Defines peace studies from various points of view, identifies problems often encountered in setting up peace studies programs, presents examples of the kinds of issues which might be studied in peace studies programs, and suggests activities appropriate for students of peace studies. Journal available from World Studies Resource Center, Groby…

The author examines various definitions of creativity, from broad global statements to narrow views of testable traits. Concluding that none of these definitions can be operationalized in education, he suggests that educators concentrate on more definable components of creativity, such as critical thinking, aesthetics, and the imagination. (SJL)

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

Argues for common understandings of the language and definitions used for recording information about libraries, and presents a method by which impressions of library behavior can be organized. (FM)

Argues that the concept of difficult temperament does not yet have enough empirical basis to justify its use for practical purposes. Suggests that the concept possesses enough construct validity to justify further research, particularly when temperamental differences are seen as a parent's perception rather than solely as a child's characteristic.…

Academic rigor has been viewed as an educational monster and so it is if defined in terms of lockstep curriculum, harsh discipline, and useless rote learning. Rigor in its best sense means challenging each student toward individual excellence. This kind of rigor should be welcomed. (SJL)

Two experiments tested a set of predictions regarding category definitions and categorization latencies. Neither prediction was supported by the experiment results, leading to the formulation of an alternative feature-based model of category definitions using the notion of a polymorphous concept. (Author/AM)

Examines the problems of clarity, precision, and consistency found in dictionaries' treatment of the adjective "devergonde" and the noun "devergondage," particulary in their figurative forms. (AM)

Discusses the problem of defining "open" school programs; reviews four instruments (Walberg and Thomas rating scale and teacher questionnaire, Barth Scale, Dimensions of Schooling questionnaire, and the Personal Record of School Experience) that can access the degree of openness of schools; also makes recommendations for further research. (DS)

Seventeen idea tactics to aid information specialists in furthering a reference search are defined as parts of total search strategies, and are grouped into idea generation and pattern breaking modes. Problems in testing such tactics are discussed. (FM)

The article emphasizes the need for a uniform format for defining the populations selected for research, particularly with learning disabled individuals. The population descriptions from three studies dealing with some aspect of reading are presented and scrutinized in terms of the four categories. (Author/DLS)

Presents a syntax of metophor, discussing a typology of metaphor, the relationship between literal sense and figurative sense, and the importance of a precise definition of metaphor. (AM)

Traces the history of grammar, emphasizing the relationship between grammatical theory and pedagogy, and that between grammar and rhetoric. (AM)

Focusing on children in preschool or early school settings, this paper attempts to identify research-based uses of the term social competence and to formulate a definition reflecting consensus across different research perspectives. (Author/SB)