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.