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Since the publication of A Scroll Saw Christmas woodworkers have been clamoring for more three-dimensional patterns to use on the scroll saw. Now here it is. 54 new patterns to transform into wonderful creations. The marvelous thing about these is that they look great even as they come off the saw...and with a little hand carving and a touch of paint they come to life. Frank includes a short step-by-step guide, illustrated with color photographs, to introduce the use of the scroll saw for 3-D work . There is also a color gallery with examples of many cut items, showing them in various states of finish, rough and carved, natural and painted. You could expect to pay many times the cost of this book for the patterns alone. This wonderful volume has all you need for a pleasurable and profitable 3-D experience.

• Sales Rank: #594739 in Books
• Brand: Brand: Schiffer
• Published on: 1996
• Original language: English
• Number of items: 1
• Dimensions: 10.99" h x .34" w x 8.54" l, .60 pounds
• Binding: Paperback
• 176 pages

Features

• Used Book in Good Condition

Most helpful customer reviews

5 of 5 people found the following review helpful.
good carvers book
By D. Jack Powell
This book is more for a carver than just scrolling.
I'm not a carver but can use some of the patterns.

4 of 4 people found the following review helpful.
scroll saw compound cuts
By Bob Rotondo
I am dissapointed with this purchase due to the poor quality of the pattrens. The patterns are for scroll saw cutting and at least two of the patterns so far are not able to be cut on the scroll saw because of the size of the pattren.

3 of 3 people found the following review helpful.
but still like the
By swjonas
wanted more 3D effect layered pieces, but still like the book

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Scene of the Cybercrime, Second Edition by Littlejohn Shinder, Debra, Cross, ...

• Sales Rank: #2201585 in Books
• Binding: Paperback

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Linguistic Studies, Language Studies, Ethnic Studies

• Sales Rank: #2129514 in Books
• Brand: Brand: The Johns Hopkins University Press
• Published on: 1992-03-01
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 1.20" h x 6.36" w x 9.31" l,
• Binding: Hardcover
• 328 pages

Features

• Used Book in Good Condition

Review

"This collection succeeds authoritatively in clearing the semantic ground on which one of the most tortured and divisive of American debates still rages." -- Kate Fullbrook, Journal of American Studies

"A major interpretation of modern American nationalism that deserves a wide readership... Careful surveys of the contested histories of such critical terms in the American conversation about diversity as 'melting pot' (where his essays have already been widely cited in the field), 'pluralism,' 'assimilation,' 'minority,' 'identity,' and culture.'." -- Terrence J. McDonald, Reviews in American History

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A vicenda is a flexible, comprehensive communication- and culture-based program for intermediate Italian that develops communicative competence in all language skills and provides a solid review of grammar, all within the context of contemporary Italian c

• Sales Rank: #1720486 in eBooks
• Published on: 2008-04-04
• Released on: 2008-04-04
• Format: Kindle eBook

About the Author
Claudio Mazzola, a native of Milan, received his Laurea from the University of Milan and his Ph.D. from the University of Washington, Seattle. He has taught in major universities and colleges such as The University of Michigan, Vassar College and The College of the Holy Cross. Presently he is Senior Lecturer in Italian at the University of Washington where he teaches Modern and Contemporary Italian Literature and Italian Cinema. He is the author of several textbooks, including Insieme (McGraw-Hill) and Racconti del Novecento, as well as a number of articles, primarily on contemporary Italian cinema.

Romana Capek-Habeković received her PhD from the University of Michigan. She teaches language, literature and culture courses. She is the author of Tommaso Landolfi's Grotesque Images and the co-author of Insieme (McGraw-Hill), a program for intermediate Italian. She is also the co-author of Taped Exercises for Basic and Intermediate Italian (McGraw-Hill). She has published on twentieth-century Italian authors from Massimo Bontempelli to Giose Rimanelli and Antonio Tabucchi. Her articles have appeared in many scholarly publications. Presently, she is teaching and directing the Italian Language Program at the University of Michigan.

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• Sales Rank: #2923641 in Books
• Published on: 1800
• Binding: Paperback

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[Q922.Ebook] Fee Download Color Workbook (4th Edition), by Becky Koenig M.F.A.

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Explores color theory through hands-on student activities

�

Color Workbook presents a wide-ranging overview of color theory and design combined with student activities that reinforce color concepts through hands-on experience.�With a practical focus partnered with accessible explanations and application exercises, this program continues to prove successful with students and instructors.

�

The new edition contains enhanced images and updated interactive activities for students to apply the concepts in each chapter.�

�

Learning Goals

Upon completing this book, readers should be able to:

• Identify color theoretical concepts
• Learn color techniques
• Recognize the use of design elements and principles
• Apply color theories into one’s personal artwork

�

• Sales Rank: #261751 in Books
• Brand: Brand: Pearson
• Published on: 2012-01-18
• Original language: English
• Number of items: 1
• Dimensions: 9.87" h x .54" w x 8.29" l, 1.60 pounds
• Binding: Paperback
• 272 pages

Features

• Used Book in Good Condition

About the Author

Becky Koenig is an artist, educator and author, she has exhibited her artwork in the Western New York region and nationally. Ms. Koenig has an extensive history of studio art education in drawing, painting, design and color theory at colleges in the Buffalo, New York area including: Villa Maria College, Medaille College, Canisius College, Buffalo State College and the University at Buffalo. She has been on the staff of the Department of Visual Studies at the University at Buffalo since 2003 as an academic administrator and instructor in studio art. Her textbook on color theory, Color Workbook, published by Prentice Hall, is currently in its Fourth Edition.

�

Becky Koenig received a BFA from Tyler School of Art, Temple University, and a MFA from the Department of Art, SUNY at Buffalo.

Her work has been exhibited at Hallwalls Contemporary Art Center, Burchfield Penney Art Center, Albright Knox Art Gallery, UB Anderson Gallery, all in Buffalo, NY, Niagara Community College Art Gallery, Sanborn, NY, Carnegie Art Center, Tonawanda, NY, Adams Memorial Art Gallery in Dunkirk, NY along with many other sites.

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The influence of teaching and studying color theory is evidenced in her works, many of which are concerned with nature, vision, optics and science.

Most helpful customer reviews

16 of 16 people found the following review helpful.
Recommended by an art teacher
By A. L. Wilson
I teach color theory, and this is the book I recommend to my students. I've tried some of the others, and none compare. It includes everything you need to understand color, whether you are a painter or designer, and it's clearly written and well organized with good visual examples. I'm still using this second edition-- I've looked at the third edition and don't see much difference. Get the 2nd edition used (I paid $8 for it here) and save yourself about $70.

5 of 5 people found the following review helpful.
took advice from another reviewer
By Chris Gargan
I read the reviews of David Hornung's book on color and one of the reviewers said that this book (Koenig's) was vastly superior. So I bought it. It's okay. But that's about it. The design of the book is very dated looking, classic textbook. The writing is tired and un-engaging and the samples are equally so. The problem is, the underlying ideas of color theory and use are pretty established, so finding a fresh way to present them takes a bit of effort. Hornung's book is exceptional at this task. Beautifully written, handsome in design and unique in its examples it is by far a better treatment of the subject.
And for illustrators and painters James Gurneys book "Color and Light for the Realist Painter" is magisterial.
Koenig's book will sit on my shelf and I'll take it down once in a while to check a reference, but it won't be in the rotation of books I recommend.

3 of 3 people found the following review helpful.
Loved it
By dfields
Has all the info as the newest one! Don't pay double for something with just new pictures. I saved a lot of money!

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[W569.Ebook] Fee Download Dr. Jonathan A Play In Three Acts, by Winston Churchill

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CONTENTS PREFACE DR. JONATHAN ACT I ACT II ACT III PREFACE This play was written during the war. But owing to the fact that several managers politely declined to produce it, it has not appeared on any stage. Now, perhaps, its theme is more timely, more likely to receive the attention it deserves, when the smoke of battle has somewhat cleared. Even when the struggle with Germany and her allies was in progress it was quite apparent to the discerning that the true issue of the conflict was one quite familiar to American thought, of self-determination. On returning from abroad toward the end of 1917 I ventured into print with the statement that the great war had every aspect of a race with revolution. Subliminal desires, subliminal fears, when they break down the censor of law, are apt to inspire fanatical creeds, to wind about their victims the flaming flag of a false martyrdom. Today it is on the knees of the gods whether the insuppressible impulses for human freedom that come roaring up from the subliminal chaos, fanned by hunger and hate, are to thrash themselves out in anarchy and insanity, or to take an ordered, intelligent and conscious course. Of the Twentieth Century, industrial democracy is the watchword, even as political democracy was the watchword of the two centuries that preceded it. Economic power is at last realized to be political power. No man owns himself, no woman owns herself if the individual is not economically free. Perhaps the most encouraging omen of the day is the fact that many of our modern employers, and even our modern financiers and bankers seem to be recognizing this truth, to be growing aware of the danger to civilization of its continued suppression. Educators and sociologists may supply the theories; but by experiment, by trial and error,—yes, and by prayer,—the solution must be found in the practical domain of industry.

• Published on: 2012-10-02
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .25" w x 6.00" l, .34 pounds
• Binding: Paperback
• 108 pages

About the Author
One of the most famous political figures of the twentieth century, Sir Winston S. Churchill (1874-1965) was also a well-known historian, biographer, and writer. Among his many books are "A History of the English-Speaking Peoples" (in four volumes), "The World Crisis, 1916-1918" (two volumes), and "The Second World War" (six volumes).

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0 of 0 people found the following review helpful.
Perhaps dated, perhaps not?
By Grant18
A play where the rich New England mill owner tries to prevent his son from going off to war (WWI) but fails with the result that the son returns with a severe case of "shell-shock" (now called PTSD). At the same time, the mill workers are on strike in their attempt to form a union. The mill owner's brother is a renowned research psychiatrist who has discovered that the wounded officer has become obsessed with the concept of industrial democracy & the only way he can recover is to see his father recognize the union. There's also a minor love story & an attempted murder but they're secondary to the main plot. This Winston Churchill (the American novelist, not the British aristocratic politician) had written many trenchant social commentaries that should be required reading for students studying the political philosophy of the late 19th century (Coniston, The Dwelling Pace of Light, et al.). Not his best work but certainly a stinging rebuke of unfettered capitalism with (unfortunately) an unlikely happy ending.

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[Q753.Ebook] Free Ebook Discrete Dynamical Systems: Theory and Applications, by James T. Sandefur

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Discrete dynamics is the study of change. In particular, it shows how to translate real world situations into the language of mathematics. With the increase in computational ability and the recent interest in chaos, discrete dynamics has emerged as an important area of mathematical study. This text is the first to provide an elementary introduction to the world of dynamical systems. The aim of the text is to explain both the wide variety of techniques used to study dynamical systems and their many applications in areas ranging from population growth to problems in genetics. This investigation leads to the fruitful concepts of stability, strange attractors, chaos, and fractals. Very little previous mathematical knowledge is assumed and students with an elementary exposure to calculus and linear algebra will be able to follow the text easily. A large number of worked examples and exercises are provided to assist instruction. Throughout, students are encouraged to experiment with models of dynamical systems on computers and explore this fascinating area of mathematics on their own.

• Sales Rank: #2315619 in Books
• Brand: Brand: Oxford University Press, USA
• Published on: 1990-10-25
• Original language: English
• Number of items: 1
• Dimensions: 10.94" h x 1.21" w x 7.69" l,
• Binding: Hardcover
• 464 pages

Features

• Used Book in Good Condition

About the Author
James T. Sandefur, Professor of Mathematics, Department of Mathematics, Georgetown University, Washington DC.

Most helpful customer reviews

0 of 1 people found the following review helpful.
Three Stars
By mathnutt
Required textbook.

5 of 5 people found the following review helpful.
Excellent textbook on chaos!
By A Customer
Although this text lacks the brightly-colored fractals of many other works, the coverage it gives to the mathematics end of things more than makes up for it. It deals very well with the concepts of statistics and dynamic equations that are necessary for the understanding of chaos, presuming very little in the way of mathematical knowledge on the part of the reader. All definitions are clearly delineated, and the answers to the exercises are provided in the back.

2 of 2 people found the following review helpful.
Down to Earth treatment of nonlinear dynamics and chaos
By sp
This is one of those excellent textbooks that did not reach the level of popularity that
it deserves. The book is very well written. The layout of text/equations is handsome.
The examples are very interesting (gamblers ruin, finance, population dynamics, Markov chains...)
The book is not glitzy like a JC Penny Christmas catalog but looks and feels like a math book.
Overall a very wise investment for the autodidact or student !

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[P445.Ebook] Get Free Ebook Lewis and Clark Through Indian Eyes: Nine Indian Writers on the Legacy of the Expedition, by Alvin M. Josephy Jr.

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At the heart of this landmark collection of essays rests a single question: What impact, good or bad, immediate or long-range, did Lewis and Clark’s journey have on the Indians whose homelands they traversed? The nine writers in this volume each provide their own unique answers; from Pulitzer prize-winner N. Scott Momaday, who offers a haunting essay evoking the voices of the past; to Debra Magpie Earling’s illumination of her ancestral family, their survival, and the magic they use to this day; to Mark N. Trahant’s attempt to trace his own blood back to Clark himself; and Roberta Conner’s comparisons of the explorer’s journals with the accounts of the expedition passed down to her. Incisive and compelling, these essays shed new light on our understanding of this landmark journey into the American West.

• Sales Rank: #279044 in Books
• Brand: Josephy, Alvin M. (EDT)
• Model: 1763226
• Published on: 2007-06-12
• Released on: 2007-06-12
• Original language: English
• Number of items: 1
• Dimensions: 8.00" h x .60" w x 5.20" l, .47 pounds
• Binding: Paperback
• 224 pages

Review
“A remarkable book…gives both the event and the era a fresh perspective.”
—The St. Louis Post-Dispatch

“Every story has two sides, and until now, the Indian point of view has scarcely been heard.”
—San Francisco Chronicle

“[A] compulsively readable book…should be required reading for all Americans.”
—Santa Cruz Sentinel

About the Author
Alvin M. Josephy, Jr., a leading historian of the American West, was the author of many award-winning books, including The Patriot Chiefs, The Indian Heritage of America, Now That the Buffalo's Gone, The Civil War in the American West, 500 Nations, and A Walk Toward Oregon. He was a vice president and editor of American Heritage magazine, the founding chairman of the board of trustees of the Smithsonian's National Museum of the American Indian, and president of the Western History Association. Josephy died in the fall of 2005, shortly after completing this book.

Excerpt. � Reprinted by permission. All rights reserved.
Part One

Frenchmen, Bears, and Sandbars

Vine Deloria, Jr.

Vine Deloria, Jr., is a member of the Standing Rock Sioux Tribe, Fort Yates, North Dakota. He is perhaps the only American whose educational history ranges as far and wide as a New England prep school (Kent), the U.S. Marine Corps Telephone Repair School in San Diego, the Lutheran School of Theology in Chicago, and membership in the faculty of a prestigious state university.

Deloria is currently retired professor of history and an adjunct professor of law, religious studies, and political science at the University of Colorado in Boulder. Best known to the general public as an author (his works include Custer Died for Your Sins: An Indian Manifesto, 1969; Red Earth, White Lies, 1995; among many other books), he has been a college professor since the early 1970s and an activist in Indian affairs since the 1960s. From 1964 to 1967, for example, he was executive director of the National Congress of American Indians; in the mid-seventies he founded and chaired the Institute for the Development of Indian Law; in the nineties, after serving as vice chairman of the Board of the Smithsonian National Museum of the American Indian, he became chairman of its Repatriation Committee.

Vine Deloria, Jr., has received honors early and often for his work as a writer and scholar, but unique among these was his nomination in 1974 as one of eleven "Theological Superstars of the Future."

While his Sioux forebears chose confrontation in their encounter with Lewis and Clark, Deloria chooses a potent sense of historical irony.

Frenchmen, Bears, and Sandbars

Exaggeration of the importance of the expedition of Lewis and Clark is a typical American response to mythology. We prefer our fantasies in opposition to the facts of life. It was a routine venture now revered because we desperately need to have a heroic past, since that pleasure is denied to us in the present. The expedition was initiated following Jefferson's finesse of Congress and the Constitution in the purchase of a mere claim by France that it "owned" a substantial portion of the North American West because a Frenchman had first set foot on lands drained by the Mississippi. Not only did the expedition seek a practical water route to the West Coast with the eventual goal of opening the Pacific to American commerce, but Jefferson also needed to prove that the purchase of an unknown territory was not a white elephant. (He did, however, caution Lewis and Clark to be on the lookout for mammoths while en route.)

Since traditionally historians have understood the journey as the first effort by civilized men to pierce the unknown West, we often tend to clothe the accounts of Lewis and Clark in more heroic terms than they seem to have deserved. Much good history falls by the wayside when we stress the heroics and neglect the context of their journey in our understanding. The expedition actually seems to have been a tedious march from one place to another made known to them by Indians and French traders, with an occasional incident to testify to the strangeness of the land and the unique challenges that the West presented.

After reading through the journals edited by Elliott Coues, my impression of the memorable experiences of the expedition, the things that would have remained with its members years after their return, revolved around three major topics, although I must admit that a strong case might be made for several other themes. But the things that impressed me were the fact that Frenchmen had already explored much of this region so that it was reasonably well known to many people, that there seemed to be an oversupply of bears on the prairies and bottomlands, and that sandbars posed a continuing barrier to the expedition, making the development of a heavy and easy commerce with the Orient via an inland waterway impossible. Indeed, travel later to the Montana area depended heavily on the spring snowmelt and required special flat-bottom boats.

The accounts of the journey to the West Coast contain those wonderful na�ve observations that always come with first discovery. Consequently the responses of the Corps of Discovery to these new experiences provide us with good insight into their feelings and what they believed they were doing, and record the occasional misfortunes of the group, which became traumas because they were unexpected. Entries on the return trip record fewer surprises and illustrate the confidence and sometimes arrogance that experience often brings.

That they had the confidence that they could split the little company and explore different river systems with the expectation that they knew the land so well that they could meet again in more familiar territory suggests that they felt they had conquered the West. The final report would therefore be couched in the optimistic terms of men who had overcome severe hardships and now stood ready for another challenge. They had breached the unknown, albeit with considerable assistance from the local inhabitants, and now believed in their own superiority, a mood that would shortly energize people to emulate their feats and bring about the ruination of the Great American West.

Before we examine the Indian understanding of the expedition, let us walk with the explorers on their first encounter with the land and its peoples. We have traditionally been taught to believe that the Lewis and Clark expedition was the first penetration of white men into the western lands. This belief is totally unfounded. The locations of the Mandan villages, scattered from the present North Dakota-South Dakota line along the Missouri River to some distance above present-day Bismarck, were already common knowledge. French and British traders had already established a thriving commerce with these villages and the sedentary Indians were accustomed to dealing with foreigners.

A good portion of the trip while moving through wild and unoccupied country did not involve discovery of the West but merely followed paths already well established. Thus when the expedition visited the Yankton Sioux camp, the Indians were flying a Spanish flag, and it is well known that these Sioux had attended the British conference at Albany prior to the American Revolution. They would also send warriors to support the British during the War of 1812. The coastal tribes in Washington and Oregon had already been visited by the English and Spanish and had routed the Spanish expansion.

More important, however, was the presence of French trappers in the area. The growing population of half-breeds of French-Indian heritage, some people representing second and perhaps even third generations of men out on the plains, indicated that white men had lived among the tribes for a considerable period of time. Above the great bend near present-day Pierre, South Dakota, the expeditioners visited a Frenchman's house that had no protective palisade, testifying to the fact that the French had successfully melded with the Indians long ago.

French colonial policy had encouraged intermarriage with the Indians and the exchange of children to create kinship bonds with the eastern tribes. The French sought to create a new kind of society of mixed Euro-Indian genetic background that would and could hold the lands claimed by the French king under the Doctrine of Discovery by appealing to their common ancestry. This class of people was now temporarily loyal to whoever could enhance their fortunes. Most of them had extensive experience in wandering the western lands, and, in sharing their knowledge about the land and its people, they enabled Lewis and Clark to anticipate some of the problems that lay ahead. But they had no loyalty to the Americans, nor would they have for some time to come.

The Frenchmen represented a good deal more than easing the psychological burdens of the unknown lying ahead for the expedition. Indeed, their presence indicated the existence of a society in which manufactured goods were becoming increasingly valuable, as steel knives replaced flint weapons and guns were coveted for both hunting and war. The value to be given in exchange for these industrial products would have to be the skins and hides of animals that were temporarily valuable when beaver hats were stylish or when there was a lack of available leather on the European markets. The land could sustain the wildlife it had but was not so productive that animals could replenish their numbers in the face of extensive hunting above and beyond simple human subsistence. The primary objects of Indian commerce were the hides and skins of the animals that also inhabited the land, and there were a finite number of these creatures, although at the time the herds of grazers seemed without number.

Actually in the journals we find few references to large herds of buffalo or even to the massive dams and villages of the beaver, whose pelts would later be the primary items of trapping and trading. Beaver seem to merit sparse attention when recording the fauna of the region. There are probably more references to rattlesnakes than to beaver, since the men seemed almost hypnotized by these serpents, hardly an item of trade. Lewis and Clark almost certainly saw the wildlife as a barrier to be overcome and not as commodities that would constitute the major portion of trade for the next eight decades.

Some of the half-breeds were not descendants of the local tribes. Pierre Dorian, for example, seems to have been part Iowa Indian, as does his wife. Here we see the results of the displacement of tribes in the Midwest who had been trading with the French and British for more than two centuries. Although there had been no removal treaties affecting the midwestern tribes at that time from which these people might have been fleeing, the fabric of their communal life had long since been torn apart by intermarriage and trade wars. As members of the eastern tribes had experienced the course of empire, they joined in and moved west to become a part of the impending invasion and serve as bicultural brokers in the transactions that lay ahead.

This new class of people would also help open the Pacific Northwest to commerce and exploration. As the Hudson's Bay Company extended its trading posts and influence in the western Rockies and Columbia basin, it employed Iroquois voyageurs who had only a smattering knowledge of the Christian religion but loved to sing Catholic hymns, relying on their rhythms to measure the oar strokes of the trade canoes. These hymns would later inspire the Nez Perces and Flatheads to send a delegation to St. Louis in search of these power songs, triggering the missionary movement toward the Oregon country that ended in disaster for all concerned.

Could these people be described as an indigenous population as we think of one today? To the expedition they were indistinguishable from the local tribes except for the obvious language differences and the warlike proclivities of the tribes claiming and defending extensive territories. Certainly they were seen as a different class from tribal Indians in Canada, who eventually become known as the Metis (mixed-blood people), the constituency of Louis Riel, who regarded themselves as equal members of Canadian society. They appear later in the 1870s as invaders of the northern hunting grounds, feared and resisted fiercely by the tribes living in the United States. Annually they brought large numbers of hunters with freight wagons and families south across the border to hunt buffalo when their own herds had been thinned out, thus escalating the depletion of the northern buffalo herd more rapidly than expected.

Certainly the invasive half-breeds played a critical role in arranging the first treaties between the United States and the northern Plains tribes, treaties incidentally negotiated by William Clark after his exploring days were done. As time went on American whites became the scouts, hunters, and interpreters for subsequent expeditions mounted in St. Louis and Leavenworth, and with some exceptions the French-Indian half-breeds declined in importance. Their descendants today dominate tribal politics in most of the Great Lakes and Plains tribes. Indeed, for some tribes, having French ancestors rather than English is a sign of distinction.

Think of what these people represented, however, and we begin to visualize an alternative possible scenario for the settling of the West. The French colonial policy was to encourage intermarriage with the natives and the exchange of children who would be raised in a different society so that over time they would help create a society that treated lands, resources, and people in a much different manner than the English/Americans did. Would the interior of the United States have been developed with a goal of maintaining a sustainable yield of products rather than of exhausting the resources? Would treaties even have been necessary if the various tribes had adopted enough of French culture that they adapted their institutions to resemble those of western Europe and guaranteed equality in both law and custom to new settlers of the region?

Could a mixed-blood government have dealt with the United States on better terms? We would like to think so, although the experiences of the Five Civilized Tribes suggest otherwise. But the Five Tribes possessed valuable farming lands in the South, whereas the northern plains hardly offered the settlers much comfort, so the demand for land would not have been as intense. To what degree would mixed-bloods' willingness to accommodate themselves to technology and opportunity have produced an ecologically sound society?

This distant prospect seems not impossible if we read the journals of the trip. From St. Louis to the Mandan villages it appears that the Frenchmen had a vital place in the region's social environment. Quite casually we learn that the French were building houses and settling in near the Big Bend without any immediate or prolonged conflict with the tribes using the same area as hunting grounds. We can understand the sense of relief felt by the men whenever the expedition came across Frenchmen, as if they had brought the entirety of the European perspective with them. That the Frenchmen felt entirely at home and possessors of the same knowledge of the land as the Indians suggests that in large part the Gallic colonial goal had been achieved.

The experience of the Yankton Sioux with the French and Americans is interesting and demonstrates how deeply the French had intruded into Indian life. As the Corps of Discovery approached the Yankton Sioux territory they encountered Pierre Dorian, Jr., the son of their interpreter who had ensured that they receive a warm and friendly reception. Instead of the haughty attitude that Lewis and Clark often showed toward Indians, negotiations with the Yanktons went smoothly. Their generosity in giving the chiefs both medals and clothing impressed them. A Yankton chief summarized the difference: "I went formerly to the English, and they gave me some clothes; when I went to the Spanish they gave me a medal. But nothing to keep it from my skin; but now you give me a medal and clothes."


From the Hardcover edition.

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0 of 0 people found the following review helpful.
Five Stars
By bina
Book arrived on time. Am pleased

1 of 1 people found the following review helpful.
a book worth reading
By Robert O. Mccarthy
It is an eye opener. I have read several books on the Lewis and Clark Expedition, but this tells a different reason for the expedition and the process by which the expedition was accomplished.I have no reason to doubt the facts given in the statements of our Native Americans.

2 of 3 people found the following review helpful.
Nice Variety of Thoughts
By Dizzyliz
Must read for those interested in Native American reaction to Lewis and Clark. Variety of tribal lineage and writing style.

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[W319.Ebook] Ebook Becoming a Critical Thinker: A User Friendly Manual (6th Edition) (MyThinkingLab Series), by Sherry Diestler

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Developing Instinctive Analytical Skills in Students

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Becoming a Critical Thinker: A User Friendly Manual trains students to distinguish high-quality, well-supported arguments from those with little or no evidence to support them.��

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It develops the skills required to effectively evaluate the many claims facing them as citizens, learners, consumers, and human beings, and also to be effective advocates for their beliefs.

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Teaching and Learning Experience

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Improve Critical Thinking - Coverage of persuasive speaking, decision-making, the Toulmin model of argumentation, and chapter-end writing and speaking exercisesall teach students to construct and present arguments so that they can gain skill and confidence.

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Engage Students - Becoming a Critical Thinker: A User Friendly Manual exposes students to a variety of contemporary and multicultural issues, engaging their understanding of analytical skills through the use of articles and varied examples.

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Support Instructors - Teaching your course just got easier!� You can create a Customized Text or use our Instructor’s Manual, Electronic “MyTest” Test Bank or PowerPoint Presentation Slides.� PLUS, our new Instructor’s Manual has been updated and expanded with revised tests and answer keys, a discussion of chapter exercises, and suggestions for teaching critical thinking concepts.

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• Sales Rank: #42308 in Books
• Published on: 2011-07-23
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .80" w x 7.90" l, 1.81 pounds
• Binding: Paperback
• 512 pages

Review

"The organizational scheme is logical. The sequenced chapters are progressively arranged with student learning in mind. At the initial, the author grasps the reader’s attention with the catchy topics.”

— Charlene Tuckerson, John F. Kennedy University

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“The chapter checkup, the key terms with corresponding page numbers, and the chapter highlights at the end of each chapter are quite helpful.”

�— Cecilia Moore-Cobb, Pitt Community College

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“A wide variety of examples and analogies is one of the book's many strengths. Specifically, references to pop culture help students readily identify with the material.”

—James Bower, Walla Walla Community College

From the Publisher
This text with readings develops students' basic critical thinking skills by means of several fresh materials and strategies: an easy progression from familiar, social examples to more complex, political and commercial examples; strong use of graphics; incorporation of multi-cultural examples and readings throughout; and an emphasis on print and electronic media as a way of illustrating the use of critical thinking skills in everyday life. The goal of this text is to train students how to evaluate the claims that responsible citizens, consumers, and social beings confront daily and how to construct and present effective arguments for their own beliefs.

From the Inside Flap
PREFACE

Everyone thinks. If you ask people where they stand on a particular issue, they will usually tell you what they believe and give reasons to support their beliefs. Many people, however, find it difficult to evaluate a written or spoken ,commentary on a controversial issue because both sides of the controversy seem to have good arguments.

The critical thinker is able to distinguish high-quality, well-supported arguments from arguments with little or no evidence to back them. This text trains students to evaluate the many claims facing them as citizens, learners, consumers, and human beings; it also helps students become more effective advocates for their beliefs.

Becoming a Critical Thinker is designed to be interdisciplinary and to be useful in courses in critical thinking, informal logic, rhetoric, English, speech, journalism, humanities, and the social sciences. It has also been used as a required text or a supplement in nursing programs and in workshops for staff development and business management. The skills that distinguish critical thinkers across various disciplines are presented in a clear and comprehensible manner. UNIQUE FEATURES

The process of becoming a critical thinker takes place when ideas are clearly understood and put into practice. For this reason, many elements of the text have been chosen because of their practical application for the student:

Each concept is explained with examples, and the examples often proceed from the personal to the social or political. In this way, students can see that the same skills used in understanding arguments in daily life are used in analyzing political and commercial rhetoric. Graphic illustrations help students visualize important concepts. Exercises of varying levels of difficulty are given throughout the chapters to help students practice critical thinking skills. Emphasis is placed on understanding and analyzing the impact of print and electronic media on arguments. Students are taught to construct and present arguments so that they can gain skill and confidence as advocates for their beliefs. There is an early and primary emphasis on understanding conflicting value systems and on ethics in argumentation and decision making. The articles and essays selected for use in the text are contemporary and express a variety of political viewpoints and ethical concerns. Multicultural perspectives are presented throughout the examples and articles. Many exercises and assignments encourage students to understand the perspectives of others and to broaden their own perspectives. There is a variety of writing and speaking assignments at the end of each chapter. The text is supplemented with an instructor's manual and test bank in addition to a Web site containing examples of critical thinking principles that can be used for classroom discussion. SPECIFIC CHANGES IN THE THIRD EDITION

This third edition of Becoming a Critical Thinker has been created with two priorities in mind: First, we wanted to retain and, in the cases of explanations of philosophical concepts, to improve the user friendly format of the first two editions. Also, we wanted to update readings and concepts so that readers will enjoy the application of critical thinking principles to current issues. New features in the third edition include:

Expanded supplementary resources for instructors. These include an instructor's manual with revised tests and an answer key for each chapter, discussions of chapter exercises, and suggestions for teaching critical thinking concepts. In addition, a Web site may be referenced for additional lecture material and student practice exercises. New articles and essays address current topics. This edition retains relevant articles from the second edition and includes new editorial essays and articles on such current topics as: The ethical dilemmas doctors face when deciding whether to prescribe placebos, problems in acculturation of Vietnamese immigrants, the use of expert testimony to overturn criminal convictions, the use of suggestion by retailers, citizen reactions to the new multiracial categories in the U.S. census, and a lawyer's use of listening to persuade jurors. New user friendly elements elucidate many of the basic concepts covered in the first and second editions. The definition of critical thinking and argumentation has been expanded with an emphasis on the distinction between argument and conflict. The sections on causation and deductive reasoning have been clarified with more relevant explanations and new illustrations. Stereotyping and conformity (including groupthink) are discussed as hindrances to critical thinking. A new outline on the topic of organ donation has been added to Chapter 10. Each chapter ends with a "Chapter Checkup" that tests students' knowledge of the information covered. ACKNOWLEDGEMENTS

My husband, John Diestler, remains an invaluable help in many ways. He provided expertise on the "user friendly" format; he worked out preliminary designs for the original and the new logos and figures in the text; and he made useful suggestions on the manuscript throughout its production.

I thank my editor, Katie Janssen, for her encouragement and expert guidance that enabled me to complete this edition in a timely manner. I remain grateful to Maggie Barbieri for her dedicated work on the first edition. I appreciate Edie Riker for her diligence, patience, and professionalism as she supervised the production of this text.

I am grateful to students who used the text and made useful suggestions for additions and changes: Warda Javed, Marites Ayson, Stephanie Jensen, and Malik Ali. Suzanne Barton helped me with manuscript changes and Helen Kalkstein, Rafaella del Bourgo, and Connie Anderson suggested interesting and relevant additions to the text. Several presenters and participants from the annual Conference on Critical Thinking at Sonoma State University, including William Dorman, Perry Weddle, Connie Missimer, Marlys Mayfield, Betty Duffy, and John Splaine, kindly shared a variety of relevant research material.

In addition, I wish to thank the reviewers for their invaluable advice and encouragement: Connie Anderson, Contra Costa College; Eileen Smith, Shasta University; Marek Wosinski, Arizona State University; Angela M. Gulick, University of Alaska-Anchorage; and Laura Lun Inglis, Buena Vista University.

For their practical help that allowed me the time and energy to write the text, I thank my father, A1 Goldstein and John, Zachary, Jenna, Laura, and Amy Diestler.

Above all, I am grateful to the Creator of the human mind.

Most helpful customer reviews

57 of 61 people found the following review helpful.
Arsenal For Attacking Flawed Presentations
By M. Bennett
A presentor is usually happy when people pose questions, as long as they are not critical questions. Most of the time the audience doesn't pose any questions because they simply don't know what questions to ask or how to formulate those questions.
The prinicipal points of this book:
Establishing the issue and the conclusion.
- Knowing and agreeing with the counterpart on the issue prevents us from veering off away from the subject of discussion. People like chaning the issue when they feel trapped.
- Listening to the person's conclusion about the mentioned issue which will indicate the person's opinion.
What are the reasons for their arguments on a certain suject?
- Reasoning takes many roads but often we don't know how to counter weak reasoning. Key words that give way to faulty reasoning with no substance to back up the argument.
Finding words that are ambiguous
- Counterparts discussing a subject, saying the same thing with several key words but some words have many meanings. Make sure you are talking about the same thing.
What are the value conflicts and assumptions?
- Value conflicts are explosive because of different political, religous and moral beliefs. A speaker who is devoutly religious will try and bring biblical arguments in to reasoning which for someobdy who is an athiest, would mean absolutely nothing.
How good is the evidence: Appeals to authority and testamonials.
- Probably one of the most abused factors in supporting an argument. How often have you heard, "Experts on the subject state 70% of medical doctors say x,y and z habits are great for your health". Don't forget to ask who the authority is. The more general authority and testamonials are the weaker the argument. The authors of many surveys make them biased. e.g. If scientific study has proven that smoking is good for your health and the author of the article is a lobbyist for the tobbaco industry, could it be possible that the author has something to gain from the study? If so ask what other authors or experts say about the subject. The so called industry specific gurus who give their testamonials are in most cases biased, because they have something to gain with the report.
Deceptive statistics are also factors that need to be examined closely. When a presentor starts talking about averages and percentages, ask which average and how large the sampeling was on people who took the survey. You would be surprised about how many presentors do not know anything about the facts they are presenting.
The author does not only wirte about critical thinking but has included many exercises to acitvate the reader to look for faulty reasoning and how to build up questions to counter evidence being presented. It is a great introduction text to critical thinking.

60 of 66 people found the following review helpful.
Teaching Students to THINK!
By B. West Ph.D.
I first utilized this excellent book in undergraduate classes about a year ago.I enjoyed using it and it received accolades from the students, (once they realized that sometimes, thinking is WORK!)
It is "user-friendly", and the segments in each chapter are short but concise. There are numerous exercises after each section so that the student can put to immediate use, their newly acquired knowledge.
But I believe the highest praise came from the students that jokingly complained, "I can't think the same way anymore!" They had become "Critical Thinkers". And we can certainly use all of those that we can get!

3 of 3 people found the following review helpful.
This book changed my life!
By Philippe Haddad
I'm a very curious person. Inquisitive in all fields. I have been looking for a book to help me reason better since it's really the foundation for anything you want to learn. I was incredibly pleased with this book. It's really the best $55 I've spent in a long time.

The author really gives you much for your money. He covers everything Logical Fallacies to Social Psychology (Cognitive Dissonance) to Conflict Resolution.

I HIGHLY RECOMMEND THIS BOOK to anyone wanting to learn how to think clearly (or clearer).

P.S. I AM NOT AFFILIATED WITH THE AUTHOR IN ANY WAY, SHAPE, OR FORM.

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