CreatingCommunityLearningTogether3 1

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12.00-12.30 Registrationandrefreshmentsarea

Registration(opento15:00)

12.30-13.00 A264Everyone:OpeningplenaryCreatingcommunity:Ice-breaking,interests,&goals

13.00-13.40 A355,A356,A357 Round1Presentations

13.40-14.00 A355,A356,A357 Reflectioncircles

14.00-14.10 Shortbreak

14.10-14.50 A355,A356,A357 Round2presentations

14.50-15.10 A355,A356,A357 Reflectioncircles

15.10-15.20 Shortbreak

15.20-16.00 A355,A356,A357 Round3presentations

16.00-16.20 A355,A356,A357 Reflectioncircles

16.20-16.30 Shortbreak

16.30-17.00 A264Everyone:ClosingplenaryMakingconnections:Learningtogether

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Averywarmwelcometoyou!Thankyouforcomingtoday!

12.30-13.00 A264Everyone:OpeningplenaryCreatingcommunity:Ice-breaking,interests,&goals

Inthissessionyouhavetheopportunityto:

*breaktheiceandmeetnewpeople*talkinpairsandsmallgroupsaboutyourinterestsinthe

conference*consideryourgoalsfortheafternoonandwritethemdown

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13.00-13.40 A355,A356,A357 Round1Presentations

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5 DexterDaSilva,KeisenUniversityLearningtoapplypsychologicalliteracytolearningThispresentationwillintroducetheconceptofPsychologicalLiteracy,brieflydefinedas“theadaptivecapacitytoapplypsychologicalsciencetoachievepersonalandsocietalneeds,”andhowitcanbeusedtopromotetransformationallearning.Thepresenterwilldescribehowhehastriedtoincorporatepsychologicalliteracyintothesyllabioftwoclasses,one1styearseminarclass,andone3rdyearTeacherCertificationclass,andtheon-goingresults,includingtheparticipationofthosestudentsinthisLDSIG’smini-conference.WakanaSakai,YurieOgura,AmiNomura,KeisenUniversityImaginationThispresentationwillfocusonImaginationanditsimportanceforplayandlearning.Recently,wecanusetheInternetorSNSeasilyforplayandstudybyourselves.Thereforehowwehavechangedandchildren'simaginationisdecreasing.Thethreepresenterswillgiveexamplesofhowtheyhaveusedandcontinuetouseimaginationintheirlearningandtheirlives.NicoleGallagher,RikkyoUniversityEmotionandcommunicativecompetenceinEnglishdiscussionclassThisposterpresentationwillexplorewaysofframingtheemotionalexperiencesoflearnersinEnglishdiscussionclasses,andwillexaminehowemotion,andspecificallyempathy,relatestothedevelopmentofcommunicativecompetence.IwilldiscussupcomingresearchwhereIwillexaminetheeffectsofclassroomactivitiesonthedevelopmentofempathyandunderstandingofothers.

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6 RobertWerner,withShioriKozutsumi,KandaUniversityofInternationalStudiesDiscoveringcoursecontentthroughcollaborativewikicreationWewillsharestudentandteacherreflectionsofcollaborativelearninginacontent-basedcoursethroughcreationofaclasswiki.Learnersconductedresearch,discusseditinsmallgroups,andaddedinformation,media,andlinkstoanonlinewiki.Becauseeveryonehadaccess,itwaspossibletoaddtootherstudents'andgroups'ideasandcorrectfacts,spelling,andgrammar.Throughouttheprocess,studentsdiscussedwikirevisionsandorganizationfromdifferentperspectives.Inadditiontoreflectingonthecollaborativeprocess,wewilldiscusspossiblewaysofverifyingfactsanddealingwithfalseinformationtoensurebetteraccuracyinthefuture.YuseiAndo,TokaiUniversityTherealizationofgoal-settingandthenecessityofguidanceAsithasbeendiscussedalotandprovedtobeessential,goal-settingisoneofprimeimportanceinlanguageacquisition,andinorderforstudentstobecommittedtolearningpositively.However,itseemstomethatmostteachersarenotsuccessfulinhavingstudentsdecidetheirgoalsinalanguageclassroom.Moreover,Isuggestitismoreimportantforteacherstoguidestudentstoachievetheirgoalbygivingthemclearinstructiononcetheyhaveagoal.Therefore,Ipresentmyresearchaboutgoal-

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settingandguidanceforitinordertorevaluethem.MartinCaterNativespeakerismsattheeikaiwagakko:acasestudyThepresentationisacasestudyof30Japaneseeikaiwagakkolearners'perceptionsofnativespeakerteachers.Theresultsofasurveyshownative-speakeristattitudestowardsnativeEnglishspeakerteachers'pronunciationinadditiontotheirteachingofspeaking,listening,reading,andwriting.Theabilityofnon-nativeorJapaneseEnglishteacherstounderstandwhylearnersmakemistakes,oftendescribedasakeybenefitofsuchteachers,isnotrecognised.Thestudyalsoshowsastronglynative-speakeristattitudetowardshowparticipantsbelievethatJapaneseshouldbetaught.SatchieHagaUncoveringassumptionsanddevelopingcommunicativecompetencethroughquestionsanddiscussionbasedtasksJapaneseEFLstudentsexhibitthetendencytorefrainfromaskingdirectquestionsnotonlytotheteacher,butalsotooneanother.ThiscanaffecttheircommunicationinEnglishasquestionsarevitaltoturn-takinginconversationanddevelopingsocialrelationswithEnglishspeakers.Beforeimposingourculturalexpectationsonlearnersitisimportantforeducatorstounderstandourlearners’corebeliefsandschema.ThispresentationdiscussesthereasonswhyJapanesestudentsmaybereluctanttoaskquestionsandintroducesseveralstrategiesandactivitiesthatencourageself-initiatedquestionformationtoultimatelyenhancetheircommunicativecompetence

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7 KatsuyukiTsutumi,ChuoUniversityGrassrootsdevelopment:Communitybusinesses,microfinance…andBaseofPyramidbusinessesInthesummerof2016,IwenttoMyanmarfortwoandahalfweekstodofieldworkintochangeanddevelopment.Italkedwithpeopledoingdifferentkindsoflocalbusinesses,aswellasvisitedanNGOthatdoesmicrofinance.Ilearntthatbothtypesofactivityhelpreducepoverty,and,backinJapan,IbecameinterestedinresearchingBaseofPyramid(BOP)businesses.InthispresentationwillsharewhatIhavelearnedfromdoingsuchfieldworkandresearch,andIwillalsotalkaboutpersonalchallengesthatIfacedandtriedtoovercome.KeitoImai,ChuoUniversityMyresearchaboutthedevelopmentofinfrastructureinMyanmarInthesummerof2016IvisitedMyanmarfortwoandhalfweekstoresearchthedevelopmentofICTinMyanmar.IbecameinterestedinlearningaboutthisissueintheSpringsemesterbecauseIfoundthatICTinfrastructureisspreadingataveryrapidspeedinMyanmar.IntheAutumnIdecidedtoresearchanotherkindofinfrastructurechallenge-theneedtodevelopYangon’spublictransportsystem.Inthispresentation,IwillsharewithyouwhatIhavelearnt,andalsoexplainaboutmyexperiencesandpersonaldevelopmentinMyanmar.

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KohakuKawada,ChuoUniversityLearningaboutEducationforethnicminorities,andwomen’scareersandleadershipinMyanmarInthesummerof2016IspenttwoandhalfweeksinMyanmarvisitingandinterviewdoinginterviewsatdifferentorganizationstoresearchsocialdevelopmentissues,especiallyeducationforethnicminorities.InmyfieldworkIwasalsoimpressedbyseveralBurmesewomenthatImetworkingindifferentcivilsocietyorganisationsinMyanmarandincompanieshereinJapan.Theseexperiencesmademedecidetolookatquestionsofwomen’scareersandleadershipintheAutumnsemester.InthispresentationIwillsharewithyouwhatIlearntfromresearchingthesedifferentissues.AndyBarfield,ChuoUniversityResearchingchangeanddevelopmentinBurma/Myanmar:learningwithandfrommystudentsThispresentationfocusesontheexperiencesandreflectionsofthreeundergraduatestudentspreparingforanddoingfieldworkinBurma/MyanmarinAugust2016.Thefieldworkwaspartofaone-yearcourseondevelopmentandglobal/localissues.IntheSpringsemesterthestudentsmetonceaweekina"sub-zemi"todiscusstheirresearchintodevelopmentissuesinBurma/MyanmarandprepareforinterviewswithCivilSocietyOrganisations(CSOs)andotheractorsrelatedtotheirresearchinterests.InthispresentationIreportonsomekeyinsightsthatIgainedaboutdoingsuchfieldwork,aswellasexploresomenotablechangesthatthestudentswentthrough.CarolineKocel,SophiaUniversityMAstudentAreflexiveresearcherjourneysinYap,FSMAreflectiononmyjourneysasaresearcherinthefieldofenvironmentaleducationinYap.Whoseroleisittoteach/learnwhatresearchis?Whataretherolesofasupervisor?Whyare(your)studentsnotdoingthereadingtheyshouldbe?Howisresearchgraded?Andmyresearch….Howcanfoodsovereigntyinenvironmentaleducationbetransformativeinsmallislanddevelopingstates?Acasestudy:Yap,FSM.

13.40-14.00 A355,A356,A357 Reflectioncircles

14.00-14.10Shortbreak

14.10-14.50 A355,A356,A357 Round2Presentations

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5 ColinRundle,MahoSanno,KokiTomita,TokikoHori,SokaUniversityAnactionresearchpeersupportgroupFourteachersatSokaUniversitydecidedthatactionresearch(AR)wouldbeagoodmethodforinvestigatingsomeissuesinourclasses.Threeofusteachintroductory-levelcompulsoryfirstyearcoursesinwhichstudentslackmotivation.Theotherteachesafirstyearcourseforhigher-levelmotivatedstudents,butafterthefirstsemester,studentsrequestedseveralchangestothecoursewhicharenowbeingtrialled.UsingtheARcycle,ourpresentationswillreportonplanningourcourses,teachingthem,observingthem,reflecting,andre-planningthem.Wehopetoreceiveinspirationandideasforre-planningourcoursesbysharingourexperiences.

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6 ShinobuNakamuraCreatingalanguagelearningcommunity:extensivereadingprojectataself-accesslanguagelearningcenterThroughEnglishstudycounselingand20minuteEnglishconversationsessionswithstudentsattheMusashiCommunicationVillage(MCV),ImetmanystudentswhohavetoldmethateventhoughtheywouldliketospeakEnglishmore,theydon’thaveenoughvocabularyorexpressionstoexpresstheirfeelingsoropinions.TotackletheobstacleofthenoviceEnglishspeakers,Ihadplanned“MCVExtensivereadingprogram”inSpringsemester2016.Itcaughtstudents’attentionandmanystudentsvisitedtheMCVtocheckoutGradedReaders.Thegoalofthisprogramforthestudentswastoread100,000wordsandpassonlinecomprehensionquestionswith60%oroverofcorrectanswersduringthesemester.ThisprogramnotonlymotivatedstudentstogainvocabularyandexpressionsthatarenecessarytocommunicateinEnglish,butalsoithelpedbringnewstudentstotheMCV.SumireShiba,OtsumaWomen'sUniversityStudents'perceivedideasoftheirselvesinpresentationsNowadays,itseemsthatstudentstendtohavemorediscussionsorgivingtheirownopinionsthroughspeechesintheirspeakingclasses,whicharelookedasonefeatureofactivelearning.Regardingthisrecentchange,Iwonderifstudentsactuallystatetheirownthoughts,andhowstudentsareawareofthemselvesduringthisin-classactivity.Inthispresentation,IshowresultsofaquestionnairewhichIwillgivetofirst-yearstudentsatOtsumaWomen'sUniversitywhohavebeentakinganelectivespeakingclasssincefromApriland/orSeptemberthisyear.DanicaRosKobayashi,KeisenUniversityOvercominglanguagebarriersMypresentationwillfocusonmyexperienceofovercominglanguagebarriersandmysolutionstotheseforlearning.At10yearsold,myfamilyimmigratedtoJapan.ThedifficultiesIfacedatthattimewerehardandIwasdepressedanddiscouraged.Butthepeoplearoundme–myfamily,teachersandnewfriendshelpedmetoovercomethesedifficultiesandtosucceed.InthispresentationIwilldescribeandanalysesomeofthosedifficulties,situationsandthepeoplewhohelpedme,andsummarizethemainpointsthatledtomysuccess.

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JennyMorganCo-creatinglearninginaglobalissuescontent-basedcourse:learnerresearch,reflectionsandreportsMypuzzlethisyearhasbeen:HowcanIhelpmylearnerswithlimitedEnglishproficiencytoengagecriticallywithimportantglobal/socialissues?Inthispresentation,I’llsharepartsofthejourneywhichourclasstookinco-creatinglearninginaglobalissuescontent-basedseminar-stylecourse.Ournegotiatedlearninggoalsincludeddevelopingdiscussionandopinion-makingskills,aswellascriticalityandcreativitythroughresearchingandpresentingaboutglobal/socialissues.I’llsharesomeoftheclassmaterialsandlearnerproducts,includingreflectivejournalentriesandfinalresearchreports.

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7 LeeArnold,NanamiHiga,SeigakuinUniversityAlearner'sdiary:learning,growth,andchangeinconsciousnessonahomestaysojournTheresearchliteratureonJapanesestudentsandoverseashomestaysojournsoftencapturetheirpersonalandlearninggrowthinlanguageandeducationalorientationindebriefingsandinterviewsafterthefact.Yetwhatmightbegainedinknowledgeandunderstandingofwhatlearnersrecordintheirpersonalchangeandgrowth,inadditiontotheirlearning,whileundergoingthehomestayexperience?Thispresentationwillfocusononelearner'songoingdiaryofahomestayexperience,withthepersonalandlearningchangerecordedasitwasengagedatthetime.

TimAshwell,withDaikiKikuchiandShunWatanabe,KomazawaUniversityEvaluatingcommunity-Whodoestheasking?Inthispresentation,weevaluateteam-basedlearninginauniversityseminarclass.Weattempttofindouthowstudents’evaluationsoftheclassdifferdependingonwhoisaskingthem:theteacher;afellowseminarstudent;orsomeonenotconnectedtotheclassatall,inthiscaseanotherstudent.Weassumethatthewaystudentsanswerquestionsandevaluatetheclassareaffectedbywhoasksthem.Ourgoalistocommentonresearchmethodologyinthisareatounderlinetheimportanceofgatheringinsiderandoutsiderperspectiveswhenevaluatinglearnerdevelopment

MikiSugiyama,MiokoTakahashi,HarumiSumikawa,MaiKusano,KeisenUniversityEffectsofloveThispresentationwillfocusontheeffectsofpositiveemotions,especiallylove,onourlearninganddevelopment.Everyoneexperiencesloveandpositiveemotions.Thenhowdowefeel,whateffectsdotheygiveusandhowarewechangedbylove?Lovecanhavebothpositiveandnegativeeffectsonourstudybutitisaveryimportantpartofourlives.Thefourpresenterswilldescribetheinfluencethatpositiveemotionsandlovehavebroughttotheirstudyandlearning.

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AlexandraShaitan,LearnerDevelopmentSIGTheefficiencyofstudent-writtenjournalsinimprovingESLwritingskills.Anon-goingexploratorystudyThispresentationhighlightstheefficacyandefficiencyofusingjournalsintheESLclassinstruction.Inparticular,itsummarizesthewhat/how/whyofusingjournalsforintermediate/advancedstudents.Theresultsarebasedonsemi-structuredinterviewswithstudents,andadataobtainedonasmall-scalequestionnairefromafirst/secondyearuniversitystudents.MiokaUeno,ChuoUniversityHowJapaneseenterprisescanavoidmodernslaveryinsupplychainsHaveyoueverimaginedaboutthepeoplewhomadeyoursmartphone?Whoarethey?Wherearetheyfrom?Intheprocessofyoursmartphonegettingtoyou,variouspeoplefromvariouscountriesareinvolved.Doyouknowabouttheproblemsofmodernslaveryinthesupplychainsofenterprises?Now,manygovernmentsandenterpriseshaveagreatinteresttothisissue.InthispresentationIwilltalkwithyouabouthowJapaneseenterprisescanavoidmodernslaveryintheirsupplychains.Ifyouareinterestedinthisissue,pleasecomealongandjoinme.

14.50-15.10 Reflectioncircles

15.10-15.20Shortbreak

15.20-16.00 A355,A356,A357 Round3Presentations

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5 YuriIshikawa,ChuoUniversityHumanrightseducationinJapanInthesummer2016,IwenttoThailandfortwoandhalfweekstovisitsomeNGOsanduniversitiesanddointerviewstoresearch“HumanTraffickinginThailand.”DuringmyfieldworkinThailand,manypeoplesaidJapanesehavelowconsciousnessofhumanrights.Iwonderedwhysomanypeoplesaidthattome.IntheAutumnIdecidedtoresearchJapanesehumanrightseducationandseewhetheritisenoughformakingchildrenunderstandhumanrightsissues.Inthispresentation,IwillshareyouwhatIlearntfromresearchingthesequestions,aswellasreflectonmypersonaldevelopment.MegumiNakano,ChuoUniversityHumantraffickinginThailandandJapanInSeptember2016,IvisitedThailandfortwoweekstoresearchissuestodowith"immigrantworkers."HoweverIwasn'tabletogetenoughinformationinthefieldworkthatIdidbecauseThailandhasmanyotherpressingdomesticproblems.Ihadmanyopportunitiestohearabout"humantrafficking"andIwasterriblyshockedatthestoryofareturneeThaiwomanwhohadworkedasasexworkerfor21yearsinJapan.IntheAutumnsemesterIdecidedtoresearchhumantraffickingfurther,andinthispresentationIwillsharewithyouwhatIhavelearnedaboutthisissue.

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KotaroYano,ChuoUniversityNewgamechanger:HowdowetakeactionsforHIV/AIDSpreventioninthedigitalage?IstayedinThailandfortwoweeksinSeptember2016toresearchHIV/AIDSissuesandtherelatedissueofMenwhohaveSexwithMen(MSM).IlearntabouthowpeopleinThailandaredealingwithsuchissues,aswellasmanyothersocialproblems.IalsobecameinterestedinthedevelopmentofSNSinThailand.InmyAutumnresearchIdecidedtofocusontheinterrelationshipbetweenHIV/AIDSissues,MSM,andSNSinThailandandJapan.Inthispresentation,IwillsharewhatIhavelearnedfromdoingsuchresearch,andalsotalkaboutsomepersonalchallengesthatIfaced.

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6 FumikoKurosawa,LearnerDevelopmentSIGCollaborativelearningthroughzero-food-lossprojectThetopicwillbebasedonthefindingsofmystudentsthroughreducingfood-lossandtheirEnglishlearning.FoodlossofJapanisreportedtheworstorthesecondworstoftheworld.Lastyearmystudentsenjoyedthesimilarprojecttofindthefoodaftertheexpireddateinthekitchenandthereasonswhytheykeptthemoverthedate.Inadditiontotheirsocialawareness,theyfoundtheydidnotknowtherightnamesofalotofJapanesefood.HiromichiKanai,KandaUniversityHowcanI,asapeeradvisor,lowertheanxietyinstudentstocometoSALCKandaUniversityhasanamazingfacility,SALC.However,therearesomanystudentsafraidofgoingtoSALCtopracticeEnglishspeakingandtheyneedsupporttotakeafirststep.Mygoalasapeeradvisoristosupportthestudentslikethat.IfocusonanxietyinstudentsagainstspeakingEnglishinthispresentation.AyanaYoshino,MarieUchida,KasumiSukoi,NatsumiIgarashiPresentJapaneselanguageThispresentationwillintroducepresent-dayJapaneselanguageandsuggesttocorrectandbeautifulJapanese.Forexample,Japanesepeopleuseabbreviationandcoinagestocommunicatewitheachother.Thesewordsareuseful,buttheymakeustoforgettherightwordstoexpressourfeelingsandthoughts.Thepresenterswilldescribehowtofacethisproblemandthewaytohelpusfromlackofwords

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7 RobertStevenson&HuwDavies,KandaUniversityofInternationalStudiesRisingtothechallenge:BridgingthegapbetweenatourandacooperativelearningexperienceDuetoafeelingofdisengagementfeltbybothstudentsandlearningadvisors,itwasdecidedtoreplacetheintroductorytourofaself-accesscentreatauniversityinJapanwithachallenge.Thischallengeencouragedstudentstoactivelyparticipateinorientingthemselvestothespace.Thepresentershaveundertakentwostudiestoevaluatethechallenge,aquestionnaireforfreshmansituation.FutabaKono,KeisenUniversityMyexperiencethroughEnglishIhaveexperiencedmanythingsthroughEnglish.Ithasbeen8yearssinceIstartedlearningEnglishandmymotivationhaschangedatthesametime.IdidahomestaywhenIwas14.I

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triedtocommunicatewithmyhostfamilybutIstillhadmanydifficulties.ThatmademewanttostudyEnglishmore.IwantedtostudyabroadandimprovemyEnglish.ThatbecamemymotivationandIsatmygoalastobeabletotalkinEnglishandIworkedreallyhardonit.IstudiedabroadinAmericafor1yearwhenIwasinhighschool.IwasreallyhappytobeabletotalkinEnglishanditalsomotivatedmetowanttoimproveitevenmore.IwanttowriteabouthowmymotivationaffectedmyEnglishandtheimportanceofsettinggoals.MitsuiHirano,KeisenUniversityStudyingmakesyourprospectsbrilliantMypresentationwillbedividedintotwoparts.ThefirstpartwillfocusonmymotivationtolearnEnglishoverthepastfewyears.Thesecondpartwillfocusonmywayofstudyingandlearning,especiallyEnglish,at“freeschool”sinceIwasanelementaryschoolstudent.Thisschoolisuniqueandtheactivitieshelpedtochangemymotivationandattitudetolearning.Igainedconfidence,becamelessworriedaboutmakingmistakesandchallengedmyselfwithmanythingsinEnglish.MayumiAbeEvaluatingtheeffectivenessofusingePortfoliotofosterself-directedlearnersThepresenterusedMoodleasePortfolioinauniversitycoursetitledSelf-DirectedLearningfromApriltoJuly2016aimingatdevelopingaskilltomakeeffectivelearningplans.Thispresentationwillinvestigateandevaluatetheeffectsoftheimplementationwiththefocusonhowthestudentsintegratedtheirmeta-knowledgeneededforselectinglearningstrategies(Oxford,2011)andappliedtheintegratedknowledgetotheirlearningplan.Thepointstobediscussedhereareasfollows:(a)Howwasitusedinthecourse?(b)Whatactuallytookplacebyusingit?(c)Howdidthestudentsevaluateit?YokoMorimoto,withYosukeIwaki,YuukiNakatani,TomohiroYagi,KatsuyukiShioda,andHiroakiMatsushimaHuskyRace-astudent-ledbrain-friendlygamethattakesparticipantstonumerouspointsofinterestinTokyo(oranycity)insmallgroupstoachievetheirmissionsInsmallteams,students(preferablyJapaneseandnon-Japanesemixed),trytoachievetheirmissionsintheshortesttimepossible.Firsttheyaregiventheir15missions,suchas"Takeaselfiewiththehighesttowerintheworld".Duringthisgame,whichwouldtakesomehourstoaccomplish,participantsgettoknowtheirteammates,thelogistics,and15pointsofinterestofthecitybyactuallyvisitingthemwhilecommunicatingmostlyinEnglish.ThestudentorganizershavestudiedBrainRulesbyJohnMedina(2014)andGoWildbyRateyandManning(2015)toturnthisgameoriginallyintroducedtothembyAmericanexchangestudentsintoamorebrain-friendlygamesotheparticipantswillbeabletolearnfaster,enjoymore,andfeelrefreshedwhileparticipatinginthisgameevent.

16.00-16.20 Reflectioncircles

16.20-16.30Shortbreak

16.30-17.00 A264Everyone:Closingplenary

Makingconnections:Learningtogether

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Inthissessionyouhavetheopportunityto:

*sharewhatyoufoundinteresting*makeconnectionsacrosstheafternoon

*talkinpairsandsmallgroupsaboutwhatyouhavelearnt*raisequestionsfordiscussion

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Thankyouforcomingtodayandtakingpart!

Wehopeyouhavelearnttogetherwithotherparticipantsandpresenters,andstartedcreatinga

senseofcommunitywitheachother.

Ifyouwouldliketowriteaboutyourpresentationand/orshareareflection,pleasedo!

ThesewillbepublishedinthenewsletteroftheLearnerDevelopmentSIG,LearningLearning,in

2017.

Shortreflections:300-500wordsShortarticles:1000-2500words

inEnglish,Japanese,orbothlanguages

PleasesendusyourwritingasaWord.docxfilebyJanuary31st,&wewillrespondassoonaswecan.

Feelfreetocontactusat

<ldsigtokyogettogethers@gmail.com>

Thefirstget-togetherof2017willbetakingplaceonSundayJanuary22nd2017.Welookforward

toseeingyouthere!