Done Seminar 7 Stages of Subject-Field Research

8/13/2019 Done Seminar 7 Stages of Subject-Field Research

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SEMINAR 7. Stages of Subject-Field Research

1. Determining the Objectives2. Estimating the Resources3. Becoming Familiar with the Field4. Selecting the Documentation5. Preparing a Breakdown of the Subject Field6. Scanning for TermsINPUT. Read Chapter in the Pavel Terminology Tutorial (2.1, 2.2, 2.3) at

http://www.btb.gc.ca/btb-pavel.php?page=tdm-toc&lang=eng&contlang=eng

ResearchingThe first step in creating aterminology record is the research stage. This consists of:Establishingconcept diagramsStructuring thefield of researchScanning for termsEstablishing a monolingual base listPerforming conceptual analysisCreating a terminology case fileMatching concepts and their designations across languages

Remember,concepts and their terms are studied in relation to their subject field. The

essential and delimiting characteristics of concepts are determined by their subject field.

So the clearer your understanding of the subjectfield is, the better you will be able to

work with the concepts.Sometimes, existing classification systems can be adopted or used as a starting point for

structuring your subject field.

If you are not yourself the subject-matter expert, it is advisable to consultsubject-field

specialists to check the validity of your classification system.

Documentalists and librarians can also help you use existing documentaryclassificationsystems to structure the intendedfield of research.

Science and technology encyclopedias are another goodsource when trying to structure

scientific and technological subject fields or subfields.

By first preparing a diagram (mentally or physically!!!)of the subject field's structure

based on the way the subject matter has been organized in encyclopedia articles, you can

identify those subfields that include important concepts and focus on the parts that are

pertinent to your research.So a " top-down" approach is usual ly adopted, in whi ch knowledge is divided in to broad subject

f ields, subject f ields into special subjects, special subjects into areas of special ization, and so on

unti l you arrive at the small est number of terms which can be grouped under a common label.

(SAGER 1990: 37)In summary, you should carry out the following activitieswhen you are delimiting and

structuring subject fields to be dealt with in adatabase or during a subject-field research

project:Identify in-house corporate activities, tools and products in the specialized documentation

selected.Identify the target groups of these activities and products (for example, consumers and

clients), as well as their characteristics and needs.Graphically represent the relationships between these activities and groups.Compare the result with existingclassification systems in the spheres of activity in question,

and make improvements as required; draw diagramsthey really help!Consult subject-field specialists to check the validity of the classification system.Respect theclassification system in alldatabase transactions and single- or multiple-term

research activities
http://www.btb.gc.ca/btb-pavel.php?page=tdm-toc&lang=eng&contlang=enghttp://www.btb.gc.ca/btb-pavel.php?page=tdm-toc&lang=eng&contlang=enghttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/terminology_record.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/concept.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/field.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/concept.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/field.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/subject_field.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/field.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/source.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/database.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/database.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/database.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/database.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/source.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/field.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/subject_field.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/classification_system.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/field.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/concept.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/field.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/concept.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/terminology_record.htmlhttp://www.btb.gc.ca/btb-pavel.php?page=tdm-toc&lang=eng&contlang=eng


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INPUT.This is a classification system for plants(the vegetable kingdom).

Kingdom

Subkingdom

Superdivision

Division

Subdivision

Class

Subclass

Order

Family

Genus

Other classification systems for exemplification:

Social sciences:http://www.loc.gov/aba/cataloging/classification/lcco/lcco_h.pdf

TASK 1.Go tohttp://plants.usda.gov/classification.htmland analyse the classification

system; choose a plant (suggestion: wheat) and see its place in the classification and the

information provided.

TASK 2.Find a similar classification for the animal kingdom. (takeaway task)

TASK 3.Examine the rake diagrams below and determine which one reflects the most logical

structuring of a small subset of knowledge in the broad subject of medicine.

Which of the following diagrams is most logical?

a)

b)

c)

d)
http://www.loc.gov/aba/cataloging/classification/lcco/lcco_h.pdfhttp://www.loc.gov/aba/cataloging/classification/lcco/lcco_h.pdfhttp://www.loc.gov/aba/cataloging/classification/lcco/lcco_h.pdfhttp://plants.usda.gov/classification.htmlhttp://plants.usda.gov/classification.htmlhttp://plants.usda.gov/classification.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/lesson3/page3_2_2_tv_e.htmlhttp://plants.usda.gov/classification.htmlhttp://www.loc.gov/aba/cataloging/classification/lcco/lcco_h.pdf


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TASK 4.Using the Organizational chart tool in Microsoft Office PP 2007 create a

similar diagram for the concepts/terms to be found in the following document.

(takeaway task)You can use the documents found at

http://www.food.gov.uk/multimedia/pdfs/sparkling0910.pdf

REMEMBER!concept systems are not always identical between any given pair of

languages. Through terminology research, concepts may be matched where possible, and

equivalent terms can then be identified. A comparison of the concept systems, together

with the process of term identification, may reveal gaps in one or the other of the

languages under study, and the creation of equivalentterms may be required to ensure

the proper transfer of specialized knowledge between language communities as well as

effective communication among members of the language communities involved. (from

Pavel Terminolgy Tutorial)
http://www.food.gov.uk/multimedia/pdfs/sparkling0910.pdfhttp://www.food.gov.uk/multimedia/pdfs/sparkling0910.pdfhttp://www.btb.gc.ca/btb-pavel.php?page=syst&lang=eng&contlang=enghttp://www.btb.gc.ca/btb-pavel.php?page=terme_term&lang=eng&contlang=enghttp://www.btb.gc.ca/btb-pavel.php?page=terme_term&lang=eng&contlang=enghttp://www.btb.gc.ca/btb-pavel.php?page=syst&lang=eng&contlang=enghttp://www.food.gov.uk/multimedia/pdfs/sparkling0910.pdf


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INPUT.Documentation can be classified as follows:encyclopediasmonographs and technical and academic manualsproceedings of congresses and symposiaspecialized and popularized periodicalsbrochures and publicity flyers

Nivelul intai

Grupa CAEN (2007) 1593 - Fabricarea vinurilor

11 nivele doi

COD DENUMIRE15931

1300Vin spumant (Sampanie)

Unitatea de masura (1): mii st3/4l

15931

1930Vin spumos din struguri proaspeti, avand o concentratie alcoolica

=>8,5% (excl. vinul spumant)

Unitatea de masura (1): mii st3/4l

15931

1950Vin spumos din struguri proaspeti, avand o concentratie alcoolica

< 8,5%

Unitatea de masura (1): mii st3/4l15931

2110

Vinuri albe de calitate produse in regiuni specifice

Unitatea de masura (1): hl

15931

2130Vinuri albe altele decit cele produse in regiuni specifice


15931

2150Vin si must din struguri nefermentati sau cu fermentarea oprita

prin adaos alcool (excl. vin spumos)


159312170

Alte vinuri (excl. albe) de calitate produse in regiuni specifice


15931

2190Alte vinuri (excl. albe) produse altundeva decit in regiuni

specifice


15931

2300

Alte vinuri care au o concentratie alcoolica >15%


15931

2530

Must de struguri fermentat sau cu fermentatie intrerupta, altfel

decit cu adaos de alcool


15931

2590

Must din struguri (excl. nefermentat sau cu fermentatie oprita)

http://www.rubinian.com/prodrom_nivel_1.phphttp://www.rubinian.com/prodrom_nivel_1.php


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dictionaries, vocabularies, and documentary, terminology, and linguistic databasesInternet sites of the best content providers in the area of specialization

Criteria for Selecting DocumentationSome types of documentation are traditionally preferred over others. Original-language

documents are preferable to translations, and encyclopedias and other recognized

academic documents or works recommended by specialists are preferable to brochuresand promotional material. However, the selection of documentation must always be

adapted to your particular research situation.

The usefulness of documents is evaluated against criteria such as the following:the publication datethe author's credentialsthe structure of thecontentsthe presence of an up-to-date bibliographythe presence of an index of concepts dealt withthe presence of a glossary that defines the conceptsthe presence of a table of contents

Trade journals may be preferable to popularized periodicals, depending on your

particular research situation.

Although the Internet provides a wide range of documentary sources, they are transitory

in nature and vary greatly in quality.

TASK 5.Consider the sources you used to do research on this topic. Choose 4 and

assess them according to the criteria presented above.
http://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/content.htmlhttp://www.btb.termiumplus.gc.ca/didacticiel_tutorial/english/glossary/content.html


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ADDITIONAL INFO.

Degree of authoritativeness in relation to costs of preparation

As a rule of thumb

- terminological data prepared by groups or teams in an authoritative framework tend to becostlier than those prepared by

one or few individuals

- terminological data prepared in a highly systematic and well documented way tend to be

costlier than those prepared in an unsystematic way

- terminological data prepared by experts tend to be costlier than those prepared by non-

expert terminographers.

The costs for preparing terminological data may vary from USD 10 (by a non-expert

terminographer in a well-documented and comparatively less dynamic subject field) per entry

in a given language to x1000 USD (by highly authoritative expert groups) per entry if all

costs are calculated (incl. travel expenses for meetings etc.). However, the costs for the

preparation of terminologies are more often than not disconnected from the price asked forproviding the data (in book form, as a database etc.). Mostly the price of terminological

data is far below their creation costs.

Documents

Done Seminar 7 Stages of Subject-Field Research