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41. Assertion (A) : Interviewing is essential to supplement the research data collected through questionnaire.
Reason (R) : Interview is the most suitable technique to collect data as all respondents cooperate more during interview.
(A) (A) is false, but (R) is true.
(B) Both (A) and (R) are true.
(C) Both (A) & (R) are false.
(D) (A) is true, but (R) is false
42. Assertion (A) : Indexing and abstracting services fulfill the 4th Law of Library Science. 
Reason (R) : These services serve as the substitute to the primary journals.
(A) (A) is true, but (R) is false.
(B) Both (A) & (R) are false.
(C) Both (A) & (R) are true.
(D) (A) is false, but (R) is true.
43. Assertion (A) : All classification schemes adopt ‘phase relations’.
Reason (R) : Subject formation by loose assemblage leads to complex subjects and isolates. 
(A) (A) is true, but (R) is false.
(B) Both (A) and (R) are true.
(C) Both (A) and (R) are false.
(D) (A) is false, but (R) is true.
44. Assertion (A) : RSS (Rich Site Summary) is considered as an alternate to the SDI Service.
Reason (R) : RSS Feeds enable us to syndicate data automatically.
(A) Both (A) and (R) are true.
(B) Both (A) and (R) are false.
(C) (A) is false, but (R) is true.
(D) (A) is true, but (R) is false.
45. Assertion (A) : Majority of academic libraries in India are lagging behind in switching over as technology-oriented service institutions.
Reason (R) : The apex academic bodies and library Associations have not taken the lead role to devise standards and policies. 
(A) (A) is true, (R) is false.
(B) (A) is false, (R) is true.
(C) Both (A) and (R) is true.
(D) Both (A) and (R) are false.
Read the passage given below and answer the questions based on your understanding of the passage (Question Nos. 46 – 50):
 As the global information landscape increasingly facilitate the sharing, repurposing and dissemination of information, the ways in which students are accustomed to interacting with information resources are also changing. For some new students to universities, their understanding of referencing is based solely on fear (McGowan, 2005) and many are familiar wit the basic concept of plagiarism. Some students bring with them the academic process that served them well at school – however, these are not suitable at Universities (Chanock, 2008). Students understand they should not copy words without referencing, but fail to grasp the reasons why; the reasons are not explicit and often cloaked in unfamiliar and impenetrable academic language. Pak’s (2003) review of literature proved as a handy summation of the investigations, research, and thinking about plagiarism prior to the implementation of various plagiarism detection software products.
There are three main schools of thought in referencing and plagiarism discourse.  A punitive approach which focuses on the idea that students often deliberately engage in plagiarism and that the appropriate response is one of punishment  (Blum, 2009; Sutherland – Smith, 2010; Bilic – Zulle, et. al. 2008). A Restorative Justice approach, however, suggests that plagiarism is in fact an act against a community (in his case, a community of students), and that steps need to be taken to restore a level of balance Wenzel; et. al. 2010; Karp and Conrad, 2005; Karp, 2009; Dickson, etc. al. 2009).  An educational approach that
espouses that the best method  of reducing plagiarism is to educate and support students. Marking criteria and assessment tasks should be linked to building referencing skills (especially in the first year) and ensure that the students learn these skills in a discipline related context (Jaschik; 2008). The approach of both the University of Southern Queensland (USQ) and Swinburne University of Technology is clearly aligned with the third school ofthought. Students lack proper understanding of the purposes of referencing. For them, referencing and citing is linked to just words, not ideas (Jackson, 2006), so referencing is regarded as separate to the writing process, instead of an integral part. To help students develop good writing and referencing practices, it is useful if universities help them understand the research culture of tertiary study. Faculties need to make their referencing rules explicit and lectures should provide useful exemplars within courses. 
46. Understanding of new students on Referencing is based on
 (A) Plagiarism
 (B) Fear
 (C) Ability to write
 (D) Insatiable desire to learn
47. An appropriate response to deliberate act of plagiarism according to punitive school of thought is
 (A) to debar the student from library use
 (B) to orient the student about plagiarism
 (C) to award punishment
 (D) to make him learn about referencing
48. To restore a ‘level of balance’ is advocated/reflected in
 (A) Deterrent Approach
 (B) Reformative Approach
 (C) Punitive Approach
 (D) Restorative Approach 
49. ‘Educational approach’ which aims at reducing plagiarism should be linked with
 (A) Building referencing skills of the students 
 (B) inculcating reading habits of the students
 (C) building students as information literate 
 (D) ignorance of the students on methods of social research 
50. Lack of understanding of students about referencing is linked to their
 (A) Ideas
 (B) Words
 (C) Experience
 (D) Intuition

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