Use of UGC‐Infonet Digital Library Consortium resources by research scholars and faculty members of the University of Delhi in History and Political Science
Purpose – This paper focuses on the use of UGC‐Infonet Digital Library Consortium Resources by research scholars and faculty members of University of Delhi in History and Political Science. The main aim is to determine the needs of research scholars and faculty members of University of Delhi in the discipline of history and political science and to find out how far their information needs are fulfilled by the information resources available through UGC‐Infonet Digital Library Consortium. The paper attempts to define this consortium, its objectives, scope, e‐resources subscribed and the government initiative to provide current information in various disciplines for research and teaching excellence.Design/methodology/approach – To study the information usage pattern and needs of the respective users a survey was conducted among faculty and research scholars. The population included in the study comprised 105 respondents from both departments and of that, eight are faculty and 97 are research scholars.Findin...
Evaluation of Usage and Usability of Electronic Journals
In the era of digital libraries, Web-based electronic databases have become important resources for education and research. Digital libraries of academic institutions started to subscribe to number of electronic journals to meet the expectation of the users, because accessing the web has become very convenient. Electronic journals usage measurement is completely different from that of books usage measurement. This research article presents, problems experienced, usage, usability, and users' satisfaction in accessing electronic journals.
In-services and empty threats: The roles of organizational practices and workplace experiences in shaping U.S. educators' understandings of students' rights.
This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators' conceptions of students' rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975). We then examine whether individual characteristics and participation in organizational processes are associated with educators' understandings of students' due process rights. Findings suggest that educators' understandings of students' entitlements to due process vary with educators' level of education, experience of school-related legal threats, and participation in district or diocese in-service training programs on students' rights. Results point to organizational climate as a key factor in shaping educators' rights conceptions and the role of law in American schools.