cles over a very broad energy range, as well as coordinated management, science operations, data processing, and scientific analysis. Together, ISIS observations allow us to explore the mechanisms of energetic particles dynamics, including their: (1) Originsdefining the seed populations and physical conditions necessary for energetic particle acceleration; (2) Acceleration-determining the roles of shocks, reconnection, waves, and turbulence in accelerating energetic particles; and (3) Transport-revealing how energetic particles propagate from the corona out into the heliosphere. The two ISIS Energetic Particle Instruments measure lower (EPI-Lo) and higher (EPI-Hi) energy particles. EPI-Lo measures ions and ion composition from ∼20 keV/nucleon-15 MeV total energy and electrons from ∼25-1000 keV. EPI-Hi measures ions from ∼1-200 MeV/nucleon and electrons from ∼0.5-6 MeV. EPI-Lo comprises 80 tiny apertures with fields-of-view (FOVs) that sample over nearly a complete hemisphere, while EPI-Hi combines three telescopes that together provide five large-FOV apertures. ISIS observes continuously inside of 0.25 AU with a high data collection rate and burst data (EPI-Lo) coordinated with the rest of the SPP payload; outside of 0.25 AU, ISIS runs in low-rate science mode whenever feasible to capture as complete a record as possible of the solar energetic particle environment and provide calibration and continuity for measurements closer in to the Sun. The ISIS Science Operations Center plans and executes commanding, receives and analyzes all ISIS data, and coordinates science observations and analyses with the rest of the SPP science investigations. Together, ISIS' unique observations on SPP will enable the discovery, untangling, and understanding of the important physical processes that govern energetic particles in the innermost regions of our heliosphere, for the first time. This paper summarizes the ISIS investigation at the time of the SPP mission Preliminary

In this study, we extend the prior interstellar pickup ion (PUI) observations from the Solar Wind Around Pluto (SWAP) instrument on New Horizons out to nearly 47 au—essentially halfway to the termination shock in the upwind direction. We also provide significantly improved analyses of these and prior observations, including incorporating a cooling index, α, to characterize the nonadiabatic heating of PUI distributions. We find that the vast majority (93.6%) of all distributions show additional heating above adiabatic cooling. Speed jumps indicate compressional waves and shocks with associated enhancements in core solar wind and PUI densities and temperatures. Interestingly, additional heating of the PUIs as indicated by a peak in the cooling index follows the jumps by about a week. We characterize nearly continuous solar wind and H+ PUI data over ∼22–47 au, producing radial gradients, “fiducial” values at 45 au—halfway to the nominal upstream termination shock—for direct comparison to models, and extrapolated values at the shock. These termination shock values are n PUI = (4.1 ± 0.6) × 10−4 cm−3, T PUI = (5.0 ± 0.4) × 106 K, P PUI = 30 ± 4 fPa, α = 2.9 ± 0.2, n PUI/n Total = 0.24 ± 0.02, T PUI/T SW = 716 ± 124, P PUI/P SW = 173 ± 32, P PUI/P SW − Dyn = 0.14 ± 0.01. The PUI thermal pressure exceeds by more than an order of magnitude the thermal solar wind and magnetic pressures in the outer heliosphere. SWAP provides the first and only direct observations of interstellar PUIs in the outer heliosphere, which are critical for both inferring the plasma conditions at the termination shock and understanding PUI-mediated shocks in general. This study examines these observations and serves as the citable reference for these critical data.

Author Contributions D.J.M. is ISʘIS PI and led the data analysis and writing of study. E.R.C is ISʘIS Deputy PI, helped develop EPI-Hi, and participated in the data analysis. C.M.S.C helped develop EPI-Hi and participated in the data analysis. A.C.C. helped develop EPI-Hi and participated in the data analysis. A.J.D. helped develop EPI-Hi and participated in the data analysis. M.I.D. participated in the data analysis. J.G. participated in the data analysis. M.E.H helped develop EPI-Lo and participated in the data analysis. C.J.J. produced Figures 3 and 4 and participated in the data analysis. S.M.K. participated in the data analysis. A.W.L. helped develop EPI-Hi and participated in the data analysis. R.A.L. helped develop EPI-Hi and participated in the data analysis. O.M. participated in the data analysis. W.H.M participated in the data analysis. R.L.M. led the development of EPI-Lo and participated in the data analysis. R.A.M helped develop EPI-Hi and participated in the data analysis. D.G.M. helped develop EPI-Lo and participated in the data analysis. A.P. participated in the data analysis. J.S.R. helped develop EPI-Hi and participated in the data analysis. E.C.R. participated in the data analysis. N.A.S. led the development of the ISʘIS SOC and participated in the data analysis. E.C.S. helped develop EPI-Hi and participated in the data analysis. J.R.S. led the development of the analysis tool, produced Figures 1 and 2, and participated in the data analysis. M.E.W. led the development of EPI-Hi and participated in the data analysis. S.D.B. is FIELDS PI and participated in the data analysis. J.C.K. is SWEAP PI and participated in the data analysis. A.W.C. helped develop SWEAP and participated in the data analysis. K.E.K. helped develop SWEAP and participated in the data analysis. R.J.M. helped develop FIELDS and participated in the data analysis. M.P. helped develop FIELDS and participated in the data analysis. M.L.S. helped develop SWEAP and participated in the data analysis. A.P.R. led the CME simulation work and participated in the data analysis.

Since crossing the heliopause on August 25, 2012, Voyager 1 observed reductions in galactic cosmic ray count rates caused by a time-varying depletion of particles with pitch angles near 90°, while intensities of particles with other pitch angles remain unchanged. Between late 2012 and mid-2017, three large-scale events occurred, lasting from ~100 to ~630 days. Omnidirectional and directional high-energy data from Voyager 1's Cosmic Ray Subsystem are used to report cosmic ray intensity variations. Omnidirectional (≳ 20 MeV) proton-dominated measurements show up to a 3.8% intensity reduction. Bi-directional (≳ 70 MeV) proton-dominated measurements taken from various spacecraft orientations provide insight about the depletion region's spatial properties. We characterize the anisotropy as a "notch" in an otherwise uniform pitch-angle distribution of varying depth and width centered about 90° in pitch angle space. The notch averages 22° wide and 15% deep -signifying a depletion region that is broad and shallow. There are indications that the anisotropy is formed by a combination of magnetic trapping and cooling downstream of solar-induced transient disturbances in a region that is also likely influenced by the highly compressed fields near the heliopause.

Although the research literature on Second Language Acquisition (SLA) has increased exponentially over the last few decades, it is not at all clear how its findings may or may not contribute to teacher growth or otherwise influence actual classroom praxis. The case study presented here shows one instructor, a native speaker of German, translating theory into practice in a beginning German as a foreign language college classroom. The theory employed in this case concerns corrective feedback in oral production, and the format follows an action research model. We note the instructor's initial treatment of spoken classroom errors, then his reaction to research articles on oral corrective feedback encountered in a pedagogy seminar, and finally how he implements those ideas in an action plan of his own design, for his subsequent teaching. Throughout the process, we find a series of cultural and conceptual filters at work that influence the reading of the research, the selection of ideas for the action research plan, and the way those ideas appear and mutate in actual classroom use. The study suggests (a) that the act of reflection itself, in tandem with the results and suggestions of the literature, produces change; and (b) that an emic view of classroom actions and reactions, where the instructor interprets his behaviors in light of a theoretical framework, is a critical component of classroom analysis. Freeman (1996), for one, is skeptical: DOES READING THE RESEARCH ON TEACHing and learning actually affect what teachers do?Over the years, the dominant conception of the relationship between research and classroom practice has been one of implied transmission. There has been an entrenched, hierarchical, and unidirectional assumption that interpretations developed and explanations posited through research can-and shouldinfluence in some way what teachers understand, and therefore what they do, in their classroom practice. Yet, as we know, this does not happen. (p. 89) His assessment of the research-classroom interface raises a number of questions, not the least of which is whether one should assume a relationship at all between second language acquisition The Modern Language Journal, 90, iii, (2006) 0026-7902/06/353-372 $1.50/0 C 2006 The Modern Language Journal(SLA) research and foreign language (FL) teaching. There are those, as Gass (1995) noted, who suggest that classroom concerns should not dictate the pursuits of SLA research or determine its goals. Yet most people in the profession, Gass among them, disagree, arguing that SLA research necessarily relates to pedagogy in significant ways to name only a few). The present study shares this conviction. It seeks to investigate the connection between research and praxis by tracing an actual path from the research journal to the classroom, focusing on a particular teacher in a particular classroom setting (beginning FL German). It looks not at research in general, but at the deliberately selected SLA debate on oral corrective feedback in the FL classroom. It asks this re...