Revisiting De Solla Price: growth dynamics studies of various subjects over last one hundred years

17-35The stalwart historian of science, Derek J. De Solla Price delivered a series of lectures at Brookhaven National Laboratory in 1962, which was dedicated to discussing science and its interaction with society. The collection of these lectures was published in 1963 as a book entitled Little Science, Big Science. Here, Price empirically established that the initial exponential growth pattern of literature reaches a ceiling after a certain time span, which results a logistic growth pattern. This paper analyses Price's empirical theory on the basis of 198 articles that presented growth of literature of variant subjects published since 1913 to 2018. In all, 214 growth models were reported by the 198 articles that analysed growth of literature of more than 50 subjects. It is found that growth patterns reported by nearly 50% articles followed Price's empirical theory, i.e., exponential and logistic growth pattern while remaining 50% articles followed other growth patterns, viz., power model, linear model, etc. All growth models reported by the 198 articles were broadly categorised into five groups on the basis of statistical characteristics, viz., (exponential + logistic), growing without definite pattern (GWDP), linear, non-linear and decaying models. The null hypothesis formulated states that 214 growth models observed by different subjects described in 198 articles will follow either of the five patterns that will be guided by Bradford's Law of Bibliographic Scattering. The null hypothesis is accepted by Chi-square test. It is inferred that the distribution of different models of growth of literature is guided by Bradford's Law where the core or nucleus zone is occupied by the logistic and exponential model, i.e. Price's empirical model prevails in Bradford's nuclear (core) zone

Journal Productivity in Fishery Science an informetric analysis

Knowledge is a human resource which has the ability to consolidate the valuable results of human thinking and civilization through different times. It is the totality of understanding of nature and its features for improved quality of life of human society. Because of this, knowledge has been increasing in volume, dimension and directions. The term ‘information’ and 'knowledge' are often used as if they are interchangeable. Information is ‘potential knowledge‘ which is converted into knowledge by the integration of memory of human beings. In modern times there is a confusion on knowledge usage. Therefore an understanding of the concept ‘knowledge’ is needed for formulation of strategies in information science

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1990

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. The objectives are to further the professional knowledge of qualified engineering and science members; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objectives of the NASA center. The study program consists of lectures and seminars on topics of interest or that are directly relevant to the research topics

University of Tennessee Library Lectures, 1970-1972 (no. 22-24)

In basing his consideration of the age-old problems of book selection and collection development on the first work to deal with the whole aspect of setting up a library, Dr. Harrer gives a pleasing scholarly tone to his up-to-the-minute treatment of today\u27s university concerns. Dr. McAnally\u27s interest in the problems of effective interlibrary loan service has been evidenced in his publications and in his work as chairman of the Association of Research Libraries\u27 Interlibrary Loan Study Committee. He presents an expert\u27s report of what has been done in this aspect of interlibrary cooperation, the inherent problems, and the need for more active efforts toward their solution. Dr. Zachert, exhibiting in her lecture the traits of an excellent teacher, gives an enlightening account of the role of the adult learner in the planning and execution of programs of continuing education for librarians

Disciplinarity and Trandisciplinarity in the Study of Knowledge

Scholarly inquiry about the nature and significance of knowledge has been shaped by disciplinary traditions and priorities that define “knowledge” differently and result in disconnected literatures. In the mid to late twentieth century, library science educator Jesse Shera sought to bridge the conceptual gap between epistemological and sociological approaches to knowledge in proposing a new discipline he called social epistemology. Around the same time, long-term projects by the economist Fritz Machlup and the physical chemist turned philosopher of science Michael Polanyi did not merely combine existing disciplinary approaches but transcended conventional frameworks for conceptualizing knowledge. These scholars can be viewed in retrospect as bringing to the study of knowledge the germs of a transdisciplinary approach. The concept of transdisciplinarity gained traction only after these authors produced their works and has been applied mainly to scientific and technological topics such as climate change, nanotechnology, and sustainability. However, such an approach is highly applicable in studying the meanings, uses, and roles of knowledge in an environment that has changed with the advent of computer-enabled communication networks. Transdisciplinary accounts of knowledge ought to foster a dialogue between liberal arts and applied, client-oriented disciplines

Disciplinarity and Trandisciplinarity in the Study of Knowledge

Scholarly inquiry about the nature and significance of knowledge has been shaped by disciplinary traditions and priorities that define “knowledge” differently and result in disconnected literatures. In the mid to late twentieth century, library science educator Jesse Shera sought to bridge the conceptual gap between epistemological and sociological approaches to knowledge in proposing a new discipline he called social epistemology. Around the same time, long-term projects by the economist Fritz Machlup and the physical chemist turned philosopher of science Michael Polanyi did not merely combine existing disciplinary approaches but transcended conventional frameworks for conceptualizing knowledge. These scholars can be viewed in retrospect as bringing to the study of knowledge the germs of a transdisciplinary approach. The concept of transdisciplinarity gained traction only after these authors produced their works and has been applied mainly to scientific and technological topics such as climate change, nanotechnology, and sustainability. However, such an approach is highly applicable in studying the meanings, uses, and roles of knowledge in an environment that has changed with the advent of computer-enabled communication networks. Transdisciplinary accounts of knowledge ought to foster a dialogue between liberal arts and applied, client-oriented disciplines

WOOD - WOODR

OnLine Card Catalogue drawer 0440 (WOOD - WOODR). 738 cards

Knowledge Utopias: An epistemological perspective on the convergence of museums, libraries and archives

Since 2005, convergence of museums, libraries and archives has emerged as a prominent trend in both the international and Australia collection sectors, made manifest through the development of digital platforms that allow integrated access to diverse collection databases, as well as collaborations and mergers of bricks-and-mortar cultural institutions to incorporate various types of collections and professional disciplines. The convergence phenomenon has led to significant investments in technology and infrastructure, provoking considerable scholarly and professional discourse across collecting domains. Yet, the existence of only a handful of empirical studies reflects a nascent field of study where the majority of research is characterised by inventory-style attempts to quantify and classify types of collaborative projects. This thesis extends current research by examining convergence through a dual commitment to both theory and fieldwork. Focussing on the interpretation of museum collections within converged institutions, I combine conceptual analysis of the epistemological implications of convergence with five detailed case studies of converged organisations in Australia and New Zealand. In a museological context, the research explores ways in which the integration of collecting institutions influences understandings of objects through its impact on museum practices. The findings suggest that convergence not only produces a new institutional framework for museum practice, but also that the integration of collecting institutions has the potential to reshape fundamental understandings of identity, place, heritage and culture