They lived in a time, where technology was used in everyday life when people could fly, and heroes were born. Then one group's actions took this world from them.The heroes hid to live again. People were split from their families. The land was fought over. Cities became ruins of the remind that the world was once peaceful.A new age has begun. The world they knew is now unrecognizable. The ones they adored are left in the past. But the past, won't stay where it belongs.
#1 NEW YORK TIMES BESTSELLER • The official novelization of Star Wars: The Force Awakens, the blockbuster film directed by J. J. Abrams • Includes two tie-in short stories: “The Perfect Weapon” by Delilah S. Dawson and “Bait” by Alan Dean Foster More than thirty years ago, Star Wars burst onto the big screen and became a cultural phenomenon. Now the next adventures in this blockbuster saga are poised to captivate old and new fans alike—beginning with the highly anticipated Star Wars: The Force Awakens. And alongside the cinematic debut comes the thrilling novel adaptation by New York Times bestselling science fiction master Alan Dean Foster. Set years after Return of the Jedi, this stunning new action-packed adventure rockets us back into the world of Princess Leia, Han Solo, Chewbacca, C-3PO, R2-D2, and Luke Skywalker, while introducing a host of exciting new characters. Darth Vader may have been redeemed and the Emperor vanquished, but peace can be fleeting, and evil does not easily relent. Yet the simple belief in good can still empower ordinary individuals to rise and meet the greatest challenges. So return to that galaxy far, far away, and prepare yourself for what happens when the Force awakens. . . . Praise for Star Wars: The Force Awakens “Like all the best novelizations, Alan Dean Foster’s adaptation of Star Wars: The Force Awakens enriches the movie experience. The novel goes beyond simply giving us insight into the characters’ thoughts, with plenty of additional scenes painting a broader picture of the galaxy.”—New York Daily News “Fast-moving, atmospheric and raises goose-bumps at just the right moments. [Foster] not only evokes entire onscreen worlds . . . he also gives us glimpses of an even more vast, unseen universe.”—The Washington Post “Was my experience of the film enriched by the book? Yes. No question. Is the novelization worth reading? Yes. . . . Foster has written a book that captures the spirit of the film, while presenting additional information that helps answer some of the questions that linger.”—Coffee with Kenobi
In The Sopranos Sessions, renowned television critics—and New York Times bestselling authors—Matt Zoller Seitz and Alan Sepinwall celebrate the 20th anniversary of one of the greatest television series of all time. Foreword by Laura Lippmann On January 10, 1999, a mobster walked into a psychiatrist’s office and changed TV history. By shattering preconceptions about the kinds of stories the medium should tell, The Sopranos launched our current age of prestige television, paving the way for such giants as Mad Men, The Wire, Breaking Bad, and Game of Thrones. As TV critics for Tony Soprano’s hometown paper, New Jersey’s The Star-Ledger, Alan Sepinwall and Matt Zoller Seitz were among the first to write about the series before it became a cultural phenomenon. Sepinwall and Seitz have reunited to produce The Sopranos Sessions, a collection of recaps, conversations, and critical essays covering every episode. Featuring a series of long-form interviews with series creator David Chase, as well as selections from the authors’ archival writing on the series, The Sopranos Sessions explores the show’s artistry, themes, and legacy. “This amazing book by Alan Sepinwall and Matt Zoller Seitz has bigger twists than anything I could ever come up with.” —Sam Esmail, creator of Mr. Robot
Paper reissue of the 1972 edition. Crane argues that the social institution responsible for the growth of scientific knowledge is the small group of highly productive scientists who, sharing the same field of study, set priorities for research, recruit and train students, communicate with one another, and thus monitor the rapidly changing structure of knowledge in their field. First published (hardcover) in 1988. Nadel exposes some of the ways Ellison situates Invisible man in regard to the American literary tradition, comments on that tradition, and, in doing so, alters it. Annotation copyrighted by Book News, Inc., Portland, OR
In this “fascinating and dangerous” Scottish noir, a detective scours Glasgow’s gritty streets for two missing teens in the wake of a rock star’s death (The Times, Book of the Month, UK). July 1973. The Glasgow drug trade is booming and Bobby March, the city’s own rock star hero, has just overdosed in a central hotel. But even that tragedy competes for headlines with the story of a thirteen-year-old girl who’s gone missing. As Det. Harry McCoy knows only too well, every hour that goes by makes the Alice Kelly case more of a lost cause. Meanwhile, the niece of McCoy’s boss has fallen in with a bad crowd and when she goes missing, McCoy is asked—off the books—to find her. McCoy has a hunch that there’s a connection between these events. But time to prove it is running out, the papers are out for blood, and the department wants results fast. Justice must be served. The third novel in the acclaimed Harry McCoy series combines a “breathless and tense retro crime caper” with a pitch-perfect depiction of 1970s Glasgow—its music, hard men, political infighting, class divisions, and the moral questions at its heart (The Sun, UK).
In a radical departure from standard editions, the coming-of-age story that introduces Mark Twain’s two most enduring literary characters—Tom Sawyer and Huckleberry Finn—is published here with its disturbing racial labels translated as “slave” and “Indian.” Everything else is completely intact in a novel that Twain termed a “hymn to boyhood.” Tom and Huck fish and swim in the Mississippi River, search for buried treasure, and hide in a haunted house. Around the edges of this idyllic boy-life, however, loom dangerous events in the fictional village of St. Petersburg: Tom and Huck witness a midnight murder in a graveyard, the killer escapes from the courtroom while Tom is testifying, and two sinister villains plot robbery and revenge against a wealthy widow. Readers can follow the boys’ adventures without confronting the dozens of racial slurs that are available in other editions of the book. The editor supplies a historical and literary introduction as well as a guide to Twain’s satirical targets.
This coming-of-age story captures a vanished world of outdoor action and introduces Mark Twain’s two most enduring literary characters, Tom Sawyer and Huckleberry Finn. In a novel that Twain termed a “hymn to boyhood,” Tom and Huck fish and swim in the Mississippi River, search for buried treasure, and hide in a haunted house. Tom Sawyer falls for pretty Becky Thatcher, tricks his pals into painting a fence for him, and stages an elaborate prank on the schoolmaster. Around the edges of this idyllic boy-life, however, loom dangerous events in the fictional village of St. Petersburg: Tom and Huck witness a midnight murder in a graveyard, the killer escapes from the courtroom while Tom is testifying, Tom and Becky become lost in a labyrinthine cave, and two sinister villains plot robbery and revenge against a wealthy widow. This Original Text Edition faithfully follows the wording of the first edition, and the editor supplies a historical and literary introduction as well as a guide to Twain’s satirical targets
This first installment of the new multi-volume Mark Twain’s Literary Resources: A Reconstruction of His Library and Reading recounts Dr. Alan Gribben’s fascinating 45-year search for surviving volumes from the large library assembled by Twain and his family. That collection of more than 3,000 titles was dispersed through impromptu donations and abrupt public auctions, but over the years nearly a thousand volumes have been recovered. Gribben’s research also encompasses many hundreds of other books, stories, essays, poems, songs, plays, operas, newspapers, and magazines with which Mark Twain was demonstrably familiar. Gribben published the original edition of Mark Twain’s Library in 1980. Hailed by the eminent Twain scholar Louis J. Budd as “a superb job that will last for generations,” the work nevertheless soon went out of print and for three decades has been a hard-to-find item on the rare book market. Meanwhile, over a distinguished career of writing, teaching, and research on Twain, Gribben continued to annotate, revise, and expand the content such that it has become his life’s masterwork. Thoroughly revised, enlarged, and retitled, Mark Twain’s Literary Resources: A Reconstruction of His Library and Reading now reappears, to greatly expand our comprehension of the incomparable author’s reading tastes and influences. Volume I traces Twain’s extensive use of public libraries. It identifies Twain’s favorite works, but also reveals his strong dislikes—Chapter 10 is devoted to his “Library of Literary Hogwash,” specimens of atrocious poetry and prose that he delighted in ridiculing. In describing Twain’s habit of annotating his library books, Gribben reveals his methods of detecting forged autographs and marginal notes that have fooled booksellers, collectors, and libraries. The volume’s 25 chapters trace from various perspectives the patterns of Twain’s voracious reading and relate what he read to his own literary outpouring. A “Critical Bibliography” evaluates the numerous scholarly books and articles that have studied Twain’s reading, and an index guides readers to the volume’s diverse subjects. Twain enjoyed cultivating a public image as a largely unread natural talent; on occasion he even denied being acquainted with titles that he had owned, inscribed, and annotated in his own personal library. He convinced many friends and interviewers that he had no appetite for fiction, poetry, drama, or belles-lettres, yet Gribben reveals volumes of evidence to the contrary. He examines this unlettered pose that Twain affected and speculates about the reasons behind it. In reality, whether Twain was memorizing the classic writings of ancient Rome or the more contemporary works of Milton, Byron, Shelley, Dickens, and Tennyson—or, for that matter, quoting from the best-selling fiction and poetry of his day—he exhibited a lifelong hunger to overcome the brevity of his formal education. Several of Gribben’s chapters explore the connections between Twain’s knowledge of authors such as Malory, Shakespeare, Poe, and Browning, and his own literary works, group readings, and family activities. Volumes II and III of Mark Twain’s Literary Resources: A Reconstruction of His Library and Reading will be released in 2019 and will deliver an “Annotated Catalog” arranged from A to Z, documenting in detail the staggering scope of Twain’s reading.
When did the Arab-Israeli conflict begin? Some discussions focus on the 1967 war, some go back to the creation of the state of Israel in 1948, and others look to the beginning of the British Mandate in 1922. Alan Dowty, however, traces the earliest roots of the conflict to the Ottoman Empire in the 19th century, arguing that this historical approach highlights constant clashes between religious and ethnic groups in Palestine. He demonstrates that existing Arab residents viewed new Jewish settlers as European and shares evidence of overwhelming hostility to foreigners from European lands. He shows that Jewish settlers had tremendous incentive to minimize all obstacles to settlement, including the inconvenient hostility of the existing population. Dowty's thorough research reveals how events that occurred over 125 years ago shaped the implacable conflict that dominates the Middle East today.
This book untangles the components of police education and advocates a robust community-based training model with significant civilian oversight. The recommended approach recognizes that the citizenry needs to be included in the provision of basic police education, for it is they who must both support and be served by their police. The police must be role models for society, demonstrating that freedom and rights come with obligations, both to the community as a whole and to individuals in need within that community. Ultimately, the quality of police training and the public’s safety depend not only on the leadership of police executives as well as the quality of educational institutions and police candidates but also on the building of a community’s trust in its police. The issues of police recruitment, education, and retention have greater consequence in an era when protests and other signs of negativity surround law enforcement. Several incidents, including, most notably, George Floyd’s murder by police, have sparked new training initiatives regarding police de-escalation and community engagement. At the same time, the proliferation of gun violence and a contentious political climate have led some officers to refrain from undertaking proactive types of policing. In this context, reform of the police education system is urgent. This book examines police training at all levels of government—local, regional, state, and federal. In addition, citizen participation programs, including the role of the media and programs for furthering law-related education (LRE), are highlighted. The proposed police education model recognizes that ordinary members of the American public need to contribute to the provision of basic police education, for it is they who must both support and be served by their police. The focus is on teaching a "guardian style" of policing at the local level. Police education would combine higher education, necessary practical proficiencies, and intensive field experiences through a gradual level of greater responsibility—likely extending over a 2-plus-year period for trainees with less than a year of previous college credits. This book will be of interest to a wide range of audiences such as law enforcement professionals and trainers, including those in executive development programs in police departments; community leaders, scholars, and policy experts who specialize in policing; concerned citizens; and students of criminal justice, especially those interested in police organization and management, criminal justice policy, and the historical development of police.
MBA In A Week is a simple and straightforward way to get the edge in business, giving you everything you really need to know in just seven short chapters. Every day it focuses on one area of MBA study, from global business, finance and accounting, to strategy, marketing and operations management. This book distils the most practical business insights of an MBA into easy-to-digest bite-sized chunks, giving you a basic knowledge and understanding of the key concepts, together with practical and thought-provoking exercises. Whether you choose to read it in a week or in a single sitting, MBA In A Week is your fastest route to success: - Sunday: Global business pressures and change - Monday: Finance, economics and accounting - Tuesday: Entrepreneurship, ethics and social responsibility - Wednesday: Strategy and marketing - Thursday: Operations management - Friday: Organizational behaviour and human resources management - Saturday: Research and change management ABOUT THE SERIES In A Week books are for managers, leaders, and business executives who want to succeed at work. From negotiating and content marketing to finance and social media, the In A Week series covers the business topics that really matter and that will help you make a difference today. Written in straightforward English, each book is structured as a seven-day course so that with just a little work each day, you will quickly master the subject. In a fast-changing world, this series enables readers not just to get up to speed, but to get ahead.
From the Batavia massacre through to the disappearance of Donald Mackay, the killing of Megan Kalajzich, the Hilton bombing and the Lesbian Vampire killing, this book documents 25 of Australia's most notorious criminal cases.
The lyricist behind such enduring classics as Brigadoon, Camelot, and My Fair Lady, Alan Jay Lerner (1918-86) was a consummate craftsman, refining his work over and over. In this book, editors Dominic McHugh and Amy Asch bring to life the stories behind Lerner's oeuvre while also providing alternative or draft versions of his work. For the theater lover and scholar alike, the book sheds new light on one of musical theater's defining figures.
In this deft collection of essays, Pulitzer Prize-winning author James McPherson offers poignant and lively interpretations of life that illuminate the ebb and flow of its sorrows and delights, and reveals his search for connections between everyday drudgery and a greater sense of purpose. He writes of the longing of the human soul by unifying thoughts of his deep affection for his daughter and the meaning of Disneyland; transcendental meanings in life and the tedium of long waits in airports, coming to self-knowledge and the cruel rituals of fraternity pledge week. A beautiful meditation on what it means to be human -- an enlightening and soulful work reaching to the core of suffering and joy.
This books is marvelous. In Comics : An Illustrated History, the authors Alan and Laurel Clark, explain the past, the present and the future of comics. It contains: More then 250 photos, it covers all the countries with own comics produce, the history of comics in all its kind, Wonderful rare pictures from Alan and Laurel's collection. There are four parts in the book: English Comics, American Comics, European Comics and Comics in the World. It's a must for any comic's fan.
Sponsored by the Association for Educational Communications and Technology (AECT), this book presents a definition of the field of study and practice known as educational technology or instructional technology. It reflects the collaborative efforts of all members of the AECT Definition and Terminology Committee. The volume begins with the statement of the definition itself (chapter 1), followed by commentary chapters on each of the key terms and concepts contained in the definition (chapters 2-9). Chapter 10 provides historical context for the current definition by reviewing salient elements of prior AECT definitions. Chapter 11 discusses ethical considerations and chapter 12 concludes by discussing ramifications of the current definition for academic programs in educational technology. This book is appropriate for anyone working in the field of educational technology: students, instructors, researchers and in-service providers.
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