tag:blogger.com,1999:blog-58040560382026559392024-03-08T05:55:01.639-05:00FL State University, summer 2010: Student Academic and Professor Competency ConcernsI refuse to appeal my grade. I have earned an "A" in this class. Dr. Swaine is not a a reliable instructor. Dr. Swaine has failed to:
1) report my grades correctly;
2) explain the final assignments adequately;
3)explain how the final assignments will be graded;and
4)she has not provided me with access to the online class recordings.Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.comBlogger15125tag:blogger.com,1999:blog-5804056038202655939.post-17912274537433724662010-08-04T04:17:00.000-04:002010-08-04T04:17:39.777-04:00"Copyright and Intellectual Property Right Guidelines which Pertain to Librarians"<script type='text/javascript' src='http://track4.mybloglog.com/js/jsserv.php?mblID=2010080401062495'></script><br />
<br />
<br />
Copyright and intellectual property rights are a major issue within the library and information profession. A librarian needs to know which books and articles can be copied and how many copies are permitted. Librarians tend to favor more generous interpretations of copyright and intellectual property rights. It is the librarian’s duty to provide materials for their patrons, materials which can both be checked-out and copied. If the copy right and intellectual property rights laws are too strict a librarian will not be able to serve the public in the capacity of a librarian.<br />
<br />
There are two doctrines which support the librarian’s professional goals to disseminate and circulate information for free or at a relatively low cost. These doctrines are the “Right of First Sale” and “Fair Use” (Rubin, 2004 p. 142). The doctrine which allows librarians to check items out on loan is the "Right of First Sale" (Rubin, 2004 p. 142). “Under this right, the owner of a lawfully made copy is authorized ‘without the authority of the copyright owner, to sell or otherwise dispose of the possession of that copy. . .’ (17 U.S.C., Section 109 [a] [1988])” (Rubin, 2004 p. 142).<br />
<br />
The "Fair Use" doctrine mediates issues that “fall outside the control of the copyright owner” (Rubin, 2004 p. 142). “When an individual makes a copy under the fair-use doctrine, he or she is not required to get permission from the copyright owner” (Rubin, 2004 p. 142). There are four different criteria which are the determinants of whether a use of material is a “Fair Use” of material (Rubin, 2004 p.142):<br />
<br />
1) The purpose and character of the use, including whether such is of a <br />
commercial nature or is for nonprofit educational purposes;<br />
<br />
2) The nature of the copyright work;<br />
<br />
3) The amount and substantiality of the portion used in relation to the <br />
copyrighted work as a whole;<br />
<br />
4) The effect of the use upon the potential market for or value of the<br />
copyrighted work (17 U.S.C. Section 107)(Rubin, 2004 p. 142-143).<br />
<br />
The overall approach of the American Library Association (A.L.A) to copyrights issues is to be very liberal with what can be copied and how many copies can be made. A.L.A. is interested in providing information for the library patron, not on limiting information due to strict copyright laws. Where copyright laws are not in place, as with electronic reserves A.L.A. came up with their own interpretation of “Fair Use” as it pertains to electronic reserves. <br />
<br />
A.L.A. joined with the A.C.R.L., the Association of College and Research Libraries, and has drawn up, again, very liberal guidelines. “. . .the ACRL statement takes a liberal view of the amount that can be copied in so far as it is to meet relevant teaching objectives of an instructor, and minimizes the importance of the effect such use may have on the market, if the use is for legitimate educational purposes” (Rubin, 2004 p. 145).<br />
<br />
<b>Works Cited in A.P.A. Format</b><br />
<br />
8-4-2010 3:09 a. m. (E.S.T.)<br />
<br />
According to the reference guidelines provided at Purdue Owl: <br />
http://owl.english.purdue.edu/owl/resource/560/08/<br />
and citation guidelines<br />
http://owl.english.purdue.edu/owl/resource/560/03/<br />
<br />
Rubin, R. E. (2004). Foundations of Library and Information Science: 2nd Edition. New York: Neal-Schuman Publishers, Inc.Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com6tag:blogger.com,1999:blog-5804056038202655939.post-87082222386514318982010-08-03T18:58:00.001-04:002010-08-04T04:12:13.656-04:00Original Document: "Reflection Journal" How was the creation of the final "strategic plan" process?<script type='text/javascript' src='http://track4.mybloglog.com/js/jsserv.php?mblID=2010080401062495'></script><br />
<br />
(No Due Date was Specified on my Grade Book Page on 7-31-2010, at when My Reflection Journal was Due. I double checked and made a copy of my grade page which includes the absent due date that was listed there for the reflection journal. Part of this assignment was turned in on 8-1-2010 prior to 11:59 p. m. (E.S.T.). I was uncertain, due to the fact that Ms. Swaine was no longer my instructor, if an additional reflection journal submission was appropriate, for library management, summer 2010). <br />
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<br />
Group 1 CEO Bayo Cary<br />
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<br />
REFLECTION JOURNAL<br />
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<br />
TEMPLATE (*Note--The reflection templates were provided by Ms. Kim of: library management, summer 2010, F.S.U., however, the original template provide to me has been altered. No author of the template was specified, therefore, no A.P.A. references are being provided.)<br />
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______________________________________________________________________<br />
<br />
Student Name: Bayo Cary<br />
<br />
Team Number: Group 1<br />
<br />
Type of Information Organization: Technology Seattle, Washington<br />
<br />
Role in the Strategic Plan: CEO<br />
<br />
<br />
<br />
LIS 5480 Management of Information Organizations<br />
<br />
Reflection Journal<br />
<br />
<br />
<br />
Group #1 Planning Session<br />
<br />
Documentation:<br />
<br />
A.) What I Did: I showed up 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.<br />
<br />
<br />
<br />
B.) What my Team Did:<br />
<br />
Analysis: My team began communicating on the discussion board. I responded. I asked several times when we would be meeting again. When no one responded I sent emails to my fellow group members. They responded that they preferred to keep the discussion to the discussion board. I agreed. The next meeting was confirmed by a fellow group member and I agreed to attend.<br />
<br />
<br />
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Evaluation: Group 1 is not working well together. Although, I am not having trouble delegating responsibility, the rest of the group seems to have difficulty communicating: honestly, effectively, and in a timely manner with both me and with each other. 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, money, praise, etc. for their work which is commiserate to the effort extended or the quality of work provided or attribution for their contributions. 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.<br />
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Comments on Resources: No resources were provided by nay 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. It would be really nice if we could all get along and work together.<br />
<br />
<br />
<br />
Group #2 Planning Session<br />
<br />
Documentation:<br />
<br />
A.) What I Did: I came to the group meeting that was scheduled and confirmed. My group members did not show up. I wanted to discuss where the technology information facility was located that what we were going to be writing about. I waited a while. Then I left. I was disappointed that no one else came. I posted to the group discussion board regarding the fact that everyone else missed the meeting. They said that the meeting had been rescheduled. I confirmed the time of the next meeting and agreed to attend.<br />
<br />
<br />
<br />
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. <br />
<br />
<br />
<br />
Analysis: I thought that there was no excuse for continually missing meetings and that the students 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. They should have felt comfortable writing each other emails about the final project.<br />
<br />
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Evaluation: Group 1 is 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 about 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 it is unfair and if they thought that they could have done it any better then, they should have sincerely, tried.<br />
<br />
<br />
<br />
Comments on Resources: (All team members begin responding to resources this week)<br />
<br />
My team members were not providing an adequate amount of resources. Not even enough to make it worthwhile to record what little effort other team group members made. I am sorry to say that my team 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 should have done something else instead. I am not happy about doing all off the work when I am supposed to be working in a group. And I am not willing to continue to do so after I graduate from FSU.<br />
<br />
<br />
Group #3 Planning Session<br />
<br />
<br />
<br />
Documentation:<br />
<br />
A.)What I Did: I again attempted to attend the meeting that was scheduled and agreed upon. However, I was frustrated by the previous lack of contributions provided by my fellow group members. I chose to request that they decide to let me out of the group. They declined and continued to expect me to do the majority of the work. They also communicated to the professor that I had not been at the meeting and made it seem like I was not interested in working with the group. However, they made the mistake of sending me emails about the meeting that they lied and said that I did not attend. 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.<br />
<br />
<br />
<br />
B.) What my Team Did: My team tried to dissuade me from leaving the group. Then they sent me several emails about my departure, even though the group had decided on no email communication. I responded to their pleas to stay very calmly and quietly and then let them know that they were taking advantage of me and expecting me to do all the work with no commiserate recognition for all the work that I had done. I told them that I was not the giving tree and that I would only continue to be CEO until I completed the class. I followed up my displeasure with the group experience by writing the professor of the course, Dr. Kim, and requesting to be allowed to work alone for the second time in the same class. I have never had that problem in any other university, in any other town, in any other class. I think that it is very abnormal and unfortunate. She failed to reply to my request and seemed very reluctant to agree with me even though she had offered before, and committed to me that she would allow me to work on my own, but was unable to keep her word and follow through with what we both had agreed upon.<br />
<br />
<br />
<br />
Analysis: The group is still not working well together. The lines of communication are down. I had to complete the final draft of the assignment on my own. In addition, the corrections I suggested were never made. The amount of information made available could have been easily provided by a third grader. The final draft is not up to standard and does not reflect the quality or quantity of work that I complete on my own. I am certain that this will not in any way affect my grade for the final project or my grade in the class. Many students, particularly in this class, seem to have difficulty doing their work on their own or producing a high quality or work.<br />
<br />
<br />
<br />
Evaluation: Working in a group may be helpful for some individuals, however, combining someone who still is struggling with basic grammar 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. My G.P.A. is a perfect 4.0. and 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.<br />
<br />
<br />
<br />
Comments on Resources: (All team members) The team 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 assignment 1 for the final project. I was disappointed by the quality of work, but they did not want my help, so I simply made a few corrections and contributed what I thought had been left out. Then as the groups CEO I submitted the assignment for a grade. I expect we will all do well.<br />
<br />
<br />
<br />
Class #4 Planning Session Plans are Due July 7th 2010 prior to 11:59 p. m. and should be submitted by the groups CEO, Bayo Cary, prior to when it is due.<br />
<br />
Documentation:<br />
<br />
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.<br />
<br />
<br />
<br />
B.) What my Team Did: My team 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. However, my group members have still been unable to make the group meetings, to communicate with me about their inability to attend prior to missing the meeting, and then they repeat the same mistake 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.<br />
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Analysis: The group is not working well together. 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 greatful 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 greatful to me. I deserve attribution. Plagiarism is a very serious academic offense. I am sorry that some people in the FSU Graduate School of Library and Information Science have not taken the time to read the student honor code.<br />
<br />
<br />
<br />
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 FSU. Perhaps there needs to be higher standards when deciding on who is let into the FSU 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 had the opportunity to be educated.<br />
<br />
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<br />
Comments on Resources: (All team members) None of my team 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 and fellow group members. However, I would never again trust someone on the basis of their color and assume that all people of one race or another are trust worthy or nicer or even less abusive than anyone else. I have copy upon copy upon copy of all of my work. I have sent it all over the country and all over the world for that matter, for very safe keeping. 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.<br />
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<br />
<br />
REFLECTION JOURNAL<br />
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<br />
<br />
8-3-2010 11:46 p. m. (E.S.T.)<br />
<br />
______________________________________________________________________<br />
<br />
Student Name: CEO: Ms. Bayo E.Cary<br />
<br />
Team Number: Independent<br />
<br />
Type of Information Organization: Public Library<br />
<br />
Role in the Strategic Plan: CEO<br />
<br />
<br />
<br />
LIS 5480 Management of Information Organizations<br />
<br />
Reflection Journal<br />
<br />
<br />
<br />
Class #1 Planning Session: Elluminate 7-26-2010 6:00 p .m. (E.S.T.)<br />
<br />
Documentation:<br />
<br />
A.) What I Did: CEO: Ms. Bayo Elizabeth Cary:<br />
<br />
There were no class planning sessions with other group members to document or discuss. I only had one casual meeting in Elluminate (7-26-2010 at 6:00 p m.), which was less than the allotted two hour class time period, with the temporary instructor for the second portion of my library management course. Ms. Swaine is no longer my instructor, and has not been so, for some time now.<br />
<br />
I asked questions at the aforementioned Elluminate meeting regarding how the final assignments were to be completed. A very small amount of information regarding the requirements for completing the final assignments was provided to me. It was agreed upon, at the meeting, however, that Ms. Swaine would provide me with the template(s) that I required to complete the final assignments, as well as directions to complete the final assignments (grading criterion as well), and any additional information that I would require in order to successfully complete the final assignments.<br />
<br />
I explicitly stated, at the only Elluminate meeting that Ms. Swaine and I had, that I would need to contact her again, to clarify issues in relation to the final assignments directions. I had difficulty communicating with Ms. Swaine after that first and only meeting in Elluminate meeting on 7-26-2010. I sent Ms. Swaine numerous email messages. She did not answer the questions that I posited in my email communication to her. Ms. Swaine did not deal with the issues related to: my grade page, the final assignment directions (grading criteria), the additional templates that were needed to complete the final assignments, the extension of the due date for the final assignment, etc.,<br />
<br />
I had three email addresses at F.S.U., for Ms. Swaine. Those email addresses, systematically began to become unavailable to me right after our only Elluminate meeting. I let Ms. Swaine know at that point that I was beginning to have difficulty reaching her by email. On 8-1-2010, my questions regarding my final assignments were all still unanswered; two of my final assignments were due on that date by 11:59 p. m. (E.S.T.). Ms. Swaine, was entirely unavailable to me the entire day of 8-1-2010, by all three email address that I had for her. She only provided me with one of them. The other two email addresses, for Ms. Swaine at F.S.U., I had to search for on the F.S.U. website.<br />
<br />
B.) What my Team Did:<br />
<br />
I worked on my final assignments completely on my own. I altered the template that I utilized for the strategic plan and others as well. I let Ms. Swaine, know by email, that it would be necessary to alter the template(s). I applied the knowledge that I gained from the class readings in library management as well as previous knowledge gained in the library and information science program, to fill out the final assignments (templates), with no directions.<br />
<br />
Analysis:<br />
<br />
<br />
<br />
I did not have the opportunity to begin working on my final assignments, that were due on 8-1-2010, until approximately 4:30 p. m. on the actual due date. I spent a great deal of time on 8-1-2010 attempting to contact Ms. Swaine, and attempting to discuss the same issues with Dean Dennis, that I had attempted to resolve with Ms. Swaine, regarding the completion and submission of the final assignments.<br />
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Evaluation:<br />
<br />
<br />
<br />
Working with Ms. Swaine has been difficult at best. She did not provide the final assignments materials that she offered to provide, other than one template which needed to be altered, and which I could not, and did not use in the end. She did not answer the questions that I posited in my emails. She systematically became less and less available for questions and communication. She then became completely unavailable, on the due date of two of the final assignments, prior to providing me with the information that I required to complete the final assignments.Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com1tag:blogger.com,1999:blog-5804056038202655939.post-34544308682949085812010-08-03T18:51:00.000-04:002010-08-03T18:51:28.320-04:00Original Document: "How Swaine Falied to Provide Academic Instruction and Resources"(This is Not legal Document)<br />
<br />
8-2-2010 4:25 p. m. (E.S.T.)<br />
<br />
To Whom It May Concern:<br />
<br />
<br />
Ms. Swaine is no longer my instructor for the library management course, and has not been for some time now. However, I did attempt to reach her yesterday to re-negotiate when the final assignments were due. In addition, I was waiting for another email from Dean Dennis. Dean Dennis told me that Ms. Swaine was willing to negotiate when the final assignments were due. It was, therefore, necessary for me to delay the start my final assignments until: approximately 4:30 p. m. on 8-1-2010, and then it was necessary for me to figure out how to complete the final assignments, prior to being able to actually complete the final assignments, that were due yesterday (8-1-2010) by 11:59 p. m. (E.S.T.).<br />
<br />
Thank You.<br />
<br />
<br />
I Require Your Assistance in the Following Matters:<br />
<br />
<br />
1) Someone other than Ms. Swaine must grade my final assignments: <br />
<br />
<br />
Explanation Regarding the Grading of My Final Assignments:<br />
<br />
<br />
<br />
Someone, other than Ms. Swaine, needs to grade my final assignments. Ms. Swaine is no longer my instructor, and has not been my instructor for the library management course for quite some time. She only met with me once in Elluminate, on (Monday) 7-26-2010 at 6:00 p. m. (E.S.T.)<br />
<br />
<br />
<br />
I need my final assignments to be graded by tomorrow 8-3-2010 at 5:00 p. m. (E.S.T.), and for my finals grades on my final assignments, as well as my final grade in the course to be posted to my grade book page, on 8-3-2010, by 5:00 p. m. (E.S.T.) as well. In addition, at the time in which, my final assignments grades are being posted to my grade book page, my grades on my grade book page need to be updated.<br />
<br />
<br />
2) My Grades t to be Accurate to Date and Be Available to me:<br />
<br />
<br />
Explanation Regarding Mis-Calculated Grades:<br />
<br />
<br />
<br />
I earned a 59 on my ethics assignment. I made a copy o f my grade on 7-28-2010. The grade for my ethics assignment is a 59 on that page. When I made a copy of my grade book page on 7-30-2010, the grade had been lowered to a 57. In addition, the grades which are currently present on my grade book page are tallied wrong. I could go in to details, but it is a simple addition error, the grade currently posted on my grade page should be higher, even without the additional 2 points that are due to me for my ethics assignment.<br />
<br />
<br />
(*Note-All the assignments which I need to turned in, for library management (summer 2010), were previously posted to my grade book page as of: 7-30-2010.)<br />
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3) There were no directions provided for the final assignments, no grading criterion, and no additional templates were provided:<br />
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Explanation Regarding Completion of Final Assignments:<br />
<br />
<br />
<br />
I was unable to contact Ms. Swaine entirely, although I did check back in to the Blackboard site frequently yesterday (8-1-2010), to see if she had simply provided the directions and additional templates that I required there. I waited most of the day, until approximately 1: 30 p. m. (E.S.T.). Ms. Swaine never provided me with directions or additional templates for the final assignments, or grade criterion either. She failed to up-date my grades on my grade page as well. I responded to the email that I received from Dean Dennis, and tried very hard to get in contact with Ms. Swaine by email. I looked through the entire F.S.U. directory and additional “School” related pages. <br />
<br />
<br />
<br />
I have three email addresses for Ms. Swaine: lindasawaine@cci.fsu.edu, lindaswaine@ci.fsu.edu, and lswaine@fsu.edu, none of her F.S.U. email addresses were working yesterday (8-31-2010). I emailed the School of library and information science department, to let them know of my serious problem, regarding not being able to contact Ms. Swaine (It was also an F.S.U. email address, which I had no difficulty sending email to). This is not the first time that this situation has occurred with Ms. Swaine. I informed Ms. Swaine of this problem previously, and I let her know that she could not be my instructor if:<br />
<br />
<br />
1. I was unable to contact her;<br />
<br />
2. she was unwilling to answer my questions;<br />
<br />
3. and she was unwilling to:<br />
<br />
<br />
A. update my grade page;<br />
<br />
B. and fix the miscalculated grades on the page; <br />
<br />
C. provide instructions;<br />
<br />
D. provide grading criterion;<br />
<br />
E. provide templates for my final assignments.<br />
<br />
<br />
I expect a grade of an “A” for my final assignments: <br />
<br />
<br />
1. I had no directions to complete the final assignments that were due <br />
yesterday;<br />
<br />
2. I had no directions for the final assignments;<br />
<br />
3. Ms. Swaine provided me with no additional templates; and<br />
<br />
4. I had no grading criterion for any of the final assignments as well. <br />
<br />
<br />
(*Note--It is too late to make the above mentioned resources available to me, I have already submitted the final assignments that were due yesterday, on time, 8-1-2010,by 11:59 p. m. E.S.T.)<br />
<br />
<br />
<br />
I had to utilize the knowledge that I have gained throughout my past two years (fall 2008-summer 2010) in the program, in order to figure out how to fill out the template that I had to alter. I let Ms. Swaine know, right away, after she emailed me a template for the final assignments (but no directions or grading criterion) that it would be necessary for me to alter the template.<br />
<br />
<br />
<br />
I attempted to speak to Ms. Swaine yesterday regarding many pertinent issues that I needed to have addressed and questions that still remained unanswered pertaining to the final assignments, most of which, I previously mentioned above. However, some of the other issues that I needed to discuss are enumerated below:<br />
<br />
<br />
1. the use of a different template (provided by my previous instructor for the<br />
course);<br />
<br />
2. the continued need to alter the template regardless of which template I <br />
utilized,;<br />
<br />
3. the need to later the text format which she suggested (Calibri);<br />
<br />
4. the need to submit my final assignments in Word Perfect documents; and<br />
<br />
5. my continued need for both additional templates and grading criterion.<br />
<br />
<br />
4)Submission of Grade to the Registrar’s Office:<br />
<br />
<br />
Explanation regarding final grade submission:<br />
<br />
<br />
<br />
I need to be able to see my final grade for the library management course, summer 2010, in print and online, prior to it being submitted to the registrar’s office for summer 2010 graduation. Ms. Swaine, as I have already explained is no longer my instructor for the library management course. Therefore, someone other than Ms.Swaine needs to submit my final grade to the registrar’s for summer 2010 graduation (August 7, 2010). I need to see my final grade for the library management course by 5:00 p. m. (E.S.T.) tomorrow (8-3-2010). My final assignments should not take long to grade, due to the fact that:<br />
<br />
<br />
1. I had no directions to complete the final assignments that were due <br />
yesterday;<br />
<br />
2. I had no directions for the final assignments;<br />
<br />
3. Ms. Swaine provided me with no additional templates; and<br />
<br />
4. I had no grading criterion for any of the final assignments as well. <br />
<br />
<br />
Therefore, there is nothing to base my final assignments grades on.<br />
<br />
<br />
<br />
Thank you again for your continued assistance in the situation related to my library management course, summer 2010. I appreciate your help. I have worked very long and hard for this Master’s Degree. I have never, in any class in this entire program, turned in an assignment late or incomplete. I have never, in any class, in this entire program, received a grade for any assignment, which was less than an “A.” I have never, in this entire program, received a final grade of less than an “A.” I expect that this situation will be resolved quickly. I am cutting and pasting the original copy of my final assignments, which were due yesterday, and which I submitted on time. I appreciate your prompt response. Thank you again.<br />
<br />
<br />
(This is not a Legal Document.)<br />
<br />
<br />
Sincerely,<br />
<br />
<br />
<br />
Ms. Bayo Elizabeth CaryBayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-74161173121829298802010-08-03T18:11:00.000-04:002010-08-03T18:11:04.556-04:00Original Document: "Completion of Library Management, Summer 2010, Assignments due on 8-1-2010 by 11:59 p. m. (E.S.T.)"Public Library: Independence Library (Fictional)<br />
<br />
Independence, New Mexico<br />
<br />
Strategic Plan<br />
<br />
<br />
Team: Independent: CEO Ms. Bayo E. Cary<br />
<br />
Type of Information Organization: Public Library <br />
<br />
<br />
<br />
CEO: Ms. Bayo E. Cary<br />
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Research & Development Director: N/A<br />
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Action Plan Leader #1: N/A<br />
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Action Plan Leader #2: N/A<br />
<br />
Action Plan Leader #3: N/A<br />
<br />
Action Plan Leader #4: N/A<br />
<br />
Action Plan Leader #5: N/A<br />
<br />
<br />
<br />
<br />
<br />
Public Library: Independence Library (Fictional)<br />
<br />
Independence, New Mexico<br />
<br />
Strategic Plan<br />
<br />
<br />
<br />
Part #1: Background: Public Library of Independence, N.M. (Fictional)<br />
<br />
<br />
<br />
New Mexico has historically been one of the poorest states within the United States of America. The school system in New Mexico has been under funded for a period of time which extends far into the past. Overall education and therefore, literacy rates within the state of New Mexico have been unreasonably low for far too long. The state of New Mexico is comprised of a heterogeneous population. Native American and Latnio/a Americans form a substantial portion of the New Mexico population.<br />
<br />
Due to the fact, that overall, education, is such a neglected issue in the state of New Mexico, and the fact that over-all literacy rates in the state are low, the state of New Mexico has recently opened a new public library (2008). The public library, which will be located in Independence, N. M. is intended to serve the population in the surrounding town, which at present, is approximately 100,000 full-time residents. The Independence library serves many individual’s in the community, who have been designated as being a minority: women; Latino/a; Native American, Black, and Asian.<br />
<br />
During this time of economic struggle, the majority of the residents who access Independence Library, due so to utilize information services which are online. Five years ago the economy in the United States was in much better condition. However, five years ago in the U.S., Internet access was not as widely available to the general public—not even in public libraries. Now, almost every public library in the United States provides free Internet access to anyone who needs access.<br />
<br />
The Gates Foundation is a private foundation, which has been a key contributor to adding Internet connections to public libraries across the country. The Gates Foundation has contributed many computers and other hardware to many public libraries across the country as well. E-rate is a federally sponsored government program, which also contributes funds to wire public libraries from one end of the United States to the other.<br />
<br />
Independence Library was established to provide free Internet access to everyone in the Independence community. However, the majority of the individual’s who access the Internet at Independence Library are: minority, elderly, are members of a low socio-economic group, or are living below the national poverty level. Very few individual’s with a university degree or who are White access the Internet from Independence Library. In America, individuals who are: well educated, affluent, or White, generally access the Internet from home.<br />
<br />
The Internet provided at the public library in Independence provides an opportunity for individuals who are unemployed to: file for unemployment benefits, file for social security benefits, apply for food stamps and cash assistance, apply for other employment opportunities, build and submit resumes for different jobs, and many other activities which are now mainly allocated to the Internet. Many people, especially immigrants, choose to use the Internet to, keep in touch with family in other countries via email. There are also numerous language translators that can be located online, for full documents and for brief statements(i.e. Google Translator).<br />
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The public library in Independence serves over a 2,000 people a week. People of all races and ages visit Independence Library. To deal with the low literacy rate in the community, basic reading classes are offered by library volunteers and local AmeriCorps members. The AmeriCorps program, is the national PeaceCorps initiative program, which was initiated by President Clinton. AmeriCorps has established working relationships within communities all across America since its inception during the Clinton Administration. AmeriCorps programs work with all types of service orientated organizations throughout the country ( i.e. The United Way).<br />
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The public library in Independence provide numerous other educational programs which provide instruction to patrons on: how to access the Internet, how to effectively and efficiently utilize a computer and search the net, how to engage in library research (online and in the stacks), etc.. Independence Library is guided by the principles published by the American Library Association (A.L.A.). A.L.A. guidelines cover issues such as: patron privacy, the provision of information materials, intellectual freedom in general, and other access to information issues and concerns, etc. , A.L.A. guidelines are all written down and published in various formats, many of the A.L.A. guidelines are available online.<br />
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<br />
<br />
Level 3 - “Global”<br />
<br />
Independence Library is relatively isolated from the global community. Although there are community members in Independence who have family, who live abroad, the community is not supported by the International market. The Internet is one of the easiest and best ways for individuals in Independence to connect with other people who live overseas. The Internet which is provided for the community, by the public library, is a “life preserver.”<br />
<br />
Independence Library relies on funding from the American Government and from other non-for-profit American companies. International support is rarely generated for libraries in America, particularly public libraries. Presently, due to the down-turn in the economy, funding for public libraries has been cut back all across the country. Not only are public libraries in America being forced to deal with smaller budgets, many public libraries in America are being forced to reduce their library staff size as well.<br />
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<br />
<br />
Level 2 - “Organizational”<br />
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The traditional organization of a public library relies on a hierarchical system, with the director at the top, and the support staff at the bottom. Today’s library environment, however, is becoming more linear. Newer ideology, in library management practices, support the concept of implementing a work environment in which many staff members are encouraged to contribute and work independently. This is important, particularly at a time, when there is such a small amount of funding available. Library staffs are being asked in many public libraries across America, to cross train, and to know well, how to work in more than one specialty area within the library environment.<br />
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Level 1 - “The User/Information Match”<br />
<br />
The user information match is never perfect, according to some critics. Access to the Internet is available to everyone in the Independence community, regardless of race, socio-economic status, or age. Reference librarians at Independence Library assist patrons with locating information both online and in the stacks. A letter of reference from someone who has a local address, a local driver’s license, local shot records, proof of attendance at a local school or university, and many other forms of identification are adequate for gaining access to a library card in Independence.<br />
<br />
All books and Internet services are accessible to all adults with a library card. There are a few information access restrictions for children and teens. Over-all, the information user match in the Independence Library is very good. The library staff accepts suggestions from patrons, and they make suggestions as well. The library services in Independence are constantly improving.<br />
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Vision Statement<br />
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“We are Celebrating Life and Providing Access Information”<br />
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Mission Statement<br />
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Independence Library provides free access to information to everyone in the Independence community regardless of: race, socio-economic status, living status, employment status, education obtained, language spoken, disability, or age, etc. In order to connect community members with resources, which are relevant to their lives, we have made a commitment to provide our services to anyone who requires assistance in accessing information. By keeping our doors open late in to the evening, and on the weekends, anyone who needs help accessing information in the Independence community, is welcome to visit the public library.<br />
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Part #3: SWOT (References Posted in: Appendix B)<br />
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Strengths (Internal)<br />
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Weaknesses (Internal)<br />
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Opportunities (External)<br />
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Threats (External)<br />
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Internal Strengths:<br />
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1. Well Educated Staff (The staff members are graduates of A.L.A. accredited programs. )<br />
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2. National Funding Support (E-Rate)<br />
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3. Diverse Selection of Materials<br />
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4. Internet Access to Everyone<br />
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5. Educational Programs (Literacy, Internet/Computer Related, ESL)<br />
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Internal Weaknesses:<br />
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1. Funding Deficits<br />
<br />
2. Limited Numbers of Available Staff or Volunteers<br />
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3. Limited Number of Computer Terminals<br />
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4. Not Enough Community Outreach or Cooperation with Local Businesses<br />
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5. The Over-all Community Patron Use of the Library’s Services is not High Enough<br />
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External Opportunities:<br />
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1. AmeriCorps Volunteers and other Volunteer Groups in the Community<br />
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2. Adding Access to Local University Online Research Related Databases (Wilson Web)<br />
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3. Increasing Visits by Currently Publishing Author for Book Talks<br />
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4. Increasing the Amount of information About the Library that is Accessible via the Web through Web 2.0 Tools such as: flickr<br />
<br />
5. Making more Local Library Favorites Available Online as ebooks<br />
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External Threats:<br />
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1. State Funding (It is limited.)<br />
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2. Community Interest (Interest in what is available at the public library fluxes.)<br />
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3. FCC Regulations Regarding Internet Access and the Accessibility of Information via the Web<br />
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4. High illiteracy Rates due to a Dearth of National Public School Funding<br />
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5. Physical Access to the Library (The availability of city Bus service to and from the library location.)<br />
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Part #4: Strategic Outcomes and Strategies<br />
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Strategic Outcome(s):<br />
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(*Note: Strategic Outcome Statements)<br />
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1. Internet Access is successfully provided to the Entire Community for Free.<br />
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2. Additional Educational Programming will be provided through the Public Library to anyone who is Interested.<br />
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3. Librarians are Continually Updating Their Knowledge Regarding the Library Information Environment and, Therefore, are Always Providing a Professional High-Quality Information Environment.<br />
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Strategy Area #1: (Strategic Outcome Statement #1) Internet Access<br />
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Supporting Statement: The library will continue to apply to the government program, E-Rate, which subsidises Internet access for public libraries. In addition, the library staff will also search for other grant possibilities, through the federal government, as well as through private organizations.<br />
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Strategy Area #2: (Strategic Outcome Statement #1) Internet Access<br />
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Supporting Statement: The library will continue to: add additional computer terminals so that more patrons will be able to access the Internet. Staff who are knowledgeable in the area of technology and information science will continue to be hired, in order to facilitate the maintenance and up-dating of the library computers and related equipment.<br />
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Strategy Area #3: (Strategic Outcome Statement #2) Educational Programming<br />
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Supporting Statement: The library will join efforts with volunteers and community agencies to provides instruction in educational areas which are relevant to accessing information, both online and in the stacks. We will provide classes in: Internet/computer use and operation, research skills, and other basic literacy related areas.<br />
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Strategy Area #4: (Strategic Outcome Statement #2) Educational Programming<br />
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Supporting Statement: School children in the community, will be invited to visit the public library, through the public school system. The children who visit the library through school, will be given a lesson in: online research skills, documentation of sources, and research conducted through the books available in the stacks. The visits will be frequent and continual and will extend in to the summer holiday, for those students who are interested in continuing to learn research skills.<br />
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Strategy Area #5: (Strategic Outcome Statement #3) Knowledgeable Staff<br />
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Supporting Statement: Advanced degree programs, in library studies, are available from many universities all over the U.S..<br />
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Part #5: Action Plan<br />
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<br />
<br />
Action Plan Increasing Information Access<br />
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Action Plan Leader’s Name: (CEO) Ms. Bayo Elizabeth Cary, Independence Library Staff<br />
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Rationale (*Note: “Steps”)<br />
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The library’s information access facilities, over-all patron skills, and the over-all knowledge of the library staff need to be updated and increased. Libraries are information environments. Information environments require up-to-date materials and computer/Internet hardware. Individuals who access information through the library need to be able to comprehend the information that is available to them. It is necessary for library staff to receive continuing educational training in order to provide adequate assistance to patron’s who seek information in a library, continuing education by library staff improves the: “user information match.”<br />
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Unified format:<br />
<br />
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Step #1 (Rationale) Internet Access Needs to be Available To Everyone.<br />
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Minorities and Americans living in rural areas in America presently have limited access to the Internet. Government programs: local, national, and National, are very quickly being moved online. Some employment opportunities are only advertised online. Opportunities related to college education, in particular, are only easily accessed online, such as : applications for federal financial aid and college application forms.<br />
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Timeline: Internet access will be increased with the assistance of an outside agency, such as the Federal government. Qualified library staff will apply for Federal grant money. Data from the library will be required to apply for the grant. I estimate that it will take 1 year from start to finish, from when the grant application is acquired, until when the grant application can be submitted.<br />
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Responsibility: Library Director, Library Staff (technology staff), Federal government<br />
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Step #2: (Rationale) It is Necessary to be Literate in order to Comprehend what is Printed in the Stacks and on the Internet.<br />
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If an individual cannot read, then that individual will have difficulty accessing information in a library. Libraries provide most information in English text format. Almost all information, accessible online in America, is in English text format. It is necessary to be able to read to benefit from the information available in the library. If an individual cannot read, then free access to the library is not of much use to that individual.<br />
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Timeline: Educational programs based on increasing patron literacy will be implemented through the use of volunteers, through joint programs which involve other programs which already exist in the community, and through the provision of information resources in other languages which are in high use in the community.<br />
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Responsibility: Library Director, Library Staff, Volunteers (AmeriCorps, United Way)<br />
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Step #3: (Rationale) Knowledgeable Librarians and Staff<br />
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Information services are continually evolving. Information changes over night or in seconds sometimes. Information professionals need to be able to keep up with the newest trends in the information environment (i.e. social tagging). Due to the ever changing environment of the information profession, it is necessary for information professionals to engage in continuing education programs. Online programs in both library studies and information studies are available at universities all over the country.<br />
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Timeline: The library will pay for the continuing education of all library staff. It takes about a month to apply for a graduate studies program. There are several supplemental materials which must be submitted, including letters of reference. Sometimes a standardized exam is required. The GRE needs to be scheduled well in advance. It takes a while for results to be released to the universities that an individual is applying to. Financial aid may also be a factor, and should be taken into consideration. Admission/Financial Aid requirements and submission dates should be checked in advance.<br />
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Responsibility: All Library Staff<br />
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Budget:<br />
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· The library plans to apply for a Federal grant to pay for the Action Plan Listed above.<br />
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· The Federal government grant will allocated for only the Action plan that is mention in the grant application.<br />
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· My budget estimates and their resources are presented in parentheses next to each itemized expense. <br />
<br />
<br />
(*Note-Example)<br />
Budget 1999<br />
Requested Actual<br />
Amount Amount Preliminary<br />
2009 Received 2010<br />
Internet Access (ATT DSL) 12,000 12,000 12000<br />
Educational Supplies (College Books) 17,000 17,000 17,000<br />
Online Courses ( F.S.U Tuition) 25,000 25, 000 25,000<br />
miscellaneous expenses (Estimate) 1,000 1,000 1,000<br />
<br />
Total 55, 000 55, 000 55, 000<br />
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Evaluation:<br />
<br />
Objective: Continued Funding of Action Plan<br />
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Internal/ External:<br />
<br />
(Funding Related Objectives)<br />
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Staff will continue to increase their knowledge about funding available through Federal Agencies and other non-for-profit agencies. Staff members will learn, through experience an instruction how to: conduct surveys, gather patron demographic information, and analysise information in order to successfully apply for more grant money. The library will continue to hire only students who graduate from A.L.A. accredited programs, or who have earned equivalent degrees in other countries. All members of the library staff must be willing to engage in continuing education courses.<br />
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<br />
<br />
<br />
<br />
1. Patron survey, regarding the over-all satisfaction of patrons with the services provided by the library. The survey will be available at both: the reference desk and book circulation desk. The results will be analysised and then they will be made available to both library staff and patrons. The survey results will be utilized to apply for another Federal grant the following year.<br />
<br />
2. Attendance at library educational classes will be counted an recorded. Individual’s demographic information will also be recorded. However, all personal information related to the educational program participants will be restricted to library staff. The participant information will remain anonymous, other than the demographic information. Library staff will try to increase class attendance, and will save the information in order to apply for another Federal grant, the following year.<br />
<br />
3. Records of additional certificate sand degrees earned by library staff, which are paid for by the library, will be recorded. Library staff will be expected to contribute a statement regarding their online educational experience as well as what they learned to the library staff records. The information regarding the continuing education of library staff will be utilized to apply for another Federal grant, the following year.<br />
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<br />
<br />
Part #6: Appendices<br />
<br />
Appendix A: Strategic Plan Resources<br />
<br />
Works Cited<br />
<br />
According to Purdue Owl Online A.P.A Format<br />
<br />
<br />
<br />
Access Florida. (2006). Florida Department of Children and Families. Retrieved from http://www.myflorida.com/accessflorida/<br />
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<br />
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ALA: A Perfect Storm Brewing: Budget Cuts Threaten Library Services at Time of Increased Demand. (2010, March 4). A Perfect Storm Brewing: Budget Cuts Threaten Library Services at Time of Increased Demand. Retrieved from http://www.ala.org/ala/research/initiatives/plftas/issuesbriefs/issuebrief_perfectstorm.pdf<br />
<br />
<br />
<br />
Aqili, S. V., & Moghaddam, A. I. (2008). Bridging the Digital Divide: The Role of Librarians and Information Professionals in the Third Millennium. The Electronic Library 26, no.2. Retrieved from http://www.emeraldinsight.com.proxy.lib.fsu.edu/Insight/ViewContentServlet?contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/2630260207.html<br />
<br />
<br />
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Baker, B. D., & Green, P. C. III. (2009). Equal Educational Opportunity and the Distribution of State Aid to Schools: Can or Should School Racial Composition Be a Factor? Journal of Education Finance, 34. Retrieved from http://vnweb.hwwilsonweb.com.proxy.lib.fsu.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=PIA0WTEVJ4FYBQA3DIMSFF4ADUNGIIV0<br />
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<br />
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Belcher, C. (2009, December 10). Less than Half of African Americans and Hispanics Regularly Use Internet- Yet Overwhelmingly Majority Agrees that Internet Access is Critical to Success in Education, Business, Community and Family Life. Business Wire. Retrieved from http://www.businesswire.com/portal/site/home/permalink/?ndmViewId=news_view&newsId=20091210005194&newsLang=en<br />
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Bill Clinton. (2010, March 8) In Encyclopædia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/121813/Bill-Clinton<br />
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Bulger, K. (2007, April 12). A Brief History of the Digital Divide. Retrieved from http://digitalartscorps.org/node/717<br />
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Burnett, G., Jaeger, P.T., & Thompson, K. M. (2008, February 13). Normative Behavior and Information: The Social Aspects of Information Access. Library and Information Science Research, 30. Retrieved from http://www.sciencedirect.com.proxy.lib.fsu.edu/science?_ob=ArticleURL&_udi=B6W5R-4RTTKSD-1&_user=2139768&_coverDate=03%2F31%2F2008&_rdoc=1&_fmt=high&_orig=search&_sort=d&_docanchor=&view=c&_acct=C000054272&_version=1&_urlVersion=0&_userid=2139768&md5=4b965a3017073f7944bc0bd641f06c91<br />
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<br />
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Cable News Network LP, LLLP.. (2005). Special Report: The Clinton Years. Retrieved from http://www.cnn.com/SPECIALS/2001/clinton/<br />
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<br />
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Carvin, A. (2000, January/February). Mind the Gap: The Digital Divide as the Civil Rights Issue of the New Millennium. Retrieved from http://infotoday.com/mmschools/jan00/carvin.htm<br />
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Chandler, A. D. Jr., & Cortada, J. W. (2000). A Nation Transformed by Information: How Information has Shape The United States From Colonial Times To The Present. New York, NY: Oxford University Press<br />
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<br />
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Clinton, W. J. (1996, April 17). Executive Order #12999. Retrieved from http://www.gsa.gov/Portal/gsa/ep/contentView.do?contentType=GSA_BASIC&contentId=10722<br />
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<br />
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Davis, A. (2010, April 19). National Broadband Plan Vital to Closing Digital Divide, FCC Tells Senate Committee. Retrieved from http://www.civilrights.org/<br />
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<br />
<br />
Davis, D. M., Bertot, J. C., & McClure, C. R. (2010, April 14). Public Library Funding & Technology Access Study. Retrieved from http://www.ala.org/ala/research/initiatives/plftas/2008_2009/librariesconnectcommunities3.pdf<br />
<br />
Dimaggio, P., & Hargittai, E. (2001). From the ‘Digital Divide’ to `Digital Inequality’: Studying Internet Use As Penetration Increases*. Retrieved from http://www.webuse.umd.edu/webshop/resources/Dimaggio_Digital_Divide.pdf<br />
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Evans, J. (1996). How-to Guide Overview of NetDay 1996. Retrieved from http://www.netday.org/howto_overview.htm<br />
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Fitchard, K. (2009, January 26). Broadband Obama. Connected Planet Online. Retrieved from http://connectedplanetonline.com/residential_services/commentary/telecom_broadband_priority_090201/index.html<br />
<br />
<br />
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Free Application for Federal Student Aid (FAFSA). (2010, March 28). Free Application for Federal Student Aid. Retrieved from http://www.fafsa.ed.gov/<br />
<br />
<br />
<br />
Gallagher, M. D., & Cooper, K. B. (2004, September). A Nation Online: Entering the Broadband Age. Retrieved from http://www.ntia.doc.gov/reports/anol/NationOnlineBroadband04.htm<br />
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<br />
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Garlin, G. II. (2010, March 18). Protecting Internet Freedom will Close the Digital Divide. Period. End of Story. [Save the Internet]. Retrieved from http://www.savetheinternet.com/blog/10/03/18/protecting-internet-freedom-will-close-digital-divide-period-end-story<br />
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<br />
<br />
Gates, B. (2000, December). Shaping the Internet Age. Retrieved from http://www.microsoft.com/presspass/exec/billg/writing/shapingtheinternet.mspx<br />
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<br />
<br />
Gates, B. S. (2004). New Report on Libraries and the Digital Divide . Retrieved From http://www.pewinternet.org/Press-Releases/2004/New-Report-on-Libraries-and-the-Digital-Divide.aspx<br />
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<br />
<br />
Gates, B. (2010). Bill and Melinda Gates Foundation: All Lives Have Equal Value. Retrieved from http://www.ask.com/bar?q=How+did+the+government+fund+library+computers%3F&page=1&qsrc=121&dm=all&ab=6&u=http%3A%2F%2Fwww.gatesfoundation.org%2Flibraries%2FPages%2Funited-states-libraries.aspx&sg=qLRhrr%2FEzbjE0natSz%2B9BGteQ02ccy%2BGcBCaBVkJDPI%3D&tsp=1272797634934<br />
<br />
<br />
<br />
Appendix A: Action Plan Resources<br />
<br />
<br />
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APPENDIX B: Data Sources<br />
<br />
<br />
<br />
Grotticelli, M. (2009, September 14). FCC gears up for massive broadband initiative. Broadcast Engineering. Retrieved from http://broadcastengineering.com/news/fcc-gears-up-massive-broadband-initiative-091409/<br />
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<br />
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Government. (2009, October 3) Merriam Webster. Retrieved from http://www.merriam-webster.com/dictionary/government<br />
<br />
Hargittai, E. (2002, April). Second -Level Digital Divide: Differences in People's Online Skills. First Monday. Retrieved from http://firstmonday.org/<br />
<br />
<br />
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Hoffman, D. L., & Novak, T. P. (1998, April 17). Bridging the Racial Divide on the Internet. SCIENCE, 280. Retrieved from http://www.cybercultura.it/pdf/1998_Bridging_Digita_Divide.pdf<br />
<br />
<br />
<br />
Horton, J. (2004). Is The Serpent Eating its Tail? The Digital Divide and African Americans. The Journal of Technology Studies, 30. Retrieved from http://newfirstsearch.oclc.org.proxy.lib.fsu.edu/WebZ/FSPage?pagetype=return_frameset:linktype=servicelink:sessionid=fsapp7-47969-g8oy498p-d4nc89:entitypagenum=33:0?entityframedscrolling=yes:entityframedurl=http%3A%2F%2Fwww.lib.fsu.edu:entityframedtitle=:entityframedtimeout=30<br />
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<br />
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Horrigan, J. B. (2009, January 21). If Obama builds it will they log on? Retrieved from http://pewresearch.org/pubs/1085/stimulating-broadband<br />
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<br />
<br />
House, T. W. (n.d.). About the White House Presidents. Retrieved from http://www.whitehouse.gov/about/presidents/GeorgeWBush/<br />
<br />
<br />
<br />
Internet. (2009, September 23) In Encyclopedia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/291494/Internet<br />
<br />
<br />
<br />
Irving, L. (1995). Falling Through The Net: A Survey of the "Have Nots" in Rural and Urban America. Retrieved from http://www.ntia.doc.gov/ntiahome/fallingthru.html<br />
<br />
<br />
<br />
Irving, L. (1999). Falling Through the Net: Defining the Digital Divide. Retrieved from http://www.ntia.doc.gov/ntiahome/fttn99/contents.html<br />
<br />
<br />
<br />
John Major. (2010, March 8). In Encyclopedia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/358992/John-Major<br />
<br />
<br />
<br />
Kolstad, A. J., & White, S. E. (n.d.). National Assessment of Adult Literacy. Retrieved from http://nces.ed.gov/naal/index.asp<br />
<br />
<br />
<br />
Koizumi, K. (2010, January 18). Science and Engineering Indicators 2010: A Report Card for U.S. Science, Engineering, and Technology. Retrieved from http://www.whitehouse.gov/blog/2010/01/18/science-and-engineering-indicators-2010-a-report-card-us-science-engineering-and-tec<br />
<br />
APPENDIX C: Presentation Plan<br />
<br />
Appendix C: Presentation Plan<br />
<br />
Justification of Strategic Plan:<br />
<br />
Independence library has implemented the above mentioned action plan in order to increase Internet accessibility to all community members. Libraries require current materials and technology access hardware and software. Patrons who access information through the library need to be able to easily understand what they are accessing. It is necessary for library staff to receive additional educational training in order to provide adequate assistance to patron’s who require assistance in seeking information in a library resources. The outcome of the action plan which has been implemented will be increased access to the Internet by the local Independence community members and a better over -all understanding, by the community members, of the information that they are accessing at the library.<br />
<br />
APPENDIX D: Stakeholders<br />
<br />
Appendix D: Stakeholders<br />
<br />
Community Members: Stake: Free information Access<br />
<br />
Library Staff: Stake: Increased Knowledge Regarding the Information Environment<br />
<br />
Literacy Challenged Community Members: Stake: Free Education in Reading the English Language<br />
<br />
Computer/Internet Challenged: Stake: Free Education in How to Access Internet Information<br />
<br />
TimeLine:<br />
<br />
Time Line: CEO: Ms. Bayo Elizabeth Cary<br />
<br />
(*Note--All calendar formatting was lost, therefore, the calendar data was deleted, but is on the original copy.)<br />
<br />
<br />
The references provided for the strategic plan are based on A.P.A. guidelines which are provided by Purdue Owl online. The web pages at Purdue Owl are change frequently and reference guidelines are periodically altered. I documented my resources to the best on my ability based on the reference guideline which are currently available to me. As previously stated, some of my strategic plan is based on a template that was available in Ms. Kim’s class. I do not know who created the template, so I am unable to document that source.<br />
<br />
<br />
<br />
CEO: Strategic Plan: Ms. Bayo E. Cary<br />
<br />
Self-Evaluation<br />
<br />
<br />
<br />
Completing the Strategic plan was difficult, but I worked my way through it. Ms. Swaine never provided me with directions for the strategic plan, for the reflection journal, or for the self –evaluation. I completed the entire assignment on my own, with no direction, although I did download a template from the previous half of the library management course. I let Ms. Swaine know, that it would be necessary for me to alter, whatever template I decided to use—somewhat. There was no other way to inter the information. The templates provided to me, were not well organized, and would have been difficult to comprehend, if they had not been altered. <br />
<br />
The references provided for the strategic plan are based on A.P.A. guidelines which are provided by Purdue Owl online. The web pages are changes and guidelines are periodically altered. I documented my resources to the best on my ability based on the reference guideline which are currently available to me. As previously stated, some of my strategic plan is based on a template that was available in Ms. Kim’s class. I do not know who created the template, so I am unable to document that source.Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com12tag:blogger.com,1999:blog-5804056038202655939.post-48252452574585717002010-08-03T18:04:00.000-04:002010-08-03T18:04:24.080-04:00Original Document: Ms. Swaine is completely unavailable! What about the final asssignments Instructions?8-1-2010 4:21 p. m. (E.S.T.)<br />
<br />
Dear Dean **********,<br />
<br />
I am unable to contact Swaine. I have tried all 3 web addresses which are provided by the F.S.U. directory. I have diligently searched the F.S.U. website, and I am unable to locate any other email addresses for Swaine. I had some last minute issues regarding the submission of the final assignments. I have let her know numerous times before that it is difficult to reach her and that I would need to be able to contact her: up until the time when I receive verification of the submission of my final grades to the registrar's office, as well as verification of my final Master's degree reflecting summer 2010 graduation, and my official transcript with the statement of my degree earned included (ALA accredited). I have no way of reaching her now.<br />
<br />
Although, she is no longer my instructor, she did want me to turn my final assignments in to the submission link to the class. I will turn my final assignments in to you instead. There are no directions for the final assignments and there is no grading criteria for the final assignments available either. My grades on my grade page are still incorrect. Can you please fix these problems for me? Thank you for your time, attention, and continued support.<br />
<br />
Sincerely,<br />
<br />
<br />
Ms. Bayo Elizabeth Cary<br />
<br />
<br />
<br />
<br />
<br />
From: postmaster@admin.fsu.edu<br />
To: bayoecary@hotmail.com<br />
Date: Sun, 1 Aug 2010 15:51:43 -0400<br />
Subject: Delivery Status Notification (Failure)<br />
<br />
This is an automatically generated Delivery Status Notification.<br />
<br />
Delivery to the following recipients failed.<br />
<br />
***************<br />
<br />
<br />
<br />
<br />
<br />
<br />
--Pièce jointe du message transmise--<br />
From: bayoecary@hotmail.com<br />
To: ******************<br />
Subject: The assignments are being turned in today, 8-1-2010, by 11:59 p. m. (E.S.T.), which is the due: date/time, which I have not agreed to, on my grade book page.<br />
<br />
Date: Sun, 1 Aug 2010 15:51:41 -0400<br />
<br />
8-1-2010 3:50 p. m. (E.S.T.)<br />
<br />
<br />
This email was previously sent to you twice. Your email account at: lswaine@fsu.edu is inactive as well. You should have it fixed. It is difficult to reach you. You should be more accessible to me. Contacting you has been an on-going problem over the past three weeks. You should correct this problem.<br />
<br />
Thank you,<br />
<br />
<br />
Bayo Cary<br />
<br />
<br />
Date: Sun, 1 Aug 2010 15:37:03 -0400<br />
From: MAILER-DAEMON@ms4.ucs.fsu.edu<br />
To: bayoecary@hotmail.com<br />
Subject: Returned mail: see transcript for details<br />
<br />
The original message was received at Sun, 1 Aug 2010 15:37:02 -0400<br />
from col0-omc3-s2.col0.hotmail.com [65.55.34.140]<br />
<br />
----- The following addresses had permanent fatal errors -----<br />
<***************><br />
(reason: 550 5.1.1 unknown or illegal alias: ************)<br />
<br />
----- Transcript of session follows -----<br />
... while talking to [128.186.6.123]:<br />
>>> DATA<br />
<<< 550 5.1.1 unknown or illegal alias: lsawine@fsu.edu
550 5.1.1 <*************>... User unknown<br />
<<< 554 5.5.0 No recipients have been specified.<br />
<br />
<br />
<br />
--Pièce jointe du message transmise--<br />
From: bayoecary@hotmail.com<br />
To: *****************<br />
Subject: FW: You are no longer my instructor. I will submit my assignments today by 11:59 p. m. (E.S.T.) as currently indicated as the due date/time on my grade book page..<br />
Date: Sun, 1 Aug 2010 15:37:01 -0400<br />
<br />
8-1-2010 3:35 p. m. (E.S.T.)<br />
<br />
<br />
This email was previously sent to you. Your email account at : *************** is inactive still. I have already notified you of this problem. You should have it fixed. It is difficult to reach you. <br />
<br />
Thank you,<br />
<br />
<br />
Ms. Bayo Elizabeth CaryBayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-67902018170884748452010-08-01T00:55:00.001-04:002010-08-01T00:58:38.154-04:00Ms. Bayo Elizabeth Cary: University Education, Thus Far, and Honors and Awards (Summer 1994- Summer 2010)<b>University Education (Summer 1994-Summer 2010)</b><br />
<br />
<b>Florida State University</b><br />
<br />
Master's Degree (August 7, 2010)<br />
<br />
Major: Library and Information Science<br />
Concentraion: Information Science, Fall 2008 - Summer 2010<br />
Florida State University<br />
Tallahssee, Florida<br />
<br />
<b>University of Florida</b><br />
<br />
Bachelor's Degree (August 2008)<br />
<br />
Major: English<br />
Concntrations: English and Psychology, 2004 - 2008<br />
The University of Florida<br />
Gainesville, Florida<br />
<br />
<b>Santa Fe Community College</b><br />
<br />
Associate of Arts Degree (April 2004)<br />
<br />
Major: English<br />
Concentrations: English and Honors Program Honors Courses, 2000 - 2004<br />
Santa Fe Community College<br />
Gainesville, Florida<br />
<br />
<b>Florida State University</b><br />
<br />
Major: Chemistry<br />
Concentrations: Science, Psychology, Business, English, 1997-2000<br />
Florida State University<br />
Tallahassee, Florida<br />
<br />
<b>Florida State University College of Law<br />
Minority Summer Law Program</b><br />
<br />
Concentrations: Introduction to: Legal Theory, Legal Document Analysis, Moot Court, Legal Writing, Legal Research, etc., Summer 1998 <br />
Florida State College of Law<br />
Tallahassee, Florida<br />
<br />
<b>Keiser College</b><br />
<br />
Concentration: Accounting, 1996 - 1997<br />
Keiser College<br />
Tallahassee, Florida<br />
<br />
<b>Agnes Scott College</b><br />
<br />
Major: Dance and Drama<br />
Concentrations: Dance and Drama, Fall 1994<br />
Agnes Scott College<br />
Decatur, Georgia<br />
<br />
<br />
<b>Honors and Awards</b><br />
<br />
<b>Barry Law Academic Law School Academic Scholarship </b><br />
Intended for fall 2010 Matriculation, Summer 2010<br />
<br />
Barry Law<br />
Orlando, Florida<br />
<br />
<b>Florida Coastal Law School Academic Scholarship </b><br />
Intended for fall 2010 Matriculation, Summer 2010<br />
<br />
Florida Coastal Law School<br />
Jacksonville, Florida<br />
<br />
<b>Herbert Lehman Undergraduate Scholarship</b><br />
<br />
Minority Scholarship for Undergraduate Study, 1994, 1996-2000, and 2008<br />
Legal Defense Fund<br />
New York, N.Y.<br />
<br />
<b>Phi Theta Kappa Honor Society</b><br />
<br />
Academic Honors Society<br />
Santa Fe Community College, 2003-2004<br />
Gainesville, Florida <br />
<br />
<b>MPLE Pre-Law Undergraduate Scholarship</b><br />
<br />
Highly Recommended by a Dean a Florida State College of Law <br />
Intended for Undergraduate Study, Summer 1998<br />
Florida State University<br />
Tallahassee, Florida<br />
<br />
<b>Florida State University College of Law Scholarship</b><br />
<br />
Minority Summer Law Program, Summer 1998<br />
Florida State University College of Law<br />
Tallahassee, Florida<br />
<br />
<b>Florida State University College of Law Superlatives</b><br />
<br />
Several Superlatives Received: "Best Written Legal Argument," etc.<br />
Minority Summer Law Program, Summer 1998<br />
Florida State College of law<br />
Tallahassee, Florida<br />
<br />
<b>W.E.B.DuBois (Minority) Honor Society</b> <br />
<br />
Academic Honors Society, 1997-1999<br />
Florida State University<br />
Tallahassee, Florida<br />
<br />
<b>Santa Fe Community College Dance Scholarship </b><br />
<br />
Summer 1994<br />
Santa Fe Community College<br />
Gainesville, Florida<br />
<br />
<b>Santa Fe Community College Minority Academic Scholarship <br />
</b><br />
<br />
Intended for Enrollment for Academic Study, Summer 1994<br />
Santa Fe Community College<br />
Gainesville, Florida<br />
<br />
<b>Teaching Scholarship</b><br />
<br />
Granted June 1994<br />
Granted Upon High-School Graduation from:<br />
P.K. Yonge Research and Developmental High-School<br />
The University of Florida Lab School<br />
Gainesville, Florida<br />
<br />
<b>Interests: Varied, Many, and Everyday Increasing Exponentially</b><br />
<br />
Reading, Writing, Researching, Web 2.0, Information Science, Foreign Languages (Spanish, Russian, and French), Math Theory, Philosophy, Physics, Buddhism, The Human Brain, Human Intelligence, Astronomy, Psychology, Psychiatry, Law and Legal Theory, Great Britain and all things British: BBC programming,Victorian/Elizabethan authors, prose syntax/semantics, Lexicons: subtle and varied meaning of<br />
words, etc.Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-64231923373426635612010-07-31T23:26:00.000-04:002010-07-31T23:26:01.560-04:00Original Document: "Dr. Swaine: May Want to Work with me Again?: Grades and Final Assignments Agreement Form"<b>7-31-2010 1:51:26 p. m. (E.S.T.)</b><br />
<br />
<b>Introduction: Missive:</b><br />
<br />
Dear Ms. Swaine,<br />
<br />
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).<br />
<br />
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). <br />
<br />
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:<br />
<br />
<b>Final Assignment Rules and Regulations:<br />
</b><br />
1) <b>Re: Availability of Current Grade:</b><br />
<br />
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.<br />
<br />
<b>(*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.)</b><br />
<br />
2) <b>Re: Grade Change:</b><br />
<br />
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.<br />
<br />
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).<br />
<br />
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.<br />
<br />
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). <br />
<br />
3) <b>Re: Grade Submission:</b><br />
<br />
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.<br />
<br />
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. <br />
<br />
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.<br />
<br />
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 .<br />
<br />
4) <b>Re: Final Assignment Directions:</b><br />
<br />
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. <br />
<br />
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.<br />
<br />
5) <b> Re: Final Assignment Due Date(s):</b><br />
<br />
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. <br />
<br />
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). <br />
<br />
<b>(*Note—I have not agreed upon working with you again-- yet. Presently, I have no official instructor for the library management course, summer 2010.)</b><br />
<br />
6) <b>Re: Grading of Final Assignment:</b><br />
<br />
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. <br />
<br />
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.<br />
<br />
<b>(*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. ) <br />
</b><br />
<br />
7) <b>Re: Elluminate Session Recording Access:</b><br />
<br />
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. <br />
<br />
<b>(*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 )</b><br />
<br />
8) <b>Re: Availability:</b><br />
<br />
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. .<br />
Final Agreement Between: Dr. Swaine and Ms. Bayo Elizabeth Cary<br />
<br />
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.<br />
<br />
<b>(*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. <br />
<br />
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.)</b><br />
<br />
<i><b>Please Type Your Name Here </b></i><b>(*Note--Your typed name represents your signature and your agreement and consent with this document and the stipulations contained therein.):<br />
</b>Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-32481986000247545692010-07-31T23:10:00.000-04:002010-07-31T23:10:05.951-04:00Original Document: "Dr. Swaine: No Longer Available to Work with Me for the Completion of Library Management, summer 2010"*<br />
<b>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<br />
</b><br />
<br />
<b>30/07/2010</b><br />
<br />
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<br />
Bayo Cary<br />
À ****************<br />
De : Bayo Cary (bayoecary@hotmail.com)<br />
Envoyé : <b>ven. 30/07/10 14:50</b><br />
À : *******************<br />
<br />
<b>7-30-2010 2:28 p. m. (E.S.T.)</b><br />
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Dear Dr. Swaine,<br />
<br />
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.<br />
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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.<br />
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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.<br />
<br />
Sincerely,<br />
<br />
Ms. Bayo Elizabeth CaryBayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com17tag:blogger.com,1999:blog-5804056038202655939.post-65117953172973279352010-07-31T22:57:00.004-04:002010-07-31T23:14:08.851-04:00Original Document: "Completion of Library Management, Summer 2010, Inquiry into Grades and Provision of Final Asssignment Instructions"*<br />
<b>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<br />
</b><br />
<br />
<b>Ce message fait partie d'une conversation. Afficher la conversation<br />
29/07/2010</b><br />
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<br />
Swaine, Linda<br />
À Bayo Cary<br />
De : Swaine, Linda (*********************)<br />
Envoyé : <b>jeu. 29/07/10 00:49</b><br />
À : Bayo Cary (bayoecary@hotmail.com)<br />
<br />
The instructions for the assignment are listed on the week 13 Assignments Strategic Plan. <br />
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I have entered one grade for attendance. Your attendance grade is 90 points and that is the maximum points available for attendance. <br />
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I will address your my grades concern when I am on campus onThursday. <br />
<br />
Linda<br />
<br />
Linda Swaine, Ed. D.<br />
School of Library & Information Studies<br />
College of Communication & Information<br />
The Florida State University<br />
P.O. Box 3062100<br />
265 B Louis Shores Building<br />
142 Collegiate Loop<br />
Tallahassee, FL 32306-2100<br />
407-460-8120<br />
<br />
-----Original Message-----<br />
From: Bayo Cary [mailto:bayoecary@hotmail.com]<br />
Sent: Wed 7/28/2010 9:51 PM<br />
To: Swaine, Linda<br />
<br />
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<br />
<br />
<br />
<b>7-28-2010 9:48 p. m. (E.S.T.)</b><br />
<br />
Dear Dr. Swaine,<br />
<br />
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. <br />
<br />
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.<br />
<br />
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). <br />
<br />
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.<br />
Sincerely,<br />
<br />
Bayo CaryBayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com23tag:blogger.com,1999:blog-5804056038202655939.post-65195165122133587812010-07-31T00:00:00.003-04:002010-07-31T01:07:14.719-04:00"CEO Bayo Cary's Opinion: Regarding the Group 2 Assignment Submitted on: 7-7-2010 and 7-9-2010"<span style="font-weight:bold;">Group CEO: Bayo Cary</span><br /><br /><span style="font-style:italic;">REFLECTION JOURNAL</span><br /><br />TEMPLATE (<span style="font-style:italic;">provided by instructor, Dr. Kim, "Library Management: Summer 2010"</span>)<br />______________________________________________________________________<br /><br /><span style="font-weight:bold;">Reflection Journal: Homework Assignment: Library Management: Summer 2010</span><br /><br />Student Name: <span style="font-weight:bold;">Bayo Cary CEO</span><br /><br />Team Number: <span style="font-style:italic;">Group Work and Assignment<br /></span><br />Type of Information Organization: <span style="font-style:italic;">Technology Seattle, Washington</span><br /><br />Role in the Strategic Plan: <span style="font-style:italic;">CEO</span><br /><br />LIS 5480 Management of Information Organizations<br /><br /><span style="font-weight:bold;">Reflection Journal</span><br /><br /><span style="font-weight:bold;">Group: Planning Session </span><br /><br /><span style="font-weight:bold;">Documentation:</span><br /><br /><span style="font-weight:bold;">A.) What I Did: </span> <br /><br />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.<br /><br /><span style="font-weight:bold;">B.) What my Team Did:</span><br /><br /><span style="font-weight:bold;">Analysis:</span><br /> <br />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.<br />. I reluctantly agreed. The next Group meeting was confirmed by a fellow Group member and I agreed to attend, and I showed up.<br /><br /><span style="font-weight:bold;">Evaluation:</span><br /><br />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.<br /><br /><span style="font-weight:bold;">Comments on Resources: </span><br /><br />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.<br /><br /><span style="font-weight:bold;">Group #2 Planning Session </span><br /><br /><span style="font-weight:bold;">Documentation:</span><br /><br /><span style="font-weight:bold;">A.) What I Did:</span> <br /><br />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. <br /><br /><span style="font-weight:bold;">B.)What my Team Did: </span><br /><br />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. <br /><br /><br /><span style="font-weight:bold;">Analysis: </span> <br /><br />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.<br /><br /><span style="font-weight:bold;">Evaluation: </span> <br /><br />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.<br /><br /><span style="font-weight:bold;">Comments on Resources: </span><br /><br />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.<br /><br /><span style="font-weight:bold;">Group #3 Planning Session </span><br /><br /><span style="font-weight:bold;">Documentation:</span><br /><br /><span style="font-weight:bold;">A.)What I Did:</span> <br /><br />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. <br /><br /><span style="font-weight:bold;">B.) What my Team Did: </span><br /><br />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.<br /><br /><span style="font-weight:bold;">Analysis: </span><br /><br />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.<br /><br /><span style="font-weight:bold;">Evaluation: </span> <br /><br />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.<br /> <br /><span style="font-weight:bold;">Comments on Resources: </span> <br /><br />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. <br /><br /><span style="font-weight:bold;">Documentation:</span><br /><br /><span style="font-weight:bold;"><span style="font-style:italic;">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.<br /></span></span><br /><br /><span style="font-weight:bold;">Documentation:</span><br /><br /><span style="font-weight:bold;">A.)What I Did:</span> <br /><br />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.<br /><br /><span style="font-weight:bold;">B.) What my Team Did: </span> <br /><br />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.<br /><br /><span style="font-weight:bold;">Analysis: </span><br /><br />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.<br /><br /><span style="font-weight:bold;">Evaluation:</span> <br /><br />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.<br /><br /><span style="font-weight:bold;">Comments on Resources: </span><br /><br />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."Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-72932042620326505872010-07-30T23:43:00.002-04:002010-07-30T23:47:01.759-04:00Original 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)<br /><br />Team members Roles: <br />Bayo Cary Chief Executive Officer<br />Daniel Londono Director of Research and Development<br />Alex Appolloni Action Plan Leader 1<br />Nathaniel Finley Action Plan Leader 3<br />Daniel Hudson Action Plan Leader 4<br />Adrian Kellman Action Plan Leader 5<br /><br /><br /><br />Organization description:<br />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.<br /><br />. <br /><br /><br /><br /><br /><br /><br />Time Line: Academic Library 1 Team<br />JULY 2010<br />Sunday Monday Tuesday Wednesday Thursday Friday Saturday<br /> 6/29/2010 Group meeting Select Roles 30-Jun 1 2 Group meeting Discuss Type of organization , Time Line 3<br />4 5 Class:Planning Process<br />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<br />11 Group submissions for peer review 12 Class:Strategic Planning II<br />Marketing Brief Group Discussion 13 14 Group Meeting and begin work on Part 3 &4 15 16 17<br />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<br />25 ACTION PLANS AND APPENDICES A & B DUE TO CEO FOR COMPILATION & EDITING 26 Class: Managing Money<br />Work on Term Project <br />Group Discussion 27 28 CEO submits APENDICES C & D 29 CEO submits completed Strategic Plan & Ichat Summary to Great Group for review. 30 31<br />August 01 Due: final copy of their Strategic Plan 8/2/2010 Class: Strategic Plan Presentations <br /><br />*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).Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-7675246781496850752010-07-30T23:32:00.004-04:002010-07-30T23:43:06.891-04:00Original 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)<br /><br />Team members Roles: <br />Bayo Cary Chief Executive Officer<br />Daniel Londono Director of Research and Development<br />Alex Appolloni Action Plan Leader 1<br />Nathaniel Finley Action Plan Leader 3<br />Daniel Hudson Action Plan Leader 4<br />Adrian Kellman Action Plan Leader 5<br /><br />Written contribution to organization description by Bayo Cary in red.<br /><br />Organization Description:<br />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.<br /><br />. <br /><br />Time Line: Academic Library 1 Team<br />JULY 2010<br />Sunday Monday Tuesday Wednesday Thursday Friday Saturday<br /> 6/29/2010 Group meeting Select Roles 30-Jun 1 2 Group meeting Discuss Type of organization , Time Line 3<br />4 5 Class:Planning Process<br />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<br />11 Group submissions for peer review 12 Class:Strategic Planning II<br />Marketing Brief Group Discussion 13 14 Group Meeting and begin work on Part 3 &4 15 16 17<br />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<br />25 ACTION PLANS AND APPENDICES A & B DUE TO CEO FOR COMPILATION & EDITING 26 Class: Managing Money<br />Work on Term Project <br />Group Discussion 27 28 CEO submits APENDICES C & D 29 CEO submits completed Strategic Plan & Ichat Summary to Great Group for review. 30 31<br />August 01 Due: final copy of their Strategic Plan 8/2/2010 Class: Strategic Plan Presentations <br /><br /><br />*Note: There is a Group 2 Calendar Formatting Issue (7-30-2010).<br />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)Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-45534187624903674102010-07-12T23:18:00.004-04:002010-07-30T22:39:02.199-04:00Original Document: "The Undeniable Truth: Plagiarism in Black and White"Team Ethics Assignment <br /><br />Instructions<br /><br />Scenario #1 <br /><br /><br />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: <br /><br />1) Send the books off to be bound in plain covers? <br />2) Put the books on the backlog shelf hoping they won't be found? <br />3) Process the books with the explicit covers? <br />4) Mark the books for patrons over 16? <br />5) Other (Please specify)<br />___________________________________________________________________________________<br /><br />Team #2 Discussion Posting (Laura will post by 6pm Tuesday for all to review)<br /><br /> <br /><br />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.<br /><br /><br /><br />(Contributions by Bayo Cary, Wednesday 16, 2010, 4:08pm)<br /><br />(corrections in purple by Nichole) <br /><br />(changes and additions in red by Brenda on the night of June 15th)<br /><br />Academic Library Group #2<br /><br />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. <br /><br />Would you: <br /><br />1) Send the books off to be bound in plain covers? <br /><br />2) Put the books on the backlog shelf hoping they won't be found?<br /><br />3) Process the books with the explicit covers?<br /><br />4) Mark the books for patrons over 16?<br /><br />5) Other (Please specify)<br /><br /> <br /><br />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.<br /><br />Discussion:<br /><br />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.<br /><br />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).<br /><br />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).<br /><br />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).<br /><br />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).<br /><br />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).<br /><br /> 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:<br /><br />· Internet access as well as access to books;<br /><br />· journals; <br /><br />· online database; and<br /><br />· assistance to reference the materials and information they seek.(B. Cary, personal communication, Wednesday 16, 2010).<br /><br /> <br /><br />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). <br /><br /> 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). <br /><br /> 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). <br /><br /> 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). <br /><br />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)<br /><br /> 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).<br /><br />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).<br /><br />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).<br /><br />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.<br /><br />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.<br /><br />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.”<br /><br />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.<br /><br />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).<br /><br />Our Final Decision:<br /><br />“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.<br /><br />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."<br /><br />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.<br /><br />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)<br /><br />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.<br /><br />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. <br /><br />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. <br /><br />In all, our plan breaks down to the following:<br /><br />Evaluate the cover. <br />Catalog without restriction. (changed spelling here also)<br />Distribute the libraries’ vision and mission statements. <br />Distribute the books. <br />Shelve appropriately.<br /> <br /><br />(Great job on combining the discussion and previous postings into one document! It is very comprehensive. - NA)<br /><br /> <br /><br />References<br /><br />American Library Association. (2010). Intellectual freedom manual. (7th ed.). Chicago: American Library Association. <br /><br />American Library Association. (2010). Restricted access to library materials: <br /><br /> An interpretation of the library Bill of Rights. Intellectual freedom. http://www.ala.org/<br /><br /> ala/issuesadvocacy/intfreedom/librarybill/interpretations/restrictedaccess.cfm<br /><br /><br />Merriam-Webster. (2010). Pornography. Merriam-Webster online. http://www.merriam-<br /><br /> webster.com/dictionary/pornography<br /><br /> <br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />___________________________________________________________________________________<br /><br /><br />By: Bayo Cary 06/14/2010<br /><br />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: <br /><br />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: <br /><br />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. <br /><br />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. <br /><br />2) Put the books on the backlog shelf hoping they won't be found? <br /><br />"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). <br /><br />“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. <br /><br />3) Mark the books for patrons over 16? <br /><br />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. <br /><br />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. <br /><br />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. <br /><br />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. <br /><br />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)<br />."<br />4) “The Question of Acceptability Regarding Books which focus on Lesbian Relationships” <br /><br />“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. <br /><br />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. <br /><br />Works Cited <br /><br />American Library Association (ALA) (2010). Restricted Access to Library Materials: <br />An Interpretation of the Library Bill of Rights. Retrieved from <br />http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/restrictedaccess.cfm <br /> <br /><br /> <br /><br />Top of Form<br /><br />Attach a file: <br /><br />Bottom of Form<br /><br /> <br /><br /><br /><br />--------------------------------------------------------------------------------<br />Hotmail : une messagerie fiable avec une protection anti-spam performante Inscrivez-vous <br />Répondre<br /> Répondre à tous<br /> Transférer<br /> Nouveau<br /> |<br /> Supprimer<br /> Courrier indésirable<br /> Pas indésirable<br /> |<br /> Marquer comme ▼<br /> Non lu<br />Lu<br />Tentative de hameçonnageDéplacer vers ▼<br /> Boîte de réception<br />Courrier indésirable<br />Brouillons<br />Messages envoyés<br />Messages supprimés<br />Student Unethical Conduct|<br /> Vider<br /> <br /> |Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-82248834382844926812010-07-12T23:13:00.000-04:002010-07-12T23:17:48.277-04:00Original Document: Letter Between Goup 1 Leader and MyselfFwd: Re: Ethical DB Post by Bayo Cary: LIS5408.su10.web_cohort2<br />De : Bayo Cary (bcc9638@fsu.edu) <br />Envoyé : lun. 12/07/10 22:30 <br />À : bayoecary@hotmail.com <br /> 1 pièce jointe <br /> Re Ethica...mht (9,3 Ko) <br /> <br /><br /><br /><br />--Pièce jointe du message transmise--<br />Date: Wed, 16 Jun 2010 22:14:09 -0400<br />From: bcc9638@fsu.edu<br />Subject: Re: Ethical DB Post by Bayo Cary: LIS5408.su10.web_cohort2<br />To: <br /><br />Dear Nichole,<br /><br />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.<br /><br />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.<br /><br />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.<br /><br />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.<br /><br />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. <br /><br />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.<br /><br />Sincerely,<br /><br />Bayo CaryBayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0tag:blogger.com,1999:blog-5804056038202655939.post-33481420210591736602010-07-12T05:06:00.002-04:002010-07-30T23:31:19.769-04:00The Issues: Group 1 Plagiarism Group 2 Exclusion<span style="font-size:180%;">Library Management Florida State University Dr. Kim's Class Summer 2010<br /></span><br /><br />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."<br /><br /><br /><strong>Group 1: "Plagiarism"</strong><br /><br /><br /> 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.<br /><br /> 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. <br /><br /> 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.<br /><br /> 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. <br /><br /><strong>Professor Dr. Kim's Response to the Plagiarism Issue:</strong><br /><br /> 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.<br /><br /><strong>Group 2: "Group Exclusion"</strong><br /><br /> 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.<br /><br /> 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.<br /><br /> 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.<br /><br /> 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.<br /><br /><strong>Professor Dr. Kim's Response: </strong><br /><br /> 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. . <br /> 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. <br /><br /> 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. <br /><br /> 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. <br /><br /> 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).Bayo Elizabeth Caryhttp://www.blogger.com/profile/09426578038930162013noreply@blogger.com0