11 Subjects: basic subjects, compound subjects, complex subjects: phase relation

Dr M P Satija

Structure:
1. Kinds of subjects
1.1. Basic subjects:
1.1.1. Kinds of Basic Subjects:
1.2. Compound subjects:
1.3. Complex subjects
1.3.1. Facets vs. Phases
2. Kinds of Relations
2.1. General Relation
2.2. Bias Relation
2.3. Comparison Relation
2.4. Difference Relation
2.5. Tool Relation
2.6. Influencing Relation
3. Levels of Relations
3.1. Phase Relations
3.2. Intra-Facet Relations
3.3. Intra-Array Relations
3.4. Phase analysis
3.4.1. Symmetrical relations
3.4.2. Asymmetrical relations
3.4.2.1. Comments:
3.5. Influencing relation:
3.6. Tool phase:
4. Constructing Complex Class Numbers:
4.1. Intra-Facet Relations
4.2. Intra-Array Relations
4.3. Multi-Phased Subjects:
5. Phase Relations in other Systems
5.1. The Library of Congress Classification
5.2. The Dewey Decimal Classification
5.3. The Universal Decimal Classification
5.4. The BC-2
5.5. A special classification
6. Summary
7. Glossary
8. References and further Readings
9. Test questions:

1.     Kinds of subjects:

In the library classifications the universe of knowledge is organized in many layers starting from disciplines going down to elemental and individual concepts like isolates. In between there are main classes, canonical classes, categories and facets. These all are composed of subjects. A subject provides context and focus to a topic or an isolate idea. In the CC, there are three kinds of subjects Basic, Compound and Complex on the analogy of chemical substances.

1.1.     Basic subjects:

It is a subject without any isolate idea. A main class is a broad assumption into which all the modern library classifications are divided. It is assumed that a main class represents an accepted broad field of broader specialization which provides a context to a subject. It is a coherent field of specialization. These basic subjects are postulated a priori by the classification system. Their number is limited by many social and academic factors and may be constrained by the notation used. The basic subjects are mostly social in nature. Their number and boundaries vary from time to time. For example, in the sixth edition (1960) of the CC, their number was less than 100 whereas in the seventh edition (1987), it has risen to more than 700. The number of main classes in the DDC is only ten.

1.1.1. Kinds of Basic Subjects:

Ranganathan has further divided basic subjects into ten kinds as shown in the following figure.

1.2.    Compound subjects:

These subjects are composed of a basic class and one or more isolates. The enumerative classification systems such as the DDC or the Library of Congress mostly enumerate compound subjects.Their number is infinite in the universe of knowledge. In a faceted classification these are constructed by the classifier. A compound subject comprises of a basic subject and facets arranged in some systematic order. For example:

Eye Medicine

Human Diseases

Eye Diseases

Treatment of eye diseases.

1.3.    Complex subjects

In the CC, the schedule of main classes is designed in such a way that no two main classes can be expressed in terms of the other main class. A subject may have foci from two or main classes—a sort of mixed main class. A complex class is defined as a class comprising of two (or more) phases taken from different main classes. However phase relation is never between a whole and its parts. Interaction of two distinct subjects is called phase relation. These phases are locked in some inter-relation. But it is not easy to anticipate all the possible relations between two subjects. Obviously such subjects are interdisciplinary in nature formed by loose assemblage. The device to construct a class number for a complex class is known as Phase Relation Device. It brings hospitality in array. It is a very efficient device to cope with the turbulent outturn of inter-disciplinary and in-depth subjects. Phenomena of phase relation has been implicit in all the modern library classification schemes. Provision has been made for it to a certain extent in all library classifications. Ranganathan gave the problem a serious consideration and introduced a term phase for it. He isolated a number of different kinds of phases which are six in number. Though Ranganathan is not the first to provide a class number for the interrelation of two different subjects, (UDC and LCC did earlier to him) but certainly CC is the only scheme which handles such subjects with a mathematical precision. Emergence of complex subjects is intellectually interesting area for those studying the structure of knowledge.A complex subject may later upgrade itself into a basic subject. For example, Geopolitics was a complex subject in the 6th edition of the CC which in the 7th edition has become a basic subject.

1.3.1. Facets vs. Phases

Facets are layers of which a subject is made of. These are inborn constituents of a compound subject and are hard to set apart. They make a compound subject. Identification of different facets in a compound subject is a process of facet analysis. But phases of a subject are loosely assembled and are in incidental relations which can be easily set apart as they form distinct portion of a complex subject. A complex subject requires phase analysis and further each of the phase may require facet analysis.

2. Kinds of Relations

At the first instance, in the 6th edition (1963) of the CC,Ranganathan recognizes five kinds of relations or interactionsbetween the involved phases. In the 7th edition (1987) one more relation Tool Phase has been rather reintroduced to make them six.Namely these are:

2.1.    General Relation

It is an unspecified relation comprehending all other relations notincluded in any of the following five relations. This sort ofrelation is vague and undefined. For example, Relation ofPolitical Science with History; Relation between Algebra and Geometry

2.2. Bias Relation

When the exposition of a phase is favourable to orinclined towards another phase, it is deemed to be a BiasRelation. The biased subject is specifically attuned to the needs of a specified group, especially a specialist, or examples selected are of use to that group. It is a form of presentation. For example, Mathematics for Biologists uses examples calculated to interest a biologist and leaves out much Mathematics of no use to that group. Psychologyfor Doctors, or Physics for Civil Engineers, are other examples ofBias Phase Relations. Bias should be towards a specialist group. Gardening for handicaps or Hockey for teenagers are not bias phase subjects.

2.3. Comparison Relation

When the involved phases are compared with oneanother, then it is called a Comparison Relation. Ranganathan states such a relation is comprehensive or non-descriptive. e.g., AACR 1compared with AACR 2; Comparative study of Indian and British constitutions.

2.4. Difference Relation

As the name implies, this type of relation involves theexposition of the difference between the involved phases. Forexample, Difference between the Indian Constitution and theBritish Constitution; Difference between Hindu and Jain religions. This type of relation is either redundant or can betreated as a simple corollary of comparisonrelation.

2.5.     Tool Relation

A subject may be used as a tool to study the exposition of other subjects. Then such subjects are called tool phase. It is a method to investigate the original subject by using another subject. For example, mathematical economics. Philosophy of science or Sociology of science are two such subjects where philosophy and sociology have been

used to study science. Mathematics is often used to study or describe other subjects e.g., Mathematical geography.

2.6.  Influencing Relation

When the phases are so involved that one is influencingthe exposition of the other, it is termed as the InfluencingRelation. This phase relation is very prominent and frequent in research. For example, the Influence of British Constitution on the Indian Constitution; Impact of IT on library servic

3. Levels of Relations

To make class numbers brief and precise Ranganathanhas differentiated each of the six relations into three levels,viz., whether they occur at the level of the main class, facetsor isolates.

3.1. Phase Relations

When foci involved in some relation belong totwo different main classes, it is termed as Phase Relation. Forexample :

Difference between Mysticism and Religion.

(Difference Phase Relation)

Law for Social workers

(Bias Phase Relation)

Science and Religion

(General Phase Relation)

Impact of Climate on Economic growth

(Influencing Phase Relation)

3.2.    Intra-Facet Relations

When the two parts belong to one and the same mainclass, same category, but to different arrays, it is termed as Intra-Facet Relation.For example, Difference between Jew and Muslim religions:

Here both Jew and Muslim religions belong to thePersonality facet of the main class Q Religion, but their arraysare different.

Similarly, let us take the example of the title “Influenceof Transport on Trade”. Both Transport and Trade belong tothe Energy facet of X Economics, but belong to the differentarrays.

They are again of six kinds ranging from general toinfluencing relations.

Some more examples are:

A Comparative study of Indian and British Laws.

(Intra-Facet Comparison Relation)

Relation between Algebra and Geometry

3.3.    Intra-Array Relations

Ranganathan has carried the division one step furtherby inventing what he calls Intra-Array Relations. In this casethe two foci not only belong to the same facet of a mainclass, but also to the same array of that particular facet. In otherwords it is the relation between two equally ranked isolateswhose immediate parents are the same.

For example: “Relation between the First and theSecond House of the Indian Parliament”. Here both the Firstand Second House belong to the same facet Personality andthe same array 3 of [P2] in V History. Thus it is a case of Intra-Array General Relation.

“Difference between the Education of Male and FemaleStudents”.

Since both the “Male” and “Female” belong to the 5tharray in [P] of T Education, so it is a case of Intra-ArrayDifference Relation.

Comparison of English and French Pronunciations. HereEnglish and French languages belong to the same array in thePersonality facet of P Linguistics. It is obviously a case of Intra-Array Comparison Relation.

These (Intra-Array Relations) are again of six kinds, likeother levels of relations ranging from General to InfluencingRelations.Thus in all there are (6×3)18 kinds of relations. Intra-Facet and Intra-Array relations are not in any phase relation, as both the component belong to the same main class. These are only for the brevity of the class number.

3.4. Phase analysis

Having analysed the kind and level of the relation of twophases, it is not difficult to construct the class number for thecomplex subject. But prior to this, precedence of one phaseover the other must be determined. Since the CC is a verystandardized scheme, so the determination of the First and theSecond Phase (Called Primary and Secondary Phaserespectively) is vital. Ranganathan has formulated rigid but easyand unambiguous rules for this purpose:

3.4.1. Symmetrical relations

General, Comparison and Difference Relationsat any level are symmetrical relations. Any of the two could be the primary phase. For standardization, Ranganathan prescribes that the Primary Phase is one with lesser ordinal value,i.e., which occurs first in the schedules. Accordingly, the Phasewith higher ordinal value becomes the Secondary Phase. Forexample, in “Relation between Chemistry and Physics” CPhysics forms the Primary Phase, while E Chemistry forms theSecondary Phase. Let us take another example, “Differencebetween Drama and Fiction”. Here Drama is the Primary Phaseand Fiction forms the Secondary Phase. BC-2 prescribes the reversal of the phases for entry in a classified catalogue.

3.4.2. Asymmetrical relations

But in case of Bias, Influencing and Tool Phases determinationof the First Phase is bit different and not as mechanical as their relation is asymmetrical. In these cases secondary phase qualifies the first.

In case of Bias Phase Relation the Bias Phase, i.e.,discriminating or favouring phase forms the Primary Phase. Toput it in other words, we can call it the donor or the activePhase. Accordingly the Favouredphase becomes the Secondary Phase. For example, in“Mathematics for Engineers”,Mathematics is the Biased Phase, which is favouring or is thedonor, so it is the Primary Phase; and therefore Engineering isthe Secondary Phase. Similarly in “Law for Sociologists”, Lawis the Primary Phase. In

“Sociology for Town Planners” and“Epistemology for Librarians”. Sociology and Epistemologyform the Primary Phases respectively. In both the cases primary phase constitutes the primary theme whereas the secondary phase gives the phase relation its distinctive name.

3.4.2.1.  Comments:

One may object to keeping a book “Mathematics for Engineers” among the mathematics books when it is specially written for Engineers. Obviously, such a book will be more useful when placed with engineering books. Does it violate the wise axiom “Place a book where it is likely to be used most”? Since the CC is not a reader-oriented scheme but strictly a discipline based classification scheme, so a subject must file with its own class irrespective of its prospective readership considerations.Logic for such a rule is very simple. Mathematics whetherit is for Engineers, Biologists or Psychologists remainsMathematics per se, so it must go to the Mathematics Section.Hence the Primary Phase.

3.5. Influencing relation:

While in case of Influencing Relation, the above ruleseems reversed. Here the Influenced Phase forms the PrimaryPhase and the Influencing phase becomes the SecondaryPhase. Here the receiver is the First Phase.

For example, take the subject “Influence of Bhagavad-Gitaon Hindi Literature”. Here Hindi Literature is the influencedphase, so it will form the First Phase, and the Bhagavad-Gita isthe Second Phase, as it is the influencing Phase. Again in thesubject “Influence of Calculus on Physics”, Physics is the FirstPhase and Calculus the Second Phase.Rationale behind such a decision is simple. In the above examples Hindi Literature and Physics are respectively the subject proper and the Bhagavad-Gita and Calculus are simply effecting their exposition. Hence the rule.

3.6. Tool phase:

In such a relation the subject which acts as the tool is the secondary phase while the subject studied is the primary phase. In Mathematical biology, Biology is the first phase, whereas in Sociology of Town Planning, Town planning is the first phase.

4. Constructing Complex Class Numbers:

Having determined the First and the Second Phases,connect the two phases by a zero and the specified relationindicator digit, which is always a roman small. Put the firstphase, then a zero as a connecting symbol, and a roman smalldigit taken from Chapter 6 of the schedule (page 2.28) followedby the notation for the Second Phase. Phase relations digits are so designed to keep complex classes ahead of the regular facets.

Phase I + 0 + a/y + Phase II

If there are common digits between Phase I and Phase II, these should be removed in

Phase ll.

Let us take examples one by one of every kind of PhaseRelation:

General Phase Relation

Relation between Language and Literature

O0aP

Bias Phase Relation

Mathematics for Engineers

B0bD

Comparison Phase Relation

Geography compared with Geology

H0cU

Difference Phase RelationDifference between History and Political Science

V0dW

Influence Phase Relation

Influence of Mathematics on Physics (It is not mathematical physics)

C0gB

Impact of Computers on Research Libraries

236 0y D65,8(B)

4.1.    Intra-Facet Relations

Relation between Hinduism and Jainism

Q20j3

Intra-Facet Comparison Relation

Comparison of Racial Psychology with Social Psychology

S7 0m8

A Comparative Study of Shakespeareand George Bernard Shaw

O111,2J640m M5

Intra-Facet Difference Relation

Difference between Gold and Paper currencies

X61;l0n4

Intra-Facet Influencing Relation

Influence of Consumption on Production

X : 20r1

4.2.    Intra-Array Relations

Intra-Array General Relation

Relation between University and Research Libraries

2340t6

Chemical Relation between Silver and Gold

E115 0t8

Intra-Array Comparison Relation

Comparison of Male and Female Curricula in Education

T510v5 :2

Comparison of Atomic Weights of Gold and Silver

E1150v8: 14

Intra-Array Difference Relation

Difference between Refraction and Reflection of Light

C5 : 220w3

Difference between Circulation systems of University andCollege Libraries

2330w4 : 6

Intra-Array Influencing Relation

Influence of Temperature on Atmospheric Pressure

U2820y4

Influence of the opposition party on the party in officewith regards to India’sHome

Policy

V44,410y5 : 11

Some more examples:

Influence of Society on Scientific Research

A:f0gY

Science for Social Development

A 0b Y : 7 : 7

Difference between the preparation ofBasic Oxides and Acidic Oxides

E20n3 : 11

Difference between cataloguing of manuscripts inAcademic and Business Libraries

230n4; 12: 55

Comparison of English and French pronunciation

P1110v5 : 1

A social study of Difference betweenUrban and Rural Ornaments

Y310w3:86

4.3. Multi-Phased Subjects:

In all the above examples the number of phases have been limited to two only. There is no example in the CC where more than two phases exist. But in the rules for Phase Relations there is nothing which may prevent us to apply the rules to three or more Phases. Theoretically Ranganathan and others make unelaborated reference to two or more phases. In the Descriptive Account of the Colon Classification (Section K03) he mentions that the order of a complex class is determined by the number of classes brought into phase relation. It is order 1 if two classes are brought together. It is order 2 if three classes are brought together into phase relation. Palmer and Wells also state that “When a specific subject brings more than two such phases into a relationship, it is said to be multi- or poly-phased.” For detailed discussion on the issue see author’s article in the Herald of Library Science (1979).

5. Phase Relations in other Systems

5.1.     The Library of Congress Classification

Phase relations within LC Classification are also fairly well handled obviously only by enumeration. There are examples of the bias phase, the influence phase, and the tool phase listed in the schedules. All of these are usually covered in LC Classification by the often ambiguous heading ‘General Special’. This refers to special aspects of a general subject. For example:

Socialism and Art HX519
Socialism and Religion HX536
Socialism and Women HX546

Take another example:

CN  Epigraphy

CN 76-85      General Special. Special aspects, relations etc.

CN 77 Relation to archaeology

CN 80 Relation to religion

CN 85 Relation with others

ND 53 Comparison of ancient and modern paintings

The comparison phase is also handled by the entry ‘General Special’ which can in some instances cause cross classification. It is a weakness in LC Classification that specific instructions are not given for the choice in a comparison or general phase in regard to phase relations.

5.2.     The Dewey Decimal Classification

In the fourteenth edition of DDC (1942), provision was made for 00 viewpoint division (such as the speculative, economic, organization and personal viewpoint divisions) and 0001 relation (to be divided like the main classification). It was a clumsy method which made the number unwieldy. Soon it was withdrawn. Instead in the 17th edition (1965), it provided some guidance for placing such subjects. “Class an analytical work dealing with Shakespeare’s influence on Keats with Keats”. There is no provision to connect the number for Keats and Shakespeare or his influence in the class number suggested in this manner.

Being an enumerative system throughout its history it has here and there identified such complex subjects and given readymade number for them. For example,

However, types of various relations have not been isolated except the bias phase relation added since the 18th edition (1971) through the standard subdivisions-024.

The standard subdivisions -024 denotes “Works for specific types of users.”Examples:

510.2462   Mathematics for engineers

Another standard subdivision – 015 stands for application of various scientific principles.

Statistical principles of Library Classification

025.42+015 (T1)+195 (from 519.5 Statistics)=025.42015195

Dynamics applied to long jumps

796.432+015T1+3111 (from 531.11 Dynamics) =796.4320153111

5.3.    The Universal Decimal Classification

In this scheme the ‘:’ (colon) is used to indicate phase relation. However, UDC does not distinguish between the different kinds and levels of phase relations. It may be added that the colon is also used to represent a facet relations.

Examples:
General relation between physics and chemistry	53:45
Mathematics for Engineers	52:62

Comparison of Fabian and National Socialisms 335.72:335.76

Influence of Hinduism on Buddhism	294.3:294.51
Genetical effects of radioactivity	575:539.16
Influence of geography on history	93:91

5.4.     The BC-2

A most advanced treatment of phase relations can now be found in the second edition of the bibliographic Classification by J. Mills (1918-2010). The digit 9 has been reserved for synthesis of multiphased subjects. It recognizes seven types of phase relations denoted by 9C/9K, whereas Bias Phase is located at 3C. Important among them are:

9C Comparison relation

9E Tool relation

9H General relation

9J Influencing relation

For example,

Crime and Psychology

QO+9H+I=QO9 HI

It also allows the reversal of the phases:

I9H QO

Influence of Psychology on French Literature

XS9 HI

Comparison between political and philosophical thinking

R9C AA ,or AA9 CR

Influence of Mythology on Christianity

PN9 HPB LM

A separate set of phase relations is given at 6T/6Y which are used when the first phase contains place or time facets, e.g.

A comparison of British and American Education

J8E A6T J8Y

5.5.     A special classification

Example

Addition	+	590	+ 420	‘education in addition to religion’
Range	/	420	/ 490	‘the field of subjects spanning
				education to religion’
Coordination	:	590	: 420	‘religion and education in reciprocal
				relationships’
Comparison	=	590	= 420	‘comparison between religion and
phase				education’
Influence phase	>>	590	>> 420	‘the influence of religion on
				education’
Bias phase	<<	420	<< 590	‘religion for educational purposes’
Exposition phase	–	590	– 420	‘religion as viewed by education’
Sub-grouping	<	590	< 420	‘education as part of religion’

6. Summary

In the universe of knowledge, there are three kinds of subjects — Basic, Compound and Complex. The complex subjects which are interdisciplinary in nature are formed by loose assemblage mode of formation. These are two or multiphased subjects. Complex subjects have interacting foci from two or more basic or compound subjects. The phenomenon of phase relation has been implicit in all the modern library classification systems. Thereinprovision has been made for it to a certain extent for classifying such subjects. The Library of Congress Classification (1904) enumerates such subjects based on their availability in the LC. It thus provides class numbers for such subjects as socialism and women HX546. The UDC did recognize such relations yet never isolated the types of relations between two subjects. Its symbolcolon (:)for relation and coordination though very flexible is totally non-specific. The DDC introduced the concepts of multiphased subjects bit late in life. In its fourteenth edition (1942) it had notation 001 “In relation to” to be divided by 001/999, e.g. 651.0001658 office organization and business productivity. Also 942.00001823 English history in English fiction. But later this clumsy notation was withdrawn in favor of instructions to classify such subjects here and there. Since the 18th edition (1971) there is a very sound provision for bias phase relation in the standard subdivision -024. These schemes have not provided a satisfactory method of classifying complex subjects as the phases were not really understood at the time of their origin. Late attempts to make provisions are only haphazard even vague or clumsy. No wonder then multiphased themes are out of place in the general to specific order. S.R. Ranganathan gave the problem a serious study and coined the term ‘Phase’ for distinct components of what he calls a complex class. He empirically isolated six kinds of phase relations which can occur at three levels, namely Main classes, Facets and Arrays. He further coined the concept of phase relation and phase analysis which is considered another important contribution to classification next to facet analysis. BC-2 revised by J. Mills since 1977 is another scheme which has given a very systematic treatment by identifying seven kinds of phase relations denoted by 9C to 9K. It has gone a step further to make the treatment of such subjects systematic and modern.

Nevertheless, in most of the scheme the methods have been intuitive. In the schemes like LCC, DDC and UDC methods to classify interdisciplinary subjects are haphazard and are some imposition on the structure than to be any organic development. However, it is not easy to anticipate all the possible relations which a subject may take with other subjects. The only way is to isolate such relations empirically as they emerge in published literature—i.e. literary warrant. But the method to accommodate such different kinds of relations between subjects should be inherent.

7. Glossary

Asymmetrical relations: A phase relation in which one phase (secondary) is used to study the exposition of the other (primary) subject. Bias, Influencing and Tool relations are asymmetrical.

Basic subject: A subject which is usually a main class or the first facet in the facet formula. It is a subject without an isolate idea. Main classes together form the first array of the division of the universe of knowledge. Basic subjects are postulated by the classification system. Their number and boundary varies with time.

Complex subject: An interdisciplinary subject comprising of atleast two phases.

Complex subjects are formed by Loose Assemblage mode of subjects formation.

Compound subject: A subject composed of a basic class and one or more isolates. Number of isolates attached to a basic class determine the depth/intension of the subject. Number of compound subjects is infinite in the universe of knowledge.

Intra-array relation: A relation more specialized than intra-facet relation occurring between two isolates of the same array, of the same facet and within the same category. E.g.: Relation between college and university libraries.

Intra-facet relation: Interactive relation between two facets of the same category in

the same main class, e.g.: Relation between anatomy and physiology.

Isolate: Smallest unit of knowledge in the colon classification.

Phase:Dictionary meaning of Phase is a visible stage or process of development.A phase is that portion of the complex class which has been derived from any single basic class. The portion could either be a compound subject or even only a basic subject.

Phase analysis: Analysis of a complex class into its constituent phases and to determine the precedence of one phase over the other.

Primary phase: The first phase of a complex subject which enshrines the subject per se of the document.

Secondary phase: The second phase of a complex subject which usually affects the exposition of the primary phase. It gives the phase relation its name – i.e. determines the kind of phase relation.

Subject: An organized and systematized coherent body of ideas. It is a general context or field of focus of study. According to Ranganathan, subjects are of three kinds: Basic, Compound and Complex.

Symmetrical relation: A phase relation where phases are reversible in position and their relation is mutual. General, Comparison and Difference relations are symmetrical.

Universe of knowledge: An assumed term referring collectively to everything knowledge and about knowledge.

8. References and further Readings

• Buchannan, Brian. 1979. Theory of Library Classification. London: Bingley, pp.19-20.
• Chan, Lois Mai .2007. Cataloguing and Classification : An Introduction. 3rd ed. Lanham, MD: The Scarecrow Press, 315-316.
• Foskett, A.C.1996. The Subject Approach to Information,5th ed. London LA Publishing,pp.107-110,176-177
• Hunter, Eric J.2009.Classifcation Made Simple, 3rd ed. Burlington, VT: Ashgate Publishing, 21-22,66-68.
• Krishan Kumar. 2004. The Theory of Classification. New Delhi: Vikas, pp.343-354.
• Langridge, D. W.1989. Subject Analysis: Principles and Procedures.London: Bowker-Saur, pp.54,72
• Maltby, Arthur. 1975. Sayers Manual of Classification for Librarians, 5th ed. London: Andre Deutsch, pp.47-53,196-197.
• Maltby, Arthur. 1976. Classification in the 1970s, Rev ed. London: Clive Bingley, p.84
• Maltby, Arthur & Gill, Lindy. 1979. The Case for Bliss. London: Clive Bingley, pp.89-90,100-101
• Mills, J. 1962, A Modern Outline of Library Classification. Bombay: Asia, pp. 278-282.
• Palmer, B. I.1962. Itself an Education: Six Lectures on Classification. London: The Library Association (now CILIP) ,pp.40,49.
• Palmer,B.I. and Wells, A.J. 1951.The Fundamentals of Library Classification. London:George Allen, pp.53-59.
• Philip, H.W.1961 A Primer of Book Classification, 5th ed. London: AAL, pp. Ranganathan, S.R. 1967. A Descriptive Account of the Colon Classification. Bombay: Asia, pp.96-101.
• Ranganathan, S.R. 1967. Prolegomena to Library Classification, 3rd ed. Bombay, Asia, pp.358, 461-462.
• Ranganathan, S.R. 1989.Elements of Library Classification, 2nd ed./ed. by B.I. Palmer.New Delhi: UBSPD, pp.90-92.
• Satija, M.P. 1979. “Extension of Two Phased Subjects in Colon Classication” Herald of Library Science 18 (4) (Oct.) pp.344-348.
• Satija, M.P. 2000. Classification: An essay in Terminology Knowledge Org 27(4): 221-229.
• Satija, M.P. 2001. “Relationships in Ranganathan’s Colon Classification” In: Relationships in the Organization of Knowledge/ ed .by Carol a. Bean and Rebecca Green. Dordrecht: Kluwer, pp.199-210
• Satija, M.P. 2004. A Dictionary of Knowledge Organization. Amritsar : Guru Nanak Dev University, 248 p.
• Satija, M.P. 2011. A Guide to the Theory and Practice of Colon Classification, 5thed. New Delhi: EssEss, pp. 64-72.
• Satija, M.P., MadalliDevika P and Dutta, B.2014. “Modes of growth of subjects” Kng. Org. 41(3):195-204
• Slavic Aida. 2008. “Faceted Classification: Management and Use”. Axiomathes. 18(2), June. DOI 10.1007/s10516-007-9030-z
• Srivastava, A.P.1992. Theory of Knowledge Classification for Librarians,2nd ed./assisted by M P Satija, et.al. New Delhi: The Learning Laboratory, pp.38-40.

Learn More:

Module LIS/KOP – C/8: Subjects: Basic, Compound and Complex: Phase Relation

1. Do you know

• In all modern library classification subjects are scattered by discipline.
• Ranganathan categorised subjects into three kinds: Basic, Compound and Complex on the analogy of chemical substances, namely Elements, Compounds and Mixtures.
• Ranganathan was the first to use the term phase in library classification.
• The BC-2 has now the largest number of phase relations.

2. Points to remember

• In library classification the first division is by disciplines.
• Basic subjects are postulated by the classification system. These varyin name and numbers from time to time,society to society, and from system to system.
• Number of compound subjects tends to be infinite.
• Complex subjects are mostly interdisciplinary in nature.
• While classifying a document we do not determine its subject, but the specific subject for co-extensive classification.