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Table of Contents
Papers and Panels
Session 1: Intercultural Competence in the French Classroom
Preparing for Cross-Cultural Conversation: Textbook Presentations of Political Controversy
Carol Chapelle, Iowa State University
This study examines the textbook presentation of a controversial strand of events in Québec in the 1960s and 1970s called La Révolution Tranquille that resulted in the 1980 referendum on sovereignty. Knowledge of these events is important in cross- cultural conversations for students in immersive environments in Québec.
Fostering Intercultural Competence in Undergraduate French Students through Ethnographic Interviews
Kristin Hoyt, Kennesaw State University
Byram's model of intercultural competence serves as a framework to articulate learning outcomes for a conversation course module, Francophone Interviews. Analysis of findings drawn from pre- and post-module student questionnaires suggests a varied impact of modules in advancing students' intercultural competence. This paper presents context, a curricular module, study design, and research implications.
(Her)stories: Embodied Experiences Abroad at the Art Museum
Christelle Palpacuer Lee, University of Texas at Austin
The central purpose of this communication is to locate and investigate the embodied curriculum that emerged during a two-week teacher-training program at the Louvre Museum, in France. The presenter will suggest ways of integrating the surfacing issues of race and gender into the program, and into the intercultural classroom.
Immersion through Cultural Narratives in the Foreign Language Classroom
Erin Kearney, University at Buffalo
Building on the MLA's proposed model of cultural learning through engagement with cultural narratives, this presentation highlights the possibilities for immersion, perspective-taking, and meaning-making that emerged in a university-level French classroom where WWII France was the focus of study. Close analyses of classroom discourse and interaction serve as examples.
Session 2: Students as Cultural Agents
"Cultural Brokers" in Classrooms and the New Literacy Studies
Tobie Bass, University of Georgia
Using a causal framework of Critical Theory, this theory-based paper explores relationships between the New Literacy Studies and the notion of teachers and students as becoming "cultural brokers" who establish together a classroom community promoting literacy and communication skills that support long-term academic achievement.
Examining Language Learners' Roles in ICC Development: An AT Perspective
Adolfo Carrillo Cabello, Iowa State University
This study investigates how cultural norms and participants' roles in interactions with multimedia materials and online discussion forums assist or hinder the development of ICC. Cultural experiences were key indicators of the roles of participants. Discussions and reflections greatly affected the emergence of expansive activity systems and goals.
Byram versus Bennett: Discrepancies in Learners' ICC Development Assessment
Paula Garrett-Rucks, Georgia State University
In a qualitative study of U.S. beginning French language learners' ICC development over the course of a semester, the emergence of learners' ICC appeared to differ when assessing the same learners' experiences within Byram's (1997) multimodal model of ICC development compared to Bennett's (1993) Developmental Model of Intercultural Sensitivity.
Dynamic Assessment, Concept-Based Intervention, and L2 Learner Reciprocity
Alaska Hults and Michelle Pasterick, Pennsylvania State University
This study found that learner reciprocity is an indicator of L2 (English) lexical concept development, as evidenced through transfer from the one-on-one tutoring context to the regular science classroom. The results will be discussed in terms of the following dimensions of learner reciprocity: responsiveness, use of psychological tools, and gesture.
Session 3: Materials and Instruction for Intercultural Competence in the Arabic Classroom
Learners' Views of Effective Arabic Language Teachers as Culture Guides
Azza Ahmad, University of Texas at Austin
This qualitative study explored students' perceptions of what their effective Arabic language teachers did to incorporate culture in their classrooms. Enrolled in a U.S. university, 29 students responded to open- ended and interview questions. Effective teachers were described as adaptable and realistic rather than idealized or negative in presenting Arabic culture.
Arabic Proverbs: An Efficient Access to Language and Culture
Hezi Brosh, U.S. Naval Academy
Arabic proverbs are products of an ancient culture deeply rooted in a harsh desert environment. They convey the Arab oral tradition passed throughout generations as survival wisdom. This paper shows how proverbs help students understand different behaviors and clarify assumptions about culture in today's Arab communities.
Arabic Hypermedia Reading Materials: A Gateway to the Arab Culture
Mohammed Tamimi, University of Arizona
Little attention is given to the teaching of Arabic language and its cultures despite increased enrollments. This paper describes the design and implementation of Arabic Hypermedia and evaluates the understanding of Arabic culture through testing intermediate Arabic learners using Hypermedia reading materials. Results show better understanding when using such software. (This paper is related to the Hypermedia project funded by CERCLL.)
Intercultural Interaction in Simulation Gaming Environments
Karim El Saharty, University of Arizona
This paper reports on a case study investigating the potential of stand-alone simulation games in developing intercultural competence by examining the intercultural interaction of learners with the cultural values and artifacts in a game. Data is collected primarily from personal gaming journals and personal interviews with Arabic language students.
Session 4: Intercultural Competence in Study Abroad
Study Abroad and Intercultural Competence: Is There a Connection?
Carla Ghanem, Arizona State University
Study abroad is known to improve language proficiency. This study investigates study abroad students' perception and assessment of ICC skills. Results reveal study abroad as a predictor for some ICC domains. These findings suggest that programs need to prepare students in advance of travel and offer opportunities upon returning to enhance ICC.
A "(Best) Case Study"?: Impact of Study Abroad on Students' ICC-Development
Beate Mueller, Macquarie University, Australia
This longitudinal study aims to investigate intercultural and language outcomes of Australian students who spent a semester abroad as part of their language major at Macquarie University, Sydney, Australia. Based on qualitative methods this work examines students' self-evaluation of their experience and ICC development.
The Role of Social Interaction in Pragmatic Development while Abroad
Ashlie Henery, Carnegie Mellon University
Study abroad provides a rich environment where students may gain wider exposure to L2 pragmatic norms. This paper explores current research on pragmatic development during study abroad. The findings reveal a complex relationship. Directions for future research are proposed, particularly that which examines the role of interaction with native speakers.
Motivating Factors in a Study Abroad Program
Junqing Jia, Ohio State University
This paper focuses on ascertaining the factors that motivate advanced level Chinese learners in a study abroad program. The presentation will illustrate the following issues: are these factors only achievable in a study abroad program? What do program administrators do to enhance these motivating factors?
Session 5:Intercultural Competence in the ESL Classroom
Developing Intercultural Competence while doing a Language Teaching Practicum Abroad
Merica McNeil, University of Arizona
The presenter will share results of a research project which explored how a foreign language teaching practicum abroad was similar to and different from a second language teaching practicum in the U.S. Advantages and disadvantages of participating in the foreign language teaching practicum abroad will be explained.
Beyond ESL: A Discourse Analysis of Diverse Linguistic-Based Identities
Kimberly Meredith, University of British Columbia
This paper reports on a study that uses ethnographic and discourse analytic approaches to explore the social and linguistic positioning of English language learners (ELL) and their linguistically "mainstream" peers at an intercultural youth leadership seminar. Data analysis focuses on identity positioning during ELL/non-ELL paired interviews.
Deep Culture: A Tool for Creating Engaging Activities
Amy Sams, Center for English as a Second Language, University of Arizona
The presenter will demonstrate how to bring students' underlying "deep" culture to the surface, and then use it to create engaging topics for analysis and discussion in both writing and speaking classes. This approach motivates students to discuss reasons behind cultural behaviors, while developing critical thinking and analytical skills.
Exploring the Dynamics of Intercultural Spaces in an ESL Class
So-Yeon Ahn, Tsui-Chun (Judy) Hu and Hyun-Joo Oh, State University of New York at Buffalo
Through discourse analysis of an English writing course, the present study examines how an ESL teacher develops and co-constructs intercultural spaces (or not) with a diverse student population. In exploring this immersion-learning environment, the study proposes the dynamic nature of the intercultural space.
Session 6: Intercultural Competence in Study Abroad
Development and Assessment of Cultural Competence as a Function of Overall Language Proficiency
Dan Davidson, American Councils for International Education and Bryn Mawr College
The NSLI-Y, CLS, and Flagship Programs (including Fulbright-Hays and Title VIII) represent three distinct investments in overseas training for US students in high school (NSLI-Y), undergraduate summer (CLS), and advanced undergraduate/post-BA (Flagship). Because American Councils administers overseas components of all three of these large federal programs in 7 - 13 languages, it is possible to elicit and measure (to some extent) the emerging interlanguage and cultural competencies influenced by overseas immersion study at differing points in the learning career. Examples are drawn primarily from students of Arabic, Chinese, Farsi, and Russian. (40 minute paper)
International Students' Intercultural Experiences in Cyprus
Mary Georgiou, University of Nicosia
This presentation explores the intercultural experiences of international students at a private Cypriot university. It is based on an empirical study which investigates their experiences in and outside the classroom in view of isolating salient issues that are of specific concern to them and assessing their feelings of satisfaction.
The Home Institutions' Role in Developing ICC in Study Abroad
Kacy Peckenpaugh, University of Arizona
This presentation examines the development of ICC in students enrolled in a general education course entitled "Becoming Transcultural: Maximizing Study Abroad." Focusing on non-culture specific Intercultural Communication, culture simulations, and critical thinking, students' ICC is documented through coursework portfolios, and pre-and post- measures of the CCAI (Kelley & Meyers, 1995).
Session 7: Intercultural Competence in Spanish-Speaking Contexts
Lost and Found: Three Stories of Interaction in Costa Rica
Kristin Cardellio, University of South Florida
This study is an analysis of the linguistic features of three stories told by a Spanish language learner in Costa Rica interacting with native speakers. The way the learner positions herself and the locals with whom she comes into contact reflects the dynamic and evolving nature of identity.
Intercultural Language Oral Communication Experience between Target and Native Spanish Students
Florencia Pecile, Kirkwood Community College
This paper will discuss a series of oral communication meetings between college native and target language students. The language experience helps both groups to understand their mutual cultural differences through the use of the target language. The interactions provide an opportunity and serious motivation to communicate with natives in a immersive environment.
Do Families Find a 'Third Space' in Language Immersion Programs?
Katherine Christoffersen, University of Arizona
In Southern Arizona where the norm for education is "English Only", parents who enroll their children in language immersion programs actively engage in family language planning. But how does cultural competency factor into this decision? Do students find a 'third space' in which to negotiate their linguistic identities?
Developing Students' Global Citizenship through an Undergraduate Spanish Class
Daniel Morales, University of Maryland, Baltimore County
What strategies can Spanish language teachers use to educate diverse students in their classrooms about global citizenship and intercultural communication? This study reports the implementation of a culturally sensitive curriculum and how students become more confident about interacting in Spanish while learning experiences become more culturally relevant, meaningful, and worthwhile.
Session 8: Technology and Intercultural Competence
Exploring the Potential of Social Media for Intercultural Communication
Hsin-I Chen, University of Arizona
This study explores the potential of social media for intercultural communication and identity formation through examination of three multilingual writers' engagement and participation in digital literacy practices in online communities. The findings indicate that the writers develop intercultural understanding through negotiation of multiple identities over time. Pedagogical implications are discussed.
Developing and Assessing ICC in a Telecollaborative Lingua Franca Exchange
Marta Guarda, University of Padova
This paper describes a telecollaboration exchange between students from the University of Padova (Italy) and the University of Innsbruck (Austria). The exchange aimed at developing the students' ICC through meaningful discussion on issues related to identity and culture. Assessment was carried out through qualitative analysis based on Byram's model for ICC.
Strategic Interaction 2.0: Instructed Intercultural Pragmatics in an EFL Context
Neil Johnson, Kanda University of International Studies
Strategic Interaction (SI) sequences (Di Pietro, 1987) provide opportunities for learners to engage in realistic interactive situations and are mediated by use of model conversations, an online wiki space, and digital video technologies. The online space provides opportunities for learner reflection, peer assisted feedback, and detailed intervention from the instructor.
Conceptualization of Culture at the Level of Educational Institutions Alexander Pichugin, Rutgers University, School of Communication and Information
This paper presents the research exploring the representations of culture in the web presence of German language schools in the US. The purpose of the content analysis-based study is to identify culture-related statements and determine underlying themes and patterns in reference to culture and associated concepts.
Session 9: Fostering Intercultural Competence in Language Classrooms
AILDI: A Model Training Institute for Indigenous Language Immersion
Ofelia Zepeda, University of Arizona
This paper will describe one of the most successful efforts to train Indigenous language teachers in all areas of language teaching. Emphasis will be on training immersion teachers. Understanding how teachers negotiate between traditional and contemporary junctures of education while keeping an eye on authentic language is critical.
Raising Awareness of English as a Lingua Franca
Rachel Wicaksono and Wendy Scheder Black, York St. John University
Students at York St John University in the UK created an award-winning online tutorial based on their experience of using English as a lingua franca in intercultural classrooms. The presenters will demonstrate the tutorial and consider a range of issues for internationalising universities where English is a lingua franca.
Perceptions of Community College ESL Students about Varieties of English
Nathan Jones, Johnson County Community College
This study found that ESL teachers who do not challenge students to aspire to communicate in English as a native speaker may, in fact, be denying them the opportunities they need to build necessary cultural, economic and social capital.
Developing Intercultural Understanding through Language Learning in International Baccalaureate Programmes
Carol Inugai Dixon, International Baccalaureate Organization
The International Baccalaureate offers three educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world through the development of intercultural understanding. Crucial to achieving this mission is an emphasis on the learning of more than one language since language and culture are inextricably entwined.
Session 10: Language Teacher Culture and Immersion Experiences: A New Zealand Evaluation (Panel)
This panel examines different aspects of a national evaluation of language teacher language and culture immersion sojourns between 2005 and 2008. It considers the New Zealand context, the efficacious design of immersion sojourns, issues for teachers and outcomes for students.
Designing Language and Culture Immersion Sojourns for Language Teachers
Sharon Harvey, Auckland University of Technology
The design of immersion programmes is an important element in ensuring that teachers gain the most from their time away from the classroom. This paper will discuss features that benefited teacher learning during the sojourn as well as things that could have been improved in order to maximise time overseas.
Language Teachers Likely to Increase Intercultural Competence on Immersion Programmes
Deborah Corder, Auckland University of Technology
This second of three papers on a New Zealand evaluative study of immersion programmes discusses characteristics of teachers most likely to increase intercultural competence from immersion experiences. Byram's model provides the theoretical framework to analyse what is needed to realize an increase and to translate it to classroom practice.
Enhancing Student ICC: The Contribution of Immersion Programmes for Teachers
Annelies Roskvist, University of Technology
This paper, the third of three reporting on a national New Zealand study, describes the impact of language teacher immersion programmes on students' cultural knowledge and intercultural communicative competence. It concludes with recommendations seeking to maximise positive outcomes for students as an outcome of this teacher professional development initiative.
Session 11: Intercultural Competence in Study Abroad
Praxis and Theory in Reentry Programming: Nurturing Intercultural Competence
Jane Jackson, Chinese University of Hong Kong
This session reports on the development and evaluation of a web-enhanced course designed to enhance the intercultural competence of study abroad returnees. Using a "practice to theory to practice" pedagogy and critical reflection, participants are encouraged to revisit their international/L2 experience and take further steps towards a more ethnorelative perspective.
Teaching American Culture in France: Identity and Intercultural Development
Anne Dargent-Wallace, University of Wisconsin-Madison
This talk will address how the perceptions of living and teaching English in France influence one's identity development and interculturality. The data from six Language-Teaching Assistants in France were gathered over one year using a collaborative blog and interviews, and was analyzed via Bourdieu's notion of habitus.
Intercultural Competence Development during Short Term Study Abroad
Peter Ecke, University of Arizona
This paper presents a study that compared 55 US students' expectations for culture learning, assumptions about own and target cultures, and predisposition to develop intercultural competence at the beginning of a summer program in Germany with perceived learning gains, assumptions about cultures, and predisposition to develop intercultural competence at the end of the program.
Examining Discourses of Study Abroad: The Case of Promotional Websites
Kristen Michelson and Jose A. Alvarez Valencia, University of Arizona
This paper presents two case studies of Study Abroad websites from US higher educational institutions. Using the frameworks of social semiotics, multimodality, and Critical Discourse Analysis, this study demonstrates how various semiotic elements circulate Discourses of Study Abroad which may contradict the intentioned learning outcomes of these programs.
Session 12: Intercultural Competence in Spanish- and Portuguese-speaking Contexts
Portuguese as Foreign Language and the Development of Intercultural Competence
Elisa Marchioro Stumpf, California State University at Chico/Fulbright
This paper presents the development of a Portuguese course focused on intercultural competence for study abroad. Considering that cultural information alone is not enough to foster students' intercultural competence, it discusses the role of the teacher, students and technology in creating possibilities for meaningful intercultural practices.
Cultural Identity and Communication: Brazilian Immigrants in South Florida
Diógenes Lima, Universidade Estadual do Sudoeste da Bahia
This paper will present the results of a study that investigated questions of identity and cross-cultural communication with Brazilian immigrants in South Florida due to cultural differences and/or language barriers.
Intercultural Competence in One-Way Elementary Immersion Program Graduates
Pamela Wesely, University of Iowa
This presentation will summarize a study exploring the development of aspects of intercultural competence in English-dominant students who had attended one-way elementary immersion schools in the U.S. Findings from 131 surveys and 33 interviews will be presented, offering insights into the nature of culture learning in one-way immersion programs.
Teachers' International Exchange: Socio-cultural and Identity Development through Practice
Monique Bournot-Trites, Sandra Zappa-Hollman and Valia Spiliotopoulos, University of British Columbia
This presentation reports on a study that explored the professional identity as well as the intercultural awareness and sensitivity development of six Canadian novice foreign language teachers who participated in an international exchange in Europe. It will be particularly appealing to an audience interested in foreign language teaching and learning.
Session 13: Intercultural Competence in Study Abroad
What did Japanese Students Learn from Experiences of Studying Abroad?
Yumiko Furumura, Kyushu University, and Etsuko Yamada, Kanda University of International Studies
This study explores the kinds of preparations students need at their universities before studying abroad. It uses interviews with Japanese students who had studied in foreign countries and analyzes them in terms of Critical Cultural Awareness and other elements of intercultural competence.
Assessing Intercultural Adjustment Skills for Study Abroad Programs in Japan
Erica Zimmerman, Chie Paik and Shinobu Anzai, United States Naval Academy
This study assesses the potential for intercultural adjustment skills among learners of Japanese participating in summer study abroad in Japan, using the Intercultural Adjustment Potential Scale (Matsumoto et al, 2003) and the substance and quality of their culture learning presented in a pre- and post-open ended cultural survey.
Socializing Stance and Study Abroad in China
Wenhao Diao, Carnegie Mellon University
Drawing on language socialization and sociolinguistic theories, this study documents how Mandarin L2 learners develop linguistic resources to socialize stance with native speakers over a summer in China. It concludes that a sojourn overseas encourages learners to negotiate worldviews and to be socialized to speak like a native speaker.
A Discussion Board as an "Intercultural" Community: Teaching Sensitivity to Cultural Differences in a First- year Japanese Language Program
Misumi Sadler, University of Illinois at Urbana-Champaign
This presentation demonstrates some empirical insight into the students' level of intercultural communicative competence through their participation and interaction on a discussion forum in first-year college Japanese language courses.
Session 14: Intercultural Competence and Professional Studies
Multilingual Communication in the University and the Business World
Eduardo Faingold, University of Tulsa
This paper studies linguistic abilities and cultural strategies American students employ in solving problems while performing internships abroad. Data were obtained from a case study of business students taking an internship class and working for corporations in Argentina. Students not only attained fluency in Spanish, but also increased their intercultural awareness.
Preparing Graduate Students for Professional Work in Intercultural Settings
Lynn Goldstein, The Monterey Institute of International Studies
This presentation reports on the development of a course to prepare graduate students in the professions to be effective and ethical participants in intercultural interactions. It will discuss the challenges in developing this course, and the curriculum and its underlying principles, including that language, language use, and culture are situated and variable.
Enhancing Intercultural Competence among Military Personnel through Translation and Interpretation
Jonathan Levy and Akmaral Mukan, Cyracom International Inc.
This presentation will provide an overview of the Defense Language Institute's Translation and Interpretation Training and Testing Capabilities Project, including how intercultural communication challenges were integrated into training curricula to facilitate more effective translation and interpretation, language, and cultural proficiency development.
Challenges of Community Involvement in a Business Spanish Class Abroad
Lisa Kuriscak, Ball State University
This paper focuses on a pedagogical method used in a Business Spanish class in Spain (i.e., community involvement via interviews and shadowing with a local business) in order to increase students' engagement with the host culture and their intercultural competence within the immersive environment of a summer study abroad program.
Session 15: Embracing Linguistic and Cultural Variation: Developing and Assessing Intercultural Competency in CLS Arabic Summer Intensive Programs (Panel)
The Critical Language Scholarship (CLS) Arabic summer intensive study abroad program operates in five locations in the Arab world. This panel discusses some of the successful approaches that CLS recently adopted in order to actively promote intercultural competence and consciously integrate it in the curriculum while increasing intrinsic motivation.
Changing Language Attitudes and Developing Sociolinguistic Competence in CLS Arabic Programs Across the Arab World
Sonia Shiri, University of Arizona
In this study, CLS students come into the program "preferring" to learn Egyptian or Levantine Arabic and looking down on the varieties of North Africa and Oman. Their linguistic attitudes affect their willingness to gain intercultural competence. As they become sociolinguistically literate, the students become more receptive to the target culture.
Can a Little Learning Really be a Dangerous Thing? Prior Student Experience Abroad and the Success of CLS Arabic Programs in the Sultanate of Oman
Greg Bell, Princeton University
This paper describes the results of student surveys that report on the successes and failures of using localized cultural materials purposely incorporated in the curriculum with students of Arabic in CLS Oman. It then assesses the degree of success of the changes implemented the following year as a result of this study.
Creating Intrinsic Motivation and Developing Intercultural Competence
Youniss El Cheddadi, University of California, San Diego
Based on the social-psychological theory of second language acquisition, this study investigates the CLS students' motivation for learning language and culture. It measures the extent to which the CLS Arabic program in Tangier, Morocco, has contributed to creating intrinsic motivation and therefore openness for cultural learning.
Session 16: Intercultural Competence in Spanish- and Portuguese-speaking Contexts
Learning from Our Neighbors: Teachers Studying 'Abroad' with Local Immigrants
Elizabeth Grassi and Obdulia Castro, Regis University
The 'study abroad' in the neighborhood program establishes relationships between our pre-service teachers and local Hispanic families. Pre-service teachers make weekly visits to local immigrant families who teach our students about their language, their culture, and their educational expectations/ challenges. This paper will describe this program and present recent data.
Intercultural Competence through Sociolinguistics
Lori Czerwionka, Northern Illinois University
The goal of this presentation is twofold: (1) to present a Spanish sociolinguistic critical pedagogy that approaches intercultural competence from a social diversity perspective, and (2) to investigate possible tools for the assessment of intercultural competence, including student-centered reflections on social dynamics in students' local communities and Likert-scale questionnaires. Language Education in Mozambique: Stakeholders' Identities and Perspectives
Sandra Terra, University of Wisconsin-Madison
In this presentation, the presenter will explore stakeholders' (primary school teachers and school directors) constructions of identities influenced by the shifting politics and policies, while examining issues of language valorization, intercultural development and beliefs of local languages in both bilingual and monolingual education in Mozambique.
Cibola, An Hispanic and Luso-Brazilian Virtual Community
Juliana Luna Freire and Malcolm Compitello, University of Arizona
Cibola is a region in Second Life designed to exploit the potential of SL's pedagogical uses and social networking power. It is based on the recreation of cultural spaces in the Hispanic and Luso-Brazilian world and offers possibilities for real-time language learning inside and outside of the classroom.
Session 17: Intercultural Competence in Study Abroad
Learner Autonomy in Acquiring Intercultural Communication Competence for Studies Abroad
Hélène Zumbihl, Université Nancy
Learner autonomy in acquiring intercultural skills is an essential element for a successful immersion experience. Based on theories of learner autonomy in language-and-culture learning, this paper describes the possibilities for enhancing the autonomization process for students attending intercultural courses for university studies abroad through self-reflection about experiential learning.
Emerging Imaginaries in Primary School Teachers Engaged in Short Professional Mobilities
Paola Rivieccio, Université Sorbonne Nouvelle
The paper is about teachers' imaginary evolution linked to their professional mobility abroad. In the frame of an exchange project between three schools belonging to three different European countries, the presenter will analyze the extent to which professional mobilities abroad can modify initial teachers' imaginaries concerning their teaching roles.
Does Language Matter? Examining Intercultural Development in Study Abroad
Allison Spenader and Angela Erickson-Grussing, College of St. Benedict and St. John's University
Study abroad is regarded as an effective way to improve intercultural competence and language proficiency. This paper presents the findings of a study of 95 university students who studied abroad in Ireland, Spain and Chile, and explores the complex relationship between their intercultural development and oral language proficiency development.
Finding Michelangelo in the Town Square: Navigating Culture
D.R. Ransdell, University of Arizona
While study abroad participants often expect to devour the "high" culture of the target country, they often find that their best learning comes from "low" culture instead. This paper will show how students in Italy learned to navigate between cultures and make suggestions for helping them do so.
Session 18: Intercultural Competence in Chinese-speaking and EFL Contexts
Inquiry into the ICC Development of EFL Students in Taiwan
Tsu Chia Julia Hsu, University of Lunghwa of Science and Technology
The Intercultural Sensitive Scale (ISS) is used to assess the effects of a short-term, faculty-led summer study-abroad language program during the summers of 2010 and 2011 on the students' intercultural sensitivity. Results show that students improve in both respect for cultural differences and interaction enjoyment factors of the ISS.
Development of Pragmatic Competence and Cultural Awareness in Study-Abroad Environment
Li Yang and Jia Zhu, University of Iowa
This study is intended to explore development of pragmatic competence and cultural awareness of two American learners of Chinese in a study-abroad environment. Data collected from pre-and post- tests, e-journals, and interviews are analyzed to present these learners' development of expressions of gratitude and cultural knowledge during their stay in China.
Language Attitudes toward Heritage Language in Chinese Heritage Language Classrooms
Ming-Ying Li, Pennsylvania State University
The research presented in this paper studied the views of heritage language (HL) in a group of Chinese heritage language (CHL) learners at the university-level. The findings show that many factors have contributed to the awareness of CHL learners in learning their HL, including their proficiency in English and the support of their families.
Investigating the Pragmatic Competence of Foreign Language Learners and Teachers
Kaveh Jalilzadeh, Science and Research Branch, Islamic Azad University, and Mahdi Dehghan, Taft Branch, Islamic Azad University
This paper presents a study that investigated the pragmatic competence of EFL learners and non-native language teachers. The researchers used a pragmatic competence test developed by Jianda(2007). The independent variables of this study were language proficiency, years of experience, age and gender.
Session 19: Intercultural Competence in EFL Instructional Contexts
From Cultural Alienation to Intercultural Competence in EFL Textbooks
Souryana Yassine, University of Birmingham, UK; Mouloud Mammeri University of Tizi Ouzou, Algeria
This paper highlights the development in attitudes towards cultural contextualization in three locally designed Algerian EFL textbooks. It shows how the cultural content of the textbooks moves from conveying cultural alienation by focusing on the Other (foreign culture) towards fostering intercultural communication by portraying dialogue between the Self and the Other.
Culture and Language within the Curriculum: One Colombian EFL Program
Gerriet Janssen, University of Hawai'i, Manoa; Universidad de los Andes, Colombia
This paper describes the good fit one Colombian undergraduate EFL course series has found in integrating content-based instruction, task- based language teaching, genre writing, critical perspectives, and socio-linguistic, socio-cultural, and inter-cultural content themes. Students gain academic task skill-sets and the understanding of global and local issues related to language, culture, and power.
Bringing Content-based English Language Instruction to Post-Soviet Azerbaijan
Patricia Szasz, Monterey Institute of International Studies, and Karen Hamilton, Palomar College
Two American teacher trainers share their experience delivering a curriculum development workshop to English teachers in Azerbaijan. The presenters discuss insights gained from working with teachers educated under the Soviet system who are moving toward content-based language instruction. Implications of creating an English- medium diplomatic university in the region are also addressed.
Study, Work and Residence Abroad: Colombian EFL Pre-service Teachers' Experiences
John Jairo Viáfara González, University of Arizona, and J. Aleida Ariza, Universidad Pedagógica y Tecnológica de Colombia
This study discusses EFL Colombian student- teachers' perceptions of how their working, living and studying in the U.S. has shaped their pedagogical and language competencies, both of which are tied to their intercultural development. The research seeks to expand on the relatively rare exploration of this field in Latin American populations.
Session 20: Intercultural Competence in Spanish-speaking Contexts
Language and Culture Learning in Out-of-Class Interaction during Study Abroad
Rachel Shively, Illinois State University
This paper presents a study that provides an examination of the opportunities for social interaction, second language use, and culture learning by study abroad students in Spain in naturally-occurring service encounters. The results suggest that although service encounters are typically brief, they can contribute to language and culture learning during study abroad.
Moving Towards Interculturality in an Immersion Experience Abroad
Elizabeth Smolcic, Pennsylvania State
The presenter will outline research about teacher learning in an international immersion experience for novice ESL teachers in the Andean highlands of Ecuador. Using a Vygotskian-inspired theoretical approach to development, the study highlights specific affordances and constraints that impact teacher learning in this short-term experiential learning program abroad, particularly movement towards interculturality.
Teaching Culture Beyond Nationalist Boundaries: Stereotyping and National Identities
Peter Sayer, University of Texas at San Antonio, and Bryan Meadows, Fairleigh Dickinson University
In early 2011 a controversy erupted between Mexico and England over remarks made by BBC commentators which disparaged Mexicans as "lazy, feckless, flatulent [and] overweight." The presenters analyze the incident for what it tells us about national cultures, but also for the possibilities of FL education for critiquing nationalist stereotypes.
Cultural Stereotypes and Intercultural Competence among University Students in Mexico
Ana Cecilia Villarreal Ballesteros, Frank Malgesini and Emma Escobedo Chavez, Universidad Autónoma de Chihuahua
Students in a university major taught in English in Mexico were asked to write short descriptions of culture and education in Mexico and the United States to test whether their responses would demonstrate intercultural awareness. Most students, whether in majors taught in English or Spanish, responded with stereotypes.
Session 21: Fostering and Assessing Cultural Humility in Short-Term Studies Abroad (Panel)
This panel will discuss how to arrange short- term study abroad opportunities for teachers that take them out of their cultural and linguistic comfort zones into a new critical awareness and will present their research regarding these transformative experiences.
"Othering" Teachers: Developing Cultural Humility in Short-term Programs Abroad
Mary Benedetti, University of Cincinnati
"Cultural humility" is a concept relatively new in the field of Education but one that has real significance in teacher preparation and professional development. This presentation will discuss a research study into how "otherness" may lead to cultural humility in short-term study abroad programs.
Short-term Studies Abroad for Professional Development
Rebecca Hale and Irene Trunick, University of Cincinnati
This paper will discuss the reasons for the development of the short-term study abroad experience as the preferred model for teacher professional development.
Embedded Visiting Scholars as Cultural Experts in PK-12 Settings
Denise Dallmer, Northern Kentucky University
This paper explores the concept of cultural immersion within a familiar context. International visiting scholars were placed into traditional suburban schools as part of a Department of State initiative. Research demonstrates that the students in the schools gained a remarkable level of cultural understanding from these embedded visitors.
Critically Evaluating Short-term Study Abroad Programs
Angel Añorga, Raymond Walters College
Evaluation of study abroad programs has often been casual and related to student satisfaction or foreign language progress. The goals of short-term studies abroad, however, are often more focused on cultural rather than linguistic proficiency. This paper will discuss effective means of evaluating this aspect of study abroad.
Session 22: Intercultural Competence in German-speaking Contexts
Intercultural Competence: Meeting the Bar and Falling Short in Study Abroad
Kacy Peckenpaugh, University of Arizona
This study presents case studies of two seemingly ideal candidates for displaying an ethnorelative perspective, as outlined in the Intercultural Development Inventory (Hammer, Bennett, & Wiseman 2003) during and after a short term study abroad program in Leipzig, Germany. While the bilingual, bicultural female students both demonstrated Intercultural Competence (Byram, 1997), one continually demonstrated an ethnocentric perspective.
A Successful Immersion Program for Adults: A Longitudinal Case Study
Peter Schroeck, German Language School Conference, and Alexander Pichugin, Rutgers University, School of Communication and Information
The paper presents a longitudinal observational case study of a travel/study program for adults in Germany and Switzerland for English-speaking participants with different levels of language knowledge and heterogeneous cross-cultural experience. Both the results of the study and the methods used are transferable to other studies of immersion programs.
Decoding Socio-pragmatic Utterances in Intercultural Contexts – A Think-aloud Study
Veronika Timpe, TU Dortmund
Sociolinguistic comprehension is an essential factor in Intercultural Communicative Competence. This paper will present a study in which the author used think-aloud methodology to investigate the cognitive processes of two groups of university-level German learners of English (study abroad experience vs. no study abroad experience) when solving receptive intercultural sociolinguistic assessment tasks.
Re-theorizing Interculturality on the US-Canadian Frontier: A Three-part Borderland Medley
Gael Fonken and Rex Veeder, St. Cloud State University
Theorizing interculturality as a unique local, borderland practice helps transcend restrictive monolingual styles of interaction. By recovering the diasporic histories of minority heritage languages— Platt, Somali, and Ojibwa—in a traditional "German" community composed of 10% (more)recently- arrived Somalis, we immerse ourselves in the very auditory aesthetic that we retrieve. Collaborative student/faculty research is central to this mosaic style of interculturality.


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Mr. Adnan Oktar's explanations regarding Dabbat Al-Ardh
Dabbat Al-Ardh is a computer. That is because the hadith states; "It makes its voice heard all around the world," for Dabbat al-ardh. "Its voice is heard all around the earth and the skies; with a single step, it travels seven thousand parasangs." This is thousands of kilometers. What is this? It makes its voice heard by everyone in the skies and in the air and it talks about God. "It has the appearance of a bearded person," the accounts state. So the Mahdi (pbuh) will talk on the television, on the radio and on the computers and everyone will see him. They will see his beard and his body as well, they will see his face. He will address the people. "Tukallimuhum ennen nâse," [he will talk to people] says God in the Qur'an. He is addressing people on the television, on the radio right now, he addresses Muslims and there is a reference to the address of the Mahdi (pbuh) in that hadith. That is because there is a reference to a person with a beard and a reference to his face. That means he will appear as a bust and he will talk to them. There is no reference to a full appearance but to a face. The hadith states; "Dabbat al-ardh will have connections under the ground as well." "It covers the whole world like a branch of a tree, like the roots of a tree." As a matter of fact, the internet cables are under the ground, it is under the sea. The hadith also states that it will go under the sea. The hadith states; "It makes a net under the sea as well." What can that be? The hadith reads, "Min el ardh…" (from the earth). We look and see what the computers are made of; aluminum, copper, cobalt, zinc is used, silicon is used, they all are made of soil, and the only characteristic given is that it speaks to people and that it moves. "Dabbat" means floundering, it means moving, and it means small movements that are not visible to the eye. When we look at the television we see that the image consists of the movements of very small dots [pixels]. The image is made up of movements of small dots. It is in complete compliance in that respect as well and the hadith states: "All sorts of colors are available in Dabbat al-Ardh." When we look at the television we see that there are all kinds of colors. Our Prophet (saas) says that this will appear in the time of the Mahdi (pbuh) and it really has appeared in his time. We understand that it will be something that will help the Mahdi (pbuh).

subset: commoncrawl


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Griffin's recent post had me craving salmon, and I already had a couple filets in the freezer...so that's what I pulled out for dinner tonight.
I lightly scored these filets to allow the rub to penetrate. The rub was simple: Smoked Paprika, Dry Mustard, Salt and Brown Sugar.
I set the grill up for a direct cook and threw in a handful of Maple Chips for smoke....grilled them up at around 375 deg f.
My wife was doing her "happy dance" while she was eating, so I know it was a homerun.


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Marinated two tenderloins for 4-5 hours in balsamic vinaigrette & a little Hoover sauce.
Dried them put the two tloins together with grilling bands ( high temp silicone "rubber" bands)then coated with amaze a steak & a spray of canola.
fire on one end the t- loins on the other for 90 min then directly over the fire & pulled @ 140F & rested


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RALEIGH, N.C. (AP) — The Carolina Hurricanes talked in the locker room before Monday night's game about how they felt they were due for a win against the Columbus Blue Jackets.
Columbus had won seven straight in the series, including a dramatic comeback victory the last time the teams met in Raleigh at the end of December.
"We knew we owed 'em one," Eric Staal said. "We wanted to pay them back for some of the good games they played against us."
Staal and his brother, Jordan, helped Carolina make that pregame prediction a reality, combining to score three goals in a 2:47 span in the third period and lifting the Hurricanes to a 3-2 victory.
Jordan Staal scored the tiebreaker with 5:55 remaining after Eric had scored twice to help the Hurricanes erase a two-goal deficit and earn their fourth consecutive victory. Anton Khudobin made 22 saves.
Carolina moved one point ahead of Columbus in the congested Metropolitan Division with the win.
"We knew it was a big game," Carolina coach Kirk Muller said. "You don't want to dwell a lot on it — let the guys figure it out."
R.J. Umberger and Derek MacKenzie scored for the Blue Jackets. Columbus lost its second straight after winning eight in a row.
"I don't know if we were trying to hold on or if we were playing the game to win," Columbus coach Todd Richards said. "We gave up three goals in less than 3 minutes. For 57 minutes, I thought we managed it pretty well. Those three minutes, that's the game."
After shutting out Carolina in the teams' last meeting, reigning Vezina Trophy winner Sergei Bobrovsky made 32 saves for Columbus.
On the game-winner, Jordan Staal rushed into the zone against defenseman Ryan Murray. After cutting to the middle of the ice, he nudged a backhander past Bobrovsky while fighting off Murray.
"It was a fun comeback," Jordan Staal said. "I had some speed coming low, and just kind of went for it from there. I tried to get my reach out there."
Trailing 2-0, Eric Staal got the Hurricanes' comeback started when he beat Bobrovsky between the legs after a pass from Alexander Semin. Staal then tied the score with 7:42 remaining after Jiri Tlutsy fed him in the slot. Staal's shot fluttered, but the puck sneaked inside the post.
Columbus jumped on Carolina in the first period, scoring goals 17 seconds apart to take an early two-goal lead.
MacKenzie got the Blue Jackets' first goal. Fedor Tyutin took a wrist shot from the slot that hit the post. The rebounded bounced to MacKenzie, who put the puck in the goal before Khudobin could get back in position.
After the ensuing faceoff at center ice, the Blue Jackets forced a turnover along the boards in the Canes' zone. The puck eventually made its way to Umberger, who was alone in front of the net, and he scored his third goal in four games.
"We came out of the gate well; we were playing well and we went after them," Richards said.
After scoring goals on two of their first three shots, the Blue Jackets continued to control much of the action, taking the game's first seven shots before Carolina asserted itself.
The Hurricanes tied a season high with 17 shots in the second period.
NOTES: Columbus came into the game with the best winning percentage in Eastern Conference for the month of January (.818). ... Semin extended his point streak to six games for the Hurricanes. ... Carolina recalled Aaron Palushaj from Charlotte earlier on Monday. He will be eligible to play in the Hurricanes' game at Montreal on Tuesday.
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Tylenol Allergy Multi-Symptom Nighttime Side Effects
Generic Name: acetaminophen / diphenhydramine / phenylephrine
Note: This page contains side effects data for the generic drug acetaminophen / diphenhydramine / phenylephrine. It is possible that some of the dosage forms included below may not apply to the brand name Tylenol Allergy Multi-Symptom Nighttime.
For the Consumer
Applies to acetaminophen / diphenhydramine / phenylephrine: powder packet, suspension, tablets
Other dosage forms:
Check with your doctor if any of these most COMMON side effects persist or become bothersome:
Seek medical attention right away if any of these SEVERE side effects occur while taking acetaminophen / diphenhydramine / phenylephrine:
Constipation; diarrhea; dizziness; drowsiness; excitability; headache; loss of appetite; nausea; nervousness or anxiety; trouble sleeping; upset stomach; vomiting; weakness.
Severe allergic reactions (rash; hives; itching; difficulty breathing; tightness in the chest; swelling of the mouth, face, lips, or tongue); dark urine; difficulty urinating or inability to urinate; fast or irregular heartbeat; hallucinations; mood or mental changes; pale stools; seizures; severe drowsiness; severe or persistent dizziness, nervousness, lightheadedness, or headache; severe or persistent trouble sleeping; stomach pain; tremor; vision changes; yellowing of skin or eyes.
For Healthcare Professionals
Applies to acetaminophen / diphenhydramine / phenylephrine: oral liquid, oral powder for reconstitution, oral syrup, oral tablet
Cardiovascular side effects of acetaminophen have included two cases of hypotension.
Cardiovascular side effects of diphenhydramine have included hypotension, tachycardia, and palpitations.
Cardiovascular side effects of phenylephrine have included palpitations, arrhythmias, and cardiovascular collapse with hypotension.[Ref]
Two cases hypotension have been reported following the administration of acetaminophen. Both patients experienced significant decreases in blood pressure. One of the two patients required pressor agents to maintain adequate mean arterial pressures. Neither episode was associated with symptoms of anaphylaxis. Neither patient was rechallenged after resolution of the initial episode.[Ref]
Dermatologic side effects have included erythematous skin rashes. Acetaminophen associated bullous erythema and purpura fulminans have also been reported. Acetaminophen has been associated with a risk of rare but potentially fatal serious skin reactions known as Stevens-Johnson syndrome (SJS), toxic epidermal necrolysis (TEN), and acute generalized exanthematous pustulosis (AGEP).[Ref]
One study has suggested that acetaminophen may precipitate acute biliary pain and cholestasis. The mechanism of this effect may be related to inhibition of prostaglandin and alterations in the regulation of the sphincter of Oddi.[Ref]
Gastrointestinal side effects of acetaminophen have included rare cases of acute pancreatitis.
Gastrointestinal side effects of diphenhydramine have included nausea and dry mouth.
Gastrointestinal side effects of phenylephrine have included nausea.[Ref]
Genitourinary side effects of diphenhydramine have included urinary retention and dysuria.
Genitourinary side effects of phenylephrine have included dysuria.[Ref]
Hematologic side effects of acetaminophen have included rare cases of thrombocytopenia. Methemoglobinemia with resulting cyanosis has also been observed in the setting of acute overdose.
Hematologic side effects of diphenhydramine have rarely included hemolytic anemia, thrombocytopenia, and agranulocytosis.[Ref]
Alcoholic patients may develop hepatotoxicity after even modest doses of acetaminophen. In healthy patients, approximately 15 grams of acetaminophen is necessary to deplete liver glutathione stores by 70% in a 70 kg person. However, hepatotoxicity has been reported following smaller doses. Glutathione concentrations may be repleted by the antidote N-acetylcysteine. One case report has suggested that hypothermia may also be beneficial in decreasing liver damage during overdose.
In a recent retrospective study of 306 patients admitted for acetaminophen overdose, 6.9% had severe liver injury but all recovered. None of the 306 patients died.
A 19 year old female developed hepatotoxicity, reactive plasmacytosis and agranulocytosis followed by a leukemoid reaction after acute acetaminophen toxicity.[Ref]
Hepatic side effects of acetaminophen have included severe and sometimes fatal dose dependent hepatitis in alcoholic patients. Hepatotoxicity has been increased during fasting. Several cases of hepatotoxicity from chronic acetaminophen therapy at therapeutic doses have also been reported despite a lack of risk factors for toxicity.[Ref]
Most commonly, hypersensitivity to diphenhydramine has manifested itself in patients receiving systemic drug after being sensitized to it by topical application. Sensitization with systemic administration has also been reported.[Ref]
Hypersensitivity side effects of acetaminophen have included rare reports of anaphylaxis and fixed drug eruptions.
Hypersensitivity side effects to diphenhydramine have included rash, pruritus and eczema. Photosensitivity reactions have also been reported.[Ref]
Nervous system
The CNS depressant effect of diphenhydramine parallels its plasma concentrations. The plasma concentration threshold for sedation is 30 to 42 ng/mL, and to cause mental impairment is 58 to 74 ng/mL. Patients should be warned against driving while taking diphenhydramine.
Dystonic reactions have been accompanied by dizziness, mental confusion, rigidity, lip and tongue protrusion, trismus, torticollis, and swallowing difficulties and generally resolve spontaneously. Toxic encephalopathy has been reported in a child with chicken pox treated generously with topical diphenhydramine.
Delirium has been reported in elderly patients with mild dementia following a small oral dose of diphenhydramine.[Ref]
Nervous system side effects of diphenhydramine have included depression with drowsiness and sedation in nearly all patients treated. Motor skills may be impaired. Dystonic reactions have been reported after single doses of diphenhydramine.
Nervous system side effects of phenylephrine have included headache, dizziness, nervousness, restlessness, tremor, insomnia, convulsions, and central nervous system depression.[Ref]
Renal side effects of acetaminophen have included acute tubular necrosis and interstitial nephritis. Adverse renal effects are most often observed after overdose, after chronic abuse (often with multiple analgesics), or in association with acetaminophen-related hepatotoxicity.[Ref]
Acute tubular necrosis usually occurs in conjunction with liver failure, but has been observed as an isolated finding in rare cases. A possible increase in the risk of renal cell carcinoma has been associated with chronic acetaminophen use as well.
A recent case control study of patients with end-stage renal disease suggested that long term consumption of acetaminophen may significantly increase the risk of end-stage renal disease particularly in patients taking more than two pills per day.[Ref]
Respiratory side effects of acetaminophen have included a case of eosinophilic pneumonia.
Respiratory side effects of phenylephrine have included respiratory difficulty.[Ref]
Psychiatric side effects of phenylephrine have included hallucinations, fear, and anxiety.[Ref]
General side effects of phenylephrine have included pallor and weakness.[Ref]
1. "Product Information. Sudafed PE Severe Cold (APAP/diphenhydramine/phenylephrine)." Pfizer U.S. Pharmaceuticals Group, New York, NY.
2. Brown G "Acetaminophen-induced hypotension." Heart Lung 25 (1996): 137-40
3. "Product Information. Tylenol Extra Strength PM (acetaminophen-diphenhydramine)." Johnson and Johnson/Merck Consumer, Fort Washington, PA.
4. "Product Information. Ah-Chew D (phenylephrine)." WE Pharmaceuticals Inc, Ramona, CA.
5. Halevi A, BenAmitai D, Garty BZ "Toxic epidermal necrolysis associated with acetaminophen ingestion." Ann Pharmacother 34 (2000): 32-4
6. Lee WM "Medical progress: drug-induced hepatotoxicity." N Engl J Med 333 (1995): 1118-27
7. Gursoy M, Haznedaroglu IC, Celik I, Sayinalp N, Ozcebe OI, Dundar SV "Agranulocytosis, plasmacytosis, and thrombocytosis followed by a leukemoid reaction due to acute acetaminophen toxicity." Ann Pharmacother 30 (1996): 762-5
8. Barranco P, LopezSerrano MC, MorenoAncillo A "Anaphylactic reaction due to diphenhydramine." Allergy 53 (1998): 814
9. Kawada A, Hiruma M, Noguchi H, Ishibashi A "Fixed drug eruption induced by acetaminophen in a 12-year-old girl." Int J Dermatol 35 (1996): 148-9
10. Richardson GS, Roehrs TA, Rosenthal L, Koshorek G, Roth T "Tolerance to daytime sedative effects of h1 antihistamines." J Clin Psychopharmacol 22 (2002): 511-5
11. Sexton JD, Pronchik DJ "Diphenhydramine induced psychosis with therapeutic doses." Am J Emerg Med 15 (1997): 548-9
12. Eguia L, Materson BJ "Acetaminophen-related acute renal failure without fulminant liver failure." Pharmacotherapy 17 (1997): 363-70
It is possible that some side effects of Tylenol Allergy Multi-Symptom Nighttime may not have been reported. These can be reported to the FDA here. Always consult a healthcare professional for medical advice.
More about Tylenol Allergy Multi-Symptom Nighttime (acetaminophen / diphenhydramine / phenylephrine)
- Side Effects
- During Pregnancy
- Dosage Information
- Drug Interactions
- 1 Review – Add your own review/rating
- Drug class: upper respiratory combinations
Consumer resources
Other brands: Theraflu Nighttime Severe Cold & Cough, Benadryl Allergy Plus Cold, Benadryl Allergy Plus Sinus Headache, Delsym Cough+ Cold Night Time, More... (6)
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Disclaimer: Every effort has been made to ensure that the information provided is accurate, up-to-date and complete, but no guarantee is made to that effect. In addition, the drug information contained herein may be time sensitive and should not be utilized as a reference resource beyond the date hereof. This material does not endorse drugs, diagnose patients, or recommend therapy. This information is a reference resource designed as supplement to, and not a substitute for, the expertise, skill , knowledge, and judgement of healthcare practitioners in patient care. The absence of a warning for a given drug or combination thereof in no way should be construed to indicate safety, effectiveness, or appropriateness for any given patient. Drugs.com does not assume any responsibility for any aspect of healthcare administered with the aid of materials provided. The information contained herein is not intended to cover all possible uses, directions, precautions, warnings, drug interactions, allergic reactions, or adverse effects. If you have questions about the substances you are taking, check with your doctor, nurse, or pharmacist.


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on orders $75+
Beefeaters pet products are entirely inspired by dogs, and driven by the desire to provide dogs of every shape and size with high quality, nutritious treats that will have their tails wagging. Every treat Beefeaters produces is designed to taste great while supplying your dog with the necessary, nutritious ingredients he needs to live a long, happy, healthy life.For over 20 years Beefeaters has led the pack (so to speak) in producing the best dog food and treats available, making the perfect complement to any dogs regular diet. How? Simple! Beefeaters works with skilled professional veterinarians and nutrition experts to develop natural rawhide treats, with a huge variety of tasty, meaty flavors and plentiful health benefits. All Beefeaters dog treats are oven baked to seal in the flavor.Beefeaters promises the following to its customers: all Beefeaters treats are made with only natural ingredients; they are oven baked; they contain no artificial colors, flavors, additives or preservatives; and they satisfy your dogs natural instinct to chew.
Be sure to browse all of our Beefeaters pet products to make sure you find just the right wholesome, nourishing, super tasty and chewy treat for your dog. Pet Mountain is pleased to be a leading vendor of great Beefeaters pet products.Pet Mountain is proud to offer you a wide selection of Beefeaters pet products, at the very best prices available anywhere! Take a look at all of our huge selection of great deals! Cant find something youre looking for? Let us know! Wed love to help. Be sure to check out our online coupons and discount shipping on all your favorite products.Pet Mountain your have everything, online low price leader for all pet supplies!
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text: Debunking the Paleo Diet Infographic By Regan Wilson August 26, 2013 While diet is an important evolutionary factor -- And while we have inherited many bodily adaptations from our Paleolithic ancestors, The science and logic behind the Paleo diet is flawed. See where? Join the conversation Full Name Name is shown in comment. * Email Address We do not publish or share your email address. * Comment Please be nice. * Verification *


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"Game changer" is a term you hear often when people talk about how technology has changed their industry.
By LARRY BOWDEN
Seven ways to get lucky online is not about finding a date on MySpace. There are seven steps guaranteed to increase profits by massively improving the online experience for your clients.
The massive popularity of the Web for both business and personal use has created a growing pool of Web-savvy users – customers, employees, partners and suppliers – who expect an exceptional online experience. An "exceptional" Web experience is one that achieves a balance between function and form – that is, it is perceived as engaging while also delivering exactly the information, capabilities and resources wanted or needed at that moment in time. Put another way, an exceptional Web experience is achieved when it exceeds the expectation of the intended audience. Such experiences are, by definition, engaging, relevant, trustworthy and portable, following audiences wherever they go.
For most companies, the job of delivering such an experience is an enormous challenge. Branding and communicating across different modes such as smartphones, social sites and e-mail, is daunting. Tailoring this online experience by audience or customer behavior can be difficult for even the most skilled of communications experts and marketing officers.
Organizations that offer a more engaging, complete experience with built-in social features and mobile device support will attract and keep more clients. Businesses that can manage content, allow real-time communication and analyze data can improve customer service and offer more personalized experiences, which will most likely result in a larger return on investment.
Many entrepreneurs have successfully run small to mid-sized Web-based businesses without a brick-and-mortar storefront by creating a phenomenal and interactive online experience for current and prospective customers. For these companies, making online visits satisfying isn't just important, it's critical to survival.
Did you know that one of the largest life insurance companies in Asia is running its entire organization from a website? It did this by creating an exceptional, personalized and interactive experience. In fact, a 2010 analyst report states that a more superior Web experience can lead to a 400 percent increase in online sales leads, 16 percent more recommendations by customers for products and services, and 15 percent fewer customers lost to competitors.
No industry is immune to needing to provide a better online experience. Collaborating with other care providers or providing patients with access to the latest information, ensuring public safety and making new students feel comfortable can all be achieved.
Boston Medical enhanced patient loyalty by improving the online experience and achieved a 30 percent increase of scheduled referrals and a 10 percent reduction in no-show rates.
Los Angeles County is improving citizen/customer loyalty while lowering its cost of service by delivering online services from 38 departments to over 10.4 million citizens.
Additionally, the Fashion Institute of Design and Merchandising, the world renowned training ground for budding "fashionistas," now accepts tuition payments, study tours and housing through its portal, which was previously manual and time-consuming. The exceptional Web experience makes finding housing and roommates in the second-largest city in the U.S. less daunting, less expensive and more pleasant.
In today's Web-savvy universe, online banking has become the norm, forcing financial institutions to look for new ways to create personalized experiences for its customers in order to remain competitive. By using chat forums, videos, blogs, social networking and mobile tools, a financial organization can deliver a more personalized Web experience resolving customer issues more quickly while fostering customer loyalty.
According to Forrester, in today's online and mobile consumer era, organizations that deploy sites with superior user experience can achieve as much as a 400 percent increase in conversion of Web visitors to sales leads.
We have seen our IBM clients achieve:
These companies are all following seven steps to creating a superior online experience:
The good news is there are tools from a variety of companies that can help you "get lucky online" by retaining and delighting your customers. They include Web content management, rich social and real-time communication, search, personalization, analytics integration and mobile device support, and mashups. Also, ask your IT manager or provider about something called Service Oriented Architecture or SOA. This is a business-centric architectural approach that supports connecting a business as linked, repeatable business tasks or services, sort of like puzzle pieces. Using an SOA approach, an organization can find value at all levels, from departmental projects to enterprise-wide initiatives.
The key is to obtain and leverage these tools now before your competitors beat you to it.
Larry Bowden is vice president of Portals and Web Experience at IBM in San Jose, Calif. He has more than two decades of experience at IBM helping customers exploit the opportunities provided by information technologies. He is responsible for the development and delivery of Web-based products, including the new Customer Experience Suite, which helps customers create differentiated Web experiences for their customers, partners, employees or citizens.


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quote:Recently, NCL sent a project team to Philadelphia to conduct an extensive technical review of the venerable ship. We would like to report that she is in good shape and we are taking very good care of her. We have also cataloged over a hundred boxes of blueprints that we received from the previous owners. Although not a complete set, the drawings will be of real help to our technical team with their work.
When we announced the purchase of the S/S United States in April last year, we talked about her potential to become a state-of-the-art modern cruise ship in our U.S. Flagged fleet. We also talked about the fact that the purchase and restoration of the vessel would be a long-term project as we focused on Project America and our work to restore a new U.S. flag operation to the cruise industry. We intend to do our part to return the U.S. maritime industry to the greatness it once enjoyed.
As Im sure you can imagine, this is a huge task. For example, without a single U.S. flagged oceangoing cruise ship presently in operation, there is no trained base of American crewmembers to tap, so we must find them and train them all. We have also invested millions of dollars to start building a new brand, NCL America, and the infrastructure that is required for a U.S. flag operation. In addition, hundreds of millions of dollars are being invested in building our initial U.S. flagged cruise ships.
Although we are well under way in our endeavor, we have experienced a setback as the first of the Project America vessels, Pride of America, has been delayed. As some of you may know, the vessel listed 15 degrees while docked at her shipyard and took on water up to three decks in a heavy windstorm in January. The ship, which was slated to begin cruising on July 4th in Hawai`i, was recently refloated and we are working with the shipyard to assess damages and determine a new delivery date for that ship.
As you can imagine, this has been a hurdle in the process, but we will not be deterred from launching our U.S. Flag operation this year and ensuring the continued employment of the more than 1,000 U.S. seafarers we have already hired. Accordingly, we have announced the early introduction of the U.S. flagged ship, Pride of Aloha, to take over Pride of Americas itinerary and to begin service in July.
Only with the success of these U.S. flagged ships in Hawai`i and our new U.S. flag operation will we be able to succeed with the even more complex challenge of bringing back the S/S United States.
The outpouring of goodwill from many of you on Pride of America and our purchase of the S/S United States is wonderful, and we salute the S/S United States Foundation for the work done over the decades to preserve the legacy of this amazing ship.
I also wanted to let you know that very soon we will begin selling the "S/S United States: Fastest Ship in The World" aboard our entire fleet. The publisher will continue to donate a portion of the proceeds to the Foundation.
The S/S United States has a great maritime heritage, and we believe that she has a great maritime future as well. We urge you to join with us in supporting the return of U.S. flag passenger/cruise ships to the oceans of the world.
The love for the S/S United States is real. To you, she has always been more than a steel hull. And better than anybody, you know this ships past and its potential. And we know it too.
Warm regards,
Susan Robison,
Director, Public Relations
Norwegian Cruise Line


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London Celebrates 25 Years
Stuck in a rut! I only wear black, but it's getting to be too much, even for me! Hot pink is not an option. What can I do?
Kelly Vallon, Assistant Publicist
My resolution solution: There's a broad spectrum of colors between black and hot pink, so branching out won't require you to go from zero to 60 in style seconds. Have you ever heard the adage "Slow and steady wins the race"? Start with subtle, neutral tones (gray, camel, khaki, etc.) that can easily be incorporated into the wardrobe you have. Then when you're ready, venture into what I call shy colors (which can stand in for neutrals), like deep blues, dark purple, and maroon. After that, you'll have no problem graduating to brave colors (primaries). If all else fails, think accessories! They can add a perfect touch of color without going overboard.
Kelly wears: Club Monaco blazer; Brian Reyes dress; Phi belt; Alexis Bittar bracelet.
Help! How can I embrace trends more? I am a single girl who loves to go out, and I want to work cool pieces into my wardrobe!
Quenna Sanchez, Account Manager
My Resolution Solution: You're too cute and too young to look like a library checkout girl! Twentysomething single girls like you should be working runway trends. This season was all about the print, bold hues, and the stud. But that doesn't mean you have to combine everything. Try tiptoeing in with accessories first (hello, colored pump!), and then begin to add pieces of clothing (love that stud-trimmed jacket!). Because of your figure, you can pull off something more body-conscious as well. Remember, keep it youthful and fun—save boring for those golden years.
Quenna wears: Temperley London jacket; Marc Jacobs top; Alice + Olivia shorts; 3.1 Phillip Lim belt; Pour La Victoire pumps
Brooklyn Decker's ELLE Shoot


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Three El Paso educators recently arrested on suspicion of drug possession were allegedly seen buying cocaine by law enforcement officers, court documents state.
Documents stated that the arrests occurred while investigators were conducting surveillance of suspected drug sales at different spots in far East El Paso.
The arrests were made by the El Paso County Sheriff's Office with the help of the U.S. Drug Enforcement Administration.
Cathedral High School baseball coach Michael G. Beltran Sr.; Raul Gomez, an assistant girls basketball coach at Del Valle High School; and Joe Paul Solis, a counselor at Frank Macias Elementary School, were arrested last week on suspicion of cocaine possession.
Gomez and Solis were arrested Dec. 6 after investigators allegedly saw them about 80 minutes apart separately "purchasing a small plastic bag which contained a white powdery substance, believed to be cocaine" at a home on the far East Side, state complaint affidavits filed by the Sheriff's Office.
Documents state that that investigators found Gomez, 58, in possession of 4.5 grams of cocaine. Solis, 43, was in possession of 2 grams of cocaine, documents say.
An affidavit states that investigators saw Beltran drive into a store parking lot, park and get into the passenger side of a pickup, where he bought a small plastic bag of cocaine Saturday afternoon. Beltran was found in possession of 4 grams of cocaine, the affidavit states.
Cathedral officials said Beltran, 62, resigned Monday from his job at the private Catholic school.
Beltran is a member of the El Paso Athletic Hall of Fame and had previously coached baseball at Horizon and Del Valle high schools.
Daniel Borunda may be reached at firstname.lastname@example.com; 546-6102. Follow him on Twitter @BorundaDaniel


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Heat oil in a skillet. Sauté onion for 2 minutes. Add rice, garbanzo beans, sweet corn and shoyu. Cover and reduce flame to medium. Cook 5 minutes. Mix rice and toss in the green onions. Sauté, stirring frequently until the rice and beans are hot.
Eden Tekka, Eden Shake, Eden Dulse Flakes or any Eden Gomasio may be sprinkled on the rice for a condiment and extra flavor.
Per serving - 407 calories, 10 gram fat (22% calories from fat), 12 gram protein, 68 gram carbohydrate, 9 gram fiber, 0 milligram cholesterol, 272 milligram sodium


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The Health Care Doctors Forgot: Why Ordinary Food Will Be the Future of Medicine
by T Colin Campbell, Jacob Gould Schurman Professor Emeritus, Cornell University
Few issues have become so intensely debated and politically charged as the need to reform the health care system. This debate has resulted in the ObamaCare program (The Affordable Care Act), which aims to expand and improve health care, thereby reducing health care costs.
Presently, US health care costs constitute 18% of GDP, up from about 5% around 1970 (1). These costs are burdensome and many sectors of our society are paying the price. School programs are being scaled back because of the escalating costs of retiree health care benefit programs, as illustrated in Michigan where they are "laying off teachers, scrapping programs and mothballing extracurricular activities…[because of]…health care bills of retirees."(2). … Continue Reading


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Welcome to the graduate program in Gerontological Services at Saint Joseph's University. The program goals are to advance understanding of the aging process and older adults and to train students to contribute to this understanding; to advocate on behalf of older people; and to develop and administer innovative programs and services targeting their needs. Graduates of the program have established successful careers in the field of aging in a variety of contexts. As the baby boomer generation enters old age, demand for the expertise in this area will grow significantly, and Saint Joseph's degree in Gerontological Services will continue to be valuable.
For more information about the program, download our brochure.


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The AMBER Alert program is a partnership of law enforcement, broadcasters and media, transportation agencies, emergency management agencies, telecommunications/call centers, other public safety agencies, and child protection organizations and professionals dedicated to recovering endangered missing and abducted children. The National AMBER Alert Training and Technical Assistance Program serves to increase the nation's capacity to respond to incidents of endangered missing and abducted children.
Learn more [1].
Links:[1] http://www.ojjdp.gov/grants/solicitations/FY2013/AMBERTTA.pdf


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I don't think they will tank, but they might not have to.
If they're beaten by the Islanders tonight, then start the six-game trip, they might not be able to avoid a lottery pick. And there's no reason to think they couldn't go as low as fourth or third.
One thing that continually amazes me is how other teams get ripped apart by injuries (or trade away players, i.e. Atlanta and Carolina) and stay afloat. Other teams — Boston and perhaps now Philly — can't handle the massive injuries they've suffered. Meanwhile the Rangers have maintained this miserable pace while remaining remarkably healthy for two years.
Do you realize they lost a total of 31 manpower games to injuries in 2008-09, and that Dmitri Kalinin led the team with six games missed. In the NHL, that's virtually being injury free for a whole year. This year the Rangers have missed 57 manpower games, and a lot of those were by Brashear, and 13 by Dubinsky, who broke his hand early in the season. That's still an unbelievably low number.
Yet, with all this health and good fortune, they stink.


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Ind. woman killed while walking across Fla. bridge
Published: Saturday, December 8, 2012 at 6:15 p.m.
Last Modified: Saturday, December 8, 2012 at 6:15 p.m.
TAMPA — Authorities say an Indiana woman was struck by a car and killed as she walked across a Tampa Bay bridge.
According to Florida Highway Patrol, Lucindi Sueann Lane of Kendallville, Ind., was walking south early Saturday along the shoulder of the Howard Frankland Bridge. She was struck by a car driven by an 18-year-old Florida woman.
FHP officials say Lane, 25, died at the scene. Neither the driver nor three other teenagers in her car were injured.
It was not immediately clear why Lane was walking across the bridge. According to an FHP report, alcohol may have been a factor.
The crash remains under investigation.
The Howard Frankland Bridge spans Old Tampa Bay to connect Tampa and St. Petersburg.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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HOUSTON - A Houston man is accused of sexually assaulting an 11-year-old girl and getting her pregnant.
According to court documents, starting in June 2012 through January 2013, Deandre Davis-Williams, 21, allegedly had sex with the girl almost every day when her mother was at work.
The abuse came to light when school officials called the girl's mother to let her know her daughter was pregnant.
Davis-Williams denied any involvement, but text messages from him regarding the situation were found on the girl's phone, investigators said.
Davis-Williams has been charged with continuous sexual abuse of a child, a felony. His bail has been set at $50,000.
Copyright 2013 by Click2Houston.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Browse more products:
Drag the square at the left to choose the part of your image you want to use. Tips: Click and drag any corner to resize; click and drag from the inside to move.
Crop Preview:
Click done if you're happy with the way it looks.
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(Monday–Saturday: 7am–Midnight ET; Sunday: 9am–6pm ET)
When you call, please have the Product Numbers of the items you wish to order. Product Numbers are located on the order page for each item, below the Add To Cart button.


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Laser Pegs Categories/Construction Sets
MPS Aircraft
The MPS Aircraft set will take your light-up creations to the skies! The four in one building set offers easy construction of air crafts including Cargo Transport, Light Glider, Light Bomber, and Light Jet. This educational toy for kids will offer hours of hand-eye coordination and creative play. Our Mobile Power Source is the smallest Laser Pegs Powerbase.
Out of stock
MPS: Mobile Power Source Aircraft Series – 4 Models in 1
The MPS Aircraft set will take your light-up creations to the skies! The four-in-one building set offers easy construction of air crafts including Cargo Transport, Light Glider, Light Bomber, and Light Jet. This educational toy for kids will offer hours of hand-eye coordination and creative play.
Laser Pegs MPS Aircraft Includes:
- 2 Laser Pegs®
- 37 construction parts
- Mobile Power Source
- Model Instructions
The MPS (Mobile Power Source) is the smallest Laser Pegs Power Base which allows kids to take educational toys on the go! Children ages 5 can enjoy illuminated light-up models safely as a low current travels from one peg to the next. The MPS batteries are easy-to-replace and the source can accommodate up to four Laser Peg connections at a time. Enjoy imaginative playtime with soaring helicopters, swift air crafts and playful robot models with convenient ON, OFF or FLASHING light settings.
MPS Aircraft Mobile Power Source Building Instructions
Download All Manuals, (zipped) – 2.5 Mb
Cargo Transport pdf – 2.8 mb
Light Fighter pdf – 4.6 mb
Light Glider pdf – 2.96 mb
Light Jet pdf – 2.3 mb
Additional information
|2 lbs
|2.25 x 3 x 6.125 in
Reviews (3)
3 reviews for MPS Aircraft
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S.T.E.M. Education and Learning
|S.T.E.M & STEM Approved
|Battery Type 3AAA / Button Cell
|Ages 5 Yrs Up
|For Boys & Girls
|Enforces Cognitive Development
|Stimulates Co-operative Play
|Builds Hand/Eye Coordination
|Encourages Imaginative Play
|Allows Imitative Play
|Develops Language
|Letter Names and Phonics
|Builds Maths Skills
|Motor Skills Improvement
|Encouraging Problem Solving
|Fosters Role Play
|Improves Sensory Development
|Enhances Visualisation and Memory
|Word Building
|Science Engineering Technology Math
|1 Year Warranty
STEM generally supports broadening the study of engineering within each of the other subjects, and beginning engineering at younger grades, even elementary school. It also brings STEM education to all students rather than only the gifted programs.
Its Committee on Science, Engineering, and Public Policy developed a list of 10 actions and the top 3 are listed here:
- Increase America's talent pool by improving K–12 science and mathematics education
- Strengthen the skills of teachers through additional training in science, mathematics and technology
- Enlarge the pipeline of students prepared to enter college and graduate with STEM degrees
Here are a few more examples of Laser Pegs S.T.E.M. (Science Technology Engineering Math) Benefits
- Enhances Creative Reasoning
- Improves Hand/Eye Coordination
- Promotes Cognitive Development
- Encourages Communication and Teamwork
- Inspires Creativity and Model Building
- Develops Math and Reasoning Skills
- Education Educational Kits learning S.T.E.M. STEM
The National Aeronautics and Space Administration also has implemented programs and curricula to advance STEM education in order to replenish the pool of scientists, engineers and mathematicians who will lead space exploration in the 21st century.
After-school STEM programs children learn what the most promising practices are and how to implement them to increase the chance of student success.
Continuing S.T.E.M. education has expanded to the post-secondary level through masters programs. Laser Pegs enhance, encourage and compliment all STEM Programs.


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- Movies
Inside the Studio
Giving Back Blog:
Paramount Pictures has a long and proud tradition of giving back. Our corporate social responsibility program is focused on four key initiatives: supporting public education; protecting the environment; combating HIV/AIDS; and promoting volunteerism. By offering employee engagement opportunities, coupled with financial and in-kind contributions, Paramount supports numerous local, national, and global non-profit organizations.


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We want to wish a special thank you to some of our recent Nissan customers near Logan!
Welcome to Pocatello Nissan & Kia's website! We are a proud new Nissan dealer, located near Logan, Utah. We service Logan, Utah for all individuals looking to buy or service a new Nissan.
Pocatello Nissan & Kia carries a wide selection of new Nissans near Logan, Utah. Using our website you can view our new Nissan cars.
Pocatello Nissan & Kia is proud to have an abundance of Nissans near Logan. Our sales team is in a combined effort to make sure each and every one of our customers receives the customer service that they each deserve. When you walk in our Nissan dealership near Logan, you'll see the difference for yourself. We know you'll find the perfect Nissan or other brands near Logan. So remember, when you are looking for a Nissan, Pocatello Nissan & Kia near Logan, UT is the dealership for you! We look forward to seeing you here!
Pocatello Nissan & Kia is your premier choice to service your Nissan if you live near Logan, UT. We have years of experience in servicing Nissans. Our expertise is one of the reasons our customers always come back for their Nissan repair. Logan has a large amount of options for you when it comes to Nissan service near Logan UT, but no one will give you the professional treatment and friendly atmosphere like we do at Pocatello Nissan & Kia.
When the time does come for you to order Nissan parts, our Nissan dealership serving Logan has the Nissan parts for you! One of the most important aspects of a customer servicing dealership is making sure that you get what you want and what you need! Our parts department takes pride in knowing we carry a large amount of Nissan parts at our Nissan dealership near Logan.
Pocatello Nissan & Kia is your top choice for a Nissan dealer and is located in Pocatello, ID and is just a short drive from Logan, UT.


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- None
- None
The food and drink industry in the UK has grown substantially in recent years. As people get busier, they turn more and more often to pre-packaged drinks and snacks. As a result, the sector is expanding and adding many new jobs. There is also a growing trend in the market for healthy energy alternatives, and it is an industry where constant innovation is a necessity. Employment opportunities are available in a number of diverse areas, ranging from production and distribution to health inspection and R&D.
The UK's food and drink industry is comprised of more than six thousand companies, most of which employ a workforce of over five hundred professionals. The sector is one in which large-scale operations are the norm, and few employment opportunities exist in small businesses. Recruitment agencies routinely find placements for those seeking positions such as Lab Technician, Product Developer, or General Manager; and there are countless areas of the industry with openings for qualified workers from a variety of backgrounds.
Salaries typically range from about £18K to £55K, making the sector a relatively lucrative one for many employees. The average income across the UK is about £30K annually, but those in London and Northern Ireland can expect to earn closer to £40K.
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Fox, Right-Wing Media Defend Boehner's Decision To Cancel Sandy Relief Vote
Fox and right-wing media figures defended Republican House Speaker John Boehner's decision to cancel a vote on an aid package for victims of Hurricane Sandy. Following sharp bipartisan criticism over that decision, Boehner agreed to a vote this week.
Boehner Canceled Expected Vote On Sandy Aid
CBS News: "Boehner Temporarily Abandoned Work On The Sandy Aid Bill." CBS News reported that the "House was expected to vote last night on a $60.4 billion package that would have provided disaster aid to states hit by Sandy more than two months ago," but Boehner "temporarily abandoned work on the" bill:
The House was expected to vote last night on a $60.4 billion package that would have provided disaster aid to states hit by Sandy more than two months ago. The Senate passed a similar measure last week, and Christie said today he was receiving "assurances" that the bill would "get done" as late as 9 p.m. ET on Tuesday night, Jan. 1. But in the aftermath of recent days' fraught "fiscal cliff" dealmaking, and a resulting package including tax hikes many Republicans opposed, Boehner temporarily abandoned work on the Sandy aid bill, telling New York and New Jersey Republicans he'd prioritize it in the new year. [CBS News, 1/2/13 [1]]
Reuters: Boehner "Made A U-Turn" After "Drawing Withering Fire From Fellow Republicans." Reuters reported that Boehner "made a U-turn on Wednesday to clear the way for approval of $60 billion in Superstorm Sandy relief by mid-January after drawing withering fire from fellow Republicans":
House Speaker John Boehner made a U-turn on Wednesday to clear the way for approval of $60 billion in Superstorm Sandy relief by mid-January after drawing withering fire from fellow Republicans, including New Jersey Governor Chris Christie, for canceling an earlier vote.
The Republican-controlled House of Representatives will now vote on Friday on a $9 billion down payment for storm-related aid to the National Flood Insurance program.
Boehner also assured New York and New Jersey lawmakers that the House will take a second vote on January 15 on the $51 billion remainder of the Sandy package. [Reuters, 1/2/13 [2]]
Fox, Right-Wing Media Figures Defended Boehner's Initial Decision To Cancel Vote ...
Weekly Standard's Bill Kristol: "I Think The Speaker Was Entirely Right To Pull The Bill." During an appearance on Fox News' Special Report, Weekly Standard editor Bill Kristol said, "I think the Speaker was entirely right to pull the bill." He added: "$60 billion is about one-tenth of this year's federal domestic discretionary nondefense spending. This is not like, gee, a couple hundred million dollars for some really important, urgent thing." [Fox News, Special Report with Bret Baier, 1/2/13 [3]]
Fox Business' Neil Cavuto: The Sandy Bill "Was Unreasonable, And It Was Stupid." After playing a montage of members of Congress denouncing the decision to cancel the vote, Fox Business host Cavuto said "calm down, shut up, and listen up." He said "these guys should be celebrating -- that's right, celebrating -- the death of a Sandy relief bill that offered little in the way of real relief for those actually hit by Sandy." He said the measure "was shelved for a reason: It was unreasonable, and it was stupid." [Fox Business, Cavuto, 1/2/13 [4]]
NRO's Daniel Foster: "Cataclysmic Tone" Is "Unnecessary." At National Review Online's The Corner, Daniel Foster wrote that while adjourning without a vote was "bad optics for the Republicans," "the cataclysmic tone struck by northeastern Republicans like Peter King (who is implying he could leave the party) and Chris Christie (who has called a live-streamed presser at 2PM that will no doubt be fun to watch), strikes me as unnecessary." Foster added that the bill is "about the size and shape of the second wave of Sandy spending, which can and should be much more deliberate than the first wave." [National Review Online, 1/2/13 [5]]
Hot Air's Allahpundit: "What's Going To Change On The Ground ... Between Now And The Next Few Days?" Allahpundit wrote at Hot Air: "What's going to change on the ground in New York and New Jersey between now and the next few days, when the bill is safely on Obama's desk for signing? Not a thing, but it's a fine opportunity for grandstanding by blue-state Republicans eager to seize an opportunity to distance themselves from the party's brand while it's at low tide." [Hot Air, 1/2/13 [6]]
... Even As Boehner Received Bipartisan Criticism Over That Decision
CBS News: "Democrats, As Well As Republican Lawmakers ... Fiercely Decried The Decision" To Cancel The Vote. CBS News reported that "Democrats, as well as Republican lawmakers like Christie and New York Reps. Peter King and Michael Grimm, fiercely decried the decision." According to CBS News, Rep. Peter King (R-NY) "accused House Republicans of 'writing off' New York and New Jersey." From CBS News:
Democrats, as well as Republican lawmakers like [Republican Governor of New Jersey Chris] Christie and New York Reps. Peter King and Michael Grimm, fiercely decried the decision. King, in a series of television appearances, accused House Republicans of "writing off" New York and New Jersey, and suggested he might vote against Boehner in his bid to hold on to his speakership -- the prospects of which some see as precarious due to the "fiscal cliff" negotiations. King also urged Republicans from New York and New Jersey not to donate to the House GOP. [CBS News, 1/2/13 [1]]
GOP Gov. Chris Christie Blamed Boehner For "The Continued Suffering Of These Innocent Victims." CBS News quoted New Jersey's Republican governor, Chris Christie, as blaming Boehner and House Republicans "for the continued suffering of these innocent victims":
Christie, meanwhile, called publicly shamed House Republicans for falling prey to what he cast as "palace intrigue," and specifically targeted Boehner's role in the process.
"There's only one group to blame for the continued suffering of these innocent victims: The House majority and their speaker John Boehner," Christie told reporters. "I called the speaker four times. He did not take my calls." [CBS News, 1/2/13 [1]]
- Network/Outlet
- Fox News Channel [7], National Review Online [8]
- Person
- William Kristol [9], Neil Cavuto [10], Allahpundit [11], Dan Foster [12]
- Show/Publication
- Your World w/ Neil Cavuto [13], Special Report with Bret Baier [14], Hot Air [15]