{"id":116,"date":"2018-07-03T06:12:07","date_gmt":"2018-07-03T06:12:07","guid":{"rendered":"http:\/\/lisp2.epgpbooks.inflibnet.ac.in\/?post_type=chapter&p=116"},"modified":"2018-07-30T11:32:39","modified_gmt":"2018-07-30T11:32:39","slug":"subjects-basic-subjects-compound-subjects-complex-subjects-phase-relation","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/lisp2\/chapter\/subjects-basic-subjects-compound-subjects-complex-subjects-phase-relation\/","title":{"rendered":"Subjects: basic subjects, compound subjects, complex subjects: phase relation"},"content":{"raw":"
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<\/div>\r\n<\/div>\r\n<\/div>\r\n
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Structure<\/strong>:\r\n1. Kinds of subjects\r\n1.1. Basic subjects:\r\n1.1.1. Kinds of Basic Subjects:\r\n1.2. Compound subjects:\r\n1.3. Complex subjects\r\n1.3.1. Facets vs. Phases\r\n2. Kinds of Relations\r\n2.1. General Relation\r\n2.2. Bias Relation\r\n2.3. Comparison Relation\r\n2.4. Difference Relation\r\n2.5. Tool Relation\r\n2.6. Influencing Relation\r\n3. Levels of Relations\r\n3.1. Phase Relations\r\n3.2. Intra-Facet Relations\r\n3.3. Intra-Array Relations\r\n3.4. Phase analysis\r\n3.4.1. Symmetrical relations\r\n3.4.2. Asymmetrical relations\r\n3.4.2.1. Comments:\r\n3.5. Influencing relation:\r\n3.6. Tool phase:\r\n4. Constructing Complex Class Numbers:\r\n4.1. Intra-Facet Relations\r\n4.2. Intra-Array Relations\r\n4.3. Multi-Phased Subjects:\r\n5. Phase Relations in other Systems\r\n5.1. The Library of Congress Classification\r\n5.2. The Dewey Decimal Classification\r\n5.3. The Universal Decimal Classification\r\n5.4. The BC-2\r\n5.5. A special classification\r\n6. Summary\r\n7. Glossary\r\n8. References and further Readings\r\n9. Test questions:<\/div>\r\n
\r\n
\r\n\r\n \r\n\r\n1.\u00a0\u00a0\u00a0\u00a0 <\/strong>Kinds of subjects:<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n\r\n \r\n\r\n1.1.<\/strong>\u00a0\u00a0\u00a0\u00a0 Basic subjects:<\/strong>\r\n\r\n \r\n

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<\/em> 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.<\/p>\r\n \r\n\r\n \r\n\r\n1.1.1. Kinds of Basic Subjects:<\/strong>\r\n\r\n \r\n\r\nRanganathan has further divided basic subjects into ten kinds as shown in the following figure.\r\n\r\n \r\n\r\n\"\"\r\n\r\n \r\n\r\n \r\n\r\n1.2.\u00a0\u00a0\u00a0 Compound subjects:<\/strong>\r\n\r\n \r\n

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:<\/p>\r\n \r\n\r\nEye Medicine\r\n\r\nHuman Diseases\r\n\r\nEye Diseases\r\n\r\nTreatment of eye diseases.\r\n\r\n \r\n\r\n \r\n\r\n1.3.\u00a0\u00a0\u00a0 Complex subjects<\/strong>\r\n\r\n \r\n

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\u2014a 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.<\/p>\r\n \r\n\r\n1.3.1. Facets vs. Phases<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n\r\n \r\n\r\n2. Kinds of Relations<\/strong>\r\n\r\n \r\n

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:<\/p>\r\n \r\n\r\n \r\n\r\n2.1.\u00a0\u00a0\u00a0 General Relation<\/strong>\r\n\r\n \r\n

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<\/p>\r\n \r\n\r\n \r\n\r\n2.2. Bias Relation<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n\r\n2.3. Comparison Relation<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n\r\n2.4. Difference Relation<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n\r\n2.5.<\/strong>\u00a0\u00a0\u00a0\u00a0 Tool Relation<\/strong>\r\n\r\n \r\n

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<\/p>\r\nused to study science. Mathematics is often used to study or describe other subjects e.g., Mathematical geography.\r\n\r\n \r\n\r\n2.6.\u00a0 Influencing Relation<\/strong>\r\n\r\n \r\n

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<\/p>\r\n \r\n\r\n \r\n

3. Levels of Relations<\/strong><\/p>\r\n \r\n\r\nTo 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.\r\n\r\n \r\n\r\n3.1. Phase Relations<\/strong>\r\n\r\n \r\n\r\nWhen foci involved in some relation belong totwo different main classes, it is termed as Phase Relation. Forexample :\r\n\r\n \r\n\r\nDifference between Mysticism and Religion.\r\n\r\n(Difference Phase Relation)\r\n\r\nLaw for Social workers\r\n\r\n(Bias Phase Relation)\r\n\r\nScience and Religion\r\n\r\n(General Phase Relation)\r\n\r\nImpact of Climate on Economic growth\r\n\r\n(Influencing Phase Relation)\r\n\r\n \r\n\r\n3.2.\u00a0\u00a0\u00a0 Intra-Facet Relations<\/strong>\r\n\r\n \r\n

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:<\/p>\r\n \r\n

Here both Jew and Muslim religions belong to thePersonality facet of the main class Q Religion, but their arraysare different.<\/span><\/p>\r\n \r\n

Similarly, let us take the example of the title \u201cInfluenceof Transport on Trade\u201d. Both Transport and Trade belong tothe Energy facet of X Economics, but belong to the differentarrays.<\/span><\/p>\r\n \r\n

They are again of six kinds ranging from general toinfluencing relations.<\/span><\/p>\r\n \r\n

Some more examples are:<\/span><\/p>\r\n

A Comparative study of Indian and British Laws.<\/span><\/p>\r\n

(Intra-Facet Comparison Relation)<\/span><\/p>\r\n

Relation between Algebra and Geometry<\/span><\/p>\r\n \r\n

3.3.\u00a0\u00a0\u00a0 Intra-Array Relations<\/strong><\/p>\r\n \r\n

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.<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n

For example: \u201cRelation between the First and theSecond House of the Indian Parliament\u201d. 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.<\/p>\r\n \r\n

\u201cDifference between the Education of Male and FemaleStudents\u201d.<\/p>\r\n

Since both the \u201cMale\u201d and \u201cFemale\u201d belong to the 5tharray in [P] of T Education, so it is a case of Intra-ArrayDifference Relation.<\/p>\r\n \r\n

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.<\/p>\r\n \r\n

These (Intra-Array Relations) are again of six kinds, likeother levels of relations ranging from General to InfluencingRelations.Thus in all there are (6x3)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.<\/p>\r\n \r\n\r\n3.4. Phase analysis<\/strong>\r\n\r\n \r\n

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:<\/p>\r\n \r\n\r\n3.4.1. Symmetrical relations<\/strong>\r\n\r\n \r\n

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 \u201cRelation between Chemistry and Physics\u201d CPhysics forms the Primary Phase, while E Chemistry forms theSecondary Phase. Let us take another example, \u201cDifferencebetween 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.<\/p>\r\n \r\n\r\n3.4.2. Asymmetrical relations<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n

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\u201cMathematics for Engineers\u201d,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 \u201cLaw for Sociologists\u201d, Lawis the Primary Phase. In<\/p>\r\n \r\n

\u201cSociology for Town Planners\" and\u201cEpistemology for Librarians\u201d. 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.<\/p>\r\n \r\n\r\n3.4.2.1.\u00a0 Comments:<\/strong>\r\n\r\n \r\n

One may object to keeping a book \u201cMathematics for Engineers\u201d 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 \u201cPlace a book where it is likely to be used most\u201d? 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<\/em>, so it must go to the Mathematics Section.Hence the Primary Phase.<\/p>\r\n \r\n\r\n3.5.<\/strong>\u00a0Influencing relation:<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n

For example, take the subject \u201cInfluence of Bhagavad-Gitaon Hindi Literature\u201d. 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 \u201cInfluence of Calculus on Physics\u201d, 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.<\/p>\r\n \r\n\r\n3.6.<\/strong>\u00a0Tool phase:<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n\r\n4. Constructing Complex Class Numbers:<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n\r\nPhase I + 0 + a\/y + Phase II\r\n\r\nIf there are common digits between Phase I and Phase II, these should be removed in\r\n\r\nPhase ll.\r\n\r\nLet us take examples one by one of every kind of PhaseRelation:\r\n\r\nGeneral Phase Relation<\/em>\r\n\r\nRelation between Language and Literature\r\n\r\nO0aP\r\n\r\nBias Phase Relation<\/em>\r\n\r\nMathematics for Engineers\r\n\r\nB0bD\r\n\r\nComparison Phase Relation<\/em>\r\n\r\nGeography compared with Geology\r\n\r\nH0cU\r\n\r\nDifference Phase Relation<\/em>Difference between History and Political Science\r\n\r\nV0dW\r\n\r\nInfluence Phase Relation<\/em>\r\n\r\nInfluence of Mathematics on Physics (It is not mathematical physics)\r\n\r\nC0gB\r\n\r\nImpact of Computers on Research Libraries\r\n\r\n236 0y D65,8(B)\r\n\r\n \r\n\r\n4.1.\u00a0\u00a0\u00a0 Intra-Facet Relations<\/strong>\r\n\r\nRelation between Hinduism and Jainism\r\n\r\nQ20j3\r\n\r\nIntra-Facet Comparison Relation\r\n\r\nComparison of Racial Psychology with Social Psychology\r\n\r\nS7 0m8\r\n\r\nA Comparative Study of Shakespeareand George Bernard Shaw\r\n\r\nO111,2J640m M5\r\n\r\nIntra-Facet Difference Relation\r\n\r\nDifference between Gold and Paper currencies\r\n\r\nX61;l0n4\r\n\r\nIntra-Facet Influencing Relation\r\n\r\nInfluence of Consumption on Production\r\n\r\nX : 20r1\r\n\r\n \r\n\r\n4.2.\u00a0\u00a0\u00a0 Intra-Array Relations<\/strong>\r\n\r\nIntra-Array General Relation\r\n\r\nRelation between University and Research Libraries\r\n\r\n2340t6\r\n\r\nChemical Relation between Silver and Gold\r\n\r\nE115 0t8\r\n\r\nIntra-Array Comparison Relation\r\n\r\nComparison of Male and Female Curricula in Education\r\n\r\nT510v5 :2\r\n\r\nComparison of Atomic Weights of Gold and Silver\r\n\r\nE1150v8: 14\r\n\r\nIntra-Array Difference Relation\r\n\r\nDifference between Refraction and Reflection of Light\r\n\r\nC5 : 220w3\r\n\r\nDifference between Circulation systems of University andCollege Libraries\r\n\r\n2330w4 : 6\r\n\r\nIntra-Array Influencing Relation\r\n\r\nInfluence of Temperature on Atmospheric Pressure\r\n\r\nU2820y4\r\n\r\nInfluence of the opposition party on the party in officewith regards to India\u2019sHome\r\n\r\nPolicy\r\n\r\nV44,410y5 : 11\r\n\r\nSome more examples:\r\n\r\nInfluence of Society on Scientific Research\r\n\r\nA:f0gY\r\n\r\nScience for Social Development\r\n\r\nA 0b Y : 7 : 7\r\n\r\nDifference between the preparation ofBasic Oxides and Acidic Oxides\r\n\r\nE20n3 : 11\r\n\r\nDifference between cataloguing of manuscripts inAcademic and Business Libraries\r\n\r\n230n4; 12: 55\r\n\r\nComparison of English and French pronunciation\r\n\r\nP1110v5 : 1\r\n\r\nA social study of Difference betweenUrban and Rural Ornaments\r\n\r\nY310w3:86\r\n\r\n \r\n\r\n4.3. Multi-Phased Subjects:<\/strong>\r\n\r\n \r\n

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<\/em> (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 \u201cWhen a specific subject brings more than two such phases into a relationship, it is said to be multi- or poly-phased.\u201d For detailed discussion on the issue see author\u2019s article in the Herald of Library Science (1979).<\/em><\/p>\r\n \r\n\r\n5. Phase Relations in other Systems<\/strong>\r\n\r\n \r\n\r\n5.1.<\/strong>\u00a0\u00a0\u00a0\u00a0 The Library of Congress Classification<\/strong>\r\n\r\n \r\n

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 \u2018General Special\u2019. This refers to special aspects of a general subject. For example:<\/p>\r\n\r\n<\/div>\r\nSocialism and Art HX519\r\nSocialism and Religion HX536\r\nSocialism and Women HX546\r\n

\r\n\r\nTake another example:\r\n\r\n \r\n\r\nCN\u00a0 Epigraphy\r\n\r\nCN 76-85\u00a0\u00a0\u00a0\u00a0\u00a0 General Special. Special aspects, relations etc.\r\n\r\nCN 77 Relation to archaeology\r\n\r\nCN 80 Relation to religion\r\n\r\nCN 85 Relation with others\r\n\r\nND 53 Comparison of ancient and modern paintings\r\n\r\n \r\n

The comparison phase is also handled by the entry \u2018General Special\u2019 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.<\/p>\r\n \r\n\r\n5.2.<\/strong>\u00a0\u00a0\u00a0\u00a0 The Dewey Decimal Classification<\/strong>\r\n\r\n \r\n

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. \u201cClass an analytical work dealing with Shakespeare\u2019s influence on Keats with Keats\u201d. There is no provision to connect the number for Keats and Shakespeare or his influence in the class number suggested in this manner.<\/p>\r\n \r\n

Being an enumerative system throughout its history it has here and there identified such complex subjects and given readymade number for them. For example,<\/p>\r\n \r\n\r\n\"\"\r\n\r\n \r\n

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.<\/p>\r\n \r\n\r\nThe standard subdivisions -024 denotes \u201cWorks for specific types of users.\u201dExamples:\r\n\r\n510.2462\u00a0 \u00a0Mathematics for engineers\r\n\r\nAnother standard subdivision - 015 stands for application of various scientific principles.\r\n\r\nStatistical principles of Library Classification\r\n\r\n025.42+015 (T1)+195 (from 519.5 Statistics)=025.42015195\r\n\r\nDynamics applied to long jumps\r\n\r\n796.432+015T1+3111 (from 531.11 Dynamics) =796.4320153111\r\n\r\n \r\n\r\n \r\n\r\n5.3.\u00a0\u00a0\u00a0 The Universal Decimal Classification<\/strong>\r\n\r\n \r\n\r\nIn this scheme the \u2018:\u2019 (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.\r\n\r\n\r\n\r\n\r\n\r\n
Examples:<\/td>\r\n<\/td>\r\n<\/tr>\r\n
General relation between physics and chemistry<\/td>\r\n53:45<\/td>\r\n<\/tr>\r\n
Mathematics for Engineers<\/td>\r\n52:62<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nComparison of Fabian and National Socialisms 335.72:335.76\r\n\r\n\r\n\r\n\r\n\r\n
Influence of Hinduism on Buddhism<\/td>\r\n294.3:294.51<\/td>\r\n<\/tr>\r\n
Genetical effects of radioactivity<\/td>\r\n575:539.16<\/td>\r\n<\/tr>\r\n
Influence of geography on history<\/td>\r\n93:91<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n5.4.<\/strong>\u00a0\u00a0\u00a0\u00a0 The BC-2<\/strong>\r\n\r\n \r\n

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:<\/p>\r\n \r\n\r\n9C Comparison relation\r\n\r\n9E Tool relation\r\n\r\n9H General relation\r\n\r\n9J Influencing relation\r\n\r\nFor example,\r\n\r\nCrime and Psychology\r\n\r\nQO+9H+I=QO9 HI\r\n\r\nIt also allows the reversal of the phases:\r\n\r\nI9H QO\r\n\r\nInfluence of Psychology on French Literature\r\n\r\nXS9 HI\r\n\r\nComparison between political and philosophical thinking\r\n\r\nR9C AA ,or<\/em> AA9 CR\r\n\r\nInfluence of Mythology on Christianity\r\n\r\nPN9 HPB LM\r\n\r\nA separate set of phase relations is given at 6T\/6Y which are used when the first phase contains place or time facets, e.g.\r\n\r\nA comparison of British and American Education\r\n\r\nJ8E A6T J8Y\r\n\r\n \r\n\r\n5.5.<\/strong>\u00a0\u00a0\u00a0\u00a0 A special classification<\/strong>\r\n\r\nExample\r\n\r\n \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Addition<\/td>\r\n+<\/td>\r\n590<\/td>\r\n+ 420<\/td>\r\n\u2018education in addition to religion\u2019<\/td>\r\n<\/tr>\r\n
Range<\/td>\r\n\/<\/td>\r\n420<\/td>\r\n\/ 490<\/td>\r\n\u2018the field of subjects spanning<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\neducation to religion\u2019<\/td>\r\n<\/tr>\r\n
Coordination<\/td>\r\n:<\/td>\r\n590<\/td>\r\n: 420<\/td>\r\n\u2018religion and education in reciprocal<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\nrelationships\u2019<\/td>\r\n<\/tr>\r\n
Comparison<\/td>\r\n=<\/td>\r\n590<\/td>\r\n= 420<\/td>\r\n\u2018comparison between religion and<\/td>\r\n<\/tr>\r\n
phase<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\neducation\u2019<\/td>\r\n<\/tr>\r\n
Influence phase<\/td>\r\n>><\/td>\r\n590<\/td>\r\n>> 420<\/td>\r\n\u2018the influence of religion on<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\neducation\u2019<\/td>\r\n<\/tr>\r\n
Bias phase<\/td>\r\n<<<\/td>\r\n420<\/td>\r\n<< 590<\/td>\r\n\u2018religion for educational purposes\u2019<\/td>\r\n<\/tr>\r\n
Exposition phase<\/td>\r\n-<\/td>\r\n590<\/td>\r\n\u2013 420<\/td>\r\n\u2018religion as viewed by education\u2019<\/td>\r\n<\/tr>\r\n
Sub-grouping<\/td>\r\n<<\/td>\r\n590<\/td>\r\n< 420<\/td>\r\n\u2018education as part of religion\u2019<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n6. Summary<\/strong>\r\n\r\n \r\n

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\u00a0relation 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 \u201cIn relation to\u201d 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 \u2018Phase\u2019 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.<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\nNevertheless, 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\u2014i.e. literary warrant. But the method to accommodate such different kinds of relations between subjects should be inherent.\r\n\r\n \r\n\r\n7. Glossary<\/strong>\r\n\r\n \r\n

Asymmetrical relations: <\/strong>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.<\/p>\r\n \r\n

Basic subject: <\/strong>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.<\/p>\r\n \r\n

Complex subject<\/strong>: An interdisciplinary subject comprising of atleast two phases.<\/p>\r\nComplex subjects are formed by Loose Assemblage mode of subjects formation.\r\n\r\n \r\n

Compound subject<\/strong>: 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.<\/p>\r\n \r\n

Intra-array relation: <\/strong>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.<\/p>\r\n \r\n\r\nIntra-facet relation: <\/strong>Interactive relation between two facets of the same category in\r\n

the same main class, e.g.: Relation between anatomy and physiology.<\/p>\r\n \r\n\r\nIsolate: <\/strong>Smallest unit of knowledge in the colon classification.\r\n\r\n \r\n

Phase:<\/strong>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.<\/p>\r\n \r\n

Phase analysis: <\/strong>Analysis of a complex class into its constituent phases and to determine the precedence of one phase over the other.<\/p>\r\n \r\n

Primary phase: <\/strong>The first phase of a complex subject which enshrines the subject per se<\/em> of the document.<\/p>\r\n \r\n

Secondary phase: <\/strong>The second phase of a complex subject which usually affects the exposition of the primary phase. It gives the phase relation its name \u2013 i.e. determines the kind of phase relation.<\/p>\r\n \r\n\r\nSubject: <\/strong>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.\r\n\r\n \r\n

Symmetrical relation: <\/strong>A phase relation where phases are reversible in position and their relation is mutual. General, Comparison and Difference relations are symmetrical.<\/p>\r\n \r\n

Universe of knowledge: <\/strong>An assumed term referring collectively to everything knowledge and about knowledge.<\/p>\r\n \r\n\r\n \r\n\r\n8. References and further Readings<\/strong>\r\n\r\n \r\n

    \r\n \t
  • Buchannan, Brian. 1979. Theory of Library Classification<\/em>. London: Bingley, pp.19-20.<\/li>\r\n \t
  • Chan, Lois Mai .2007. Cataloguing and Classification : An Introduction.<\/em> 3rd ed. Lanham,\u00a0<\/span>MD: The Scarecrow Press, 315-316.<\/li>\r\n \t
  • Foskett, A.C.1996. The Subject Approach to Information<\/em>,5th ed. London LA Publishing,pp.107-110,176-177<\/span><\/li>\r\n \t
  • Hunter, Eric J.2009.Classifcation Made Simple<\/em>, 3rd ed. Burlington, VT: Ashgate Publishing, 21-22,66-68.<\/span><\/li>\r\n \t
  • Krishan Kumar. 2004. The Theory of Classification<\/em>. New Delhi: Vikas, pp.343-354.<\/span><\/li>\r\n \t
  • Langridge, D. W.1989. Subject Analysis: Principles and Procedures<\/em>.London: Bowker-Saur, pp.54,72<\/span><\/li>\r\n \t
  • Maltby, Arthur. 1975. Sayers Manual of Classification for Librarians,<\/em> 5th ed. London:\u00a0<\/span>Andre Deutsch, pp.47-53,196-197.<\/li>\r\n \t
  • Maltby, Arthur. 1976. Classification in the 1970s<\/em>, Rev ed. London: Clive Bingley, p.84<\/span><\/li>\r\n \t
  • Maltby, Arthur & Gill, Lindy. 1979. The Case for Bliss<\/em>. London: Clive Bingley, pp.89-90,100-101<\/span><\/li>\r\n \t
  • Mills, J. 1962, A Modern Outline of Library Classification<\/em>. Bombay: Asia, pp. 278-282.<\/span><\/li>\r\n \t
  • Palmer, B. I.1962. Itself an Education: Six Lectures on Classification<\/em>. London: The Library Association (now CILIP) ,pp.40,49.<\/span><\/li>\r\n \t
  • Palmer,B.I. and Wells, A.J. 1951.The Fundamentals of Library<\/em> Classification. London:<\/span>George Allen, pp.53-59.<\/li>\r\n \t
  • Philip, H.W.1961 A Primer of Book Classification<\/em>, 5th ed. London: AAL, pp. Ranganathan, S.R. 1967. <\/span>A Descriptive Account of the Colon Classification<\/em>. Bombay: Asia, pp.96-101.<\/span><\/li>\r\n \t
  • Ranganathan, S.R. 1967. Prolegomena to Library Classification<\/em>, 3rd ed. Bombay, Asia, pp.358, 461-462.<\/span><\/li>\r\n \t
  • Ranganathan, S.R. 1989.Elements of Library Classification,<\/em> 2nd ed.\/ed. by B.I. Palmer.<\/span>New Delhi: UBSPD, pp.90-92.<\/li>\r\n \t
  • Satija, M.P. 1979. \u201cExtension of Two Phased Subjects in Colon Classication\u201d Herald of<\/em> Library <\/span>Science<\/em> 18 (4) (Oct.) pp.344-348.<\/span><\/li>\r\n \t
  • Satija, M.P. 2000. Classification: An essay in Terminology Knowledge Org<\/em> 27(4): 221-229.<\/span><\/li>\r\n \t
  • Satija, M.P. 2001. \u201cRelationships in Ranganathan\u2019s Colon Classification\u201d<\/em> In: Relationships in the Organization of Knowledge\/ ed .by Carol a. Bean and Rebecca Green. Dordrecht: Kluwer, pp.199-210<\/span><\/li>\r\n \t
  • Satija, M.P. 2004. A Dictionary of Knowledge Organization<\/em>. Amritsar : Guru Nanak Dev University, 248 p.<\/span><\/li>\r\n \t
  • Satija, M.P. 2011. A Guide to the Theory and Practice of Colon Classification<\/em>, 5thed.\u00a0<\/span>New Delhi: EssEss, pp. 64-72.<\/li>\r\n \t
  • Satija, M.P., MadalliDevika P and Dutta, B.2014. \u201cModes of growth of subjects\u201d Kng.<\/em> Org<\/em>. 41(3):195-204<\/span><\/li>\r\n \t
  • Slavic Aida. 2008. \u201cFaceted Classification: Management and Use\u201d. Axiomathes<\/em>. 18(2), June. DOI 10.1007\/s10516-007-9030-z<\/span><\/li>\r\n \t
  • Srivastava, A.P.1992. Theory of Knowledge Classification for Librarians,<\/em>2nd ed.\/assisted by M P Satija, <\/span>et.al<\/em>. New Delhi: The Learning Laboratory, pp.38-40.<\/span><\/li>\r\n<\/ul>\r\nLearn More:<\/strong>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
    \r\n\r\nModule LIS\/KOP \u2013 C\/8: Subjects: Basic, Compound and Complex: Phase Relation\r\n
      \r\n \t
    1. Do you know<\/strong><\/li>\r\n<\/ol>\r\n
        \r\n \t
      • In all modern library classification subjects are scattered by discipline.<\/li>\r\n \t
      • Ranganathan categorised subjects into three kinds: Basic, Compound and Complex on the analogy of chemical substances, namely Elements, Compounds and Mixtures.<\/li>\r\n \t
      • Ranganathan was the first to use the term phase in library classification.<\/li>\r\n \t
      • The BC-2 has now the largest number of phase relations.<\/li>\r\n<\/ul>\r\n2. Points to remember<\/strong>\r\n
          \r\n \t
        • In library classification the first division is by disciplines.<\/li>\r\n \t
        • 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.<\/li>\r\n \t
        • Number of compound subjects tends to be infinite.<\/li>\r\n \t
        • Complex subjects are mostly interdisciplinary in nature.<\/li>\r\n \t
        • While classifying a document we do not determine its subject, but the specific subject for co-extensive classification.<\/li>\r\n<\/ul>\r\n<\/div>\r\n
          \r\n
          <\/div>\r\n<\/div>","rendered":"
          \n
          \n
          <\/div>\n<\/div>\n<\/div>\n
          \n
          Structure<\/strong>:
          \n1. Kinds of subjects
          \n1.1. Basic subjects:
          \n1.1.1. Kinds of Basic Subjects:
          \n1.2. Compound subjects:
          \n1.3. Complex subjects
          \n1.3.1. Facets vs. Phases
          \n2. Kinds of Relations
          \n2.1. General Relation
          \n2.2. Bias Relation
          \n2.3. Comparison Relation
          \n2.4. Difference Relation
          \n2.5. Tool Relation
          \n2.6. Influencing Relation
          \n3. Levels of Relations
          \n3.1. Phase Relations
          \n3.2. Intra-Facet Relations
          \n3.3. Intra-Array Relations
          \n3.4. Phase analysis
          \n3.4.1. Symmetrical relations
          \n3.4.2. Asymmetrical relations
          \n3.4.2.1. Comments:
          \n3.5. Influencing relation:
          \n3.6. Tool phase:
          \n4. Constructing Complex Class Numbers:
          \n4.1. Intra-Facet Relations
          \n4.2. Intra-Array Relations
          \n4.3. Multi-Phased Subjects:
          \n5. Phase Relations in other Systems
          \n5.1. The Library of Congress Classification
          \n5.2. The Dewey Decimal Classification
          \n5.3. The Universal Decimal Classification
          \n5.4. The BC-2
          \n5.5. A special classification
          \n6. Summary
          \n7. Glossary
          \n8. References and further Readings
          \n9. Test questions:<\/div>\n
          \n
          \n

           <\/p>\n

          1.\u00a0\u00a0\u00a0\u00a0 <\/strong>Kinds of subjects:<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

           <\/p>\n

          1.1.<\/strong>\u00a0\u00a0\u00a0\u00a0 Basic subjects:<\/strong><\/p>\n

           <\/p>\n

          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<\/em> 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.<\/p>\n

           <\/p>\n

           <\/p>\n

          1.1.1. Kinds of Basic Subjects:<\/strong><\/p>\n

           <\/p>\n

          Ranganathan has further divided basic subjects into ten kinds as shown in the following figure.<\/p>\n

           <\/p>\n

          \"\"<\/p>\n

           <\/p>\n

           <\/p>\n

          1.2.\u00a0\u00a0\u00a0 Compound subjects:<\/strong><\/p>\n

           <\/p>\n

          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:<\/p>\n

           <\/p>\n

          Eye Medicine<\/p>\n

          Human Diseases<\/p>\n

          Eye Diseases<\/p>\n

          Treatment of eye diseases.<\/p>\n

           <\/p>\n

           <\/p>\n

          1.3.\u00a0\u00a0\u00a0 Complex subjects<\/strong><\/p>\n

           <\/p>\n

          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\u2014a 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.<\/p>\n

           <\/p>\n

          1.3.1. Facets vs. Phases<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

           <\/p>\n

          2. Kinds of Relations<\/strong><\/p>\n

           <\/p>\n

          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:<\/p>\n

           <\/p>\n

           <\/p>\n

          2.1.\u00a0\u00a0\u00a0 General Relation<\/strong><\/p>\n

           <\/p>\n

          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<\/p>\n

           <\/p>\n

           <\/p>\n

          2.2. Bias Relation<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          2.3. Comparison Relation<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          2.4. Difference Relation<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          2.5.<\/strong>\u00a0\u00a0\u00a0\u00a0 Tool Relation<\/strong><\/p>\n

           <\/p>\n

          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<\/p>\n

          used to study science. Mathematics is often used to study or describe other subjects e.g., Mathematical geography.<\/p>\n

           <\/p>\n

          2.6.\u00a0 Influencing Relation<\/strong><\/p>\n

           <\/p>\n

          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<\/p>\n

           <\/p>\n

           <\/p>\n

          3. Levels of Relations<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          3.1. Phase Relations<\/strong><\/p>\n

           <\/p>\n

          When foci involved in some relation belong totwo different main classes, it is termed as Phase Relation. Forexample :<\/p>\n

           <\/p>\n

          Difference between Mysticism and Religion.<\/p>\n

          (Difference Phase Relation)<\/p>\n

          Law for Social workers<\/p>\n

          (Bias Phase Relation)<\/p>\n

          Science and Religion<\/p>\n

          (General Phase Relation)<\/p>\n

          Impact of Climate on Economic growth<\/p>\n

          (Influencing Phase Relation)<\/p>\n

           <\/p>\n

          3.2.\u00a0\u00a0\u00a0 Intra-Facet Relations<\/strong><\/p>\n

           <\/p>\n

          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:<\/p>\n

           <\/p>\n

          Here both Jew and Muslim religions belong to thePersonality facet of the main class Q Religion, but their arraysare different.<\/span><\/p>\n

           <\/p>\n

          Similarly, let us take the example of the title \u201cInfluenceof Transport on Trade\u201d. Both Transport and Trade belong tothe Energy facet of X Economics, but belong to the differentarrays.<\/span><\/p>\n

           <\/p>\n

          They are again of six kinds ranging from general toinfluencing relations.<\/span><\/p>\n

           <\/p>\n

          Some more examples are:<\/span><\/p>\n

          A Comparative study of Indian and British Laws.<\/span><\/p>\n

          (Intra-Facet Comparison Relation)<\/span><\/p>\n

          Relation between Algebra and Geometry<\/span><\/p>\n

           <\/p>\n

          3.3.\u00a0\u00a0\u00a0 Intra-Array Relations<\/strong><\/p>\n

           <\/p>\n

          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.<\/span><\/p>\n<\/div>\n

          \n

          For example: \u201cRelation between the First and theSecond House of the Indian Parliament\u201d. 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.<\/p>\n

           <\/p>\n

          \u201cDifference between the Education of Male and FemaleStudents\u201d.<\/p>\n

          Since both the \u201cMale\u201d and \u201cFemale\u201d belong to the 5tharray in [P] of T Education, so it is a case of Intra-ArrayDifference Relation.<\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          3.4. Phase analysis<\/strong><\/p>\n

           <\/p>\n

          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:<\/p>\n

           <\/p>\n

          3.4.1. Symmetrical relations<\/strong><\/p>\n

           <\/p>\n

          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 \u201cRelation between Chemistry and Physics\u201d CPhysics forms the Primary Phase, while E Chemistry forms theSecondary Phase. Let us take another example, \u201cDifferencebetween 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.<\/p>\n

           <\/p>\n

          3.4.2. Asymmetrical relations<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          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\u201cMathematics for Engineers\u201d,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 \u201cLaw for Sociologists\u201d, Lawis the Primary Phase. In<\/p>\n

           <\/p>\n

          \u201cSociology for Town Planners” and\u201cEpistemology for Librarians\u201d. 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.<\/p>\n

           <\/p>\n

          3.4.2.1.\u00a0 Comments:<\/strong><\/p>\n

           <\/p>\n

          One may object to keeping a book \u201cMathematics for Engineers\u201d 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 \u201cPlace a book where it is likely to be used most\u201d? 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<\/em>, so it must go to the Mathematics Section.Hence the Primary Phase.<\/p>\n

           <\/p>\n

          3.5.<\/strong>\u00a0Influencing relation:<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          For example, take the subject \u201cInfluence of Bhagavad-Gitaon Hindi Literature\u201d. 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 \u201cInfluence of Calculus on Physics\u201d, 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.<\/p>\n

           <\/p>\n

          3.6.<\/strong>\u00a0Tool phase:<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          4. Constructing Complex Class Numbers:<\/strong><\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          Phase I + 0 + a\/y + Phase II<\/p>\n

          If there are common digits between Phase I and Phase II, these should be removed in<\/p>\n

          Phase ll.<\/p>\n

          Let us take examples one by one of every kind of PhaseRelation:<\/p>\n

          General Phase Relation<\/em><\/p>\n

          Relation between Language and Literature<\/p>\n

          O0aP<\/p>\n

          Bias Phase Relation<\/em><\/p>\n

          Mathematics for Engineers<\/p>\n

          B0bD<\/p>\n

          Comparison Phase Relation<\/em><\/p>\n

          Geography compared with Geology<\/p>\n

          H0cU<\/p>\n

          Difference Phase Relation<\/em>Difference between History and Political Science<\/p>\n

          V0dW<\/p>\n

          Influence Phase Relation<\/em><\/p>\n

          Influence of Mathematics on Physics (It is not mathematical physics)<\/p>\n

          C0gB<\/p>\n

          Impact of Computers on Research Libraries<\/p>\n

          236 0y D65,8(B)<\/p>\n

           <\/p>\n

          4.1.\u00a0\u00a0\u00a0 Intra-Facet Relations<\/strong><\/p>\n

          Relation between Hinduism and Jainism<\/p>\n

          Q20j3<\/p>\n

          Intra-Facet Comparison Relation<\/p>\n

          Comparison of Racial Psychology with Social Psychology<\/p>\n

          S7 0m8<\/p>\n

          A Comparative Study of Shakespeareand George Bernard Shaw<\/p>\n

          O111,2J640m M5<\/p>\n

          Intra-Facet Difference Relation<\/p>\n

          Difference between Gold and Paper currencies<\/p>\n

          X61;l0n4<\/p>\n

          Intra-Facet Influencing Relation<\/p>\n

          Influence of Consumption on Production<\/p>\n

          X : 20r1<\/p>\n

           <\/p>\n

          4.2.\u00a0\u00a0\u00a0 Intra-Array Relations<\/strong><\/p>\n

          Intra-Array General Relation<\/p>\n

          Relation between University and Research Libraries<\/p>\n

          2340t6<\/p>\n

          Chemical Relation between Silver and Gold<\/p>\n

          E115 0t8<\/p>\n

          Intra-Array Comparison Relation<\/p>\n

          Comparison of Male and Female Curricula in Education<\/p>\n

          T510v5 :2<\/p>\n

          Comparison of Atomic Weights of Gold and Silver<\/p>\n

          E1150v8: 14<\/p>\n

          Intra-Array Difference Relation<\/p>\n

          Difference between Refraction and Reflection of Light<\/p>\n

          C5 : 220w3<\/p>\n

          Difference between Circulation systems of University andCollege Libraries<\/p>\n

          2330w4 : 6<\/p>\n

          Intra-Array Influencing Relation<\/p>\n

          Influence of Temperature on Atmospheric Pressure<\/p>\n

          U2820y4<\/p>\n

          Influence of the opposition party on the party in officewith regards to India\u2019sHome<\/p>\n

          Policy<\/p>\n

          V44,410y5 : 11<\/p>\n

          Some more examples:<\/p>\n

          Influence of Society on Scientific Research<\/p>\n

          A:f0gY<\/p>\n

          Science for Social Development<\/p>\n

          A 0b Y : 7 : 7<\/p>\n

          Difference between the preparation ofBasic Oxides and Acidic Oxides<\/p>\n

          E20n3 : 11<\/p>\n

          Difference between cataloguing of manuscripts inAcademic and Business Libraries<\/p>\n

          230n4; 12: 55<\/p>\n

          Comparison of English and French pronunciation<\/p>\n

          P1110v5 : 1<\/p>\n

          A social study of Difference betweenUrban and Rural Ornaments<\/p>\n

          Y310w3:86<\/p>\n

           <\/p>\n

          4.3. Multi-Phased Subjects:<\/strong><\/p>\n

           <\/p>\n

          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<\/em> (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 \u201cWhen a specific subject brings more than two such phases into a relationship, it is said to be multi- or poly-phased.\u201d For detailed discussion on the issue see author\u2019s article in the Herald of Library Science (1979).<\/em><\/p>\n

           <\/p>\n

          5. Phase Relations in other Systems<\/strong><\/p>\n

           <\/p>\n

          5.1.<\/strong>\u00a0\u00a0\u00a0\u00a0 The Library of Congress Classification<\/strong><\/p>\n

           <\/p>\n

          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 \u2018General Special\u2019. This refers to special aspects of a general subject. For example:<\/p>\n<\/div>\n

          Socialism and Art HX519
          \nSocialism and Religion HX536
          \nSocialism and Women HX546<\/p>\n

          \n

          Take another example:<\/p>\n

           <\/p>\n

          CN\u00a0 Epigraphy<\/p>\n

          CN 76-85\u00a0\u00a0\u00a0\u00a0\u00a0 General Special. Special aspects, relations etc.<\/p>\n

          CN 77 Relation to archaeology<\/p>\n

          CN 80 Relation to religion<\/p>\n

          CN 85 Relation with others<\/p>\n

          ND 53 Comparison of ancient and modern paintings<\/p>\n

           <\/p>\n

          The comparison phase is also handled by the entry \u2018General Special\u2019 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.<\/p>\n

           <\/p>\n

          5.2.<\/strong>\u00a0\u00a0\u00a0\u00a0 The Dewey Decimal Classification<\/strong><\/p>\n

           <\/p>\n

          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. \u201cClass an analytical work dealing with Shakespeare\u2019s influence on Keats with Keats\u201d. There is no provision to connect the number for Keats and Shakespeare or his influence in the class number suggested in this manner.<\/p>\n

           <\/p>\n

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

           <\/p>\n

          \"\"<\/p>\n

           <\/p>\n

          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.<\/p>\n

           <\/p>\n

          The standard subdivisions -024 denotes \u201cWorks for specific types of users.\u201dExamples:<\/p>\n

          510.2462\u00a0 \u00a0Mathematics for engineers<\/p>\n

          Another standard subdivision – 015 stands for application of various scientific principles.<\/p>\n

          Statistical principles of Library Classification<\/p>\n

          025.42+015 (T1)+195 (from 519.5 Statistics)=025.42015195<\/p>\n

          Dynamics applied to long jumps<\/p>\n

          796.432+015T1+3111 (from 531.11 Dynamics) =796.4320153111<\/p>\n

           <\/p>\n

           <\/p>\n

          5.3.\u00a0\u00a0\u00a0 The Universal Decimal Classification<\/strong><\/p>\n

           <\/p>\n

          In this scheme the \u2018:\u2019 (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.<\/p>\n\n\n\n\n\n
          Examples:<\/td>\n<\/td>\n<\/tr>\n
          General relation between physics and chemistry<\/td>\n53:45<\/td>\n<\/tr>\n
          Mathematics for Engineers<\/td>\n52:62<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

          Comparison of Fabian and National Socialisms 335.72:335.76<\/p>\n\n\n\n\n\n
          Influence of Hinduism on Buddhism<\/td>\n294.3:294.51<\/td>\n<\/tr>\n
          Genetical effects of radioactivity<\/td>\n575:539.16<\/td>\n<\/tr>\n
          Influence of geography on history<\/td>\n93:91<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

           <\/p>\n

          5.4.<\/strong>\u00a0\u00a0\u00a0\u00a0 The BC-2<\/strong><\/p>\n

           <\/p>\n

          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:<\/p>\n

           <\/p>\n

          9C Comparison relation<\/p>\n

          9E Tool relation<\/p>\n

          9H General relation<\/p>\n

          9J Influencing relation<\/p>\n

          For example,<\/p>\n

          Crime and Psychology<\/p>\n

          QO+9H+I=QO9 HI<\/p>\n

          It also allows the reversal of the phases:<\/p>\n

          I9H QO<\/p>\n

          Influence of Psychology on French Literature<\/p>\n

          XS9 HI<\/p>\n

          Comparison between political and philosophical thinking<\/p>\n

          R9C AA ,or<\/em> AA9 CR<\/p>\n

          Influence of Mythology on Christianity<\/p>\n

          PN9 HPB LM<\/p>\n

          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.<\/p>\n

          A comparison of British and American Education<\/p>\n

          J8E A6T J8Y<\/p>\n

           <\/p>\n

          5.5.<\/strong>\u00a0\u00a0\u00a0\u00a0 A special classification<\/strong><\/p>\n

          Example<\/p>\n

           <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
          Addition<\/td>\n+<\/td>\n590<\/td>\n+ 420<\/td>\n\u2018education in addition to religion\u2019<\/td>\n<\/tr>\n
          Range<\/td>\n\/<\/td>\n420<\/td>\n\/ 490<\/td>\n\u2018the field of subjects spanning<\/td>\n<\/tr>\n
          <\/td>\n<\/td>\n<\/td>\n<\/td>\neducation to religion\u2019<\/td>\n<\/tr>\n
          Coordination<\/td>\n:<\/td>\n590<\/td>\n: 420<\/td>\n\u2018religion and education in reciprocal<\/td>\n<\/tr>\n
          <\/td>\n<\/td>\n<\/td>\n<\/td>\nrelationships\u2019<\/td>\n<\/tr>\n
          Comparison<\/td>\n=<\/td>\n590<\/td>\n= 420<\/td>\n\u2018comparison between religion and<\/td>\n<\/tr>\n
          phase<\/td>\n<\/td>\n<\/td>\n<\/td>\neducation\u2019<\/td>\n<\/tr>\n
          Influence phase<\/td>\n>><\/td>\n590<\/td>\n>> 420<\/td>\n\u2018the influence of religion on<\/td>\n<\/tr>\n
          <\/td>\n<\/td>\n<\/td>\n<\/td>\neducation\u2019<\/td>\n<\/tr>\n
          Bias phase<\/td>\n<<<\/td>\n420<\/td>\n<< 590<\/td>\n\u2018religion for educational purposes\u2019<\/td>\n<\/tr>\n
          Exposition phase<\/td>\n–<\/td>\n590<\/td>\n\u2013 420<\/td>\n\u2018religion as viewed by education\u2019<\/td>\n<\/tr>\n
          Sub-grouping<\/td>\n<<\/td>\n590<\/td>\n< 420<\/td>\n\u2018education as part of religion\u2019<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

           <\/p>\n

          6. Summary<\/strong><\/p>\n

           <\/p>\n

          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\u00a0relation 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 \u201cIn relation to\u201d 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 \u2018Phase\u2019 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.<\/span><\/p>\n<\/div>\n

          \n

           <\/p>\n

          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\u2014i.e. literary warrant. But the method to accommodate such different kinds of relations between subjects should be inherent.<\/p>\n

           <\/p>\n

          7. Glossary<\/strong><\/p>\n

           <\/p>\n

          Asymmetrical relations: <\/strong>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.<\/p>\n

           <\/p>\n

          Basic subject: <\/strong>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.<\/p>\n

           <\/p>\n

          Complex subject<\/strong>: An interdisciplinary subject comprising of atleast two phases.<\/p>\n

          Complex subjects are formed by Loose Assemblage mode of subjects formation.<\/p>\n

           <\/p>\n

          Compound subject<\/strong>: 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.<\/p>\n

           <\/p>\n

          Intra-array relation: <\/strong>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.<\/p>\n

           <\/p>\n

          Intra-facet relation: <\/strong>Interactive relation between two facets of the same category in<\/p>\n

          the same main class, e.g.: Relation between anatomy and physiology.<\/p>\n

           <\/p>\n

          Isolate: <\/strong>Smallest unit of knowledge in the colon classification.<\/p>\n

           <\/p>\n

          Phase:<\/strong>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.<\/p>\n

           <\/p>\n

          Phase analysis: <\/strong>Analysis of a complex class into its constituent phases and to determine the precedence of one phase over the other.<\/p>\n

           <\/p>\n

          Primary phase: <\/strong>The first phase of a complex subject which enshrines the subject per se<\/em> of the document.<\/p>\n

           <\/p>\n

          Secondary phase: <\/strong>The second phase of a complex subject which usually affects the exposition of the primary phase. It gives the phase relation its name \u2013 i.e. determines the kind of phase relation.<\/p>\n

           <\/p>\n

          Subject: <\/strong>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.<\/p>\n

           <\/p>\n

          Symmetrical relation: <\/strong>A phase relation where phases are reversible in position and their relation is mutual. General, Comparison and Difference relations are symmetrical.<\/p>\n

           <\/p>\n

          Universe of knowledge: <\/strong>An assumed term referring collectively to everything knowledge and about knowledge.<\/p>\n

           <\/p>\n

           <\/p>\n

          8. References and further Readings<\/strong><\/p>\n

           <\/p>\n

            \n
          • Buchannan, Brian. 1979. Theory of Library Classification<\/em>. London: Bingley, pp.19-20.<\/li>\n
          • Chan, Lois Mai .2007. Cataloguing and Classification : An Introduction.<\/em> 3rd ed. Lanham,\u00a0<\/span>MD: The Scarecrow Press, 315-316.<\/li>\n
          • Foskett, A.C.1996. The Subject Approach to Information<\/em>,5th ed. London LA Publishing,pp.107-110,176-177<\/span><\/li>\n
          • Hunter, Eric J.2009.Classifcation Made Simple<\/em>, 3rd ed. Burlington, VT: Ashgate Publishing, 21-22,66-68.<\/span><\/li>\n
          • Krishan Kumar. 2004. The Theory of Classification<\/em>. New Delhi: Vikas, pp.343-354.<\/span><\/li>\n
          • Langridge, D. W.1989. Subject Analysis: Principles and Procedures<\/em>.London: Bowker-Saur, pp.54,72<\/span><\/li>\n
          • Maltby, Arthur. 1975. Sayers Manual of Classification for Librarians,<\/em> 5th ed. London:\u00a0<\/span>Andre Deutsch, pp.47-53,196-197.<\/li>\n
          • Maltby, Arthur. 1976. Classification in the 1970s<\/em>, Rev ed. London: Clive Bingley, p.84<\/span><\/li>\n
          • Maltby, Arthur & Gill, Lindy. 1979. The Case for Bliss<\/em>. London: Clive Bingley, pp.89-90,100-101<\/span><\/li>\n
          • Mills, J. 1962, A Modern Outline of Library Classification<\/em>. Bombay: Asia, pp. 278-282.<\/span><\/li>\n
          • Palmer, B. I.1962. Itself an Education: Six Lectures on Classification<\/em>. London: The Library Association (now CILIP) ,pp.40,49.<\/span><\/li>\n
          • Palmer,B.I. and Wells, A.J. 1951.The Fundamentals of Library<\/em> Classification. London:<\/span>George Allen, pp.53-59.<\/li>\n
          • Philip, H.W.1961 A Primer of Book Classification<\/em>, 5th ed. London: AAL, pp. Ranganathan, S.R. 1967. <\/span>A Descriptive Account of the Colon Classification<\/em>. Bombay: Asia, pp.96-101.<\/span><\/li>\n
          • Ranganathan, S.R. 1967. Prolegomena to Library Classification<\/em>, 3rd ed. Bombay, Asia, pp.358, 461-462.<\/span><\/li>\n
          • Ranganathan, S.R. 1989.Elements of Library Classification,<\/em> 2nd ed.\/ed. by B.I. Palmer.<\/span>New Delhi: UBSPD, pp.90-92.<\/li>\n
          • Satija, M.P. 1979. \u201cExtension of Two Phased Subjects in Colon Classication\u201d Herald of<\/em> Library <\/span>Science<\/em> 18 (4) (Oct.) pp.344-348.<\/span><\/li>\n
          • Satija, M.P. 2000. Classification: An essay in Terminology Knowledge Org<\/em> 27(4): 221-229.<\/span><\/li>\n
          • Satija, M.P. 2001. \u201cRelationships in Ranganathan\u2019s Colon Classification\u201d<\/em> In: Relationships in the Organization of Knowledge\/ ed .by Carol a. Bean and Rebecca Green. Dordrecht: Kluwer, pp.199-210<\/span><\/li>\n
          • Satija, M.P. 2004. A Dictionary of Knowledge Organization<\/em>. Amritsar : Guru Nanak Dev University, 248 p.<\/span><\/li>\n
          • Satija, M.P. 2011. A Guide to the Theory and Practice of Colon Classification<\/em>, 5thed.\u00a0<\/span>New Delhi: EssEss, pp. 64-72.<\/li>\n
          • Satija, M.P., MadalliDevika P and Dutta, B.2014. \u201cModes of growth of subjects\u201d Kng.<\/em> Org<\/em>. 41(3):195-204<\/span><\/li>\n
          • Slavic Aida. 2008. \u201cFaceted Classification: Management and Use\u201d. Axiomathes<\/em>. 18(2), June. DOI 10.1007\/s10516-007-9030-z<\/span><\/li>\n
          • Srivastava, A.P.1992. Theory of Knowledge Classification for Librarians,<\/em>2nd ed.\/assisted by M P Satija, <\/span>et.al<\/em>. New Delhi: The Learning Laboratory, pp.38-40.<\/span><\/li>\n<\/ul>\n

            Learn More:<\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n

            \n

            Module LIS\/KOP \u2013 C\/8: Subjects: Basic, Compound and Complex: Phase Relation<\/p>\n

              \n
            1. Do you know<\/strong><\/li>\n<\/ol>\n
                \n
              • In all modern library classification subjects are scattered by discipline.<\/li>\n
              • Ranganathan categorised subjects into three kinds: Basic, Compound and Complex on the analogy of chemical substances, namely Elements, Compounds and Mixtures.<\/li>\n
              • Ranganathan was the first to use the term phase in library classification.<\/li>\n
              • The BC-2 has now the largest number of phase relations.<\/li>\n<\/ul>\n

                2. Points to remember<\/strong><\/p>\n

                  \n
                • In library classification the first division is by disciplines.<\/li>\n
                • 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.<\/li>\n
                • Number of compound subjects tends to be infinite.<\/li>\n
                • Complex subjects are mostly interdisciplinary in nature.<\/li>\n
                • While classifying a document we do not determine its subject, but the specific subject for co-extensive classification.<\/li>\n<\/ul>\n<\/div>\n
                  \n
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