The American Copyright League Motto

"In vain we call old notions fudge,
And bend our conscience to our dealing;
The Ten Commandments will not budge,
And stealing will continue stealing."

...James Russell Lowell

Powered by ScribeFire.

Universal Declaration of Human Rights

Article 27.

(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

(2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

See: http://www.un.org/Overview/rights.html

Powered by ScribeFire.

My Koha Virtual Shelf

1. Schizoaffective Disorders, 2006. ISBN: 1600210309.

2. Affective and Schizoaffective Disorders, 1990. ISBN: 0387520716.

3. From Borderline Adolescent to Functioning Adult, Masterson, James F., 1980. ISBN: 0876302347.

4. Borderline Personality Disorder, Gunderson, John G., 2001. ISBN:
1585620165.

5. Borderline Conditions and Pathological Narcissism, Kernberg, Otto F., 2002. ISBN: 0765703629.

6. I Hate You--Don't Leave Me, Kreisman, Jerold J., 1989. ISBN: 089866595.

7. Sometimes I Act Crazy: Living with Bipolar Personality Disorder, Kreisman, Jerold J., 2004. ISBN: 047122860.

8. The Challenge of the Borderline Patient: Competency in Diagnosis and Treatment, Kroll, Jerome, 1988. ISBN: 039370047X.

9. Severe Personality Disorders: Psychotherapeutic Strategies, Kernberg, Otto F., 1984. ISBN: 0300032730.

10. The Borderline Personality in Analysis, 1988. ISBN: 0933029136.

11. Borderline and Narcissistic Patients in Therapy, 1988. ISBN: 0823605728.

12. Borderline Personality Disorders, 2005. ISBN: 9780824729288.

13. Handbook of Bipolar Disorder: Diagnosis and Therapeutic Approaches, 2005. ISBN: 9780824729356.

14. Diagnostic Criteria for Functional Psychoses, 1992. ISBN: 0521423155.

15. The Divided Self: An Existential Study in Sanity and Madness, Laing, R. D., 1999. ISBN: 0415198186.

16. Personality Disorders, Friedland, Bruce, 1991. ISBN: 0791000516.

17. Personality Disorders, Veague, Heather Barnett, 2007. ISBN: 0791090027.

18. Bipolar Disorder: Your Questions Answered, Hunt, Neil, 2005. ISBN: 0443100705.

19. The Everything Parent's Guide to Children with Bipolar Disorder: Professional, Reassuring Advice to Help You Understand and Cope, Stillman, William, 2005. ISBN: 1593374461.

20. Personality and Psychopathology, 1999. ISBN: 0880489235.

21. Personality Disorders in Children and Adolescents, Kernberg, Paulina, 2000. ISBN: 0465095623.

22. Bipolar Depression: A Comprehensive Guide, 2006. ISBN: 1585621714.

23. Manic-Depressive Illness: Bipolar and Recurrent Depression, Goodwin, Frederick, 2007. ISBN: 9780195135794.

24. Comparative Treatments for Bipolar Disorder, 2005. ISBN: 0826148352.

25. New Perspectives on Narcissism, 1990. ISBN: 0880481781.

26. Practice Guideline for the Treatment of Patients with Borderline Personality Disorder, 2001. ISBN: 0890423199.

27. Understanding and Treating Borderline Personality Disorder: A Guide for Professionals and Families, 2005. ISBN: 1585621358.

28. Mentalization-based Treatment for Borderline Personality Disorder: A Practical Guide, Bateman, Anthony, 2006. ISBN: 0198570902.

29. Through the Looking Glass: Woman and Borderline Personality Disorder, Becker, Dana, 1997. ISBN: 0813333091.

Powered by ScribeFire.

ZoomClouds

The last statement in this blog with respect to ZoomClouds was that I would be making three more. Since I seem to have succeeded in making the aggregated cloud, I moved on from this. If I should have time at some point during the remainder of this course (or if I receive instruction that makes the three a requirement), I'll come back to this. As is, I believe I satisfied this assignment on time last week. Oh, ye Powers That Be! Correct me if I'm wrong!

Powered by ScribeFire.

John Seely Brown and Paul Duguid

More about the authors of THE SOCIAL LIFE OF INFORMATION can be accessed via their webpages:

http://www.johnseelybrown.com/

and

http://www.ischool.berkeley.edu/~duguid/

Powered by ScribeFire.

oh, come on

Now look. I have nothing but respect for this program. Nothing but respect for the powers that be, the colleagues that get all the tech stuff way faster than I do, and maybe most importantly--I love the stuff when I master it. But hey, come on, really. What is going on here? Is this simply the school of being thrown into the pool and you learn to swim or you sink? Perhaps my objection is that if this IS the blueprint of the course, I don't feel I've been respected enough to have had the rules explained. Now, please. Understand. I'm exhausted. I'm frustrated. I'm worried. But if the purpose is not so much that we complete these assignments, but that we learn to--what? To solve problems in discussion boards? I just don't get where this is helping to train us as librarians. Okay. I'm rambling. I'm bellyaching about the Kompozer assignment. And I am bellyaching big time. And I'm just going to go ahead and say this, because at the moment I'm sleep deprived and angry and so the devil may care: What in the world are we supposed to be accomplishing? Sure, we're going to get something done in the long run. We're going to piece enough together to get some damn grade, but DANG it all to heck-- I feel like we're a bunch of ants swarming around a goshdarned drain trying to figure out how to keep from being sucked down and build our path back to the sugar line. We're sending SOS's back and forth. Morse code and whatever works to figure it out, but hey--what are we learning? That we can troubleshoot our way back up out of the suction cup one more time?...I don't get it. I really don't get it. I'm so damned tired. Gotta work all day tomorrow and still handoverhand through the discussion boards when I get home tomorrow night to figure out how to make this assignment fly by end of day. Okay. Fair is fair. My job, my other responsibilities don't really count in this discussion. I'm getting personal, and I'm getting childish. All that should matter in this discussion is the course itself. I'm a grownup. I can still cry, but I know the choices I've made to be here. But here's what I believe is my rightful bellyache: really, and goodness, and truly--there doesn't seem to be an actual assignment. It's more like a dang fool scavenger hunt.

Powered by ScribeFire.

Koha

The Koha assignment seems to be fulfilled. Thanks to the rubric, assorted notes from collegues and professor, patience with intermittent Koha crashes (only experienced at point of attempt to deliver item to shelf, by the way), my own rhythm was established, and I seem to have fulfilled the goal. I love the look of the virtual shelves. They beg to be utilized. I do not, however, feel that I have much comprehension of all that is available with this tool (Koha that is)! It seems to be a tremendously useful application, but there is so much there that we didn't even touch upon--though I certainly do not mean to invite another assignment at this moment in time! Heaven help us with Kompozer!!!

Powered by ScribeFire.