A) The Universal Decimal Classification is a hierarchical and systematic scheme for classifying documents covering the whole scope of knowledge. It uses a notation of mostly Arabic numbers used decimally.

B)  subjects as yet un-classed can be placed following the basic precepts;  

C)  temporary accommodation by the use of ‘verbal extensions.’

A) Two distinct categories primary: the basic classes, and subsidiary: the facets.

B) Primary  concepts or basic classes forming the superstructure of the UDC are found in the primary listing;

C)  Given a 2-, 3- or 4-digit notation reflecting position to other basic classes within discipline;

D) Each basic class includes a number of subsidiary precepts which are grouped into facets. The concepts within a facet all bear the same relationship to the basic class; all are distinguished by the application of the same principle of division or differentiation.

E) There are 2 kinds of facet within a given basic class:

     1) Common facets (persons, materials, time and place);

     2) Facets specific to a particular basic class (literary form in literature)

F) Common facets are listed at the beginning of the schedules. Concepts falling into one these facets are denoted by notation beginning with a comma (,). Facets specific to a particular basic class are listed in the schedules at the appropriate place for that class. The concepts in these facets have notation beginning with a hyphen  (-), e.g., -31, oxides as facet in chemistry.  

G) A subject to be classed may be simple or composite; compound subjects can be more than one kind.

   1) A simple subject reflects only one facet of a basic class, or the basic class itself;

    2) A composite subject has more than one concept, which can reflect the presence of several facets of the same class, or facets from more than one basic class.  

H) The notation for a simple subject is found with enumeration in the schedules; the notation for the basic class is given; the piece of notation for a single concept is added to this for a single-faceted subject.  

I) By contrast, the notation for a composite subject must be built up or synthesized. The notation for the basic class is found and the notation for the other concepts present are added.

 There are 2 methods of achieving this:

   1) the notation is simply added on according to the sense              of the subject being classified when the other concepts either fall into the facets of the basic class or the common facets:

        Mechanical engineering 621

        Clutches -578

        Safety devices -78

        i.e., Clutches on safety devices 621-78-578 or

        Safety devices on clutches 621-578-78

      2) the notation is synthesized by using the colon (:), when other concepts present fall into facets from other basic classes:

        Education, 37

        Government legislation 351

       Yielding Influence of government legislation on education 37:351 .

The device shows influence, comparison, exposition, or bias.

  J) Sometimes a double colon is required. This is used when a concept is defined by means of a concept which is found in another basic class.

K) Occasionally documents are written in which a subject represents a fusion of more than one basic class. When these are contiguous in the schedules, their notation is joined by a stroke (/). If they are separated, a plus (+) sign is used. In both cases the resulting notation is enclosed in square brackets ([ ]) to show consideration as a unit.  

L) Square brackets are also used to show algebraic grouping.

--In any composite piece of notation, any element specifies the elements written at its left side up to but not including a colon or double colon. If such an element is to specify the elements beyond the colon or double colon, then those elements to be included must be placed within square brackets.

M) For ease of reading, long notational elements are broken up into 3-digit units by means of the point (.), which has no other significance.

N) Parentheses can be used to enclose terms not found in the schedules:

     1) Such as the names of individual authors in the Literature schedule;

     2) When new concepts arise for which not existing heading is satisfactory (pending revision).  

Table

1a Co-ordination. Addition

1b Relation. Subgrouping. Order-fixing

1c Common auxiliaries of language

1d Common auxiliaries of form

1e Common auxiliaries of place

1f Common auxiliaries of ethnic grouping and nationality

1g Common auxiliaries of time

1h Specification by non-UDC notation (e.g. 1/9, A/Z)

1k Common auxiliaries of properties , materials, persons and personal characteristics

Outline of UDC Table Ic - Common Auxiliaries of Language

symbol =...

=...'0 Origins and periods of language. Phases of development

=00/03 General concepts

=1/=2 Indo-European languages

=3 Caucasian & other languages. Basque

=4 Afro-Asiatic, Nilo-Saharan, Congo-Kordofanian, Khoisan

=5 Ural-Altaic, Japanese, Korean, Ainu, Palaeo-Siberian,  Eskimo-Aleut, Dravidian, Sino-Tibetan

=6 Austro-Asiatic. Austronesian

=7 Indo-Pacific, Australian

=8 American Indian (Amerindian) languages

=9 Artificial languages

Outline of UDC Table Id - Common Auxiliaries of Form

symbol (0...)

 (0.0...) Physical features, etc.

 (01) Bibliographies

 (02) Books in general

 (03) Reference works

 (04) Non-serial separates. Separata

 (05) Serial publications. Periodicals

 (06) Publications of societies, organizations

 (07) Documents for instructions, teaching, study, training

 (08) Collected, polygraphic works. Forms. Lists. Illustrations. Business publications

 (09) Historical form. Legal and historical sources

symbol (1/9)

 (1) Place and space in general. Localization. Orientation

 (2) Physiographic designation

 (3) Places of the ancient world

 (4) Europe

 (5) Asia

 (6) Africa

 (7/8) America, North and South. The Americas

 (7) North and Central America

 (8) South America

 (9) States and regions of the South Pacific and Australia. Arctic. Antartic

symbol (=...)

The numbers are derived mainly from Table Ic - Common auxiliaries of Language

e.g  =111 English language ==> (=111) English speaking peoples

 (=081/=088) Degree of development

 (=1-5/-86) Various racial affinities

 (=1:2/9) Peoples of particular areas and countries   (parallel with Table Ie)

 (=11/=8) Various races, peoples, linguistic cultural groups (parallel with Table Ic)

 (=111) English speaking peoples

 (=113) German speaking peoples

 (=16) Slavic (Slavonic) races and peoples

 (=214.58) Romany peoples. Gypsies

 (=411.16) Jews. Ethnically Jewish

 (=411.21) Arabs

 (=521) Japanese speaking peoples

 (=62) Chinese speaking peoples

symbol "..."

"0/2" Dates and ranges of time (AD) in conventional Christian (Gregorian) reckoning

"3" Conventional time divisions and subdivisions: numbered, named, etc. Years, seasons, months, weeks, days, etc.

"4" Duration. Time-span. Period, etc. Ages and age-groups. Quinquenniums, decades, centuries, millennia etc.

"5" Periodicity. Frequency. Recurrence at specified intervals.

"6" Geological, archaeological and cultural time divisions. Eras. Geological periods. Ages (Ice Age, Stone Age,etc.)

symbol -02

Numbers introduced in 1999 (E&C21)

-021 Properties of existence. Relation. Range. Value, quality. Origin. Order (sequence, priority)

-022 Properties of magnitude. Degree, quantity, number. Temporal values. Dimension. Size -023 Properties of shape. One-dimensional, line, linear. In the form of symbols.

Two-dimensional, Plane, Planar. Three-dimensional. Solid. Edge conditions. Surface conditions. Form

-024 Properties of structure. Position

-025 Properties of arrangement. Layout. Balance. Continuity. Parallelism. Symmetry etc.

-026 Properties of action and movement. Direction. Physical properties. Material state. State of matter. Chemical properties

-027 Operational properties. Development. Function. Production. Organizational properties. Membership

-028 Properties of style and presentation. Authorship. Order, arrangement. Content and position

-029 Properties derived from other main classes

symbol -03

-032 Naturally occurring mineral materials

-033 Manufactured mineral-based materials

-034 Metals

-035 Materials of mainly organic origin

-036 Macromolecular materials. Rubbers and plastics

-037 Textiles. Fibres. Yarns. Fabrics. Cloth

-039 Other materials

symbol -05

-051 Persons as agents, doers, practitioners (studying, making, serving)

-052 Persons as targets, clients, users (studied, served etc.)

-05 Persons according to age or age groups

-054 Persons according to ethnic characteristics, nationality, citizenship, etc.

-055 Persons according to sex and kinship

-056 Persons according to constitution, health, disposition, hereditary or other traits

-057 Persons according to occupation, work, livelihood, education

A) The Universal Decimal Classification is a hierarchical and systematic scheme for classifying documents covering the whole scope of knowledge. It uses a notation of mostly arabic numbers used decimally.

B)  subjects as yet unclassed can be placed following the basic precepts;  

C)  temporary accommodation by the use of ‘verbal extensions.’

A) Two distinct categories primary: the basic classes, and subsidiary: the facets.

B) Primary  concepts or basic classes forming the superstructure of the UDC are found in the primary listing;

C)  Given a 2-, 3- or 4-digit notation reflecting position to other basic classes within discipline;

D) Each basic class includes a number of subsidiary precepts which are grouped into facets. The concepts within a facet all bear the same relationship to the basic class; all are distinguished by the application of the same principle of division or differentiation.

E) There are 2 kinds of facet within a given basic class:

1) Common facets (persons, materials, time and place);

2) Facets specific to a particular basic class (literary form in literature)

F) Common facets are listed at the beginning of the schedules. Concepts falling into one these facets are denoted by notation beginning with a comma (,). Facets specific to a particular basic class are listed in the schedules at the appropriate place for that class. The concepts in these facets have notation beginning with a hyphen  (-), e.g., -31, oxides as facet in chemistry.

G) A subject to be classed may be simple or composite; compound subjects can be more than one kind.

1) A simple subject reflects only one facet of a basic class, or the basic class itself;

2) A composite subject has more than one concept, which can reflect the presence of several facets of the same class, or facets from more than one basic class.

H) The notation for a simple subject is found with enumeration in the schedules; the notation for the basic class is given; the piece of notation for a single concept is added to this for a single-faceted subject.

I) By contrast, the notation for a composite subject must be built up or synthesized. The notation for the basic class is found and the notation for the other concepts present are added.

There are 2 methods of achieving this:

1) the notation is simply added on according to the sense of the subject being classified  when the other concepts either fall into the facets of the basic class or the common facets:

mechanical engineering 621

clutches -578

safety devices -78

i.e., Clutches on safety devices 621-78-578 or

Safety devices on clutches 621-578-78

2) the notation is synthesized by using the colon (:), when other concepts present fall into facets from other basic classes:

Education, 37

Government legislation 351

The device shows influence, comparison, exposition, or bias.  

J) Sometimes a double colon is required. This is used when a concept is defined by means of a concept which is found in another basic class.

K) Occasionally documents are written in which a subject represents a fusion of more than one basic class. When these are contiguous in the schedules, their notation is joined by a stroke (/). If they are separated, a plus (+) sign is used. In both cases the resulting notation is enclosed in square brackets ([ ]) to show consideration as a unit.

L) Square brackets are also used to show algebraic grouping.

In any composite piece of notation, any element specifies the elements written at its left side up to but not including a colon or double colon. If such an element is to specify the elements beyond the colon or double colon, then those elements to be included must be placed within square brackets.

M) For ease of reading, long notational elements are broken up into 3-digit units by means of the point (.), which has no other significance.

N) Parentheses can be used to enclose terms not found in the schedules:

1) Such as the names of individual authors in the 

Literature schedule;

                heading is satisfactory (pending revision).

For Tables covering the UDC classes please see Appendix II following the Conclusion.

PART  1
SECTION 1
SECTION 2
SECTION 3           SECTION 4

PART  2
SECTION 1
SECTION 2
SECTION 3            SECTION 4

PART  3
SECTION 1
SECTION 2

CONCLUSION AND BIBLIOGRAPHY