วันจันทร์ที่ 19 กันยายน พ.ศ. 2554

                                               
                                          Chapter 4

                                  Reference Collection



               The  Reference Collection

     - ststistical sources
      - bibliographies
      - atlases
      - encyclopedias
      - dictionaries
      - almanacs
      - directories

วันจันทร์ที่ 12 กันยายน พ.ศ. 2554



 Chapter 3

Library of congress





     The Library of Congress is the research library of the United States Congressde factonational library of the United States, and the oldest federal cultural institution in the United States. Located in three buildings in Washington, D.C., it is the largest library in the world by shelf space and number of books. The head of the Library is the Librarian of Congress, currently James H. Billington.
The Library of Congress was built by Congress in 1800, and was housed in the United States Capitol for most of the 19th century. After much of the original collection had been destroyed during the War of 1812Thomas Jefferson sold 6,487 books, his entire personal collection, to the library in 1815.[2][3] After a period of decline during the mid-19th century the Library of Congress began to grow rapidly in both size and importance after theAmerican Civil War, culminating in the construction of a separate library building and the transference of all copyright deposit holdings to the Library. During the rapid expansion of the 20th century the Library of Congress assumed a preeminent public role, becoming a "library of last resort" and expanding its mission for the benefit of scholars and the American people.
The Library's primary mission is researching inquiries made by members of Congress through the Congressional Research Service. Although it is open to the public, only Members of Congress, Supreme Court justices and other high-ranking government officials may check out books. As the de facto national library, the Library of Congress promotes literacy and American literature through projects such as the American Folklife Center,American MemoryCenter for the Book and Poet Laureate.











Deway Decimal classification 



The Dewey Decimal Classification (DDC) system is the world’s most widely used library classification system. The 23rd edition of the DDC enhances the efficiency and accuracy of your classification work in ways no previous editions have done.
You can use the DDC in several convenient formats. The four-volume print edition includes thousands of updates added to the system over the past seven years. The electronic version, WebDewey, enhances the print updates with online delivery that is updated continuously. And the Abridged Edition 14, also available in print and online, is a simplified version perfect for smaller collections. Whether you choose the print or electronic format (or both), DDC 23 makes it easier than ever to organize your library collections.
The DDC evolves continually to keep up with recorded knowledge. You can find news about DDC developments in several ways, including a semiannual DDC newsletter, DDC conferences and workshops, OCLC Newsletter articles and case studies.











The Library of Congress 
                                                              = http://catalog.loc.gov/

The British Library         

Thai National Library    

Sripatum University Library 

Asean Community Website




chapter 2

  
Chapter 2
                                                              
 Subjective or objective


Dvaravati


A 13 meter long reclining Buddha, Nakhon Ratchasima
The Chao Phraya valley in what is now Central Thailand had once been the home ofMon Dvaravati culture, which prevailed from the 7th century to the 10th century.[1] The existence of the civilizations had long been forgotten by the Thai when Samuel Beal discovered the polity among the Chinese writings on Southeast Asia as “Tou-lo-po-ti”. During the early 20th century the archeologists led by George Coedès made grand excavations on what is now Nakorn Pathom and found it to be a center of Dvaravati culture. The constructed name Dvaravati was confirmed by a Sanskrit plate inscription containing the name “Dvaravati”.


    
                                            

Lavo


Wat Phra Prang Sam Yod in Lopburi
Around the 10th century, the city-states of Dvaravati coalesced into two mandalas – the Lavo (modern Lopburi) and the Supannabhum (modern Suphanburi). According to a legend in the Northern Chronicles, in 903, a king of Tambralinga invaded and took Lavo and installed a Malay prince to the Lavo throne. The Malay prince was married to a Khmer princess who had fled an Angkorian dynastic bloodbath. The son of the couple contested for the Khmer throne and became Suryavarman I, thus bringing Lavo under Khmer domination through personal union. Suryavarman I also expanded into Isan, constructing many temples.
Suryavarman, however, had no male heirs and again Lavo was independent. KingAnawratha of Bagan invaded Lavo in 1057 and took a Lavo princess as his wife. The power of the Lavo kingdom reached the zenith in the reign of Narai (1072–1076). Lavo faced Burmese invasions under Kyanzittha, whose mother was the Lavo princess, in 1080 but was able to repel. After the death of Narai, however, Lavo was plunged into bloody civil war and the Khmer under Suryavarman II took advantage by invading Lavo and installing his son as the King of Lavo.
The repeated but discontinued Khmer domination eventually "Khmerized" Lavo. Lavo was transformed from a Theravadic Monic Dvaravati city into a Hindu Khmer one. Lavo became the entrepôt of Khmer culture and power of the Chao Phraya basin. The bas-relief at Angkor Wat showed a Lavo army as one of the subordinates to Angkor. However, one interesting note is that a Tai army was shown as a part of Lavo army, a century before the establishment of the Sukhothai kingdom.







chapter 1



Chapter 1 

        Data, Information, Knowledge, and Wisdom 



by Gene Bellinger, Durval Castro, Anthony Mills
There is probably no segment of activity in the world attracting as much attention at present as that
of knowledge management. Yet as I entered this arena of activity I quickly found there didn't seem
to be a wealth of sources that seemed to make sense in terms of defining what knowledge actually
was, and how was it differentiated from data, information, and wisdom. What follows is the current
level of understanding I have been able to piece together regarding data, information, knowledge,
and wisdom. I figured to understand one of them I had to understand all of them.
According to Russell Ackoff, a systems theorist and professor of organizational change, the content
of the human mind can be classified into five categories:
1. Data: symbols
2. Information: data that are processed to be useful; provides answers to "who", "what",
"where", and "when" questions
3. Knowledge: application of data and information; answers "how" questions
4. Understanding: appreciation of "why"
5. Wisdom: evaluated understanding.
Ackoff indicates that the first four categories relate to the past; they deal with what has been or what
is known. Only the fifth category, wisdom, deals with the future because it incorporates vision and
design. With wisdom, people can create the future rather than just grasp the present and past. But
achieving wisdom isn't easy; people must move successively through the other categories.
A further elaboration of Ackoff's definitions follows:
Data... data is raw. It simply exists and has no significance beyond its existence (in and of itself). It
can exist in any form, usable or not. It does not have meaning of itself. In computer parlance, a
spreadsheet generally starts out by holding data.
Information... information is data that has been given meaning by way of relational connection.
This "meaning" can be useful, but does not have to be. In computer parlance, a relational database
makes information from the data stored within it.
Knowledge... knowledge is the appropriate collection of information, such that it's intent is to be
useful. Knowledge is a deterministic process. When someone "memorizes" information (as lessaspiring test-bound students often do), then they have amassed knowledge. This knowledge has
useful meaning to them, but it does not provide for, in and of itself, an integration such as would
infer further knowledge. For example, elementary school children memorize, or amass knowledge
of, the "times table". They can tell you that "2 x 2 = 4" because they have amassed that knowledge
(it being included in the times table). But when asked what is "1267 x 300", they can not respond
correctly because that entry is not in their times table. To correctly answer such a question requires
a true cognitive and analytical ability that is only encompassed in the next level... understanding. In
computer parlance, most of the applications we use (modeling, simulation, etc.) exercise some type
of stored knowledge.


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