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The operational, economic, and cultural obstacles to pre‐school nutrition programs outlined in the first half of this paper have arisen largely because few nationwide programs have as yet gone beyond the thinking of a nutrition program as being more than the mere distribution of food. Reaching the pre‐school child is often perceived only as a logistic exercise in delivery and distribution, and the success of the program is thus judged solely on the basis of the speed, economy and efficiency of distributive systems. Under those circumstances, available resources are not used to their fullest potential and program effectiveness, in terms of demonstrable nutritional benefits to the recipient and institution building, continues to be disappointing when weighed against the cost and effort involved. The per capita cost of reaching the pre‐school child, given the difficulty of distribution via an inadequate number of scattered and ill‐attended centers, will probably continue to be exorbitant in most places as long as pre‐school feeding programs are regarded as exactly comparable with school feeding in all respects except the age of the beneficiary.

Current research indicates that early protein‐calorie malnutrition, which in some developing countries may affect 20% of all pre‐schoolers, is a serious deterrent to social and economic development because of its deleterious effect on the health, education, and productivity of the adult. Chronic undernourishment, though its manifestations are less apparent, may be equally damaging. Benefits expected from the ‘Green Revolution’ certainly cannot reach most of the world's population at need soon enough to prevent the erosion of human resources, and the existence of malnutrition must be recognized as a threat to national development, not merely a moral problem whose solution is thought of in medical or public health terms. Unfortunately however, national nutrition programmes undertaken in developing countries have thus far, by and large, shown disappointing results.

Performance feedback about whether responses are correct or incorrect provides valuable information to help guide learning. Although feedback itself has no extrinsic value, it can produce subjective feelings similar to “rewards” and “punishments.” Therefore, feedback can play both an informative and a motivational role. Over the past decade, researchers have identified a neural circuit that processes reward value and promotes reinforcement learning, involving target regions of dopaminergic input (e.g., striatum and ventromedial prefrontal cortex). Importantly, this circuit is engaged by performance feedback even in the absence of reward. Recent research suggests that feedback-related brain activity can be modulated by motivational context, such as whether feedback reflects goal achievement, whether learners are oriented toward the informative versus evaluative aspect of feedback, and whether individual learners are motivated to perform well relative to their peers. This body of research suggests that the brain responds flexibly to feedback, based on the learner’s goals.

Summarizes emerging patterns of corporate restructuring and process re‐engineering – describing current responses of marketplace enterprises to ongoing demographic, economic and technologic changes in the business operating environment – and assesses the applicability of those transformational adaptations to educational processes and institutions.