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Training in neurological surgery is one of the most competitive and demanding specializations in medicine. It therefore demands careful planning in both the scientific and clinical neurosurgery arena to finally turn out physicians that can be clinically sound and scientifically competitive. National and international training and career options are pointed out, based on the available relevant literature, with the objective of comparing the neurosurgical training in Europe and the USA. Despite clear European Association of Neurosurgical Societies guidelines, every country in Europe maintains its own board requirements, which is reflected in an institutional curriculum that is specific to the professional society of that particular country. In contrast, the residency program in the USA is required to comply with the Accreditation Council for Graduate Medical Education guidelines. Rather similar guidelines exist for the education of neurosurgical residents in the USA and Europe; their translation into the practical hospital setting and the resulting clinical lifestyle of a resident diverges enormously. Since neurosurgical education remains heterogeneous worldwide, we argue that a more standardized curriculum across different nations would greatly facilitate the interaction of different centers, allow a direct comparison of available services, and support the exchange of vital information for quality control and future improvements. Furthermore, the exchange of residents between different training centers may improve education by increasing their knowledge base, both technically as well as intellectually. [ABSTRACT FROM AUTHOR]

The article focuses on the life accomplishments of sociology professor and educator Philip Foster who died in 2008 in the U.S. It says that Foster was an education officer in the Acholi province of Uganda from 1955-1958 where he met an anthropologist who become his wife and mother to his two sons. He entered at the University of Chicago where he was appointed assistant professor and received his doctoral advance. In 1984-1986, Foster served as chair of the U.S. Department of Education.

Focuses on the combined effort of the Departments of Labor, Health, Education, Welfare and Commerce to find ways to strengthen the relationship between work and education in the U.S. Means of helping young people bridge the gap between school and work; Details on the process of local collaboration among various institutions that deals with the transition from school to work; Involvement of various sectors of the community in youth development.