Learning disabilities is presented as a construct supported by psychoeducational, socioemotional, and physiological data, as illustrated by the M. Meeker paradigm. (Author)

The condition is defined, and some of its manifestations are outlined, including petit mal epilepsy, psychomotor epilepsy, and grand mal epilepsy. Constructive ways to deal with epileptic students are suggested, including specific ways to handle a seizure, should one occur. (DLS)

Presents the definitions and evolution of 18 words recently coined. (DD)

Discusses various definitions of physics, citing those characteristics that distinguish physics from other studies. (MLH)

Discusses the vocabulary of English punctuation terms, largely unchanged since the Norman conquest in 1066. Discusses the meaning of the period, colon, comma, question mark, exclamation point, slash, parenthesis, brackets, asterisk, hyphen, and ampersand. (RS)

Experiences of developing nations are used to formulate three types of nonformal education: as complement, satisfying needs unfulfilled by the school system; as alternative, using traditional or indigenous learning; and as supplement to the formal system. Nonformal education is analyzed across nations as system, setting, or process. (SK)

Using an 1895 edition of Webster's dictionary, examines how the definition of technological terms has changed and the new terms that were created in the 19th century. Explores ways teachers can use the dictionary in teaching technology education. (SK)

Presents a vocabulary of the evaluation capacity building (ECB) field and reviews the relatively small ECB literature and what it teaches for evaluation practice. Introduces the other chapters of this special issue on ECB. (SLD)

Examines the assumption that instruction in writing centers is what it is because it is different from classroom instruction. Proposes studying the discourse of writing centers as another route to writing center self-definition. (RS)

Examines the broadening scope of "literacy" as reflected in the ERIC database. Argues that the definition of literacy has expanded to include making meaning from a variety of sources and communicating it to a variety of audiences. (RS)

Argues that few clear standards exist for value debate. Defines values as instrumental or terminal, and identifies four prima facie burdens necessary for affirming a value resolution: value identification; value criteria; value hierarchy; and topicality through relevance. Examines the role of presumption and burden of proof in value debate. (MM)

Analysis indicated that young children consistently differed in the initiation of interaction and the conflict contributions they elicited from peers. Relationship effects were found in games and contingent interaction. (RH)

Discusses the differences between the terms "vocational agriculture" and "agricultural education" and points out that they are used interchangeably to describe instructional programs in agriculture at the secondary level. Argues that agricultural education is much broader and more inclusive than the specific program termed vocational agriculture.…