Best Selling Books by Robin Williams

Forest Floor takes you on a walk through a mind that has been shadowed by depression, fear, self-harm, and other mental illnesses in the form of poetry.

This commonplace book is to record lines from your Shakespeare readings that you find personally insightful, delightful, wise, or witty, thoughts to ponder on, to memorize, to share. www.iReadShakespeare.org

"This book has been written for those who wish to develop their gardens into functional and beautiful places which fulfil their own desires and expectations. Anyone with sufficient enthusiasm is capable of designing a garden; the practical step-by-step approach adopted here should enable the reader to achieve a satisfactory and reasonably professional result." --p. 3.

(Homespun Tapes). Now that these popular lessons are on CD, it's easier than ever to start harmonizing! Complete beginners will learn the theory behind harmony singing and get the ear training they need, while those with some knowledge will hone their skills and build repertoire. The vocal parts are recorded on separate channels for singing along with Cathy, Marcy, Robin and Linda. Songs: Stay All Night * Down by the Riverside * Bury Me Beneath the Willow * Broken-Hearted Lover * Red River Valley * Trouble in Mind * Careless Love * Leavin' Train * Down in the Valley * Turtle Dove * Little Darlin' Pal of Mine * Keep on the Sunny Side * Blues Stay Away from Me * Gold Watch and Chain * Amazing Grace * Goodnight, Irene * I'm Going to Sit at the Welcome Table * Long Journey Home * Good Old Mountain Dew * Hand Me Down My Walking Cane. THREE CDs * INCLUDES SONGBOOK * LEVEL 1

This study addresses the knowledge, skills, and attributes of success school principals from the perspective of 310 practicing principals from a large metropolitan area in the Gulf Coast region of Southeast Texas. Although the duties and responsibilities of the principal have escalated and intensified in complexity over the years, the expectations of the principal are twofold, to provide instructional leadership, in addition to, managing the day to day functions of the school. Time, social factors, and economic trends have served as catalysts for determining what knowledge, skills, and attributes are necessary for successful school leadership. With the current accountability system created by the No Child Left Behind legislation (2002), principals must be astute in determining educational goals, fiscal constraints, personnel issues, curriculum development, and functional use of time and space. They are required to provide leadership in revamping the school and district. Barth (1990) reported there is a shortage of knowledge concerning the skills that are essential to be a successful school leader; especially since there have been changes in the expectations of the role of principal. This paper empirically explores the results of over 300 surveyed principals' perceptions of the knowledge, skills, and attributes necessary for successful principals in the 21st century. The Statistical Package for Social Sciences (SPSS) will be used for all data analyses. Descriptive statistics will be reported for all variables. An analysis of variance (ANOVA) will be used to determine if there are statistically significant differences on the survey items by principal and school demographics. The findings for the current study will be useful for future and practicing administrators, in addition to, institutions who provide principal's certification.

We address the seemingly implausible project of moving the technical support of complex organisational technologies online. We say 'implausible' because from the point of view of micro-sociological analysis, and the influential work of Julian Orr, there appears a consensus that the diagnosis and resolution of technical failures is an intrinsically local affair: technical problems are theorised as context specific, requiring specialists to have knowledge of and close interactions with local settings. However, more recently, there has been a push amongst technology producers for the development of online forms of support so that failures and problem-settings can be handled remotely. Today, and particularly in the area of organisational software, many failures are repaired at a distance. How is this possible given the consensus amongst sociologists? Drawing on ethnographic fieldwork conducted at a major software producer we show how technical support has been recast and inserted in a new geographical and temporal regime. This has implications for how sociologists of technology conceptualise the nature of technical failure as well as the situation in which repair occurs. We shift understandings of technical problems from a focus on rootedness to 'disentanglement' and 'exporting' (how problems are lifted out of local contexts and passed around globally distributed offices in search of requisite specialist expertise). From the point of view of the producer, this is seemingly an effective means to resolve failures, but it is also one with negative consequences. Thus, we describe how the support process is further modified and regulated in an attempt to rid it of unwanted features. Finally, we show how globalised online support reconfigures relationships between various actors. Our conclusions are that whilst the circumstances underpinning localist views of technical support are not abolished by virtualisation they are substantially reshaped by it. We suggest that different analytical approaches are needed that address tensions between local practices and technological restructuring, and their contradictory outcomes.

We consider naming and categorization practices within the information technology (IT) arena. In particular, with how certain terminologies are able to colonise wide areas of activity and endure for relatively long periods of time, despite the diversity and incremental evolution of individual technical instances. This raises the question as to who decides whether or not a particular vendor technology is part of a product category. Who decides the boundaries around a technology nomenclature? Existing Information Systems scholarship has tended to present terminologies as shaped by wide communities of players but this does not capture how particular kinds of knowledge institutions have emerged in recent year to police the confines of technological fields. The paper follows the work of one such group of experts - the industry analyst firm Gartner Inc. - and discusses their current and past role in the evolution of Customer Relationship Management (CRM) software. We show how they make regular (but not always successful) 'naming interventions' within the IT domain and how they attempt to regulate the boundaries that they and others have created through episodes of 'categorisation work.' These experts not only attempt to exercise control over a terminology but also the interpretation of that name. Our arguments are informed by ethnographic observations carried out on the eve of the contemporary CRM boom and interviews conducted more recently as part of an ongoing investigation into industry analysts. The paper bridges a number of disparate bodies of literature from Information Systems, Economic Sociology, the Sociology of Scientific Knowledge, and Science and Technology Studies.

This paper considers the constant propagation of new terminologies within the information technology domain. Whilst scholars have noted and developed concepts to explain this proliferation, we look in the opposite direction to consider their corollary, noting how very few designations actually manage to sustain themselves as technological fields. In the paper we consider the development of the technological field known as Customer Relationship Management (CRM). Key in the development and shaping of this and other technologies are the 'new knowledge institutions of information technology' and in particular the specialist forms of consultants known as 'industry analysts'. Experts like these continuously attempt to draw and police the boundaries surrounding emerging fields: they do this through numerous 'naming interventions' and 'categorization work'; which we conceptualize as their 'knowledge frames'. This paper enquires into the nature and form of these frames and asks: What's at stake in these experts' framing of new information technologies? In order to unpack this question we draw widely on ideas from Information Systems Research, Economic Sociology, the Sociology of Scientific Knowledge, and Science and Technology Studies. The paper is based on a longitudinal study of the CRM field and includes: ethnographic fieldwork carried out on the eve of the contemporary CRM boom; and interviews conducted as part of an ongoing investigation into industry analysts.

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This paper addresses the seemingly implausible project of establishing a "generic" organizational information system. This is an apparent contradiction: on the one hand, we are told of the diversity of specific organizational contexts and on the other, we often find the same standardized software solutions being applied across those settings. How do generic software packages work in so many different contexts? Science and Technology Studies provides contrasting accounts of how this contradiction is resolved: either stressing the unwanted organizational change that standardized systems may bring; or, alternatively, insisting these technologies can only be made to work through processes of "localization". We argue that the focus on specificity versus localization of application contexts draws attention away from enquiring into the origins and characteristics of generic solutions. Through comparing the design and evolution of two software packages we shift the debate from understanding how technologies are made to work within particular settings to how they are built to work across a diverse range of organizational contexts. Our question is: How do software packages achieve the mobility that allows them to bridge the eterogeneity within organizations and between organizations in different sectors and cultures? We describe a set of revealed strategies through which suppliers produce software that embodies characteristics common across many users; what we term generification work. One aspect of this process of generification is the configuring of users within "managed communities", but it also includes "smoothing" the contents of the package and, at times, reverting to "social authority". Our argument is that generic systems do exist but that they are brought into being through an intricately managed process, involving the broader extension of a particularized software application and, at the same time, the management of the user community attached to that solution.

[Truncated abstract] This research aimed to determine the barriers and facilitators of female retention to golf. Prior research into female dropout from sport has been provided (Department of Sport & Recreation Australia, 2005; English Women s Golf Association, 2007); however, this work was undertaken in the absence of a theoretical framework. The research reported in this thesis involved an examination of the three needs (competence, autonomy, and relatedness) discussed within SDT as important for the facilitation of self-determined motivation. Findings from this study provide a useful means to understanding motivational processes in women, particularly in the physical activity context. Active and Inactive female golfers were interviewed to develop a rich understanding of the factors that may encourage or impede retention to golf. Qualitative results revealed female s strong desire to satisfy relatedness in the golf context. Active participants identified connectedness from parents, peers, and coaches, and golf clubs as important to retention, whilst Inactive players reported an absence of relatedness for these themes. Additional higher-order categories of competence and autonomy were explored and revealed a need for their satisfaction to foster more self-determined forms of motivation, as referenced by feelings of enjoyment...

" As mental illnesses, including depression, are becoming increasingly prevalent, it is imperative to provide affected individuals with timely care. This is best achieved by incorporating mental health treatment into the primary care model. This paper presents an evidence-based practice change project that focused on depression screening into primary care. The goal was to improve depression screenings using the Patient Health Questionnaire (PHQ)-9 in primary care and educate providers on updated interventions and guidelines to better screen depression. Providers were evaluated with knowledge enhancement through a pre/post educational session quiz. All providers displayed knowledge improvement by scoring 100% on the post-intervention quiz. The depression screening project spanned 10 weeks with 575 of 593 of the patients being screened for depression throughout the six clinics with an overall score of 96%, meeting the set benchmark of 95%. Out of the 575 patients that screened positive (score of 5 or greater) for depression on the PHQ-9, 468 patients (81.4%), were referred to the behavioral provider and had a face to face appointment within two weeks. Educational sessions can enhance provider knowledge in regard to evidence-based treatment for depression. Keywords: depression, screening, PHQ-9, primary care " -- Abstract