He’s a big man, my granddad, not necessarilyin size or proportion, but in other ways, like the manner in which he lives. The trouble in which he finds himself. The magic that heconjures and the spectacular things he believes. When he was a younger man, Alistair McPhee was fond of escaping in his ’56 Chevy Bel Air, Lucy, named for the cherished wife who died and left him and their nine-year-old son Colin behind. Yearning for a way to connect to his itinerant father, Colin turned to writing screenplays inspired by the classic films they used to watch together, while Colin’s own son, Finn, grew up listening to his grandfather spin tales of danger, heartbreak, and redemption on the road. Now, at the end of his life and wishing to feel the wind in his hair one last time, Alistair charges his grandson with a task: bring Lucy to him in San Francisco from New York, where a man named Yip has been keeping her safe. The long road west will lead Finn, accompanied by his disgruntled friend Randal and an ancient three-legged orange cat named Mrs. Dalloway, through the very cities that supposedly bore witness to Alistair’s greatest adventures, offering an unlikely lesson in the differences between facts and truth, between boys and men. Driver’s Education is at once a literary adventure and a finely detailed family portrait, combining in a bold declaration of Grant Ginder’s outstanding storytelling gifts.

"The goal of this research project was to develop a methodology to assist the Wisconsin Department of Transportation (WisDOT) in the evaluation of effectiveness of teen driver education programs over the short and long terms. The research effort was divided into two phases. Phase I focused on the development of an evaluative methodology that was based upon a review of the relevant literature and Wisconsin-specific policies and available data sources. This review culminated in a program assessment tool focused on four contributing areas of teen driver training and education: 1) Guardian Involvement; 2) Driver Education and Training Curricula Requirements; 3) GDL Coordination; and 4) Instructor Qualifications. The proposed methodology was presented to the Project Oversight Committee and was validated through two rounds of pilot testing using materials provided by programs and schools under the oversight of both WisDOT and the Wisconsin Department of Public Instruction. The resulting methodology informed the Phase II implementation plan recommendations. Work products included within this report are an annotated bibliography; a knowledge base documenting best practices and Wisconsin-specific data sources; a methodology that may be used to analyze and evaluate the effectiveness of driver-training programs as they relate to the demonstrated safety and behavior of teen drivers in Wisconsin; and a three-phase implementation plan."--Technical report documentation page.