Freud think?, or, For the puzzle junkies among you

The night life of a Dewey editor has its moments. From time to time I have awakened to the realization that I had been dreaming a blog, or Weekly List (LCSH-to-DDC) mappings, or an expansion.  (In my first week or two here, I dreamed I had been asked to work on developing a standard subdivision for things! Joan’s comment, after a pause that perhaps masked concern that I might actually think that possible, was simply, “Massive dual provision.”  Duh.) A few days ago I awakened and realized I had been dreaming Dewey in the context of doing a crossword puzzle. After a few seconds’ amusement, I thought, “Why not?” So, draw yourself a five-by-five grid, and have fun!    Answers and explanations will be posted next week.

Unless indicated otherwise, numbers come from DDC 22. Decimal points are omitted from all numbers; all numbers are five digits. And just to keep things a little more interesting, one number is drawn from each of the main classes, except one (since 1 down and 1 across necessarily come from the same main class).

ACROSS
1 Superconductivity
2 General classification schemes
3 Sami
4 Initiation of business enterprises devoted to literature
5 Crossword puzzles (abridged)

DOWN
1 People with physical disabilities in technology
2 Geography, history, chronology, persons in the Apocrypha
3 Dreams
4 Criminal law of Venezuela
5 Mechanical wave theory

Seasons

To everything there is a season. The spring season officially commenced in the northern hemisphere this past week, the fall season in the southern hemisphere. Parts of the world experience fewer than four seasons a year and may speak instead of a rainy season (or monsoon season), a dry season, a hot season, a cool season. Other kinds of seasons exist in nature: breeding season, mating season, lambing season. There are also human-made seasons: hunting season, basketball season, holiday season, tourist season, an orchestra’s season, and so forth.

Works on seasons (e.g., The changing seasons) are classed in 508.2 Seasons, a subdivision of natural history. There we find a note, “For a specific aspect of seasons, see the aspect.” Thus we find works on Seasons—influence on crime (e.g., The seasonality of crime victimization) classed in 364.22 Influence of physical environment on crime and delinquency, while works on Seasonal affective disorder (e.g., Winter blues: Seasonal affective disorder: What it is and how to overcome it) are classed in 616.8527 Depressive disorder.

While the explicit intent of the note at 508.2 is limited to meteorological seasons, other kinds of seasons function similarly.  For example, works on breeding seasons of specific animals are classed with the animals; thus, works on breeding seasons of owls, e.g., The breeding season of the American barn owl (Strix pratincola) in South Carolina, class in 598.97 Owls (because the American barn owl does not approximate the whole of 598.97, we do not add for South Carolina). Works on hunting seasons are classed in 799.2 Hunting, e.g., All-season hunting: A guide to early season, late season and winter hunting in America 799.2973 (built with 799.29 Geographic treatment plus T2—73 United States, following instruction at 799.29). And works on holiday seasons are classed in 394.26 Holidays—indeed, a note here explicitly instructs us, “Class a season associated with a holiday with the holiday, e.g., the Christmas season 394.2663.” For example, Christmas in America: A photographic celebration of the holiday season is classed in 394.26630973 (built with 394.2663 Christmas plus T1—09 Geographic treatment plus T2—73).

On a musical note, Antonio Vivaldi’s The four seasons (Le quattro stagioni), a set of four violin concertos (for solo violin, string quartet, and basso continuo) that capture the character of spring, summer, autumn, and winter, are classed in 787.2186 Violin concertos (built from 787.2 Violin music plus 186 Concerto form from 784.186 as instructed under 784-788). There are other plausible numbers that need to be rejected: The four seasons are not classed in 784.272 Music for solo violin with orchestra (built with 784.2 Full orchestra plus 72 from 787.2 Violin music, as instructed under 784.26–784.28), because the accompanying instruments do not constitute a full orchestra; the work is not classed under 785 Ensembles with only one instrument per part, because of the class-elsewhere note there that reads, “Class works for solo melody instrument with keyboard or other accompaniment in 786–788.”

 

 

eLearning and Dewey training modules

We would like to say that the new Dewey training modules, available online, are a brand‑new, cutting-edge idea. But the truth of the matter is that eLearning—electronic learning—has been around in some form for at least two decades. Many aspects of the learning process can be electronically enhanced. Two properties that qualify the Dewey training modules as eLearning are: (1) the availability of the teaching materials on the web and (2) the use of WebDewey as part of the training program.

As a general educational activity, eLearning is classed in 371.334 Computer science methods of instruction and study, a displacement of standard subdivision T1—0285 Computer applications under 371.3 Methods of instruction and study. Web-based instruction is classed more specifically in 371.3344678 Internet-based methods of instruction (built with 371.334, plus 4678 from 004.678 Internet, following the add instruction under 371.334). 

But 371.3344678  is not the correct number for classing the Dewey training modules, given the instruction under 371.3 to “class methods of instruction in a specific subject at secondary and higher levels with the subject in 001–999, plus notation 071 from Table 1.”   This note leads to the question, Which subdivision of T1—071 Education should be used, T1—0711 Higher education or T1—0715 Adult education and on-the-job training? Based on advice received at ALA Midwinter 2007, the Dewey training modules are specifically oriented toward library professionals, rather than being specifically oriented toward students in library and information studies. The Dewey training modules provide continuing education, a class-here concept under T1—0715. Thus, the correct number for the Dewey training modules is 025.4310715 Adult education in the Dewey Decimal Classification (built with 025.431 Dewey Decimal Classification, plus notation T1—0715 Adult education).

Heart Disease and Women

February is American Heart Month. “Although heart disease is sometimes thought of as a ‘man’s disease,’ it is the leading cause of death for both women and men in the United States.”  American Heart Month begins with National Wear Red Day, part of a movement sponsored by the American Heart Association to emphasize what women must do to improve their heart health.

Comprehensive medical works on cardiovascular disease are classed in 616.1 Diseases of cardiovascular system, on heart disease in 616.12 Diseases of heart.  Comprehensive medical works focusing on women are classed in 616.10082 Cardiovascular disease in women (built with 616.1 plus extra 0, following pattern at 008 History and description with respect to kinds of persons in add table at 616.1-616.9 Specific diseases, plus T1—082 Women) and 616.120082 Heart disease in women (built with 616.12 plus extra 0, following pattern at 008 in add table at 616.1-616.9, plus T1—082).  Examples are Cardiovascular Disease in Women and Women & Heart Disease.

Mardi Gras

Today is the last day before Lent starts in the Western Church.  (The Orthodox Church waits a few weeks to start Lent in most years, including this one).  So it's Mardi Gras, Carnival, Fat Tuesday, Shrove Tuesday or Pancake Tuesday, depending on where you live.

My first experience of Carnival was back on February 14th, 1961, in Florence (Firenze in Italian), where my family was on holiday for a couple of days.  For an Australian teenager, it was an amazing experience to be surrounded by those crazy-for-one-day Italians.  And the next day we saw TV cameras being set up on the Ponte Vecchio, and wondered why, until we found out that there was a total solar eclipse in that part of Italy on that day  The two events made our visit to Italy even more memorable than we had expected.

Mardi Gras is classed at 394.25 Carnival in Dewey; Lent is classed at 263.92 Lent; pancakes (for Pancake Tuesday) are classed at 641.815 Bread and bread-like foods; Florence is classed at T2--45511 Florence; and total solar eclipses are classed at 523.78 [Solar] Eclipses.

Transgendered and Intersex People

Last June, we posted a discussion paper on the Dewey web site, along with some questions in a related piece on the Dewey blog, about our proposed updates to people by gender or sex. In particular, we sought advice on the provisions for transgendered and intersex people. We’ve made some adjustments to the June 2007 proposal based on suggestions received from Dewey users. Listed below are the revised developments. The entry in Table 1 —0867 is entirely new; the entry at 306.768 replaces the former entry for 306.768 Transsexuality. Changes to 306.768 are indicated by strikethroughs and underlining.

Table 1

—086 7   *Transgendered and intersex people
                   Including female-to-male transgendered people,
                   male-to-female transgendered people
                   Class here transsexuals [formerly —0866],
                   cross-dressers, transgenderists
                   Subdivisions are added for transgendered and
                   intersex people together, for transgendered people alone
*Add as instructed under —08

. . .

306.768   Transsexuality Transgenderism and intersexuality
                  Standard subdivisions are added for transgenderism
                  and intersexuality together, for transgenderism alone
                  Including female-to-male transgendered people,
                  male-to-female transgendered people, intersex people
                  Class here transsexuality; transgendered people
                  (cross-dressers, transgenderists, transsexuals)
                  Class practices associated with transgenderism
                  and intersexuality in 306.77

The Decimal Classification Editorial Policy Committee (EPC) has approved the new developments in principle, but has also requested that we seek user feedback before implementing the changes. Please either post your comments to this blog entry or direct your comments to dewey@loc.gov by February 15, 2008.

Second Life

A recent blog entry on foreign exchange rates elicited the comment/question, “Where would you class the Linden dollar?”  (For those who are not in the know, the Linden dollar is the currency used in Linden Lab’s Second Life, a virtual world; the Linden dollar is exchangeable for real-world currencies.)   The answer is that the Linden dollar is classed in 332.4 Money, given its including note for "other mediums of exchange."

Even before we answered the question that was posed, we were asking among ourselves, “But where would you class Second Life?”  Does it qualify as a computer game (that is, as a massively multiplayer online role-playing game [MMORPG])?  If so, the appropriate class would appear to be 793.932 Computer fantasy games, which inherits the “Class here . . . role-playing games” instruction from 793.93 Fantasy games.  Or does Second Life lack the essential qualities of a game and belong in standing room at 793.9 Other indoor diversions?  What indeed are the essential qualities of a game?

Consider the following observations:

While Second Life is sometimes referred to as a game, this description does not fit the standard definition. It does not have points, scores, winners or losers, levels, an end-strategy, or most of the other characteristics of games, though it can be thought of as a game on a more basic level because it is “played for fun.” (From “Second Life” in Wikipedia)

Key components of games are goals, rules, challenge, and interactivity. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulational or psychological role.  (From “Game” in Wikipedia)

MMORPGs are massively multiplayer games in that they take place in a perpetual online world with hundreds or thousands of other players. They are role-playing games in that each player controls an avatar which interacts with other players, completes tasks to gain experience and acquires items. (From “List of MMORPGs” in Wikipedia)

Second Life is a 3D online digital world imagined and created by its residents.  (From Second Life home page)

Is Second Life a MMORPG?  (From Second Life FAQ)
Yes and no. While the Second Life interface and display are similar to most popular massively multiplayer online role playing games (or MMORPGs), there are two key, unique differences: 
    Creativity . . .
    Ownership . . .

(Please excuse me for considering this Q&A from the FAQ more marketing copy than a reasoned answer to the question.  But it is perhaps informative that the creators of Second Life feel the need to pose the question at all.)

Phenomena that are part of the MMORPG category generally have character progression goals, in which the player gains skills and resources to deal with the challenges of the game.  Everyday, non-virtual games (e.g., board games, sports games) involve something very much like character progression in the gaining of points, traversing a path, etc., while dealing with the challenges of the game.  Thus, the typical MMORPG really does seem like a game.  But does Second Life include the basic sense of progressing against challenges set forth by the game?  According to the explanation given on its website, the Second Life world consists of creating an avatar, exploring the Second Life world, meeting and interacting with people (i.e., other avatars), having fun (by engaging with the phenomena created by the various residents of the Second Life world), and building a presence in this world (by buying land, creating games, opening a business, whatever you want to do).  Thus, while there are many games that can be played as part of the Second Life world, Second Life itself seems more an alternative reality, an online digital world, a virtual reality, than a game.  This line of reasoning leads to Second Life’s being classed in standing room at 793.9 Other indoor diversions.  As we have seen, specific aspects of Second Life are still classed with the aspect in question.  Real estate speculation in Second Life is classed at 332.63 Specific forms of investment; social interaction in Second Life would go into 302.231 Communication via digital media. 

Were it not that Second Life and its aspects are in standing room in the classes we have cited, we would be inclined to reflect the virtual nature of Second Life by adding —028568 Virtual reality (built with T1—0285 Computer applications plus 68 from 006.8 Virtual reality, following the add instructions under T1—0285).

We are virtually sure this is the right approach to classifying Second Life.  Please let us hear from you, dear readers, whether the distinctions we are making—games vs. other diversions; the real world vs. the virtual world—strike you as appropriate distinctions for the bibliographic world.  Comment on!

Memoirs of a Gangster’s Daughter

We have been asked how to classify Yakuza Moon: Memoirs of a Gangster’s Daughter by Shoko Tendo. 

General works on organized crime in Japan are classed in 364.1060952 (built with 364.106 Organized crime plus T1—09 Geographic treatment plus T2—52 Japan), e.g., Yakuza: Japan’s Criminal Underworld and The Japanese Mafia: Yakuza, Law, and the State.

We have mapped the Library of Congress Subject Heading “Children of gangsters” to 364.1060854 Children of gangsters (built with 364.106 Organized crime plus T1—0854 Progeny, which has the note: “Class here children considered in relation to parents”).  That number should be used for children of gangsters discussed as a group, however, not for the memoirs of an individual.  At T1—08 History and description with respect to kinds of persons is the note: “Class treatment of specific kinds of persons as individuals in T1—092.” Also, in the table of preference at the start of Table 1, T1—092 Persons appears above T1—08 History and description with respect to kinds of persons.  See “Preference order” in the Dewey Glossary.

The number for persons treatment of organized crime, however, is bracketed and cannot be used: 364[.106092] Persons treatment.  The notes read:  “Do not use for organized crime figures not associated with a specific offense; class in 364.1092.  Do not use for organized crime figures associated with a specific offense; class in 364.13–364.18 with the offense, e.g., a hired killer 364.1523092.”  Shoko Tendo’s father, a Yakuza boss, was not associated with a specific crime; hence a biography of him would be classed in 364.1092 Persons associated with crime (built with 364.1 Criminal offenses plus T1—092 Persons).

Shoko Tendo’s memoir of growing up as the daughter of a Yakuza boss is best classed in the number that would be used for her father’s biography: 364.1092 Persons associated with crime.  The Manual at T1—092 Persons, in the section “Families and close associates of the famous,” gives advice about the similar situation of the biography of a famous person:  “Class a history of the immediate or extended family of a famous person with the biography of that person if the work strongly emphasizes the famous person. The same rule applies to the biography of a single relative or close associate of a famous person.”