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In the Global North, mass warfare created a huge demand for social protection, pushing governments to provide income for invalids, war victims, and the survivors of fallen soldiers. Most European colonial powers, including France and Great Britain, recruited soldiers and other security forces not only from their metropoles but also from their colonies during both World Wars. However, the question of how mass warfare influenced social reforms in former colonies has not been systematically addressed, particularly with respect to how these influences varied across colonial powers. To begin to address this gap, this paper explores the warfare–welfare nexus in the context of British and French colonies of West Africa around World War I (WWI). The paper finds that, while Britain and France had similar overarching imperial and military objectives in West Africa of securing their colonies, enforcing order within them, and promoting commerce to increase profit, they went about achieving them very differently, with direct and indirect implications for social reforms after WWI. While only a first step, research on the distinct nature of the warfare–welfare nexus in colonial contexts is critical in order to historicize and close research gaps by widening and deepening our understanding of social policy trajectories in countries of the Global South. [ABSTRACT FROM AUTHOR]

This paper examines the patterns of technology transfer from Britain to France during the early phases of industrializing using a dataset comprising all patents granted in France in the period 1791–1844. Exploiting the peculiarities of French legislation, we construct an array of patent quality indicators and investigate their determinants. We find that patents filed by British inventors or French inventors with personal connections to British inventors were of relatively higher quality. Overall, our results show that the French innovation system was capable of attracting and effectively absorbing key technologies from Britain. [ABSTRACT FROM AUTHOR]

This article examines young people's experiences of open access youth work in settings in the UK, Finland, Estonia, Italy and France. It analyses 844 individual narratives from young people, which communicate the impact of youthwork on their lives. These accounts are then analysed in the light of the European youth work policy goals. It concludes that it is encouraging that what young people identify as the positive impact of youth work are broadly consistent with many of these goals. There are however some disparities which require attention. These include the importance young people place on the social context of youth work, such as friendship, which is largely absent in EU youth work policy; as well as the importance placed on experiential learning. The paper also highlights a tension between 'top down' policy formulation and the 'youth centric' practices of youth work. It concludes with a reminder to policy makers that for youth work to remain successful the spaces and places for young people must remain meaningful to them 'on their terms'. [ABSTRACT FROM AUTHOR]

In this paper, I argue that studying school textbooks is a fruitful way to investigate mathematical conceptions in different national contexts. These sources give access to the written production of an extended mathematical milieu whose members write for various audiences. By studying the case of late 1950s French and English textbooks issued for a growing audience of 11- to 15-year-old pupils, I show that a plurality of conceptions was projected at the time onto pupils and their teachers in both national contexts. I link this diversity to contemporaneous debates regarding mathematics teaching and argue that textbooks themselves have to be considered as active agents of such debates. [ABSTRACT FROM PUBLISHER]

In the UK and across the globe, women struggle to get a place on the boards of large public companies and still take home less pay than their male counterparts. At a time of financial crisis and corporate governance failures, this lack of equality is considered especially problematic because the talents of half the workforce are not being utilised fully. This paper explores the possibility of introducing legislative gender quotas for company boardrooms in the UK. Such laws have been passed in Norway and Spain with dramatic results. Other countries, such as France and the Netherlands, look set to follow the examples of Norway and Spain. Has that time arrived in the UK? [ABSTRACT FROM AUTHOR]

The first Iranian to study medicine abroad was sent to Britain by the Iranian government in 1811, during the early decades of the Qajar period (1796-1925). The second student was sent to France in 1815, along with four other students. Another group of five students, including the third student of medicine, was sent to France in 1845. Forty-two others, including five medical students, were dispatched to France in 1858. Most members of the latter group were among the first graduates of Tehran Dar al-Fonun (House of Techniques) School. Then, in 1928, during Reza Shah Pahlavi's reign (1925-41), a special act was passed by the Iranian parliament (Majlis) according to which the Ministry of Education would send 100 students abroad annually for higher education at the government's expense. The practice was suspended in 1935 with the advent of the Second World War. Between 1928 and 1935, a total of 640 students, including 125 medical students, were sent abroad. The majority of the medical students (84 percent) were sent to France. Most of these medical graduates returned to Iran and in subsequent years played a significant role in further propagation of modern medical knowledge in the country. The paper presents a brief historical account of the conditions of public health and medical education between 1811 and 1935 as well as biographical sketches of some of the best-known or most influential medical figures among these graduates. [ABSTRACT FROM AUTHOR]