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The Islamic headscarf became an issue of controversy in Western European countries beginning in the late 1980s. This controversy increasingly began to include diverse issues such as the integration of Muslim immigrants into their host countries, the politicization of Islam, the ghettoization of Muslim populations, and the congruity of Islam with modernity. This article provides a history of this debate, with a focus on its emergence, with the aim to address the different contexts and issues raised in France, Britain, and Germany. It adopts a semiological approach in understanding the social dimensions through which an object, a form of clothing, can bear contested meanings and rouse debates that evoke unresolved problems related to immigration, secularism, and the reception of Islam in the West. The first section provides a historical narrative of the emergence of the headscarf debate in Western Europe and compares the different discursive contexts in France, Britain, and Germany. The second section proposes a mythological reading of the veil by using the notion of myth as employed by Roland Barthes. The third section argues that the myth of the veil demonstrates the conflicts between religion and society that were thought to have been resolved. Furthermore, the myth of the veil, as it emerged in European countries, functions both to present the Muslim presence in Europe as a new and sudden occurrence without a history and to distance the religious and colonial history of Europe in its search for its identity.

Since the 1970s, Judy Chicago (born 1939) has been a pioneer in the development of feminism as an artistic movement and an educational project that endeavors to restore women?s place in history. Her most influential and widely known work is the sweeping installation 'The Dinner Party' (1974?79), celebrating women?s achievements in Western culture in the form of a meticulously executed banquet table set for 39 mythical and historical women and honoring 999 others. One of the most important artworks of the 20th century, upon its public debut in 1979 it immediately became an icon of feminist art.0Roots of the Dinner Party was published for the first museum exhibition to examine Chicago?s evolving plans for 'The Dinner Party' in depth, detailing its development as a multilayered artwork, a triumph of community art-making and a testament to the power of historical revisionism.00Exhibition: Brooklyn Museum, New York, USA (20.10.2017-04.03.2018)

Under the effects of rapid changes in current social environment and family, family structure gradually changes from past extended family and stem family to nuclear family for matching modern social environment. Preschool children's learning is affected by school education as well as family education. When different family socioeconomic status would affect children's cognitive ability to form the stratification of cognitive ability development, such a phenomenon is growing apart from the philosophy of equality of educational opportunity. Aiming at parents of children in preschool education units in china, as the research objects, total 360 copies of questionnaire are distributed, and 237 valid copies are retrieved, with the retrieval rate 66%. The research results are summarized as below. 1. Children with higher family socioeconomic status present better cognitive ability, explaining the actual effect of family socioeconomic status on current children's cognitive ability to form educational stratification as well as unequal opportunity for preschool education. 2. The higher family socioeconomic status shows the richer family educational resources. It is therefore inferred that children with higher family socioeconomic status reveal better cognitive ability, possibly because of richer family educational resources allowing children receiving more cultural, social, or financial capital stimulation to enhance more cognitive ability. According to the result to proposed suggestions, it is expected to enhance domestic ideal of equality of preschool educational opportunity, allow domestic education parallel to various advanced countries, and achieve the responsibility for cultivating quality citizen in the future.

This book addresses the global history of technology, warfare and state formation from the Stone Age to the Information Age. Using a combination of top-down and bottom-up methodologies, it examines both interstate and intrastate conflicts with a focus on Eurasian technology and warfare. It shows how human agency and structural factors have intertwined, creating a complex web of technology and warfare. It also explores the interplay between technological and non-technological factors to chart the evolution of warfare from its origins to the present day, arguing that the interactions between civilian and military sectors have shaped the use of technology in warfare. Given its scope and depth, it is a valuable resource for researchers in fields such as world history, history of science and technology, history of warfare and imperialism and international relations

This article focuses on the role of think tanks in education governance in Portugal, We are interested in contributing to a literature that discusses the emergence of new intra-national spaces of policy, and examines how the actors operating in those spaces work and influence education policy. This article is based on an empirical study conducted by EDULOG, a think tank for education that has been operating since 2015. We mapped EDULOG's activities, the information generation activities, organizations, and actors connected to EDULOG using a network ethnography and social network analysis. This study shows that a) this organization articulated a network of actors from different sectors, including the academy, business and government agencies; and b) EDULOG acts as a space of social and cognitive intermediation, committed to developing knowledge geared towards policy decision and problem solving. ; info:eu-repo/semantics/publishedVersion