Carl von Linné: The Development of the Idea of Binomial Nomenclature

Due to binomial classification system defined by Carl von Linné, it has been shown that living things that were thought to be independent from each other are actually in a relationship. This "binomial classification" idea corresponds to a leap in the history of human thought. Carl von Linné's original idea is a product of the specific conditions of the period, particularly the renaissance and reform movements and geographical discoveries, rather than an idea he produced alone. These movements are part of a chain of ideas that stretches from antiquity to the Medieval and then to the period called the Enlightenment. The aforementioned transformations generally affected the scientist, albeit indirectly, even in geographies far from Sweden, where Carl von Linné spent most of his life. As such, the binomial classification system stands before us as a result of scientific breakthroughs in central Europe. In this study, it will be tried to be explained by taking the opus magnum of Carl von Linne as an example, taking into account the course of scientific developments, which we can attribute to the European civilization, and the philosophical and social texture.

Social Movements that Led to Social Transformation in Jammu and Kashmir During the British Rule

The article tries to examine and study the role of some of the Hindu social reform movements that came up during the British rule to transform, modernize, and uplift society by imparting modern or western education. The article studies their role in eradicating social evils like child re-marriage, dowry and sati among the Hindu community in Jammu and Kashmir. In addition to these elements, it also tries to enlighten the role of various Hindu reform movements in imparting education among all sections of society without any discrimination.

State, Citizens and Education in the Ottoman Empire: Civic Education Curriculum in the Early 20th Century

In Ottoman Empire, reform movements that started in the Tanzimat [Reorganization] period gained momentum in the 2nd Meşrutiyet [Constitutional Monarchy] Era and its aftermath. Education, which is a structure that cannot be isolated from the society and related educational institutions, also underwent change and transformation as a result of the reform movements. Tedrisat-ı İbtidaiye Kanun-ı Muvakkati [Primary Education Transitional Law] brought along a series of innovations in education. During this period, an educational approach based on Usul-i Cedid [New Method] was adopted, and thus, education became free and compulsory while education was divided into 3 levels, the duration of which was 6 years. This research was carried out to analyse how the Musâhabât-ı Ahlâkiyye [Conversations on Morality] course was reflected in the 1913 Ottoman curriculum, and to determine what objectives, themes and values were aimed to be taught to students monthly and weekly during the first, second and third educational periods [Devre-i Ûla, Devre-i Mutasavvıta, Devre-i Aliye respectively] within the scope of this course. In this study designed in qualitative research design, historical research method was preferred. The data of the research were obtained by document analysis technique and literature review. The obtained findings were organized in such a form to serve the purpose of the study and analyzed by content analysis method.

Women in Central America since Independence

In the struggle to reduce gender inequalities, women were recognized as having rights during the liberal reform movements and achieved greater access to education in the nineteenth and early twentieth centuries. They then began to form their own organizations, demand voting rights, and join major social struggles. In the mid-twentieth century, women began to modernize their living conditions in the context of the Cold War, development policies, and broader access to contraceptive methods that allowed them greater control over their reproductive capacity. At the same time, they gained a greater foothold in the labor market and education, began to become professionals, and joined movements promoting the democratization of their societies, including through armed struggle. Beginning in the 1990s, pro-feminist laws and institutions were created throughout the region, against which conservative religious and neoliberal forces have pushed back. Despite important gains, the progress achieved by women has been strongly influenced by class, ethnic, generational, and geographical differences, so young, urban, White, and mixed-race women of the middle and upper classes have been able to take better advantage of the new opportunities than have their indigenous, Afro-descendant, rural, working-class, and older counterparts.

"Every Bloody Right To Be Here": Trans Resistance in Aotearoa New Zealand, 1967 - 1989

<p>Throughout the 1970s and 1980s, trans people in Aotearoa New Zealand resisted cisgender hegemony in numerous ways. This thesis aims to explore three key methods of trans resistance practiced during the period between 1967 and 1989 – community building, trans pride, and normalising trans. This study reveals that trans community building was the essential first step for the budding trans movement, yet maintains that there was never one single trans 'community’ and that each trans community practiced different and sometimes contradictory politics. Just as it was necessary to feel pride in one’s trans self in order to have no shame in connecting to trans others, so too was it necessary to challenge cisgender hegemony and advocate for trans people. This study examines the various ways trans people embodied ‘pride’, refusing to bow to shame on stages as large as the nation’s highest courts to as common as the everyday encounter on the street. The role of trans people in sex worker, gay liberation and homosexual law reform movements is also considered, as is the way trans politics reflected changes on the broader political landscape. Finally, this thesis takes a critical view of attempts made to normalise transness. In the fight for trans rights, some communities practiced a politics of transnormativity and respectability; they attempted to make themselves more respectable by further marginalising those trans communities which were already marginal. This thesis aims to spotlight the disciplining power of race, class, sexuality and gender, determining which bodies mattered and which did not.</p>

"Every Bloody Right To Be Here": Trans Resistance in Aotearoa New Zealand, 1967 - 1989

<p>Throughout the 1970s and 1980s, trans people in Aotearoa New Zealand resisted cisgender hegemony in numerous ways. This thesis aims to explore three key methods of trans resistance practiced during the period between 1967 and 1989 – community building, trans pride, and normalising trans. This study reveals that trans community building was the essential first step for the budding trans movement, yet maintains that there was never one single trans 'community’ and that each trans community practiced different and sometimes contradictory politics. Just as it was necessary to feel pride in one’s trans self in order to have no shame in connecting to trans others, so too was it necessary to challenge cisgender hegemony and advocate for trans people. This study examines the various ways trans people embodied ‘pride’, refusing to bow to shame on stages as large as the nation’s highest courts to as common as the everyday encounter on the street. The role of trans people in sex worker, gay liberation and homosexual law reform movements is also considered, as is the way trans politics reflected changes on the broader political landscape. Finally, this thesis takes a critical view of attempts made to normalise transness. In the fight for trans rights, some communities practiced a politics of transnormativity and respectability; they attempted to make themselves more respectable by further marginalising those trans communities which were already marginal. This thesis aims to spotlight the disciplining power of race, class, sexuality and gender, determining which bodies mattered and which did not.</p>

School and Educational Objectives of the Interwar Period in the 1st Czechoslovak Republic

The paper has the ambition to map the social and political situation in Slovakia in the period between the two world wars which had impact on the situation of families and education. After the establishment of a common state of Czechs and Slovaks – the 1st Czechoslovak Republic (1918), there were new conditions for reform movements and ideas of pedagogical thinking. The study is focusing on social events and transformations that guide the school system and education. The paper analyses specifically, what inspired the education and practical functioning of schools in Slovakia in this new state formation of the multinational Republic. The obtained picture tells about the state of reforms in education with its penetration into also into the family education pattern in Slovakia is partially compared with the conditions in the Czech Republic. The educational and upbringing objectives of this period are presented through the statements of historical documents, from a review of available educational literature and the press. We also deal with the question, what ideological ideas of the interwar years had an impact on the setting of goals and in family education. What did parents follow in their daily upbringing at the beginning of the 20th century and in the era between the two world wars? The paper, therefore, gives also the insight into the history of everyday life of Slovak families and into the family education in the interwar period.