# NTA UGC NET Library and Information Science Paper 2 Solved Question Paper 2014 June

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## NTA UGC NET Library and Information Science Paper 2 Solved Question Paper 2014 June

NTA UGC NET Library and Information Science Solved Question Papers are the best study materials to score good marks in the Library and Information Science exam.

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You can check the complete NTA UGC NET Library and Information Science Paper 2 Solved Question Paper 2014 June.

1. Books of Unknown or doubtful authorship is known as:

(A) Apograph

(B) Incunabulla

(C) Apocryphal books

(D) Blue Books

2. If we plot â€˜recallâ€™ and precision on â€˜Xâ€™ and â€˜Yâ€™ axis to draw a graph, then we get a

(A) Downward sloping straight line

(B) Upward sloping straight line

(C) â€˜aâ€™ shaped curve

(D) Hyperbola

3. The term â€˜Literary warrantâ€™ for book classification was introduced by

(A) W.C.B. Sayers

(B) Wyndham Hulme

(C) J.D. Brown

(D) H.E. Bliss

4. Under which approach of Wersig-Nevelingâ€™s information theory, information is seen as static relations between physical objects which may be perceived or not?

(A) The meaning approach

(B) The structural approach

(C) The process approach

(D) The knowledge approach

5. Which information theory focuses on the purpose of communication is, to inform, instruct or motivate the receiver?

(A) Shannonâ€™s Theory

(B) Weaverâ€™s Theory

(C) Ackoffâ€™s Theory

(D) Yovitâ€™s Theory

6. â€˜Noiseâ€™ in Information retrieval is due to

(A) Precision

(B) Recall

(C) Relevant Information

(D) Redundant Information

7. In which scheme of classification, special auxiliaries denote locally recurrent characteristics?

(A) Dewey Decimal Classification

(B) Universal Decimal Classification

(C) Bibliographic Classification

(D) Colon Classification

8. Which of the following makes a network insecured?

(A) Encryption

(B) Network Interface Card (NIC)

(D) Static Keys

9. Whose model of communication of knowledge suggests that communication is an open system?

(A) G. Garbner

(B) Juger Hebermans

(C) Shannon & Weaver

(D) M. Foucault

10. â€˜Trans Border Data Flowâ€™ means

(A) Exchange of documents between countries

(B) Free flow of information between countries

(C) Flow of information between countries

(D) Exchange of electronic information between countries

11. Which of the following three types of basic languages are used in computer programming?

(A) Procedural, Non-procedural and Unconditional

(B) Zero, Low and High levels

(C) Machine, Assembly and High level languages

(D) COBOL, BASIC and C

12. FRBR Model consists of which of the following four entities?

(A) Personality, Matter, Energy, Space

(B) Work, Expression, Manifestation, Item

(C) Book, Form, Availability, Type

(D) Action, Place, Impact, Category

13. The primary distinction between RDA and AACR is

(A) Structural

(B) Relational

(C) Non-structural

(D) Combinational

14. Which of the following are reasons for obsolescence of information?

(i) Information is considered invalid.

(ii) Information is valid but mostly available online.

(iii) Works are extensively cited.

(iv) Information is valid but inadequate for exploration.

Codes:

(A) (i) and (ii) are correct.

(B) (ii) and (iii) are correct.

(C) (i) and (iv) are correct.

(D) (ii) and (iv) are correct.

15. Which of the following are news summaries?

(i) Data India

(ii) Times of India Index

(iii) New York Times Index

(iv) Asian Recorder

Codes:

(A) (i), (ii) and (iii) are correct.

(B) (ii) and (iii) are correct.

(C) (ii) (iii) and (iv) are correct.

(D) (i) and (iv) are correct.

16. Which of the following are Web-zine?

(i) Email Magazine

(ii) E-Conference

(iii) Online Bulletin

(iv) Electronic News Letter

Codes:

(A) (i), (iii) and (iv)

(B) (i), (ii) and (iii)

(C) (ii), (iii) and (iv)

(D) (i), (ii) and (iv)

17. Which of the following are not the Models of communication?

(i) Vintage Model

(ii) Lasswellâ€™s Model

(iii) Epidemic Model

(iv) Garbnerâ€™s Model

Codes:

(A) (i) & (iv) are correct.

(B) (ii) & (iii) are correct.

(C) (i) & (iii) are correct.

(D) (iii) & (iv) are correct.

18. In reference service, assimilation means:

(i) Recording the retrieved information

(ii) Sharing reference service experience with colleagues

(iii) Furnishing the exact information

(iv) Acquaintance with reference material

Codes:

(A) (i) and (ii) are correct.

(B) (i) and (iv) are correct.

(C) (ii) and (iii) are correct.

(D) (ii) and (iv) are correct.

19. The notation used to increase the capacity of an array are:

(i) Empty digit

(ii) Emptying digit

(iii) Indicator digit

(iv) Speciator

Codes:

(A) (i) and (ii) are correct.

(B) (iii) and (iv) are correct.

(C) (i), (ii) and (iii) are correct.

(D) (i), (ii) and (iv) are correct.

20. Which of the following are the functions of the physical layer in OSI Model?

(i) Defines protocol for flow control.

(ii) Reliable sending of data packets.

(iii) Defines electrical specifications.

(iv) Functional and procedural means of transferring data.

Codes:

(A) (iii) and (iv) are correct.

(B) (ii), (iii) and (iv) are correct.

(C) (i) and (iv) are correct.

(D) (i) and (iii) are correct.

21. Rich Text Format (RTF) is concerned with

(i) Formatting features like Font type, size, etc.

(ii) Transporting text documents across different computers.

(iii) Multimedia formatting.

(iv) Formatting based on binary concept.

Codes:

(A) (ii) and (iii) are correct.

(B) (iii) and (iv) are correct.

(C) (i) and (ii) are correct.

(D) (i) and (iv) are correct.

22. Which of the following are non probability sampling?

(i) Quota sampling

(ii) Judgement Sampling

(iii) Cluster Sampling

(iv) Multi-stage sampling

Codes:

(A) (i) and (iv) are correct.

(B) (ii) and (iii) are correct.

(C) (i) and (ii) are correct.

(D) (iii) and (iv) are correct.

23. Arrange the following in the ascending order of their first year of publication:

(i) BNB

(ii) INB

(iii) Compendex

(iv) Rogetâ€™s Thesaurus of English words

Codes:

(A) (iv), (iii), (i), (ii)

(B) (iii), (ii), (iv), (i)

(C) (ii), (iv), (i), (iii)

(D) (i), (iii), (ii), (iv)

24. Arrange the following ISBDs according to their year of formulation:

(i) ISBD (PM)

(ii) ISBD (CF)

(iii) ISBD (M)

(iv) ISBD (S)

Codes:

(A) (iii), (ii), (i), (iv)

(B) (iii), (iv), (i), (ii)

(C) (iv), (i), (iii), (ii)

(D) (iv), (ii), (iii), (i)

25. Arrange the following in the chronological order of their first year of publication:

(i) Arts and Humanities Index

(ii) Social Science Citation Index

(iii) ISI Web of Science

(iv) Science Citation Index

Codes:

(A) (iv), (ii), (i), (iii)

(B) (ii), (iii), (iv), (i)

(C) (iii), (ii), (i), (iv)

(D) (iv), (i), (iii), (ii)

26. Arrange the following Library Acts according to the year of their enactment:

(ii) Bihar

(iv) Rajasthan

Codes:

(A) (ii), (iv), (iii), (i)

(B) (iv), (i), (ii), (iii)

(C) (ii), (iii), (i), (iv)

(D) (iv), (iii), (ii), (i)

27. Arrange the following processes of research in order:

(i) Theory Building

(ii) Reflecting and Integrating of Idea

(iii) Research Design

(iv) Review of Literature

Codes:

(A) (iv), (iii), (ii), (i)

(B) (iii), (i), (iv), (ii)

(C) (ii), (iv), (iii), (i)

(D) (i), (ii), (iv), (iii)

28. Match the following:

List â€“ IÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â List â€“ II

a. CILIPÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i. 1972

b. ASLIBÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ii. 2002

c. ALAÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iii. 1876

d. COMLAÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iv. 1924

Codes:

aÂ Â Â Â Â Â Â Â Â Â bÂ Â Â Â Â Â Â Â Â Â cÂ Â Â Â Â Â Â Â Â Â d

(A)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â i

(B)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â i

(C)Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ii

(D)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â i

29. Match the following:

List â€“ IÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â List â€“ II

a. PhenomenonÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i. Physical Media for grouping of Information

b. SpectrumÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ii. Facts or Occurrence

c. ModesÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iii. Transfer Process

d. DiffusionÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iv. A broad range of varied but related ideas

Codes:

aÂ Â Â Â Â Â Â Â Â Â bÂ Â Â Â Â Â Â Â Â Â cÂ Â Â Â Â Â Â Â Â Â d

(A)Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â ii

(B)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iii

(C)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â i

(D)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ii

30. Match the following:

List â€“ IÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â List â€“ II

a. Union CatalogueÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i. Primary sources

b. Pamphlets & BrochuresÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ii. Unpublished sources

c. Indexing & Abstracting SourcesÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iii. Tertiary sources

d. Memoirs of diariesÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iv. Secondary sources

Codes:

aÂ Â Â Â Â Â Â Â Â Â bÂ Â Â Â Â Â Â Â Â Â cÂ Â Â Â Â Â Â Â Â Â d

(A)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â i

(B)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â i

(C)Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â ii

(D)Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iii

31. Match the following:

List â€“ IÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â List â€“ II

a. Fundamentals of Reference ServiceÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i. A.J. Walford

b. Introduction to Reference worksÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ii. S.R. Ranganathan

c. Reference serviceÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iii. F.N. Cheney and W.J. Williams

d. Guide to Reference BooksÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iv. William A Katz

Codes:

aÂ Â Â Â Â Â Â Â Â Â bÂ Â Â Â Â Â Â Â Â Â cÂ Â Â Â Â Â Â Â Â Â d

(A)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iii

(B)Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ii

(C)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â i

(D)Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â i

32. Match the following:

List â€“ IÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â List â€“ II

a. Information on important recent happenings of IndiaÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i. India â€“ A Reference Annual

b. Total number of foreigners visited in India in 2012Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ii. Keesingâ€™s Record of

World Events

c. Name of Prime Minister of IndiaÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iii. Statistical Yearbook

d. Postal Address of Anna HazareÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iv. Whoâ€™s Who

Codes:

aÂ Â Â Â Â Â Â Â Â Â bÂ Â Â Â Â Â Â Â Â Â cÂ Â Â Â Â Â Â Â Â Â d

(A)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iii

(B)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iv

(C)Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iv

(D)Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ii

33. Match the following:

List â€“ IÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â List â€“ II

a. Scaler ChainÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i. Direct dealing with subordinates

b. Espirit de CorpsÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ii. Production, efficiency and prevention of waste

c. Scientific ManagementÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iii. Emphasis on Team Work

d. Span of controlÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iv. Top to Bottom

Codes:

aÂ Â Â Â Â Â Â Â Â Â bÂ Â Â Â Â Â Â Â Â Â cÂ Â Â Â Â Â Â Â Â Â d

(A)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â i

(B)Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ii

(C)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â i

(D)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iv

34. Match the following:

List â€“ IÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â List â€“ II

a. Check CardÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i. Readerâ€™s Ticket

b. KardexÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ii. Three Card System

c. Newark SystemÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iii. Periodicals

d. Browne SystemÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iv. Borrowerâ€™s Card

Codes:

aÂ Â Â Â Â Â Â Â Â Â bÂ Â Â Â Â Â Â Â Â Â cÂ Â Â Â Â Â Â Â Â Â d

(A)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â i

(B)Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ii

(C)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â i

(D)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iii

35. Match the following:

List â€“ IÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â List â€“ II

a. SkewnessÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i. Numbers of frequently appearing variables

b. ModalityÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ii. Degree of association between two/ more variables

c. F-distributionÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iii. Structure of distribution

d. CorrelationÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â iv. Ratio of two Chi square variables

Codes:

aÂ Â Â Â Â Â Â Â Â Â bÂ Â Â Â Â Â Â Â Â Â cÂ Â Â Â Â Â Â Â Â Â d

(A)Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iii

(B)Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â ii

(C)Â Â Â Â Â Â Â ivÂ Â Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â i

(D)Â Â Â Â Â Â Â iiÂ Â Â Â Â Â Â Â Â Â iiiÂ Â Â Â Â Â Â Â Â iÂ Â Â Â Â Â Â Â Â Â Â iv

36. Assertion (A): Mail survey, a data collection technique in which questionnaires are mailed to potential respondents, who in then fill and return at their convenience become obsolete.

Reason (R): Survey-Monkey, the free online survey tool has totally replaced the traditional Mail survey.

Codes:

(A) (A) is true, but (R) is false.

(B) (A) is false, but (R) is true.

(C) Both (A) and (R) are true.

(D) Both (A) and (R) are false.

37. Assertion (A): Case situations are seldom comparable and as such the information gathered in case studies is often not comparable.

Reason (R): The subject under case study are usually described in terms of the characteristics exhibited by the subject/case itself.

Codes:

(A) Both (A) and (R) are true.

(B) Both (A) and (R) are false.

(C) (A) is true, but (R) is false.

(D) (A) is false, but (R) is true.

38. Assertion (A): Intellectual Property Rights facilitate free flow of information.

Reason (R): Effective free flow of information is the pre-requisite for knowledge society.

Codes:

(A) (A) is true, but (R) is false.

(B) (A) is false, but (R) is true.

(C) Both (A) and (R) are true.

(D) Both (A) and (R) are false

39. Assertion (A): The total output of Indian publications is reflected in â€˜Indian National Bibliographyâ€™.

Reason (R): A number of publishers in India are defaulters and do not deposit their publications as per Delivery of Books and Newspapers (Public Libraries) Act.

Codes:

(A) Both (A) and (R) are true.

(B) Both (A) and (R) are false.

(C) (A) is true, but (R) is false.

(D) (A) is false, but (R) is true.

40. Assertion (A): No library is self sufficient in terms of resources even in electronic age.

Reason (R): Resource sharing and consortia initiatives are essential to meet user needs.

Codes:

(A) (A) is true and (R) is false.

(B) (A) is false and (R) is true.

(C) Both (A) and (R) are true.

(D) Both (A) and (R) are false.

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.

Codes:

(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 fulfil the 4th Law of Library Science.

Reason (R): These services serve as the substitute to the primary journals.

Codes:

(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 â€˜phase relationsâ€™.

Reason (R): Subject formation by loose assemblage leads to complex subjects and isolates.

Codes:

(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.

Codes:

(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.

Codes:

(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 â€“ 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 with the basic concept of plagiarism. Some students bring with them the academic process that served them well at school â€“ 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. Pakâ€™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 â€“ Smith, 2010; Bilic â€“ Zulle, et. al. 2008). A Restorative Justice approach, however, suggests that plagiarism is in fact an act against a community (in this 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 of thought. 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 â€˜level of balanceâ€™ is advocated/reflected in

(A) Deterrent Approach

(B) Reformative Approach

(C) Punitive Approach

(D) Restorative Approach

49. â€˜Educational approachâ€™ 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