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TABLE OF CONTENTS. II. Background and Rationale III. Implementation IV. Current Undergraduate Program... 5
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1 1 of 17 TABLE OF CONTENTS I. Overview II. Background and Rationale III. Implementation Criteria for Admissions Admissions Timeline and Process IV. Current Undergraduate Program V. Proposed Graduate Program VI. Collaboration, Faculty, and Governance VII. Evaluation Exhibit A: Overview of TPAC Assessment Exhibit B: Teacher Education Standards Page # VIII. Funding Appendix Letter of Support from the Dean of the School of Education -Dean Julie Underwood Letter of Support from the Dean of the College of Letters and Science -Dean Gary Sandefur 1
2 2 of 17 PROPOSAL FOR A MASTERS DEGREE OPTION FOR SECONDARY TEACHER CERTIFICATION IN CURRICULUM AND INSTRUCTION I. Overview The faculty of the Department of Curriculum and Instruction are proposing a series of new named options within the Master of Science-Curriculum and Instruction degree program. These options would be "Secondary English Education," "Secondary Mathematics Education," "Secondary Science Education," and "Secondary Social Studies Education." Completion of these options will lead to teacher certification in the respective secondary education areas. These graduate-level options will replace the current School of Education undergraduate teacher education program in these subjects. The proposed options in the MS-C&I will provide students who hold a bachelor s degree in the specialty area with a post-baccalaureate route to teacher certification in these subject areas. The master s level teacher preparation program will replace teacher education preparation at the bachelor s level. II. Background and Rationale In part the proposed options are a response to significant competition from other education programs in the state that provide teacher preparation in a faster time than our current bachelor s level program. The new master s level program is also a response to significant success of Teach For America in attracting top students, who have bachelor s degrees but no preparation to be educators. Finally, the proposed master s level program reflects the growing number of master s level teacher preparation programs at other major research universities that draw top quality students that we seek to attract. Our current bachelor s program requires four consecutive semesters. Typically this means that undergraduate students are taking at least five years to complete a bachelor s degree because they enter the teacher preparation program after three years of undergraduate study. The proposed master s program s duration is two summers and an academic year. This means that a student can complete a bachelor s degree, this master s degree, and preparation for dual teacher certification (described below) in the time it currently takes to complete a bachelor s degree and preparation for a single certification. The proposed program also responds to growing needs experienced by secondary schools in our state and nationwide. Addressing these needs requires teachers who are skilled in teaching strategies to educate a more diverse student body and students for whom English 2
3 3 of 17 is their second language. The program features in-depth work with a wide range of diverse students and, in addition, provides graduates who will meet the rising demand for teachers with certification in English as a Second Language. As a graduate program, it is expected that the program will attract students with an abiding commitment to becoming excellent teachers for contemporary students and schools. Graduates will have a greater likelihood than many of our current bachelor s level graduates of remaining in teaching for substantial years of service. In addition, by drawing from a larger body of applicants we can attract students with greater diversity and broader experiences that will serve them well as teachers. III. Implementation The program duration is two summers and an intervening academic year. The first group would begin the Summer of Applications and admissions will proceed with the following criteria and time line beginning Fall of 2014: Criteria for program admission In order to be considered for admission, candidates must have: A bachelor's degree from a regionally accredited U.S. institution, or a comparable degree from an international institution with a 3.0 GPA 1 in the last 60 credits; An overall GPA of 3.0 in the applicants area of certification; If relevant, a minimum TOEFL Score of 92; Candidates must have a valid GRE score 2 ; A statement of purpose 3 letters of recommendation 50% of the Cohort positions are reserved for UW-Madison graduates Candidates may also be asked to submit: A resume; Answers to program area-specific essay questions; Candidates may also be asked to participate in an interview. 1 Based on a 4.0 grading scale 2 Once the new GRE is normed, a minimum score may be required 3
4 4 of 17 Admissions committees will judge each applicant on the following criteria: Is the applicant well-qualified academically? Does the academic background reflect the needs of the profession? Is the applicant thoughtful and reflective about the meaning of teaching? Are his or her motivations for entering the profession worthwhile and do they reflect a commitment to professional improvement? Has the applicant shown the ability to work effectively with young people, especially those different in important ways from the applicant? Does the applicant show a genuine commitment to working with all children, not just the privileged or highly motivated? Does the applicant provide evidence of working with adolescents? Is the applicant capable to work effectively with other professionals in the school, parents, caregivers, and members of the community outside of school? Does the applicant have work experience that may add to their ability to assist students in building their own knowledge of the subject? Admissions timeline and process 10/15: Candidates complete the online application through the UW Graduate Admissions website. C&I program administrators will complete initial screening of candidates. Any candidate who does not meet minimum requirements will be passed along to program area faculty if their application is rejected for potential consideration as an acceptation. 11/15: Candidates notified if they have moved on to the second round of the application process. 12/15: Candidates submit a resume and provide answers to subject area-specific questions through the EPCS website 2/1: Candidates notified if they have moved on to the third round of the application process. Interviews conducted with all candidates still in the applicant pool. 3/1: Candidates notified of admissions 3/15: Candidates deadline to accept admission into the program. Alternates notified of admission status 3/30: Final notification of admissions status for alternates 4
5 5 of 17 IV. Current Undergraduate Program The current bachelor s program prepares students for certification in English, mathematics, science, and social studies for teaching at the secondary level. Only undergraduate students who are completing majors in these identified areas can seek this certification. The current program encompasses four semesters and is organized as follows: Semester One twelve credits EPS 300, School and Society (3 crs) C&I 506, Inclusive Schooling (3 crs) Ed Psy 521, Adolescent Development (3 crs) C&I XXX, Practicum I (3 crs) Semester Two twelve credits C&I 313, Literacy Across the Curriculum (3 crs) C&I 537, Teaching Diverse Learners (3 crs) C&I XXX, Subject Area Methods (3 crs) C&I XXX, Practicum II (3 crs) Semester Three twelve credits Ed Psych 301, Learning (3 crs) C&I XXX, Advanced Subject Area Methods (3 crs) C&I XXX, Half-day Student Teaching (6 crs) Semester Four thirteen credits C&I XXX, Full-day Student Teaching (12 crs) C&I 690, Independent Field Work (1 cr) V. Proposed Graduate Program The program covers two summers and an intervening academic year. Students take university courses and engage in field work associated with those courses. In addition to course and field work, students must complete a master s project in order to receive their degree. The course and field work are distributed as follows: Summer 1 The focus of this summer semester includes a practicum in the local community intended to involve program students with adolescents in a variety of organized settings. The adolescents will represent language and other forms of diversity. The university courses will present assignments for students to carry out in the practicum sites. The 699 module will engage program students in considerations of how academic subject knowledge is and should be translated into the secondary school curriculum. C&I 690, Independent Field Work (2 crs) C&I 672, Issues in ESL Education (3 crs) EPS 670, Social Issues and Education (2 crs) C&I 537, Teaching, Diverse Learners (1 cr) C&I 699, Epistemology or C&I TBD Instructional Theory (1cr) 5
6 6 of 17 Semester 1 In both halves of this semester, program students will be in local secondary schools. University courses will provide assignments for students in their practicum sites and present concepts useful for understanding schooling, teaching, and students. Among central topics addressed will be working with all students, universal curriculum design, and understanding contemporary adolescence. Semester 2 C&I 506, Inclusive Schooling (2 crs) Ed Psych 521, Adolescent Development (2 crs) C&I 396, 393, 390, 359 (Subject Area Methods) (3 crs) C&I 673, Learning Second Language and Literacies (2 crs) C&I 690, Independent Field Work (1 cr) C&I 472, 497, 495, 458, Student Teaching at a Middle School (2 crs) Program students will be immersed in a semester of student teaching. University course work is closely integrated and will provide assignments for students to carry out in their student teaching as well as concepts and practices that will enhance their instructional effectiveness. Course titles summarize the topics addressed in these courses. Each student will also prepare and teach an instructional unit incorporating key teachings of the university courses from both semesters. This unit will also serve as the student s master s project. Summer 2 C&I 674, Advanced Methods in Teaching English as a Second Language (3 crs) C&I 596, 394, 590, 559 (Subject Area Methods) (3 crs) C&I TBD Classroom Management (1 cr) C&I 709 Digital Media and Technology in the Classroom (1 cr) C&I 496, 494, 490, 459, Student Teaching at a High School (4 crs) [Additional student teaching credit to accrue in Summer 2] In the final summer, students will complete their masters projects under the direction of their major professors. They will also reflect and further investigate concepts from previous semester courses, and learn central concepts in school law and data assessment. C&I 675, General Seminar (3 crs) ELPA XXX, School Law (1 cr) C&I TBD Assessment/Data Usage, (1 cr) C&I 506, 521, & 673; (1 cr. modules to reflect and further explore Sem. 1 topics) (3 crs) C&I TBD; (1 cr. module to reflect and further explore Sum1 topics) (1 cr) C&I 496,494, 490, 459, Student Teaching at a High School (3 crs) [Student teaching from the final portion of the K-12 school year] 6
7 7 of 17 The Masters Project: Each student will prepare a unit plan to have been taught and assessed in the second semester practicum. The plan will incorporate major concepts taught in courses addressing instructional design, English Language Learners, inclusive schooling, learning, and assessment. After approval by the student s major professor, relevant unit components will be detailed in the student s electronic portfolio. The electronic portfolio is, in effect, each student s individualized website. The portfolio presents a variety of information about each student including artifacts describing how the student has demonstrated proficiency on each of the School of Education s 15 standards. Proficiency on each standard is required for completion of the program. Details of key components of the student s unit project will be included under standards 1, 3, 5, 8, 10 and 11. VI. Collaboration, Faculty, and Governance The program reflects collaboration between the School of Education s Departments of Curriculum and Instruction, Educational Leadership and Policy Analysis, Educational Policy Studies, and Educational Psychology. In addition, personnel in local school districts collaborate in providing instructional settings in their middle and high schools. Governance of the program will remain as is currently for all teacher education programs. The proposed master s program will continue to have an advisory committee which sets policies for the program and, if necessary, makes recommendations for actions by departments and other appropriate bodies. The committee has representatives from all relevant departments, instructors, and local school representatives. Professors Brown and Kalish (Educational Psychology), Professor Lee (Educational Policy Studies), Professor Mead (Educational Leadership and Policy Studies), Professors Knuth, Ellis, Rudolph, Braaten, Gomez, Halverson, Lockwood, Levy, Hawkins, Udvari-Solner, and Deans Hanley- Maxwell and Hamm are on the committee. In addition, staff members Garner, Lubasi-Anderson, Gerloff, and Warren are on the committee. Local school representative s names are not available at this time. 7
8 8 of 17 VII. Evaluation Teacher education students will be assessed at multiple times using multiple measures. These assessments inform faculty about student progress toward meeting program requirements and readiness for certification. Assessments also provide information for program evaluation. All students must show competence in the School of Education s 15 teacher education standards. (Exhibit on Page 10) In addition, the most recent evaluation tool is the TPA (Teacher Performance Assessment) system. All students must demonstrate their knowledge and skills throughout the program and summatively during the final semester. An overview of the TPA system follows: Overview of the TPAC Assessment Conceptual Overview In this assessment, students will describe, analyze, and evaluate the teaching of a 3-5 lesson unit of instruction that will be referred to as a learning segment. The assessment is built around the proposition that successful teaching is based on knowledge of subject matter and subject-specific pedagogy, developing knowledge of one s students, reflecting and acting on evidence of the effects of instruction on student learning, and considering research/theory about how students learn. The TPAC assessment is clearly focused on student learning. To complete the assessment, students will describe their plans and actions to achieve student learning (the what ), provide a rationale for plans and an analysis of the effects of teaching on students learning (the so what ), and analyze and reflect on the resulting student learning to plan next steps in instruction or improvements in teaching practice (the now what ). Submit teaching artifacts and commentaries Students will submit artifacts and commentaries. Artifacts are evidence of teaching practice. They include lesson plans, copies of instructional and assessment materials, one or two video clips of teaching, and student work samples. Students will also write commentaries describing their plans and practice, explaining the rationale behind them, and analyzing and reflecting on what was learned about their teaching practice and students learning. 8
9 9 of 17 In a commentary, students respond to questions that prompt them to provide evidence of what they know and understand about their teaching practice. The commentaries will guide the assessors in interpreting the artifacts the students submit. They also are evidence of your ability to communicate about and reflect on teaching practice. Note that the students writing ability will not be scored directly, but it is important that the writing is clear and focused on key elements of descriptions explanations, or reflections. Evaluation Criteria and Scoring The students assessment evidence will be judged on five dimensions of teaching: planning, instruction, assessment, reflection, and academic language. The evidence for the planning, instruction, and assessment dimensions will come from the corresponding tasks. Evidence for the reflection dimension comes primarily from the daily reflections but may come from the Instruction and Assessment tasks. Evidence for the academic language dimension will come from across the tasks. To identify the teaching competencies that will be assessed, read the rubrics that appear at the end of each task. 9
10 10 of 17 Overview of TPAC Assessment TPAC Task What to Do What to submit 1. Planning Instruction & Assessment Provide relevant information about your instructional context by completing the Context for Learning form. Select a learning segment of 3-5 lessons (or, if teaching within a large time block, about 3-5 hours of connected instruction) that develops students abilities to. Determine what content and related academic language you will emphasize. Consider your students strengths and needs, create an instruction and assessment plan for the learning segment, and write lesson plans. Respond to commentary prompts to describe your students and teaching context, and explain your thinking in developing the plans and how they reflect what you know about your students as well as research/theory. As you are teaching, complete daily reflections by answering the prompts. Context for Learning Information Lesson Plans for Learning Segment Instructional Materials Assessment tools and criteria Planning Commentary Daily reflections 2. Instructing & Engaging Students in Learning 2. Instructing & Engaging Students in Learning Identify lessons where you are engaging your students in. Select at least one lesson for filming. Collect permission forms from parents and prepare for filming. Video the lesson. Review the video to identify one or two video clips that meet requirements. [Secondary students must select two video clips.] The total running time should not exceed 15 minutes. Respond to commentary prompts to analyze your teaching and your students learning in the video clip(s). Video Clip(s) Video Label Form Instruction Commentary 3. Assessing Student Learning 4. Final Retrospective Reflection Analyze student performance across the class from one assessment completed during the learning segment. Identify three student work samples that illustrate class trends in student understanding. Select two focus students from the class whose learning you will analyze in more depth, and for whom you will document feedback on their work. Respond to commentary prompts to analyze the extent to which the whole class met the standards/objectives, analyze the individual learning of two focus students and describe your feedback to them, and identify next steps in instruction based on your analysis. Reflect back on your teaching throughout the learning segment and consider what you have learned about your teaching and students learning. Respond to the commentary prompt about what you would do differently if you could teach this learning segment again. 10 Evaluation Criteria Student Work Samples Evidence of Feedback Assessment Commentary Retrospective Reflection Commentary
11 11 of 17 University of Wisconsin--Madison Department of Curriculum and Instruction SECONDARY TEACHER EDUCATION PROGRAM TEACHER EDUCATION STANDARDS Standard #1: Incorporates Understanding of Human Learning and Development Teachers design learning environments and pedagogical practices for students that are grounded in concepts and interpretative frameworks provided by disciplines that study human development and learning. Standard #2: Understands the Social Context of Schooling Teachers understand how local, state, national, and global social and political contexts differentially affect schooling and its outcomes for students. Standard #3: Demonstrates Sophisticated Curricular Knowledge Teachers understand the central concepts, assumptions, tools of inquiry, ways of reasoning, uncertainties, and controversies of the disciplines that they teach to students. Standard #4: Understands and Practices Learning in Particular Domains Teachers are knowledgeable about the challenges and opportunities that commonly arise as students develop understanding or competence in particular domains. Standard #5: Explains and Justifies Educational Choices Teachers can articulate and defend their curricular and instructional choices with sound ethical and pedagogical justifications. Standard #6: Connects School and Community Teachers use the knowledge and abilities necessary for collaboration with individuals, groups, and agencies within the school and local community. They base instruction of students on an understanding of curricular goals, subject matter, and the local community, and help students make connections between community-based knowledge and school knowledge. Standard #7: Understands and Adapts to Multiple Forms of Communication Teachers understand and adapt to students multiple forms of expressing and receiving experiences, ideas, and feelings. Standard #8: Employs Varied Assessment Processes Teachers understand and thoughtfully use formal and informal evaluation strategies to assess students achievements, strengths, challenges and learning styles for continuous development. Standard #9: Manages Learning Environment Teachers establish and maintain an environment that engages students in learning while providing for their physical and socio-emotional well being. Standard #10: Employs Varied Instructional Strategies Teachers understand and use a variety of instructional strategies to enhance students learning. Standard #11: Uses Technologies Teachers appropriately incorporate new and proven technologies into instructional practice. They understand the major social, cultural, and economic ideas surrounding their implementation. Standard #12: Accommodates for All Students Teachers design educational environments and use instructional practices that accommodate students achievements, strengths, challenges, interests, and ways of learning. Standard #13: Is a Reflective Practitioner Teachers are reflective practitioners who evaluate the effects of their assumptions, choices and actions on others (students, parents/guardians, and other professionals in the learning community) and who actively seek out opportunities to grow professionally. They examine assumptions embedded in ways of thinking and in familial, institutional, and cultural lore and practices. Standard #14: Relates Well with Families and Communities Teachers relate to students, families, and community members in a fair and sensitive manner that shows respect for cultural diversity. Standard #15: Understands Legal Rights and Responsibilities Teachers understand the legal rights and responsibilities of professional educators. *The term domain was chosen because teachers are called upon to teach school subjects, not necessarily academic disciplines. ** Culture is broadly meant here to include the social patterns, arts, beliefs, institutions and all other products of human work and thought characteristic of a community or population. Cultural patterns are related to language, sex/gender, race, national origin/ethnicity, social class, creed/religion, disability, and sexual orientation. 11
12 12 of 17 VIII. Funding Cost Recovery Note: Fringe benefits are not to be taken from this operating budget. GRADUATE SECONDARY TEACHER EDUCATION PROGRAM Budget: General Operating Budget General Expenses: Faculty coordinator summer (1 mo).. $ 10,500 Full-time academic staff 65,000 Promotion, recruitment 11,000 Admissions 4,000 Supplies & Expenses (Pro Dev, Consultants, etc) 20,000 Honoraria for Cooperating Teachers are included with the semester break outs. Fellowships??? Summer One: C&I faculty(1 mo)... 10,500 1 lec. (1 mo)... 4,500 [Literacy in Communities and Workplaces course associated with field placements. Two sections taught by faculty and lec.] C&I 690. Practicum, 2 lecturers (1 mo).. 9,000 [Course for field placement and TA supervision] C&I 675 or TBD. 4 faculty (1 wk). 14,100 [Course addressing epistemological issues (Math/Sci) and instructional theory (Eng/SSt) EPS faculty(1 mo)... 7,000 1 lec. (1 mo)... 3,000 C&I faculty(1 mo)... 3,500 1 lec. (1 mo)... 1,500 Semester One: C&I TAs 11,000 1 faculty (2crs.). 16,000 [Inclusive Schooling course. Two sections and field work supervision.] EdPsy TA 4,000 1 faculty (2crs.). 16,000 [Adolescent Development course- Two sections] C&I TAs.. 11,000 1 faculty (2crs.). 16,000 [Learning Second Language and Literacies. Two sections and field work supervision] C&I 396, 393, 390, faculty (3 crs.) 95,000 [ Subject Area Methods] C&I 690 & StT Middle school: Coop. Teachers Honoraria... 24,000 (2 subject area CTs: 1 Spec Ed, 1 ESL) Subject area supervisors (8 TAs).. 65,000 12
13 13 of 17 Semester Two: C&I fac (3cr.) 24,000 1 TA. 4,000 [ESL methods. Two sections] ESL supervisors (4 TAs) for practicum... 32,500 C&I 596, 394, 590, faculty (3 crs.) 95,000 [ Subject Area Methods] C&I 496, 494, 490, 459- St Teach at High School Coop. Teachers Honoraria $ ,000 Subject area supervisors (8 TAs)., 65,000 C&I TBD 1 TA. 1,500 1 fac (1 cr.). 8,000 [Classroom Management course taught by faculty and TA. Two sections] C&I TA... 1,500 1 fac (1 cr.). 8,000 Summer Two: C&I , 673, lecturers. 6,000 4 fac 32,000 [Reflect and revisit topics from 506, 521, 673 and 537; 1 cr], C&I faculty (1 mo). 42,000 [Subject area seminar related to masters research and portfolio development.] C&I TBD. 1 TA.. 1,500 1 fac (1cr.).. 8,000 [Assessment and Data Use course taught by faculty and TA. Two sections] ELPA XXX, 1 faculty... 10,500 [School law course] Total Cost $ 779,100 Estimated Revenue: $1,060,000 all in-state tuition ($135,000,000 w/ 20% out of state tuition) *Assumptions: 1. Figures based on initial admission of 60 total students. 2. Faculty salaries based on $95,000. Salaries do not include fringes 3. Fellowships would be based on 2 summers and one academic year. 13
14 14 of 17 GRADUATE SECONDARY TEACHER EDUCATION PROGRAM Budget: Start-up Cost Estimates YEAR Administrative Staff needs 1 month- Alan Lockwood...$10,000 ½ Time- Joey Lubasi...$30,000 Supplies and Expenses...$5,000 Website Development Consultants Collaborative Cooperating Teacher meetings Materials/Handbook Development YEAR Administrative Staff needs 1 month- Alan Lockwood...$10,000 ½ Time- Joey Lubasi...$30,000 Supplies and Expenses Promotional Materials Recruitment Initiatives Professional Development for CT s Admissions Procedures...$20,000 YEAR Administrative Staff needs 1 month- Alan Lockwood...$10,000 ½ Time- Joey Lubasi...$30,000 Supplies and Expenses...$20,000 Promotional Materials Recruitment Initiatives Instructional Training for CT s and Supervisors *Anticipated start date: Summer, 2015 Accepting applications: Fall,
15 Appendix: UAPC Doc of 17 15
16 16 UAPC Doc of 17
17 17 UAPC Doc of 17
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Steven Gerrard misses out completely for the Reds while Potters boss Tony Pulis has made five changes from the side that lost 3-1 to Arsenal at the Emirates
Steven Gerrard is not included in the squad while Lucas Leiva does return to the starting XI to partner Jay Spearing in central midfield.
Uruguayan centre-back Sebastian Coates starts only his second game for the Reds having previously featured in the last round of the League Cup away at Brighton - a game which Liverpool won 2-1.
For Tony Pulis' side, Kenwyne Jones replaces Peter Crouch in attack while 22-year-old Ryan Shotton is given the nod and Jonathan Woodgate returns in defence.
Stoke City starting XI: Sorensen; Huth, Shawcross, Woodgate, Shotton; Delap, Whelan, Wilson, Etherington; Walters, Jones.
Subs: Nash, Diao, Pennant, Upson, Crouch, Jerome, Palacios.
Liverpool starting XI: Reina; Kelly, Coates, Carragher, Agger; Lucas, Spearing, Henderson; Maxi, Carroll, Suarez.
Subs: Doni, Aurelio, Kuyt, Adam, Bellamy, Skrtel, Flanagan.

subset: commoncrawl


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Ranveer Singh and Arjun Kapoor are two of the best buddies in B-Town and their friendship is for real. The duo appears to be very comfortable with each other and their chemistry in films is always worth watching.
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OMG! Hrithik Roshan To Fight With Tigers In Mohenjo Daro
Arjun did agree that he shares a great bonding with Ranveer Singh but he has a problem with the word 'chemistry' being used. "Chemistry...It's a word I hate for two friends. Ranveer and I, we were friends before we became actors and I think that's why the communication that we had at that point of time, has carried on. Chemistry is not the word for it. What two friends have, is a bond. They have emotions towards each other, they have an understanding with each other", said Arjun Kapoor while talking to a leading publication.
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Today the European Court has decisively ruled that while workers retain the right to express their religious belief in their place of employment, they may not use their religious beliefs to deny access to goods, facilities and services to lesbian, gay, bisexual and transgender people.
Speaking on the Court's ruling, John O'Doherty Director of The Rainbow Project, Northern Ireland's largest LGBT organisation said:
'We welcome this landmark ruling from the European Court on Human Rights. While we had always supported Nadia Eweida's right to wear her cross, as a symbol of her faith, in the workplace, we were adamant that the McFarlane and Ladele claims of discrimination must fall.
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Further information available at http://www.bbc.co.uk/news/uk-21025332


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Welcome to the Ford Fusion Forum
Like most online communities, you must register to create a topic, reply to a topic, post photos and more. Registration is free, simple and takes only a few minutes.
By becoming a member, you'll be able to:
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Lost one of our two keys, reprogram remaining and new key
Posted 11 February 2017 - 06:01 PM
I'm new to this forum and already have an urgent question: We have a 2016 Ford Fusion SE and my wife somehow lost (or misplaced?) her key. Since we don't know whether she lost it somewhere around our house, I was wondering if I really have to go to Ford to reprogram the remaining key to prevent anyone take our car with the lost one? I read online that supposedly it's possible to reprogram a key by somehow eight times turn the ignition on and off. But I'm not sure if that is the right approach for my model and if I can purchase a new fob and program it myself also?
Today I went by my Ford dealer and they told me of course only Ford can do it and we would have to buy two new keys which will cost a ridiculous amount of cold cash dollars for the keys and programming 😡
Now I'm trying to find out if there's any cheaper way to do that...
Thankful for any help! 😌
Lose this advertisement by becoming a member. Click here to create a free account.
Posted 11 February 2017 - 09:12 PM
Posted 11 February 2017 - 09:31 PM
Thanks for your reply though
Edited by daflexxx, 11 February 2017 - 10:27 PM.
Posted 12 February 2017 - 12:02 AM
If you decide to let the dealer program a second key for you, you might want to get a third one done as well. My car came with the two remote keys. I bought a regular key (no remote locking or any of the other fancy stuff--just a key), so that if I ever lost either of the others, I would still have two keys in my possession so I could reprogram a replacement key without going through a dealer. Like was mentioned above, if you have at least two working, programmed keys, then you can program more keys yourself. If you only have one key, you need to go through a dealer, or there are a few locksmiths who claim to have the ability do do this as well.
Posted 12 February 2017 - 12:22 AM
Posted 12 February 2017 - 12:26 AM
Posted 12 February 2017 - 08:48 AM
Posted 12 February 2017 - 12:08 PM
Depending on how the remote start was implemented on this model, you might find a key in the bypass module. Usually it was a 'valet' key without the buttons.
If you have that, you have the second key that will allow you to program a reasonably priced aftermarket keyfob yourself.
Posted 12 February 2017 - 01:35 PM
Privacy Policy Terms of Service ·


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The Category Revenue Accelerator is designed for media salespeople who want to lead the pack when it comes to business development. The accelerator provides a monthly stream of business category and trend information to help sellers select better prospects, get an appointment with those prospects, and create new customers. Automotive, health care, financial services, and furniture are just some of the categories covered.
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5. Prepare to Make Digital Discoveries
We close each category segment with tips sellers can use to prepare to greatly improve their needs
analysis and set the stage to include digital as a key part of the solution.


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Listen to free music by Dj Dan
Blip.fm is internet radio made social. It's easy to search for, play, and discover free music recommended by real people. Join today to create your own free station.
DJ Dan – Seduction (FUKKK OFFF Remix)
Dj Dan
Seduction (fukkk Offf Remix)
DJ Dan songs played by Blip.fm DJs
Hachimon DJ Dan - Work That Sucka
DJ Dan – Work That Sucka| play
May 12, 2013 at 3:13 am via YouTube | AMAZON | ITUNES
SwagSaget Reporting from library, the quiet section of library. It's not all a quiet section.
DJ Dan – Out of Nowhere (Original Mix)| play
Dj Dan – A Place Called Acid| play
Sep 20, 2012 at 11:30 pm via YouTube | AMAZON | ITUNES
SylentSyd ...next big project: converting my vinyl to mp3's...this should be fun...
Apr 2, 2012 at 9:16 pm via YouTube | AMAZON | ITUNES
ScottyMcPrime DJ Dan - "Can You Feel It?"
DJ Dan – "Can You Feel It?" [audio only]| play
Feb 28, 2012 at 8:02 am via YouTube | AMAZON | ITUNES
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High Quality, Personal Care
Park Lane Healthcare is a refreshing modern family run company, with old fashioned ideas and values in supporting and caring for the elderly. We believe that everyone deserves the very best that life has to offer especially in their later years.
We provide only the very best in luxury accommodation, combined with that all – essential comfort and ambiance. We want you to feel at home and so our aim is to provide warmth, safety, quality of life, independence, dignity, choice and fulfilment, quietly and discreetly ensuring our residents are looked after in every way to allow them to forge new friendships , gain new experiences and make new memories.
We have six bespoke care homes in the Lancashire, Yorkshire and Humberside regions all occupying beautiful grounds and ,whether browsing for yourself or for a family member, we invite you to wander around the site to explore all of our homes and the services we offer. Feel free to contact us to arrange a visit or just to ask for advice. Our team of committed, experienced, approachable caring staff will ensure all of your questions are answered to help you choose the correct placement or to guide you in other options open to you.
Please visit the site regularly to keep up to date with all of our ongoing developments , improvements and activities in our community
News from Park Lane
Ethel Turns 100!
Catch up with what's going on at Magnolia House on Twitter
Our Community
There's nothing like your home, but Magnolia House had a very good feel on my first visit. Staff are very friendly, and make you feel very welcome. Mum has been there 4 months, has settled in very well. My son, daughter in law and myself have recommended Magnolia House to a couple of people.
As a family we are very happy with the care my Grandmother in law receives. She herself settled very quickly, all thanks to the staff support. Any concerns are addressed quickly and sympathetically, and we also notice that staff seem happy in their work – which is nice.
Excellent is not high enough praise for Moorgate Croft. The staff are not only efficient, they are caring too. The care my late father received made his last year enjoyable and worry free. xxxxxxxxx
Every family must have reservations when the time comes to find somewhere more suitable than home for older relatives to live. Dad took a few weeks to fully settle, but when I asked him he didn't really think about his old house anymore as this was home now. Thank you for looking after Dad so well, my sisters and me are very very grateful.
My Grandfather has now been a resident at Magnolia House for about six weeks, and has settled in nicely with the help of the staff. The team, management, surroundings, food, hygiene are great, and the whole package is second to none. The atmosphere in the home is somewhat that of a happy cheery one! I have not in the last six weeks found one member of staff that isn't happy or unapproachable.
I found management and staff to be very helpful in advising us as to our parents' individual needs, especially as it's the first time we have ever experienced the problems of dementia. The rooms are all en suite and are nicely furnished. The food is good (it must be…mum eats all in front of her).
In the ten weeks my husband has been in this care home, he has settled down very well. He gets on very well with all his carers, they look after him so well. He likes to listen to music and see a film. I go and see him every other day. I would recommend this care home to anyone.
Having researched all appropriate care facilities in Rotherham, we settled on Moorgate Croft when Mum, at 86, became incapable of independent living. She lived there for a year until her recent passing. We had no regrets and absolutely no reason to wish we had chosen somewhere else.
Mum has terminal cancer and the nurse specialist at the hospital suggested Moorgate Lodge for providing end of life care. Although only being a resident for a short time, I have complete peace of mind in that the staff are caring and compassionate, the facilities are first class and mum is receiving the best of care. I hope when my time comes I am as lucky in finding residential care.


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Donate to PeaceworksKC!
Thank you for your interest in donating to our organization.
The button below will take you to our Paypal donation page, where you may use your own Paypal account to donate, or you can use a major credit card
Of course, if you choose not to donate online, you can still send fill out the form here and send a check!


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Source - RNS
RNS Number : 3334L
SABMiller PLC
30 September 2016
SABMiller plc
Total Voting Rights and Share Capital
In accordance with the FCA's Disclosure and Transparency Rule 5.6.1, SABMiller plc advises that as at the close of business on 29 September 2016 its capital consisted of 1,624,501,822 ordinary shares with voting rights, and a further 57,020,198 ordinary shares held in treasury.
The total number of voting rights in SABMiller plc is therefore 1,624,501,822 which is the figure which should be used by shareholders as the denominator for the calculations by which they will determine if they are required to notify their interest in, or a change to their interest in, SABMiller plc shares under the FCA's Disclosure and Transparency Rules.
Stephen Shapiro
Group Company Secretary
30 September 2016
This information is provided by RNS
The company news service from the London Stock Exchange


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May The Best Man Win
Masked vigilantes Charge (Jason Trost), Cutthroat (Lucas Till), The Wall (Lee Valmassy), and Shadow (Sophie Merkley) are rendered powerless by their archenemy (James Remar) and are forced to complete a series of deadly tasks in order to save the lives of more than 100 innocent civilians. Should they fail or refuse to cooperate, the entire town will be destroyed. ~ Jason Buchanan, Rovi
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I.P. Address: 188.8.131.52
Posted by ahmod1968 on December 06, 2008 at 09:22:57:
In Reply to: Re: Crazy cool american girl looking for friends. All welcome posted by dave on November 11, 2008 at 05:25:57:
: : : Whats up? I'm your standard american girl looking for friends across seas to write/ email to. I get bored easily.
: life is int.
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Kava Tea Cup Set of 6
By KettleryRs. 2,000.00
Get Smytten on our App instead>
Premium Brands. Free Trials. Curated Shopping
This gift set includes a Jackfruit Night Green Tea (100g) an indulgent, mesmerizing experience of aromatic, fruity bliss and Cleopatra Green Tea (100g) which has an intoxicating aroma of flowers with a tasteful passion fruit and papaya undertone.
About The Brand
The Kettlery aims to reinvent the way India consumes tea. Elevating the art and craft of tea to a sublime level, the Kettlery brings to you teas and tisanes far beyond the usual black dust we normally drink. Each leaf at the Kettlery is finely selected to enhance your tea-drinking experience and help you succumb to the full-bodied luxury that tea is truly.


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UPDATE: While the report below suggest the Lakers won't fire coach Mike D'Antoni, ESPN the Magazine's Chris Broussard thinks the club has no choice, if they want to keep the team from spiraling downward this season and losing D12 during the offseason. Read his thoughts at the bottom of this post.
- Tom Carpenter
Fans of the Lakers want Phil Jackson back on the bench, but it's not going to happen since the team has no plans to get rid of Mike D'Antoni.
Kevin Ding of The Orange County Register writes: "There's plenty of heat and speculation -- and plenty for Lakers coach Mike D'Antoni to hash out as far as better using his players, including Dwight Howard -- but the Lakers are not considering a buyout or firing of D'Antoni. The Lakers signed D'Antoni to a three-year contract to replace Mike Brown, who was fired Nov. 9."
The Lakers will probably stand pat through the Feb. 21 deadline and then make major changes to the roster in the offseason, especially if they can't come back to grab a playoff spot.
Chris Broussard
Lakers should fire D'Antoni now
"Regardless of the lineup -- whether Steve Nash has played or not, whether Dwight Howard has played or not, whether Pau Gasol has played or not -- D'Antoni and these Lakers have been a terrible fit. So while it's only been 32 games and while the Lakers still owe D'Antoni nearly $12 million in guaranteed money, it is time for a divorce. The Lakers should fire D'Antoni and let assistant coach Bernie Bickerstaff coach the rest of the season. I know it sounds drastic, but it needs to be done. This is simply not working, and you know what? It's not going to work because D'Antoni's perimeter-oriented, point guard-do-it-all, defense-be-damned system does not fit this team. And there are not enough trades out there to be made to make it fit, especially when it's built around a soon-to-be 39-year-old point guard. ... Most believe Jim Buss won't fire D'Antoni soon, not just because of the financial repercussions, but because it would be the admission of a colossal mistake. But it would be an even bigger mistake to let the season continue to spiral out of control and as a result, lose Howard."


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The display and use of drug information on this site is subject to express terms of use. By continuing to view the drug information, you agree to abide by such terms of use.
GENERIC NAME: ANTIHEMOPHILIC FACTOR (FACTOR VIII), RECOMBINANT - INJECTION (AN-tye-HEE-moe-FIL-ik FAK-tor, ree-KOM-bi-nant)
BRAND NAME(S): Advate, Kogenate, Recombinate
Medication Uses | How To Use | Side Effects | Precautions | Drug Interactions | Overdose | Notes | Missed Dose | Storage
USES: This medication is used to control and prevent bleeding episodes in people with low levels of factor VIII (hemophilia A). It is also used in these patients before surgery to prevent bleeding. People with low factor VIII levels are at risk for bleeding longer after an injury/surgery and for bleeding inside the body (especially into the joints and muscles). This product contains a man-made form of factor VIII, also called antihemophilic factor. This product is used to temporarily replace the missing factor VIII, a protein (clotting factor) that is normally in the blood, so that the blood can clot and the bleeding can stop.This medication should not be used to treat von Willebrand disease.
HOW TO USE: This medication is given by injection into a vein as directed by your doctor. The medication may need to be given more slowly over a longer time depending on your dose and how you respond to it.After first receiving this medication in a hemophilia treatment center or hospital, some patients may be able to give this medication to themselves at home. If your doctor directs you to give this medication at home, read the Patient Information Leaflet available from your pharmacist before you start using this medication and each time you get a refill. Learn all preparation and usage instructions in the product package. Learn how to store and discard needles and medical supplies safely. If you have any questions, ask your health care professional.If the medication and the solution used to mix it were refrigerated, bring both to room temperature before combining. After adding the solution to the powder, gently swirl the mixture to completely dissolve the powder. Do not shake. Before using this product, check it visually for particles or discoloration. If either is present, do not use the liquid. Use immediately according to the product instructions.The dosage is based on your medical condition, weight, blood test results, and response to treatment. Follow your doctor's instructions closely.Tell your doctor if your condition does not improve or if it worsens.
Report Problems to the Food and Drug Administration
You are encouraged to report negative side effects of prescription drugs to the FDA. Visit the FDA MedWatch website or call 1-800-FDA-1088.
Selected from data included with permission and copyrighted by First Databank, Inc. This copyrighted material has been downloaded from a licensed data provider and is not for distribution, except as may be authorized by the applicable terms of use.
CONDITIONS OF USE: The information in this database is intended to supplement, not substitute for, the expertise and judgment of healthcare professionals. The information is not intended to cover all possible uses, directions, precautions, drug interactions or adverse effects, nor should it be construed to indicate that use of particular drug is safe, appropriate or effective for you or anyone else. A healthcare professional should be consulted before taking any drug, changing any diet or commencing or discontinuing any course of treatment.
Need help identifying pills and medications?
Use the pill identifier tool on RxList.


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I like to think for others.
I like to presume what others think about me for them.
I am a pretty perceptive person and I am a realist, put this together with insecurity and it's a recipe for disaster.
I remember when I was younger and in the dating world I never wanted to be perceived as having a crush on someone I never had a chance with.
"Don't be delusional, Ashley!"
Probably coming from the people I watched who talked about their life with blinders on. I became hyper sensitive to being aware of myself and the reality of my life.
Yes, I am overweight, I know that...you don't have to judge me behind closed doors about how big I am and how you feel so sorry for me for having to look this way.
Yes, I can be negative, I know this...you don't have to judge me behind closed doors about how negative I am and how I should just be more positive and try and see the best in all circumstances and people.
Yes, I can be intense, I know this...I know I can be emotional, over analytical, serious, depressive, etc. I KNOW this about myself, so you don't have to judge me behind closed doors about how I shouldn't be that way.
So, it's like the preemptive strike. If I think the worse about myself before anyone else can, then at least I am not delusional.
But perhaps the delusional are at least...happy?
With all these thoughts flowing through my brain on a regular basis, well, this is where my self loathing comes from because these are not exactly good things to dwell on for the self esteem. But I couldn't possibly think something "positive" about myself, because
Yes, I can be prideful...I know this.... and well, you know the rest of the story....
The bottom line is, I think too much.
I judge myself so very harshly, but if I feel that I don't, that I am going to be hurt by others judgment of me.
Last night on my way home I heard just a small portion of the song
"Free to Struggle" by Tenth Avenue North
It was like a small message to me from the Lord, one that I needed to hear.
I am not perfect, and I yes...I know this, but its OK to be in the middle, its OK to be in the struggle.
Everyone is there, no one has made it to the other side, so why am I any different?
Why do I wear other people's opinions of me and tell myself that I am not allowed to be in process.
I tell myself, "You should know better. You should be better. Your lack of change is annoying".
A lot of lies and deception being thrown into my head and heart, if you ask me.
If I can't be my own cheerleader, then who will?
Why is it wrong to be honest of our shortcomings because that is the process of working it out, finding the way, being real and honest, but pursuing answers as well.
I am free to struggle through life, just like everyone else is. I am not here to prove me worth, God has already called me worthy. He will not give up on me, even when I have given up on myself. I am free to be me, because that is exactly who He made me.
He doesn't make us all the same. We all have different lives, different backgrounds, different families, personalities, etc etc. We are all on our own paths to sanctification in the skin we were given.
I have to believe its OK that I am passionate, intense, emotional those parts of me that make up my being and the parts that I can change, I have the ability to change them, but I don't have to be defined or judge myself into condemnation because of those things either.
I want to give myself permission to struggle, judgments free.
Permission to see myself as a beautiful person, a person in process, not a perfect one.
He loves me for nothing I've done, or what I will become, but just for me.
This morning as I listened to Beth Moore as I did my dishes my 3 yr old just told me from the breakfast table...
"don't give up mom"
out of the mouths of babes...
OK baby.


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