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Copyright of Alternative Politics / Alternatif Politika is the property of Alternatif Politika and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Średniowiecze Polskie i Powszechne is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the circumstances in which individuals become secondary school teachers in England and France. Using a social constructivist theoretical framework, it specifically considers how national contexts play out in this decision. The findings presented in this paper draw on a corpus of 60 interviews with a sample of teachers based in English and French secondary schools. They show that national frameworks remain relevant to an exploration of teachers’ identities and cultures, as French and English interviewees draw on distinctive reasons to explain why they became secondary school teachers. While becoming a teacher is often thought of as a ‘vocation’ or as the result of ‘intrinsic’ factors, this paper highlights the role of national contexts, as well as of gender and social class, in this process. [ABSTRACT FROM PUBLISHER]

In recent years, in many parts of England and France a mismatch between housing supply and demand has resulted in an increasing number of neighbourhoods experiencing problems of empty properties, depressed house prices and high stock turnover. This paper looks at the response of policy makers and social housing landlords in one area in France – Vaulx En Velin, Greater Lyon – to this phenomenon. It does so with reference to four key themes that have been a recurring feature of attempts to tackle the problem of unpopular (or low demand) housing in England: partnership working; community participation; neighbourhood management and demolition. The paper draws on a range of data sources including an in-depth case study, which encompassed a number of interviews with key local actors and documentary data analysis. The paper concludes by offering some initial insights into how policy and practice appear to differ between England and France and relates these to their specific national contexts. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and subsequent economic restrictions have placed many contractual parties under great strain to honour their agreements as contracts have become commercially impracticable and excessively onerous. This article explores the legal position in England, France and the Middle East under the doctrine of impossibility, impracticability and unforeseen circumstances. Strongly rooted in contractual autonomy and commercial certainty, this article argues that frustration in English common law is not sufficiently broad because the consequence (automatic discharge) is too rigid and does not allow a renegotiation of obligations. French civil law is more accommodating but only formally adopted imprévision in civil law in 2016, meaning it lacks traction. However, Middle Eastern civil law countries accept the doctrine as an integral part of their law and theory of justice, allowing obligations to be rebalanced in a more flexible manner. The English legal system should consider the advantages of a similar reform. [ABSTRACT FROM AUTHOR]

AndresL. and ChapainC. The integration of cultural and creative industries into local and regional development strategies in Birmingham and Marseille: towards an inclusive and collaborative governance?,Regional Studies. This paper explores the nature of the integration mechanisms of cultural and creative industries (CCI) into local and regional strategies and policies in Birmingham (UK) and Marseille (France) over the last thirty years. Using the typology developed by Smith and Warfield in 2008 with regard to CCI local policies and drawing on the collaborative governance model of Ansell and Gash in 2007, the paper compares the private CCI actors involved in local policies based on culture-centric versus econo-centric approaches. It demonstrates that the culture-centric approach is more exclusive than the econo-centric approach, and tends to lead to restrictive governance arrangements. AndresL. and ChapainC.???????????????????????????????????????????????????????????????????????????????????CCI????????????????????Smith ? Warfield? 2008 ??????CCI???????????Ansell ? Gash ?2007 ??????????????????????????????????????CCI??????????????????????????????????????????????????????? ????????????????????????????????? AndresL. et ChapainC. Intégration des activités culturelles et créatives dans les stratégies locales et régionales de développement urbain à Birmingham et Marseille: vers une gouvernance collaborative et inclusive?,Regional Studies. Cet article s'intéresse à la nature des processus d'intégration des industries culturelles et créatives (ICC) dans les stratégies et politiques locales et régionales à Birmingham (R-U) et à Marseille (France) durant les trente dernières années. Se référant à la typology des politiques locales de développement des ICC proposée par Smith et Warfield en 2007, et reprenant le modèle de gouvernance collaborative développé par Ansell et Gash en 2007, cet article s'intéresse à la manière dont les acteurs privés sont intégrés dans les politiques locales de développement à travers une approche centrée soit sur le volet culturel soit sur le volet économique. L'analyse démontre que l'approche culturelle se révèle plus exclusive que l'approche économique allant de pair avec des processus de gouvernance restrictifs (en matière du nombre d'acteurs privés inclus). Industries culturelles et créatives?Politiques?Gouvernance collaborative et inclusive?Birmingham?Marseille?Angleterre?France AndresL. und ChapainC. Die Integration der Kultur- und Kreativbranche in die lokalen und regionalen Entwicklungsstrategien in Birmingham und Marseille: auf dem Weg zu einer einbeziehenden und kooperativen Regierungsführung?,Regional Studies. In diesem Beitrag untersuchen wir die Beschaffenheit der Mechanismen zur Integration der Kultur- und Kreativbranche in die lokalen und regionalen Strategien und Politiken in Birmingham (Großbritannien) und Marseille (Frankreich) während der letzten 30 Jahre. Anhand der von Smith und Warfield 2008 entwickelten Typologie der lokalen Politiken für die Kultur- und Kreativbranche und unter Nutzung des von Ansell und Gash 2007 entwickelten Modells für kooperative Regierungsführung vergleichen wir die an den lokalen Politiken beteiligten privaten Akteure der Kultur- und Kreativbranche unter Einsatz von kulturzentrischen gegenüber ökonozentrischen Ansätzen. Aus den Ergebnissen geht hervor, dass der kulturzentrische Ansatz ausschließender wirkt als der ökonozentrische Ansatz und tendenziell zu restriktiven Regierungsmaßnahmen führt. Kultur- und Kreativbranche?Politiken?Kooperative und einbeziehende Regierungsführung?Birmingham?Marseille?England?Frankreich AndresL. y ChapainC. La integración de las industrias culturales y creativas en estrategias de desarrollo locales y regionales en Birmingham y Marsella: ¿hacia una gobernanza colaboradora para todos?,Regional Studies. En este artículo analizamos la naturaleza de los mecanismos de integración de las industrias culturales y creativas (ICC) en las estrategias y políticas locales y regionales en Birmingham (Reino Unido) y Marsella (Francia) durante los últimos treinta años. Utilizando la tipología desarrollada por Smith y Warfield en 2008 con respecto a las políticas locales de las ICC y basándonos en el modelo cooperativo de gobernanza de Ansell y Gash en 2007, en este artículo comparamos los protagonistas privados de las ICC que participan en políticas locales con ayuda de enfoques culturales frente a enfoques económicos. En el análisis se demuestra que el enfoque cultural es más exclusivo que el enfoque económico y tiende a desembocar en medidas gubernamentales restrictivas. Industrias culturales y creativas?Políticas?Gobernanza colaboradora para todos?Birmingham?Marsella?Inglaterra?Francia [ABSTRACT FROM PUBLISHER]

ABSTRACT This paper draws on research into child welfare services in France, Germany and England which compares the subjective experience of mothers who have been in contact with family support and child protection agencies in the three countries. The mothers' stories suggest that successful help-achieving strategies differ according to the nature of the child welfare regime, and that behaviour which is effective in getting a good response in one country may work less well elsewhere. The stories of two mothers in each of the countries have been chosen to demonstrate how the structures of different social welfare regimes affect the efforts of welfare users to get the help they need. [ABSTRACT FROM AUTHOR]

• We develop a framework for analysing the role of Science Policy Interfaces in Flood Risk Governance. • We apply this framework to England, France and the Netherlands using policy analysis and stakeholder interviews. • SPIs help diversify FRM; increase their connectivity, facilitate decentralisation of FRM and foster inter-country learning. • SPIs can steer FRG, either along existing pathways, or towards new and potentially transformative change. • SPIs are an underexposed factor explaining dynamics in flood risk governance which merits more systematic empirical study. In the face of increasing threats from flooding, there are growing calls to strengthen and improve arrangements of flood risk governance (FRG). This endeavour requires an appreciation of the multitude of factors stabilising and driving governance dynamics. So-called catalyst flood events, policy champions and advocacy coalitions have tended to dominate this study to date, whilst the potential role played by Science Policy Interfaces (SPIs) has been somewhat neglected and often approached in a reductionist and fragmented way. This paper addresses this gap by drawing from in-depth policy analysis and stakeholder interviews conducted within England, France and the Netherlands under the auspices of the EU-FP7 STAR-FLOOD project. The analysis reveals four prominent ways in which SPIs shape FRG, by i) facilitating the diversification of Flood Risk Management (FRM) strategies; ii) increasing their connectivity, iii) facilitating a decentralisation of FRM and iv) fostering inter-country learning. It identifies different roles of specific interfaces (structures) and interfacing mechanisms (processes) in shaping governance dynamics. This way, the analysis reveals various 'entry points' through which SPIs can steer FRG, either along existing pathways, or towards new and potentially transformative change. The study shows that SPIs are a hitherto underexposed factor explaining dynamics in flood risk governance which merits additional systematic empirical study. [ABSTRACT FROM AUTHOR]

In Western societies advance directives are widely recognised as important means to extend patient self-determination under circumstances of incapacity. Following other countries, England and France have adopted legislation aiming to clarify the legal status of advance directives. In this paper, I will explore similarities and differences in both sets of legislation, the arguments employed in the respective debates and the socio-political structures on which these differences are based. The comparison highlights how different legislations express different concepts emphasising different values accorded to the duty to respect autonomy and to protect life, and how these differences are informed by different socio-political contexts. Furthermore each country associates different ethical concerns with ADs which raise doubts about whether these directives are a theoretical idea which is hardly applicable in practice. [ABSTRACT FROM AUTHOR]

Although there has been a rapid growth in the globalisation of sport and its delivery to world markets, nevertheless there is a variety of models of sport-business whose characteristics are the product of local histories, local political and sporting cultures, local economic conditions and so on. This paper does not seek to deny the increasingly obvious impact of globalisation on professional sport, but rather it seeks to articulate the ways in which such global phenomena are locally mediated in professional soccer systems in five countries, to identify and to explain local responses to global pressures. The five examples include the oldest professional football system, that of England, and a second contrasting European system, France, together with three relatively recently established professional football systems in Japan a developed capitalist economy, Algeria, which is developing a post-socialist sports economy, and China which is experimenting in sport as in other areas with a ‘socialist market economy’. The resultant evolution of professional sporting systems represents distinctive configurations of stakeholders in what are in effect contrasting business models, and reflects a situation of ‘diminishing varieties and increasing contrasts’, in contrast to the claims made by Elias in relation to global cultural phenomena. [ABSTRACT FROM AUTHOR]

Aim In France, following a long-term decline in smoking prevalence, an increase in smoking was observed between 2005 and 2010, an unusual occurrence in countries in the 'mature' stage of the smoking epidemic. By contrast, smoking prevalence in England, the neighbouring country, continued its long-term decline. Methods We identified and translated recent reports on smoking and tobacco control in France and using these assessed the main data sources on smoking and compared them with similar sources in England, in order to explore possible explanations. In France, national smoking prevalence data are collected 5-yearly, minimizing opportunities for fine-grained analysis; the comparable study in England is implemented annually. Results We identified several probable causes of the recent increased prevalence of smoking in France, the primary one being the absence of sufficient price rises between 2005 and 2010, due probably to the lack of a robust tobacco control strategy, which also appeared to have empowered tobacco industry influence. Funding to compensate tobacconists appears to incentivize tobacco sales and is significantly higher than tobacco control funding. Conclusions Mindful of the limitations of a case-study approach, the absence of sufficient price rises in the context of a weak tobacco control strategy seems the most likely explanation for the recent increase in smoking prevalence in France. A new cancer control plan and a national smoking reduction programme have been proposed by the French government in 2014 which, depending on implementation, may reverse the trend. In both countries, the higher levels of smoking among the more disadvantaged groups are of great concern and require greater political leadership for effective action. [ABSTRACT FROM AUTHOR]

Abstract: This paper aims to analyse and draw together results from similar studies in England, Switzerland and France which investigated farmers’ understanding of soil and compared it with that of scientists, researchers and advisors (collectively called scientists in this analysis). A range of methods were used across the three studies and different theoretical approaches, looking at forms of knowledge, local practice of knowledge production and conceptions of reality, were employed to explain the results. Despite the different contexts, methodologies and theoretical approaches in the three studies, the results reveal similar patterns of difference in farmer and scientist understanding of soil. In the English study, farmers demonstrate a ‘know-how’ form or intuitive working knowledge of soil while advisors rely on scientifically established forms of ‘know-why’ and seek to understand and explain soil processes. Similarly in the Swiss study farmers’ and scientists’ differing perceptions are directed and shaped by their respective aims, methods and context of work. In the French study, farmers and researchers are shown to have different conceptions of soil, they attribute different meaning to the same activities, and use different words and language to describe the same features. In all three studies understanding is shown to be cultural and contextual, as such an integrative theoretical framework is proposed. [Copyright &y& Elsevier]

Rationale, aims, and objectives: The article looks at how, during consultations, pregnant women identified as presenting an increased risk of giving birth to a child with an impairment, and practitioners in the field of prenatal diagnosis, decide whether or not to accept the risk of a miscarriage and proceed with a diagnostic examination. Methods: We conducted 63 observations of consultations in France and 22 in England. Participants were women for whom an elevated risk of abnormality had been identified and the practitioners involved in their care. Our analytical approach consisted in suspending the normative concepts of nondirectiveness and autonomy, and in drawing on Goffman's (1974) notion of "frame" to take account of the experiential and structural aspects that the protagonists bring into the (inter)actions. Results: We identified four frames: medico‐scientific expertise, medical authority, religious authority, and compassion. Observation of the ways in which the frames intertwine during consultations revealed configurations that facilitate or hinder the fluidity of the interactions and the decision‐making process. The medico‐scientific expertise frame, imposed by the guidelines, heavily dominated our observations, but frequently caused distress and misunderstanding. Temporary or sustained use of the compassion and/or medical authority frames could help to repair the discussion and create the conditions that enable women/couples to reach a decision. Variations in configuration highlighted the differences between practitioners in the two countries. Conclusions: Combining frames allows protagonists to exert reflective abilities and to maintain/restore interactions. The frame analysis promotes a vision of autonomy that is sociological, relational, and processual. The frames are anchored in different structural conditions in England and France. [ABSTRACT FROM AUTHOR]

Globalisation and migration have brought new challenges to education in the past decades, raising questions about how schools can promote inclusion within contexts of increased diversity (Vertovec, 2017). The concept of inclusive education itself remains contested, with different meanings across national contexts. This makes a comparative focus on inclusion particularly relevant to understanding different languages of inclusion and the ways in which these are articulated across national and institutional contexts. This article examines these challenges to inclusive education through a comparative lens, by looking at the identity narratives of children from immigrant backgrounds in primary schools in France and England. Drawing on data from a cross-national ethnographic study which investigated the experiences of thirty four 10 and 11 year old children of immigrants in two primary schools (one in France and one in England), this article looks closely at the narratives of four girls from immigrant background, to investigate the way they negotiated linguistic, ethnic, cultural and religious differences as part of their identities in school. The narratives of the four girls were selected as particularly relevant for thinking about the role of values, structures and children's own understanding in defining modes of inclusion and exclusion in school. This article explores the interplay between the girls' representations of school as an institution (formal spaces), their collective narratives of difference and Otherness (social imaginary in informal spaces) and their individual forms of positioning (identity narratives). This article shows how, despite contrasting approaches to inclusive education ("indifference to differences" in the French school and recognition of differences in the English school), the girls' experiences of inclusion/exclusion presented strong points of convergence across countries. Their experiences were less dependent on school approaches to inclusion than on children's capacity to understand "contextual clues" (Gumperz and Roberts, 1990), implicit expectations from teachers and school values. This holds implications for thinking about mechanisms of inclusive education and their implementation across institutional contexts. [ABSTRACT FROM AUTHOR]

Introduction: The appraisal of medicines is often a complex and iterative process. We compared the health technology assessment (HTA) process in England and France taking as a case study the example of ixazomib for multiple myeloma. Methods: We undertook an analysis of eight relevant published documents identifed from the websites of the French and English HTA bodies (HAS and NICE, respectively). We analyse patients' availability of ixazomib resulting in the different stages of the appraisal process. Results: We identified differences in the assessment, one of these being the use of an appraisal scope in England allowing the differentiation of populations and comparators according to previously approved treatments. Ixazomib became available earlier in France as part of an early access programme, but the availability was soon discontinued for newly eligible patients following an HAS determination that Ixazomib yielded no additional benefit. This opinion resulted in long pricing discussions. In England, despite the absence of an early access programme and following a process that included cost-effectiveness evaluation combined with pricing discussions, the medicine was fairly rapidly recommended for use. Conclusions: Differences in the HTA process may result in appreciable differences in time from marketing authorisation to health service adoption of newly licensed drugs. [ABSTRACT FROM AUTHOR]

This article draws together a comparative sociological analysis and a political theory perspective to interpret children's views on the role of school and being a pupil, and what these tell us about their conceptual representations of citizenship and belonging in France and England. The article presents research findings from a cross-national ethnographic study with children aged 10 and 11 years in two primary schools, one in France and one in England. This article shows that children's views generally reflected national value orientations around citizenship and belonging, but that these conceptions of citizenship were not always fully understood by children, and masked, in some cases, deeper mechanisms of exclusion. This raises questions about the place of citizenship in education in France and England, and calls for a deeper understanding of the ways in which conceptions of citizenship are formed through children's experience of school. [ABSTRACT FROM AUTHOR]

Copyright of European Review of History is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident. [ABSTRACT FROM PUBLISHER]

The aim of this article is to explore how criminal justice agency personnel in France respond to homicide. The French system remains, despite shifts towards adversarial elements and recurring attacks on the pivotal role of the eponymousJuge d'instruction, one of Europe's inquisitorial judicial systems, and its structure of judicial supervision of police enquiries and epistemological ethos of truth seeking has periodically been advocated to improve the probity of cases in countries like England with adversarial systems pitting partisan cases supported by discrete pieces of evidence. This article explores how the supervisory system works in practice, the methods and thought processes of the French investigators in all their forms, and the societal ethos within which they operate. [ABSTRACT FROM AUTHOR]

This article examines the views of 'immigrant-background' children on their own linguistic and cultural 'differences' within the different educational contexts of primary classrooms in France and England. With the increase in and changing composition of immigration in Europe, the integration of populations from diverse linguistic and cultural backgrounds has become a central issue for European societies. Whilst most studies in France and England tend to focus on immigrant children in secondary schools, this study looks at immigrant children at primary level, in an attempt to 'hear their voices' and explore their perceptions and experiences, in a comparative perspective. Findings based on focus group interviews and participant observation in an English and French classroom, suggest that despite contrasting models of integration, the way 'immigrant-background' children mediate 'difference' as part of their identities as pupils present similarities between the two countries. There remain, however, strong differences between the two national classrooms, which could be attributed to the different contexts and approaches to multicultural differences in France and England. [ABSTRACT FROM AUTHOR]

This article constitutes a response to the article by Fabien Jobard (in this issue) concerning the recent riots in France. It explores differences and commonalities between the events in France in 2005 and the urban disorders that occurred in England and Wales from the 1980s to 2001, placing the latter into three distinct categorical and temporal waves. Initially, it revisits the essence of Jobard's piece before providing an overview of the UK riots. It then analyses the overarching contexts of each of the three periods, and those of the French riots, as a basis for identifying the main causal similarities. [ABSTRACT FROM AUTHOR]

Images of allegorical women have often appeared on maps or in atlas frontispieces as objects in need of security provided by male protectors or as the counterpoint, objects to be dominated by male possessors. Exploring the role of women in the early modern map trade initially reveals not only a similar male dominance but also similar calls for protection. Nearly 10 years ago, Alice Hudson and Mary McMichael Ritzlin produced a checklist of about 300 pre-twentieth-century women in cartography. The present work contributes to the further investigation of some of these women in the early modern map trade and studies in the allied field of book printing, and more general works on women in commercial trade provide the framework for this piece. Women in the map trade were quite cognizant of the challenges of their gender and used a feminine discourse – that is, they played the feminine card – when it served their interests. All of these women, however, participated in the male discourse of the corporate community, which entailed not only making contracts and partnerships and advertising and producing new works but also making use of the social network within the trade, as well as exploiting the patronage connections cultivated by their husbands before them. [ABSTRACT FROM AUTHOR]

The three examples considered - England, France and Prussia - are all very important instances of capitalist agrarian transformation. They illustrate, moreover, strikingly different paths of agrarian transition. These are termed, respectively, landlord-mediated capitalism from below, capitalism delayed, and capitalism from above, and an explanation is offered of how these different outcomes came to pass and of why there was such a marked divergence in the nature of agrarian transition. It is argued that the character of the landlord class and of class struggle have determined both the timing of each transition and the nature of the transition. Both the quality of the landlord class and the manner and outcome of the class struggle have sometimes delayed, perhaps for prolonged periods, and sometimes hastened transition; and have had profound implications for the nature and quality of the transformation and how reactionary or progressive it has been. In this the state has always played a prominent part. It is further argued that differentiation of the peasantry is central to transformation: it is not an outcome but a determining variable, a causa causans rather than a causa causata. Differentiation of the peasantry feeds into and interacts with the landlord class and class struggle, these three being critical to the eventual outcome. The distinctly varying trajectories in the three crucial instances are explained in these terms. [ABSTRACT FROM AUTHOR]

This article evaluates PISA 2000 as a resource for providing information on educational attainment and inequality, focusing on France and England. Going beyond pupils' performance, it assesses levels of educational inequality by examining distributions of scores and the relationship between socio-economic status and performance. This review raises methodological issues which could hamper the comparison of performance. The prioritising of 'skills for life' over curriculum-based questions, together with PISA's sampling on the basis of pupils' age rather than their class/grade, works to the advantage of the English performance. The issue of low response rates in England is also raised and care is urged with regard to ranking the performance of France and England on the basis of these results. The article concludes that as a tool for comparing average performance PISA has drawbacks, but for assessing levels of inequality it is a useful resource. [ABSTRACT FROM AUTHOR]

Detailed studies on the lichen genus Porina in Macaronesia have led to a reappraisal of the genuine identity of Porina atlantica (Erichsen) P. M. J∅rg., a characteristic species that has previously been confused with P. guaranitica, P. heterospora, P. nucula, P. mastoidea or P. rhodostoma in the literature, and is here reported from Madeira, the Canary Islands, Ireland, France and Portugal. Two new species are described: P. effilata Brand & Sérus. sp. nov. (known from Madeira, the Canary Islands, Great Britain, Ireland and Portugal) and P. ocoteae Brand & Sérus. sp. nov. (restricted to La Palma, Canary Islands, and São Jorge in the Azores). Porina leptospora Nyl. is recognized at the species level, and P. isidiata KaIb & Hafellner is reduced into synonymy with P. atlantica. A key to all known species of Porina in Macaronesia is provided. [ABSTRACT FROM AUTHOR]

Purpose - To investigate how the financial status of students in England and France affects their experience of university life. Design/methodology/approach - A questionnaire survey was carried out among undergraduates in two countries. There were 168 responses from students studying at a French university and 325 responses from students studying at an English university. Findings - The financial burden in France rests with parents, while in England students are largely responsible for their own funding. Indicators suggest that English students may be suffering from financial difficulties. Students continue the tradition of enjoying themselves and socialising, whatever their nationality and financial status. Research limitations/implications - The comparison made was not between institutions of equal status. The Institut de Formation Internationale in Rouen is part of a Grande Ecole group which is private, and may attract students from higher income families. The students at Manchester Metropolitan University Cheshire study in a rural locale (the towns of Crewe and Alsager in south Cheshire), which is unusual for a UK university and it may well be that a lower proportion of these undergraduates come from higher income families than the French students. Practical implications - While it would seem to be more equitable and economically efficient for individuals to pay directly for services they receive, rather than those services being funded by higher tax, this study highlights certain problems. The quality of the educational experience for English students may be reduced by their continuing to live at home with parents and carrying out low level work while studying. Originality/value - No other research appears to have been carried out in the UK or in France on this topic. [ABSTRACT FROM AUTHOR]

Increasing numbers of one-person households are an important featureof European population geography. This paper examines the increase of one-person households during the 1980s in England and Wales and France set within the broader context of household change in Europe as awhole. The sources used are national censuses and, for England and Wales, the Samples of Anonymised Records and the ONS Longitudinal Study. One-person households vary geographically by age, with younger one-person households found especially in larger urban areas; older one-person households have a more varied distribution, although rural and traditional retirement areas have particular concentrations. Increases in numbers are a result of both compositional changes in the population (increasing numbers of divorced and never-marrieds as well as increasing numbers of elderly) and also an increasing propensity to live alone, especially among younger age groups. While more younger men than women live alone, the latter are catching up. In general, living alone is associated with higher social class, especially for women, who show much larger social class contrasts with all women than do the living-alone men with all men. Traditionally, privately-rented accommodation has been the most important tenure arrangement of one-person households, but has been replaced by owner occupation. The study adds to our understanding of the changing nature of living alone and emphasises its geographical significance; there are variations withineach country and while there are many similarities between the two countries, they also continue to show contrasts. [ABSTRACT FROM AUTHOR]