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20120724
Plagiarism
The researchers (particularly the PhD and MPhil students) are there at risk. As Damodaran has aptly observed - the concerned professors would wash their hands and pass the buck to the research students. It is not much unusual that a doctoral supervisor encourages and at times insists that the junior research student should replicate in his/her dissertation a part of others' text/results/citations/references, lifted from the dissertation or research papers of older scholars in the lab or those of the supervisor. Thus, a supervisor him/herself forces (so to say) his/her research students to plagiarize from his/her (supervisor's) own paper(s) or from older research students' published or unpublished research documents. This is done largely due to irresponsibility, casual attitude to research or unawareness of the possible consequences of plagiarism. In such a case, if a plagiarizing scholar is accused, the supervisor would surely wash his/her hands and pass the buck to the research scholar. Also note that when a research student and a teacher/supervisor co-author a research document, they trust each other and either may be unaware of the other's indulgence in indiscriminate copy-pasting without giving a due regard to citing the source materials. This may be a fact, but such an argument may also be used to shirk the responsibility to the less privileged in the academic hierarchy. The research students are young (generally) and with a long career ahead. They may lose their jobs, promotional avenues as well as prestige if at any time in future they are accused of plagiarism. Their research degrees may be withdrawn. Nobody knows at present how plagiarism will be taken in the years to come. It may be taken very seriously by the universities, colleges and other employers.
Plagiarism and the Web
ABOUT: The iThenticate Blog is an award-winning web site that discusses plagiarism and other scholarly misconduct issues. Article topics covered help raise awareness of the growing plagiarism problem, and promote integrity and ethical writing practices. To contact us, send us an email.http://www.ithenticate.com/plagiarism-checker-blog/bid/83255/Costs-of-Research-Plagiarism-and-Misconduct-Infographic
How to Recognize and Avoid Plagiarism
Plagiarism: What It is and How to Recognize and Avoid It
What is Plagiarism and Why is it Important?
In college courses, we are continually engaged with other people’s ideas: we read them in texts, hear them in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is very important that we give credit where it is due. Plagiarism is using others’ ideas and words without clearly acknowledging the source of that information.
How Can Students Avoid Plagiarism?
To avoid plagiarism, you must give credit whenever you use
- another person’s idea, opinion, or theory;
- any facts, statistics, graphs, drawings—any pieces of information—that are not common knowledge;
- quotations of another person’s actual spoken or written words; or
- paraphrase of another person’s spoken or written words.
These guidelines are taken from the Code of Student Rights, Responsibilities, and Conduct.
To help you recognize what plagiarism looks like and what strategies you can use to avoid it, select one of the following links or scroll down to the appropriate topic.
- How to Recognize Unacceptable and Acceptable Paraphrases
- Plagiarism and the World Wide Web
- Strategies for Avoiding Plagiarism
- Terms You Need to Know (or What is Common Knowledge?)
How to Recognize Unacceptable and Acceptable Paraphrases
Here’s the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the growth of large cities (like Fall River, Massachusetts, where the Bordens lived) which became the centers of production as well as of commerce and trade.
The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.
What makes this passage plagiarism?
The preceding passage is considered plagiarism for two reasons:
- the writer has only changed around a few words and phrases, or changed the order of the original’s sentences.
- the writer has failed to cite a source for any of the ideas or facts.
If you do either or both of these things, you are plagiarizing.
NOTE: This paragraph is also problematic because it changes the sense of several sentences (for example, "steam-driven companies" in sentence two misses the original’s emphasis on factories).
NOTE: This paragraph is also problematic because it changes the sense of several sentences (for example, "steam-driven companies" in sentence two misses the original’s emphasis on factories).
Here’s an ACCEPTABLE paraphrase:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the US, they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (Williams 1).
Why is this passage acceptable?
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the US, they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (Williams 1).
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
- accurately relays the information in the original
uses her own words. - lets her reader know the source of her information.
Here’s an example of quotation and paraphrase used together, which is also ACCEPTABLE:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing, the demand for workers "transformed farm hands into industrial laborers," and created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these hubs "which became the centers of production as well as of commerce and trade" (Williams 1).
Why is this passage acceptable?
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing, the demand for workers "transformed farm hands into industrial laborers," and created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these hubs "which became the centers of production as well as of commerce and trade" (Williams 1).
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
- records the information in the original passage accurately.
- gives credit for the ideas in this passage.
- indicated which part is taken directly from her source by putting the passage in quotation marks and citing the page number.
Note that if the writer had used these phrases or sentences in her own paper without putting quotation marks around them, she would be PLAGIARIZING. Using another person’s phrases or sentences without putting quotation marks around them is considered plagiarism EVEN IF THE WRITER CITES IN HER OWN TEXT THE SOURCE OF THE PHRASES OR SENTENCES SHE HAS QUOTED.
Plagiarism and the World Wide Web
The World Wide Web has become a more popular source of information for student papers, and many questions have arisen about how to avoid plagiarizing these sources. In most cases, the same rules apply as to a printed source: when a writer must refer to ideas or quote from a WWW site, she must cite that source.
If a writer wants to use visual information from a WWW site, many of the same rules apply. Copying visual information or graphics from a WWW site (or from a printed source) is very similar to quoting information, and the source of the visual information or graphic must be cited. These rules also apply to other uses of textual or visual information from WWW sites; for example, if a student is constructing a web page as a class project, and copies graphics or visual information from other sites, she must also provide information about the source of this information. In this case, it might be a good idea to obtain permission from the WWW site’s owner before using the graphics.
Strategies for Avoiding Plagiarism
1. Put in quotations everything that comes directly from the text especially when taking notes.
2. Paraphrase, but be sure you are not just rearranging or replacing a few words.
Instead, read over what you want to paraphrase carefully; cover up the text with your hand, or close the text so you can’t see any of it (and so aren’t tempted to use the text as a “guide”). Write out the idea in your own words without peeking.
3. Check your paraphrase against the original text to be sure you have not accidentally used the same phrases or words, and that the information is accurate.
Terms You Need to Know (or What is Common Knowledge?)
Common knowledge: facts that can be found in numerous places and are likely to be known by a lot of people.
Example: John F. Kennedy was elected President of the United States in 1960.
This is generally known information. You do not need to document this fact.
However, you must document facts that are not generally known and ideas that interpret facts.
Example: According the American Family Leave Coalition’s new book, Family Issues and Congress, President Bush’s relationship with Congress has hindered family leave legislation (6).
The idea that “Bush’s relationship with Congress has hindered family leave legislation” is not a fact but aninterpretation; consequently, you need to cite your source.
Quotation: using someone’s words. When you quote, place the passage you are using in quotation marks, and document the source according to a standard documentation style.
The following example uses the Modern Language Association’s style:
Example: According to Peter S. Pritchard in USA Today, “Public schools need reform but they’re irreplaceable in teaching all the nation’s young” (14).
Paraphrase: using someone’s ideas, but putting them in your own words. This is probably the skill you will use most when incorporating sources into your writing. Although you use your own words to paraphrase, you must still acknowledge the source of the information.
Produced by Writing Tutorial Services, Indiana University, Bloomington, INhttp://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Avoiding Plagiarism
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices
Download a PDF version of this document.
Plagiarism has always concerned teachers and administrators, who want students’ work to represent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities.
This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning.
What Is Plagiarism?
In instructional settings, plagiarism is a multifaceted and ethically complex problem. However, if any definition of plagiarism is to be helpful to administrators, faculty, and students, it needs to be as simple and direct as possible within the context for which it is intended.
Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source.
This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.
Most current discussions of plagiarism fail to distinguish between:
- submitting someone else’s text as one’s own or attempting to blur the line between one’s own ideas or words and those borrowed from another source, and
- carelessly or inadequately citing ideas and words borrowed from another source.
Such discussions conflate plagiarism with the misuse of sources.
Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropriately.
What are the Causes of Plagiarism and the Failure to Use and Document Sources Appropriately?
Students who are fully aware that their actions constitute plagiarism—for example, copying published information into a paper without source attribution for the purpose of claiming the information as their own, or turning in material written by another student—are guilty of academic misconduct. Although no excuse will lessen the breach of ethical conduct that such behavior represents, understanding why students plagiarize can help teachers to consider how to reduce the opportunities for plagiarism in their classrooms.
- Students may fear failure or fear taking risks in their own work.
- Students may have poor time-management skills or they may plan poorly for the time and effort required for research-based writing, and believe they have no choice but to plagiarize.
- Students may view the course, the assignment, the conventions of academic documentation, or the consequences of cheating as unimportant.
- Teachers may present students with assignments so generic or unparticularized that students may believe they are justified in looking for canned responses.
- Instructors and institutions may fail to report cheating when it does occur, or may not enforce appropriate penalties.
Students are not guilty of plagiarism when they try in good faith to acknowledge others’ work but fail to do so accurately or fully. These failures are largely the result of failures in prior teaching and learning: students lack the knowledge of and ability to use the conventions of authorial attribution. The following conditions and practices may result in texts that falsely appear to represent plagiarism as we have defined it:
- Students may not know how to integrate the ideas of others and document the sources of those ideas appropriately in their texts.
- Students will make mistakes as they learn how to integrate others’ words or ideas into their own work because error is a natural part of learning.
- Students may not know how to take careful and fully documented notes during their research.
- Academicians and scholars may define plagiarism differently or more stringently than have instructors or administrators in students’ earlier education or in other writing situations.
- College instructors may assume that students have already learned appropriate academic conventions of research and documentation.
- College instructors may not support students as they attempt to learn how to research and document sources; instead, instructors may assign writing that requires research and expect its appropriate documentation, yet fail to appreciate the difficulty of novice academic writers to execute these tasks successfully.
- Students from other cultures may not be familiar with the conventions governing attribution and plagiarism in American colleges and universities.
- In some settings, using other people’s words or ideas as their own is an acceptable practice for writers of certain kinds of texts (for example, organizational documents), making the concepts of plagiarism and documentation less clear cut than academics often acknowledge and thereby confusing students who have not learned that the conventions of source attribution vary in different contexts.
What are our Shared Responsibilities?
When assignments are highly generic and not classroom-specific, when there is no instruction on plagiarism and appropriate source attribution, and when students are not led through the iterative processes of writing and revising, teachers often find themselves playing an adversarial role as “plagiarism police” instead of a coaching role as educators. Just as students must live up to their responsibility to behave ethically and honestly as learners, teachers must recognize that they can encourage or discourage plagiarism not just by policy and admonition, but also in the way they structure assignments and in the processes they use to help students define and gain interest in topics developed for papers and projects.
Students should understand research assignments as opportunities for genuine and rigorous inquiry and learning. Such an understanding involves:
- Assembling and analyzing a set of sources that they have themselves determined are relevant to the issues they are investigating;
- Acknowledging clearly when and how they are drawing on the ideas or phrasings of others;
- Learning the conventions for citing documents and acknowledging sources appropriate to the field they are studying;
- Consulting their instructors when they are unsure about how to acknowledge the contributions of others to their thought and writing.
Faculty need to design contexts and assignments for learning that encourage students not simply to recycle information but to investigate and analyze its sources. This includes:
- Building support for researched writing (such as the analysis of models, individual/group conferences, or peer review) into course designs;
- Stating in writing their policies and expectations for documenting sources and avoiding plagiarism;
- Teaching students the conventions for citing documents and acknowledging sources in their field, and allowing students to practice these skills;
- Avoiding the use of recycled or formulaic assignments that may invite stock or plagiarized responses;
- Engaging students in the process of writing, which produces materials such as notes, drafts, and revisions that are difficult to plagiarize;
- Discussing problems students may encounter in documenting and analyzing sources, and offering strategies for avoiding or solving those problems;
- Discussing papers suspected of plagiarism with the students who have turned them in, to determine if the papers are the result of a deliberate intent to deceive;
- Reporting possible cases of plagiarism to appropriate administrators or review boards.
Administrators need to foster a program- or campus-wide climate that values academic honesty. This involves:
- Publicizing policies and expectations for conducting ethical research, as well as procedures for investigating possible cases of academic dishonesty and its penalties;
- Providing support services (for example, writing centers or Web pages) for students who have questions about how to cite sources;
- Supporting faculty and student discussions of issues concerning academic honesty, research ethics, and plagiarism;
- Recognizing and improving upon working conditions, such as high teacher-student ratios, that reduce opportunities for more individualized instruction and increase the need to handle papers and assignments too quickly and mechanically;
- Providing faculty development opportunities for instructors to reflect on and, if appropriate, change the ways they work with writing in their courses.
Best Practices
College writing is a process of goal setting, writing, giving and using feedback, revising, and editing. Effective assignments construct specific writing situations and build in ample room for response and revision. There is no guarantee that, if adopted, the strategies listed below will eliminate plagiarism; but in supporting students throughout their research process, these strategies make plagiarism both difficult and unnecessary.
1. Explain Plagiarism and Develop Clear Policies
- Talk about the underlying implications of plagiarism. Remind students that the goal of research is to engage, through writing, in a purposeful, scholarly discussion of issues that are sometimes passed over in daily life. Understanding, augmenting, engaging in dialogue with, and challenging the work of others are part of becoming an effective citizen in a complex society. Plagiarism does not simply devalue the institution and the degree it offers; it hurts the inquirer, who has avoided thinking independently and has lost the opportunity to participate in broader social conversations.
- Include in your syllabus a policy for using sources, and discuss it in your course. Define a policy that clearly explains the consequences of both plagiarism (such as turning in a paper known to be written by someone else) and the misuse or inaccurate citation of sources.
- If your university does not already have one, establish an honor code to which all students subscribe; a judicial board to hear plagiarism cases; or a departmental ombudsperson to hear cases brought between students and instructors.
2. Improve the Design and Sequence of Assignments
- Design assignments that require students to explore a subject in depth. Research questions and assignment topics should be based on principles of inquiry and on the genuine need to discover something about the topic, and should present that topic to an audience in the form of an exploration or an argument.
- Start building possible topics early. Good writing reflects a thorough understanding of the topic being addressed or researched. Giving students time to explore their topics slowly and helping them to narrow their focus from broad ideas to specific research questions will personalize their research and provide evidence of their ongoing investigations
- Consider establishing a course theme, and then allow students to define specific questions about that theme so that they become engaged in learning new ideas and begin to own their research. A course theme (like “literacy” or “popular culture”) allows students and instructor to develop expertise and to support each other as they read, write, and engage in their research. Grounding the theme in a local context (such as the campus, or the neighborhood or city where the campus is located) can provide greater relevance to students’ lives. Once students have defined a topic within the course theme, ask them to reflect frequently on their choice of topic: about what they already know about the topic when they begin their research; about what new ideas they are learning along the way; and about what new subjects for research they are discovering.
- Develop schedules for students that both allow them time to explore and support them as they work toward defined topics. As researchers learn more about their subjects, they typically discover new, unforeseen questions and interests to explore. However, student researchers do not have unlimited time for their work—at some point, they must choose a focus for their papers. Conferences with students (sometimes held in the library or computer resource center) are invaluable for enabling them to refine their focus and begin their inquiry.
- Support each step of the research process. Students often have little experience planning and conducting research. Using planning guides, in-class activities, and portfolios, instructors should “stage” students’ work and provide support at each stage—from invention to drafting, through revision and polishing. Collecting interim materials (such as annotated photocopies) helps break the research assignment down into elements of the research process while providing instructors with evidence of students’ original work. Building “low-stakes” writing into the research process, such as reflective progress reports, allows instructors to coach students more effectively while monitoring their progress.
- Make the research process, and technology used for it, visible. Ask your students to consider how various technologies—computers, fax machines, photocopiers, e-mail—affect the way information is gathered and synthesized, and what effect these technologies may have on plagiarism.
- Attend to conventions of different genres of writing. As people who read and write academic work regularly, instructors are sensitive to differences in conventions across different disciplines and, sometimes, within disciplines. However, students might not be as aware of these differences. Plan activities—like close examinations of academic readings—that ask students to analyze and reflect on the conventions in different disciplines.
3. Attend to Sources and the Use of Reading
- Ask students to draw on and document a variety of sources. Build into your assignments additional sources, such as systematic observation, interviews, simple surveys, or other datagathering methods. Incorporating a variety of sources can help students develop ways of gathering, assessing, reading, and using different kinds of information, and can make for a livelier, more unique paper.
- Consider conventions. Appropriate use of citations depends on students’ familiarity with the conventions of the genre(s) they are using for writing. Design activities that help students to become familiar with these conventions and make informed choices about when and where to employ them.
- Show students how to evaluate their sources. Provide opportunities for students to discuss the quality of the content and context of their sources, through class discussions, electronic course management programs or Internet chat spaces, or reflective assignments. Discuss with students how their sources will enable them to support their argument or document their research.
- Focus on reading. Successful reading is as important to thoughtful research essays as is successful writing. Develop reading-related heuristics and activities that will help students to read carefully and to think about how or whether to use that reading in their research projects.
4. Work on Plagiarism Responsibly
- Distinguish between misuse of sources and plagiarism. If students have misused sources, they probably do not understand how to use them correctly. If this is the case, work with students so that they understand how to incorporate and cite sources correctly. Ask them to rewrite the sections where sources have been misused.
- Ask students for documentation. If a student’s work raises suspicions, talk with him or her about your concerns. Ask students to show you their in-process work (such as sources, summaries, and drafts) and walk you through their research process, describing how it led to the production of their draft. If they are unable to do this, discuss with them the consequences of plagiarism described in your syllabus (and, perhaps, by your institution). If you have talked with a student and want to pursue your own investigation of his or her work, turn to sources that the student is likely to have used and look for evidence of replication.
- Use plagiarism detection services cautiously. Although such services may be tempting, they are not always reliable. Furthermore, their availability should never be used to justify the avoidance of responsible teaching methods such as those described in this document.
5. Take Appropriate Disciplinary Actions
- Pay attention to institutional guidelines. Many institutions have clearly defined procedures for pursuing claims of academic dishonesty. Be sure you have read and understood these before you take any action.
- Consider your goal. If a student has plagiarized, consider what the student should take away from the experience. In some cases, a failing grade on the paper, a failure in the course, academic probation, or even expulsion might achieve those goals. In other cases, recreating the entire research process, from start to finish, might be equally effective.
Council of Writing Program Administrators, January, 2003http://wpacouncil.org/node/9
Directorate of General of Employment & Training
Directorate of General of Employment & Training (DGE&T)
| This is an annual publication of DGE&T. It gives complete information about the job seekers registered with the Employment Exchanges at State and All India level. |
Courtesy: Government of India
Plagiarised portions of Thesis and Dissertations
PUN: The University of Pune has decided to subscribe to popular software to detect plagiarised portions of thesis and dissertations submitted by students engaged in doctoral (PhD) research.
In a first, the UoP management council has approved independent policies for promotion of research and approach to curbing plagiarism, which refers to presenting another person's work as one's own work.
"A couple of research advisory councils, comprising highly eminent experts, for science and non-science areas, will be set up as part of the new research policy," said UoP vice-chancellor Wasudev N Gade on Saturday.
While the university has a fair record of generating quality academic research, there have been instances in the past when researchers from the teaching staff in the on-campus postgraduate departments of microbiology and chemistry had to face stringent action for plagiarism, Gade said.
"The move to have a separate plagiarism policy is aimed at ensuring there is an effective curb on the tendency to plagiarise research in the university. Among other things, the policy spells out in detail the definition of plagiarism, what constitutes an intentional and an unintentional plagiarism, ways to detect the same and the punitive action against those found guilty," he added.
"The University Grants Commission has recommended an anti-plagiarism software, used internationally, to check intentional and unintentional acts. The software can go through huge databases, even those which may not be in public domain, and identify possible plagiarized portions," he said.
Gade said, "Starting academic year 2012-13, we will ensure that all theses and dissertations are made available by the doctoral research students as a soft copy so that we can run through the anti-plagiarism check using the software. The submission of thesis/dissertations will be cleared only after such check."
"A licensed copy of this US-based software product costs around Rs 2,000 each and we plan to have at least four to five copies for each of the on-campus postgraduate departments as well as the affiliated colleges," said Gade.
The move is also in line with the UGC's ambitious programme of establishing an electronic repository of research papers generated by the UGC-funded universities. The Ahmedabad-based Infilibnet has been entrusted with the task of documentation and digitization of various papers generated by the UGC-funded universities across the country.
Meanwhile, Gade said, "The proposed research advisory council will work as a guiding body for teachers and students engaged in research projects at the university and affiliated colleges. These projects will be up for periodical reviews by the council."
In a first, the UoP management council has approved independent policies for promotion of research and approach to curbing plagiarism, which refers to presenting another person's work as one's own work.
"A couple of research advisory councils, comprising highly eminent experts, for science and non-science areas, will be set up as part of the new research policy," said UoP vice-chancellor Wasudev N Gade on Saturday.
While the university has a fair record of generating quality academic research, there have been instances in the past when researchers from the teaching staff in the on-campus postgraduate departments of microbiology and chemistry had to face stringent action for plagiarism, Gade said.
"The move to have a separate plagiarism policy is aimed at ensuring there is an effective curb on the tendency to plagiarise research in the university. Among other things, the policy spells out in detail the definition of plagiarism, what constitutes an intentional and an unintentional plagiarism, ways to detect the same and the punitive action against those found guilty," he added.
"The University Grants Commission has recommended an anti-plagiarism software, used internationally, to check intentional and unintentional acts. The software can go through huge databases, even those which may not be in public domain, and identify possible plagiarized portions," he said.
Gade said, "Starting academic year 2012-13, we will ensure that all theses and dissertations are made available by the doctoral research students as a soft copy so that we can run through the anti-plagiarism check using the software. The submission of thesis/dissertations will be cleared only after such check."
"A licensed copy of this US-based software product costs around Rs 2,000 each and we plan to have at least four to five copies for each of the on-campus postgraduate departments as well as the affiliated colleges," said Gade.
The move is also in line with the UGC's ambitious programme of establishing an electronic repository of research papers generated by the UGC-funded universities. The Ahmedabad-based Infilibnet has been entrusted with the task of documentation and digitization of various papers generated by the UGC-funded universities across the country.
Meanwhile, Gade said, "The proposed research advisory council will work as a guiding body for teachers and students engaged in research projects at the university and affiliated colleges. These projects will be up for periodical reviews by the council."
20120719
Unique Book Check IN
A book that had been issued from Navan library in the Republic of
Ireland<http://timesofindia.
has been returned 80 years late.*
A mystery borrower slipped the book discreetly through the letterbox at the
county library at the weekend.
It was checked out in 1932. County
librarian<http://timesofindia.
Ciaran
Mangan <http://timesofindia.
that the book has chalked up a fine of 4,160 euros, based on the original
1930s fine of one penny per week. But they are just delighted to see it
back.
"It was an item that had been out on loan effectively since it was
published and put into stock and the system in 1932," the
BBC<http://timesofindia.
The librarian calculated the fine incurred by the book, but they would like
to make a bargain for the penalty.
"As good Christians, we decided we would waive that fine if the person
appears in person and confesses to having returned the book," the librarian
said.
There are no details on the original borrower because the library's
computerised records only date back to 1994.
However, someone may have had their conscience pricked because the overdue
book is a pictorial record of the 31st International Eucharistic Congress
in Dublin <http://timesofindia.
The 50th International Eucharistic Congress takes place in Dublin next
month.
The book has generated a lot of interest.
"We believe it was well cared for and was probably shelved with the
family's collection, getting lost among their own books.
"We have it on display as it is attracting a lot of attraction," Mangan
said.
Reference:
http://timesofindia.
Ireland<http://timesofindia.
has been returned 80 years late.*
A mystery borrower slipped the book discreetly through the letterbox at the
county library at the weekend.
It was checked out in 1932. County
librarian<http://timesofindia.
Ciaran
Mangan <http://timesofindia.
that the book has chalked up a fine of 4,160 euros, based on the original
1930s fine of one penny per week. But they are just delighted to see it
back.
"It was an item that had been out on loan effectively since it was
published and put into stock and the system in 1932," the
BBC<http://timesofindia.
The librarian calculated the fine incurred by the book, but they would like
to make a bargain for the penalty.
"As good Christians, we decided we would waive that fine if the person
appears in person and confesses to having returned the book," the librarian
said.
There are no details on the original borrower because the library's
computerised records only date back to 1994.
However, someone may have had their conscience pricked because the overdue
book is a pictorial record of the 31st International Eucharistic Congress
in Dublin <http://timesofindia.
The 50th International Eucharistic Congress takes place in Dublin next
month.
The book has generated a lot of interest.
"We believe it was well cared for and was probably shelved with the
family's collection, getting lost among their own books.
"We have it on display as it is attracting a lot of attraction," Mangan
said.
Reference:
http://timesofindia.
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