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Background: Understanding emergency department and healthcare utilisation related to acute recreational drug toxicity (ARDT) generally relies on nationally collated data based on ICD-10 coding. Previous UK studies have shown this poorly captures the true ARDT burden. The aim of this study was to investigate whether this is also the case elsewhere in Europe. Methods: The Euro-DEN Plus database was interrogated for all presentations 1st July to 31st December 2015 to the EDs in (i) St Thomas' Hospital, London, UK; (ii) Universitätsspital Basel, Basel, Switzerland; and (iii) Zealand University Hospital, Roskilde, Denmark. Comparison of the drug(s) involved in the presentation with the ICD-10 codes applied to those presentations was undertaken to determine the proportion of cases where the primary/subsequent ICD-10 code(s) were ARDT related. Results: There were 619 presentations over the 6-month period. Two hundred thirteen (34.4%) of those presentations were coded; 89.7% had a primary/subsequent ARDT-related ICD-10 code. One hundred percent of presentations to Roskilde had a primary ARDT ICD-10 code compared to 9.6% and 18.9% in Basel and London respectively. Overall, only 8.5% of the coded presentations had codes that captured all of the drugs that were involved in that presentation. Conclusions: While the majority of primary and secondary codes applied related to ARDT, often they did not identify the actual drug(s) involved. This was due to both inconsistencies in the ICD‐10 codes applied and lack of ICD‐10 codes for the drugs/NPS. Further work and education is needed to improve consistency of use of current ICD‐10 and future potential ICD‐11 coding systems. [ABSTRACT FROM AUTHOR]

Occupational mismatch has been a hot topic in the economics literature in recent decades; however, no consensus has been reached on how to conceptualise and measure this phenomenon. We explore the unique opportunity offered by the PIAAC survey to measure occupational mismatch at the individual level based on both education- (overeducation) and skill-based (overskilling) variables by using both objective and subjective measures. For this purpose, we use data on 17 European countries and compute up to 20 different indicators of occupational mismatch. We find that the conceptualisation and measurement of occupational mismatch are indeed important and that education and skill mismatch do not measure the same phenomenon. In fact, only a small percentage of mismatched individuals are mismatched with respect to both education and skill, whereas the majority are mismatched with respect to either education or skill only. At the country level, we find a negative correlation between the incidence of education and skill mismatch, which has important implications for policies aiming to address this labour market inefficiency. [ABSTRACT FROM AUTHOR]

Academic entitlement, a term that defines students' expectations of academic success independent of performance, has been linked with a number of maladaptive behaviors. This study examined the potential relationship between academic entitlement and prospective workplace entitlement in a sample of Canadian students (N=1024) using an online survey. Multivariate analyses produced a significant (p<0.05) positive relationship between academic entitlement and prospective workplace entitlement. Graduate students had higher levels of prospective workplace entitlement than did undergraduates, and those pursuing degrees in Education and Law had significantly lower levels of prospective workplace entitlement than students in other areas of study. Results support a need to develop strategies to minimize entitlement beliefs prior to an individual's entry into the workforce. [ABSTRACT FROM AUTHOR]

Industrial design is a discipline that combines multiple professional fields. Enterprise demands for industrial design competencies also change over time; thus, the curriculum of industrial design education should be compatible with the current demands of the industry. However, scientific approaches have not been previously employed to plan industrial design curriculums. Therefore, a gap exists between the expectations of enterprises and the professional competencies of numerous graduates in the industrial design discipline. To solve this problem, we first identified the professional competencies required of industrial design professionals in industry and academia, and then ranked these competencies based on their degree of importance using the analytic hierarchy process (AHP). Subsequently, we planned an industrial design curriculum that meets practical workplace needs by applying quality function deployment (QFD), and proposed items that require special attention for the industrial design curriculum. The results of this study are as follows (1) we obtained a ranking of various items of the professional competencies in industrial design based on their degree of importance to determine which professional competencies should be specifically cultivated; (2) we planned an industrial design curriculum that addresses the needs of enterprises according to industrial design ability index (IDAI); and (3) we recommend the courses and subjects that should be emphasized and enhanced in the existing industrial design curriculum. [ABSTRACT FROM AUTHOR]

The idea that mathematics is needed for our mundane everyday activities has raised the question of how people deal with mathematics outside the school walls. Much has been written in mathematics education research about the possibility of transferring knowledge from and into school. Whereas the majority of this literature commends the possibility of transfer, thus assuming both the desirability of transfer and the importance of school mathematics for the professional and mundane lives of individuals, I am interested in developing an ideology critique on the beliefs underpinning the research on this issue. It will be argued that the use-value attributed to school mathematics disavows its value as part of a political and economic structure, which requires school mathematics to perform other roles than the one related with utility. This critique will be illustrated through the exploration of a typical transfer situation between school and workplace. [ABSTRACT FROM AUTHOR]

Many studies have examined the effect of life events, education, and income on well-being. Conversely, research concerning well-being as a predictor of life course outcomes is sparse. Diener's suggestion 'to inquire about the effects of well-being on future behavior and success' has, with some exceptions, not yet come to fruition. This article contributes to this body of research. We conceptualize and analyze the interplay between educational achievement, occupational success, and well-being as a complex process. The relationship between these domains is examined drawing on a structure-agency framework derived from Bourdieu and Social Comparison Theory. Social comparison between adolescents and their parents is suggested to be the mechanism explaining the effects of successful and unsuccessful intergenerational transmission of educational achievement and occupational success on well-being. It is further argued that well-being may serve as an individual resource by fostering educational and occupational outcomes. Panel data from the Transition from Education to Employment (TREE) project, a Swiss PISA 2000 follow-up study, was used. The interplay between well-being and successful and unsuccessful intergenerational transfer of educational attainment was analyzed in an autoregressive cross-lagged mixture model framework. Social comparison was found to be related to well-being, while well-being proved to significantly increase the probability of successful intergenerational transfer of educational attainment. [ABSTRACT FROM AUTHOR]

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]

This article presents and discusses “Virtual Links”. This builds on “The Golden Link”, a model which was developed to address the challenge of how to make experience based competencies of senior workers available to the organisation and to younger workers with less experience. “Virtual Links” support cross-generational communication and learning, as well as enabling access for mobile workers to the knowledge of experienced seniors not physically present. [ABSTRACT FROM AUTHOR]

In this article, we present and test a model that incorporates education-occupation matching into the migration decision. The literature on education-occupation matching shows that earnings are affected by how individuals' education matches that required by their occupation. Accordingly, individuals with more schooling than required by their occupation have an additional incentive to migrate: the increase in earnings that occurs with a more beneficial education-occupation match. Using data from Mexico, we found statistical support for the importance of education-occupation matching in migration decisions. Education-occupation matching provides a plausible explanation for the mixed findings in the literature on the relationship between educational attainment and migration. [ABSTRACT FROM AUTHOR]

Over the past quarter of a century, the sociology of education has been transformed from a marginal subfield into one of the most vibrant and respected areas of sociological research. There is no denying that the work of the last several years has contributed substantially to our understanding of the dynamics of class reproduction and the process if cultural transmission. Yet while the social scientific study of education has advanced impressively in the recent years, there remain a number of areas in which little progress has been made, i.e. the sources of class and ethnic differences in educational attainment. However, it is preferred that future educational research must consider the hypothesis that the behavior in school of students from subordinate classes and ethnic groups has something to do with the fate that generally awaits them in the labor market and the expectations generated by the fate. The labor market is a second area where educational research has perhaps raised more questions that it has yet resolved. The status-attainment model which has thus far dominated research on the link between education and the labor marker has been much more successful predicting educational attainment and income rather than predicting occupational attainment.