Saturday, July 31, 2010

Original Document: "Dr. Swaine: May Want to Work with me Again?: Grades and Final Assignments Agreement Form"

7-31-2010 1:51:26 p. m. (E.S.T.)

Introduction: Missive:

Dear Ms. Swaine,

I understand, from your previous communication to me via email, that you are no longer available to work with me. I understood that yesterday, and I have already communicated to several Deans, your decision to not continue working with me. I saw this morning, that you may have changed your mind. I noticed an email in my in-box requesting a meeting sometime today to discuss the issues which persist in the second half of library management class (summer 2010).

The list of issues/concerns which I have that must be answered and replied to in full, with no exceptions, prior to me agreeing to work with you again are enumerated below. I will not accept you as my instructor, for the remaining final assignments, which are due in this the class, if you neglect to answer or reply in full, to any of the following issues/concerns that I have, related to my completion of the library management course (summer 2010).

You must respond to every issue/concern, in order, one issue/concern at a time, and each response must be clearly identified by the identical subject that I indicated when enumerated my issue/concern this email. The following, are the enumerated issues/concerns, that I have, that must be addressed, prior to me agreeing to work with you on my final assignments, for the remainder of the library management summer 2010 course:

Final Assignment Rules and Regulations:

1) Re: Availability of Current Grade:

My current grade for this course must be available to me at all times. When an assignment is submitted, the grade must be available to me within 24 hours of the submission date/time. There are no exceptions to this rule. If, for instance, I agree to turn in the final assignments on 8-1-2010 by 11:59 p. m. (E.S.T.), then, my grades on all of my final assignments must be posted to my grade book page by 11:59 p. m. (E.S.T.), the following day, Monday 8-2-2010. Due to the fact that I would be turning in my final assignments, my final grade in the course, the grade that will be submitted to the registrar’s office for summer 2010 graduation, must be posted to my grade book page and available as well.

(*Note—I have not agreed to turn any assignments in to you, on 8-1-2010, at this present time. I have not yet, agreed to work with you again, either.)

2) Re: Grade Change:

The grades posted to my grade page must reflect the grades that I have received in the class. The grades currently posted to my grade page have been altered from what was posted on 7-28-2010. Two points have been deducted from my grade on my ethics assignment. On 7-28-2010, my grade on my ethics assignment was a 59, on 7-30-2010, my ethics assignment grade was re-posted as a 57. You are not at liberty to lower my grades once they have been posted by you. You need to add two points to my ethics grade, to reflect the original grade that you posted on 7-28-2010. I have a webpage and a text copy of the grades which were posted by you on 7-28-2010.

In addition, it is my understanding, that the grades posted on 7-30-2010 include my entire attendance/ participation grade for the entire library and management class (summer 2010). You stated several times in our Elluminate meeting on Monday 7-26-2010, and in emails that you sent to me, that there are no more possible attendance/participation points which are attainable for the library management class (summer 2010). It is also, my understanding, from our Elluminate and email communications, that I have received a perfect attendance grade for library management (summer 2010).

Additionally, it is also my understanding that all the assignments that will be grade for this course and which are due in this course have already been posted to my grade page. No additional assignments or grade categories are allowed to be posted to my grade page. All the assignments and grade categories which will be utilized in order to calculate my final grade in library management for summer 2010 have already been posted to my grade page. There are no exceptions to this rule.

Once my final grade has been posted to my grade page, the final grade which I receive in library management for summer 2010, cannot be altered by you. If I believe that the final grade is unfair, or that it does not reflect my quality/quantity of work submitted for the course, I will request, that someone else re-grade my assignments and raise my final grade, so that it is commiserate to the quality/quantity of work, that I will have submitted for the library management course (summer 2010).

3) Re: Grade Submission:

The final grade that I receive in this course must be submitted via email, to the registrar’s office, within 24 hours of it being made available to me on my grade page. As previously stated, my final grade for this course must be made available no later than 24 hours after I submit my final assignments. During the 24 hours between when my final grade is posted, and when the final grade is submitted to the registrar’s office, I will have the opportunity to reject or accept the final grade posted to my grade page as my final grade for this course. If I reject the final grade that you have calculated, you will not submit the final grade to the registrar’s office. There are no exceptions to this rule. I will then have my final assignments re-evaluated and re-graded by someone else, and they will submit my final grade for the course instead.

Ultimately, it will up to me, who submits my final grade for the library management course to the registrar’s office. If I believe, for any reason what-so-ever, that you will not follow this pre-existing agreement, and submit my final grade: when/how/or as, I have previously indicated, then I will elect someone else to submit my final grade in this class. You are not permitted to disagree with me in my previous statement. There are no exceptions to this rule.

The individual whom I elect to submit my final grade to the registrar’s office, will not require your permission to access my grade page to locate my final grade, and that individual will not require your permission to submit the final grade for the library management class (summer 2010) to the registrar’s office. Your permission, regarding the submission of my final grade, is not required at all under any circumstances.

The final grade that is indicated on my grade page, and which must be posted and available to me within the previous time frame stipulated, will be the final grade that is submitted to the registrar’s office, and it is the final grade that will be recorded on my final official transcript, which will verify that I, Ms. Bayo Elizabeth Cary, have earned a Master’s Degree at F.S.U. in library and information science, and that I have graduated summer 2010 (August 7, 2010) with my Master’s Degree and full ALA accreditation .

4) Re: Final Assignment Directions:

Full and complete directions must be provided for each and every section of every final assignment which is graded and which is expected to be submitted. The abridged directions currently posted to the library management course Blackboard site are inadequate and do not provide sufficient directions as to how the final assignments: self-evaluation and (strategic plan/reflection journal ) template should be filled-in/completed. The directions for the final assignments provided by the previous course instructor, as we mutually agreed in both the Elluinate session on 7-26-2010 and by email, are not to be utilized by me for my completion of the final assignments for this course.

You have agreed to provide me with a set of abridged directions for the final assignments. You must follow through with your commitment to me, and provide me with adequate, and abridged, directions for the final assignments, which you yourself have created (abridged). In our Elluminate meeting, you stated that it is not necessary for me to complete/fill-in every section of every template in order to receive full credit (a perfect “A”) for the completion of the final assignments in this course. You must provide me with abridged directions that you have created for every portion of the final assignments which you will grade. Sections that do not need to be submitted and that will not be graded must be noted as well, in the abridged assignment directions, that you must provide.

5) Re: Final Assignment Due Date(s):

The due date for the final assignments, to date, has not been agreed upon, and therefore, the due dates posted to my grade page, for the final assignments are not accurate. The due dates for the final assignments are still, at present, being negotiated. The due date(s) for the final assignments must be agreed upon by both of us and posted to my grade page, but only after we have both agreed upon the date(s). The final assignments due date(s) are flexible, but only if I desire to extend the time period to a later date.

You are not allowed to change the due date(s) of the final assignments without my agreement and you are not allowed to changed the agreed upon due date (s) without my consent, and you are not allowed to decide the final assignment due date(s) on your own, and you are not allowed to make the final due date(s) an earlier date than we have both agreed upon. The due date established by Dr. Kim does not apply to this portion of the library management course, Dr. Kim, as we have already agreed upon (documented in email correspondence) is no longer my instructor for the library management course (summer 2010).

(*Note—I have not agreed upon working with you again-- yet. Presently, I have no official instructor for the library management course, summer 2010.)

6) Re: Grading of Final Assignment:

A very detailed description of what parts of the final assignments will be graded, as well as how each part of the final assignments will be graded, must be provided. I need to know exactly what you expect from me, insofar, as the final assignments are concerned. If you provide detailed instructions for how to complete/fill-in the final assignment templates, but you do not provide detailed information regarding how the final assignments will be graded, then I will earn an “A” in library management (summer 2010) by default.

The final grade of an “A,” must then be entered in to my grade page, and full-credit must also, then be entered for all of my final assignments. A final grade of an “A,” must then be submitted to the registrar’s office as my final grade in the library management course (summer 2010). As previously stated, I reserve the right to elect who submits my final grade of an “A” to the registrar’s office.

(*Note--You must provide both: detailed instructions on how to fill-in the final assignment templates, as well as a detailed description as to how the final assignments will be graded, in order for me to complete the final assignment. A reasonable amount of time, must be allocated as well, for me to complete the final assignments. As previously stated, the due date(s) of the final assignments must be agreed upon by both of us. )


7) Re: Elluminate Session Recording Access:

I must be provided with the link to our previous Elluminate session recording. You have never sent me a link to the Elluminate recording of our session on 7-26-2010. All students are provided with access to every Elluminate recording from every class that they are enrolled in. This section of the library management course, summer 2010, is no exception to that standard practice. You must provide me with the URL to the recording from our Elluminate session.

(*Note--The link to the Elluminate recording of our meeting must be provided today by 7:00 p. m. E.S.T. via email : bayoecary@hotmail.com )

8) Re: Availability:

You must be available to answer any question(s) that I may have regarding the reminder of thisclass, until I receive a verification of both my official transcript with the final grade (the same as indicated on my grade page) and the confirmation of my Master’s Degree earned posted to it (my official transcript), and until I receive an official copy of my Master’s Degree Diploma from F.S.U. .
Final Agreement Between: Dr. Swaine and Ms. Bayo Elizabeth Cary

Your failure to agree to any of the above enumerated: rules/regulations/terms/and/or conditions, will result in me receiving a final grade of an “A” in the summer library management (summer 2010) course by default. I will not agree to work with you again, if you do not sign this agreement, to complete any work/final assignments, and someone else will enter my final grade of an “A” (by default) for the course. Your permission for my final grade submission for this class, to the registrar’s office, by someone other than you, is not required. There are no exceptions to this rule.

(*Note--Your signature, as typed text, indicates that you have read the all of the above stated and enumerated: rules/ regulations /terms/and/or conditions, you clearly understand what you have read, and that you will comply with each and every: rule(s)/ regulation(s)/term(s)/and/or condition(s), without any exceptions at all. There are not exceptions, what-so-ever, to this rule. Your signature also indicates that you understand that you are not allowed to alter this agreement at all, neither is anyone else, I am the only exception to this rule.

This document, sent today 7-31-2010, via email at 1:35 p. m., must be signed and returned by 6:30 p. m. (E.S.T.) today 7-31-2010. No one else is permitted to negotiate with me regarding the stipulations that I have indicated in this document, in your place, and the stipulations indicated in this document are non-negotiable. Your failure to reply to this email, will result in default. As previously stated, a default by you, indicated by you by your failure respond to this email and document, in the affirmative, with your signature affixed to the bottom of the page as text, will automatically result in me receiving a final grade of an “A” in the F.S.U. library management summer 2010 course.)


Please Type Your Name Here (*Note--Your typed name represents your signature and your agreement and consent with this document and the stipulations contained therein.):

Original Document: "Dr. Swaine: No Longer Available to Work with Me for the Completion of Library Management, summer 2010"

*
Re: I am sorry that you are no longer available to work with me. Thank you for your assistance. Someone else will enter my final grade. Ms. Bayo Elizabeth Cary‏


30/07/2010

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Bayo Cary
À ****************
De : Bayo Cary (bayoecary@hotmail.com)
Envoyé : ven. 30/07/10 14:50
À : *******************

7-30-2010 2:28 p. m. (E.S.T.)

Dear Dr. Swaine,

I recently received a message from you regarding your availability. I am sorry you are no longer available to work with me. I did however notice, that you partially upgraded the grade book, the strategic plan and reflection journal, should have the same due date. According to you, they are the same assignment. What is what you provided the template for. It is unfortunate that you were not also able to provide me with directions, although committed to doing so. You stated that you would provide me with an abridged version of the template directions, which would be created and/or edited by you, and completely different from the strategic plan/reflection journal directions provided by Dr. Kim.

I sent you an email yesterday, stating that I was unable to submit any final assignments to you by 8-1-2010. Final assignments for the library management course include: strategic plan/ reflection journal and the self-evaluation. Therefore, you must have changed my grade page, before you received my email regarding the due date for the final assignments. then you sent me an email, stating that you were no longer available to work with me. Therefore, I am not responsible for turning in any final assignments of any sort to you. Since you are no longer available to work with me, you are no longer my instructor for the library management course. If you are not willing to work with a student, you cannot be that student's instructor. I am sorry that you made that decision.

I enjoyed our first Elluminate meeting. I would have liked to continue to work with you. I thought that our first meeting was a good jumping-off point. I let you know in our first Elluminate meeting that I may have more questions about the final assignments. It is unfortunate that you were not able to answer the questions that I posited in my emails, and that you were unavailable to meet with me in Elluminate again. I have sent a request to the Dean, in response to your unavailability to continue to working with me. Thank you for you time and attention. Someone else will enter my final grade for the library management course summer 2010. I specified to the Dean, what issues we were unable to resolve, in relation to the library management course summer 2010, and alert her to the overall status of the class. Thank you again.

Sincerely,

Ms. Bayo Elizabeth Cary

Original Document: "Completion of Library Management, Summer 2010, Inquiry into Grades and Provision of Final Asssignment Instructions"

*
RE: Final Grade: Grades Mis-Calculated and Missing on My Grade Page and Final Assignments: Abridged Final Assignment Instructions Missing and Needed Early in the Day on 7-29-2010‏


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29/07/2010

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Swaine, Linda
À Bayo Cary
De : Swaine, Linda (*********************)
Envoyé : jeu. 29/07/10 00:49
À : Bayo Cary (bayoecary@hotmail.com)

The instructions for the assignment are listed on the week 13 Assignments Strategic Plan.

I have entered one grade for attendance. Your attendance grade is 90 points and that is the maximum points available for attendance.

I will address your my grades concern when I am on campus onThursday.

Linda

Linda Swaine, Ed. D.
School of Library & Information Studies
College of Communication & Information
The Florida State University
P.O. Box 3062100
265 B Louis Shores Building
142 Collegiate Loop
Tallahassee, FL 32306-2100
407-460-8120

-----Original Message-----
From: Bayo Cary [mailto:bayoecary@hotmail.com]
Sent: Wed 7/28/2010 9:51 PM
To: Swaine, Linda

Subject: Re: Final Grade: Grades Mis-Calculated and Missing on My Grade Page and Final Assignments: Abridged Final Assignment Instructions Missing and Needed Early in the Day on 7-29-2010


7-28-2010 9:48 p. m. (E.S.T.)

Dear Dr. Swaine,

It was necessary for me to slightly alter the format of the final assignment. I was not able to save it as a (Microsoft Word Document).doc/.docx file. I have transferred the document (copy/paste) into an email document. I will send the completed document to you as text in an email as well as the revised self-evaluation on Thursday 7-29-2010, sometime in the evening. I noticed that the directions for the final assignment have not been abbreviated at all. It was my understanding that you would be sending me a shortened version of what was required for the final assignment. I will need the abridged instructions for the final assignment, how to fill in the final assignment template, by Thursday 7-29-2010, in the morning.

It is my intention to submit the final assignments to you tomorrow evening, 7-29-2010. I think that grades may need to be submitted for summer 2010 graduation by this Friday 7-30-2010. Have you had the opportunity to check and see when grades are due as per registrar/graduation requirements for summer 2010 graduation? I will also check, just to be sure. I want to be certain that my final grade in library management is submitted on time to the registrar's office for summer 2010 graduation and degree verification.

Thank you for inserting the attendance grades for the first half of the library management course. I noticed that the grades for the first half of the library management course have yet to be entered into my grade page. In addition, the grades for course attendance, weeks 10-13, have not been entered either. Those grades should be a perfect ten, as well. I met with you this past Monday at 6:00 p. m. (E.S.T.). That was the soonest available meeting time. I was excused from attending the previous library management courses. We do not have time to meet again, because grades may due this Friday 7-30-2010(the time that the grade may be due on Friday 7-30-2010, is important as well).

Could you please up date the grade book when you send me the directions for the final assignment template, tomorrow morning, on Thursday 7-29-2010? I need to be able to see all the grades that will be aggregated to calculate my final grade. Finally, the grade which is presently entered in the grade book (actual points) 411/413 (possible points), is not accurate, based on the grades that are currently present on my grade page. The 3 extra credit points that I earned have not been entered into my over-all possible points. The overall grade to date should be: (actual points) 414/413(points possible). Thank you so much for your continued assistance. I look forward to your prompt reply.
Sincerely,

Bayo Cary

"CEO Bayo Cary's Opinion: Regarding the Group 2 Assignment Submitted on: 7-7-2010 and 7-9-2010"

Group CEO: Bayo Cary

REFLECTION JOURNAL

TEMPLATE (provided by instructor, Dr. Kim, "Library Management: Summer 2010")
______________________________________________________________________

Reflection Journal: Homework Assignment: Library Management: Summer 2010

Student Name: Bayo Cary CEO

Team Number: Group Work and Assignment

Type of Information Organization: Technology Seattle, Washington

Role in the Strategic Plan: CEO

LIS 5480 Management of Information Organizations

Reflection Journal

Group: Planning Session

Documentation:

A.) What I Did:

I showed up at the Group meetings and attempted to discuss what type of information organization we were going to base on final project on. My team members did not attend. I decided on technology and assigned myself the CEO and gave the other members roles as well. I understood from the class chat that it was permissible, if the other group members did not attend the group meetings, to go ahead and assign roles. This was the first group meeting that I was made aware of and the first group meeting that I attended. Had I been informed of more, I would have been present. I never missed a meeting or a class while I have been enrolled in the library management class--voluntarily.

B.) What my Team Did:

Analysis:

My team began communicating on the discussion board (D. B.). I responded to team members comments. I asked several times when the Group members would like to meet again. When no one responded I sent emails to my fellow group members. They responded that they preferred to keep the discussion to the Group D.B.
. I reluctantly agreed. The next Group meeting was confirmed by a fellow Group member and I agreed to attend, and I showed up.

Evaluation:

The Group is not working well together. Although, I am not having trouble delegating responsibility, the rest of the group seems to be having difficulty communicating: honestly, effectively, and in a timely manner with both me and with each other as well. This is unfortunate because it is difficult to work as a group when no one is willing to do any of the work. Or when someone does all of the work but does not receive enough: appreciation, attribution, money, praise, etc., for their work, which should be commiserate to the effort extended and/or the quality of work provided by an individual for their contributions to the group. I have a very bad feeling, after the "plagiarism" incident which occurred in the last group that I participated in, that my fellow group members expect me to do all the work. I hope I am wrong.

Comments on Resources:

No resources were provided by any Group members but me. I hope there will be more to write about next week. I am very “hopeful” that this group may be better than the last one that I was assigned to. It would be really nice if we could all get along and work together, or if Group members could at least show up at the agreed upon scheduled meetings.

Group #2 Planning Session

Documentation:

A.) What I Did:

I came to the Group meeting that was scheduled and confirmed--again. My fellow Group members did not show up--again. I wanted to discuss where the technology information facility was located what we were going to be writing about. I waited a while. Then I left. I was disappointed that no other Group member showed up, although the meeting time had been agreed up by my fellow Group members. I posted a comment to the Group D.B. regarding the fact that everyone else missed the scheduled and agreed upon meeting--again. Group members said that the meeting had been rescheduled. However, nobody notified me prior to the meeting time. There was no post to the D.B. regarding a re-scheduled Group meeting until after the entire Group missed the previously scheduled meeting--again. I confirmed the time of the next Group meeting and I agreed to attend. I showed up to the next agreed up and scheduled Group meeting.

B.)What my Team Did:

The team and I decided that Seattle Washington was a good place for the technology information center to be located. Another team member was in charge of research and provided data for the submission of assignment 1 that was due today 7-9-2010. I critiqued the data that was submitted and stated that the information about the library in Seattle was incomplete, insufficient, not very realistic, and was not expressed in terms that were clear enough.


Analysis:

I thought that there was no excuse for Group members to be continually missing meetings, and that my fellow Group members should have tried to contact me and renegotiate, if they were going to be unable to meet at a time that we had already agreed upon. I think that the Group members should not have chosen to use only what is available on Blackboard to communicate. There is nothing wrong with the email system at F.S.U.. My fellow Group members should have felt comfortable writing each other emails about the impending assignment that was due on 7-9-2010.

Evaluation:

The Group members are not working cooperatively or cohesively. I am doing most of the work. Too many meeting has been missed by fellow Group members and there have been too many excuses regarding absences. I am feeling like I am being taken advantage up and that my fellow Group members believe that I should do all the work because I am the CEO. I think that this is unfair situation and that I am in a very bad situation due to my fellow Group members continual lack of: Group meeting attendance and overall lack of contribution to the impending assignment. If my fellow Group members thought that they could have done it any better on their own then, they should have sincerely, tried.

Comments on Resources:

My fellow Group members have not provided an adequate amount of resources or information to incorporate in to the assignment which is due 7-9-2010. fellow Group members have not even enough research or information to make it worth while to record what little effort other Group members made. I am sorry to say that my fellow Group members appear to be lazy and unwilling to exert themselves. I think that they are not serious enough students to be in a graduate studies program and that they should have done something else instead. I am not happy about doing all of the Group work and assignment, when I am supposed to be working in a group. I am not willing to continue to do all of the Group work after this assignment is turned in.

Group #3 Planning Session

Documentation:

A.)What I Did:

I again attempted to attend the Group meeting that was scheduled and agreed upon by fellow Group members. However, I was frustrated by the previous lack of contributions provided by my fellow Group members. I chose to request that me fellow Group members decide to let me out of the Group. They declined my request and continued to expect me to do the majority of the Group's work. My fellow Group members also communicated to the professor that I had not been at the meeting that day and they made it seem like I was not interested in working with the Group, although I had sincerely attempted to. I was in fact at the Group meeting on that particular day. My fellow Group members made the mistake of sending me emails regarding the meeting which had been held on that particular day, which they lied to the professor about and stated that I had not attended. My fellow Group members email communications confirm my attendance at that particular Group meeting. I wrote the professor and let her know that I had not missed the meetings and that she must have misunderstood what the students told her regarding my attendance at scheduled and agreed upon Group meetings.

B.) What my Team Did:

My fellow Group members tried to dissuade me from leaving the Group. Then my fellow Group members sent me several emails regarding my departure from the Group, even though the Group had decided on no email communication what-so-ever. I responded to their pleas to remain a Group a member, very calmly and politely, and then I let my fellow Group members know that: they had been taking advantage of me and expecting me to do all the work with no commiserate recognition for all the work that I had done (or attribution). I followed up my displeasure with the second Group experience in library management(summer 2010) by writing the professor of the course, Dr. Kim, and requesting to be allowed to work alone for the second time, within the same class. I have never had this problem working in Groups in any other university, in any other town, or in any other class, anywhere. I think that my two Group experiences in the library management course at F.S.U.(summer 2010) have been very abnormal and unfortunate. Dr. Kim failed to reply to my second request to work independently.

Analysis:

The Group is still not working well together. The lines of communication are down. I had to complete the final draft of the Group assignment on my own, as CEO (re-submitted 7-9-2010). In addition, the corrections that I suggested for the final assignment, were never made. The amount of information made available in the final assignment, could have been easily provided by a third grader. The final draft of the Group assignment is not up to my standards and does not reflect the quality or quantity of work that I complete on my own or that I am capable of when I work on my own. I am certain that this will not in any way affect my grade for the Group assignment. I have continuously turned in work, throughout this semester, and my two years in the F.S.U. Master's program which is of a much higher standard i both quality and quantity. I have a perfect 4.0 G.P.A. in the F.S.U. Master's program, thus far, as a reflection of my continued "original" effort exerted.

Evaluation:

Working in a group may be helpful for some individuals, however, combining someone who still is struggling with fundamental: syntax, prose, semantics, and research skills, with someone who has advanced research and writing techniques, is not beneficial to either individual. I have been in college for almost 15 years. I presently have over 200 undergraduate credit hours in almost every subject area in which classes are provided on college campuses nationally. I have also been a participant in college level honors programs and I have received numerous: distinctions, honors, and scholarships, since I first began my university studies in the summer of 1994. I am not interested in working with a group of people who are not as capable as myself and who are not able to keep-up.

Comments on Resources:

My fellow Group members did not discuss resources, however, a draft was posted to the file exchange of what my group members believed would be an accepted draft to submit for a grade for the assignment on 7-9-2010. The assignment was submitted on 7-7-2010. I received an email from the professor that our Group assignment had been approved. I was disappointed by the quality of work of the Group assignment which was submitted on 7-7-2010, so I simply made a few corrections and contributed what I thought had been left out of the assignment which was submitted on 7-7-2010. Then as the Groups CEO I re-submitted the assignment on 7-9-2010, prior to the due date/time, for a second time.

Documentation:

The Time-Line/Group Proposal Plans/Group Member Participant Assignments: are Due July 9th 2010 prior to 11:59 p. m. and should be submitted by the groups CEO, Bayo Cary, prior to when it is due.


Documentation:

A.)What I Did:

We did not meet a fourth time. The group members never showed up anyway and the assignment was already submitted. I was disappointed, yet again.

B.) What my Team Did:

My fellow Group members have been traveling all over the country attending ALA meeting in Washington, etc. . The course is online and there is Internet available at almost every hotel everywhere in the United States. However, my fellow Group members, have still been unable to make the Group meetings, and they have also been unable to communicate with me about their inability to attend Group meetings prior to missing the meeting, and then they have repeated the same mistake over and over again. Einstein says that if you do the same things you should expect to get the same results and that is the definition of insanity.

Analysis:

The Group is not working well together at all. The Group members are not trying hard enough to contribute as individuals. They continue to expect me to do all the work. I can do bad all by myself and would prefer to take total control and ignore their suggestions and their opinions because they are not helpful at all, they do not follow through, and they expect me to be grateful to them for allowing me to be part of their underachieving Group. If I am going to do tons and tons of work then my fellow Group members need to be grateful to me. I deserve attribution and commiserate rewards. "Plagiarism"" is a very serious academic offense. I am sorry that some people in the F.S.U. Graduate School of Library and Information Science have not taken the time to read the student hand book and student honor code.

Evaluation:

This particular classroom environment which is being facilitated by Dr. Kim seems to be full of students who do not know what it means to be honest and fair and hard working. I am sorry that things in this class are so different from things in the other classes that I have taken at F.S.U. . Perhaps there needs to be higher standards applied, when deciding on who is let into the F.S.U. Graduate School Program in Library and Information Science. Students reflect the university that they attend. Students which have poor morals and ethics damage the reputation of the university where they were lucky enough to have the opportunity to be educated.

Comments on Resources:

None of my fellow Group members showed up, yet again. No resources were contributed by anyone but me. I truly hope that I get credit for what I have contributed by my professors. I have copy upon copy upon copy of all of my work and email all email communication related to this library management course (summer 2010). That should not be necessary. If anyone challenges me as to the legitimacy of my work, or my grades, or my contributions, I am ready and willing to file a complaint, to press charges, and to "bring-it."

Friday, July 30, 2010

Original Document: "Group 2 Assignment Final Copy (Color/Formatting Issues) Submitted a Second Time by Group 2 CEO: Bayo Elizabeth Cary"

Team Name: Academic Library Group 1 (AL1)

Team members Roles:
Bayo Cary Chief Executive Officer
Daniel Londono Director of Research and Development
Alex Appolloni Action Plan Leader 1
Nathaniel Finley Action Plan Leader 3
Daniel Hudson Action Plan Leader 4
Adrian Kellman Action Plan Leader 5



Organization description:
Location in Seattle Washington, the library is a part of a large research university and offers a special collection in information sources geared toward information technology and library studies. This academic library caters to the needs of a large undergraduate and postgraduate population of which 50% are on campus and the other 50% are distant learners.

.






Time Line: Academic Library 1 Team
JULY 2010
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
6/29/2010 Group meeting Select Roles 30-Jun 1 2 Group meeting Discuss Type of organization , Time Line 3
4 5 Class:Planning Process
Strategic, Scenario and Long Range Planning Methods Brief Group Discussion 6 7 Group Meeting submissions for peer review: Assignment 1 and begin work on Part1&2 8 9 Due: Submit a brief description of your organization, project timelines and roles 10
11 Group submissions for peer review 12 Class:Strategic Planning II
Marketing Brief Group Discussion 13 14 Group Meeting and begin work on Part 3 &4 15 16 17
18 Group submissions for peer review 19 Class: Managing Technology & Human Group Discussion 20 21 Group Meeting and begin work on Part 5 and DOR Appendices A&B 22 23 24
25 ACTION PLANS AND APPENDICES A & B DUE TO CEO FOR COMPILATION & EDITING 26 Class: Managing Money
Work on Term Project
Group Discussion 27 28 CEO submits APENDICES C & D 29 CEO submits completed Strategic Plan & Ichat Summary to Great Group for review. 30 31
August 01 Due: final copy of their Strategic Plan 8/2/2010 Class: Strategic Plan Presentations

*Note: There are color and formatting issues in this post. The Group 2 calendar is difficult to view, the color and formatting have been excluded. I will attempt to make this document available with color features and formatting in tact (7-30-2010).

Original Document: "Group 2 Assignment Revision Suggestions (Color/Formatting Issues) Submitted a Second Time by Group 2 CEO: Bayo Elizabeth Cary"

Team Name: Academic Library Group 1 (AL1)

Team members Roles:
Bayo Cary Chief Executive Officer
Daniel Londono Director of Research and Development
Alex Appolloni Action Plan Leader 1
Nathaniel Finley Action Plan Leader 3
Daniel Hudson Action Plan Leader 4
Adrian Kellman Action Plan Leader 5

Written contribution to organization description by Bayo Cary in red.

Organization Description:
The location of the library will be in Seattle Washington. (This is either a fictional library or the facts presented regarding where the university is and what the university actually offers are missing.) The library is a part of a large research university (there are many research universities in Seattle, this statement should be more specific) and offers a special collection in information sources (what do you mean by sources? Please be more specific, do you mean to say resources? There is a large difference between a source and a resource. I suggest you access a dictionary) geared toward information technology and library studies. This academic library caters to the needs of a large undergraduate and postgraduate population of which 50% are on campus and the other 50% are distant learners (this university seems to have an unusually high number of distance learners, could you please provide and actual name or state that it is fictional). In my opinion, I Bayo Cary believe, that it is important that all universities work to include students of all races who are willing to work together and interact in a supportive respectful way. In addition, I also believe that a student is reflection of the university that they attend. Finally, I believe, that if a student lacks morals, values, and ethics, the university will be viewed in a very poor light.

.

Time Line: Academic Library 1 Team
JULY 2010
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
6/29/2010 Group meeting Select Roles 30-Jun 1 2 Group meeting Discuss Type of organization , Time Line 3
4 5 Class:Planning Process
Strategic, Scenario and Long Range Planning Methods Brief Group Discussion 6 7 Group Meeting submissions for peer review: Assignment 1 and begin work on Part1&2 8 9 Due: Submit a brief description of your organization, project timelines and roles 10
11 Group submissions for peer review 12 Class:Strategic Planning II
Marketing Brief Group Discussion 13 14 Group Meeting and begin work on Part 3 &4 15 16 17
18 Group submissions for peer review 19 Class: Managing Technology & Human Group Discussion 20 21 Group Meeting and begin work on Part 5 and DOR Appendices A&B 22 23 24
25 ACTION PLANS AND APPENDICES A & B DUE TO CEO FOR COMPILATION & EDITING 26 Class: Managing Money
Work on Term Project
Group Discussion 27 28 CEO submits APENDICES C & D 29 CEO submits completed Strategic Plan & Ichat Summary to Great Group for review. 30 31
August 01 Due: final copy of their Strategic Plan 8/2/2010 Class: Strategic Plan Presentations


*Note: There is a Group 2 Calendar Formatting Issue (7-30-2010).
This version of the original document includes my comments and suggestions for the final version of the assignment submitted 7-9-2010. The original copy of this document has my comments highlighted. I will attempt to upload and make the original copy of this document, with the color font feature and correct formatting available as well. My comments are contained within parentheses(7-30-2010)

Monday, July 12, 2010

Original Document: "The Undeniable Truth: Plagiarism in Black and White"

Team Ethics Assignment

Instructions

Scenario #1


You are the head cataloging librarian for a large school district and notice some books of lesbian fiction which have rather explicit covers waiting to be cataloged for the local high schools. Would you:

1) Send the books off to be bound in plain covers?
2) Put the books on the backlog shelf hoping they won't be found?
3) Process the books with the explicit covers?
4) Mark the books for patrons over 16?
5) Other (Please specify)
___________________________________________________________________________________

Team #2 Discussion Posting (Laura will post by 6pm Tuesday for all to review)



Here's the first draft of our post. Feel free to make any corrections and adjustments that you would like - I'm a huge fan of collaboration : ) Just make sure that you edit in a different color than black so we can clearly see the changes.



(Contributions by Bayo Cary, Wednesday 16, 2010, 4:08pm)

(corrections in purple by Nichole)

(changes and additions in red by Brenda on the night of June 15th)

Academic Library Group #2

Scenario: You are the head cataloging librarian for a large school district and notice some books of lesbian fiction which have rather explicit covers waiting to be cataloged for the local high schools.

Would you:

1) Send the books off to be bound in plain covers?

2) Put the books on the backlog shelf hoping they won't be found?

3) Process the books with the explicit covers?

4) Mark the books for patrons over 16?

5) Other (Please specify)



Our choice: Other – Follow a five-step process that solidifies the mission and vision of the local high school libraries one month prior to the release of the books.

Discussion:

We rejected the first choice because while an offensive book cover could possibly make a patron quite uncomfortable, “libraries are a traditional forum for the open exchange of information” (ALA, 2010). Teens need the freedom to expose themselves to materials that will invite them to think about their own sexuality, what their preferences are, how society would realistically view their preference, and whether they have a choice, or if sexuality is genetic. There are many, many questions that may need to be answered.

I do not concur with the majority group decision to reject the idea of recovering the books (Cary, 2010). In my opinion, reading a book is no indication of whether or not an individual agrees with the view purported by the book (B. Cary, personal communication, Wednesday 16, 2010). It can only be assumed that the individual has some curious thoughts related to a subject area, which they believe, may be addressed in the book (B. Cary, personal communication, Wednesday 16, 2010). If the issues presented in the book are of a homosexual nature, sexually explicit or not, that in of itself, in my opinion, is not enough reason to deny access to a book (B. Cary, personal communication, Wednesday 16, 2010).

The fact that the cover portrays visual images of a highly sexual nature, is important, and should be considered prior to processing the book (B. Cary, personal communication, Wednesday 16, 2010). In my opinion, it is not appropriate to display graphic images of a sexual nature, explicit or not, in a high school library, or in any other library (B. Cary, personal communication, Wednesday 16, 2010). In my opinion, whether the graphic sexual media is of a homosexual or heterosexual nature should not make any difference (B. Cary, personal communication, Wednesday 16, 2010). In my opinion, the cover should not be displayed if it is of a sexual nature (B. Cary, personal communication, Wednesday 16, 2010). The possibly explicit nature of the material, therefore, does not require consideration (B. Cary, personal communication, Wednesday 16, 2010). It is simply inappropriate to display materials of a graphic sexual nature in libraries—period (B. Cary, personal communication, Wednesday 16, 2010).

In my opinion, the book’s cover should be replaced (B. Cary, personal communication, Wednesday 16, 2010). Then the book should be processed and be made available to the general public (B. Cary, personal communication, Wednesday 16, 2010). The book should be processed and access should be provided in the same way in which other information materials are provided, even if the consumers of the information are high school students (B. Cary, personal communication, Wednesday 16, 2010). The provision of the book to high school students, therefore, should not require any addition steps, such as permission granted by the librarian, in order for an individual to access the book (B. Cary, personal communication, Wednesday 16, 2010). It should simply be available on the shelf, with no labels or warnings to indicate the nature of the subject matter addressed in the book (B. Cary, personal communication, Wednesday 16, 2010).

An offensive book cover could possibly make a patron quite uncomfortable (B. Cary, personal communication, Wednesday 16, 2010). If a patron is put-off, even by something as small and seemingly insignificant as a “racy” book cover, that individual may decide to no longer frequent the library (B. Cary, personal communication, Wednesday 16, 2010). A patron may not be able to access information elsewhere (B. Cary, personal communication, Wednesday 16, 2010). The patron may be excluded from the ability to access information which they really need (B. Cary, personal communication, Wednesday 16, 2010).

People work very hard to earn degrees and to be in respected positions within a community (B. Cary, personal communication, Wednesday 16, 2010). Many times access to these professionals, whether they be lawyers, or doctors, or anyone else, requires some sort financial transaction; they incur a significant cost (B. Cary, personal communication, Wednesday 16, 2010). People, generally, do not have access to a professional’s services, or expertise for free(B. Cary, personal communication, Wednesday 16, 2010). Financial concerns are significant to members of the low-income community (B. Cary, personal communication, Wednesday 16, 2010). Members of the low income community may have limited, little, or no access to financial resources what-so-ever (B. Cary, personal communication, Wednesday 16, 2010).

In some cases an individual may be able to locate information of the Internet or elsewhere in the library, which obviates the need to seek professional advice (B. Cary, personal communication, Wednesday 16, 2010).When an individual has limited, little, or no financial resources, access to information via the library for free may be their only possible source of information (B. Cary, personal communication, Wednesday 16, 2010).. The library in many communities is the only provider of free access to information that includes:

· Internet access as well as access to books;

· journals;

· online database; and

· assistance to reference the materials and information they seek.(B. Cary, personal communication, Wednesday 16, 2010).



As previously mentioned above, in many cases, members of low-income communities, and minorities in the U.S., have no other way to access free information. Internet access in particular, is limited among members of the minority community. Income, education, age, and location are all factors, in whether someone who is a member of a minority community, has access to the Internet. There is, however, still an appalling disparity between the availability of Internet access for Whites, and the availability of Internet access for members of the minority community, which is based on race alone. The disparity of the access to the Internet, the digital divide, can also be a combination of anyone of the factors enumerated above in addition to the factor of race. (B. Cary, personal communication, Wednesday 16, 2010).

In addition, many times, an individual will be provided more efficient and or effective services by professionals, if it is necessary for them to seek professional advice or assistance, if that individual has done prior research on whatever issue they want the professional to address. Prior knowledge about an area that is being professionally evaluated is, therefore, a boon. Prior knowledge, allows an individual to engage in a more knowledgeable, and therefore, a more effective conversation with a professional about the particular issue that needs to be addressed for the individual.(B. Cary, personal communication, Wednesday 16, 2010).

Many times an individual will have a better understanding of how their issue is being addressed. The individual may be able to understand and or communicate in some of the same terms utilized by the professional, and the service which is being provided by the professional could take less time. Overall, professional services are expensive. Some professionals charge for their services by the hour. Other professionals may require additional appointments to address an issue, if the individual requires too much explanation regarding the service which is being provided, and that too creates a cost barrier to access of needed information.(B. Cary, personal communication, Wednesday 16, 2010).

In my opinion, it should be taken into consideration, how the entire community of people who access information at the library feel, and how they may react to something which may be considered sexually explicit. The fact that the cover is of homosexual lovers is a secondary issue, insofar as I am concerned. However, the overall comfort of other library patrons should be considered an issue of significant enough to cause a large degree of disquietude. (B. Cary, personal communication, Wednesday 16, 2010).

Furthermore, homosexuality is not considered to be an acceptable lifestyle everywhere in the world. There may be no one for the teen to talk to because of the social stigma attached to same sex relationships. Teens should be able to find solace in the nonjudgmental library atmosphere. If a teenager sees that a book has been rebound in a plain cover to hide the true nature of the novel, he or she may feel that the library has taken a stance on a social issue which is something that libraries must be careful to avoid. In short, “libraries must maintain policies and procedures that serve the diverse needs of their users and protect the First Amendment right to receive information” (ALA, 2010)

In my opinion, the determining factor in who should be allowed access to information should be based solely on the issue of “protection” (B. Cary, personal communication, Wednesday 16, 2010). However, I am open to the idea that there may be other issues pertaining to information access, which I have neglected to consider, which may require some amount of restricted access as well (B. Cary, personal communication, Wednesday 16, 2010). In general, it is of my opinion, that the over ridding issues which require consideration are the issues of: personal health and overall safety (B. Cary, personal communication, Wednesday 16, 2010).

In order to address these issue I believe it is necessary to broach the following question: Will the information provided in the book cause the individual who accesses the book a significant, and therefore unacceptable, level of harm or cause serious injury (B. Cary, personal communication, Wednesday 16, 2010) ? In my opinion, is the answer to the previous query is: “yes,” then access to the material by teens should be restricted (B. Cary, personal communication, Wednesday 16, 2010). I strongly believe that Children/teens should be protected from exposure to information which may hurt them, even on the tertiary level (B. Cary, personal communication, Wednesday 16, 2010).

In my opinion, I think that in most cases this includes exposure to materials of a sexual nature, the issue of the explicitly of the materials is, therefore, not a factor that requires consideration in this particular instance(B. Cary, personal communication, Wednesday 16, 2010). Access to information is so vitally important that, in my opinion, the need to provide information access, regardless of the content, is of a critical nature (B. Cary, personal communication, Wednesday 16, 2010).

The second choice was also unacceptable because as a child is becoming an adult, questions of human sexuality and sexual preference surface. Even if parents do not approve, teens need an opportunity to read and reflect on issues of homosexuality, especially if they feel attracted to the same sex.

If no one is available to talk to, then what is available in books and other forms of media, may be a teen’s only opportunity to explore issues related to human sexuality. They may have a real need that will not be met, if they lose access to books about homosexuality. Teens need to be able to fully understand the consequences of engaging in a homosexual relationship prior to doing so. There can be many unpleasant repercussions due to how harshly society still views same sex relationships. While reading a lesbian novel would not provide the authoritative sources necessary to understand the consequences of a homosexual relationship, having the novel in the library might help the teen to feel comfortable to ask for or seek out other materials among the library collection.

It is a disservice to these teens to hide controversial material. As the ALA states, “Because restricted materials often deal with controversial, unusual, or sensitive subjects, having to ask a librarian or circulation clerk for access to them may be embarrassing or inhibiting for patrons desiring the materials.”

The third choice came the closest to reflecting our final decision, but it was not complex enough to address our concerns. We decided that a more comprehensive approach was necessary.

Finally, we rejected the fourth option because labeling or rating books these books could serve to prejudice the library user against viewing these books. ALA does not support labeling materials because "potential library users may be predisposed to think of the materials as objectionable and, therefore, be reluctant to ask for access to them" (2010). Rating books is also based on the preconceived ideas and values of the rater. This is also contrary to the Library Bill of Rights because "prejudicial label is used to warn, discourage, or prohibit users or certain groups of users from accessing the material" (ALA, 2010).

Our Final Decision:

“Restricting access to library materials violates the basic tenets of the Library Bill of Rights” (ALA, 2010). The above statement supports the idea that library materials should be made available, regardless of content, whenever possible. “A primary goal of the library profession is to facilitate access to all points of view on current and historical issues” (ALA, 2010). It is important to provide books about subjects regardless of what the subject area is. Someone may choose to read the entire book or just parts of the book.

We must also strive to continue to protect Intellectual Freedom which is described in the following way in the Intellectual Freedom Manual. "Intellectual freedom can exist only where two essential conditions are met: first, that all individuals have the right to hold any belief on any subject and to convey their ideas in any form they deem appropriate, and second, that society makes an equal commitment to the right of unrestricted access to information and ideas regardless of the communication medium used, the content of work, and the viewpoints of both the author and the receiver of information."

However, the First Amendment does not protect pornography. Therefore, the first step of the process we propose is to determine if the cover art is pornographic. According to Merriam-Webster Online, pornography is defined as “material that depicts erotic behavior and is intended to cause sexual arousal” (2010). If the book cover is determined to be explicit, but not pornographic, it is subject to protection under the ALA’s Library Bill of Rights.

Next, the book needs to be properly cataloged in the same manner one would catalog any other novel. It must not have a special notation or restriction tag. (I removed the "u" and "e" in catalog to reflect American/Dewey version of the spelling)

The third step is crucial to the success of the plan. A memorandum regarding the school district’s high school libraries’ vision and mission will be distributed to all high school library staff, high school principles and vice principles, and the superintendent. There will be no mention of the novel, but this issuance will preempt many questions that people may have about the material. Furthermore, it will discourage library staff from deferring to their own personal beliefs. Professionalism in the workplace is highly valued and more likely to transpire if the staff feels united in its purpose.

Fourth, one month after the circulation of the memorandum, the book will be distributed to all local high schools within the district. A one-month delay is suggested to ensure that all staff has received and read the vision and mission statements.

And finally, the books will be shelved according to standard shelving practices. The books will not be hidden or blocked from view in any way.

In all, our plan breaks down to the following:

Evaluate the cover.
Catalog without restriction. (changed spelling here also)
Distribute the libraries’ vision and mission statements.
Distribute the books.
Shelve appropriately.


(Great job on combining the discussion and previous postings into one document! It is very comprehensive. - NA)



References

American Library Association. (2010). Intellectual freedom manual. (7th ed.). Chicago: American Library Association.

American Library Association. (2010). Restricted access to library materials:

An interpretation of the library Bill of Rights. Intellectual freedom. http://www.ala.org/

ala/issuesadvocacy/intfreedom/librarybill/interpretations/restrictedaccess.cfm


Merriam-Webster. (2010). Pornography. Merriam-Webster online. http://www.merriam-

webster.com/dictionary/pornography













___________________________________________________________________________________


By: Bayo Cary 06/14/2010

1) You are the head cataloging librarian for a large school district and notice some books of lesbian fiction which have rather explicit covers waiting to be cataloged for the local high schools. Would you:

The question of whether or not to send the books off to be bound in plain covers? Or to Process the books with the explicit covers? Present the same primary concern in my opinion:

Reading a book is no indication of whether or not an individual agrees with the view purported by the book. A cover is not necessarily an indication of what is printed in the book. “Libraries must maintain policies and procedures that serve the diverse needs of their users and protect the First Amendment right to receive information” (ALA, 2010). While I agree with the need to provide information materials, regardless of the content is important, the presentation of the materials in a way that would not be considered offensive is important.

An offensive book cover could possibly make a patron quite uncomfortable. It should be taken into consideration how the entire community of people who access the library feel and how they may react to something which may be sexually explicit. The fact that the cover is of homosexual lovers is a secondary issue, insofar as I am concerned. However, the overall comfort of other library patrons should be considered an issue of significant concern.

2) Put the books on the backlog shelf hoping they won't be found?

"Physical and virtual restrictions on access to library materials may generate psychological, service, or language skills barriers to access as well"(ALA, 2010). "Because restricted materials often deal with controversial, unusual, or sensitive subjects, having to ask a librarian or circulation clerk for access to them may be embarrassing or inhibiting for patrons desiring the materials"(ALA, 2010). Even when a title is listed in the catalog with a reference to its restricted status, a barrier is placed between the patron and the publication" (ALA, 2010).

“Restricting access to library materials violates the basic tenets of the Library Bill of Rights” (ALA, 2010). A barrier is a barrier. Access should be provided to library materials barrier free. My assertion is based on my understanding of what is generally expected, and on how an individual could not logically explicate the acceptability of novels on similar issues, sexually explicit or not, in regards to heterosexual couples, but not in regards to homosexual couples.

3) Mark the books for patrons over 16?

This is a very difficult question to answer. An individual who is only 16 is not considered an adult. Our thinking processes change and mature as we age. A 16 year old may not be able to judge a book which deal with homosexual sexual material from a critical point of view. A 16 year may agree or disagree with sexual behaviors, preferences, or messages, that may affect them negatively in the long-run. An ability to truly think through something as complicated as human sexuality, may not develop until later in life.

However, it is at that very age, of 16, that a child is becoming an adult, when questions of human sexuality and sexual preference surface. Even if parents do not approve, teens need an opportunity to read and reflect on issues of homosexuality, especially if they feel attracted to the same sex.

Teens need the ability to expose themselves to materials which will cause them to think about their own sexuality, what their preferences are, how society would realistically view their preference, whether they had a choice, or if it were genetic, etc.. There are many many questions which may need to be answered. Homosexuality is still not considered an acceptable choice in America. There may be no one for the teen to talk to because the social stigma attached to same sex relationships.

If no one is available to talk to, then what is available in books and other forms of media, may be a teen’s only opportunity to explore issues related to human sexuality. They may have a real need which will not be met, if they lose access to books about homosexuality. Teens need to be able to fully understand the consequences of engaging in a homosexual relationship prior to doing so. There can be many unpleasant repercussions due to how harshly society still views same sex relationships.

Labeling or rating books these books could serve to prejudice the library user against viewing these books. ALA does not support labeling materials because it "predispos[es] people’s attitudes toward library materials." Rating books is also based on the preconceived ideas and values of the rater. This is also contrary to the Library Bill of Rights because "prejudicial label is used to warn, discourage, or prohibit users or certain groups of users from accessing the material." (Nichole)
."
4) “The Question of Acceptability Regarding Books which focus on Lesbian Relationships”

“Restricting access to library materials violates the basic tenets of the Library Bill of Rights” (ALA, 2010). The above statement supports the idea that library materials should be made available, regardless of content, whenever possible. “A primary goal of the library profession is to facilitate access to all points of view on current and historical issues” (ALA, 2010). It is important to provide books about subjects regardless of what the subject area is. Someone may chose to read the entire book or just parts of the book.

There are many books, both recent and historic, which tell stories which are very sexual and or very graphic in nature. I think that you could not successfully and logically argue that a racy book about heterosexual relationships or graphic violence should be permissible and is acceptable, while at the same time arguing a claim that a book about lesbian relationships was any less acceptable.

Works Cited

American Library Association (ALA) (2010). Restricted Access to Library Materials:
An Interpretation of the Library Bill of Rights. Retrieved from
http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/restrictedaccess.cfm




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Original Document: Letter Between Goup 1 Leader and Myself

Fwd: Re: Ethical DB Post by Bayo Cary: LIS5408.su10.web_cohort2‏
De : Bayo Cary (bcc9638@fsu.edu)
Envoyé : lun. 12/07/10 22:30
À : bayoecary@hotmail.com
1 pièce jointe
Re Ethica...mht (9,3 Ko)




--Pièce jointe du message transmise--
Date: Wed, 16 Jun 2010 22:14:09 -0400
From: bcc9638@fsu.edu
Subject: Re: Ethical DB Post by Bayo Cary: LIS5408.su10.web_cohort2
To:

Dear Nichole,

I simply posted what I wrote and expressed in my original thoughts to the discussion post. I wanted to share what I thought on my own separately from the group opinion, which is in the unedited wiki post. In many ways how I think about the ethical issue and what I wrote pertaining to the issues are too similar. I felt that it was important that there be a clear distinction presented and available regarding what I wrote and expressed in my own original thoughts and what the group chose to agree upon.

I think that it is very important to give credit where credit is due. I felt uncomfortable with how close my own ideas, expressions, and even phrases, were to the statements which are attributed to other sources according to the group wiki. I wrote my reflections on the ethical issue we were considering several days ago. I documented my materials by e-mailing what I created in my own original words to several close friends and family members so that I would have some tangible proof of the fact that I indeed wrote what I wrote on my own and without the contributions of fellow group members.

I then posted what the group considered their document and their work under what I wrote. I feel that it is necessary to give other people in the class an opportunity to compare the two documents and then draw their own conclusions on the situation. In addition, I was not comfortable with how the group chat was held this week. I felt left out of the conversation. I believe this was done intentionally and I am unaware of the reasons why you would chose not to include a fellow group member.

I believe that my opinion is important and should be included in the final draft of the group wiki post. Whether I agree with you or not should not matter. The group wiki, and the ethical matter which was evaluated, was a group project. Which means that the final product should give credit to each individual based on their original contributions, as well as include everyone's opinion, even if an individuals opinion is not in agreement with the majority.

I did not feel confident enough, after you chose to exclude me from this week's group chat, and after you chose to neglect to give me credit for my contribution to the group wiki, to trust that you would: 1) recognize my original creative work and what I contributed to the group wiki, or 2) keep my contributions as part of the group wiki if you disagreed with what I had to say. I think that my opinion matters. I wanted everyone in class to know, including the instructors what happened in our chat, as well as who actually wrote what was in the group wiki, and what I thought about the issues even if other group members felt that it was appropriate to erase, or alter, or even take out of context what I expressed, or not give me credit for my original thoughts.

I have cc this email to the other group members and to the instructors. I think that plagerism is a very serious ethical issue and it is ironic that it occurred when deal with and ethical issue. I do not feel comfortable working with you anymore. I feel like you are dishonest and un ethical. I will request to be moved to another group, or I will simply complete the assignments on my own. Your response to this email, Nichole, is not welcome.

Sincerely,

Bayo Cary

The Issues: Group 1 Plagiarism Group 2 Exclusion

Library Management Florida State University Dr. Kim's Class Summer 2010


There are two issues which are being addressed here. The situations which occurred in group 1 and group 2 may be related tangentially but are overall very different. The issue in Group 1 is: "plagiarism," the issue in Group 2 is: "group exclusion."


Group 1: "Plagiarism"


I was initially in Group 1. A group I had been assigned to. I offered to write up my opinion on a class ethics assignment and I posted my original opinion to a the Group 1 wiki. The other group members copied what I wrote. They copied entire paragraphs, but never felt the need to give me attribution for any of my work. However, they did give themselves credit for their contributions, which were based almost verbatim on what I contributed. The group members also thought that it was fine to attribute what I wrote to other people and organizations.

Nobody helps me write. I live alone. I study alone. I do my assignments alone. I am a healthy independent adult who is working hard to earn a Master's degree in library and information science at Florida State University (F.S.U.). This is one of my last classes and my last semester in the Master's program at F.S.U.. All I have to do is pass this class with an "A" and then I can get a job in my field, or continue to study somewhere else. Up until 7-7-2010, I had an "A" in the class. I have a perfect 4.0 G. P.A. in the F.S.U. library and information science program. I have received a letter of recommendation from almost every professor who has taught me in the program. I voluntarily wrote a thesis for my Master's Degree as well. My major professor agreed to work with me again, when I was accepted to the Specialist's program at F.S.U. for Fall 2010, which is also a program in the school of library and information science.

I am hurt and startled by what has been happening in this library and management class at F.S.U. (summer 2010). I have attended several universities in Florida (University of Florida, Santa Fe Community College, Keiser College) and in Georgia (Agnes Scott College). No one has ever stolen my work before. I had a class which highlighted the issue of "plagiarism" at Santa Fe Community College in Gainesville, Florida. Professors at the University of Florida in Gainesville, Florida always stressed the need to document sources and to provide attribution. As previously stated, I voluntarily wrote a thesis at F.S.U. while I was enrolled in the library and information science program. My major professor at F.S.U. stressed the fact that my references and citations needed to be as close to perfect as humanly possible.

In addition, I also took classes at F.S.U. as an undergraduate. I always documented my sources, nobody has ever stolen my academic work before. No professor I know of anywhere, who is required to "publish or perish" would approve of someone stealing their work and not giving them proper credit. It is unfortunate that my fellow classmates in Group 1 were unable to produce their own original thoughts. I strongly recommend they apply to a different Master's program after having done some serious review of the issue of "plagiarism." Information about the serious nature of "plagiarism is available in the F.S.U. student handbook and is written in to the F.S.U. student honor code. The F.S.U. student handbook and the F.S.U. honor code documents, are easily accessible online, through the F.S.U. website. It is important that students really understand why they should not to steal anyone's work.

Professor Dr. Kim's Response to the Plagiarism Issue:

After what occurred in Group 1, I requested to be able to work independently. Dr. Kim stated that I would be allowed to work alone, however, my grade would be lowered. I did not think that was fair, because it was not my fault that the work had been taken and "plagiarised" by the other students in Group 1, however, I agreed to work alone. Dr. Kim agreed that I could work alone. Then she changed her mind in a following email. She said that I should learn to work in a group. Ordinarily, I have no difficulty working in groups. I have done so many times before. I have worked in many groups in the F.S.U. Master's program, and I have had a great deal of experience working in groups, prior to my admission to the F.S.U. Master's program. Dr. Kim, then, moved me into Group 2. She said that Group 2 members were friendly and that they had agreed to work with me. I was reluctant to join Group 2, because of what occurred with the students who were in Group 1 with me, however, I felt as though I had no choice in the subject.

Group 2: "Group Exclusion"

Group 2 sent me friendly emails welcoming me to the group. I was still hurt because of what happened in Group 1, but I thought that I would try to trust again. I began writing emails to Group 2 members to find out when the group meetings would be held. Group 2 members initially responded to me emails. Then Group 2 members responded that all correspondence needed to be held on the Group 2 discussion board D.B. on the group Blackboard site. I then posted to the group D.B. and inquired as to when the next Group 2 meeting would be held.

I went to the next Group 2 meeting that the members confirmed was going to be held. Nobody showed up. I wrote another message to see when the next group meeting would be held. There was a class which occurred on 6-28-2010. I went to class then I went directly to meet with my fellow Group 2 members, class was not officially over, and that particular Group 2 meeting was a required part of the 6-28-2010 class. Only one person showed up. We spoke. We both made guesses as to where the other Group 2 members were. We both waited for a while, spoke a little more, then left. To the best of my knowledge Group 2 members did not meet on 6-28-2010, after class, again, without me.

I inquired into when the next Group 2 meeting was going to be held. I was told when the next Group 2 meeting was going to be. I went to the next Group 2 meeting. No one at all showed up. I checked back into the group D.B. to see what, if anything, had occurred to my fellow group members. A Group 2 member apologized for his absence (only) and made an excuse, then gave me another date and time for the next Group 2 meeting. By this time there were only a few days left until the first Group 2 assignment was due. My posts to the D.B. had not been answered sufficiently.

At the next meeting, I attempted to disengage myself from Group 2. They insisted that I stay. I acted as CEO for Group 2. My fellow Group 2 members missed the agreed upon meetings and not me. It was my understanding from the class chat, and from correspondence from Dr. Kim, that assigning roles was permissible if other group members failed to show up at the meetings. I redid parts of the final project. I gave myself credit for my contributions, which none of the other group members had done on the initial submission 7-7-2010, which was approved by Dr. Kim via email. I then turned the assignment again, for a second time on 7-9-2010, prior to the due date/time through the Blackboard assignment submission link.

Professor Dr. Kim's Response:

Dr. Kim blocked me from accessing the Group 2 Blackboard site. However, she never moved me into another group, or acknowledged the fact that the other Group 2 members stated that they no longer wished to work with me. Dr. Kim took a very private issue and made it very public, by creating a separate discussion area on the class D.B. about what occurred regarding the "plagiarism issue" and Group 1 and the "group exclusion" which occurred in Group 2. Dr. Kim expected the students to participate in the discussion, about the two separate incidents, on the class D.B. .
I objected, I sent a Dean a message and stated that Dr. Kim was placing the students in the library management class in a very uncomfortable position. I believe that Dr. Kim is abusing what little power she has, to try and persuade the class to believe, that she handled both incidents correctly. I disagree. She mishandled both situations, and should not be allowed to teach in the F.S.U. library and information science program.

Dr. Kim is not familiar with the rules, available in the student handbook and student honor code, pertaining to "plagiarism." Dr. Kim, was not concerned at all about what my final grade in the class would be, or how I would receive credit for my contributions to the group assignments, even though I did the majority of the work for Group 1 and I contributed a great deal to the Group 2 assignments submitted (7-7-2010/7-9-2010) as well. Dr. Kim was not concerned about the fact that the Group 2 members, habitually missed agreed upon meeting times as well, even those assigned by her, which were incorporated into the class period, and which were required for class participation.

Class participation, was listed in the class syllabus, as a graded part of the class, that could not be missed, or a student's grade would be reduced. I never missed a class or a Group 1 or Group 2 meetings, however, I am well aware of the fact that many of the other students that I worked with in Dr. Kim's class this semester missed both. I was prevented from attending class the 10th week of class by Dr. Kim. Dr. Kim still had not written me back regarding my request to work independently and Dr. Kim did not move me in to a Group 3, she simply would not allow me to attend class.

I copied the transcripts from the class that I was not allowed to attend, so that I could keep abreast of what was occurring in the class. Then Dr.Kim removed my link to the class which was posted on my Blackboard web page, and I could no longer access the class at all. The students sounded stressed out in the transcript from the class that I was not able to attend. I hope that they were assigned a different instructor for the remainder of this semester (summer 2010).