Selasa, 28 Agustus 2012

[V111.Ebook] PDF Download Organizations and Organizing Rational. Natural and Open Systems Perspectives

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Organizations and Organizing Rational. Natural and Open Systems Perspectives

  • Sales Rank: #11007703 in Books
  • Published on: 2007
  • Binding: Paperback

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Sabtu, 18 Agustus 2012

[B476.Ebook] PDF Download Optimum Sports Nutrition: Your Competitive Edge, by Michael Colgan

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This comprehensive guide speaks directly to athletes, body builders, and other serious sport and fitness-conscious consumers. Dr. Colgan presents scientific information in an easy-to-read, comprehendable format that covers supplements--what's effective and what's not--peak-performance nutrition, steroids, special diets, and more. Illustrations.

  • Sales Rank: #344563 in Books
  • Published on: 1993-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x 6.25" w x 1.50" l,
  • Binding: Paperback
  • 562 pages

Most helpful customer reviews

44 of 46 people found the following review helpful.
Excellent Book
By Ron Gentile
I have read several books on nutrition and nothing compares to the information contained in this fantastic book. I am well educated myself having degrees in nutrition and biochemisty. I perused the information Dr. Colgan has presented and found it to be accurate in terms of the biochemical workings of the human body. Dr. Colgan has been able to convert difficult to understand material into a more eaisly understandable format. His credentials are outstanding. There is no other individual that I have come across that has his education and professional experience. Dr. Colgan is not your dime a dozen M.D. who writes a book on nutrition. He has a Ph.D in Biochemistry which is really what all of nutrition is based upon. The only thing that that I found negative was the excessive emphasis on Twin Lab products and some of the material on sports supplementation was out of date. Otherwise, the majority of the information I found to be of high quality. Both the athlete and non-athlete will find this book to be a welcome adjunct to thier nutrition knowledge and understanding.

0 of 0 people found the following review helpful.
Best Sports Nutrition Book Ever Written!
By Taylor Clouse
Dr. Michael Colgan is a man way ahead of his time. While this book may seem old in comparison to some of the other nutrition books out there it is still as relevant today as it was when it was published. Dr. Colgan builds health from a foundation of good nutrition and supplying what the body actually needs to perform at its best. Get your basics covered before you dive into any "exotic" or "new" supplements that promise better performance. Your health will thank you and your performance will improve.

Taylor Clouse Nutrition Expert

0 of 0 people found the following review helpful.
Great reference for all atheletes looking for performance gains through ...
By AquaFarmer
Great reference for all atheletes looking for performance gains through optimum nutrition & not quick gains.
Colgan is somewhat self absorbed, but this book is packed with a lot of information - mine has duct tape holding the binding together it has been searched through so much.
Farmacy.

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[R495.Ebook] Ebook Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause, by Kotler/ Lee

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  • Sales Rank: #8094346 in Books
  • Published on: 2004
  • Original language: English
  • Dimensions: .0" h x .0" w x .0" l, 1.10 pounds
  • Binding: Paperback

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great Insights
By Samuel Wilson
I am a student of Leadership and find this book very interesting in terms of format, insights, and language. I love the organization, simplicity, presentation, and methodology used in presenting the topics. It is worth the price and the read. You will know everything about CSR reading this book. A shortcoming will be the author's choice of real world examples of success story which includes names that are not necessarily what he would have used had he known few years later their success was a fake. But the book is a simple great read and very relevant for students in leadership like me.

0 of 0 people found the following review helpful.
Personal Touch
By Chris Kubilus
The author's signed my book, I thought that was neat! This book was a good resource for my Corporate Social Responsibility class. I recommend it for anyone taking the Organizational Supervision Business Management Degree.

0 of 0 people found the following review helpful.
Five Stars
By Steven Lewandowski
excellent

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[Q595.Ebook] PDF Download Online Learning: Concepts, Strategies, and Application, by Nada Dabbagh, Brenda Bannan-Ritland

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For graduate-level courses in Distance Education/Distance Learning/Web-based Learning/Online Learning/e-Learning/Distributed Learning. This practical volume details the journey of online learning from theory to practice. Using a flexible yet systematic instructional design framework that enables even novice teachers to design, plan, and implement customized instructional environments, this text thoroughly addresses how course management systems and other online learning technologies can be used to design learner-centered environments that actively engage students. Emphasis throughout is on the vital interaction among pedagogical models, instructional strategies, and learning technologies. This text is born of the authors' extensive experience in using technology in online/distributed learning contexts, and based on the principles of learning as a social process.

  • Sales Rank: #1542365 in Books
  • Published on: 2004-05-22
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.06" h x .95" w x 7.40" l, 1.45 pounds
  • Binding: Paperback
  • 368 pages

Review

"...its major strength is that it coordinates research with practical concerns about online learning in a systematic way." — David VanEsselstyn, Ph.D., Long Island University, C. W. Post Campus

"The ...text provides more in-depth coverage of online learning than any other books currently available ...This book has the potential to provide a much-needed foundation for a research-based approach to considering online instruction." — S. Kim MacGregor, Ph.D., Louisiana State University

"As it is presently cast, this book will exercise a leadership role in the evolution of the course." — R. Donald Hardy, Troy State University

"This project is the most definitive one I've seen regarding online learning, its history, application, and management." — Ron McBride, Ph.D., Northwestern State University

From the Back Cover

Online Learning: Concepts, Strategies, and Application is based on the principles of learning as a social process. It details a journey from theory to practice, informing the design of powerful and engaging online learning environments. A consistent theme in this book is the interaction between pedagogical models, instructional strategies, and learning technologies. This process is embedded in a flexible, yet systematic and integrative instructional design framework that enables the reader to envision, plan for, and implement customized instructional designs for online learning.

Features of this text:
  • Three-part organization: Part I offers theory, research, and pedagogy as groundwork leading to Part II, which provides specific instructional design methods and strategies. Part III discusses the history and future of instructional technologies and gives readers the tools and techniques with which to select the appropriate e-Learning delivery applications.
  • Authentic scenarios related to the design, development, and implementation of online learning in higher education contexts, schools, and corporate settings are provided at the beginning of each chapter, providing real-world relevance to the chapter content.
  • Learning activities at the end of each chapter engage students in applying online learning concepts and strategies in real-world contexts. For Chapters 2, 3, 5, 6, and 9, these learning activities are completed on the interactive companion website at www.prenhall.com/dabbagh , where students browse interactive tables, download PDF files, and examine an array of examples of instructional contexts and cases for analysis.

Excerpt. © Reprinted by permission. All rights reserved.

Online Learning: Concepts, Strategies, and Application offers a unique approach to thinking about teaching and learning in online and Web-based contexts. Beginning with a conceptualization of online learning based on the principles of learning as a social process and globalization, the book meticulously details a journey from theory to practice,. informing the design of powerful and engaging online learning environments. A consistent theme in this book is the interaction among pedagogical models, instructional strategies, and learning technologies. This process is embedded in an integrative instructional design framework that is dynamic, iterative, and transformative, which enables the instructional developer, online instructor, school teacher, or educator to envision, plan for, and implement customized instructional designs for online learning.

This book was written after several years of designing, developing, researching, teaching, and implementing technology in online and distributed learning contexts. The proliferation of course management and learning management systems developed to deliver Web-based instruction and training in higher education, school, and corporate settings led us (the authors) to closely examine the instructional use of such systems on the basis of theory, research, and applied practice. The book reflects the results of this examination and our views on how course management systems and other online learning technologies can be used to design flexible and engaging learner-centered online learning environments.

The book title, Online Learning: Concepts, Strategies, and Application, reflects the theory-into-practice methodology we adopted when we were thinking about and presenting the content. Moving from the conceptual to the concrete, Chapters 1-3 cover the theoretical, pedagogical, and technological constructs contributing to the emergence of online learning, the online learner, and the online instructor, and the ensuing research implications. In Chapters 4-7, we discuss instructional design for online learning, providing the reader with a systematic yet flexible process that capitalizes on the interaction among pedagogical models, instructional strategies, and learning technologies. This process enables novices and experts to engage in systematic, effective, and contextualized online learning design. Chapters 8-9 provide a discussion of the evolution of authoring systems—from their use in developing computer-based instruction to Web-based instruction—and the emerging nature of course management and learning management systems. This discussion provides the reader with a thorough understanding of past, present, and future instructional technologies and a comprehensive set of tools and techniques with which to select appropriate e-learning delivery applications and implement online learning in multiple contexts.

In this book, we attempt to contextualize the content to three main educational settings: higher learning, K-12 school, and corporate training. Whether you are a teacher, an instructor, a professor, an instructional developer, a trainer, an educator, an administrator, or a graduate student, Online Learning: Concepts, Strategies, and Application will contribute in a unique way to your understanding, implementation, and delivery of online learning. Its nine chapters and interactive companion Web site can be consulted individually or collectively according to need and context. Briefly, Chapter 1 covers the evolution of distance education from pedagogical and technological perspectives and presents a theoretical framework for thinking about online learning based on learning as a social process and the impact of globalization on sociocultural practices. Several pedagogical and technological constructs for online learning are also discussed in this chapter. In Chapter 2, we describe the roles and competencies of the online learner and the online instructor and the learning affordances and logistical and implementation challenges that learning technologies present for the learner and the instructor in online learning. The chapter also covers institutional and administrative challenges associated with online learning, including copyright and intellectual property issues as they relate to electronic media and online courses. Chapter 3 provides an overview of the current state of research on online learning and a synthesis of specific results for application and consideration in designing, developing, and supporting online learning environments.

Chapter 4 details a systematic process of design and development for online learning environments called the Integrative Learning Design Framework for Online Learning. This framework is grounded in the time-tested processes of traditional instructional design as well as emerging pedagogy, the result of which is an innovative and flexible process for developing online learning environments grounded in learning theory. Based on knowledge acquisition models and learning theories that have permeated the field of instructional design and technology, Chapter 5 covers constructivist-based or learner-centered pedagogical models and includes a description of their instructional characteristics and application in online learning. Moving from models to strategies, in Chapter 6, we present 13 instructional strategies that synthesize the instructional characteristics of constructivist-based pedagogical models and describe their enactment in online learning, using specific learning technologies. Chapter 7 details a systematic process for evaluating online learning based on the developer's goals and contexts. The chapter provides a review of both formal and informal evaluation examples that can inform evaluation efforts involving online learning environments.

Chapter 8 provides an overview of authoring tools, course management systems, and learning content management systems, and their past, present, and future implications for the design and development of learning content and instructional activities. The focus of Chapter 9 is specifically on course management systems. We describe their pedagogical and technological features and provide explicit examples of how these features can be used to support instructional and learning activities in online learning. The chapter also includes guidelines for selecting course management systems from both an institutional perspective and an administrative perspective.

Pedagogical Features

Each chapter contains the following pedagogical features:

  • Learning objectives: A set of learning objectives is provided as an advance organizer for the content. Students can use these objectives as a framework for organizing their learning and as an evaluation tool for assessing their understanding after completing the chapter. These objectives can also be used as guidelines for keeping a reflective journal.
  • Authentic scenarios: Scenarios related to the design, development, and implementation of online learning in higher education contexts, school settings, and corporate settings are provided at the beginning of each chapter. The scenarios are designed to provide real-world relevance to the chapter content and to activate prior knowledge.
  • Prompting questions: Questions related to the scenarios are woven into the chapter text to actively engage the reader in thinking about the concepts and issues discussed.
  • Figures and tables: Multiple figures and tables are used throughout the chapters and at the companion Web site to provide visual aids.
  • Learning activities: The learning activities at the end of each chapter are designed to promote reflective thinking. Some are linked to the scenarios presented at the beginning of each chapter, others are linked to previous chapter content and activities, and many are linked to the Companion Website, which contains additional examples of the concepts discussed. These learning activities engage students in applying online learning concepts and strategies in real-world contexts. Students can work on them individually or collaboratively (see also the Companion Website).
  • Resources: Online resources are provided for each chapter at the Companion Website. These resources can be used for structuring additional learning activities based on the instructor's and/or student's need and context.
  • References: This book integrates current theory and research. An extensive list of references is provided at the end of each chapter to support further exploration and research.

Most helpful customer reviews

2 of 2 people found the following review helpful.
Difficult Read
By Grad Student
Very difficult read. The authors are not consistent with their terminology and tend to be overly wordy.

1 of 1 people found the following review helpful.
Book is designed cheaply, but the content is priceless!
By W. Schneider
I used this book throughout my entire Master's Program in Instructional Design and Development. It is a great resource for online learning, especially when designing constructivist learning environment. I do agree that the production quality is really cheap and most of the pages do look like photocopies, however my book has held up through 2 years of courses (and I reference it often). I would highly recommend this book for its content, if you can get over the photocopy-looking pages.

3 of 4 people found the following review helpful.
A poor quality textbook
By A. Carstens
The book I received has a poor binding, and the pages appear to be photocopied. Text is difficult to read, and images that were obviously originally in color are only black-and-white blurs. Amazon.com sent me a replacement copy, but it had the same defects.

I strongly suggest purchasing this book from a college bookstore or other reputable source if at all possible.

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Online Learning: Concepts, Strategies, and Application, by Nada Dabbagh, Brenda Bannan-Ritland PDF
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Selasa, 14 Agustus 2012

[D881.Ebook] Download PDF Fundamentals of Process Control Theory (3rd Edition), by Paul W. Murrill

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Fundamentals of Process Control Theory (3rd Edition), by Paul W. Murrill

Long praised for its clear, stylish presentation of the basic principles of process automation, the third edition of Dr. Paul Murrill's classic textbook is now revised and updated for the digital age.

Step by step, with 16 carefully designed self-study units, Murrill walks you through process control theory from basic concepts to advanced control techniques. Now, not only does it reflect the most recent changes in technology, but it also incorporates material from Application Concepts of Process Control, Murrill's much-praised book on putting theory into practice.

Here are classic principles that govern process control, particularly feedback control, as well as recent technologies such as statistical process control and expert systems. New chapters focus on the conceptual framework for an application, offering a practical understanding of the theory, along with specific illustrations on how concepts are implemented.

  • Sales Rank: #1068847 in Books
  • Brand: Unknown
  • Published on: 2000-02-01
  • Ingredients: Example Ingredients
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.50" h x 7.50" w x 1.00" l, 1.80 pounds
  • Binding: Hardcover
  • 300 pages
Features
  • Used Book in Good Condition

Excerpt. © Reprinted by permission. All rights reserved.
PREFACE TO THE THIRD EDITION

Fundamentals of Process Control Theory was written in 1981 as a prototype for ISA's Independent Learning Module publication series, and it rapidly became the best-selling book ever published by ISA. With the publication of the second edition in 1991, the strong popular acceptance continued and the book has approached "classic" status. This is especially satisfying for an author.

This textbook is designed for independent self-study. It is for the practicing engineer, first-line supervisor, or senior technician. College, university, and technical school students will also find the material appropriate. Fundamentals of Process Control Theory is designed to teach the basic principles or process automation and demonstrate how these principles are applied in modern industrial practice. Some knowledge of mathematics is necessary, of course, but I have made efforts to prevent the mathematics from being a barrier to study by those without strong math skills. The material is designed as an introductory or first-level course. A quick review into the specific topics covered.

This book is intended to be both theoretical and practical--that is, to show the basic concepts of process control theory and how these concepts are used in daily practice. This is a book about fundamentals, concepts, ideas, principles, theory, and behavior. It is not about hardware and software. To some extent, however, we all know that hardware and software will dictate what "theory" can be used and useful. Thus, the actual implementation of process control theory changes as hardware and software change, and this march of progress has made a third edition necessary. I hope this new edition proves useful to you, the student.

An effort has been made to make this presentation consistent with the various standards and practices used throughout the various worlds of process control and instrumentation. I have attempted to ensure that no significant inconsistency exists with the standards relating to terminology, especially Process Instrumentation Terminology, ANSI/ISA-S51.1-1979 (R 1993), and that is reflected in both the text and the Glossary given in Appendix B. Some minor inconsistencies may be noted wiht ANSI/ISA-S5.1-1984 (Reaffirmed 1992) Instrumentation Symbols and Identification (referenced and excerpted in Appendix A), in some of the figures of the presentation, but in no case have I found this to lead to confusion for students.

My special thanks goes to all who made the first and second editions of this book so successful. It is my hope that the revisions for the third edition, many of which were suggested by you, will make it even better.

Paul W. Murrill, July 1999

Most helpful customer reviews

0 of 0 people found the following review helpful.
Five Stars
By Earl Mueller
exactly as expected

5 of 5 people found the following review helpful.
From an Industrial Practitioner of Process Measurement & Control
By David De Sousa
This book is designed as a self-study guide for both beginners and experienced practitioner who want to learn more about Process Control.

A true road map to the world of process control. The book contains 17 step-by-step self study units. It also comes with a CD that includes a digital version of the full textbook.

I am an Industrial Practitioner of Process Control. I have been working for more than 16 years as an Instrumentation, Automation, and Process Safety and Control Engineer for the Oil & Gas Industry. I have made extensive use of this book to prepare tutorial and training material for technician and operators.

If you are looking for a more in-depth treatment of process control topics, but still oriented towards practical industrial applications, you might want to consider Bela Liptak's Instruments Engineer's Handbook Volume 2 - Process Control and Optimization. I own both books and they have proven to be a very effective combination to solve day to day problems in my job.

0 of 1 people found the following review helpful.
Not For The Beginner
By B. Wills
The instrument shop where I work selected this book for apprentice instrument techs. It is a disaster! None of the techs understand calculus or differential equations. Most of the theory and terminology are way over their heads. The book is long on verbage but short on real meat for the beginners. Quite honestly, I don't see any use in having this book on my shelf. I recommend the 4th edition of the Instrumentation book by Franklyn Kirk. It also comes with a very good workbook for a few bucks extra.

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Minggu, 12 Agustus 2012

[E903.Ebook] Download Ebook Surreptitious Software: Obfuscation, Watermarking, and Tamperproofing for Software Protection: Obfuscation, Watermarking, and Tamperproofin

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  • Published on: 2009-08-03
  • Binding: Hardcover

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Jumat, 10 Agustus 2012

[P378.Ebook] Download PDF Ceremony: (Penguin Classics Deluxe Edition), by Leslie Marmon Silko

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Ceremony: (Penguin Classics Deluxe Edition), by Leslie Marmon Silko

Thirty years since its original publication, Ceremony remains one of the most profound and moving works of Native American literature, a novel that is itself a ceremony of healing. Tayo, a World War II veteran of mixed ancestry, returns to the Laguna Pueblo Reservation. He is deeply scarred by his experience as a prisoner of the Japanese and further wounded by the rejection he encounters from his people. Only by immersing himself in the Indian past can he begin to regain the peace that was taken from him. Masterfully written, filled with the somber majesty of Pueblo myth, Ceremony is a work of enduring power.

  • Sales Rank: #11421 in Books
  • Brand: Silko, Leslie Marmon/ McMurtry, Larry (INT)
  • Published on: 2006-12-26
  • Released on: 2006-12-26
  • Format: Deckle Edge
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.30" h x .70" w x 5.60" l, .65 pounds
  • Binding: Paperback
  • 243 pages

Review
An exceptional novel—a cause for celebration.
--The Washington Post Book World

Ceremony is the greatest novel in Native American literature. It is one of the greatest novels of any time and place. I have read this book so many times that I probably have it memorized. I teach it and I learn from it and I am continually in awe of its power, beauty, rage, vision, and violence.
--Sherman Alexie

Her assurance, her gravity, her flexibility are all wonderful gifts.
--The New York Review of Books

The novel is very deliberately a ceremony in itself—demanding but confident and beautifully written.
--The Boston Globe

Without question Leslie Marmon Silko is the most accomplished Native American writer of her generation.
--The New York Times Book Review

About the Author
Leslie Marmon Silko was born in Albuquerque in 1948 of mixed Laguna Pueblo, Mexican, and white ancestry. She grew up on the Laguna Pueblo Reservation. Her other books include Almanac of the Dead, Storyteller, and Gardens in the Dunes. She is the recipient of a MacArthur Foundation Grant.
Larry McMurtry is the author of twenty-eight novels, including the Pulitzer Prize–winning Lonesome Dove. His other works include two collections of essays, three memoirs, and more than thirty screenplays, including the coauthorship of Brokeback Mountain, for which he received the Academy Award.

Excerpt. © Reprinted by permission. All rights reserved.

Table of Contents

 

About the Author

Title Page

Copyright Page

Dedication

Preface

Introduction

 

Ceremony

Sunrise.

About the Author

LESLIE MARMON SILKO was born in Albuquerque in 1948 of mixed ancestry—Laguna Pueblo, Mexican, and white. She grew up in the Laguna Pueblo Reservation, where she lives with her husband and two children. She is the author of the novel Almanac of the Dead, and her stories have appeared in many magazines and collections (including Writers of the Purple Sage). She is the recipient of a five-year MacArthur Foundation grant.

 

LARRY McMURTRY is the author of twenty-eight novels, including the Pulitzer Prize-winning Lonesome Dove. His other works include two collections of essays, three memoirs, and more than thirty screenplays, including the coauthorship of Brokeback Mountain, for which he received an Academy Award. He lives in Archer City, Texas.

PENGUIN BOOKS
Published by the Penguin Group
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Penguin Books Ltd, Registered Offices:
80 Strand, London WC2R 0RL, England

 

First published in the United States of America by The Viking Press 1977
Published by New American Library 1978
Published in Penguin Books 1986
This edition with a preface by the author and an introduction by Larry McMurtry published 2006

 


 

Copyright © Leslie Marmon Silko, 1977, 2006

Introduction copyright © Larry McMurtry, 2006
All rights reserved

 

PUBLISHER’S NOTE
This is a work of fiction. Names, characters, places, and incidents either are the product
of the author’s imagination or are used fictitiously, and any resemblance to actual persons,
living or dead, business establishments, events, or locales is entirely coincidental.

 

THE LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA
Silko, Leslie, 1943-
Ceremony / Leslie Marmon Silko ; introduction by Larry McMurtry.
p. cm.—(Penguin classics deluxe edition)
Originally published: New York : The Viking Press, 1977. With new preface by author.

ISBN: 9781440621826

1. World War, 1939-1945—Veterans—Fiction. 2. Laguna Indians—Fiction. I. Title.
PS3569.I44C4 2007
813'.54—dc22 2006050705

 


 

 

The scanning, uploading and distribution of this book via the Internet or via any other means without the permission of the publisher is illegal and punishable by law. Please purchase only authorized electronic editions, and do not participate in or encourage electronic piracy of copyrighted materials. Your support of the author’s rights is appreciated.

This book
is dedicated
to my grandmothers,
Jessie Goddard Leslie
and
Lillie Stagner Marmon,
and to my sons,
Robert William Chapman
and
Cazimir Silko

Thanks to the Rosewater Foundation-on-Ketchikan Creek,
Alaska, for the artist’s residence they generously provided.
Thanks also to the National Endowment for the Arts
and the 1974 Writing Fellowship.

 

John and Mei-Mei:
My love and my thanks to you
for keeping me going all the time.

Preface

We moved to Ketchikan, Alaska, from Chinle, Arizona, in the late spring of 1973. My elder son, Robert Chapman, was seven years old, and Cazimir was eighteen months. Ketchikan was John Silko’s hometown, and he’d taken a supervisory position in the legal services office in Ketchikan. I had a book contract with Viking Press because Richard Seaver, who was a Viking editor, saw my short stories in Ken Rosen’s anthology, The Man to Send Rain Clouds. At the time I thought it was odd that my book contract specified either a collection of short stories or a novel. I didn’t have a literary agent then to explain that publishers preferred novels. I had no intention of writing anything but short stories for Viking Press; I felt confident about the short story as a genre, but aside from being a voracious reader of novels from age ten, I neglected to take that course the English Department offered on The Novel. No way I was going to mess with success. Short stories, that’s what I’d write. I used my writer’s grant from the National Endowment for the Arts to pay for day care for Caz while Robert was in school.

Located on Revillagigedo Island, 750 miles north of Seattle, Ketchikan had a mild climate by Alaskan standards due in large part to a warm ocean current named the Japanese Current. The average year-round temperature was forty-eight degrees, and the average rainfall was 180 inches. In Chinle the annual rainfall was twelve inches in a good year. I was accustomed to the bright sunlight of the Southwest, where the weather permitted activity outdoors all year around. In southeastern Alaska the tall spruce trees, the heavy clouds, fogs and mist and the steep mountains enclosed the town. In the Southwest I was accustomed to gazing into distances of forty or fifty miles. I was accustomed to seeing the sky and the stars and moon.

The change in climate had a profound effect on me; I spent all of June, July, and August fighting off the terrible lethargy of a depression caused in large part by the absence of sunlight. I managed to write one short story during that time, about a woman who drowned herself; it wasn’t a good short story but a message to myself. In September after the boys were in day care and school, I tried to write at home but I found it difficult to concentrate: the dirty dishes and dirty laundry seemed to cry out for attention.

About this time Richard Whittaker came to my aid. Dick and his family lived across the street from my Silko in-laws. He practiced Indian law mostly for the local tribes, and he was a strong supporter of the Alaska Legal Services program, which employed my husband. Dick was a reader of novels and especially admired Kurt Vonnegut’s God Bless You, Mr. Rosewater. I talked about needing a place to write, and Dick Whittaker invited me to use the table and chair in his closet-sized law library. His law office was located on the second floor of the building that housed the offices of the legal services program. The building is still there overlooking Ketchikan Creek, next to the great Chief Johnson totem pole with Raven and Fog Woman at the corner of Mission Street and Stedman Street.

I worked on the library table with my Hermes portable typewriter and a fountain pen. Once I saw what I’d typed, I immediately edited with a fountain pen. Every day I read the previous day’s writing to get myself started again. Luckily I was in the early stages when I didn’t have much manuscript or many notes, because of course I could not leave my work spread out over the law library table: Dick Whittaker and his staff did need to use the law books from time to time. I wrote the short story “Lullaby” in the law library. I’d already started to write what would become Ceremony, but after I heard Nash and Ada Chakee were killed, I allowed myself to stray from the novel long enough to write the short story in their memory.

After about six months, the legal services offices were moved to larger offices downtown, and I followed. There was a tiny office space there, but without a door. Some of the early draft of Ceremony is written on the back side of discarded legal services letterhead. I managed there for a couple of months until Dick Whittaker told me he couldn’t find a renter for the office space vacated by legal services. Rent free, he gave me the exclusive use of the space complete with heat and lights and, best of all, no telephone.

There was an outer room that had been for reception, and the inner office that had windows that looked out on Raven and Fog Woman above Ketchikan Creek. The inner office had a chair and a wide, long built-in plywood work area shaped like a wing. The first thing I did was buy a can of Chinese red enamel and paint the plywood desk top. I brought an old percolator down to make hot water for instant coffee. Some days when I got to my office I didn’t feel like working on the novel so I wrote letters to the new friends I’d met at a writers conference in Stevens Point, Wisconsin, in June of 1973. Other days I’d scoot the Hermes and manuscript over and I’d stretch out on top of the work area for a nap.

My rule for myself was this: I had to stay in that room whether I wrote or not, and, finally, after I’d written letters to Mei-Mei Berssenbrugge or Lawson Inada, the poets who provided me with moral support, or taken a nap, I’d walk over to the window to look up at the big black raven carved above me on the top of the pole. A long way down the pole came Raven’s two raven helpers, Gitsanuk and Gitsaqeq, their raven beaks oddly hooked, melted from the fire’s heat the time they carried Raven’s gift of fire to human beings. Then came the figures of Raven and his wife, Fog Woman, who held two salmon by the tails. The beauty of the carved figures lifted my spirits and I’d finally break down my resistance, and start work on the novel.

At the time I didn’t know much about the Chief Johnson pole or the story of Raven and Fog Woman, but later I learned what an auspicious location my writing office had. The Chief Johnson pole was set in 1901 to celebrate the potlatch given by Chief Johnson for the Kadjuk Tlingits. The carved figures recalled Raven’s beloved wife, Fog Woman, who used Raven’s spruce root hat to create the first salmon. Soon the rivers and ocean were jammed with salmon, and suddenly Raven was rich. Once he was rich, he began to neglect Fog Woman, and one day he spoke abusively to her until she ran toward the beach where she turned into fog. Raven told himself it didn’t matter, but when he got home he found all the dried salmon he’d stored came to life again and swam out to sea and Raven was as poor as before. The figure of Fog Woman on the pole faces the ocean at the place the salmon enter the creek to spawn; Fog Woman’s gift of the salmon made the people of Ketchikan rich.

Lunchtime was easy. Mrs. Hirabayashi’s café was only a half block away, on the street across from the docks and the fishing fleet. Mrs. Hirabayashi and her mother ran the place. It had a long white marble counter with stools where the fishermen liked to sit. They grew aged poinsettias plants in the café front window. It might have been a soda fountain at one time. The Hirabayashis, like other Japanese Americans, were imprisoned in internment camps during the war, and it was Gordon Hirabayashi, Mrs. Hirabayashi’s son, who with others worked tirelessly to secure redress for the crime from the U.S. Congress.

Mrs. Hirabayashi welcomed all her customers with a joyous greeting, and her elderly mother working behind the stove smiled shyly and nodded. I always ordered the same thing: green tea and a bowl of pork noodles. Except for me and a few old Tlingit and Haida people, the Hirabayshis’ customers were fishermen in rubber boots and gray wool halibut jackets. Usually it was raining. My first October, in 1973, Ketchikan got 42.5 inches of rain in thirty-one days. So after my noodles and tea, I usually went straight back to my writing and worked until three, when it was time to fetch Caz from day care to be home when Robert returned from school.

If it wasn’t raining too hard, sometimes I wandered around downtown Ketchikan just looking at the fishing boats or giant cruise ships and the vast flotillas of spruce logs towed by tug-boats to the pulp mill. Big ravens cavorted on the docks in search of tidbits from the fishing boats, but most amazing to my eyes were the great bald eagles, a dozen or more, that lounged or played in the tops of tall spruce while they waited to dive into the water for salmon. After a while I realized that Raven and Eagle still owned the town; the old-time tribal people belonged to the clans of Killer Whale, Grizzly Bear, and Wolf. Humans belonged to Halibut and King Salmon and Steel Head Trout clans too; surrounded by ocean, rivers, creeks, and rainwater, the watery clans seemed a safer bet. The totern poles often had small wan faces of “drowned men” carved between the major figures—I couldn’t swim and boats made me seasick—the small wan face might be me.

Once I started writing the novel, the depression lifted, but then came the terrible migraine headaches, worse than any I’d had since the tenth grade. I stayed in a darkened bedroom for eight hours at a time while the vertigo spun the bed. Fortunately, as the main character, Tayo, began to recover from his illness, I too began to feel better, and had fewer headaches. By this time, the novel was my refuge, my magic vehicle back to the Southwest land of sandstone mesas, blue sky, and sun. As I described the sandstone spring, the spiders, water bugs, swallows, and rattlesnakes, I remade the place in words; I was no longer on a dark rainy island thousands of miles away. I was home, from time immemorial, as the old ones liked to say to us children long ago.

I wasn’t just homesick for the sandstone cliffs and the sun; I missed the people and the storytelling, so I incorporated into the novel the old-time story about Hummingbird and Green Fly, who help the people purify their town to bring back the Corn Mother. The title of the novel, Ceremony, refers to the healing ceremonies based on the ancient stories of the Diné and Pueblo people. The two years I lived and taught for Diné College were important to my understanding of the healing ceremony’s relationship to storytelling. I was conscious of constructing the novel out of many different kinds of narratives or stories to celebrate storytelling with the spoken as well as the written word. I indulged myself with the old-time stories because they evoked a feeling of comfort I remembered from my childhood at Laguna.

During this time the wet climate did not agree with my younger son, Cazimir, who was twice hospitalized for acute asthma. Grandma Lillie, on a visit to Ketchikan, suffered a heart attack. At crisis times I completely forgot the novel, but afterward the need to return to the work became overwhelming. The novel was my escape, and I remember how I fretted on weekends because I was so anxious to keep working. I wasn’t sure what I was writing qualified as a “novel.”

It was supposed to be a funny story about Harley, the World War II veteran whose family tried but could not keep him away from liquor. But as I wrote about Harley’s desperate thirst for alcohol, it didn’t seem so funny after all, and I realized I wanted to better understand what happened to the war veterans, many of whom were survivors of the Battan Death March, cousins and relatives of mine who returned from the war and stayed drunk the rest of their lives. The war veterans weren’t always drunk, and they were home and available to us children when the other adults were busy at work. These men were kind to us children; they helped me train with my first horse. Even as a child I knew they were not bad people, yet something had happened to them. What was it?

As I wrote what I thought would be a comical short story about Harley and his drunken exploits, suddenly a friend of Harley’s—a character I never planned to have—Tayo, entered the story. I was perturbed because Tayo’s condition didn’t promise much comedy. Before I began the funny story about Harley, I twice tried to develop a young female protagonist to be the main character of a novel; but I found I was too self-conscious and failed to allow my fictional woman to behave independently of my image of myself. The notes and false starts and the short story beginnings that developed into Ceremony are in the collection of the Yale University library.

In February 1974, I interrupted work on the novel to go to Bethel, Alaska, for three weeks to be a visiting writer in the middle school. Eighty miles from the Bering Sea and with temperatures of fifty below zero, I still found Bethel preferable to Ketchikan because at least the frozen tundra had blue sky and miles of visibility in all directions. I remember the day I had lunch with my friend Rose Prince in Bethel and told her and her friend about my idea to have all things European invented by a tribal witch. I made notes then, but didn’t actually write the creation of the witchery section until June 1974 while I was at the Grand State College Writers Conference. I wrote it a few hours before my reading that night. That was the night I first met the poet James A. Wright. I was in a group of ten or twelve young poets that included Mei-Mei Berssenbrugge and Lawson Inada when we were introduced. Wright’s poetry had a profound effect on the work of all of us at the conference. He wrote to me after Ceremony was published, and we engaged in a wonderful correspondence that I cherish with the friendship we shared.

After I returned to Ketchikan from Bethel I stopped work on the novel long enough to write the short story “Storyteller.” Although I was only in Bethel for a month, the stories I heard while I was there, stories about the tundra and the Yupik people, left a powerful impression on me, and the stories I heard there refused to let me get back to work on Ceremony until I wrote a short story about the place and people of the Bethel area.

As I neared the end of the novel, I knew what I had to write; all that remained was to do it. I remember typing that last word, “Sunrise,” and feeling great relief and happiness that the novel and “the ceremony” were finished. I fussed around with the ending a bit more, but the manuscript was completed during the first week of July 1975, eight weeks before we left Ketchikan to move back to New Mexico.

I sent off two copies of the manuscript: one to Richard Seaver at Viking Press, and the other to Mei-Mei Berssenbruge, the poet. I still wasn’t quite sure if it was a novel, so I waited anxiously to hear from them. Mei-Mei called right away and was very excited. She said she especially liked the way I did not break the novel into chapters. “Oh no!” I thought while she was talking, “I knew I forgot something!” (I never should have neglected that course titled The Novel.) “Don’t worry,” I told myself, “you can call Seaver and tell him you’ll send a revised copy with the chapters, and you can do it in a day or two, easily.” But later, as I worked to break the novel into chapters, I realized it was not meant to be in chapters, so I left it as it was.

Richard Seaver called a few days later and expressed his satisfaction with the novel. He wanted to make only one editorial change. Instead of the more proper “as if,” I’d used the colloquial “like”—e.g., “He ran like a dog” vs. “He ran as if he were a dog.” I checked a dictionary and found that Norman Mailer was allowed to use “like” in his novels, so I initially refused to make the changes. I didn’t have an agent then, so when Dick Seaver hinted that if I didn’t take the editorial advice on this point, he and Jeanette Seaver “could not get behind the book,” I decided to agree to the change, in part because there were only about six instances where I used “like” instead of “as if.”

Jeanette Seaver was my editor during the production phase, and she managed to get the art department to use my father’s photograph of Mt. Taylor and old Acoma pueblo for the cover of the book jacket. Mt. Taylor, or Tśepina, is a sacred mountain central to much of the novel.

Ceremony was published in March 1977. The Seavers gave me a wonderful cocktail party at their Central Park West home. I was staying downtown on Water Street near Wall Street, and when it was time for me to find a cab to take me uptown, no one had warned me there were hundreds of cabs but none for hire because the Wall Street people had all the cabs under contract. So I had to walk in my party dress and high heel shoes to find a subway, and then I took the wrong line and had to walk a distance to Central Park West. When I arrived I was late and I was sweaty and my hair was messy; fortunately, the others had consumed enough wine by then and didn’t care.

Gus Blaisdel gave me a publication party at his bookstore, The Living Batch, in Albuquerque, where I was teaching at the University of New Mexico. No book tour for a first novel, but Geraldo Rivera and Good Morning America did a short piece on the novel at Marlon Brando’s suggestion. Brando read Ceremony , and later when I worked on a film project for him, he sometimes brought up obscure details from Ceremony that I hardly remembered; he had a photographic memory for anything he saw or read.

After Ceremony was published, some readers remarked on my male protagonist and many male characters, something of a novelty for female novelists in the English language. My childhood was spent in the Pueblo matriarchy, where women owned property, and children belonged to the mother’s clan. The story of the returning World War II veterans could only be told from a male point of view, so I did it without hesitation. Besides, I thought, male novelists write about female protagonists all the time, so I will write about men.

In this and in all things related to the writing of Ceremony, I feel I was blessed, watched over, and protected by my beloved ancestors, and the old ones who told me the stories—Grandma A’mooh, Aunt Susie, and Grandpa Hank. May the readers and listeners of this novel be likewise blessed, watched over, and protected by their beloved ancestors.

 

—LESLIE MARMON SILKO

Introduction

When Leslie Marmon Silko began to publish her first stories and poems in the early 1970s, it was immediately clear to discerning judges that a literary star of unusual brilliance had appeared. Among the discerning judges were the selectors for the MacArthur Foundation in Chicago, who chose Leslie Marmon Silko as one of their very first group of fellows, to receive what is now known as a “genius” award.

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1 of 1 people found the following review helpful.
It was a good book, maybe a little confusing
By Danielle
I read it for class. It was a good book, maybe a little confusing, but I still think the Professor made a good choice exposing us to it. I'm not sure what "graphic violence" in a book would mean, this book has some pretty violent parts and and a fairly intense message, clearly not written for someone very young. I don't think someone would give this book to a kid anyway since it is a little bit of a hard read because its different than your average book. I don't think if I had picked it up casually that I would have finished it because it was not a book I could pick up in a busy hallway waiting for my next class and read a few chapters, it took a little more thought to really comprehend than the kind of book I would do that with and I kind of learned to appreciate that as I read because I ended up setting aside times to sit and try to really read and understand what was going on. If you want something different and meaningful to read, this book is for you

2 of 2 people found the following review helpful.
Silko's Ceremony: Restoring Ourselves and the Earth Through Spider Woman's Web of Story
By Carla M. Paton
In Leslie Marmon Silko's novel Ceremony, originally published in 1977, the protagonist, Tayo is a World War II veteran who has returned to his Laguna Pueblo with what is today called post-traumatic stress syndrome. He has great difficulty integrating all he has seen in war with his former life. After little progress with the veteran's doctors, Tayo sees the medicine man Ku'oosh and through a prolonged ceremony he is able to regain some normalcy. Part of the telling of Tayo's story involves weaving the ancient tales of Ts'its'tsi'nako, Thought-Woman, the spider, Hummingbird, and Fly among others. Another part of Tayo's ceremony involves retrieving his late uncle's Mexican cattle that have wandered and have been stolen by a white rancher. Tayo's healing involves the protection of story to restore balance.

In Tayo's search for, and finding the obstinate cattle, and bringing them back to their rightful home, he, like Hummingbird and Fly, bring the difficult to obtain tobacco so that the town can be purified in all four cardinal directions. Silko's telling is also a restoration of the earth, for when Tayo returns to his tribal land he finds it dry, barren, abused by mining, and atomic testing. The ceremony is both story and action; it is the weaving together that heals the land for there can be no action to find balance if the story does not work the magic to trap us in its web and move us to act.

A web is strong, yet extremely delicate and fragile. A web is a trap, a nest, and a home. The weaving of a web is also like fate, and like the weaving of our stories. We are woven into a life of connections of multiple directions and depths. Like the light of the sun, we are entangled in roots, branches, and enmeshed in the filaments of the web. We can honor the stories, and the voices; we can walk, write, and dream ourselves back into the land.

Like a web, a story is fragile. It must be held in reverence; its delicate thin silk, a quivering voice hanging for those who might appreciate its workmanship, its effort, and not break through unawares. The web is its own story. One connected to the spider, the earth, and the viewer who stops, with care, with patience and love to hear what is to be told. Silko's Ceremony, at times a difficult wandering story, like the wayward cattle, and Tayo himself, is also a web of good medicine, and well worth the ceremonial hogan story time. As old Ku'oosh said, "the story behind each word must be told so there could be no mistake in the meaning of what had been said; and this demanded great patience and love."

Review by Carla M Paton

4 of 4 people found the following review helpful.
One Star
By Owen
I had to read this book for school and I wanted to kill myself.

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"The estimates of the dead fan to between 450 and 800 in the Sioux terror of 1862 that hit minnesota during a time of nearly complete defenselessness as the State's battleage men were on duty on the Civil War Fronts. Dakota War-Whoop is a comtemporary account of this Sioux conflict by a teacher...

  • Sales Rank: #6202008 in Books
  • Published on: 1970
  • Binding: Hardcover
  • 420 pages

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