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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=eng8/13/2019 Done Seminar 7 Stages of Subject-Field Research
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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.pdf8/13/2019 Done Seminar 7 Stages of Subject-Field Research
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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.pdf8/13/2019 Done Seminar 7 Stages of Subject-Field Research
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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
Unitatea de masura (1): hl
15931
2150Vin si must din struguri nefermentati sau cu fermentarea oprita
prin adaos alcool (excl. vin spumos)
Unitatea de masura (1): hl
159312170
Alte vinuri (excl. albe) de calitate produse in regiuni specifice
Unitatea de masura (1): hl
15931
2190Alte vinuri (excl. albe) produse altundeva decit in regiuni
specifice
Unitatea de masura (1): hl
15931
2300
Alte vinuri care au o concentratie alcoolica >15%
Unitatea de masura (1): hl
15931
2530
Must de struguri fermentat sau cu fermentatie intrerupta, altfel
decit cu adaos de alcool
Unitatea de masura (1): hl
15931
2590
Must din struguri (excl. nefermentat sau cu fermentatie oprita)
Unitatea de masura (1): hl
http://www.rubinian.com/prodrom_nivel_1.phphttp://www.rubinian.com/prodrom_nivel_1.php8/13/2019 Done Seminar 7 Stages of Subject-Field Research
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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.html8/13/2019 Done Seminar 7 Stages of Subject-Field Research
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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.