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Cumulative Absence Reserve (CAR)

This is the formal name for your bank of “sick days.” You are credited with one CAR day on the 16 th of each month of the school year, for a total of 10 days for the full school year. If you are regularly appointed, you can accumulate up to 200 CAR days during your career. Unused sick days that accumulated as a per diem substitute, a paraprofessional or in a per session activity will be transferred to your CAR when you are regularly appointed. If you are called for military duty, you will be credited with the same sick leave allowance (one CAR day on the 16 th of each month) that you accumulated when you are at school. However, you do not accrue days in your CAR when you are on an approved sabbatical or leave of absence without pay.

When you leave the DOE, you will be reimbursed for half of your unused days at the rate of 1/ 200 th of your salary at departure per day. You will be paid in three equal installments; at two months, 14 months and 26 months following the date of resignation, retirement or termination. Your payroll secretary can direct you to the forms you must file to receive this money. You must file these forms within six years of your resignation, retirement or termination.

If you are ill but have exhausted all the days in your CAR, you may submit a request in writing to borrow 20 additional sick days. If these have not been replenished by the time you retire or resign, the DOE can deduct money from your termination pay to cover that cost at your current salary. If you are not entitled to termination pay or if your termination pay is less than what is owed, the DOE will send you a bill for the amount owed. Ask your payroll secretary about the various ways you can pay back this time.

You can see more details about CAR in Article 16A of the contract or see our Q&A on CAR  days. 

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CAR — The Connected Action Roadmap

Empower your plc to drive this process of shared leadership to improve student learning, what is the connected action roadmap.

CAR is a process of school improvement that brings coherence to the work of educators by connecting standards, student learning, assessment, professional learning, educator effectiveness, and school climate and culture to the work of professional learning communities. The focus is on how educators collaborate to assist students in reaching the highest level of achievement. Guided by a common language and specific conversations, CAR creates a coherent plan for systemic implementation of effective practice, and makes curriculum development a priority – a shift from program to practice.

Without CAR, Professional Learning Communities can lack purpose and effectiveness. Emphasis is on compliance rather than practice; educators stay in their silos and do not collaborate; opportunities to grow are lost; and professional learning does not translate into student learning.   CAR ensures that the conversations you have with your team will be meaningful and purposeful . It is simple, straightforward, effective, and most of all, coherent. CAR takes all of the mandates and best practices and helps you and your PLCs reach your destination of student learning through a viable curriculum that properly uses assessments and navigates the terrain to get you where you need to go.

CAR is making a big difference in how school leaders work together to increase student achievement in New Jersey. Now, we can bring CAR to schools across the country.

To learn more about the Connected Action Roadmap and how to use its blended online learning modules in your school, call us at 609-860-1200 or e-mail Donna McInerney at [email protected].

Click here for a brief overview of the CAR Framework

These videos explain how the CAR process can help you empower PLCs to achieve real change in your schools:

Overview of the car framework.

NJDOE has developed a pilot program for 34 New Jersey schools utilizing the CAR framework to assist PLCs in using the . --> From the CAR Pilot Districts

Hear what the leaders in the CAR pilot districts had to say about CAR training and the difference CAR has made to the effectiveness of their professional learning communities:

Former Emil Carafa, Principal of Washington School in Lodi, NJ.

Joshue Falaise, Interim Chief Academic Officer, Trenton Public Schools

Kristin O’Neil, Ed.D., Superintendent of Swedesboro-Woolwich School District

What other educational leaders in the CAR pilot schools have to say about the CAR training programs offered by FEA:

Presenters maximized the time and provided valuable information to ensure that participants are successful in their implementation of CAR.

The focus on Culture was very important and gave us a perfect way to start off our school year in the fall.

I liked how we were presented information and then given time to talk and figure out how the information applied to our school! Overall, the workshop was great!

I enjoyed having time to work with my colleagues on our next steps with the CAR program. Everyone involved in the workshop was very positive and enthusiastic about the program and the work we have done so far.

Using the resources from CAR and modeling how to use those resources was powerful and allowed teams to engage in deep conversations around the topic and the usage of tools.

I enjoyed how the presenters used the modules. Each session helps me to become a little more comfortable using the online portion of CAR.

How can you bring the Connected Action Roadmap to your school?

Call us at 609-860-1200..

We will train you and your team and show you the best ways to use the Blended Online Learning Modules to maximize the effectiveness of your PLCs. You will then have the necessary tools to lead the conversations and train others in the CAR process. We also offer ongoing coaching assistance for PLC teams and curriculum leaders.

Get familiar with CAR and its language

The Destination : Student Learning

The Vehicle : The PLC – Teams of teachers who develop, implement, reflect on, and continuously revise a standards-based curriculum

The Map : A viable curriculum – Composed of units of study that contain the basic components of effective practice

Guideposts :   Assessments – Focus on ongoing formative and summative assessments

Terrain : Culture – The model focuses on the following components of culture:

• Climate (student-to-student, adult-to-student, and adult-to-adult relationships)
• Shared Leadership (teacher leadership, collaboration, shared responsibility, and shared ownership)
• Communication of Connections and High expectations (coherent vision and a connected plan to achieve the vision)

Drivers :  Teacher and Principal Effectiveness – The framework provides the context for evaluation and supports:

• A common language
• Development of shared understandings
• Self-assessment and reflection on practice
• Structured professional conversation

CAR Connect

ENCYCLOPEDIC ENTRY

The four-wheeled transportation vehicle symbolizes the promise and the pitfalls of the modern age.

Conservation, Engineering, Social Studies, U.S. History

Packard Model B Automobile

The modern automobile, developed in the late 1800s, is based on the internal combustion engine, invented by Dutch scientist Christiaan Huygens in the late 1600s. Here, William D. Packard is driving his Model B Packard near the company's first plant.

Photograph from Bettmann

An automobile is a self-propelled motor vehicle intended for passenger transportation on land. It usually has four wheels and an internal combustion engine fueled most often by gasoline, a liquid petroleum product. Known more commonly as a car, formerly as a motorcar, it is one of the most universal of modern technologies, manufactured by one of the world’s largest industries. More than 73 million new automobiles were produced worldwide in the year 2017. The scientific and technical building blocks of the automobile go back several hundred years. For example, in the late 1600s, Dutch scientist Christiaan Huygens invented a type of internal combustion engine sparked by gunpowder. The “horseless carriage” in its modern form had been developed by the end of the 19th century. At that time, it was not clear which of three fuel sources would become most commercially successful: steam, electric power, or gasoline. Cars run by steam engines could go at high speeds but had a short range and were inconvenient to start. Battery-powered electric cars had a 38 percent share of the United States automobile market in 1900, but they also had a limited range and recharging stations were hard to find. The gasoline-powered automobile won the competition. By 1920, it had overtaken the streets and byways of Europe and the United States. The manufacturing methods introduced by U.S. carmaker Henry Ford revolutionized industrial manufacturing. Ford was the first to install assembly lines in his factory to speed up production. Such techniques reduced the price of Ford’s Model T until it became affordable for most middle-class families. As the 20th century progressed, modern life came to seem increasingly inconceivable, or at least highly inconvenient, without access to a car. Nowadays, the U.S. population drives more than 4.8 trillion kilometers (three trillion miles) every year on average. But this fundamental component of industrial and consumer society has played a major role in destabilizing Earth’s atmosphere, on which all living things depend. The average automobile emits between four and nine tons (3,629 to 8,165 kilograms; 8,000 to 18,000 pounds) of carbon dioxide and other greenhouse gases per year. Every gallon of gasoline burned to operate a car emits just under 9.1 kilograms (20 pounds) of carbon dioxide . The transportation sector as a whole, including cars, trucks, trains, and aircraft, became the largest source of U.S. greenhouse gas emissions in 2017. Air pollution from automobile exhaust is also a major problem, as are car accidents, which killed more than 100 people per day in the United States in 2016, according to the National Highway Traffic Safety Administration.

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October 19, 2023

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Driver Education Key Vocabulary for English Learners

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Many ESL speakers and learners are required to take driver education courses to obtain their driver license from the DMV (Department of Motor Vehicles). In the United States, each state DMV provides a different written test (for example the California DMV has a different test than the Florida DMV or the NY DMV). International driver licenses also sometimes require a written test. The key vocabulary provided is based on a standard DMV written test and is broken up into categories such as Nouns (Persons, Types of Vehicles, Dangerous Situations, etc.) Verbs, and Descriptive Phrases. Study these keywords to help you or your classes better understand driving manuals and driver education courses.

Key DMV Driver Education Vocabulary: Nouns

bicyclist driver officer passengers pedestrians policeman

Key DMV Driver Education Vocabulary: Types of Vehicles and Car Parts

bicycle brake chains equipment headlights lights mirror motorcycle pickup truck license plate seat signals steering tires tow truck truck vehicle windshield

Key DMV Driver Education Vocabulary: Dangerous Situations

accident alcohol collision conviction crash danger drugs emergency evidence fog hazard injury insurance intoxicants laws offense reaction risk warning

Key DMV Driver Education Vocabulary: Driving

arrow distance DMV (Department of Motor Vehicles) document DUII (Driving while Under the Influence of an Intoxicant) guide ID (Identification) identification instruction license speed limit movement permit privilege registration restrictions requirements signs speeding

Key DMV Driver Education Vocabulary: Roads

crosswalk curve curb district driveway exit freeway highway intersection lane pavement railroad ramp roadway roundabout route sidewalk stop lights stop sign traffic lights

More Key DMV Driver Education Vocabulary

Key DMV Driver Education Vocabulary: Verbs

approach a road avoid an accident be alert while driving brake a car (step on the brakes) change lanes change lanes, tires check, look into mirror crash into something cross a road damage something drive a car, drive defensively enforce a law exit a road follow a car or vehicle hit a car, an object injure a person insure a vehicle or car merge onto a road obey a lay obtain a permit or license operate a vehicle overtake a car or vehicle pass a car or vehicle protect passengers react to a situation reduce speed refuse to take a test ride in a car show identification signal a turn skid on the road speed (drive above the speed limit) steer a car or vehicle stop a car or vehicle turn a car or vehicle warn another driver wear safety belts yield to (oncoming) traffic

Key DMV Driver Education Vocabulary: Descriptive Words (Adjectives) and Phrases

amber lights approaching car or vehicle behind something commercial vehicle convicted driver disabled passenger flashing lights hazardous situation interstate freeway intoxicated driver legal document licensing department manual transmission oncoming traffic one-way street out-of-state license plate, driver pedestrian crosswalk posted sign prohibited by law, movement recreational vehicle reduced speed replacement tire required by law, equipment safety feature, seat slippery road steering wheel straight road suspended license two-way street unsafe driving, driver, vehicle valid driver's license warning signals, lights

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Even self-driving cars need driver education

Senior Research Scientist, Texas A&M Transportation Institute, Texas A&M University

Disclosure statement

Johanna Zmud receives funding from Transportation Research Board, US DOT, and AAA Foundation for Traffic Safety. She has received one-time funding from Lyft.

Texas A&M University provides funding as a founding partner of The Conversation US.

View all partners

What do self-driving cars and teenage drivers have in common?

Experience. Or, more accurately, a lack of experience.

Teenage drivers – novice drivers of any age, actually – begin with little knowledge of how to actually operate a car’s controls, and how to handle various quirks of the rules of the road. Their first step in learning typically consists of fundamental instruction conveyed by a teacher. With classroom education, novice drivers are, in effect, programmed with knowledge of traffic laws and other basics. They then learn to operate a motor vehicle by applying that programming and progressively encountering a vast range of possibilities on actual roadways. Along the way, feedback they receive – from others in the vehicle as well as the actual experience of driving – helps them determine how best to react and function safely.

The same is true for autonomous vehicles. They are first programmed with basic knowledge. Red means stop; green means go, and so on. Then, through a form of artificial intelligence known as machine learning, self-driving autos draw from both accumulated experiences and continual feedback to detect patterns, adapt to circumstances, make decisions and improve performance.

For both humans and machines, more driving will ideally lead to better driving. And in each case, establishing mastery takes a long time. Especially as each learns to address the unique situations that are hard to anticipate without experience – a falling tree, a flash flood, a ball bouncing into the street, or some other sudden event. Testing, in both controlled and actual environments, is critical to building know-how. The more miles that driverless cars travel, the more quickly their safety improves. And improved safety performance will influence public acceptance of self-driving car deployment – an area in which I specialize .

Starting with basic skills

Experience, of course, must be built upon a foundation of rudimentary abilities – starting with vision. Meeting that essential requirement is straightforward for most humans, even those who may require the aid of glasses or contact lenses. For driverless cars, however, the ability to see is an immensely complex process involving multiple sensors and other technological elements:

• radar, which uses radio waves to measure distances between the car and obstacles around it
• LIDAR, which uses laser sensors to build a 360-degree image of the car’s surroundings
• cameras , to detect people, lights, signs and other objects
• satellites, to enable GPS, global positioning systems that can pinpoint locations
• digital maps , which help to determine and modify routes the car will take
• a computer, which processes all the information, recognizing objects, analyzing the driving situation and determining actions based on what the car sees.

All of these elements work together to help the car know where it is at all times, and where everything else is in relation to it. Despite the precision of these systems, however, they’re not perfect. The computer can know which pictures and sensory inputs deserve its attention, and how to correctly respond, but experience only comes from traveling a lot of miles.

The learning that is occurring by autonomous cars currently being tested on public roads feeds back into central systems that make all of a company’s cars better drivers. But even adding up all the on-road miles currently being driven by all autonomous vehicles in the U.S. doesn’t get close to the number of miles driven by humans every single day.

Dangerous after dark

Seeing at night is more challenging than during the daytime – for self-driving cars as well as for human drivers. Contrast is reduced in dark conditions, and objects – whether animate or inanimate – are more difficult to distinguish from their surroundings. In that regard, a human’s eyes and a driverless car’s cameras suffer the same impairment – unlike radar and LIDAR, which don’t need sunlight, streetlights or other lighting.

This was a factor in March in Arizona, when a pedestrian pushing her bicycle across the street at night was struck and killed by a self-driving Uber vehicle. Emergency braking, disabled at the time of the crash, was one issue. The car’s sensors were another issue, having identified the pedestrian as a vehicle first, and then as a bicycle. That’s an important distinction, because a self-driving car’s judgments and actions rely upon accurate identifications. For instance, it would expect another vehicle to move more quickly out of its path than a person walking.

Try and try again

To become better drivers, self-driving cars need not only more and better technological tools, but also something far more fundamental: practice. Just like human drivers, robot drivers won’t get better at dealing with darkness, fog and slippery road conditions without experience.

Testing on controlled roads is a first step to broad deployment of driverless vehicles on public streets. The Texas Automated Vehicle Proving Grounds Partnership , involving the Texas A&M Transportation Institute, University of Texas at Austin, and Southwest Research Institute in San Antonio, Texas, operates a group of closed-course test sites.

Self-driving cars also need to experience real-world conditions, so the Partnership includes seven urban regions in Texas where equipment can be tested on public roads. And, in a separate venture in July, self-driving startup Drive.ai began testing its own vehicles on limited routes in Frisco, north of Dallas.

These testing efforts are essential to ensuring that self-driving technologies are as foolproof as possible before their widespread introduction on public roadways. In other words, the technology needs time to learn. Think of it as driver education for driverless cars.

People learn by doing, and they learn best by doing repeatedly . Whether the pursuit involves a musical instrument, an athletic activity or operating a motor vehicle, individuals build proficiency through practice.

Self-driving cars, as researchers are finding, are no different from teens who need to build up experience before becoming reliably safe drivers. But at least the cars won’t have to learn every single thing for themselves – instead, they’ll talk to each other and share a pool of experience.

• Autonomous vehicles
• Road safety
• Driverless cars
• Self driving cars

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Begin practicing driving basics while the car is safely parked in your own driveway. Create the right learning environment by limiting distractions so that you can focus on teaching your teen driving basics. Be sure to make practice driving a priority by using a Logging and Rating Tool  and Goal Guide to keep you and your teen on track.

Watch this video to create the right learning environment so you can focus on teaching your teen the basics of driving a car:

After you are confident that your teen has mastered driving basics, including adjusting the speed, properly wearing a seat belt, and understanding the controls, it's the right time to begin practicing in the  six driving environments.

Understanding the Car

Goal: Help the new driver understand the location and operation of the dashboard controls and indicators.

Activity: Go over the car owner’s manual with your teen behind the wheel. Have your teen practice operating the controls, telling you what each control is used for and what the indicator lights mean.

Common Errors:

• Lack of understanding of the operation of controls
• Spending too much time searching for the controls
• Confusion about indicator lights

Sign Learner Gets It :

• Can easily tell you where the controls are and what they do

Properly Adjusting the Seat

Goal: Help the new driver learn how to properly adjust the seat for comfort and safety.

Activity: Have your teen adjust the seat so both hands are at the 9 and 3 o’clock positions and the stomach is 10 inches from the steering wheel. The top of the head rest should be about 3 inches below the top of the head. Your teen should be able to easily switch the foot from the brake to the gas pedal.

• Not having a clear view of the entire landscape out the windshield
• Sits too far or too close to the steering wheel or pedals
• Slouching too low in the seat

Sign Learner Gets It:

• Can easily adjust seat each time

Properly Adjusting the Steering Wheel

Goal: Help the new driver learn how to properly adjust the steering wheel.

Activity: Have your teen adjust the steering wheel so that the top of the wheel is no higher than the top of the shoulders. Move the steering wheel up and down until it feels comfortable and can easily maintain a 9 and 3 o’clock position.

• Steering wheel may obstruct the teen’s view
• Too far or too close away
• Checks the feel of the wheel each time when getting into the driver’s seat

Adjust the Seat Belts

Goal: Help the new driver learn how to properly adjust the seat belts.

Activity: Have your teen adjust the seat belt so it is low across the hips. The shoulder belt should be across the chest and never across the front of the neck, behind the back, or under the arm.

• Lap belt on stomach instead of across hips
• Wrongly adjusted shoulder belt
• Seat belts too loose
• Wearing properly adjusted seat belts becomes a habit

Properly Adjusting the Mirrors

Goal: Help the new driver learn how to properly adjust the mirrors.

Activity: Have your teen adjust the side mirrors to view just a small portion of the side of the car as a reference. Adjust the rearview mirror to see the best full view possible out the back window. Check your teen’s mirror adjustment by walking outside of the car and asking if you can be seen in the mirrors.

• Not having a clear view to the sides and rear of the car
• Blind spots are too large
• Adjusts mirrors as a habit before each drive

• Cambridge Dictionary +Plus

Meaning of car – Learner’s Dictionary

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car noun [C] ( VEHICLE )

• They hired a car for a few weeks .
• The car skidded and hit a wall .
• A broken-down car is impeding the flow of traffic .
• The passenger in the car escaped with minor injuries .
• I need to get my car insured .

car noun [C] ( PART OF TRAIN )

(Definition of car from the Cambridge Learner's Dictionary © Cambridge University Press)

Translations of car

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What does CAR stand for?

Your abbreviation search returned 162 meanings

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Decode the Car Lingo: Common Vehicle Abbreviations Explained for Beginners

You know how it feels when you're looking at a vehicle's spec sheet or talking to a friend about cars, and you get bombarded with a whole bunch of abbreviations that make you feel like you're deciphering some secret code? Well, you're not alone! That's why today, we're going to break down some common car abbreviations and what they mean so you can feel like a pro.

• ABS - Anti-lock Braking System: This nifty safety feature makes sure your wheels don't lock up during hard braking, helping you steer better.
• AWD - All-Wheel Drive: A drivetrain system that shares the love by sending power to all four wheels of the vehicle.
• CVT - Continuously Variable Transmission: A type of automatic transmission that uses a belt or chain-driven system to provide a never-ending number of gear ratios. Smooth, right?
• DOHC - Double Overhead Camshaft: This engine design has two camshafts per cylinder bank, which can help improve engine performance and efficiency.
• ECU - Engine Control Unit: The brain of your engine that manages and controls various engine functions, like fuel injection and ignition timing.
• ESC - Electronic Stability Control: A helpful safety feature that keeps your vehicle stable and in control during cornering or slippery conditions by adjusting brakes or engine power.
• EV - Electric Vehicle: A vehicle powered by an electric motor instead of an old-school internal combustion engine.
• FWD - Front-Wheel Drive: A drivetrain system that sends power to the front wheels of the vehicle. Great for fuel efficiency!
• HID - High-Intensity Discharge: A type of headlight that uses gas discharge to produce a super-bright, focused beam of light.
• HVAC - Heating, Ventilation, and Air Conditioning: The system that controls the inside temperature of your car, keeping you comfy no matter the weather.
• MPG - Miles Per Gallon: Tells you how many miles your vehicle can travel per gallon of fuel consumed. The higher, the better!
• OBD - On-Board Diagnostics: Your car's built-in doctor that helps monitor and troubleshoot various components.
• RWD - Rear-Wheel Drive: A drivetrain system that sends power to the rear wheels of the vehicle, often preferred by car enthusiasts for a sporty feel.
• SRS - Supplemental Restraint System: A safety system with airbags and seatbelt pre-tensioners that give you extra protection during a collision.
• TCS - Traction Control System: A safety feature that stops wheel spin and loss of traction by applying brakes or cutting engine power.
• TPMS - Tire Pressure Monitoring System: Keeps an eye on your tire pressure and warns you if it's too low or too high.

And there you have it! With this list, you're well on your way to becoming a car abbreviation master. Remember, there are tons of other acronyms specific to certain vehicle features, brands, or models, so if you come across one you're not familiar with, don't be afraid to ask!

Stay curious, and happy driving!

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What does obo mean when buying or selling a car.

If you’re buying a used car from a private seller, you may have come across a listing with “OBO” next to the price that might’ve left you scratching your head thinking, “What does OBO mean?”. In short, OBO means “or best offer,” and typically indicates that the seller who posted the listing is flexible and open for negotiation. Marking a car sale as OBO may also show that the seller could be looking to get rid of the car quickly, which you may be able to leverage as a buyer. Let’s kick it into gear and learn more about OBO car sales.

What does OBO stand for?

OBO stands for “or best offer” and is typically used to indicate price flexibility on a sale (whether it’s for a car or something else, like used furniture). If you see an “or best offer” used car listing, this usually shows that the seller is open to listening to counteroffers and working out a deal — possibly even one that includes other forms of payment.

For example, imagine you’re currently browsing the private market for a used car. You see an offer where the seller lists an asking price (if they choose to at all) and adds OBO at the end. In this situation, the seller is setting a benchmark price, but is also expressing that they’re leaving payment terms open-ended and may be open to many different types of offers. Perhaps the seller would be open to you trading your car for their car with some added cash on the side. The seller may even be open to a direct cash offer that’s less than their asking price or accept other valuable items instead, especially if they’re reluctant to go through the trouble of continuing to advertise the car .

In the end, OBO listings leave a lot to the seller’s discretion, and it’s up to you as a buyer to make them an offer they hopefully can’t refuse.

What does “firm on price” mean?

Where OBO listings offer room for flexibility, “firm on price” car listings typically mean the opposite. If a seller lists a car with a firm price, that tends to indicate that they’re unwilling to negotiate and want at least that asking price (or higher). This may be especially true for sellers who don’t necessarily need to get rid of the car urgently and have the time and patience to wait for a buyer willing to meet their benchmark.

Knowing how to estimate your car's value may be especially important before you list your car or shop in the used car marketplace. As a buyer, identifying when a seller may be overvaluing their car could be a useful negotiation chip as you talk through pricing. However, with most ‘firm on price’ listings, the seller may not be willing to budge.

Tips to negotiate an OBO offer

Knowing how to negotiate with a private seller can be especially useful for OBO listings, as these are inherently more open to negotiation. A few tips for negotiating an OBO car listing include:

• Being open to flexibility: Just like the seller is indicating their willingness to receive different offers, you may want to be open to giving a different offer than you originally expected. If the seller declines your initial offer, that doesn’t necessarily mean you’re out of a deal. Being open to exploring alternative solutions with your seller may allow for a transaction you didn’t necessarily expect, but that works for both parties.
• Researching the car beforehand: Before engaging in any negotiation, you may benefit from researching the value of the car listed with an online car shopping tool to get an estimate on reasonable price ranges for different cars. If the starting price listed is much lower than your estimate, you may want to ask some questions about things like the car’s accident history to see if there’s a reason for the discrepancy.
• Establishing a reasonable price: Doing research helps you establish a reasonable offer to open an OBO negotiation with. Starting off too low may discourage the seller from engaging with you, but going too high too early may leave you with the short end of the stick. Consider the market value of the car, any flaws or issues it may have and try to set a reasonable starting point to kick things off on a positive note for both of you.

If you see ”OBO,” meaning “or best offer,” when you’re buying a car, it’s an indication that the seller is likely open to negotiation on their initial asking price. These sellers may even be open to alternative payment options, like a trade of some sort, and they generally aren’t firm on price. If you're going to try and negotiate with an OBO seller, it may help to do your research and establish a reasonable starting price before sending your first offer.

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Lesley Hazleton, Writer Who Tackled Religion and Fast Cars, Dies at 78

Born in England and raised Jewish, she became agnostic, writing books about her own lack of faith, the prophet Muhammad and her time as a car columnist.

By Penelope Green

Lesley Hazleton, a British-born, secular Jewish psychologist turned journalist and author, whose curiosity about faith and religion led her to write biographies of Muhammad, Mary and Jezebel and examine her own passions in books about agnosticism and automobiles, died on April 29 at her home, a houseboat in Seattle. She was 78.

Ms. Hazleton announced her death herself, in an email that she scheduled to be sent to friends after she died. She had been diagnosed with terminal kidney cancer and chose to take her own life, as Washington State’s Death with Dignity Act allowed her to do legally, with the assistance of hospice volunteers.

“Yes, this is a goodbye letter,” she wrote, “which is difficult for me, because as many of you know, I’m lousy at saying goodbye.”

“I’ve been a pro-choice feminist for over six decades, so it should come as no surprise that I’ll be exercising choice in this, too,” she said, adding, “I’m experiencing an unexpected but wonderfully bearable lightness of being. Not a sad feeling of saying goodbye to life, but one of joy and amazement at how great it’s been. And of immense gratitude. I truly have had the time of my life. In fact, it sometimes feels like I’ve managed to live several lives in this one.”

Ms. Hazleton was a formidable figure, with a deep, husky voice — care of Philip Morris, her friend Olivier D’hose said, noting her devotion to its tobacco products — and an appetite for physical and intellectual risk. She moved to Jerusalem in 1966, at age 20, and lived there through two wars and one peace treaty, working as a journalist for The Jerusalem Post and as a stringer for Time magazine.

She covered the complex state of feminism in Israel in her first book, “Israeli Women: The Reality Behind the Myths,” published in 1977, at which point she announced that she had no plans to marry and did not want children.

She left Israel for New York in 1979, six months after the Camp David Accords, “exhausted by the constant high level of tension and drama there,” she wrote in The New York Times in 1986 , in the long-running column Hers, to which she was a regular contributor. “After too many wars — and the ecstatic high of one peace — I hungered for normality.”

But instead she began driving racecars and embarked on a career as a car columnist, first for Lear’s magazine and then for The Detroit Free Press.

She had fallen in love with speed while driving a Porsche 911 on a spring day in Vermont, though her favorite car was her doughty Citroën Deux Chevaux, sometimes known as the Duck, which she had driven in the Middle East, dodging tanks on her way to Mount Hermon and surviving a mined desert track because the car was too light to set them off.

During her years on the car beat, Ms. Hazleton attended racing school (the only woman in a class of 12), apprenticed to a mechanic, worked the assembly line at a Saturn plant in Tennessee and nearly died when she lost control on a track. She also visited the spot near Cholame, Calif., where James Dean met his own end, in a Porsche 550 Spyder.

“Perhaps as a writer, I place too much faith in catharsis, in the idea that by describing and exploring the obsession with speed that began that fine spring day in Vermont, I can drive it out of me,” she wrote in “Confessions of a Fast Woman,” a 1992 book about her automobile adventures. “The trouble is, I’m still not sure if I really want to do that.”

Her book, the automobile columnist Marshall Schuon wrote in his review for The Times, “delivers what the title promises, double entendre included, in glorious prose.”

Later, Ms. Hazleton got a pilot’s license and moved to Seattle.

“Fearless and irreverent” is how the author Pico Iyer described Ms. Hazleton, whom he met about a decade ago at a TEDGlobal conference, where both were popular speakers. “I felt to a striking degree she held to no orthodoxies,” he said in an interview. “She was full-throated in a liberating way.”

Fourteen years ago, Ms. Hazleton began writing a blog, Accidental Theologist , about faith and religion. “I never meant for this to happen,” she wrote. “Perhaps the 13 years I lived and worked in Jerusalem have a lot to do with it — a city where politics and religion are at their most incendiary.”

Ms. Hazleton was deeply affected, and unsettled, by her time in the Middle East and wrote often about its complicated ancient history. “Mary: A Flesh-and-Blood Biography of the Virgin Mother,” appeared in 2004, followed by “Jezebel: The Untold Story of the Bible’s Harlot Queen,” in 2007. She explored the roots of the Shia-Sunni branches of Islam, and how they split, in her 2009 book, “After the Prophet.” Then she tackled Muhammad.

Ms. Hazleton wanted to get a sense of the prophet as “a complex, multidimensional human being,” she said, “instead of the two-dimensional figure created by reverence on the one hand and prejudice on the other.” (She had already given a TEDx talk debunking the many myths about the Quran, including the one about 72 virgins awaiting martyrs in heaven.)

“The First Muslim: The Story of Muhammad” (2013) was well-received, and to her delight Ms. Hazleton became a sought-after speaker at cultural events and conferences about Islam.

“In today’s febrile cultural and religious climate, what project could be more fraught than writing a popular biography of Muhammad?” Hari Kunzru wrote in The New York Times Book Review, noting that Ms. Hazleton had handled her subject with “scrupulous respect.”

Ms. Hazleton examined her own beliefs in her last book, “Agnostic: A Spirited Manifesto” (2016).

“I stand tall in my agnosticism,” Ms. Hazleton wrote in “Agnostic,” “because the essence of it is not merely not-knowing, but something far more challenging and infinitely more intriguing: the magnificent oxymoron inherent in the concept of unknowability.”

Lesley Adele Hazleton was born on Sept. 20, 1945, in Reading, England. Her parents, Sybil (Silverman) Hazleton and Jessel Hazleton, a general practitioner, raised Lesley and her brother, Ian, her only survivor, in an Orthodox, but not strict, Jewish household. Lesley attended the Roman Catholic St. Joseph’s Convent School (now St. Joseph’s College) in Reading. As the only Jew there, she once wrote, she developed “a deep sense of mystery but no affinity for organized religion.”

She earned her B.A. in psychology at the University of Manchester, where she worked on the student newspaper, and her master’s degree in psychology from the Hebrew University of Jerusalem. She was a counselor and a teacher in an experimental high school there before turning to journalism.

“What’s wrong with dying?” Ms. Hazleton asked in a 2016 TEDx talk in Seattle. She had met a Silicon Valley type who was working on his immortality. (Many, many supplements were involved.) What could be more awful, more boring, she thought, than immortality? The exchange led her to develop the talk, which was her last.

“We need endings,” she said in that talk, “because the most basic ending of all is built into us.”

“Our ability to die, our mortality, is a defining part of what it is to be human,” she added. “We are finite beings within infinity. And if we are alive to this, it sharpens our appreciation of the fact that we exist. Gives new depth to the idea of life as a journey. So my mortality does not negate meaning; it creates meaning.”

“Because it’s not how long I live that matters — it’s how I live,” she concluded. “And I intend to do it well, to the end.”

Penelope Green is a Times reporter on the Obituaries desk. More about Penelope Green

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Governor declares state of emergency for West Virginia's higher education system

Chris Schulz

Because of ongoing delays with federal financial student loan forms, Gov. Jim Justice declared a state of emergency for the West Virginia higher education system. What does that mean?

Copyright © 2024 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

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Packard show drives car enthusiasts to Hyatt Regency Newport Beach

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The Hyatt-Regency Newport Beach was the place to be for vintage car enthusiasts Saturday morning, when about 80 attendees gathered for the Packards International Motor Car Club‘s All-Packard Car Show and Parts Exchange.

Once tagged as the American Rolls Royce, the American luxury automobile was built by the Packard Motor Car Co. in Detroit from 1899 to 1956.

Ricardo da Rosa traveled from San Diego in his distinctive blue 1936 Packard Twelve Roadster for Saturday’s show, held at the Hyatt Regency in Newport Beach.

“The car runs like a top, you don’t even know its running when it’s on,” da Rosa said. “I don’t drive it as much as I should though, for fear of other drivers.”

Da Rosa explained his car needed a lot of loving attention after sitting for 15 years before he found it in Pebble Beach, and it spent more than a year being restored. “The color is what sold me on it,” he said. “Most Packards are reds and forest green.”

It was the first time attending the show for sisters Carole Davis and Nancy Tully, who checked it out while in town to visit family, including a new grandchild.

“We came all the way from Medford, Ore.,” said Davis. “We did not drive a Packard.”

The show marked the 61st anniversary of Packards International Motor Car Club , a nonprofit social club headquartered in Santa Ana that’s committed to the preservation and promotion of the luxury make.

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Biden education secretary won’t rule out student debt forgiveness for antisemitic campus protesters.

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Education Secretary Miguel Cardona refused to commit Tuesday to withholding student debt forgiveness from campus protesters who have engaged in antisemitic harassment and intimidation of classmates.

House Education and Workforce Committee chairwoman Virginia Foxx (R-NC) pressed Cardona on the more than $146 billion in debt that President Biden has canceled for student borrowers since taking office.

“You’ve been proudly volunteering taxpayers to take on the student loan debt of largely wealthy college graduates,” Foxx (R-NC) said. “Do you believe that students who spend their time in college calling for the destruction of an ethnic or religious group, or spend their time preventing students of particular ethnic or religious groups from walking around campus freely, or spend their time occupying campus buildings deserve to have their education paid for by taxpayers?”

“I’m really proud of the work that we’re doing to provide a lifeline to students who chose to go to college,” Cardona, 48, began to say, adding that he “couldn’t hear” Foxx’s question “that well.”

“I’m talking about the students who are being antisemitic and stopping Jewish students from being able to go to class and threatening them,” Foxx interjected. “Do you want to have the taxpayers pay their loans off?”

“I believe that students who are breaking the law and are disrupting the educational environment should be held to account,” Cardona answered, dodging the question.

“Will you commit to ensuring that no student who has harassed other students, or prevented other students from going to class or broken laws receives any form of student loan forgiveness?” Foxx asked again.

“We are committed to making sure campuses are safe. I condemn any form of hate or any violence on campus,” Cardona said, evading the question a third time.

“Well, we’d like you to follow through on those who do break the law, and make sure they don’t receive student loan forgiveness,” Foxx responded.

The House panel held the Tuesday hearing on the Education Department’s annual budget, as well as its other policies and programs like Biden’s student debt cancellation, which Republicans have harshly criticized as an election “ploy” to win over young voters.

“These loan schemes do not forgive debt,” Senate Health, Education, Labor and Pensions Committee ranking member Bill Cassidy said last month. “They transfer the debt from those who willingly took it on to the 87[%] of Americans who decided to not go to college or already worked to pay off their loans.”

“This is an unfair ploy to buy votes before an election and does absolutely nothing to address the high cost of education that puts young people right back into debt,” added Cassidy (R-La.).

After Biden’s initial $430 billion debt cancellation program was struck down by the Supreme Court last year, the president moved forward with a second plan that could end up costing US taxpayers as much as $559 billion over the next 10 years , the Penn Wharton Budget Model estimated.

Asked by Rep. Erin Houchin whether he was directed by law “to bail out student loans,” Cardona admitted the program bypassed Congress.

“I was not given a congressional,” he began to answer before trailing off.

“Were you given a congressional directive, by law, to simplify [the Free Application for Federal Student Aid, or FAFSA]?” Houchin (R-Ind.) followed up.

“Yes,” Cardona replied.

“So you spent a great deal of department hours, I understand, on the student loan bailout — but apparently not very many department hours were spent on simplifying the FAFSA that you had three years to do,” Houchin shot back.

“Your answers are about as unhelpful as the new FAFSA rollout,” she added, which was “botched” for “almost 18 million” college students seeking financial aid, according to House and Senate Republicans who have since  demanded a federal probe  of the matter.

The Education Department’s Office of Civil Rights (OCR) on Tuesday released a  “Dear Colleague” letter  about Title VI protections against discrimination — including antisemitism.

The letter cited several examples of discriminatory conduct that mirrored recent incidents against Jewish students on college campuses, such as “being spit at, called antisemitic slurs referencing facial features or materialistic tendencies, having their Star of David jewelry ripped off, having their kippahs snatched off their heads” and ultimately leaving campus to attend classes remotely due to feeling unsafe.

Jewish students testified to Congress earlier this year that they had  experienced the exact same bigotry  at their Ivy League schools.

“[A]lthough political protest on its own does not typically implicate Title VI, protest signs in this instance allegedly also targeted specific Jewish students using ethnic stereotypes, so OCR could find that the protesters engaged in harassing conduct based on race, color, or national origin, including shared ancestry or ethnic characteristics,” the OCR letter states.

Foxx called for Cardona to resign in February after he declined to answer in an interview with Jewish Insider whether “From the river to the sea, Palestine will be free” is an antisemitic call for the genocide of Jews.

“I saw this as a failure of moral clarity deeming you unfit for public office and called for your resignation in February,” she told the secretary on Tuesday. “With the outbreak of campus riots, I am only more resolute, so I will say it again: you must resign.”

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“On all the broad strokes, you have a failing grade,” she went on. “The Department has failed to protect young women with its Title IX rewrite , failed to return employees to the office to work in-person, and failed to pass its 2023 financial audit.”

“I see each of these failures as a result of the original failure—that the federal government inserted itself into education in the first place,” Foxx added, before taking another swipe at Cardona for botching a famous line of former President Ronald Reagan.

“There are good reasons why the word education does not appear in the Constitution. Education is done best when it is handled at the local level,” she said. “As President Ronald Reagan once famously said, ‘The nine most terrifying words in the English language are: ‘ I’m from the government, and I’m here to help .’”

In November, Cardona had left off the first half of the Gipper’s dig at big government when touting his department’s achievements.

In his opening remarks, the education secretary told panel members, “My purpose here today is to propose a budget that helps protect and support our nation’s students.”

“The Biden-Harris administration, including the Department of Education, is taking action each and every day to help ensure that schools and colleges are free from discrimination and safe for Jewish students and all students,” he added. “And we’ll continue to do so.”

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