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Various indexes have been proposed to mark when a child is on the verge of acquiring new knowledge. This article described a new method for indexing this point of transition, which is based on the specificity of children's verbal explanations. The degree to which children were specific in their verbal explanations was related to whether they benefited from instruction. In particular, children who were vague in their explanations (i.e., less specific) benefited from instruction more than children who were explicit in their explanations (i.e., more specific). This index provides insights into the child's mental state prior to acquiring new knowledge.To understand cognitive development, one must have a good understanding of the processes of change and be able to characterize, as best as possible, knowledge in transition. As others (e.g.

National trends suggest that the demand for distance education will continue to rise. In this article, I describe the development, implementation, and evaluation of a cross-listed undergraduate and graduate-level child development course on the Internet. In addition, I discuss the content and pedagogical goals for the class in the context of technological constraints. Finally, I address the future directions of distance education.

This paper gives a brief introduction to the Heritage Collection at Auckland City Libraries in New Zealand and notes the significant public support and commitment given to the preservation of heritage material. What, as an institution of cultural identity, Auckland City Libraries are doing to ensure the ongoing preservation of and improved access to original heritage resources which are of national significance is outlined and some current and future projects are described.