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Implications of the change to the metric system in our daily lives are discussed. Advantages of the metric system are presented, especially its decimal base and ease of calculation which are demonstrated by several worked examples. Some further sources of information are listed. A world map indicates the few remaining countries that have not yet adopted the metric system. (LS)

A short discussion of the need for measurement and the development of ancient measurement systems is given. The English system is traced through its transitions. An account of the development of the metric system is presented from the original defining of the standards through to the recent general conferences on its revision and simplification. A chart of "The International System of Units" (the modern metric system) is given which explains the seven base units. (LS)

This study investigated (1) the nutritional status of urban American disadvantaged children, (2) the relationship of nutritional status to mental growth and development, (3) the relationship of physical maturation to the development of perceptual-motor factors of intelligence, and (4) if found, the effects of undernutrition on intellectual achievement and physical development. Subjects were 60 Detroit 5-year-olds, half of whom were disadvantaged. Sex and race were also controlled in the sample. Results showed few, if any, nutritional deficiencies. Negro children appeared slightly taller and heavier as a group when compared to the norms of Caucasian children measured over 3 decades ago. With the exception of a marked positive correlation between height and psychological performance test scores in boys, no relationship between physical measures and intelligence test scores was found. It was felt that if a nutritional deficiency existed in the children, it was at a level that permitted physiological adaptation by the child so that growth was not appreciably affected. Re-examination of the data is suggested, since results imply that other factors exert a more profound influence on mental development in the children studied than do nutritional and physical growth variables, per se. (Author/DR)

THE RESEARCH OF LOVELL AND PIAGET IS CITED IN A DISCUSSION OF CONCEPT LEARNING IN ELEMENTARY SCHOOL STUDENTS. FOLLOWING AN INTRODUCTORY CHAPTER ON CONCEPT FORMATION, THREE CHAPTERS ARE DEVOTED TO NUMBER CONCEPTS AND TO THE APPROACHES OF TEACHING THE NUMBER CONCEPTS OF STERN, CUISENAIRE AND GATTEGNO, PIAGET, AND DIENES. THE NEXT FOUR CHAPTERS DEAL WITH THE CONCEPTS OF QUANTITY, WEIGHT, TIME, AND SPACE. THESE CHAPTERS INCLUDE (1) A GENERAL DESCRIPTION OF THE CONCEPT AND WHAT IS KNOWN ABOUT THE WAY IN WHICH IT IS DEVELOPED IN CHILDREN, (2) A SUMMARY OF THE VIEWS OF PIAGET, (3) A COMPARISION OF THE RESEARCH FINDINGS OF PIAGET AND LOVELL, AND (4) COMPLETE BIBLIOGRAPHICAL INFORMATION FOR STUDIES CITED. OTHER CHAPTERS REVIEW RESEARCH FINDINGS ON THE LEARNING OF THE CONCEPTS OF MEASUREMENT, AREA, AND VOLUME. AN OUTLINE OF THE NUMBER SYSTEM AND SOME TEACHING SUGGESTIONS FOR PROMOTING CONCEPT DEVELOPMENT ARE INCLUDED. THIS DOCUMENT IS AVAILABLE FOR $3.00 FROM THE PHILOSOPHICAL LIBRARY, 15 EAST 40TH STREET, NEW YORK, NEW YORK 10016. (AG)