Kirjahaku

When Brock Sinclair awakens in a hospital in Colonial Philadelphia with a head injury, the challenges the recent college dropout faces are like nothing he could have imagined in 21st century Texas. While wrestling with the confusion of his predicament, Brock must fend off the archaic medical practices of the 18th century if he is to survive. Fortunately, a young intern befriends Brock, despite his unfathomable tales of life in 2029 and his extraordinary skills. Their relationship expands to include the intern's family and provides Brock both hope and assimilation into the culture. Brock quickly learns that his high-tech skills of the 21st century are useless in the manual society he finds himself. However, he's a quick study, learning much more than he teaches among those he encounters. Some character lessons will last him a lifetime. Ben Franklin, one of the greatest minds of the 18th century, eventually listens to Brock's plight and, after seeing the evidence of his claims, considers joining a pursuit of answers. But even Brock is not optimistic a way home is possible.

This book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.

This book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.