In partial fulfillment of requirements for

LS 605A Administration of academic Libraries,

Spring 1978

Dr. Y. Suzuki






Diane N. Nahl



May 2, 1978







I.                     INTRODUCTION∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑..1


History of the DRA∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑1

Purpose of DRA∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑1

Organization of the DRA∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑..3


II.                   PRINCIPLES AND THEORY∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑...4


The Problem of Unit∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑..4

The Librarian as Social Psychologist∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑.6

The Problem of Accessibility∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑7


III.                  SPECIAL PROBLEMS∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑.7


The Copyright Issue∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑.7

The Privacy Issue∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑.7

The Problem of Organization and Funding∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑8


IV.                SUMMARY AND CONCLUSION∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑.9


CHART 1:  PART A:  Organization Chart of the U.H Library∑∑∑∑∑∑∑∑∑∑∑..10

PART B:  Organization Chart of the DRA∑∑∑∑∑∑∑∑∑∑∑∑∑∑.11

PART C:  Description of the DRA Departments∑∑∑∑∑∑∑∑∑∑∑..12

PART D:  Annotated Outline of DRA Departments∑∑∑∑∑∑∑∑∑∑..13


CHART 2:  PART A:  The Categories of the Self on the Daily Round∑∑∑∑∑∑∑∑15

PART B:  Sample DRA Classification Scheme∑∑∑∑∑∑∑∑∑∑∑∑.16

PART C:  Examples From the DRA∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑∑24










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 James‚ Social Psychology 222 course. Sub–sequently, I served as a volunteer in all phases of the collection and maintenance of the data bank. This paper is my first attempt to formal–ize my notes and discussions on this project, referred to as „the DRA archives.š1 The expression „daily roundš as used by Sociologist Erving Goffman (Goffman, 1974) was adopted by James and Gordon (1975ų78) and extended to refer to their attempt to systematize natural history observations.


The DRA archives constitutes a depository that citizens may con–tribute to and use in studying themselves and the community. Professor Leon James is a social psychologist and psycholinguist in the Psy–chology Department at the University of Hawaii, and Dr. Barbara Gordon, an educational linguist, is president of Transactional Engineering Cor–poration and a Visiting Colleague in the Psychology Department. These two scholars are developing 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 infor–mation, 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 (1976:239,239): „It could be said that the keep–ing of archives constitutes a significant aspect of man‚s experience in organized livingš and, „ ∑ archives can contain information which extends over the whole range of human activity.š


The information in the DRA archives is in the form of discourse segments deposited by students as their „witnessingsš on their daily round. The data are expressed in discourse segments because that is the medium through which the community naturally operates. Thus, the dis–course segments deposited become the units to be classified and cata–logued. 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; Perotin, 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 őthe DRA are spontaneous productions of discourse. These texts are then to be categorized by the librarian, forming a „Subject Index of the Daily Roundš that is constructed by reference to a cata–loguing 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 Filesš (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 represen–tative 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, socio–logists, historians, and nonprofessional recorders of cultural data habitually organ–ize their materials.š


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 culled 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.š (Murdock, 1967:vi) It is a comprehensive in–ventory of the recording, observation, accounting practices of anthropologists, historians, sociologists, and geographers in their behavior of processing and reporting on culture. The HRAF thus re–presents a specialized „ethnosemantic glossary,š 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 applic–able 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‚ noticing about the self on the daily round. I discuss this issue further under „The Problem of Unitš in section II.


Traditionally, archival matter, „records, organic in characterš (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 „archivologyš3 őprincipe de la provenance‚ or őrespect des fonds‚. Arnold J. Van Laer (in Schellenberg, 1965:44) explains:


„The principle demands that documents shall be classified, not like books, according to sub–ject matter, but with reference to the organic relations of the papers, the files of each body or office being kept by themselves.š


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 var–ious 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 implemen–tation 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. Suzuki‚s course LS 65OA, Administration of Academic Libraries, (Spring, 1978), which shows the various depart–ments of the U.H. library and the hierarchical 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 hierarchy 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 oversees all major operations of the DRA. Part C broadly defines the function of each division. Part D represents a ten–tative attempt to specify particular dayųtoųday 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 refer–enced or catalogued by whatever identification markers are found suit–able. It is clear that these marking systems need be responsive to users, their interests in particular sorts of information.


Since I am dealing with witnesses‚ reports of their own daily lives, the issue of whatųis-aųunit 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 family con–nections or patterns of relationships among a group of individuals.  Still other users might be interested in the items of people‚s belong–ings, 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 organ–izational 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 James 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 infor–mation 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 „Ethnomethodologyš, as discussed by James & Gordon, 1978). Therefore the cataloguing issue is intimately involved in such issues as community demography, normative value, expressions, rules and reg–ulations, 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 őtranscript,‚ a record in more or less per–manent form that can be transmitted from generation to generation.š


The DRA Subject Index reflects the portion of this „cultural transcriptš which heretofore has remained undocumented.


The DRA Classification Scheme (Chart 2:  B, p. 16) is art ordered series of six major classification levels. It represents an ethnosemantic glossary based on the „hexagrammatic coding systemš and purports to be an exhaustive taxonomy for the categories of personal experience reported spontaneously (James & 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 hierarchically extended as more categories are stipulated (or found em–pirically) and defined through ethnosemantic research on the spontaneous discourse segments of witnesses (called by James & Gordon, 1975ų78, „Community Cataloguing Practices, CCP‚sš). CCP‚s are the natural cate–gories people use to describe experience on the daily round i.e. „what units of description are being used in the community under investigationš (James & Gordon, 1978: E8.1.5]). The DRA Subject Index will order the items in the classification alphabetically and will contain SEE and SEE ALSO networks of cross references, 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 class–ification, but examples from particular daily round categories appear in Chart 2: C, p. 24, 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 mere 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, social–ization. Lowell Martin states (Martin, 1937 in McCrimmon, 1975:95ų6):


„On 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 pre–sent 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.š


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.š


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 cate–gories of one‚s experience and presents them in the terms and ex–pressions that are recognizable to the ordinary literate layman.


Further to be investigated is the possibility that existing standard–ized record keeping systems might be incorporated into the DRA Subject Index, for instance, Roget‚s Thesaurus, the Yellow Pages, the Almanac, etc.




The Copyright 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.š 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 con–tributions 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 art appro–priate 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 object–ify 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 ethno semanticists James and Gordon (1975), the community forms the unit of consciousness called „sudden memoryš and the unit of behavior which they call „display repertoireš; 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 „orthographš).


The Problem of Organization and Funding. Course related contributions represent a cumulative 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 pos–sibility is through fieldwork 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 nat–urally 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 art opportunity for expanding and elevating cultural literacy through the development of a science of community. Social anthropologist Edward Tyler (őPrimitive Culture‚, 1871, in Benge, 1970:11) defined culture as „ . . . that complex whole which includes knowledge, belief, art, morals, custom, and arty other cap–abilities and habits acquired by men as a member of society.š 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?














(őTally Round Archivesš)













Cataloguing Issues:


DRA Network:


Specialized DRA Projects:




Community Liaison Office:


Data Processing and Cataloguing



















Top Administrative officer responsible for all campus operations.


Administrative official responsible for all library operations.


Proposed educational and research special collection overseen 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.


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.


Headed by the Director of the Undergraduate Applied Social Psychology Program and comprising three departments:


Research and development of special cataloguing system suitable for Daily Round Data.


Cooperative leadership function in helping establish DRA collections throughout the country.


Particular applications in response to special community needs.


Comprises two departments:


Public relations management overseeing contributions by individuals to the collection.


Computerized storage and accessibility as determined by the Cataloguing Issues Dept. and fed to the Circulation Dept.


Comprises one department:



Provides training to student users and researchers in making use of special cataloguing system and having it accessible through computer console recall.














A.           Ex-officio Members


I.    UH Librarian

2.   DRA Archivist

3.   Director-Undergraduate Applied Social Psychology 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




A.           Organization


1.   DRA Research Team

2.   DRA Network


B.           Specialized DRA Projects


                     I.    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 Liaison Monitors

g.   Practice Quiz Monitors

h.   DRA Bulletin and Library Liaison Monitors

i.    Community Liaison Monitors

j.    Class Registry Monitors

k.   Monitoring Monitors

1.   The Centre, Inc. Liaison 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


c.   What are the components of the user-how do librarians define a user?

d.   What kind of use is there?




A.           Community Liaison Office


          1.           Contributions to the DRA are Donated


B.           Data Clearing




A.           Circulation


            1.         In-house Use Log


                  a.         Fonts for users of the DRA






Chart 2: Part B: Sample DRA Classification Scheme




          ZONE        1:     BIOGRAPHIC RECORD

          ZONE        2:     TRIBE

          ZONE        3:     ROLE

          ZONE        4:     PSYCHOHISTORY

          ZONE        5:     TERRITORIALITY

          ZONE        6:     APPEARANCE







                            1A MY VITA



                           2A   MY TALK

                           2B   CONNECT1ONS





















                            3I   RESPONSIBILITIES AND DUTIES






                   4A SITUATED ATTRIBUTIONS




























                              1A1   Current Status in Community

                              1A2  Background

                              1A3   Topic Focus

                              1A4   Personal


1A4.1   Ambitions

1A4.2   Favorites

1A4.3   Fears







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


ZAZ Analysis of Relationship


                                         2A2.1 Case History

                                         2A2.2 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 Ana

                                         2A4.2   Tabulation of

                                         2A4.3   Tabulation of

                                         2A4.4   Tabulation of

                                         2A4.5   Transactional


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-lntimates and Non-Family whose Ill Health or  Death Would Affect Me

             2B10 People Whom I Might Ask for a Recommendation

              2B11 People Who lnfluenced My Intellectual and Personal Maturity

              2B12 People I don‚t‚ Know Personally But Whose Ideas Affect Me

              2B13 People Who Have or Could Ask őMe for a Reference

              2B14 People I see Regularly for Service or Supplies

              2B15 People Pd 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

             2818 People Whom I Know Who I See of Think About Only Rarely





ZONE 3:     ROLE



                               3A1 Time

                               3A2 Duration

                               3A3 Place

                               3M  Participants

                               3A5 Occasion

                               3A6 Nature of Activity


                    3B   SITUATED INTERIOR DIALOGUE

                           381     Overlays of Comments to Self

                           382     Value Expressions

                           383     Preparing Schedules

                         *3B4   Reviewing/Making Plans and Lists

                           385     Emotionalizing Episodes

                         *3B6   Rehearsals and Practicings

                           387     Annotations, Memorizings, Editings

                           338     Unmentionables Within the Relationship








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




3F1 Figuring Out a Conflict

3F2 Making Resolutions




                            3G1  Elaboration of Dramatized Scenarios

                            3G2  Construction of Catharsis Stories

                            3G3  Re-contacting Nostalgic Memories

                            3G4  Working out Alternative Realities




3H1  Praying/Invocations

 3H2  Altered States of Consciousness

3H3  Meditations/Reading of Scriptures

 3H4  Poetic Expressions








                  4A    SITUATED ATTRIBUTIONS




                  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





                               5A1  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


                                         5A9.1   Purse/Wallet

                                         5A9.2  Car Glove Compartment

                                         5A9.3  Your Own Drawer for Stuff

                                         5A9.4 Clothes Closet




5B1 Privacy


581.1   From the EYES of Particular Others

581.2   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


*581.4.2  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





5C1 Visual Sightings


5C1.1 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


*5C2.1 Noticeables About People You Know


5C2.1.1  Physical Appearance

5C2.1.2  Mood

5C2.1.3  Unmentionables Within

5C2.1.4  Disoccasioned Mentionables


                        5C3  Auditory Pickings-up


                                5C3.1  Overhead Snatches of Talk

                                5C3.2  Sounds, Noises




                          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/Confessions

5D9  Routine Reviews/News of the Day




5E1  Lied   

5E2  Avoided

5E3  Persisted In

5E4  Pursued



5F1  Problems

5F2    Concerns

5F3    Secrets

5F4    Disoccasioned Topics

5F5    Superstitions




5G1   About Appearance

5G2   About Health

5G3   About Diet

5G4  Folk Wisdom




5H1   Pet Peeves (self and others)

5H2  Family Sayings

5H3   Nicknames (self and others

5H4   Personal (self and others)

5H5  Regularized References To:


5H5.1   Time

5H5.2     Place

5H5.3   Events




5I1 Places

                       5I2 Circumstances of Crowding With

                       5I3 Activities with Others

                       5I4 Rights and Privileges

                       5I5 Reputation




5J1 Doing Something With Dates, Appointments

5J2 Telephone Calls

5J3 Writing/Receiving Notes, Letters, Memos, Ads, etc.

5J4 Paying Bills




5K1   Doing a Task for Another Person

5K2  Buying a Gift for Another Person

*5K3  Mentioning a Person to Someone

*5K4  Avoiding a Person

3K5  Going to See/Looking for a Person

5K6  Having a Mental Exchange with Someone






                                6A1  Who Am I

                                6A2  What Am I

             6A3  How Am I

    6A4 What Do I Look Like To You


[*Indicate corresponding examples in Chart 2:  Part C.]





(i) 4:12 P.M.

„(ii) 3 min.:  (iii) in our parking stall:  (iv) me and daughter:  (v) unloading the groceries from the car:  (vi) carrying groceries upstairs, checking the mailbox, putting grocery bag on the kitchen floor, telling the kids to hurry upš



(i) 4:15 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 homework, use the bathroom, then sit down in the parlorš



(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 my clothes awayš



(i) 4:30 P.M.

„(ii) 32 min.:  (iii) at home, 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 stereoš



(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) sleepingš



(i) 6:09 P.M.

„(ii) 2 min.:  (iii) at home, on the couch:  (iv) me and my daughters:  (v) lying down on the couch:  (vi) children wake me up and tell me to start cooking dinnerųthey‚re hungry, TV is on, and I start to sit upš



(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





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 the–ater, 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 positions the pain in my pupils gradually diminish towards the back of my head, there is a slight throbbing in my eyes but it quickly diminishes; my vision is now normal and comfortable.š

Category 3Bvii


A. #3:  My Daily Round Setting




(vii)         Smells and Odors


„I preheat the oven before roasting the duck; as I prepare the duck there is a. faint ~or in the kitchen; I sniff at the duck, then at my hands; the smell doesn‚t 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.š


Category 4Aiv

A.  #4:  My Standardized Imaginings


(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 the house; then I‚ll take the clothes out of the dryer and 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 hour before I start studying; I wonder if I should call Rita and ask her if she would like to go to the library with me tonight, no, I better no-t, 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-ųsounds good, I think to myself, yeah, that‚s what I‚ll do tonight,š

Category L.AVI


A. #4:  My Standardized Imaginings


(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 őoh 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!.  perhaps I should tell her that he had forgotten her number and and that‚s why he called. No, maybe I should say, őoh, that‚s nice, how is he doing?‚ and not mention to that he called me, Hinam, 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 me he would have told her himself..but he didn‚t..wonder why? Oh, well, for–get 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,..y-eah, that‚s it, that‚s what I‚ll say.š

Category 3Ciiab


A. #3i:  My Daily Round Setting




(ii)  Documents and Mementos


(a)         Official/Legal/Medical

„My official legal documents include 2 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, BECG award letter and tuition waiver, medical statements, bank state–ments, 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.š

(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 forgot to balance my check book for last month.

2.      A karate trophy for most outstanding woman dated 1968 on the book shelf. It is used 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 ő66 (1), Doris Day (i), Peter and Gordon (1), New Vaudeville Band (1), This is Broadway (1), Follow the Sun...Around the World (1), Johnny Rivers (1), Liz Damon and the Orient Express (1), Barbra Streisand (1), Gladys Knight & the Pips (1), Carol King (1), Olivia Newtonų John (1), Nat King Cole (1), and a Vikki Carr and the and The Strauss Family tapes on the shelf.

4.     There axe thirty-three hardback books and one-hundred and twelve paperback books on the shelf

        politics to sex.

5.     There are fifteen manila folders containing notes, handouts, and exams from previous courses.

6.     There are four folders, all black, which contain old notes from previous courses.

7.      One faded, old frisbee that my daughter found outside while playing.

8.      There are two bottles of cutex, one is a base coat and the other is called frosted pink, a bottle of cutex remover (half empty), a bottle of baby powder, one snoopy bank, white, that my ex-husband gave meųthere‚s no money in it, one old, metal fan that was a wedding gift, one large old yellow candle that a. friend gave me, arid four blank cassette cartridges a.].]. on the shelf.

9.      On my dresser I find one bottle of apricot oil that I bought at a make up party, a ceramic dinosaur, brown, that my daughter gave me last year for Christmas, a wedding pic of my brother and his wife in a clear plastic cover, in a folding silver frame there‚s a picture of my mother and out dog, two pictures of my daughters when they were one and two years old, and pic–ture of myself at Christmas time, 1c67, a yellow scratch pad that has „fix car on Saturdayš written on it, and a pencil holder with two pens in it on my dresser.

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 had completely forgotten about them.š

any facial expressions that would give it away. No, they don‚t seem to notice any peculiar odors. Guess I got away this time...or did I?š


Category 4Eic


A. #4:  Standardized Imaginings




(i) Privacy


6.           From the Ears of Particular Others

 „I am standing outside of class arid 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 over 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,š


Category 4idl


A.  #4:         My Standardized Imaginings




                           (1)   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.š


Category 4Eid2


A. #4:  My Standardized Imaginings




                                                (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 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 arid 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.š


Category 5Aid


A. #5:  My Community of Relationships




(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.š


Category 5Aiiai


A. #5:  My Community of Relationships


                                                   A. NOTICING OBSERVATIONS


                                              (ii)  Relationship Events


a.      NoticŹables About People You Know (physical

      appearance, mood, etc.)


(1)               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.š


Category 5aiia2


A. #5:  My Community of Relationships


                                                   A. NOTICING OBSERVATIONS


                                                (ii)  Relationship Events


a.      Noticeables About People You Know (Physical , Mood,        



                                      (2)        Disoccasioned Mentionables


Category 5Bv


A. #5:  My Community of Relationships

                                                                    B.   DESCRIPTION OF TRANSACTIONS                       -

                                                                          (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.š


Category 5Bvi


A. #5:  My Community of Relationships


                                                  B. DESCRIPTION OF TRANSACTIONS


                                               (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 arid ask her if it would be possible for her to watch the kids for me tonight. She agrees.


Category 5Bvii


A. #5:  Community of Relationships




(vii)         Working Out a Problem

them both to the cashier. Once it‚s 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 till the last minute. After finishing my soda, I go to my car and leave.š


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.š


Category 5Div


A. #5:        My Community of Relationships




(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 neigh–bor 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?š I smile at him and say alright but keep on walking...can‚t 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.š





1.         I wish to thank Dr. Barbara Gordon and Professor Leon James for helpful comments and suggestions on a draft of this paper.


2.         The term „ethnosemantic glossaryš as defined and used by Jakobovits and Gordon (1973ų78) refers to units, typically „vocabularyš 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 community. 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 dic–tionaries.


3.         The term „archivologyš is a translation from the French „archivistique,š by Yves Perotin as reported in his introduction (196~: 9).


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Schellenberg, T.R. The Management of Archives. New York: Columbia University Press, 1965.


________ „The Nature of an Archival Program.š In A Manual of Tropical Archivology, ed. Yves Perotin, Paris: Mouton, 1966, 19ų31.


Shera, Jesse H. „What is Librarianship?š Louisiana Library Association Bulletin 214 (Fall, 1961), rpt. in American Library Philosophy: An Anthology, ed. Barbara McCrimmon. Hamden, Conn. : Shoe String Press, Inc., 1975, 165-71.