Coca Cola Company Essay Example | Topics and Well Written Essays - 1000 words

Coca Cola Company - Essay Example Many consequences arose as a result of this move. The first consequence and a positive one is the fact that people accepted the move because they saw it as a way of environmental conservation. The negative consequences are seen it terms of the confusion it created. People could not differentiate the diet coke from the regular coke. Secondly, people were loyal to the red can and therefore changing to white was like playing with their minds and this made it difficult for them to even buy the drink (abc). The case of coca cola confirms the view that people buy products to satisfy their need. They attach a certain meaning to a give product and develop a relationship with the brand. They therefore become loyal to the brand and changing any aspect of it may anger consumers and the consequences may be dire for a company. People identify with their brands and in so doing develop a relationship with the brand to the extent that their beliefs and attitudes towards the product become permanent. A slight change becomes costly to the company (Helm). As discussed above, consumers often build relationships with products over time. These relationships are as a result of the beliefs and attitudes that they hold about a particular product or service. These attitudes and beliefs shape their perceptions about the product and its perceived value. The perceived value the customers attach to a product is as a result of the benefits that they get as a result of using the product. The product may perform relatively high above the performance of other competitive products or it may offer better service to them or even it may be of superior quality than competitive products. The difference may be small but this generates customer loyalty to the product and thus subsequent purchase of the product is guaranteed (Mullins and Walker 13-16). Product perception can be defined as the individual’s mental impression of a stimulus object in this case a product. People have different percept ions about products and no two people think alike about the same product. Perception is selective, is organized, and depends on personal and stimulus factors (Helm). It is important that companies build a brand and work on maintaining the brand and its associated images and product designs. A change in this creates conflict within the customer’s minds altering their beliefs and attitudes towards the product (Mullins and Walker 18). Some customers take time to adjust to the change will others fear change and therefore prefer to stick with what they know about their product. This was the case for Coca Cola and the white cans. The introduction of the white cans violated the expectations of the consumers and thus creating the confusion and this led to subsequent rejection of the white cans. This process of rejection of the white cans can be explained by the cognitive dissonance theory. According to this theory, there is always a tendency for individuals to seek consistency among their cognitions that is their beliefs, opinions, attitudes etc. when there is an inconsistency between the attitudes or behaviors often referred to as dissonance, then something must change to eliminate the dissonance. In the case of a discrepancy between attitudes and behavior, it is most likely that the attitude will change to accommodate the behavior (Blythe 161-162). Two factors affect the

Social Work Group Skills Essay Example | Topics and Well Written Essays - 750 words

Social Work Group Skills - Essay Example As work groups develop, the members come to play different parts in the socials structure. The emergence of different roles is a natural process. One of the most critical roles assumed by group members is that of leading the group. The essay is therefore written with the objective of presenting the results of a group video, specifically addressing the following, to wit: (1) method of intervention used in the group and the rationale for effectiveness; (2) identification of strengths and areas for development in leading groups; and (3) ways and means for group members to learn from each other. The method of intervention used by the group in the video is the cognitive behavior therapy. According to the National Association of Cognitive-Behavioral Therapists (NACBT) (2009, par. 1), the cognitive behavior therapy (CBT) is â€Å"a form of psychotherapy that emphasizes the important role of thinking in how we feel and what we do†. Cognitive behavior interventions are designed to educate and modify or change the clients’ attitudes and behaviors using nonpharmacological means (Delaune & Ladner, 2006, 1108). This approach is effective in terms of applying the garbage in – garbage out thinking where faulty thinking and information goes out to be replaced by new data which educates the client into effective recovery. It assists the client into developing skills to modify one’s behavior, identification of distraught thinking, assists in relating to others, minimize being indifferent and develop determination to change for the better. Negative thoughts are assessed and flushed out of the client’s mind, enabling new and improved mental processes to sink in and transform the client’s behavior and self concept. The exercise developed the following skills and strengths in leading the group: (1) cohesiveness where members are attracted to each other and engage in frequent social interaction. Feelings of belonging, acceptance and

Detailed anaylsis of the main texts of these three thought systems Essay

Detailed anaylsis of the main texts of these three thought systems based on personal experience and knowing - Essay Example They are common in terms of theoretical deliberation and practical needs for communication, thereby paving a way for philosophical syncretism. This paper explores the greatest minds in traditional China through a close study of their most seminal teachings and texts specifically paying attention to Confucianism, Daoism, and Chinese Buddhism (Chan). The paper will discuss the main understanding of each thought based on texts and personal understanding. Confucianism was introduced in China by one of the most important thinkers called Confucius. Confucius was born in 551 B.C.E when China was experiencing a difficult political turmoil1. In his twenties, he started tutoring in different disciplines but wished to hold public office at a certain point in his lifetime. Confucius began a thirteen-year journey at the age of fifty travelling from one province to another offering the rulers of those provinces his services. However, he never got offers other than the one that he was offered in his home province of Shantung, but was too old to take it. Therefore, he decided to spend his remaining years teaching and editing the great Chinese classics. He died at 73 years of age. Although he never realized his political aspirations, he is considered as one the world’s greatest teachers and thinkers because of the ideas he developed and taught during his lifetime. Confucianism is a Chinese philosophical and ethical system that began with Confucius, who explored deeply on the basic principles that were to become the most important teachings of Confucianism. Confucianism is a complex system of social, political, moral, quasi-religious and philosophical thought that influenced the history and culture of East Asia, particularly China and still does today. Confucianism holds the belief that human beings are trainable, perfectible and improvable though communal and personal effort especially through self-creation and cultivation. The main idea that Confucianism brings

Martin Luther King Jr Letter from Birmingham Jail Essay

Martin Luther King Jr Letter from Birmingham Jail - Essay Example The letter begins with King’s address to his â€Å"dear† clergymen, a group of white moderate preachers who had denounced the activist’s most recent protests – the ones which had landed him in jail – as â€Å"unwise and untimely.† The fact that King deigns to respond to these men, particularly as he goes on to explain that he is inundated with criticism daily, shows several things: primarily that he is not so passionate about his cause as to be blindly angry against those who do not entirely understand it, and who therefore may be converted. King is patient and reasoned, even though (as he explains later in the letter) he has reason enough to be outraged. This politeness extends through what is otherwise a rousing and accusatory epistle. Rather than denouncing the white clergymen for their role in hindering black rights, King refers to them as his friends, and couches his arguments for nonviolent protesting in indirect and passive language: for example, â€Å"Lamentably, it is an historical fact that privileged groups seldom give up their privileges voluntarily.† King understands that the white clergymen expect savagery from him, and responds with a civility which is far more likely to win their minds to the cause of black rights.

The Pythagorean Theorem Essay Example for Free

The Pythagorean Theorem Essay The Pythagorean Theorem (Proof): James Garfield (1876), later president of the United States, while serving in the House of Representatives, discovered the proof of the Pythagorean Theorem, using trapezoid. Suppose, trapezoid bases are ‘a’ and ‘b’ and height (altitude) is equal to ‘(a+b)’. Therefore, Area of the trapezoid = In addition, as shown in figure, trapezoid consists of three triangles 1, 2, and 3. Combined Area of Triangles 1, 2, and 3 = Since, combined area of triangles is equal to trapezoid area, therefore, A real-world application problem: A real world application example of the Pythagorean Theorem is designing of a ramp for disable persons. Question: Assume that ramp height is 15 feet and suggested ratio (i.e. slope) for designing of ramp for disable person is approximately 1/12 (given). Calculate ramp length. The ramp length can be calculated as follows: Length of base of ramp = 15*12 = 180 feet. Using Pythagorean Theorem, Length of ramp = = =≈ 180.624 feet    Reference: Weisstein, Eric W. Pythagorean Theorem. From MathWorldA Wolfram Web Resource. http://mathworld.wolfram.com/PythagoreanTheorem.html

Prevent From Engaging In Premarital Sex Theology Religion Essay

Prevent From Engaging In Premarital Sex Theology Religion Essay In Malaysia, premarital sex is still a big NO-NO in our culture for various reasons. Sex comes with responsibility. Thus it does not matter if it is premarital sex, extra-marital sex, marriage sex or even unconsented sex. If you engage in premarital sex, be prepared to take all consequences including dealing with your God, pregnancy, the potential gossips and condemnations from the world, etc. Sexuality is not an instrument of enjoying lustful pleasure for human beings, at least. In premarital sex, many a times, immature human beings explore the sexuality, jut out of curiosity, and might be are unaware of the consequences. Society has forbid premarital sex from the very outlook that adolescence is the time to form oneself as mature and responsible human being and not at all a time to procreate. We have to start saying No! to premarital sex. We should keep in mind that engaging in premarital sex is not the best way to convey your love towards the one you loved. We should push the thought to the back of our minds and remember that we would definitely feel sorry later if we engaged in premarital sex. One of the ways to prevent premarital sex is to start from education. Sex education should begin at home and as early as possible in a childs life. The parents must have a close relationship with the child to make him feel comfortable to talk about his anxiety and concerns. From the healthy discussion between the parents and the child, the topic of premarital sex can be brought up easily. The parents may give the child piece of advice on dealing with the relationship between couples. Keep an open mind and be ready to answer any questions openly and honestly. Learning the truth about sex is much better then learning false info from peers. The parents have to help their child when their child is in a relationship. The parents should not get panic and freak out when their child is in a relationship. They should help the child in avoiding temptation. For example, the child can go on supervised group dates and invite the partner over when an adult is home where premarital sex is less likely to happen. One-to-one time with the partner alone should be strongly discouraged as this may lead to unwanted accidents to happen. The child should be aware of the serious consequences of premarital sex such as unwanted pregnancy and sexually transmitted diseases like AIDS. Currently, there is no known cure for AIDS. Though most parents may know this information, keep it in mind when discussing sexual behaviours with children. Educate your children with this information. It may mean life or death. Luckily, parents are not the sole providers of sex education. Schools can lend a hand by helping parents teach children about sex. Both of them should work hand in hand in handling this problem. The children and teenagers should be taught to protect themselves from premarital sex. They must understand that nobody can force them to do anything that they feel not comfortable with. They must realise how important it is to respect themselves, not using their bodies to fulfil the sexual desires of their partner. The school and the parents should tell the children to say No! firmly. The teenagers must remember, If you dont walk away, you will be sorry. The teenagers should strictly refrain themselves from reading, listening or viewing to those unsavoury media culture such as pornography and movies with sexual scene. Instead, they should choose something which is pure and healthy. For instance, they can involve in various healthy activities and sports which can build up their self-esteem. They should draw a line wisely to set limit on the expressions of affections. The girls should never give out false signals by wearing tight and revealing clothes which may cause them to fall into sexual immorality. The boys should always refrain themselves from making any rash decisions and they should always think of the consequences they may face after involving in sexual immorality. You must lead your heart rather than letting it to lead you. The teenagers should always be careful about the uses of alcoholic beverages. They may lose their inhabitations under the influence of the alcohols. If the couples find themselves uncomfortable with the intimate situation, they must do something that breaks the mood. It is difficult to avoid premarital sex from happening, but with a bit more effort it will become easier. Never compromise to your principles and say No! firmly to premarital sex. Conclusion Is premarital sex good or bad? Well actually, that depends on us to decide it. We can tell that premarital sex is against God, and it is unsafe physically and emotionally. Although sex is pleasurable, it is designed by God to be enjoyed by two married people. Sex is a holy gift from God wherein we celebrate it after marriage. A person should think long and hard before involving in premarital sex. Premarital sex seems to be a norm in nowadays. This should not be allowed among the teenagers. They should be aware of the bad sides of premarital sex. In a pleasure of a moment, they are being blinded by the sexual desire. In the moment of lust and passion, their future is destroyed. In the moment of foolishness and self-gratification, they will fall into the dark abyss. Sexual desire is like a fire and wont stop until it burns itself. Sex is for married couples and when done out of marriage it cause a lot of harm to the doers. The effects are not immediate but later in life they are devastating. The scars of premarital sex are painful and difficult to get rid of. They will leave an indelible mark in your life and it will always follow you even in your marriage. They will shame you, degrade you and interfere with your life. Imagine meeting your previous sex partners whilst with your husband and children. How would you feel? You will wish to hide but youll have no place to do so. So, think about it before it is too late. Premarital sex should strictly be banned from teenagers life. Parents have great responsibilities in educating their children about the essence of marriage and proper sex education should be given to the children. Parents should make an endeavour in teaching their children about sex, letting them know that it can be pleasurable, but there are so many risks involved sexually transmitted diseases, AIDS and HIV, and unwanted pregnancy all which can be prevented. The teenagers will be in matured mind. As a result, the teenagers will know that marriage is not only about having sex, but having a harmonious family and a heavy responsibility as well. Teenagers should always keep in mind that, if a boy or girl truly loves you, they will want the best for you. They will not want you to suffer fear of disease, unwanted pregnancy and the psychological difficulties of premarital sex. They will want to experience love with you only in the very best place of all the love nest of marriage. So, say No! to premarital sex before it is too late.

Ranganathan Science Library

Ranganathan Science Library SHIYALI RAMAMRITA RANGANATHAN Brief overview of Ranganathans life According to Gopinath, in Memorabilia Ranganathan, Shiyali Ramamrita Ranganathan, often referred to as S. R. Ranganathan, was born August 9, 1892 in Tamil Nadu, in southern India. He lost his father early in childhood, and he also married his first wife at a young age. Ranganathan and his second wife had one child. After a long, impressive career, Ranganathan died at the age of 80 on September 27, 1972. Education and career Documentation Research and Training Centre, 1962 http://www.isibang.ac.in/library/portal/Pages/photo.htm Ranganathan as a student, 1913 http://www.isibang.ac.in/library/portal/Pages/photo.htm Leaving Mathematics and teaching had not been easy for SRR. His colleagues and the principal had given him great moral support. The year was 1924. http://www.isibang.ac.in/library/portal/Pages/photo.htm Before Ranganathan influenced the world of library science (he is said to have coined the term), he earned his Masters degree in Mathematics and a degree from a teachers college. From 1917 to 1921, he retained a position at Presidency College in Madras, India, teaching math and physics. According to Gopinath, students loved Ranganathans lively teaching style and often applauded after his lectures. When a better paying library position opened at the Madras University Library, Ranganathan reluctantly applied and, with no previous library education or experience, was surprisingly accepted. After a week, out of boredom he tried to resign. Instead, he was sent to London for nine months where he learned library science and began to design his own classification scheme, among other concepts that he later wrote about, including his Five Laws of Library Science. He stayed at Madras University until 1945, after reorganizing the library, creating a library science school, and influencing much o f southern India. After his so-called retirement, he went to Banaras Hindu University and Dehli University, created and served on numerous professional committees and boards, as well as promoting public library legislation. From 1954-1957, Ranganathan stayed in Zurich, where he continued his work in library science. Then he went to Bangalore where â€Å"the pinnacle of†¦his entire life was†¦the founding of the Documentation Research and Training Centre under the auspices of the Indian Statistical Institute† (p. 2423). This institute exists today offering courses and degrees in information and library science (see drtc.isibang.ac.in/ for more information). Major contribution to librarianship S. R. Ranganathan, also known as the Father of Indian Librarianship, contributed more than 60 books and over 1,500 articles. He wrote on library management, book selection, reference service, library buildings and furniture, and the â€Å"chain procedure to deriving subject index entries† (Gopinath, 2003, p.2427), among other topics. But, one of his biggest contributions to librarianship was his â€Å"Five laws of library science† that continues to be a guide for library management and operation today. 1. Books are for use. 2. Every reader his/her book. 3. Every book its readers. 4. Save the time of the reader; save the time of the library staff. 5. The library is a growing organism. These five ideas shape many aspects of libraries. The following ideas derived from Ranganathans five laws are presented in a lecture from Atherton (1973) that she gave at the Documentation Research and Training Centre in Bangalore: Readers should know what information is available; libraries should know what their readers want; readers should have access to library material, catalog searches should lead the reader to their desired material; the organization systems of a library should be designed for efficiency; as information grows, so do libraries. All of these laws persist in importance in terms of the mission of the library and the services it provides for its patrons. Various versions of the five laws of library science can be seen in As electronic information becomes more pervasive, these laws still apply as an over-arching philosophy and guide to connecting patrons with information. Yet â€Å"new violations have emerged† with the growth of the web and other online resources (Cloonan Dove, 2005, p.59). Information architects and other information scientists look to Ranganathans ideas (Steckel, 2002). In 2004, Noruzi published a set for the Web: Web resources are for use. Every user his or her web resource. Every web resource its user. Save the time of the user. The Web is a growing organism. These modern challenges to maintain the ideals of library science are the major working in the fields of information and library sciences. Major contribution to cataloging S. R. Ranganathans most important contribution to cataloging was his Colon Classification scheme. Three main types of classification used are enumerative, as is the Library of Congress Classification, in that it â€Å"attempts to assign designations for all the single and composite concepts required in the system†; hierarchical, as mostly describes the Dewey Decimal Classification scheme; and faceted classification that confine their explicit lists of designations to single, unsubdivided concepts† (Taylor, 2006, p. 393). Facets are aspects of the book (or any information object) that can be used as an area for classification. In Ranganathans Colon Classification scheme, he determined there were five facets: personality, matter, energy, space, time that are â€Å"used to analyze a class or subject and to construct a composite class notation for it† (p. 395). In the PMEST formula, each facet is separated by different punctuation marks and informs which type of facet is coming next: , (comma)personality ; (semicolon)matter : (colon)energy . (period)space ‘ (apostrophe)time Taylor (p.395) gives the example of notation for a book on â€Å"the eradication of virus in rice plants in Japan, 1971† as J , 381 ; 4 : 5 . 42 ‘ N70†¦The breakdown of the notation is: Jagriculture(main subject) 381rice plant(personality) 4virus disease(matter) 5eradication(energy) 42Japan(space) N701970s(time) Considered â€Å"analytic-synthetic How does it compare to Dewey? Less biased Better for classifying complex items, new subjects â€Å"does not assign fixed slots to subjects in sequence† (p. 394). Current use of Colon Classification The faceted approach of Colon Classification makes it ideal for computer use. Faceted class notation â€Å"is especially important for online retrieval†¦as a complement to verbal retrieval methods y subject headings or keywords.† (p. 396) Because facets are used, as opposed to hierarchy, a user can easily search by facets. â€Å"Rather than deciding ahead of time what the ‘proper trees, the computer can construct a tree on the fly based on the users interaction† (Weinberger, 2007, p. 81). The users begin the search with one facet and then narrow it with other facets. â€Å"The result is a system that lets [the users] become data squirrels, jumping from branch to branch† (Weinberger, 2007, p. 81), with new branches being created by the users queries. As explained by Glassel (1998), â€Å"each term in a Yahoo! notation string contains individual words which have meaning on their own, but once combined with other words into a string, a context is created , providing a deeper meaning. In this way it is much like a faceted classification† ( ¶ 11). Here is an example of how the classification of a book based on its facets can easily migrate to a search engine. Using a books subjects: Research in the cure of the tuberculosis of lungs by x-ray conducted in India in 1950s, the CC notation is L,45;421:6;253:f.44N5. And as words, the notation is translated as: Medicine,Lungs;Tuberculosis:Treatment;X-ray:Research.India1950 (Chan, 1994, p.391). This translation are keywords in a search that, if matched to controlled subject headings would likely result in positive hits. Annotated bibliography of Ranganathans principle works. Ranganathan, S. R. (1933). Colon Classification. Madras: Madras Library Association. (1st edition). An introduction to the colon classification system using five facets (personality, matter, energy, space, and time) Ranganathan, S. R. (1962). Elements of Library Classification. Bombay: Asia Publishing House. Ranganathan, S.R. (1963). Colon classification : basic classification (6th ed.). New York: Asia Publishing House. Ranganathan, S.R. (1963). The five laws of library science (2nd ed.). New York: Asia Publishing House. Introduction to his five deceptively and elegantly simple â€Å"laws of library science† that affect every aspect of the library. User-centered approach Ranganathan, S.R. (1967). Prolegomena to library classification (3rd ed.). London: Asia Publishing House. 640-page book rules and guidelines Timeline Dewey born (1851) LCC developed (1852) Colon Class. designed (1924) 5 Laws of LS (1928) Ranganathan dies (1972) 1850-1875 1901-1929 1950-1979 1876-1900 1930-1949 1980-present DDC developed (1876) Ranganathan born (1892) Dewey dies (1931) CC, LC, and DD class. systems modified, still used Appendix A CANONS FOR THE IDEA PLANE 1.   Ã‚  Ã‚   Canons for Characteristics a)  Ã‚  Ã‚  Ã‚  Ã‚   Canon of Differentiation b)  Ã‚  Ã‚  Ã‚   Canon of Relevance c)  Ã‚  Ã‚  Ã‚  Ã‚   Canon of Ascertainability d)  Ã‚  Ã‚  Ã‚   Canon of Permanence 2.   Ã‚  Ã‚   Canons for Succession of Characteristics a)  Ã‚  Ã‚  Ã‚  Ã‚   Canon of Concomitance b)  Ã‚  Ã‚  Ã‚   Canon of Relevant Succession c)  Ã‚  Ã‚  Ã‚  Ã‚   Canon of Consistent Succession 3.   Ã‚  Ã‚   Canons for Array a)  Ã‚  Ã‚  Ã‚  Ã‚   Canon of Exhaustiveness b)  Ã‚  Ã‚  Ã‚   Canon of Exclusiveness c)  Ã‚  Ã‚  Ã‚  Ã‚   Canon of Helpful Sequence 4.   Ã‚  Ã‚   Canons for Chain a)  Ã‚  Ã‚  Ã‚  Ã‚   Canon of Decreasing Extension b)  Ã‚  Ã‚  Ã‚   Canon of Modulation d)   Ã‚  Ã‚   Canon of Consistent Sequence 5.   Ã‚  Ã‚   Canons for Filiatory Sequence a)  Ã‚  Ã‚  Ã‚  Ã‚   Canon of Subordinate Classes b)  Ã‚  Ã‚  Ã‚   Canon of Coordinate Classes CANONS FOR THE VERBAL PLANE 1.  Ã‚  Ã‚  Ã‚   Canon of Context 2.  Ã‚  Ã‚  Ã‚   Canon of Enumeration 3.  Ã‚  Ã‚  Ã‚   Canon of Currency 4.  Ã‚  Ã‚  Ã‚   Canon of Reticence CANONS FOR THE NOTATIONAL PLANE 1.  Ã‚  Ã‚  Ã‚   Canon of   Synonym 2.  Ã‚  Ã‚  Ã‚   Canon of Homonym 3.  Ã‚  Ã‚  Ã‚   Canon of Relativity 4.  Ã‚  Ã‚  Ã‚   Canon of Uniformity 5.  Ã‚  Ã‚  Ã‚   Canon of Hierarchy 6.  Ã‚  Ã‚  Ã‚   Canon of Non-Hierarchy 7.  Ã‚  Ã‚  Ã‚   Canon of Mixed Base 8.  Ã‚  Ã‚  Ã‚   Canon of Pure Base 9.  Ã‚  Ã‚  Ã‚   Canon of Faceted Notation 10. Canon of Non-Faceted Notation 11. Canon of Co-Extensiveness 12. Canon of Under-Extensiveness CANONS OF MNEMONICS 1.   Ã‚  Ã‚   Canon of Alphabetical Mnemonics 2.   Ã‚  Ã‚   Canon of Systematic Mnemonics 3.   Ã‚  Ã‚   Canon of Seminal Mnemonics PRINCIPLES FOR HELPFUL SEQUENCE 1.  Ã‚  Ã‚  Ã‚   Principle of Later-in-Time 2.  Ã‚  Ã‚  Ã‚   Principle of Later-in-Evolution 3.  Ã‚  Ã‚  Ã‚   Principles of Spatial Contiguity a)  Ã‚  Ã‚  Ã‚  Ã‚   Principle of Bottom Upwards b)  Ã‚  Ã‚  Ã‚   Principle of Top Downwards c)  Ã‚  Ã‚  Ã‚  Ã‚   Principle of Left to Right d)  Ã‚  Ã‚  Ã‚   Principle of Clockwise Direction e)  Ã‚  Ã‚  Ã‚  Ã‚   Principle of Counter-Clockwise Direction f)  Ã‚  Ã‚  Ã‚  Ã‚   Principle of Periphery to Centre g)  Ã‚  Ã‚  Ã‚   Principle of Centre to Periphery 4.   Ã‚  Ã‚   Principles of Quantitative Measure a)  Ã‚  Ã‚  Ã‚  Ã‚   Principle of Increasing Quantity b)  Ã‚  Ã‚  Ã‚   Principle of Decreasing Quantity 5.   Ã‚  Ã‚   Principle of Increasing Complexity 6.   Ã‚  Ã‚   Principle of Canonical Sequence 7.   Ã‚  Ã‚   Principle of Literary Warrant 8.   Ã‚  Ã‚   Principle of Alphabetical Sequence POSTULATES 1.   Ã‚  Ã‚   Postulate of Five Fundamental Categories 2.   Ã‚  Ã‚   Postulate of Basic Facet 3.   Ã‚  Ã‚   Postulate of Isolate Facet 4.   Ã‚  Ã‚   Postulates for Rounds of Manifestation a)  Ã‚  Ã‚  Ã‚  Ã‚   Postulate of Rounds for Energy b)  Ã‚  Ã‚  Ã‚   Postulate of Rounds for Personality and Matter c)  Ã‚  Ã‚  Ã‚  Ã‚   Postulate of Rounds for Space and Time 5.   Ã‚  Ã‚   Postulates for Levels of Manifestation a)  Ã‚  Ã‚  Ã‚  Ã‚   Postulate of Level 6.   Ã‚  Ã‚   Postulates for Facets a)  Ã‚  Ã‚  Ã‚  Ã‚   Postulate of First Facet b)  Ã‚  Ã‚  Ã‚   Postulate of Concreteness c)  Ã‚  Ã‚  Ã‚  Ã‚   Postulate of Facet Sequence Within a Round d)  Ã‚  Ã‚  Ã‚   Postulate of Facet Sequence Within the Last Round e)  Ã‚  Ã‚  Ã‚  Ã‚   Postulate of a Level Cluster PRINCIPLES FOR FACET SEQUENCE 1.   Ã‚  Ã‚   Wall-Picture Sequence 2.   Ã‚  Ã‚   Whole-Organ Principle 3.   Ã‚  Ã‚   Cow-Calf Principle 4.   Ã‚  Ã‚   Act and-Action-Actor-Tool Principle References Atherton, P. (1973). Putting knowledge to work: An American view of Ranganathans five laws of library science. Dehli: Vikas Publishing House. Chan L. M. (1994). Cataloging and classification: An introduction (2nd ed.). New York: McGraw-Hill. Cloonan, M.V., Dove, J.G. (2005, April 1). Ranganathan Online. Library Journal, 130(6), pp. 58-60. Retrieved on July 22, 2008, from http://web.ebscohost.com/ehost/pdf?vid=9hid=103sid=3d1ade8a-3357-4c16-8584-676fda875d4d%40sessionmgr9 Garfield, E. (1984, February 6). A tribute to S. R. Ranganathan, the Father of Indian library science: Part I life and works. Current Comments, 6, 37-43. Retrieved on July 21, 2008, from http://www.garfield.library.upenn.edu/essays/v7p045y1984.pdf Glassel, A. (1998). Was Ranganathan a Yahoo!? End Users Corner.  Retrieved July 21, 2008, from http://scout.wisc.edu/Projects/PastProjects/toolkit/enduser/archive/1998/euc-9803.html Gopinath, M.A. (Ed.) (1994), Memorabilia Ranganathan. Bangalore: Sarada Ranganathan Endowment for Library Science. Gopinath, M.A. (2003). Ranganathan, Shiyali Ramamrita. In M. A. Drake (Ed.) Encyclopedia of Library and Information Science (2nd ed.) (pp. 2419-2437). New York: Marcel Dekker. Noruzi, A. (2004). Application of Ranganathans Laws to the Web. Webology, 1(2). Retrieved July 21, 2008, from http://www.webology.ir/2004/v1n2/a8.html Spiteri, L. (1998). A simplified model for facet analysis. Canadian Journal of Information and Library Science, 23, pp. 1-30. Retrieved July 22, 2008, from http://iainstitute.org/pg/a_simplified_model_for_facet_analysis.php Stekel, M. (2002, October 7). Ranganathan for IAs : An introduction to the thought of S.R. Ranganathan for information architects. Boxes And Arrows. Retrieved July 21, 2008, from http://www.boxesandarrows.com/view/ranganathan_for_ias Taylor, A. G. (2006). Introduction to cataloging and classification (10th ed.). Westport, CT: Libraries Unlimited. Weinberger, D. (2007). Everything is miscellaneous: The power of the new digital disorder. New York: Henry Holt and Company. July 16, 2008, 11:23 AM, Erin M. OToole, recommended in an email to use the following resources: LIS encyclopedias and dictionaries online reference works available in the LIS Subject Guide at http://www.library.unt.edu/research-tools/subject-guides/library-information-science/electronic-resources/dictionaries-encyclopedias the UNT Library Catalog at http://iii.library.unt.edu the 3 LIS databases listed in a row starting with Library and Information Science Abstracts (LISA) on this webpage: http://irservices.library.unt.edu/ais.cfm?alpha=L favorite search engine and keyword Google Images Search at http://images.google.com