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This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

Background: Patient and public involvement (PPI) is a critical priority in research, policy, academia and advocacy organizations. PPI in dementia research is gaining momentum. However, these efforts are missing in international projects aimed at those living with advanced dementia in long‐term care (LTC) homes. Additional complexities can arise in enacting PPI within the context of integration of a palliative approach to care and experiences around end‐of‐life in (EOL) dementia. The mySupport study involved implementing the Family Carer Decision Support (FCDS) intervention for care partners of those living with advanced dementia in LTC in six countries. Research Design and Objective: An interpretive description study was conducted to explore the perspectives of international researchers from six countries on engaging people with lived experiences of dementia and EOL care in research processes. The findings from this study informed the development of a PPI strategy and a subsequent toolkit for the FCDS intervention. Findings: Thirty‐eight interviews were completed with project researchers: 12 from the United Kingdom, 8 from Canada, 7 from Ireland, 4 each from Italy and The Netherlands and 3 from the Czech Republic. Four broad themes describe international researchers' perspectives on advancing methods of engagement for people with lived experiences of dementia and EOL in international PPI activities: (1) Groundwork to engage in research; (2) planning for research activities is key; (3) focus on meaningful engagement and (4) having foresight for practical issues shaping PPI. Discussion and Implications: International projects that involve PPI can present many sources of challenges. The findings in this study highlight important considerations for foundational work for incorporating PPI in international projects. Learning from world leaders and those with lived experiences in various regions can be insightful and help share tools and resources. Patient or Public Contribution: PPI was envisioned as a critical part of conducting the mySupport study. The findings from this study informed the development of a PPI strategy and an international Strategic Guiding Council that included family carers of those living with advanced dementia in LTC homes in six countries. This manuscript focused on the perspectives of researchers on their engagement with people with lived experiences of dementia and EOL. The perspectives of persons with lived experiences on engaging in the mySupport research study will be reported in a forthcoming manuscript. [ABSTRACT FROM AUTHOR]

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), "Designing and Evaluating Innovative Mobile Pedagogies" (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach: The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings: A living record highlighting what is currently happening in the educational systems of the DEIMP project's respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value: A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

Purpose: This study aims to explore how young people in child and adolescent mental health services (CAMHS) in the UK, Ireland, The Netherlands and Croatia, experienced leaving CAMHS and identified a range of factors impeding optimal discharge or transition to adult mental health services (AMHS). Design/methodology/approach: Interviews about discharge or transition planning, including what information was provided about their ongoing mental health needs, undertaken with 34 young people aged 17–24, all previous or current attendees of CAMHS. Some interviews included accounts by parents or carers. Data were thematically analysed. Findings: A number of previously well-documented barriers to a well-delivered discharge or transition were noted. Two issues less frequently reported on were identified and further discussed; they are the provision of an adequately explained, timely and appropriately used diagnosis and post-CAMHS medication management. Overall, planning processes for discharging or transitioning young people from CAMHS are often sub-optimal. Practice with regard to how and when young people are given a diagnosis and arrangements for the continuation of prescribed medication appear to be areas requiring improvement. Originality/value: Study participants came from a large cohort involving a wide range of different services and health systems in the first pan-European study exploring the CAMHS to adult service interface. Two novel and infrequently discussed issues in the literature about young people's mental health transitions, diagnosis and medication management were identified in this cohort and worthy of further study. [ABSTRACT FROM AUTHOR]

This paper has contributed to confirming the link between education and health in developed countries. The analysis is based on 11 European Union countries. We estimate country-specific health functions, where the dependent variable is self-reported health status and the education attainment is one of the main inputs. All eight waves (1994–2001) of the European Community Household Panel are deployed. A random effects ordered probit is estimated in order to control, to a given extent, for unobserved heterogeneity. Explanatory variables are both time invariant (education attainment and gender) and time varying (gross wages, hours of work, age and living alone). Results confirm the positive impact of secondary education on health in most cases and tertiary education in all cases, even after controlling for other inputs in the health function and taking unobserved heterogeneity into account. Secondary education has an impact on health in all countries in the sample except for The Netherlands and UK. The effect does not differ between secondary and tertiary education in France, Ireland and Greece. The correlation between education and health is interpreted in different but complementary ways by diverse approaches and we may not disentangle the precise mechanism that connects health with education from our results. Anyway, it seems clear that better coordination is needed between education and health policies to effectively improve health literacy. Other relevant results from our study are that women register poorer health than men, age contributes to worsening health status and wages contribute positively to health. [ABSTRACT FROM AUTHOR]

Abstract: Given the raised profile that parenting support and education is currently receiving on government family policy agendas in many nations, this paper reviews the ways in which parenting support and education policies are embedded within eight OECD countries. Drawing out the similarities and differences of policy and practice, and comparing the financial support each country affords to parenting support, it assesses the effectiveness of parenting support programmes in relation to national expenditure and links parenting policy to child outcomes. The paper concludes with some recommendations for policy makers and programme developers. The countries reviewed are: The UK, Netherlands, Canada, Ireland, the US, Finland, Australia and New Zealand. [Copyright &y& Elsevier]

This paper explores linguistic landscapes and the enactment of public visibility and presence of non-majority linguistic groups in EU member states. Non-majority linguistic groups gain power, visibility and presence through the introduction of bilingual or multilingual signposts on roads, streets, squares, and public buildings in towns and cities where a given linguistic group represents a significant population share. The article offers a comparative analysis of language policies of EU member states regarding enactment of official bilingual or multilingual signs in public space. Twenty EU member states have signed the "European Charter for Regional or Minority Languages," while 17 members have ratified it. In addition, the Charter of Fundamental Rights, an integral party of the Lisbon Treaty, stipulates that language diversity is one of the fundamental values respected by the EU. Hence, this comparative research assesses various practices employed by member states in relation to the proclaimed values of multilingualism. Consequently, the paper depicts and compares different language policies that produce linguistic landscapes in EU member states. Finally, it tries to determine whether there is a convergence towards a common EU policy on bilingual and multilingual signs in public space.

This paper explores patterns in participation in adult education and training (AET) by comparing five countries with high participation rates (the Nordic countries and the Netherlands) with three countries with significantly lower participation rates (France, Poland and the Slovak Republic). Using PIAAC data the paper examines differences in the levels of demand for AET as well as variations in barriers to AET participation between the two groups of countries. The demand for AET is higher than the actual participation rate since it includes those who do not participate although they wish to. The demand for AET is substantially higher in countries with high participation rates. Further, the structure and level of barriers is quite similar in the two groups of countries. Countries with low AET participation rate do not have a higher proportion of individuals reporting barriers to AET participation; that they do not participate in AET although they wish to. In both groups of countries demand for AET is strongly associated with the individuals' educational level. The findings are discussed by drawing on previous studies on drivers of and barriers to participation in AET.

Objectives: To develop a patient's attitude questionnaire regarding prevention in oral health for use internationally. Methods: Using a mixed methods approach, a questionnaire was developed and refined as part of ADVOCATE (Added Value for Oral Care) study, involving partners in six countries: Netherlands, Hungary, Denmark, Ireland, Germany, and the UK. A literature review explored the history of oral healthcare delivery systems to develop a template for each of the six ADVOCATE countries. A systematic review identified the perceived barriers and facilitators to preventive oral healthcare and underpinned a topic guide and established the patient questionnaire domains. Focus groups in each ADVOCATE country developed the first version of the questionnaire. Patient and Public Involvement and Engagement (PPIE) in each ADVOCATE country tested the questionnaire and led to further refinement. The questionnaire was produced in five languages. Content validity and reproducibility used principal component analysis (PCA) and exploratory factor analysis (EFA) refined the questionnaire. Results: The literature review aided an understanding of each country's oral healthcare system, and the findings from the 25 studies identified in the systematic review found the main barriers/facilitators to preventive oral healthcare were cost, knowledge (preventive treatments and advice), and a patient awareness and adherence to preventive advice/treatments. Interviews and focus groups with 148 participants in the ADVOCATE study identified receiving the appropriate level of care/feeling valued, cost, level of motivation/priority, not feeling informed, knowledge, and skill mix as the main barriers/facilitators. Fifty‐three PPIE members refined the questionnaire. The pilot questionnaire was tested with 160 participants. Non‐essential or highly correlated variables were then removed, leaving 38 items, covering 6 domains (cost, advice received, advice wanted, message delivery, motivation, knowledge, and responsibility) within the questionnaire. A second pilot test‐run was undertaken with 185 participants. The test‐re‐test reliability demonstrated strong consistency of responses between the two time points (kappa range 0.3–0.7, most p <.0011), which culminated with a final version of the Patient Attitudes to Prevention in Oral Health Questionnaire (PAPOH) questionnaire. Conclusions: This mixed‐methods approach enabled the development of a multi‐language attitudinal questionnaire for use with patients (PAPOH) to compare attitudes to oral disease prevention internationally. [ABSTRACT FROM AUTHOR]

Background In Europe, more than 15 million people live with heart failure (HF). It imposes an enormous social, organizational and economic burden. As a reaction to impending impact on healthcare provision, different country-specific structures for HF-care have been established. The aim of this report is to provide an overview and compare the HF-care approaches of Germany, Ireland, the Netherlands and the UK, and to open the possibility of learning from each other's experience. Methods A mixed methods approach was implemented that included a literature analysis, interviews and questionnaires with HF-patients and caregivers, and expert interviews with representatives from healthcare, health service research and medical informatics. Results The models of HF-care in all countries analyzed are based on the European Society of Cardiology guidelines for diagnosis and treatment of HF. Even though the HF-models differed in design and implementation in practice, key challenges were similar: (i) unequal distribution of care between urban and rural areas, (ii) long waiting times, (iii) unequal access to and provision of healthcare services, (iv) information and communication gaps and (v) inadequate implementation and financing of digital applications. Conclusion Although promising approaches exist to structure and improve HF-care, across the four countries, implementation was reluctant to embrace novel methods. A lack of financial resources and insufficient digitalization making it difficult to adopt new concepts. Integration of HF-nurses seems to be an effective way of improving current models of HF-care. Digital solutions offer further opportunities to overcome communication and coordination gaps and to strengthen self-management skills. [ABSTRACT FROM AUTHOR]

Background the mySupport advance care planning intervention was originally developed and evaluated in Northern Ireland (UK). Family caregivers of nursing home residents with dementia received an educational booklet and a family care conference with a trained facilitator to discuss their relative's future care. Objectives to investigate whether upscaling the intervention adapted to local context and complemented by a question prompt list impacts family caregivers' uncertainty in decision-making and their satisfaction with care across six countries. Second, to investigate whether mySupport affects residents' hospitalisations and documented advance decisions. Design a pretest–posttest design. Setting in Canada, the Czech Republic, Ireland, Italy, the Netherlands and the UK, two nursing homes participated. Participants in total, 88 family caregivers completed baseline, intervention and follow-up assessments. Methods family caregivers' scores on the Decisional Conflict Scale and Family Perceptions of Care Scale before and after the intervention were compared with linear mixed models. The number of documented advance decisions and residents' hospitalisations was obtained via chart review or reported by nursing home staff and compared between baseline and follow-up with McNemar tests. Results family caregivers reported less decision-making uncertainty (−9.6, 95% confidence interval: −13.3, −6.0, P  < 0.001) and more positive perceptions of care (+11.4, 95% confidence interval: 7.8, 15.0; P  < 0.001) after the intervention. The number of advance decisions to refuse treatment was significantly higher after the intervention (21 vs 16); the number of other advance decisions or hospitalisations was unchanged. Conclusions the mySupport intervention may be impactful in countries beyond the original setting. [ABSTRACT FROM AUTHOR]

To identify the patient classification systems used to classify nursing intensity in the assessment of nursing staffing resources currently used in home health care, with a special emphasis on validity, reliability and staff allocation. Scoping review of internationally published and grey literature, based on a methodological framework by Arksey and O'Malley. Searches of the electronic databases Cinahl, Medline, Embase and SweMed, the websites Google and Google Scholar and hand searches of reference lists occurred. Eligibility criteria included (A) a focus on patient classification systems measuring nursing intensity and workload in home health care and (B) published in English between January 2007 and March 2019. In level one testing two team members screened titles and abstracts, in level two testing two team members determined which papers should undergo a full text review. Data were extracted using structured extraction by one team member and verified by two other members. Thirteen peer-reviewed articles and grey literature documents were identified, from Canada, Ireland, the UK, the USA, Scotland, Turkey and the Netherlands. Four patient classification systems had been tested for both validity and reliability. Validity was tested through face validity, predictive validity, concurrent validity or content validity index. Reliability was tested through stability, internal consistency, observer agreement or inter rater reliability. One patient classification system had been tested only for reliability, through interrater reliability and observer agreement. Two patient classification systems had been evaluated through summative evaluation; one qualitatively through focus group interviews and one through semi-structured interviews. Only one patient classification system had been validity and reliability tested and evaluated. Overall, the patient classification systems in the included papers (13) were considered to have benefits and to be appropriate for the measurement of patients' needs, workload and allocation of staff, although specific information was not always given. Little has been published on validity or reliability tested patient classification systems linked to staffing allocation in home health care in the past decade. Limited research was seen where a patient classification system was considered to be fully operational in home health care. [ABSTRACT FROM AUTHOR]

Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum. Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.

This paper focuses on a generational change taking place in the Polish academic profession: a change in behaviors and attitudes between two groups of academics. One was socialized to academia under the communist regime (1945-1989) and the other entered the profession in the post-1989 transition period. Academics of all age groups are beginning to learn how tough the competition for research funding is, but young academics ("academics under 40"), being the target of recent policy initiatives, need to learn faster. Current reforms present a clear preferred image for a new generation of Polish academics: highly motivated, embedded in international research networks, publishing mostly internationally, and heavily involved in the competition for academic recognition and research funding. In the long run, without such a radical approach, any international competition between young Polish academics (with a low research orientation and high teaching hours) and their young Western European colleagues (with a high research orientation and low teaching hours) seems inconceivable, as our data on the average academic productivity clearly demonstrate. The quantitative background of this paper comes from 3704 returned questionnaires and the qualitative background from 60 semi-structured in-depth interviews. The paper takes a European comparative approach and contrasts Poland with 10 Western European countries (using 17,211 returned questionnaires).

This paper utilises qualitative and quantitative findings from the Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA) project that carried out a survey of professionals and focus groups/interviews with parents and children to understand the context of transition, inclusion and collaborative working. The paper contrasts parent, professional and pupil views of different approaches to transition for pupils with additional support requirements in the partner EU countries of the FIESTA project (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Catalonia/Spain and Scotland/the United Kingdom). Transition from pre-school to primary school and from primary to secondary school is a period where professionals begin to meet and exchange knowledge. Although many significant developments have taken place, transition remains very challenging for European countries. This paper differentiates between transitions led by professionals, parents and children. It analyses transition practices in order to make recommendations on how we can move beyond rigid approaches to inclusion, shift power relations in service settings and enable more flexible, participatory and inter-relational approaches.

Many institutions are making the move from pen and paper to online examinations, but the literature offers relatively few critical reflections on the ramifications of such a shift. This research presents evidence of the ways in which the social and human practices of online exams are deeply entangled with the material and technological, and cautions against the reinscribing of essentialist or instrumentalist assumptions about technology in assessment practices. Through semi-structured interviews with eight practitioners in Norway, the Netherlands, the UK and Ireland, it analyses the impact, dimensions and limitations of two main discourses: "migration," whereby exam technologies are assumed to be neutral instruments used independently by humans to realise their preordained intentions; and "transformation," whereby the essential and inalienable qualities of technologies can be released to 'transform' or 'enhance' assessment. Its findings indicate that: (1) exam technologies are neither inherently neutral nor essentially transformational; (2) implementation projects underpinned by the migration discourse can be much more complex and resource-intensive than anticipated; and (3) 'transformative' change may be value-laden and driven by assumptions. Given the complex and entangled nature of online exams, practitioners are encouraged to think creatively about how assessment strategies align with educational goals, to consider the limitations of current discourses and to analyse critically the relational and performative roles of digital technologies.

Background: Assisted human reproduction (AHR) treatment is not regulated in Ireland although it has been practiced since 1987. Thus, Ireland is one of the only European countries without any form of AHR specific regulation. This literature review research aimed to provide a comprehensive and comparative overview of AHR regulation and any associated literature to compare Ireland and other developed countries. Methods: Systematic searches were conducted in several databases (Google Scholar, Web of Science, MEDLINE, SCOPUS and official government websites) utilising search strings in relation to AHR legislation for each country under review. A final review of 155 research articles were eligible after screening related to legislation in each country for inclusion. The findings were synthesised and summarised by legislation in each country. Results: Different countries offer different levels of ART and IVF provision and services in terms of the type of services allowed, financial support, age, sex and eligibility of recipients. The UK's oversight legislation combined with the Netherlands financial legislation section provides as being most effective hybrid model of best practice for adoption in Ireland. Conclusions: This research concluded that there is no AHR legislation in any country that can be described as all-encompassing in terms of the services allowed, financial support and age of recipients. It was concluded that significant changes need to be made to the Irish draft legislation which is in limbo with the government for the last 3 years in order to meet Irish patient needs. Plain language summary: Ireland is one of the only European countries without any form of assisted human reproduction specific regulation. This research aimed to review of assisted human reproduction regulations to compare Ireland with other developed countries. There is no assisted reproduction legislation in any country that can be described as perfect. The UK's legislation combined with the Netherlands financial legislation section is concluded as being most effective hybrid model of best practice for adoption in Ireland. It was concluded that significant changes need to be made to the Irish draft legislation which is in limbo with the government for the last 3 years. [ABSTRACT FROM AUTHOR]

The objective of this paper is an efficiency analysis concerning higher education systems in European countries. Data have been extracted from OECD data-sets (Education at a Glance, several years), using a non-parametric technique--data envelopment analysis--to calculate efficiency scores. This paper represents the first attempt to conduct such an efficiency analysis at a system-level in a cross-country comparison, while focusing only on tertiary education. The role of the public sector has also been analysed, by looking at the percentage of public spending devoted to higher education, and the way the public funds are used (channelled through private subsidies or directly assigned to institutions). It has been found that there is a small core of efficient units (e.g. Switzerland, United Kingdom), and that the influence of the public sector seems to play a role in determining efficiency scores. Many elements, related to critical policies, have also been analysed adopting a semi-parametric approach, to better explain the performances and efficiency differentials. Some key-policy implications have been derived. (Contains 12 notes, 11 tables, and 2 figures.)

This paper focuses "interest in science" as one of the attitudinal aspects of scientific literacy. Large-scale data from the Programme for International Student Assessment (PISA) 2006 are analysed in order to describe student interest more precisely. So far the analyses have provided a general indicator of interest, aggregated over all contexts and contents in the science test. With its innovative approach PISA embeds interest items within the cognitive test unit and its contents and contexts. The main difference from conventional interest measures is that in most questionnaires, a relatively small number of interest items cover broad fields of contents and contexts. The science units represent a number of systematically differentiated scientific contexts and contents. The units' stimulus texts allow for concrete descriptions of relevant content aspects, applications, and contexts. In the analyses, multidimensional item response models are applied in order to disentangle student interest. The results indicate that multidimensional models fit the data. A two-dimensional model separating interest into two different "knowledge of science dimensions" described in the PISA science framework is further analysed with respect to gender, performance differences, and country. The findings give a comprehensive description of students' interest in science. The paper deals with methodological problems and describes requirements of the test construction for further assessments. The results are discussed with regard to their significance for science education. (Contains 5 tables and 6 figures.)

Objectives To measure changes in prevalence and predictors of home smoking bans (HSBs) among smokers in four European countries after the implementation of national smoke-free legislation. Design Two waves of the International Tobacco Control Policy Evaluation Project Europe Surveys, which is a prospective panel study. Pre- and post-legislation data were used from Ireland, France, Germany and the Netherlands. Two pre-legislation waves from the UK were used as control. Participants 4634 respondents from the intervention countries and 1080 from the control country completed both baseline and follow-up and were included in the present analyses. Methods Multiple logistic regression models to identify predictors of having or of adopting a total HSB, and Generalised Estimating Equation models to compare patterns of change after implementation of smoke-free legislation to a control country without such legislation. Results Most smokers had at least partial smoking restrictions in their home, but the proportions varied significantly between countries. After implementation of national smoke-free legislation, the proportion of smokers with a total HSB increased significantly in all four countries. Among continuing smokers, the number of cigarettes smoked per day either remained stable or decreased significantly. Multiple logistic regression models indicated that having a young child in the household and supporting smoking bans in bars were important correlates of having a pre-legislation HSB. Prospective predictors of imposing a HSB between survey waves were planning to quit smoking, supporting a total smoking ban in bars and the birth of a child. Generalised Estimating Equation models indicated that the change in total HSB in the intervention countries was greater than that in the control country. Conclusions The findings suggest that smoke-free legislation does not lead to more smoking in smokers' homes. On the contrary, our findings demonstrate that smoke-free legislation may stimulate smokers to establish total smoking bans in their homes. [ABSTRACT FROM AUTHOR]

This paper seeks to analyse the relationship between wages and education at a European level, using a quantile regression in order to be able to extend the study along the whole wage distribution. This analysis is carried out for a sample of 14 European countries (Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal, Spain and the United Kingdom), using the European Community Household Panel data-set. The paper aims to investigate whether the relationship between wages and education at European level is homogeneous and stable through time by running regressions for average and current (log)wages. Policy implications are derived. (Contains 7 tables, 2 figures, and 3 notes.)

The paper presents the results of a study of advanced standing practices in higher education in two European countries-Ireland and the Netherlands. A description is given of practices currently undertaken in the two countries, from the standpoint of educational institutions (both university and non-university) and other relevant bodies-validating bodies, equivalence centres, government ministries. These practices are then discussed in the context of developments in the United Kingdom. It is concluded that in all three countries the perceived need for overall course coherence forms a formidable barrier against significant growth in the number of individuals granted advanced standing. Nevertheless wider policy considerations seem to be providing an impetus which may well ensure that advanced standing will become a much more common feature of European higher education admissions policies over the next decade. [ABSTRACT FROM AUTHOR]

The article provides information on the developments of the journal "Clinical Otolaryngology." The editorial board have found out that the original articles submitted has dropped in rate while number of letters to the editors markedly increased. The board has decided to be more aggressive in encouraging departmental research from Great Britain, Ireland and the Netherlands.

Summary: We identified demographic, health and lifestyle factors associated with falls in adults aged 50–64 years from Australia, The Netherlands, Great Britain and Ireland. Nearly all factors were associated with falls, but there were differences between countries and between men and women. Existing falls prevention programs may also benefit middle-aged adults. Introduction: Between ages 40–44 and 60–64 years, the annual prevalence of falls triples suggesting that middle age may be a critical life stage for preventive interventions. We aimed to identify demographic, health and lifestyle factors associated with falls in adults aged 50–64 years. Methods: Harmonised data were used from four population-based cohort studies based in Australia (Australian Longitudinal Study on Women's Health, n = 10,641, 51–58 years in 2004), Ireland (The Irish Longitudinal Study on Ageing, n = 4663, 40–64 years in 2010), the Netherlands (Longitudinal Ageing Study Amsterdam, n = 862, 55–64 years in 2012–13) and Great Britain (MRC National Survey of Health and Development, n = 2987, 53 years in 1999). Cross-sectional and prospective associations of 42 potential risk factors with self-reported falls in the past year were examined separately by cohort and gender using logistic regression. In the absence of differences between cohorts, estimates were pooled using meta-analysis. Results: In cross-sectional models, nearly all risk factors were associated with fall risk in at least one cohort. Poor mobility (pooled OR = 1.71, CI = 1.34–2.07) and urinary incontinence (OR range = 1.53–2.09) were consistently associated with falls in all cohorts. Findings from prospective models were consistent. Statistically significant interactions with cohort and sex were found for some of the risk factors. Conclusion: Risk factors known to be associated with falls in older adults were also associated with falls in middle age. Compared with findings from previous studies of older adults, there is a suggestion that specific risk factors, for example musculoskeletal conditions, may be more important in middle age. These findings suggest that available preventive interventions for falls in older adults may also benefit middle-aged adults, but tailoring by age, sex and country is required. [ABSTRACT FROM AUTHOR]

In this paper, I examine whether generalized trust and education, as well as social security policies of welfare state institutions matter for cross-national differences in subjective well-being (SWB), because knowledge on this issue is still lacking. For this purpose I integrated the insights of two sociological theories: Social Function Production theory and Actor-Centred Institutionalism. Based on these theoretical notions we derived several hypotheses, which I tested using multilevel analysis of the data from the European Social Survey (2006), in a sample of 37,237 respondents from 22 European countries. My findings indicate that various extensiveness of social security policies matter for the level of SWB, and for the impact of education on SWB. I found negative impact of low education on SWB in all countries, except in Northern and Western European countries. This might suggest that social security policies of the latter countries have diminished the negative impact of low education on SWB. Moreover, my findings indicate positive relationship between individual education and generalized trust; as well as between generalized trust and SWB in countries with all five types of social security policies.

Higher education systems globally have seen major increases in women's participation and the overall trend in OECD countries has been a transition from the traditional male majority in enrolments to a substantial female majority. Prompted by a recent reversal of this trend, this paper explores gender differences in participation in higher education in 27 OECD countries between 1971 and 2015. While increased participation by women was thought to be part of the solution to persistent gender inequalities we argue that this is not an inevitable outcome. Our argument is based on an analysis of changes in the gender composition of the student population, using available secondary data. We explore how changing gender differentials are linked to the concurrent massification of HE, changing distribution of enrolments by field of study, changes in sex segregation by field, features of national education systems and wider social structural differences related to gender. Our analysis examines the complex interaction between discipline-specific levels of sex segregation and overall levels of gender parity. We argue that that sex segregation needs to be considered alongside women's long-standing higher participation rates to understand why the latter has not triggered a transformation in the gendered division of labour.

The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.

Objectives Because of fundamental differences in healthcare systems, US readmission data cannot be extrapolated to the European setting: To investigate the opinions of readmitted patients, their carers, nurses and physicians on predictability and preventability of readmissions and using majority consensus to determine contributing factors that could potentially foresee (preventable) readmissions. Design Prospective observational study. Readmitted patients, their carers, and treating professionals were surveyed during readmission to assess the discharge process and the predictability and preventability of the readmission. Cohen's Kappa measured pairwise agreement of considering readmission as predictable/preventable by patients, carers and professionals. Subsequently, multivariable logistic regressionidentified factors associated with predictability/preventability. Setting 15 hospitals in four European countries Participants 1398 medical patients readmitted unscheduled within 30 days Main Outcome(s) and Measure(s) (1) Agreement between the interviewed groups on considering readmissions likely predictable or preventable;® Factors distinguishing predictable from non-predictable and preventable from non-preventable readmissions. Results The majority deemed 27.8% readmissions potentially predictable and 14.4% potentially preventable. The consensus on predictability and preventability was poor, especially between patients and professionals (kappas ranged from 0.105 to 0.173). The interviewed selected different factors as potentially associated with predictability and preventability. When a patient reported that he was ready for discharge during index admission, the readmission was deemed less likely by the majority (predictability: OR 0.55; 95% CI 0.40 to 0.75; preventability: OR 0.35; 95% CI 0.24 to 0.49). Conclusions There is no consensus between readmitted patients, their carers and treating professionals about predictability and preventability of readmissions, nor associated risk factors. A readmitted patient reporting not feeling ready for discharge at index admission was strongly associated with preventability/predictability. Therefore, healthcare workers should question patients' readiness to go home timely before discharge. [ABSTRACT FROM AUTHOR]

The changing nature of doctoral education over the past three decades has taken on a triadic relationship constructed around expectations-process-purposes and has generated much commentary and critique. The intention of this paper is to focus on the notion of "purpose" from the perspective of doctoral supervisors which we have collated into four themes labelled "knowledge generation," "recognition," "positionality" and "instrumentalism". The themes were generated via the analysis of semi-structured interviews undertaken with 50 doctoral supervisors as part of the SuperProfDoc project investigating their practice.

This paper explores supervisor development in the light of information generated by the Erasmus-funded project on the modern doctorate. It is structured in four phases. Firstly examining interview data to isolate some distinguishing features of the modern doctorate. Secondly re-examining that data to see if these distinguishing features can be mapped on to an existing framework of approaches to research supervision. Thirdly looking at the survey responses relating to that same framework. Fourthly, having found coherence with the five approaches, the initial outcomes from a Norwegian project are examined. The project worked with experienced academics nominated to 'support and develop their colleague supervisors' primarily by designing and leading supervisor development programmes. The findings show that the original framework is also appropriate for supervisors of the modern doctorate and that there are some important organisational factors that need to be taken into account when developing the developers of supervisors.

Background: Over the past few decades, higher education institutions worldwide have experienced substantial changes, including: massification, internationalisation and increasing demands for exceptional instructional quality and research quantity in environments that have also seen heightened competition for students, faculty and resources. Accordingly, these changes have contributed to a highly demanding academic employment climate that pose challenges for personal and professional development in post-secondary faculty (i.e. university or college research and teaching academics), as well as potential negative impacts on student learning and, ultimately, institutional productivity. Purpose: Given the emergent nature of scattered existing research on faculty burnout, the present paper attempts to synthesise and critically examine published empirical findings concerning the various correlates, antecedents and outcomes of faculty burnout as informed by the Job Demands-Resources model (Demerouti et al. 2001). Design and method: Existing empirical research on faculty burnout was identified through a rigorous search of English language, peer-reviewed articles across relevant databases (e.g. ERIC, Psycinfo, Scopus) resulting in 36 quantitative, cross-sectional studies, satisfying detailed a priori inclusion criteria. Results: The review revealed multiple themes across studies with respect to mixed effects of demographic background factors on burnout levels, as well as clear detrimental effects of adverse job demands (e.g. workload, task characteristics, value conflict) and lack of resources (e.g. social support, rewards, control) on faculty burnout. Additionally, both personal characteristics (e.g. motivation, optimism) and stressors outside the workplace (e.g. family stressors and lack of support) were found to contribute significantly to faculty burnout, with greater burnout, in turn, having consistent adverse consequences for performance and commitment (e.g. reduced work activities, turnover intentions) as well as psychological and physical health (e.g. ill health, depression) in faculty. Conclusions: The findings presented underscore the importance of faculty burnout and the challenges it presents in terms of faculty well-being as well as student development and institutional performance. Findings also provide further insight into the ways in which intervention efforts and resources targeting faculty burnout may prove effective.

Background: Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents' literacy, numeracy, and problem solving in technology-rich environments skills; skill levels also vary by gender, age, level of education or migration background. Similarly, systematic differences have been documented with respect to adults' participation in education, which can be considered as a means to develop and maintain skills. From a psychological perspective, motivation to learn is considered a key factor associated with both skill development and participation in (further) education. In order to account for motivation when analyzing PIAAC data, four items from the PIAAC background questionnaire were recently compiled into a motivation-to-learn scale. This scale has been found to be invariant (i.e., showing full weak and partial strong measurement invariance) across 21 countries. Methods: This paper presents further analyses using multiple-group graded response models to scrutinize the validity of the motivation-to-learn scale for group comparisons. Results: Results indicate at least partial strong measurement invariance across gender, age groups, level of education, and migration background in most countries under study (all CFI > 0.95, all RMSEA < 0.08). Thus, the scale is suitable for comparing both means and associations across these groups. Conclusions:Results are discussed in light of country characteristics, challenges of measurement invariance testing, and potential future research using PIAAC data.

Paracetamol is used widely in pediatrics because it has a high drug safety when used in therapeutic dosages. In case of overdose the majority of paracetamol is metabolized to N-acetyl-p-benzoquinone imine (NAPQI), which is responsible for the severe toxic effects. The covalent connection between NAPQI and hepatic proteins leads to hepatocellular damage and possibly to severe liver failure. The antidote for paracetamol is N-acetylcysteine (NAC). It is a precursor of glutathione and aids to fill glutathione stores. The Rumack-Matthew nomogram should be used to decide on antidote treatment. Pediatric drug metabolism differs from adult metabolism. Children have a larger liver size compared to their body weight than adults, resulting in a higher metabolism rate. Young children seem to be less sensitive to acute intoxication than adults. One hypothesis to explain the lower rate refers to the larger liver size. The acute toxic dosage for children is more than 200 mg/kg body weight. There seems to be a global increase in accidental pediatric paracetamol overdose. Governmental websites of various European Union (EU) countries were searched for legal information on paracetamol availability in pharmacies and non-pharmacy stores. Various EU countries permit prescription-free sales of paracetamol in pharmacies and non-pharmacy stores. In Sweden paracetamol 500 mg may be sold in both pharmacies and non-pharmacies in a maximum pack size of 20 units. In the United Kingdom (UK) paracetamol 500 mg is listed in the general sales list with a maximum pack size of 30 effervescent tablets or 16 tablets. In Ireland paracetamol 500 mg may be sold in a maximum pack size of 12 units in a non-pharmacy. In the Netherlands paracetamol 500 mg is legal to be sold in a maximum pack size of 50 units in a drug store and with a maximum of 20 units in any other non-pharmacy. Several countries in the European Union are permitted to offer paracetamol prescription-free in pharmacies and non-pharmacy stores without legal guidance on the storage position within the store. Further research is needed to investigate whether paracetamol is located directly accessible to young children within the stores in EU countries which permit prescription-free sales of paracetamol. [ABSTRACT FROM AUTHOR]

Objective:To (1) examine the opinions of medical staff working in spinal cord injury (SCI) centres (SCICs); (2) evaluate their knowledge, attitudes and practices towards obesity prevention and management; (3) report the number of beds and dietitians available at each SCIC.Methods:A 37-item questionnaire was sent to 23 SCICs in the UK, the Netherlands, Belgium and the Republic of Ireland between September 2012 and January 2013.Results:Eighteen SCICs returned the questionnaires for analysis. All respondents stated that they had an interest in obesity treatment but only 2.3% of the respondents received training in obesity management. Sixty-one percent of staff did not consider body mass index (BMI) to be appropriate for use in SCI patients and subsequently less than half of the respondents use BMI routinely. The majority of respondents reported that they are confident in dealing with overweight (74.5%) and obese (66.1%) SCI adults, less than half (44.1%) are confident in treating overweight and obese SCI children. Respondents also indicated the need for nationally adopted guidelines and a lack of physical activity provision. There were 17.5 whole-time equivalent (WTE) dietitians recorded in 22 SCICs, equivalent to 47.8 beds per WTE dietitians (range 10-420). Non-UK SCIC dietitians are significantly better resourced than in UK SCICs (beds per WTE dietitian: 36 vs 124, P=0.035).Conclusion:Medical staff expressed the need to participate in obesity prevention and management. Appropriate training should be considered for all medical staff and the development of specific weight management guidelines and dietetic provision should be considered. [ABSTRACT FROM AUTHOR]

This article considers an example of the impact of a new good on producers of close substitutes: the invention of margarine and its rapid introduction into the British market from the mid-1870s. This presented a challenge to the traditional suppliers of that market, butter producers from different European countries. We argue that the capacity to react quickly to the appearance of this cheap substitute by improving quality and establishing product differentiation was critical for the fortunes of butter producers. This is illustrated by a discussion of the different reactions to margarine and quality upgrading in Ireland, Denmark, and the Netherlands. A statistical analysis using monthly data for Britain from 1881-7 confirms that margarine had a greater impact on the price of poor quality butter than that of high quality butter, presumably because it was a stronger substitute. [ABSTRACT FROM AUTHOR]

The article compares the housing allocation system in Netherlands with that of Ireland, Spain, Great Britain and Germany. An overview of the housing allocation policy in Netherlands is provided. A discussion of the housing allocation process under the distribution model and deft allocation model is presented. The composition of the housing stock in each of the countries is explained.

Economic thought has often regarded business cycles as asymmetric. This study examines the existence of asymmetries over the business cycle in seven European countries: France, Germany, Ireland, Italy, Luxembourg, The Netherlands and the United Kingdom. To analyse this issue, industrial production in these countries from 1957 to 1998 is examined, and quarterly contractions and expansions in this variable are compared. The results obtained with both parametric and non- parametric methods allow the existence of asymmetries in these countries to be questioned. [ABSTRACT FROM AUTHOR]

This article presents a study which examined how attitudes to maternal employment at different stages of child rearing vary across and within eight nations in the European Union: Great Britain, Germany, Austria, the Netherlands, Sweden, Ireland, Italy and Spain, using data from the 1994 International Social Survey Programme. The prevalence of married women in the labor force undermines the traditional gender division of labor, whereby men are responsible for the public sphere of paid work and women are confined to the private sphere of home life. Increasingly women, even those with small children, are in paid employment. Women are now expected to contribute to the family income, but they are also expected to place family needs first. Based on the results of the study, cohort, education and women's labor force participation all have a marked effect on attitudes to maternal employment, with support for mothers working associated with more recent cohorts, higher education and the labor force participation of women or the wives/partners of men. Women's employment status has a stronger effect on the attitudes of men than of women. One unexpected and interesting finding was the dramatic effect that the labor force participation of women has on women's attitudes to maternal employment in the Netherlands. Austria is the only country where endorsement of maternal employment is consistently suppressed by its relatively conservative gender-role attitudes. Meanwhile, Ireland and Spain are very comparable with Germany in having low support of mothers working when the youngest child is of school age.

This paper is a macro study on higher education R&D and its impact on productivity growth. I measure the social rate of return on higher education R&D in 17 high-income OECD countries using country level data on the percentage of gross expenditure on R&D performed by higher education, business, and government sectors over the period 1981-2006. Empirical results suggest that lagged R&D performed by higher education is positively affecting productivity growth in all specifications. The long-run propensity of productivity growth to R&D performed by the higher education sector is also found to be positive and significant while it is found be insignificant to business R&D. (Contains 13 notes, 3 figures and 8 tables.)

At least one-third of the 72 million children currently missing out on primary education are estimated to be disabled. With just five years remaining to achieve the Millennium Development and Education for All (EFA) goals, global efforts to ensure all children complete a full cycle of primary education by 2015 will fail if bilateral and multilateral donor support for education does not prioritise the inclusion of disabled children. This paper reviews the commitments and practices of key EFA Fast Track Initiative (FTI) donors in relation to early childhood and primary education for disabled children between 2005 and 2008/9. The review highlights that, while a number of FTI donor partners are beginning to pay greater attention to the inclusion of disabled children in education through their international development cooperation and policy commitments, this has not been accompanied by sustained and systematic action. Weak political will and continued marginalisation of the issue of education for disabled children from the mainstream EFA agenda threatens to impede current efforts towards "education for all". (Contains 9 notes and 1 table.)

This study examines the impact of gender on attitudes towards marriage and divorce in the United States, Great Britain, West Germany, Austria, the Netherlands, Italy, and Ireland. The results suggest a basic similarity in attitudes across nations and gender differences only in relation to divorce attitudes. For these seven countries at least, while gender is an important factor in explaining attitudes towards divorce, it has no significant impact in relation to marriage attitudes. [ABSTRACT FROM AUTHOR]

While higher education is regarded a high priority for economic development in many countries, public budgets often fall short to support desired levels of expansion in higher education. This leads to cost-sharing: students and their families are required to contribute more to the costs of higher education. This paper explores worldwide trends to cope with this issue based on the following questions: Is it fair to ask for larger contributions from students? What are the global patterns and forms of higher private shares in the costs of higher education? And what is the impact of cost-sharing on higher education access and equity? (Contains 4 tables and 2 footnotes.)

Based on original empirical data collected from adolescents in Europe (N = 9003) this paper focuses the lifeworlds of young people. It analyses negative and positive patterns of attitude and combines them with further concepts: personal life perspectives, various key values and political attitudes. Technically, the attitude towards Europe acts as the dependent variable whereas the remaining concepts are used as independent variables. The empirical results show Turkish and Polish adolescents are more critical towards Europe than adolescents living in "old" Europe. Furthermore, the data show that those who hold negative expectations about their personal futures are likely also to be Eurosceptical. (Contains 3 tables and 2 notes.)

The paper approaches the issue of school choice in an indirect manner by investigating the effectiveness of public, private government-dependent and private independent schools in 19 Organisation for Economic Co-Operation and Development countries selected from the PISA 2000 survey for this purpose. In a multilevel approach we estimate these sector effects, controlling for sociological characteristics of students and parents, school composition, teaching and learning conditions of schools and students', and principals' perception of the climate of their schools. The main explanation of the gross differences in mathematical achievement is the better social composition of private schools, both government-dependent and independent, which is a clear consequence of school choice. But our analysis also reveals that private independent schools are less effective than public schools with the same students, parents, and social composition, while private dependent schools are more effective than comparable public schools. The explanation of these remaining net differences in mathematical achievement seems to be the better school climate of private dependent schools. The comparison concludes that these net differences in mathematical achievement between public and private school sectors are equal across nations, despite the historical and legal variations in their educational systems and school choice approaches. (Contains 4 tables and 36 notes.)