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School meals were developed because of charitable, and subsequently official, concern about the effects of poverty on children’s capacity to benefit from education. Superficially, one might regard Edwardian interventions – in the early part of the twentieth century – as a historical footnote to today’s issues. In fact, this period of UK history was notable for attempts to find solutions to problems that are still relevant. Despite appearances to the contrary, child poverty has not been eliminated in the UK of today and the recent reintroduction of nutritional standards for school meals in the UK is an important reminder that feeding bodies remains crucial to feeding minds. In this article we map social concern expressed in contemporary studies of Dundee, York and London, the impact of army recruitment problems, and the initiation of a school meals policy in Scotland and England. We conclude with an assessment of the issues and solutions as they relate to the UK in the early twenty‐first century.

Studies suggest deep brain stimulation (DBS) as a treatment modality for the refractory obsessive-compulsive disorder (OCD). It is unclear where to place the DBS. Various sites are proposed for placement with the ventral capsule/ventral striatum (VC/VS) among the most studied. Herein, we aim to summarize both quantitative Yale-Brown Obsessive-Compulsive Scale (YBOCS) data and qualitative descriptions of the participants' symptoms when given. A literature search conducted via PubMed yielded 32 articles. We sought to apply a standard based on the utilization of YBOCS. This yielded 153 distinct patients. The outcome measure we focused on in this review is the latest YBOCS score reported for each patient/cohort in comparison to the location of the DBS. A total of 32 articles were found in the search results. In total, 153 distinct patients' results were reported in these studies. Across this collection of papers, a total of 9 anatomic structures were targeted. The majority of studies showed a better response at the last time point as compared to the first time point. Most patients had DBS at nucleus accumbens followed by VC/VS and the least patients had DBS at the bilateral superolateral branch of the median forebrain bundle and the bilateral basolateral amygdala. The average YBOCS improvement did not seem to directly correlate with the percentile of patients responding to the intervention.

Well-controlled, randomized studies with larger sample sizes with close follow up are needed to provide a more accurate determination for placement of DBS for OCD.

The Annual Review of Comparative and International Education 2014 provides an opportunity for reflection and debate of current issues in the field. Central among these is how comparative and international education (CIE) is defined by scholars and practitioners, and how these understandings contribute to the field’s sense of professional and academic identity. The work of teachers and teaching in classrooms worldwide comprises much of the CIE field’s technical core and focus of policymaking as well as other relevant activity. As a result, the education of teachers and their professional development are key, and often undervalued, components. Based upon this foundation, the 2014 Annual Review highlights ways that teacher education and professional development impact CIE research and professional activity, and vice versa.

This chapter introduces readers to the Annual Review of Comparative and International Education and approaches to reviewing the field broadly, by examining the ways that scholars and professionals in the field reflect on comparative and international education (CIE). It begins with a synthesis of the reviews and reflective pieces published since the mid-20th century, and then critiques the field for being neither consistently nor systematically reflective. The chapter then summarizes several of the benefits of consistent and systematic reflection through a process of annual review. The chapter concludes with an overview and synthesis of each of the sections, which provide the structure of the Annual Review, and poses questions that drive systematic reflection through each section of the volume and the field as a whole.

This chapter synthesizes the key themes and issues from across the Annual Review of Comparative and International Education 2013, and reflects on how the input from the regional society presidents and representatives was developed in each section of the review. Ways to think about making the Annual Review a reflective process for the field as a whole, and to engender input from all corners of the global comparative and international education community are suggested as well.