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Parallel Lines is a collection of eight very different scenarios
set in seven very different versions of Earth. Each mission is
self-contained, but the collection can be played as a complete
campaign with the characters forming an elite team in Valhalla's
Mjollnir Section.The adventures include the Salem Witch Trials, a
post-apocalyptic Camargue, an Orwellian Britain, epic journeys by
airship and Trans-Siberian Express, a voyage to the bottom of the
sea, an investigation through the streets of a disintegrating
Edinburgh, and a murder hunt through a dystopian London.Packed with
wild ideas and creative locations, along with dozens of colourful
NPCs (and some distinctly weird ones), Parallel Lines is
transplanar adventuring at its very best.Parallel Lines requires
access to both Luther Arkwright: Roleplaying Across the Parallels
and Mythras for full enjoyment.
A set of linked adventures, The Book of Quests introduces you to
The Realm and the insane schemes of the outlawed sorcerer,
Jedakiah.Jedakiah has returned to The Realm. What are his schemes?
Who are his allies? What malevolence has he planned? Who can
challenge him, defeat him? Can The Realm even win?Book of Quests
follows the sorcerer's nefarious plans from one end of The Realm to
the other. Seven scenarios that can be played together as a
campaign, or run individually, slotting into any Mythras setting.
These scenarios take the characters from insect-infested swamps, to
political intrigue in the hearts of cities, and thence to the
mountain fortress of the Chaos Mother.CaravanJoin Jhonen's caravan
as it heads north to Aylesford - there to discover a terrible
secret...Beneath the Black WaterLord Drystan's niece has been
kidnapped by the vile creatures of the Frogfens. Can the characters
save her from She Who Dwells Beneath?Shadows Behind the ThroneKing
Myur, ruler of The Realm, harbours a secret of his own. Can the
party uncover the truth - and will they save him, or damn him?The
Chaos Mother's ChaliceAn ancient temple hides an important artefact
crucial to Jedakiah's plans. Can the characters find it before the
sorcerer's agents? Can they survive its corrupting influence?Curse
of the ContessaThe Contessa, a forlorn beauty, is devoted to her
only child. What lies behind her sadness? Who is seeking to control
the nobles of The Realm? Are things really what they seem?Raid on
Yagelan's BluffAn evil race is rising again in the north; The
Realm's only chance of survival is to strike hard and strike fast.
The characters must venture into the strange lair of a stranger
race, confronting the vile creations being bred to deliver
slaughter and mayhem...Reckoning at Distaff PeakThe sorcerer must
be defeated; his plans must be stopped. All that stands between
Jedakiah's evil are the characters - and the reckoning looms at
Dark Child's Tower...
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Every day, the human awakes to a new world, a new dawn and a new
cascade of nonverbal communication. It may be the pleasant scent of
a rose, the soft touch of a loved one, the sight of sun rays on a
bedroom floor or the excited chatter of a child. Whatever form it
takes, your environment and all who inhabit it send nonverbal
signals all day long - even while they sleep. The Routledge
Dictionary of Nonverbal Communication celebrates this
communication, examining a very wide selection of nonverbal
behaviors, actions and signals to provide the reader with an
informed insight on the world around them and its messages.
Compiled in the form of a dictionary, the book is presented as a
series of chapters with alphabetical entries, ranging from
attractiveness to zeitgeist. The book aims to provide the reader
with a clear understanding of some of the relevant discourse on
particular topics while also making it practical and easy to read.
It draws on a wide selection of discourse from fields such as
neuroscience, psychology, anthropology and psychiatry. The
dictionary will be an essential companion for anyone wishing to
understand nonverbal communication. It will also be especially
useful for those working in the field of nonverbal communication.
John White's study is the most substantial work on what the aims of
education should be since Whitehead's Aims of Education of 1929. It
draws on material not only from schools and colleges, but also from
the broader educative or miseducative nature of the 'ethos' of
society and some of its major institutions. Sifting the different
views about aims which are now prevalent and circulating in the
world of education, he integrates the more defensible of them into
an articulated set of positive recommendations. The study takes a
broadly philosophical and non-technical stand; it is written to
help practitioners orient themselves in what is often bewildering
territory, at a time when the question of what the aims of
education ought to be has acquired a new urgency for politicians
and educational administrators, as well as for those directly
involved in educational institutions, head teachers and their
staff.
Written prior to the introduction of the national curriculum, this
volume argued for precisely that: a broad framework of a compulsory
education at national level for all schools. The author considers
the question of the content of his proposed compulsory curriculum
in terms of principles derived from a fundamental ethical position
and from an analysis of kinds of human activity that seeks to
establish important educational priorities. The discussion covers
arguments concerning intrinsically worthwhile activities, the need
for a practical component of the curriculum and the priority that
humanistic studies should have. It puts forward a case for a new
concept of voluntary education, partly on the model of the Pioneer
organizations of Eastern Europe, to supplement the compulsory
curriculum.
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