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XRISM is an X-ray astronomical mission by the JAXA, NASA, ESA and other international participants, that is planned for launch in 2022 (Japanese fiscal year), to quickly restore high-resolution X-ray spectroscopy of astrophysical objects. To enhance the scientific outputs of the mission, the Science Operations Team (SOT) is structured independently from the instrument teams and the Mission Operations Team. The responsibilities of the SOT are divided into four categories: 1) guest observer program and data distributions, 2) distribution of analysis software and the calibration database, 3) guest observer support activities, and 4) performance verification and optimization activities. As the first step, lessons on the science operations learned from past Japanese X-ray missions are reviewed, and 15 kinds of lessons are identified. Among them, a) the importance of early preparation of the operations from the ground stage, b) construction of an independent team for science operations separate from the instrument development, and c) operations with well-defined duties by appointed members are recognized as key lessons. Then, the team structure and the task division between the mission and science operations are defined; the tasks are shared among Japan, US, and Europe and are performed by three centers, the SOC, SDC, and ESAC, respectively. The SOC is designed to perform tasks close to the spacecraft operations, such as spacecraft planning, quick-look health checks, pre-pipeline processing, etc., and the SDC covers tasks regarding data calibration processing, maintenance of analysis tools, etc. The data-archive and user-support activities are covered both by the SOC and SDC. Finally, the science-operations tasks and tools are defined and prepared before launch., Comment: 42 pages, 7 figures, 8 table, Accepted for Publication in JATIS (SPIE)

Este estudio analiza críticamente diversas cuestiones controvertidas relativas a la caracterización e implementación de los programas AICLE (Aprendizaje Integrado de Contenido y Lengua Extranjera) desde la perspectiva de los principales interesados (docentes, estudiantes y padres). Concretamente se examinan sus opiniones acerca de lo que supone la educación AICLE, sus beneficios en términos de competencia lingüística y de una mayor exposición y uso de la lengua, si el conocimiento del contenido mejora gracias a tales programas, si se enfatiza más el contenido que la lengua en la evaluación, y, por último, si los docentes y estudiantes se sienten motivados y satisfechos con la experiencia AICLE. Partiendo de la triangulación metodológica este artículo sigue un diseño de método mixto para investigar las coincidencias y diferencias de perspectiva. Mientras todos los interesados coinciden en los supuestos beneficios de AICLE en términos de mejora de la competencia lingüística, sorprendentemente no todos piensan lo mismo acerca de la necesidad de una mayor exposición y uso de la lengua y de si el conocimiento del contenido mejora con AICLE. En general, se valora positivamente la educación AICLE, si tales programas están bien articulados y se implementan eficazmente en la práctica, aunque siempre hay margen para mejoras de calidad y formación del profesorado según los profesores., This study aims to critically discuss some of the most controversial issues affecting the characterisation and implementation practices of CLIL (Content and Language Integrated Learning) programmes from key stakeholders’ perspective (teachers, learners and parents). The focus will be placed on examining their voices on what CLIL education actually means, its alleged potential benefits in terms of enhanced L2 competence and increased L2 exposure and use, whether content knowledge is improved by CLIL instruction, whether content is emphasised over language in CLIL assessment and, lastly, whether teachers and learners feel motivated and satisfied with the CLIL experience. With this in mind, and based on methodological triangulation, this paper follows a mixed-method research design for investigating the commonalities and differences of perspective. While all stakeholders agree with the alleged benefits of CLIL in terms of enhanced language competence, surprisingly not all think the same about the need for more L2 exposure and use in bilingual classes and whether content knowledge is improved by CLIL instruction. On the whole, CLIL is positively evaluated by all stakeholders, provided these educational programmes are well articulated and effectively implemented in practice, although there is always room for further quality improvement and teacher training, according to teachers.

Este estudio analiza críticamente diversas cuestiones controvertidas relativas a la caracterización e implementación de los programas AICLE (Aprendizaje Integrado de Contenido y Lengua Extranjera) desde la perspectiva de los principales interesados (docentes, estudiantes y padres). Concretamente se examinan sus opiniones acerca de lo que supone la educación AICLE, sus beneficios en términos de competencia lingüística y de una mayor exposición y uso de la lengua, si el conocimiento del contenido mejora gracias a tales programas, si se enfatiza más el contenido que la lengua en la evaluación, y, por último, si los docentes y estudiantes se sienten motivados y satisfechos con la experiencia AICLE. Partiendo de la triangulación metodológica este artículo sigue un diseño de método mixto para investigar las coincidencias y diferencias de perspectiva. Mientras todos los interesados coinciden en los supuestos beneficios de AICLE en términos de mejora de la competencia lingüística, sorprendentemente no todos piensan lo mismo acerca de la necesidad de una mayor exposición y uso de la lengua y de si el conocimiento del contenido mejora con AICLE. En general, se valora positivamente la educación AICLE, si tales programas están bien articulados y se implementan eficazmente en la práctica, aunque siempre hay margen para mejoras de calidad y formación del profesorado según los profesores., This study aims to critically discuss some of the most controversial issues affecting the characterisation and implementation practices of CLIL (Content and Language Integrated Learning) programmes from key stakeholders’ perspective (teachers, learners and parents). The focus will be placed on examining their voices on what CLIL education actually means, its alleged potential benefits in terms of enhanced L2 competence and increased L2 exposure and use, whether content knowledge is improved by CLIL instruction, whether content is emphasised over language in CLIL assessment and, lastly, whether teachers and learners feel motivated and satisfied with the CLIL experience. With this in mind, and based on methodological triangulation, this paper follows a mixed-method research design for investigating the commonalities and differences of perspective. While all stakeholders agree with the alleged benefits of CLIL in terms of enhanced language competence, surprisingly not all think the same about the need for more L2 exposure and use in bilingual classes and whether content knowledge is improved by CLIL instruction. On the whole, CLIL is positively evaluated by all stakeholders, provided these educational programmes are well articulated and effectively implemented in practice, although there is always room for further quality improvement and teacher training, according to teachers.

Este estudio analiza críticamente diversas cuestiones controvertidas relativas a la caracterización e implementación de los programas AICLE (Aprendizaje Integrado de Contenido y Lengua Extranjera) desde la perspectiva de los principales interesados (docentes, estudiantes y padres). Concretamente se examinan sus opiniones acerca de lo que supone la educación AICLE, sus beneficios en términos de competencia lingüística y de una mayor exposición y uso de la lengua, si el conocimiento del contenido mejora gracias a tales programas, si se enfatiza más el contenido que la lengua en la evaluación, y, por último, si los docentes y estudiantes se sienten motivados y satisfechos con la experiencia AICLE. Partiendo de la triangulación metodológica este artículo sigue un diseño de método mixto para investigar las coincidencias y diferencias de perspectiva. Mientras todos los interesados coinciden en los supuestos beneficios de AICLE en términos de mejora de la competencia lingüística, sorprendentemente no todos piensan lo mismo acerca de la necesidad de una mayor exposición y uso de la lengua y de si el conocimiento del contenido mejora con AICLE. En general, se valora positivamente la educación AICLE, si tales programas están bien articulados y se implementan eficazmente en la práctica, aunque siempre hay margen para mejoras de calidad y formación del profesorado según los profesores., This study aims to critically discuss some of the most controversial issues affecting the characterisation and implementation practices of CLIL (Content and Language Integrated Learning) programmes from key stakeholders’ perspective (teachers, learners and parents). The focus will be placed on examining their voices on what CLIL education actually means, its alleged potential benefits in terms of enhanced L2 competence and increased L2 exposure and use, whether content knowledge is improved by CLIL instruction, whether content is emphasised over language in CLIL assessment and, lastly, whether teachers and learners feel motivated and satisfied with the CLIL experience. With this in mind, and based on methodological triangulation, this paper follows a mixed-method research design for investigating the commonalities and differences of perspective. While all stakeholders agree with the alleged benefits of CLIL in terms of enhanced language competence, surprisingly not all think the same about the need for more L2 exposure and use in bilingual classes and whether content knowledge is improved by CLIL instruction. On the whole, CLIL is positively evaluated by all stakeholders, provided these educational programmes are well articulated and effectively implemented in practice, although there is always room for further quality improvement and teacher training, according to teachers.

Objective: Communicative language teaching (CLT) is an approach that emphasizes an active interaction in the classroom, including the practice of productive skills like interactive speaking, a skill that is particularly important in EMI classes. In this paper, we evaluated the effect of a continuous evaluation system based on receiving points for speaking in the second language in class, which offered a more instrumental motivation, and its relationship to students’ perceived willingness to communicate (WTC) in affective, cognitive and behavioral components. Methodology. Once the points system was in place, it was used to encourage students to improve their fluency by participating in class in English, avoiding Spanish. When the course finished, a questionnaire examined their perceptions of the system and how it affected their English use in class. Results. Our results indicated a high percentage of students, 81%,who evaluated the system positively overall and who would want to continue it in the future, though lower levels of agreement were seen when looking at comfort and enjoyment. Finally, the qualitative results echo this data while offering more nuance on how the system affects students WTC. Conclusions: We conclude that the system was positive for students’ perceptions of their WTC, despite it being an instrumental motivation that looks toward a more extrinsic orientation. Originality. Our work explores the value of a positive reinforcement system that can push students to be more active about their foreign language use in class and explores an understudied area in foreign language teaching, instrumental motivation to improve students’ willingness to communicate.Objetivo: La enseñanza comunicativa del lenguaje (CLT) es un enfoque que enfatiza una interacción activa en el aula, incluida la práctica de habilidades productivas como el habla interactiva, una habilidad que es particularmente importante en las clases de EMI. En este trabajo evaluamos el efecto de

XRISM is an X-ray astronomical mission by the JAXA, NASA, ESA and other international participants, that is planned for launch in 2022 (Japanese fiscal year), to quickly restore high-resolution X-ray spectroscopy of astrophysical objects. To enhance the scientific outputs of the mission, the Science Operations Team (SOT) is structured independently from the instrument teams and the Mission Operations Team. The responsibilities of the SOT are divided into four categories: 1) guest observer program and data distributions, 2) distribution of analysis software and the calibration database, 3) guest observer support activities, and 4) performance verification and optimization activities. As the first step, lessons on the science operations learned from past Japanese X-ray missions are reviewed, and 15 kinds of lessons are identified. Among them, a) the importance of early preparation of the operations from the ground stage, b) construction of an independent team for science operations separate from the instrument development, and c) operations with well-defined duties by appointed members are recognized as key lessons. Then, the team structure and the task division between the mission and science operations are defined; the tasks are shared among Japan, US, and Europe and are performed by three centers, the SOC, SDC, and ESAC, respectively. The SOC is designed to perform tasks close to the spacecraft operations, such as spacecraft planning, quick-look health checks, pre-pipeline processing, etc., and the SDC covers tasks regarding data calibration processing, maintenance of analysis tools, etc. The data-archive and user-support activities are covered both by the SOC and SDC. Finally, the science-operations tasks and tools are defined and prepared before launch., Comment: 42 pages, 7 figures, 8 table, Accepted for Publication in JATIS (SPIE)

This study applies Falk and Dierking’s (2000) Contextual Model for Learning to a study addressing the under-researched phenomenon of overnight school trips. The three overlapping contexts of Falk and Dierking’s (2000) Contextual Model for Learning demonstrate that learning is an intricate process that takes into consideration a person’s sense of self, place in society and understanding of the physical world. Acting as participant observers, six members of a research team from the University of Pittsburgh accompanied 48 eighth grade students from a rural community in a Midwestern state on a four-day overnight school trip to Washington, D.C. During the trip, the research team recorded their observations using digital audio recorders. After the trip, the recordings were transcribed into 25 pieces of media, named by site and observer. Analysis of the transcripts produced 31 codes applied to 400 excerpts. The findings of the study directly connected to the Contextual Model for Learning’s sociocultural and physical contexts. The study concluded that over the course of the trip, students created a community of learners, sharing their learning and working together to make meaning of the experience. While chaperones and staff members of the sites explicitly shared some of the behavioral expectations, students also learned to read the space they occupied, and identified and complied with implicit behavioral norms. However, evidence that students contemplated their place in the world as a result of this trip exists (the personal context). This study concludes with a discussion of implications for further research.

This study applies Falk and Dierking’s (2000) Contextual Model for Learning to a study addressing the under-researched phenomenon of overnight school trips. The three overlapping contexts of Falk and Dierking’s (2000) Contextual Model for Learning demonstrate that learning is an intricate process that takes into consideration a person’s sense of self, place in society and understanding of the physical world. Acting as participant observers, six members of a research team from the University of Pittsburgh accompanied 48 eighth grade students from a rural community in a Midwestern state on a four-day overnight school trip to Washington, D.C. During the trip, the research team recorded their observations using digital audio recorders. After the trip, the recordings were transcribed into 25 pieces of media, named by site and observer. Analysis of the transcripts produced 31 codes applied to 400 excerpts. The findings of the study directly connected to the Contextual Model for Learning’s sociocultural and physical contexts. The study concluded that over the course of the trip, students created a community of learners, sharing their learning and working together to make meaning of the experience. While chaperones and staff members of the sites explicitly shared some of the behavioral expectations, students also learned to read the space they occupied, and identified and complied with implicit behavioral norms. However, evidence that students contemplated their place in the world as a result of this trip exists (the personal context). This study concludes with a discussion of implications for further research.

Hospitality students are the future negotiators of cultural interaction in our field, and how they imagine culture through their language studies is important. In particular, cultural concepts form an essential part of their motivation to learn a foreign language, in so far as it indicates their willingness to integrate into another culture, as Gardner (1960; 2007) and Dörnyei (2001;1994) have demonstrated. In fact, this integrative motivation has been recognized as one of the key elements for a successful learning outcome in languages. Our research explores whether integrative motivation is ubiquitous in the English for hospitality classroom. In a study with 51 adult English for Hospitality students, it found that students saw culture as malleable and showed a mixed motivational orientation. Based on these findings, some relevant curriculum implications are discussed. Apart from having the necessary practical skills required in the industry, hospitality students and workers also need to be effective communicators by understanding the roots of cultural awareness and the possibility of having more than one cultural identity.

Hospitality students are the future negotiators of cultural interaction in our field, and how they imagine culture through their language studies is important. In particular, cultural concepts form an essential part of their motivation to learn a foreign language, in so far as it indicates their willingness to integrate into another culture, as Gardner (1960; 2007) and Dörnyei (2001;1994) have demonstrated. In fact, this integrative motivation has been recognized as one of the key elements for a successful learning outcome in languages. Our research explores whether integrative motivation is ubiquitous in the English for hospitality classroom. In a study with 51 adult English for Hospitality students, it found that students saw culture as malleable and showed a mixed motivational orientation. Based on these findings, some relevant curriculum implications are discussed. Apart from having the necessary practical skills required in the industry, hospitality students and workers also need to be effective communicators by understanding the roots of cultural awareness and the possibility of having more than one cultural identity.

A publication of the Joe C. and Carole Kerr McClendon Honors College at the University of Oklahoma., Table of Contents, Women of the Wild: Women, Outdoor Sport, and Changing Gender Roles by Sarah Capps, A Grand Evasion: How Corporations Deprive Workers, Government, and Society by Widespread Tax Avoidance by Jesse Coker, Le Prix du Sucre by Alanna Courts, Arabella Buckley’s Epic: Uniting Evolutionary Epic & Spiritualism to Account for the Evolution of Morals from Mutualism by Jordan Larsen, Space and the Psychology of Personality Types: How Personality Influences Reactions to Architectural Space by Chase Miller, El Curandero Actual: Preserving Indigenous Identity through Mexican Folk Healing’s Chants by Auston Stiefer, Between a Poor and a Poorer Place: Why Welfare Should View the Labor Market as the Problem Rather than the Solution to Poverty by Jesse Coker, Dinner and a Date: the Misguiding Nature of Expiration Dates and Their Influence on Consumer Food Waste Behavior by Lisa Fiedler, But Where Are All the Women? Examining the Often Overlooked Role of Women in and against Islamist Extremism by Alissa Rice, About the Authors, About the Cover Artist

A publication of the Joe C. and Carole Kerr McClendon Honors College at the University of Oklahoma., Table of Contents, Women of the Wild: Women, Outdoor Sport, and Changing Gender Roles by Sarah Capps, A Grand Evasion: How Corporations Deprive Workers, Government, and Society by Widespread Tax Avoidance by Jesse Coker, Le Prix du Sucre by Alanna Courts, Arabella Buckley’s Epic: Uniting Evolutionary Epic & Spiritualism to Account for the Evolution of Morals from Mutualism by Jordan Larsen, Space and the Psychology of Personality Types: How Personality Influences Reactions to Architectural Space by Chase Miller, El Curandero Actual: Preserving Indigenous Identity through Mexican Folk Healing’s Chants by Auston Stiefer, Between a Poor and a Poorer Place: Why Welfare Should View the Labor Market as the Problem Rather than the Solution to Poverty by Jesse Coker, Dinner and a Date: the Misguiding Nature of Expiration Dates and Their Influence on Consumer Food Waste Behavior by Lisa Fiedler, But Where Are All the Women? Examining the Often Overlooked Role of Women in and against Islamist Extremism by Alissa Rice, About the Authors, About the Cover Artist