This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.

This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.

In the 1980's there were only 4 Billionaires in the entire world. In 2014 there are 4,176 Billionaires worldwide. This story is inspired by the Tonk players, a group of billionaires, from the United States and from China who have fun using their combined resources to change the world.

"To Live Forever - The Secret of Hawaii" shakes the foundations of society, revealing to our hero, Polo Chanel, a way to live forever. Polo had run away from the suffocating life of modern corporate America to the freedom of living in Hawaii. I have a lot in common with Polo. We were both educated at Yale and Stanford. Both Polo and myself were ABC Television News Reporters in Hawaii, seen by a million viewers everyday. We both knew the Hawaiian Kahuna who gave Polo the secret herbs to keep his youth. But, Polo alone is the real action hero who faces danger every day, conquers a vicious mob, and seduces an untamable ballerina. It's an action-packed, fast-paced, exciting, adventure, with a classic romance that is funny, dangerous, and extraordinarily sexy as Polo finds out. The scintillating romance that explodes between Polo and Juliette, the ballerina, is only part of the surprise ending. Everyone who has read this story has laughed, cried, and some have been moved to consider living forever.