New Releases by John Evans

“With hard-hitting stories ranging from the unnerving to the macabre to the darkly humorous, Long Drives and Lonesome Roads is a killer collection that deserves to sit on every shelf.” -Pedro Iniguez, Bram Stoker Award Winner There are over four million miles of roads in the United States. They each have a memory. From ominous hitchhikers or devils to backroads that lead to other dimensions, untold perils lurk among the highways and byways. Indescribable terrors are found in this collection of short stories. Sixteen petrifying tales delve into the things that scare us most for readers who love macabre horrors. Take care, because the roads are dark, dangerous, and deep, and you still have many miles to go before you sleep... Fans of “Night Shift” by Stephen King and “The Shrouded Tome” by Ronald Kelly will enjoy “Long Drives and Lonesome Roads” by John Evans.

Reprint of the original, first published in 1875. The Antigonos publishing house specialises in the publication of reprints of historical books. We make sure that these works are made available to the public in good condition in order to preserve their cultural heritage.

“Intricate storytelling & well-developed characters.” -Entertainment Monthly Riding to the rescue with quick wits and snappy one-liners. Tobias Halson, a young paranormal hunter, is charged with protecting the city of Philadelphia from the undead creatures of the night. A corporate board member is thrown out of an office building showing signs of vampire attack, and Tobias is called in to investigate. But he soon realizes he’s out of his element, lost in a world of white collar politics and water cooler plots. With the innocence of a young woman in danger, it’s a race against time to find the killer, preferably before Tobias ends up the next victim. Fans of Ilona Andrews, Jim Butcher, Patricia Briggs, Nalini Singh, Faith Hunter, and Nalo Hopkinson will enjoy John Evans’s Urban Fantasy books.

Having already in a former work attempted the arrangement and description of the Ancient Stone Implements and Ornaments of Great Britain, I am induced to undertake a similar task in connection with those Bronze Antiquities which belong to the period when Stone was gradually falling into disuse for cutting purposes, and Iron was either practically unknown in this country, or had been but partially adopted for tools and weapons. The duration and chronological position of this bronze-using period will have to be discussed hereafter, but I must at the outset reiterate what I said some eight or ten years ago, that in this county, at all events, it is impossible to fix any hard and fast limits for the close of the Stone Period, or for the beginning or end of the Bronze Period, or for the commencement of that of Iron. Though the succession of these three stages of civilisation may here be regarded as certain, the transition from one to the other in a country of such an extent as Britain—occupied, moreover, as it probably was, by several tribes of different descent, manners, and customs—must have required a long course of years to become general; and even in any particular district the change cannot have been sudden. There must of necessity have been a time when in each district the new phase of civilisation was being introduced, and the old conditions had not been entirely changed. So that, as I have elsewhere pointed out, the three stages of progress represented by the Stone, Bronze, and Iron Periods, like the three principal colours of the rainbow, overlap, intermingle, and shade off the one into the other, though their succession, so far as Britain and Western Europe are concerned, appears to be equally well defined with that of the prismatic colours.

We have 118 known chemical elements as our palette in our context of sustaining our world. Our context is considered in terms of the four spheres of the ancient world: Earth, Air, Fire and Water. This book shows how chemical principles can be used to understand the pressures on our world, spanning from greenhouse emissions through freshwater supplies to energy generation and storage. The supply of the chemical elements is key to their contribution to alleviating these pressures. Most synthetic and radioactive elements are not available in sufficient supply to contribute in this. Some solutions, such as wind turbines, batteries, fuel cells and automotive exhaust remediation pose questions about sustainable supplies of critical elements. With an eye on the target of the IPCC of capping the temperature anomaly to 1.5 oC (RCP2.6), options for carbon capture and storage, and the generation of energy and element supply from the sea are assessed. The consequences of the escape of plastics and pharmaceuticals into the wider environment for water integrity are also considered. This book is designed around providing a one semester course for students who have entered at least the second level of university chemistry. It provides explanations and entries to current environmental issues. For students of environmental science, it provides an understanding of the chemical principles underpinning the causes and possible solutions to these issues. Each chapter has a set appropriate study questions. A study guide is available for the book.

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Adobe Photoshop Elements 15 Classroom in a Book is the most thorough and comprehensive way for you to master all the new features in Adobe''s top-rated consumer-targeted photo-editing software. Each chapter in this step-by-step, lesson-based guide contains a project that builds on your growing knowledge of the program, while end-of-chapter review questions reinforce each lesson. You will learn the basics of editing your images with Photoshop Elements and learn how to best use the program''s many new features. In this new version of the book you will receive complete coverage of all the new and improved features in Photoshop Elements 15. Discover how to use Smart Tags and enhanced search to make it faster and easier to organize and find your photos. Save time with the enhanced Instant Fix feature. Explore all new Guided Edits. Explore the Filter Gallery. You’ll discover new tools that let you expand your creativity. And you’ll learn how to print, export, and share your images.

"According to the United States of America, I was''declared dead'' by our government in July of 1994. You know this is something that you think is probably just ''a ridiculous error on the part of the government; surely it''s going be cleared up give some considerable time!'' Yet four years later, in 1998, I was yet classified as ''deceased'' but I was then and I am currently now, ''very much alive!''--P. [4] of cover.

Very few studies have ventured to explore the shift in economic ideas that were such a critical factor in shaping and understanding the East European transition process. Paul Dragos Aligica and Anthony J. Evans have seized upon the potential that this crucial case has to illuminate the larger phenomenon of diffusion and adoption of economic ideas. Two different but related research agendas are developed: the study of the spread of neoliberalism as seen from the perspective of Eastern European post-communist evolutions and the study of Eastern European transition as seen from an ideas-centered perspective. Combining a distinctive synthesis of the existing data about the spread of neoliberal economic ideas in Central and Eastern Europe with an analysis of the processes at work, the authors challenge a series of misunderstandings and myths about the spread of neoliberal economic ideas. The disputed topics include: the myth of an Eastern European rush to embrace the theories and ideas that may be considered the mark of market fundamentalism ; the notion that a harsh neoliberal dogmatism was somehow imposed on the region from outside; the idea that the standardization and regimentation of economic thinking was a result of the spread of the Western way of doing economics; and the belief that the Eastern Europeans passively embraced this uniformity and standardization due to pressure from the Westerners. This unusual synthesis will appeal to scholars in economics, political science, communist/post-communist studies and new institutionalism, as well as policymakers.

This book explains how we learn, how our pre-conscious experience-trapping neural networks generalise and abstract from a stream of personal and cultural experiences, to construct our causal maps and models of reality, our value systems and our emotional associations. It explores the strengths and weaknesses of human thinking and shows how we can take conscious control of our personal development, updating old and dysfunctional models of reality to take account of new experiences and changed circumstances. It opens up the possibility of rewriting the HOWs and WHYs that drive our behaviour and motivation, and presents a powerful new Graphical Thinking Tool that everyone can use, individually or in groups, to explore and understand the deep structure of any problem, any system, and any body of knowledge. Understanding may be unfashionable, but it is still ''the ultimate study skill'', and the key to success in any field of endeavour.

This book takes a theoretically informed look at British education policy over the last sixty years when secondary schooling for all children became an established fact for the first time. Comprehensive schools largely replaced a system based on academic selection. Now, under choice and competition policies, all schools are subject to the rigours of local education markets. What impact did each of these successive policy frameworks have on structures of opportunities for families and their children? How and to what extent was the experience of secondary school students shaped and what influenced the qualifications they obtained and their life chances after schooling? The authors locate their work within two broad strands in the sociology of education. Basil Bernstein’s work on the realisation of power and control in and through pedagogic discourse and social reproduction provides a theoretical framework for exploring the character of and continuities and change in education and training policies. The book is an important contribution to debates about the extent to which education is a force for change in class divided societies. The authors also set out to re-establish social class at the centre of educational analysis at a time when emphasis has been on identity and identity formation, arguing for their interdependence. This book will be an important resource for students, policy analysts and policymakers wishing to think through and understand the longer term impact of programmes that have shaped secondary schooling in Britain and elsewhere.

Using a rich variety of imaginative approaches, this book illustrates camera construction techniques that range from the simplest adaptation of a tin can to precision engineering with state-of-the-art lenses.