DRA
Dr. Diane Nahl
(c)1981
Table of Contents
Introduction || Principles and Theory || Special Problems || Summary and Conclusion || Chart 1 || Chart 2 || Examples from the DRA || Footnotes || Bibliography ||
History of the DRA. This paper summarizes the ongoing project I am involved with in connection with my joint study of Social Psychology and Library Science. The project requires establishing an archives of natural history data collected by students in Social Psychology 222 and developing plans for making the data accessible to current and future students.
My association with the project started in Spring 1975 as a student enrolled in Professor Jakobovits Social Psychology 222 course. Subsequently, I served as a volunteer in all phases of the collection and maintenance of the data bank. This paper is my first attempt to formalize my notes and discussions on this project, referred to as the DRA archives. The expression "daily round" as used by Sociologist Erving Goffman (Goffman, 1974) was adopted by Jakobovits (1975-78) (now Leon James ) and extended to refer to his attempt to systematize natural history observations.
The DRA archives constitutes a depository that citizens may contribute to and use in studying themselves and the community. Professor Leon James is a social psychologist and psycholinguist in the Psychology Department at the University of Hawaii, and has developed new methodological tools for studying the daily life of persons in order to provide information on the actual biography of ordinary people in the community. To obtain this information, to serve as a repository for it and to catalogue it will be the purpose of future DRA libraries.
Purpose of DRA. The object of the DRA archives is to provide a data bank of records of individuals for the study of community. This rationale matches the traditional basis for the institution of archives, as stated by Burke and Shergold (1976:229,239): It could be said that the keeping of archives constitutes a significant aspect of man's experience in organised living archives can contain information which extends over the whole range of human activity.
The information in the DRA archives is in the form of discourse segments deposited by students as their "witnessings" on their daily round. The data are expressed in discourse segments because that is the medium through which the community naturally operates. Thus, the discourse segments deposited become the units to be classified and catalogued. However, as is the case with archival matter, standard library cataloguing systems (Dewey Decimal and Library of Congress) are not applicable since the context for these systems reflects and upholds the subdivisions of traditional academic disciplines (Schellenberg, 1965; Pe'rotin, 1966). Hence, the categories of entries making up the subject index are constructed by reference to a cataloguing scheme that serves a specialized use in the community and for which users must be trained for literacy through long schooling. The information in the DRA archives by contrast deals with the witnessings of a single individual going about his daily business. The reports he submits and which form the content of the DRA are spontaneous productions of discourse. These texts are then to be categorized by the librarian, forming a "Subject Index of the Daily Round" that is constructed by reference to a cataloguing system that is descriptive of the spontaneously encoded (or reported) discourse segments of text. But where is one to find such a system?
The famed 'Murdock Files' (Human Relations Area Files or HRAF), developed in 1937 by Yale anthropologist George P. Murdock, seeks to present a concise account of the social, economic, and political conditions of various countries around the world through building files of data from the writings of scholars and researchers on a representative sample of the world's cultures. As Murdock states in his preface to the fourth edition of the Outline of Cultural Materials.
"..., the categories have come to represent a sort of common denominator of the ways in which anthropologists, geographers, sociologists, historians, and nonprofessional recorders of cultural data habitually organize their materials."
The HRAF thus represents an outline of the cataloguing practices (conventions) of the members of those disciplines in recording their field observations or presenting their theoretical interpretations; these are then called by HRAF researchers and presented as the HRAF Outline. This Outline is meant to be " . . ., a comprehensive inventory of the known cultures of the world, both historically and contemporaneously." (Murdock, 1967:vi) It is a comprehensive inventory of the recording, observation, accounting practices of anthropologists, historians, sociologists, and geographers in their behavior of processing and reporting on culture. The HRAF thus represents a specialized "ethnosemantic glossary," that is, a mapping of the ways in which authors in such disciplines report and organize their observations and descriptions. I intend to study further the organization of the HRAF and to adopt whatever principles are applicable to the DRA, but it is clear at this stage that I will have to evolve a new system suitable for reflecting the ordinary citizen's spontaneous productions of discourse text under the motivation of giving a witness' noticings about the self on the daily round. I discuss this issue further under "The Problem of Unit" in section II.
Traditionally, archival matter, records, organic in character? (Schellenberg, 1965:33; 1966:24) is not arranged by classification scheme but rather is arranged in order to reflect the origin or source of the material. This refers to the principle in "archivology" 'principe de la provenance' or 'respect des fonds'. Arnold J. Van Laer (in Schellenberg, 1965:44) explains:
"The principle demands that documents shall be classified, not like books, according to subject matter, but with reference to the organic relations of the papers, the files of each body or office being kept by themselves."
This principle serves an historical function in avoiding dispersal of records across subject areas. The DRA material has a rationale and function that are amenable to both an historical and a taxonomic classification scheme. For the historical function, it may be of interest to examine an individual's biographic record longitudinally over successive contributions by the witness. The catalogue and retrieval systems must thus allow the recovery of all of the entries for one person as well as all of the entries for a given category, the latter relating to its taxonomic function.
I am planning to consult further the literature on archives so that I may incorporate organizational and finding aids applicable to the DRA material. As well, I would like to show this paper to various people in library science so that I can consult with them about the DRA.
Organization of the DRA. In the following sections I will discuss issues which arise in the development of the organization and implementation of the DRA archives. Chart 1 (p.l0) presents the proposed organization and departmentation of the special collection DRA. Part A is taken from a handout from Dr. Suzuki1s course LS 65OA, Administration of Academic Libraries, (Spring, 1973), which shows the various departments of the U.H. library and the heirarchical structure of their broad functions. I based Part B for the DRA on this model, placing the DRA in the Special Collections Department of the U.H. library. Part B follows the scalar principle of heirarchy and illustrates a model of participatory management (Massie, 1971) i.e. the division heads, the U.H. Librarian, the DRA Chief Archivist, and the Director of the Undergraduate Applied Social Psychology Program form the Administration Council. This body determines policy and oversee,s all major operations of the DRA. Part C broadly defines the function of each division. Part D represents a tentative attempt to specify particular day-to-day operations in the DRA departments.
The Problem of Unit. Archival collections unlike ordinary library holdings, do not have a standard publication format. Because of this the special issue arises as to what is here the unit that the librarian stores. In some circumstances there are already provided pragmatic units defined by community transactions, such as documents (which are self contained), photographs, letters, correspondence, diaries, journals, tapes, etc. These can conveniently be marked individually and referenced or catalogued by whatever identification markers are found suitable. It is clear that these marking systems need be responsive to users, their interests in particular sorts of information.
Since I am dealing with witnesses1 reports of their own daily lives, the issue of what-is-a-unit arises. One might say that the person is the unit in the same sense that the author of a book is a cataloguing unit; however, that may not be the interest of a user who is interested in community life and therefore would wish to have units that refer to places, activities, and events, or even tastes, feelings, and attitudes. Other users might be interested in a particular person's failed connections or patterns of relationships among a group of individuals. Still other users might be interested in the items of people's belongings, or what category of person one keeps in one's wallet photographs. These examples are sufficient to call attention to the key issue in the feasibility of these DRA archives. This is what justifies the organizational structure presented in section I. which can be seen to assign a key role to the Education and Research Department.
The Cataloguing Issues Department is in fact a continuous, ongoing research activity whose direct focus is the identification of the subject index for the DRA archives. This subject index is called by Jakobovits and Gordon (1975) an ethnosemantic glossary. Like the Dewey Decimal and the LC systems, as well as Roget's Thesaurus and the Human Relations Area Files, an ethnosemantic glossary is a taxonomy that represents community organized and maintained systems of knowledge. However, while the Dewey and LC systems correspond to traditional academic curricula subdivisions the DRA Subject Index is to correspond to valid representations of all or a significant number of the aspects of daily community life. The Education and Research Department has to be responsive to the broad issues of accessibility to units of information detailing the diversity and plurality of typical communities in this country. This becomes essentially a cultural ethnography expressed within units of identification familiar to users on their daily round (known as "ethnomethodology1', as discussed by Jakobovits & Gordon, 1978). Therefore the cataloguing issue is intimately involved in such issues as community demography, normative value expressions, rules and regulations, procedures and rituals, as well as perceptions, noticings, declarations, imaginings In short, the DRA Subject Index catalogues the sum total of a community's consciousness. As Shera (1961:169) noted
"A culture, almost by definition, produces a 'transcript" a record in more or less permanent form that can be transmitted from generation to generation."
The DRA Subject Index reflects the portion of this "cultural transcript" which heretofore has remained undocumented.
The DRA Classification Scheme (Chart 2: B,p. 16) is an ordered series of six major classification levels. It represents an ethnosemantic glossary based on the "hexagrammatic coding system" and purports to be an exhaustive taxonomy for the categories of personal experience reported spontaneously (Jakobovits & Gordon, 1975-78). The DRA system thus identifies the categories of the self on the daily round (Chart 2: A, p.15). The version presented in Chart 2: B represents the current set of categories for which Daily Round Data now exist. The classification will be hierarchically extended as more categories are stipulated (or found empirically) and defined through ethnosemantic research on the spontaneous discourse segments of witnesses (called by Jakobovits & Gordon, 1975-78, "Community Cataloguing Practices, CCP's"). CCP's are the natural categories people use to describe experience on the daily round i.e. what units of description are being used in the community under investigation (Jakobovits & Gordon, 1978: ~ The DRA Subject Index will order the items in the classification alphabetically and will contain SEE and SEE ALSO networks of crossreferences, to be determined by research findings of the Cataloguing Issues Department. It is not within the scope of this paper to elaborate more fully on the items of the classification, but examples from particular daily round categories appear in Chart 2: C, which correspond to categories marked by an asterisk in the Sample Classification Scheme for the DRA.
The Librarian as Social Psychologist. Still to be explored more fully is the new position in the community the librarian assumes as a result of these expanded functions. Traditionally the librarian's role in American society has been to provide leadership and impetus for emergent social needs and services such as literacy, education, assimilation of immigrants, adult education, art collections, multimedia use, socialization. Lowell Martin states (Martin, 1937 in McCrimmon, 1975:95-6):
"0n the one hand, it transmits the social heritage and inculcates the values and experiences of the past into the group, with a unifying effect; on the other, it enables the individual to appraise present trends and future values, enhances the quality of his personal life, and provides a means for climbing the social ladder. It is therefore an integral factor in both the anabolic and katabolic processes which comprise the metabolism of social life."
The DRA archives would continue this tradition by expanding the functions of the librarian to the task of cataloguing the units of daily community life and making it available to the literate layman. Awareness of such units constitutes a crucial part of modern literacy skills. Perhaps because of my own training I see the field of social psychology as the place in the social sciences where librarians can make a significant contribution and from which they can draw theory and method for classifying the field of social occasions.
The Problem of Accessibility. In the case of the Dewey and LC systems the issue of accessibility translates into standard literacy skills which the community fosters and maintains through education and training. This means that in order to be a library consumer, the user must be socialized and assimilated before the library process is available to him. The purpose of the DRA archives, however, is to make accessible the details of community life on the very same terms that the community life is being experienced by its members. Hence, one should not set additional training conditions for accessibility beyond the ordinary terms within which citizens transact their exchanges with each other and keep track of the innumerable but actual details in the course of a day. In other words, the information in the DRA archives is to be spontaneously available to the user. Therefore, the cataloguing system is to be based on subject headings which validly formulate the categories of one's experience and presents them in the terms and expressions that are recognizable to the ordinary literate layman.
Further to be investigated is the possibility that existing standardized record keeping systems might be incorporated into the DRA Subject Index, for instance, Roget's Thesaurus, the Yellow Pages, the Almanac, etc.
III. SPECIAL PROBLEMS:
The Copvright Issue. To investigate this issue I attended the Copy-right Institute at the University of Hawaii (1978) where I discovered that only a lawyer can provide specific answers to particular issues. (Bloede, 1977) Apparently, legislation in this area is untested, controversial, and it will undoubtedly be years before the various aspects of the legislation are fully clarified and rendered usable. At this time it would seem that contributors would retain copyright while granting permission to add a copy to the circulating collection.
Further development is needed to investigate alternatives such as allowing the contributor to withdraw his contribution at any time or not, or what should be the minimal size of a contribution, or, for that matter, how often a person is entitled to contribute.
The Privacy Issue. This issue is likely to be a delicate one given prevalent values which are complex in an information society (P.P.s.c., 1977). On the one hand is American culture's doctrine of "Man's Home Is His Castle." On the other hand is the requirement of social security numbers and files in a technological society. This ideological dialectic has an historical role to play out in our society since it is at the very basis of Western society's morality, aesthetics, and metaphysics.
One might argue that to avoid the political use of the DRA and to protect the validity and objectivity of its contents, only signed contributions should be accepted. In this way the library totally avoids the privacy issue and short circuits it into an adult citizen's personal, voluntary, and thoughtful contribution to the community, a considered and mature one.
Whether or not this requirement would constrict and limit the nature of the contributions remains, in my opinion, to be determined. From previous work with DRA archives I have noted that given an appropriate context for justifying contributions the privacy act recedes. For instance, students of Psychology 222 report that the presence of a tape recorder during a dinner conversation does not appear to inhibit the natural course of events despite prior fears to that effect. Their data bear this out. Similarly, within the context of learning to objectify one's experience through the writing of a daily round report of one's activities, one comes to realize a new perspective on one's self as belonging to a community schedule and therefore the circle of privacy diminishes in size; what was formerly seen as personal turns out to be conventionalized. Our imaginings no less than our gates are community property. In the work of ethnosemanticists Jakobovits and Gordon (1975), the community forms the unit of consciousness called "sudden memory" and the unit of behavior which they call "display repertoire"; in other words, sudden memory is the pool of consciousness to which individual members have access through literacy and Topic Domain Methodology (Nahl, 1976), and display repertoire is the pool of available behaviors to which individuals have access through experience and literacy (cf. their notion of "orthograph").
The Problem of Organization and Funding. Course related contributions represent a cummulative and research motivated data bank, in other words, students engaged in the study of Social Psychology using the natural history approach prepare contributions within the context of applying their learning. However, it is clear that the usefulness of the DRA collection would be greatly enhanced if contributions were possible from various sectors of the community. In that case policies need to be evolved concerning the means of acquiring these contributions. One possibility is through field work by students, another is through creation of a general community interest in the mapping of itself for its own reflection. Science and entertainment thus coalesce into an educational experience.
The initial operation of the DRA process could be supported by funds for course improvement, experimentation in large class teaching, training grants for applied psychology, community support, and voluntary work. If these activities result in a viable idea, one that is seen as a newly evolved value in the community, then it would quite readily and naturally be absorbed, and indeed claimed by the profession of librarianship.
In presenting this preliminary proposal for establishing the DRA archives as a special collection of the University of Hawaii library, I have emphasized the role of scholarship and research which the DRA archives promises. The information contained in and obtained by the DRA archives affords an opportunity for expanding and elevating cultural literacy through the development of a science of community. Social anthropologist Edward Tyler ('Primitive Culture', 1871, in Benge, 1970:11) defined culture as " . . . that complex whole which includes knowledge, belief, art, morals, custom, and any other capabilities and habits acquired by men as a member of society." Daily round research demonstrates the empirical investigation of these aspects of culture and succeeds in specifying them through the objective study of the self on the daily round. The educational value of such knowledge cannot be overemphasized, for is it not the goal of society to know itself, and is it not the function of libraries to facilitate that endeavor?
Chart 1: Organizational Chart of the U.H. Library
Chart 1, part B: Organizational Chart of the DRA
CHART 1: PART C: DESCRIPTION OF DRA DEPARTMENTS
1: CHANCELLOR: Top Administrative officer responsible for all campus operations.
2: UNIVERSITY LIBRARIAN: Administrative official responsible for all library operations.
3: SPECIAL COLLECTION: DRA: Proposed educational and research special collection overseen ("Daily Round Archives") by the DRA Chief Archivist assisted by the Director of the Undergraduate Applied Social Psychology Program, who is a regular faculty member of the Psychology Dept.
4: ADMINISTRATION COUNCIL: Policy making body comprised of the UH Librarian, the DRA Chief Archivist, and heads of the three departments, oversees all major operations of the DRA i.e. budgeting, personnel, supplies, maintenance, accounting, coordinating.
5: EDUCATION AND RESEARCH DEPT.: Headed by the Director of the Undergraduate Applied Social Psychology Program and comprising three departments:
Cataloguing Issues: Research and development of special cataloguing system suitable for Daily Round Data.
DRA Network: Cooperative leadership function in helping establish DRA collections throughout the country.
Specialized DRA Projects: Particular applications in response to special community needs.
6: ACQUISITIONS DEPT.: Comprises two departments:
Community Liason Office: Public relations management overseeing contributions by individuals to the collection.
Data Processing and Cataloguing: Computerized storage and accessibility as determined by the Cataloguing Issues Dept. and fed to the Circulation Dept.
7: USER SERVICES: Comprises one department:
Circulation: Provides training to student users and researchers in making use of special cataloguing system and having it accessible through computer console recall.
CHART 1: PART D: ANNOTATED OUTLINE OF DRA DEPARTMENTATION
I. ADMINISTRATION COUNCIL
A. Ex-officio Members
1. UH Librarian
2. DRA Archivist
Program
4. Others
B. Functions
1. Policy and Planning
2. Personnel and Staffing
3. Budget and Accounting
4. Coordinating and Directing
5. Public Relations
6. Maintenance and Supplies
II. EDUCATION AND RESEARCH DEPT.
A. Organization
1. DRA Research Team
2. DRA Network
B. Specialized DRA Projects
1. Standing Projects
a. Routine Information on the UH Manoa Community
2. Committee Projects From Social Psychology 222
a. Attendance Monitors
b. Folders Monitors
c. Research Reports Information Monitors
d. Complaints and Suggestions Monitors
e. DFS Monitors (Daily Feedback Sheets)
f. Campus Liason Monitors
g. Practice Quiz Monitors
h. DRA Bulletin and Library Liason Monitors
i. Community Liason Monitors
j. Class Registry Monitors
k. Monitoring Monitors
l. The Centre, Inc. Liason Monitors
C. Publications
1. DRA Bulletin: reports on DRA research
D. Cataloguing Issues
1. Develop a general theory of the daily round i.e. a theory
concerning a natural history of the daily round
a. How are topics being used and by whom in the community
2. Develop criteria to assess how well the theory works
a. What criteria show effectiveness or usage?
b. What motivates changes in the classification scheme:
i. Users
ii. Librarians
CHART 1: PART D: 2
d. What kind of use is there?
III. ACQUISITIONS DEPT.
A. Community Liason Office
1. Contributions to the DRA are Donated
B. Data Clearing
IV. USER SERVICES
A. Circulation
1. In-house Use Log
a. Forms for users of the DRA
Chart 2: Part A: The Categories of the Self of the Daily Round
Chart 2: Part B: Sample DRA Classification Scheme
I. MAJOR CLASSIFICATION LEVEL
ZONE 1: BIOGRAPHIC RECORD
ZONE 2: TRIBE
ZONE 3: ROLE
ZONE 4: PSYCHOHISTORY
ZONE 5: TERRITORIALITY
ZONE 6: APPEARANCE
II. SUBCLASSIFICATION LEVEL
ZONE 1: BIOGRAPHIC RECORD
1A MY VITA
ZONE 2: TRIBE
2A MY TALK
2B CONNECTIONS
2C FAMILY TREE
ZONE 3: ROLE
3A LOGGING ACTIVITIES
3B SITUATED INTERIOR DIALOGUE
3C SITUATED STANDARDIZED IMAGININGS
3D SITUATED PSYCHOLOGIZINGS
3E SITUATED SENSATIONS AND FEELINGS
3F SITUATED FEELING ARGUMENTS
3G SITUATED FANTASY/DAYDREAM EP I SODES
3H THE ELEVATED REGISTER
3I RESPONSIBILITIES AND DUTIES
3J SOCIAL MEMBERSHIPS
ZONE 4: PSYCHOHISTORY
4A SITUATED ATTRIBUTIONS
4B SITUATED EVALUATIONS AND ASSESSMENTS
4C SITUATED JUDGEMENTS
4D INTERVIEWING THE SELF
ZONE 5: TERRITORIALITY
5A REGULAR LISTS AND BELONGINGS
5B ROUTINE CONCERNS: SELECTED INVENTORIES
5C NOTICING OBSERVATIONS
5D DESCRIPTION OF TRANSACTIONS
5E TRANSACTIONAL STRATEGIES: EPISODES WHEN
5F DECLARATIONS
5G SLOGANS
5H EPITHETS
5I HANGOUTS AND GROUP ACTIVITIES
5J REPORTING JOINT ACTIVITIES
5K NON-JOINT ACTIVITIES
ZONE 6: APPEARANCE
6A INTERVIEWING OTHERS
MICRO-CLASSIFICATION LEVELS
ZONE 1: BIOGRAPHIC RECORD
lA MY VITA
1A1 Current Status in Community
1A2 Background
1A3 Topic focus
1A4 Personal
1A4.1 Favorites
lA4.3 Fears
1A4.2 Ambitions
ZONE 2: TRIBE
2A MY TALK
2A1 Analysis of Argument Logic
2A1 .1 Schema of Argument Structure
2A1 .2 Description of Operational Talking Procedures
2A1 .3 Schema of Behavioral Strategies in Talk
2A2 Analysis of Relationship
2A2. 1 Case History
242. 2 Relationship Dynamics
2A2. 3 Tabulation of Pair Types
2A2 .4 Tabulation of Role Types
2A3 Analysis of Sequence
2A3.1 Schema for Move Embeddings
2A3.2 Tabulation of Adjacency Relations
2A4 Analysis of Setting
2A4. 1 Discourse Analysis
2A4. 2 Tabulation of Derivative Relations
2A4. 3 Tabulation of Implicit Meanings
2A4. 4 Tabulation of the Rhythm of Exchange
2A4. 5 Transactional Engineering through Talk
2A5 Analysis of Topic
2A5. 1 Breakdown of Topics Exchanged
2A5. 2 Topical Annotations
2A5. 3 Topical Chart of Transcript
2A5. 4 Topicalization Dynamics
2A6 Transcript Annotations
2A6.1 Explanations
2A6.2 Stage Directions
2B CONNECTIONS
2B1 People I Live With
2B2 People Who Are My Immediate Family
2B3 People Who Are My Extended Family
2B4 People Who Are Acquaintances of the Family
2B5 People I Know From Work
2B6 People I Regularly Socialize With
2B7 People Who Have Provided Me with
Professional Services
2B8 People Who's change in Financial Status Would
Affect My Financial Status
2B9 People Who Are Non-Intimates and Non-
Family whose Ill Health or Death Would Affect Me
2B10 People Whom I Might Ask for a Recommendation
2B11 People Who Influenced My Intellectual and Personal
Maturity
2B12 People I Don't Know Personally But Whose Ideas
Affect Me
2B13 People Who Have or Could Ask 'Me for a Reference
2B14 People I see Regularly for Service or Supplies
2B15 People I'd Like Currently to Meet
2B16 People I Know Whose Words I Quote or Stories I Tell
2B17 People Whom I Believe to be Admired by My Parents
2B18 People Whom I Know Who I See of Think About Only
Rarely
2C FAMILY TREE
ZONE 3: ROLE
3A LOGGING ACTIVITIES
3A1 Time
3A2 Duration
3A3 Place
3A4 Participants
3A5 Occasion
3A6 Nature of Activity
3B SITUATED INTERIOR DIALOGUE
3B1 Overlays of Comments to Self
3B2 Value Expressions
3B3 Preparing Schedules
*3BA Reviewing/Making Plans and Lists
3B5 Emotionalizing Episodes
*3B6 Rehearsals and Practicings
3B7 Annotations, Memorizings, Editings
3B8 Unmentionables Within the Relationship
3C SITUATED STANDARDIZED IMAGININGS
3D SITUATED PSYCHOLOGIZINGS
3E SITUATED SENSATIONS AND FEELINGS
3E1 Microdescriptions of Sensory Observations
3E1 .1 Aches and Pains
3E1 .2 Stretchings and Exercise
3E1 .3 Blushing
*3E1 .4 Retinal Sensations ~ etc.
3E1 .5 Appetite and Cooking
3E1 .6 Energy Level
3E1 .7 Smells and Odors
3F SITUATED FEELING ARGUMENTS
3F1 Figuring Out a Conflict
3F2 Making Resolutions
3G SITUATED FANTASY/DAYDREAM EPISODES
3G1 Elaboration of Dramatized Scenarios
3G2 Construction of Catharsis Stories
3G3 Re-contacting Nostalgic Memories
3G4 Working out Alternative Realities
3H THE ELEVATED REGISTER
3H1 Praying/Invocations
3H2 Altered States of Consciousness
3H3 Meditations/Reading of Scriptures
3H4 Poetic Expressions
3I RESPONSIBILITIES AND DUTIES
3J SOCIAL MEMBERSHIPS
ZONE 4: PSYCHOHISTORY
4A SITUATED ATTRIBUTIONS
4B SITUATED ASSESSMENTS/EVALUATIONS
4C SITUATED JUDGEMENTS
4D INTERVIEWING SELF
4D1 Who Am I
4D2 What Am I
4D3 How Am I
4D4 What Do I Look to You
ZONE 5: TERRITORIALITY
5A REGULAR LISTS AND BELONGINGS
5Al Invitations
5A2 Announcements
5A3 Subscriptions
5A3.1 Periodicals
5A3.2 Membership Dues
5A3.3 Contributions
5A4 Bills
5A5 Closets
5A6 Drawers
5A7 Objects
5A8 Documents and Mementos
*5A8.1 Official/Legal/Medical
*5A8.2 Personal/Biographical
5A8.2. 1 Prizes
5A8.2.2 Letters
5A8.2.3 Gifts
5A8.2.4 Albums
5A8.2.5 Souvenirs
5A9 Personal Effects: Selected Inventories
5A9.l Purse/Wallet
5A9.2 Car Glove Compartment
5A9.3 Your Own Drawer for Stuff
5A9.4 Clothes Closet
5B ROUTINE CONCERNS: SELECTED INVENTORIES
5B1 Privacy
5B1.1 From the EYES of Particular Others
5B1.2 From the NOSE of Particular Others
*5B1.3 From the EARS of Particular Others
5B1.4 From the KNOWLEDGE of Particular Others
*5B1.4.1 Involving Your Activities
5B1.4.1.1 Places
5B1.4.1.2 People
5B1.4.1.3 Purchases
5B1.4.1.4 Bills
*5B1.4.2 Involving Your Ideas
5B1.4.2.1 Memories
5B1.4.2.2 Attitudes
5B1.4.2.3 Opinions
5B2 Information: Record Keeping
5B2.1 Schedules
5B2.2 Shopping Lists
5B2.3 Date and Address Books
5B2.4 Check/Bank Books
5B2.5 Biographical
5B2.5.1 Diary
5B2.5.2 Notes
5B2.5.3 Resolutions
5C NOTICING OBSERVATIONS
5C1 Visual Sightings
5C.1 Physical State/Appearance of Things and
Places
5C1.2 Change in Normalcy Signs
5C1.3 Weather
5C1.4 People in Public Places
5C2 Relationship Events
*5C2.l Noticables About People You Know
5C2. 1.1 Physical Appearance
5C2. 1.2 Mood
5C2. 1.3 Unmentionables Within the
Relationship
5C2. l .4 Disoccasioned Mentionables
5C3 Auditory Pickings-up
5C3.1 Overheard Snatches of Talk
5C3.2 Sounds, Noises
5D DESCRIPTION OF TRANSACTIONS
5D1 Gossiping
5D2 Catching Up on News
5D3 Having an Argument
5D4 Joking
*5D5 Exchanging Information
*5D6 Making Arrangements
5D7 Working Out a Problem
5D8 Sharing Secrets/Confess ions
5D9 Routine Reviews/News of the Day
5E TRANSACTIONAL STRATEGIES: EPISODES WHEN I:
5El Lied
5E2 Avoided
5E3 Persisted
5E4 Pursued
5E5 Insisted On
5F DECLARATIONS
5F1 Problems
5F2 Concerns
5F3 Secrets
5F4 Disoccasioned Topics
5F5 Superstitions
5G SLOGANS
5Gl About Appearance
5G2 About Health
5G3 About Diet
5G4 Folk Wisdom
5H EPITHETS
5H1 Pet Peeves (self and others)
5H2 Family Sayings
5H3 Nicknames (self and others
5H4 Personal (self and others)
5H5 Regularized References To:
5H5.l Time
5H5.2 Place
5H5.3 Events
5I HANGOUTS AND GROUP ACTIVITIES
5I1 Places
5I2 Circumstances of Crowding With
5I3 Activities with Others
5I4 Rights and Privleges
5I5 Reputations
5J REPORTING JOINT ACTIVITIES
5J1 Doing Something With Dates, Appointments
5J2 Telephone Calls
5J3 Writing/Receiving Notes, Letters, Memos,
Ads, etc.
5J4 Paying Bills
5K NON-JOINT ACTIVITIES
5K1 Doing a Task for Another Person
5K2 Buying a Gift for Another Person
*5K3 Mentioning a Person to Someone
*5K4 Avoiding a Person
5K5 Going to See/Looking for a Person
5K6 Having a Mental Exchange with Someone
ZONE 6: APPEARANCE
6A INTERVIEWING OTHERS
6A1 Who Am
6A2 What Am
6A3 How Am I
6A4 What Do I Look Like To You
Indicate corresponding examples in Chart 2: Part C
CHART 2: PART C: EXAMPLES FROM THE DRA
3A LOGGING ACTIVITIES
(i) 4:12 P.M. "(ii) 3 min.i (iii) in our parking stall (iv) me
and my daughters; (v) unloading the
groceries from the car; (vi) carrying
groceries uptairs, checking the mailbox,
putting grocery bag on the kitchen floor,
telling the kids to hurry up"
(i) 4:l5 P.M. "(ii) 13 min.; (iii) at home; (iv) me and my
daughters; (v) putting away the groceries:
(vi) taking groceries out of the bags and
telling children to put them away and start
doing their home-work, use the bathroom, then Sit down in the parlor"
(i) 4:28 P.M. "(ii) 2 min; (iii) at home: (iv) me; (v) in my
bedroom; (vi) changing my clothes, combing
my hair, and putting NY clothes away"
(i) 4:30 P.M. "(ii) 32 min; (iii) at home1 in the parlor: (iv)
me and my daughters; (v) helping children to
do their homework; (vi) lying down on the
couch, talking to the children, listening to the
stereo"
(i) 5:02 P.M. "(ii) 1 hour, 7 min; (iii) at home, in the
parlor; (iv) me and my daughters; (v) lying
on the couch; (vi) sleeping"
(i) 6:09 P.M. "(ii) 2 min,: (iii) at home on the couch couch;
(iv) me and my daughters; (v) lying down on
the couch: (vi) children wake me up and tell
me to start cooking dinner--they're hungry,
tv is on, and I start to sit up"
(i) 6:11 P.M. "(ii) 3 min,; (iii) at home, on the couch; (iv)
me and my daughters; (v) discussing what to
eat for dinner; (vi) .sitting down and
smoking a cigarette"
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Category 3Biv
A #3: My Daily Round Setting
(iv) Retinal Sensations
"I am leaving the theater after watching a matinee feature: as I walk out of the theater, my eyes suddenly squint at the glare of the sun; the muscles around my eye tighten. My pupils experience and sharp but momentary pain; as I become accustom to the glare of the sun. The muscles around my eye begin to relax, I open my eyes to its normal position; the pain in my pupils gradually diminish towards the back of my head1 there is a slight throbbing in my eyes but it quickly diminishes; my vision is now normal and comfortable."
Category 3Bvii
A. #3: My Daily Round setting
B. MICRODESCRIPTIONS OF SENSORY OBSERVATIONS
(vii) Smells and Odors
"I preheat the oven before roasting the duck; as I prepare the duck there is a faint odor in the kitchen; I sniff at the duck, then at my hands; the smell doesn1t seem to be the duck or my hands; I start sniffing at the pot of vegetables on the stove; its not the vegetables; I take many short sniffs and several long ones; smells like something burning; I hear some sizzling and smoke coming out of the oven; my entire body is now tense; I rush to open the oven; smoke is coming out of it but there is not-thing in there that would burn; I grab a potholder and quickly open the broiler, beneath the oven; there it is, the drippings from the steak we had two days ago sizzling on the rack; I begin to relax; I remove the rack and place it in the sink; my body begins to relax; the smell of steak slowly leaves the air; I continue to prepare the duck."
Category 4Aiv
A. #4: My Standardized Imagenings
A. INTERIOR DIALOGUE
(iv) Reviewing/Making Plans and Lists
"I'm driving home and thinking to myself what should I do first when I get home? First, I'll wash the clothes then clean the house while the clothes are in the washer and dryer; then I'll start to prepare dinner, no I better not, I think I'll take a bath after I'm through cleaning house: then I'll take the clothes out of the dryer fold them before starting dinner, that way I won' t have to interrupt my cooking to pick up the clothes and fold them; after dinner I'll rest for about half an before I start studying; I wonder if I should call Rita and ask her if she would like to go to the library me tonight, no, I better not, otherwise we might end up in the bar having a few drinks and I won't get a chance to study; let's see, first wash clothes, then shower, then cook dinner, relax for a little while, then study--sounds good, I think to myself, yeah, that's what I'll do tonight."
Category 4Avi
A #4 My Standardized Imaginings
INTERIOR DIALOGUE
(vi) Rehearsals and Practicings
"I'm talking to Helen on the phone and she mentions Eddie called her and they talked for half an hour, I'm wondering if I should tell her that he called me the other night. no, I don't think I should, she might take it the wrong way. I'm wondering if I should say 'oh yeah, he called last night to see how every thing was going with me, he didn't say much, we only talked for about ten minutes or perhaps I should tell her that he had forgotten her number and that's why he called. No, maybe I should say, 'oh, that's nice, how is he doing?' and not mention to that he called me. Hmm, Nah, I don't think I should say anything at all about his call. Perhaps if he had wanted her to know that he called he would have told her himself... but he didn't... wonder why? On, well, forget it, it's not important anyway. I know, I'll just say that he called just to say hello and that he was doing fine...yeah, that's it, that's what I'll say."
Category 3Ciiab
A. #3: My Daily Round setting
C. INVENTORIES OF OWNERSHIP
(ii) Documents and "mementos"
Official/Legal/Medical
"My official legal documents include: birth certificate of self and children, marriage certificate, divorce decree, social-security card for self and kids, legal ownership paper for my car, car insurance document, check book, HMSA medical card, drivers license, school tuition agreement papers for children's school, BEOC award letter and tuition waiver, medical statements, bank statements, transcript from U.H. and Leeward Community College, school receipts for children, telephone bill receipts, rent receipts, student identification card, rental agreement paper, student fee slip, high school diploma, an associates degree in art and, science from Leeward Community College."
(b) Personal-Biographical "I am looking in my bedroom for my personal things as I do not leave them lying around the house, here is a list of things that I've found on my book shelf which is 5' x 5':
1. A Bank of Hawaii statement in a blue envelope ,on my bookshelf, it is there because I forgot to balance my check book for last month.
2. A karate trophy for most outstanding dated 1968 on the book shelf. It is as a bookend.
3. There are forty-one albums and two tapes: Sinatra (9), Herb Ellis (2), Al Green (1), Charlie Byrd (3), Don Ho (2), Matt Monroe (1), Dionne Warwicke (4), Jerry Vale (1), The Beatles (1), Sergio Mendes (3), Simon and Garfunkel (1), Best of '66 (1). Doris Day (1). Peter and Gordon (1), New Vaudeville Band (1), This is Broadway (1), Follow the Sun Around the World (i), Johnny Rivers (1). Liz Damon and the orient Express (1), Barbra Streisand (1), Gladys Knight & the pips (1), Carol King (1), Olivia Newton-John (1), Nat King Cole (1), and a Vikki Carr and The Strauss Family tapes on the shelf.
4. There are thirty-three hardback books and one-hundred and twelve paperback books on the shelf ranging in subject matter from politics to sex.
5. There are fifteen manila folders containing notes, handouts, and exams from previous courses.
10. In my closet there is a box containing eight albums, two blue ones, three red ones, and three white ones. The white ones contain wedding pictures, high school photos of friends and family; the red and blue albums contain pictures of my children; there's a small white box containing all the negatives from all the photos.
11. There is one portable sewing machine in a green case, one old Singer sewing machine in a brown wooden cabinet, one green and yellow beach chair, one sewing table for the portable sewing machine, two shoe boxes containing a black pair of shoes and a white one, one pair of sandals next to them, beige in color, on the floor, and two sets of Scrabble, one tape deck, two file boxes, gray in color, and four evening purses-beige, black white, and off-white all on the shelf in the closet.
12. In a small, old shoe box on the shelf I find a brand new black shoe lace, small gold colored safety pins, a deck of Hanafuda cards, and an old combination lock that I once used for my locker in high school, I probably put them there so that I could find them easily but in fact I had completely forgotten about them.
Category 4Eic
A. #4 My Standardized Imaginings
E. ROUTINE CONCERNS: .SELECTED INVENTORIES
(i) Privacy
c. From the Ears of Particular Others "I am standing outside of class and it is raining. My. girlfriend and I are talking about the course. She says that she has a hard time understanding the professor. I agree with her and mention that he is boring and doesn't seem to know how to communicate well with students, considering that that is what he teaches. Just then he walks in front of us and enters the room. I feel uneasy, I ask my friend if she thinks he overheard what I just said. She just shrugs. I think he did, but maybe he thought that she said it and not I. I don't know, I hope not."
Category 4Eid1
A. #4 Mv Standardized Imaginings
E. ROUTINE CONCERNS: SELECTED INVENTORIES
(i) Privacy
d. From the Knowledge of Particular Others
(1) Involving Your Activities
"I am at home, opening my telephone bill for this month. John is sitting down beside me. I look at the bill and wonder if he is going to pay for his long distance call. He knows I don't have the money to pay for the whole bill by myself. I'm hoping that he asks to see the bill. No, he doesn't ask. I don't want to mention it to him, he might think that I'm assuming he won't pay for it. I'll just leave it on the dresser and hope that he is nosey enough to look at it himself and mention that he's going to pay for his half. I hope."
Category 4Eid2
A. #4: My Standardized Imaginings
E. ROUTINE CONCERNS: SELECTED INVENTORIES
(i) Privacy
d. From the Knowledge of Particular Others
(2) Involving Your Ideas
"I am talking to my sister and she mentions that she doesn't want to have any more children because her husband is presently unemployed. She asks if I know of any sure method of birth control without having sterilization and taking the pill. I tell her that she should consult her physician and discuss the matter with her husband. I did not wish to pursue the matter as I know that it would only add to her confusion and a heated argument and hurt feelings might ensue. If she were not older than I, I would have told her that she should take the pill, which she is strongly against, The subject is then dropped and I ask her how she's doing in her present job."
Category 5Aid
A. #5: My Community of Relationships
A. NOTICING OBSERVATIONS
(i) Visual Sightings
d. People in Public Places
"Today, at Ala Moana shopping center, I saw Professor Z. He was wearing a printed red and white aloha shirt, white flared trousers, and white buck shoes."
Category 5Aiia1
A. #5: Mv Community of Relationships
A. NOTICING OBSERVATIONS
(ii) Relationship Events
Noticeables About People You Know (physical appearance, mood, etc.)
(i) Unmentionables Within the Relationship "Today I noticed Professor B wearing two different colored, different size rubber slippers. One was green and the other was brown. His pants are too short and his aloha shirt looks wrinkled, as if he didn't iron it. This is the umpteenth time I've seen him dress in such a manner."
Category 5Aiia2
A. #5: My Community of Relationships
A. NOTICING OBSERVATIONS
(ii) Relationship Events
a. Noticeables About People You Know (Physical, Mood, etc.)
(2) Disoccasioned Mentionables
Category 5Bv
A. #5: My Community of Relationships
(v) Exchanging Information
"While sitting outside of the classroom, I see a friend of mine approaching. She sits with me and we start to talk of school. She asks if I was accepted into the dental hygiene program. I say no I wasn't. I ask if she was, she says no. We then start to discuss the requirements for the program and how a person is selected into the program. She tells me that perhaps we should apply to the nursing program instead and proceeds to inform me of there requirements"
Category 5Bvi
A. #5: My Community of Relationships
(vi) Making Arrangements
"Faye called me tonight and invites me to have a drink with her at the bar tonight. I agree. She tells me if it would be alright if we meet in about one hour at Latin Villa. I say that that would be fine. I then call my neighbor and ask her if it would be possible for her to watch the kids for me tonight. She agrees.
Category 5Bvii
A. #5: My Community of Relationships
(vii) Working Out a Problem
"...them both to the cashier. Once its paid for, I take the package and leave the store, I go downstairs and buy a drink for myself, feeling proud that for once I bought a gift ahead of time instead of waiting til the last minute. After finishing my soda, I go to my car and leave."
Category 5Diii
A. #5:My Community of Relationships
D. NON-JOINT ACTIVITIES
(iii) Mentioning a person to Someone
"While talking to Carol on the telephone, we both mention a total of seven people; She mentioned four people, three from the store and her roommate. I mentioned John's name, Tom's and my sister's brother-in-law."
Category 5Div
A. #5 My Community of Relationships
D. .NON JOINT ACTIVITIES
(iv) Avoiding a Person
"After dropping off the kids at school, I came home to do some studying. Just as I park my car, I see my neighbor arriving home. I hurry out of my car and pretend not to see him. Just as I'm about to walk upstairs, he shouts "Hi Nan, how you doing? I smile at him and say alright but keep on walking...can1t stop now or I'll be stuck for hours talking to him! He looks at me and I feel that he would like me to say something so that he can start rapping. I keep on walking, Making sure that I don't look back again."
1 I wish to thank Dr. Barbara Gordon and Professor Leon Jakobovits for helpful comments and suggestions on a draft of this paper.
2 The term "ethnosemantic glossary" as defined and used by Jakobovits and Gordon (1975-78) refers to units typically 'vocabulary' units (such as are found in dictionaries, thesauri, etc.) which comprise a semantic map or grid that represents information that is coded or kept track of in a commununity. The dictionary and Roget's Thesaurus are thus examples of ethnosemantic glossaries.; the dictionary representing the shared pool of words in our language available for any of our use, and Roget's representing a useful mapping of relationships among these words set down in our dictionaries.
3 The term archivology is a translation from the French "archivistique" by Yves Pe'rotin as reported in his introduction (1966: 9).
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