Carlisle, Philip Philip.Carlisle at HistoricEngland.org.uk
Thu Jan 4 16:42:04 EET 2018

Hi Richard,

I agree the Examples need to be clearer especially those using symbols.

I took the ‘+’ and ‘-‘ to mean that one example was a good/positive example whereas the other was an example of what you shouldn’t do (bad/negative).

Are the symbols meant to do the same? If so can we standardize or provide a legend to clarify what is intended? Even include an annotated example of a principle perhaps.


Phil Carlisle
Knowledge Organization Specialist
Listing Group, Historic England
Direct Dial: +44 (0)1793 414824


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From: Crm-sig [mailto:crm-sig-bounces at ics.forth.gr] On Behalf Of Richard Light
Sent: 04 January 2018 12:50
To: crm-sig at ics.forth.gr
Subject: Re: [Crm-sig] CRM Methodology PLEASE READ AND COMMENT

On 14/12/2017 21:48, Martin Doerr wrote:

This statement "some of the examples provided are currently too cryptic to be helpful." is too general to be helpful ;-);-)...please tell us which ones:-)
As a general point I don't understand why there are two 'Eg' sections for each principle.  Some have a screen icon by the first and a mouse icon by the second; others have '+' by the first and '-' by the second. Is it that you would like there to be two examples for each principle, or do they play different roles?  (In some, e.g. 1.2, there are two points in the first Eg and none in the second, suggesting they serve different purposes.)


  *   2.1 TADIRAH "Research Object" needs a note explaining (presumably) that the research intention has no impact on an object being a member of the "object" class
  *   6.4 Getty’s ‘Object ID’, the EAD - what do these demonstrate as regards mandatory/optional properties?
  *   7.1 both examples here are too cryptic: please explain what they show/what should be done with them
  *   7.2 is the first part of the second Eg making a different point to the first Eg? If so, it's not clear what it is. Second part of second Eg also cryptic
  *   7.3 examples are unexplained, though I get the general idea. The re-appearance of "Research Object" (TADIRAH) also raises the question whether 7.3 is different in substance from 2.1
  *   7.4 "hamlet - village" looks like a completion of the first Eg; it's not clear what we're advising to do about "ship - boat"
  *   8.1 isn't the second Eg the conclusion of the first one?
  *   8.2 the purpose of the second set of Egs isn't clear

Best wishes,

Richard Light
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