Driver Education Games

By Eddie Tobey

Driver education games are fun and informative and a good practice ground for students. While playing games, students are able to test their driving skill and knowledge and also find out where their weak points are. The games are useful because the students learn proper driving methods and techniques without actually putting themselves in harms way.

There are two types of games that can be played – one is the simple quiz game that test driving knowledge. Students can choose from a series of quizzes on various topics. This is a challenging way to test what students have learned in the driver education program, and it also prepare them for their driver tests.

Each question comes with multiple choices, and students will be given their score along with the correct answers at the end of the game. There are plenty of website where students can register for these quizzes and get results instantly.

Video games and simulation is another driver’s education activity. These games put students behind the wheel. By using certain controls, they can drive the car and progress to different levels. Scoring a certain amount of points allows the student to move on to the next level until the highest level is reached. At the same time, students can easily lose the game if they make mistakes. The graphics are very realistic and the games can be quite challenging. Video games are so much fun that parents play with their kids and see how well their children have grasped the concepts of driving. These games include stopping at signals, changing lanes, making turns, recognizing road signs, parallel parking, merging with traffic, parking and backing out of a parking space and so on.

In virtual driving simulation games students can practice driving in a virtual environment. Sitting behind the wheel, players must make their way through busy streets, highways and intersections and make real decisions. This is an excellent way for students to practice and prepare for their driver's test.

Drivers Education provides detailed information about driver education, driver education online, driver education classes, driver education schools and more. Drivers Education is the sister site of Truck Driving Schools.

Drivers Education - The Official Education Source

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Alternative Education - The Home School

Years ago, during a discussion of home schooling, I commented that I had concerns about the lack of socialization for a home schooled student. The person I was talking to commented that he had 2 children that were home schooled and they had above average social skills and were very confident. He further commented that his son who was 16 years of age, ran his ranch while he was away on business. He said he would hire and fire employees with no problems at all.

Some of the greatest men of the last century were educated at home or self educated. This includes such people as Thomas Edison, Theodore Roosevelt and Abraham Lincoln. Before the Industrial Revolution of the 19th century, a home education was the norm. Not, we have compulsory education in public schools. This convenience is considered by many that choose to home school their children not that appealing at all. There have been programs promoted during the beginning of the 20th century for students to take courses at home and mail in their work for grading.

Students being home educated today are growing in numbers. In many countries, these numbers are continuing to rise. Often, the parents are using home schooling for their children because what they are looking for in the schools are not necessarily available. Their education can be controlled or directed according to the family's desires. The reasons for home schooling range from assisting children with disabilities to lack of satisfaction with the quality of education available in the schools to the careers of the parents. The demographics of the families is also very interesting. The statistical data for the parents of the home schooled child just intensifies the national averages. This is related to ethnicity factors, income factors, college degrees, housewives and religious factors.

What are some of the reasons to home school your child? The reasons vary a lot but avoiding the negative pressures such as school violence where some inner city schools are reporting up to 30% of students are carrying weapons to defend themselves. One of the biggest reasons for home schooling is the fact that parents want their children to have the best education they can. That might mean providing it for them right at home.

There are a lot of curriculums that a parent might want to access to follow for their child's education. Some of these materials have been around for one hundred years. Using a curriculum and working at home, the student can be paced by their abilities. They can take units of work and accomplish one unit at a time. There are home school associations that a family can join thereby being able to do some group activities. These associations also allow the student opportunities to socialize with other students that are also home schooled. There are a lot of community resources that are available for the home schooled student as well.

There are a lot of considerations for home schooling. The most important question, which encompasses everything, is what is the best way to educate your child and assure them of a good quality education in a safe setting with the proper resources?

Brought to you by the Official Education Source - Home Education

Michael Russell Your Independent guide to Home School Article Source: http://EzineArticles.com/?expert=Michael_Russell

Drug Use in Schools by Keith Allen

The availability of drugs at schools has increased over the last ten years although the overall use of illicit drugs has declined. Yet too many teenagers are still abusing drugs. In the National Institute on Drug Abuse 2005 Monitoring the Future survey researchers found that 50% of high school seniors report some use of an illicit drug during their life.

Drugs are easily obtained and teenagers know who they can contact to get them. The Bureau of Justice reports that 85% of teens say they know where to get marijuana and 55% know how to get amphetamines. Knowledge of drug availability is similar regardless of race or location. Students living in rural, suburban, and urban areas all reported similar levels of drug availability at about 35% overall. Even more frightening is that 29% of students say that someone has "offered, sold, or given them an illegal drug on school property."

Some officials believe that the percentages of actual drug abuse are low because of the number of teenagers that have dropped out or are truant are not represented in the survey. These teenagers often have a higher involvement with drugs than those still in school.

Alcohol is the most common substance used, with 75% of seniors having at least tried alcohol and 23% within the last month. Alcohol use is often glamorized in the media and teens try to imitate the behaviors they see.

Cigarettes are the next most common drugs abused by teenagers. Most teens assume they can quit smoking at will. Instead they often find themselves addicted. Few people start smoking after the teenage years.

Marijuana has been used by 44% of seniors. The NIDA reports that 60% of teens that do use drugs use marijuana. The most recent survey found that fewer eighth graders today see a risk in smoking marijuana than in the past.

Inhalants are the most commonly abused illegal drug among those in middle school with 17.1% of eight graders having tried them. Inhalants are cheap and easily purchased. Most of them are common household substances like paint thinners, glues, spray paint, whipped cream dispensers, hair sprays and other substances.

Prescription Drug use among teenagers has been rising at a rate of 25% per year since 2001. Most teens take prescription drugs because of personal or family-related stress.

Many teenagers are getting the message through school, parents, and the media that drugs are harmful. But many are still not receiving or are choosing to ignore the message. The best way to combat teenage drug abuse is by education that means consistently talking about drugs both formally and informally.

written by Teresa McEntire

About the Author

Resources: Parenting Troubled Teens

A federal judge has ordered a Maryland school district to revise its sex education curriculum after he said it seemed to favor religions that take a p

* A federal judge has ordered a Maryland school district to revise its sex education curriculum after he said it seemed to favor religions that take a positive view of homosexuality. Montgomery County Public Schools superintendent Jerry Weast said he would shelve the program after some parents convinced U.S. District Court judge Alexander Williams that it unfairly singled out fundamentalists and Baptists. The judge said the program, which was scheduled for eighth--and tenth-graders, "presents only one view of the subject--that homosexuality is a natural and morally correct lifestyle--to the exclusion of other perspectives." The judge said the program "paints certain Christian sects, notably Baptists, which are opposed to homosexuality, as unenlightened and biblically misguided," according to the Washington Post.
COPYRIGHT 2005 The Christian Century FoundationCOPYRIGHT 2005 Gale Group

Education - Colleges or Universities To Support Choices in Careers or Jobs

To "Do college"...or "Not To Do college"...that is the question.This is one of the many huge decisions high school students and their families have to make in their lives. It is so serious that some parents have already planned for their children's college education even while they were still infants or sometimes even before they are born.And why not? College is a big undertaking that does not only have a great impact on your education but it will decide on your profession and the kind of work you will be doing for the rest of your life. It sounds scary, doesn't it?But, if you have planned ahead and have given things a lot of thought, it wouldn't be. It is always recommended that high school students start planning and thinking when they are already in their junior year in high school, or better yet, earlier.So, if you are one of those students who are already considering the college they want to get into, here are some guidelines you can mull about before deciding on the right school for you:1. The first and most essential step is to know what you want to study in college and what you want to be as far as your work life. When you already know what you want to "major in", that will help to determine the schools and colleges where you can enroll that offers the necessary courses. Try to check with your guidance counselors in your high school or take career assessment tests if you are still undecided and uncertain on what course to take. 2. Determine what type of college you want to enroll in. There are so many colleges and universities in the country, each with their own unique characteristics, offerings and specializations. The following questions can help you evaluate the college you might want to enroll in:- What are the degrees offered in the college and the majors and minors?- Do you want a public or a private college?- Are entry expectations realistic in the college?- Where is the college located and do you want to study near your home or away from home?- How safe is the location of the college?- What are the housing options in the college? Do they have dormitories, apartments and other areas for boarding near the campus?- Do you want to enroll in a highly populated college or a smaller one? In this area, try to consider also the class size given for course subject.- How much are the tuition fees and other expenses that could incur on your stay in that college such as board, etc?- Does the college offer scholarships and other financial assistance packages?- How are the facilities such as libraries, laboratories, etc. in the college. This is a special consideration especially if the college course you want to take requires extensive use of facilities or up-to date facilities.- What are the internship programs offered by the college?- Is the college accredited by distinguished accrediting bodies? Does the college have a reputation of giving high quality education?- Is the college composed of highly qualified faculty members?- How diverse is the population of the college in terms of gender, race, culture, etc.?- What are the organizations and activities in the college that contribute to the social life of students?3. Check out various college and university information in your school, or check out school websites in the Internet. Advice and suggestions from families will help, as well as information disseminated at college fairs and career orientations.4. With the answers you gathered from the things you need to consider in step 2, gather a list of colleges and universities from step 3 that match up with your requirements. Narrow down the list of colleges you want to consider entering. The number of colleges should be realistic enough for you and your parents to be able to check them out and visit them.5. Visit the colleges that you have considered in the previous step. This is an important phase for you to determine if the campus feels right for you. You can do this by attending a class, meeting some of the students, touring the school and its facilities and trying things you will be doing there should you enroll in that college.6. After doing all of these, submit application letters to the colleges that made your list, that you visited and you feel you want to be enrolled at. The number of schools where you should apply will depend on your situation financially since most colleges charge application fees. Try to consider the best college for you and some colleges that you feel will take you just in case the best college turns you down.7. Let's face it. A college education is very heavy on your parent's and/or even your own pockets, so while waiting for your application results, try to look for scholarships that can help mom and dad with your college tuition fee especially if you need financial assistance. Check out with your high school or in the Internet for listings of college scholarships.8. If you've been accepted by some of the schools you've applied in, you have to make the ultimate choice on where to attend.
About the AuthorDavid Arnold Livingston believes in higher education including college. For a great resource, visit: http://www.fccollege.com/ Source: ArticleTrader.com

Adventure Summer Camps - Tips for Finding the Best Ones

The true reason behind any adventure summer camps is to send the children somewhere where they will not only have a great time but will learn and grow as a person. The adventure summer camp programs that you are searching, should offer a wide range of adventurous activities to choose from...

If the summer camp is a special type camp, then their summer camp programs must focus on the specialty areas. An example is that an adventure summer camp programs especially for a ‘baseball camp’ should include things like batting, catching, defense, running bases, etc. Make sure that the programs offered by the camp organizer will make the child have a good and challenging time.
Why You May Ask?
Well! Students will benefit from a broad ranging and ‘all-inclusive’ summer camp activities program. You may start with an exhilarating selection of outdoor activities, day trips, evening entertainments and the exclusive Highland Adventure, that guarantees the summer of a lifetime, not to be missed. On the other hand, teen’s summer camps focus on things that are important to teens like growing up and learning about real life and gaining a sense of independence. The key to any adventure summer camp grilling is to be safe. Do not attempt to grill indoors under any circumstances.
Programs without clear features, meanings or definitions use phrases like outdoor behavior programs, boot camps, wilderness camps, wilderness programs or ‘wilderness boot camps’. ‘Behavior Outdoor Intervention’ curricula have been mounting in ‘popularity and variety’ enormously for the past few years. Programs are essentially free to call themselves whatever they want. Parents’ understanding of these programs is becoming imprecise and uncertain. So don’t go with these catchy words, know in detail what they actually offer before you make any payment.
Parents searching for an ‘unrealistic quick fix’ to their youngsters behaviors, particularly over the ‘summer months’, generally prefer and hunt for what are known as troubled kid’s summer camps. Whether you go for boot camps or wilderness camps, make sure that the summer camp activities are clearly displayed and you understand them properly to choose the best one form the options.
ABOUT THE AUTHOR
We have gathered all you need to know on summer camps on one source. Check it out only on the Childrens summer camps bible. All about summer camps on LeanderNet - http://www.leandernet.com

Parents raising a hearing impaired child: the stresses, management strategies, and support services.

by Kathryn McDonnell

Some families may experience an increase in stress after their child is initially diagnosed with a hearing loss. This stress can often result in feelings of denial, anxiety, helplessness, anger and many other emotions. These stresses may be due to lack of information or support and uncertainty in the future. To function and successfully manage with the challenge of a child with a hearing impairment, it would be beneficial for the family to accept the child as he or she is and move on to the next step of treatment. This paper will help introduce ways to manage this situation. At first, the news may cause a state of shock for the parent or parents and, therefore, a counselor may be needed to educate and assist the family with the process of treatment. Likewise, this paper does not discount that a child with special needs may not always be seen as a challenge. The "challenge" can be considered an opportunity for a family to bond and for personal growth for each individual member. If you are a parent in this situation presented, you are encouraged to maintain a positive mentality. This information is for parents and/or families that may need some extra help initiating management skills and support services. A number of managing strategies are available to help the parents deal with the emotional stresses of having a deaf baby. One strategy that has proved to be most beneficial to parents and families is creating social networks (Hintermair, 2000). Joining social groups or simply talking with another family in a similar situation can be relieving and educational. Support services for families exist in many different forms. Three services will be reviewed: the Individualized Family Service Plan (IFSP), social networking and the Deaf Mentor Project. Families, themselves, are the only ones that can create an environment which allows these services to become effective for the child. Every child and every family is unique; consequently, a professional cannot give specific instructions for raising a child. This paper reviews recent research pertaining to parents' managing strategies and support services available. According to Luterman and Maxon (2002), there are four basic managing strategies parents may employ when initially learning of their child's hearing impairment. The first is not as much of a strategy but an option: flight. Some parents may not feel competent enough to raise a child with such special needs, therefore, they flee. This type of parent, who actually chooses to run from the situation, most likely had various problems before the special child came into the picture. The parent's previous problem(s) would possibly hinder the family relationship later, so flight may be beneficial for the family despite its harsh sound. A different attempt parents may choose would be to minimize or modify the child's hearing impairment. This may be through amplification or other means to minimize the handicapping effects of the impairment. Even though the child will never hear normally, these efforts will be beneficial to the child's social and linguistic development. The trick is to know what can and cannot be modified. Parents can accept the aspects of the child that cannot be changed and do their best not to become frustrated. A third strategy parents may choose is to cognitively neutralize the stressor, in other words, change their perspective. Parents can look at the positive aspects that their child can bring to the family. The child can create opportunities for family bonding and growth for each individual member (Turnbull, Turnbull, Erwin, & Soodak, 2006). Most parents eventually learn how to deal with the stresses in their own personal way. Some might exercise, knit, write in a journal, etc, whatever is relaxing to them. Some parents may choose one or more of these strategies. It is important to note that any managing strategy should be employed after a healthy grieving process. Once parents find a strategy that works for them and they choose a communication style for their child, their life as parents of a child with special needs can proceed. However, they may have additional children that further their demands and responsibilities. Parents can collaborate with a professional to adjust and balance the family routines with the weight of their child's special needs, (Moores, Jatho, & Dunn 2001). All of the information and decision to be made definitely can be overwhelming to any parent and family. Support groups can be helpful for a family seeking advice in every domain of raising hearing or hard-of-hearing children. Parents can share experiences with one another, recommend helpful doctors or useful programs, and learn different managing strategies. The amount of help parents can provide each other is endless. Parents have shown to be the best resource for other parents when looking for advice and reaffirmation of competency (Moores, Jatho and Dunn, 2001). According to Moores, Jatho and Dunn (2001), most parents were found to be resilient. They made the best decisions for their children despite their feelings of uncertainty at the time. Support services come into effect after you decide the intervention path for the your child. In other words, the parents need to decide whether to introduce the child into the Deaf community or the oral society. This is a big decision; you may want to wait awhile before deciding. Professional(s) familiar with your child and with your family can help you in this process by providing information and their expert option. The professional(s) can also refer you to other specialists in the area in which you may need assistance. Before you make this choice, you are encouraged seek all the information you want about the outcomes and implications of the various communication methods. An interest in the Deaf community, oral society, or any other related topic can be accessed and researched through the internet, local library, or professionals. You can introduce yourself to the area before any professional referral or guidance. Your decision should be based on the needs of your whole family and of your child. Without regard to any specific intervention, it would be valuable if the parents created opportunities for their children with hearing impairments just the same as their hearing children (Rosen, 2000). Families have found many different services to be successful; this is only a review of one of the most common initial approaches and one of the most current and effective. The Individualized Family Service Plan (IFSP) is mandated by law for early intervention (ages: birth to three) for children who qualify. The IFSP is a common starting point for families to become introduced and accustomed to services and goals appropriate for their child with special needs (Schow & Nerbonne, 2002). The plan is guided by a team of interdisciplinary professionals (speech therapist, special education teacher, any other necessary professional). The families, however, make the decisions pertaining to the goals and objectives for their child. This approach is extremely effective because the family spends more time with the child than the teacher; the family is the best teacher for their child. Furthermore, if the family has created the goal(s) they may be more apt to work to achieve those goals. This plan can be changed and revised over time to accommodate for the child's growing strengths or set backs (Schow & Nerbonne, 2002). Social networks have been found to be empowering and educational for children and parents. According to Hintermair (2000), "Social support is to be regarded as a cornerstone of psychosocial intervention and has to play as great a role as possible in institutional programs" (p. 41). In Germany, Hintermair (2001) studied the socialization of parents within social networks all having children with hearing impairments and compared them to other parents whom did not have consistent social networks. Hintermair (2000) found the parents who had more contact with other parents developed stronger emotional bonds with their children and dealt with stressful situations in a more open-minded way. These parents displayed warm, accepting, trusting relationships with their children and also portrayed a stronger sense of competency in raising their child with special needs. Parents also perceived their child and their impairments in a more realistic way; they were better able to understand their situation with a newly gained perspective. The new perspective gained from social networks also proved to help with stress. This was measured by the Parent Stress Index and found that the parents who had developed higher-level personal skills (interpersonal skills) tackled stressful situations in a more open-minded and sophisticated way, further, they continued on to better utilize available programs for problem solving. Support services can also be apart of the intervention plan. The Deaf Mentor Project is a specific intervention in which the child with a hearing impairment is emerged in the Deaf community and receives help in developing aural/oral communication. Watkins, Pittman and Walden (1998) investigated the effectiveness of the Deaf mentor services compared to a three year program at the SKI-HI institute, where one mode of communication is chosen (either oral or ASL). The Deaf mentors shared American Sign Language (ASL), Deaf culture, and their personal knowledge and experiences with deafness with the child and family. Most importantly, they served as a role model for the child. The program also incorporates a hearing parent advisor to help the parents promote listening skills. Results showed the children in the Deaf Mentor Project made receptive and expressive language gains six months ahead of the children in the SKI-HI program. Consistent results showed the children had larger vocabularies and better English grammar. Parents reported that their child was communicating more effectively a greater percentage of the time. These experiences lessened frustrations between parent and child because they shared a more consistent means of communication. In general, the parents and children of the Deaf Mentor Project were satisfied with the program and the results. In the beginning, parents may have overwhelming emotions toward their child with special needs. However, this paper introduces information to families that may help in finding options and affirming a positive outlook. Families can to be their own advocates in their process of raising their child with a hearing impairment. Only a family, not a professional, can make the most appropriate decisions regarding their child. Additionally, families are able to seek out the resources or programs necessary to carry out the objectives or goals regarding their child. The managing strategies and support services covered in this paper are only a few among the many available. There are a few ideas families can consider when faced with raising a child with a hearing impairment. After a period of grieving, a positive adaptation to the impairment(s) of your child is important for the family, and the child. Your involvement, as a family--within all domains of your child's life--not only improves the education and social development but it shows the child that you love them and you care about his/her well being. The standards you set for your child will push him/her toward success. These goals need to be attainable yet, just above the child's reach to encourage them to strive towards their family's expectations. These goals may be laid out in an IFSP; these are goals that you can implement, monitor, and negotiate to any degree that you deem necessary. The Deaf Mentor Project is a successful program that some families may choose for their child. Although, it does focus on the child's involvement in the Deaf community. Some families may decline this option for their child and another intervention may be applied. Once again, the family can research services, themselves, to find what best fits their child. Families are resilient; more than often, they do make the best decisions for their children because they have the child's best interests in mind and most importantly, families love their children.

References

Hintermair, M. (2000). Hearing impairment, social networks, and coping: the need for families with hearing-impaired children to relate to other parents and to hearing-impaired adults. American Annals of the Deaf, 145(1), 41-54.

Luterman, D. M. & Maxon, A. B. (2002).When Your Child is Deaf (2nd ed.).Baltimore MA: New York Press.

Moores, D. F., Jatho, J., & Dunn, C. (2001). Families with deaf members: American annals of the deaf, 1996 to 2000. American Annals of the Deaf, 146(3), 245-231.

Rosen, R. G. (2000). Identification and intervention: a case for diversity and partnerships. American Annals of the Deaf, 145(3), 327-334.

Schow, R. L. & Nerbonne, M. A. (2002). Introduction to Audiologic Rehabilitation (4th ed.). Boston: Pearson.

Turnbull, A., Turnbull, R., Erwin, E., & Soodak, L. (2006). Families, professionals, and exceptionality: positive outcomes through partnerships and trust. 5th edition Upper Saddle, NJ: Merrill.

Watkins, S., Pittman, P., & Walden, B. (1998). The deaf mentor experimental project for young children who are deaf and their families. American Annals of the Deaf, 143(1), 29-35.

About the Author

Kathryn is a senior studying Communication Sciences and Disorders. at Western Washington University.

http://www.theofficialeducationsource.com/deafeducation/