Homemaker or professional? Girls' schools designed by Ernst Egli and Margarete Schütte-Lihotzky in Ankara, 1930-1938

2013 ◽  
Vol 48 ◽  
pp. 101-128
Author(s):  
Kıvanç Kılınç
Keyword(s):  
High School ◽  
Professional Women ◽  
Modern Architecture ◽  
Early Years ◽  
Upper Class ◽  
Significant Component ◽  
Turkish Republic ◽  
Technical Schools ◽  
Weimar Germany ◽  
Turkish Family

AbstractDuring the early years of the Turkish Republic, modern architecture became an active tool in the representation of the bourgeois ideal of domesticity. The most significant component of the new Turkish family was the image of the “republican woman” as a nationally-constructed icon. By comparatively examining Ernst Egli's İsmet Paşa Girls' Institute (1930) and Ankara Girls' High School (1936) with Margarete Schütte-Lihotzky's unbuilt annex project for the latter (1938) this paper argues that girls' technical schools and girls' high schools contributed to the making of this much idealized image in considerably different ways. Such diversity enabled the governing elite in Turkey to make a class-based and spatially constructed categorization of women as economic actors: enlightened housewives specialized in one of the so-called “female arts” and upper-class professional women who would participate in public life. It is further argued that this categorization allowed Schütte-Lihotzky, in her design for the unbuilt high school annex in Ankara, to rework the broader “redomestication” issue which marked her earlier career in Weimar Germany.

Richmond

Alive Still ◽  
2019 ◽  
pp. 3-14
Author(s):  
Cathy Curtis
Keyword(s):  
High School ◽  
Early Years ◽  
Drop Out ◽  
Only Child ◽  
Advertising Agency ◽  
Avant Garde ◽  
New Ideas ◽  
First Time ◽  
Evening Class

Born in 1922 in Richmond, Virginia, Nell Blaine was a rebellious only child, a loner fussed over by her mother. Her early years were plagued by serious vision problems, finally corrected in her teens. She was active in extracurricular clubs in both high school and college, where she encountered avant-garde art for the first time. Although she had to drop out of college after two years for financial reasons, she took an evening class in painting that helped her connect with new ideas in art. Meanwhile, she worked at an advertising agency, gaining experience that would stand her in good stead years later when she needed to earn a living. At age twenty, she left for Manhattan, ignoring the pleas and threats of her mother.

BETWEEN REFORM AND REPRESSION: IMPRISONMENT IN WEIMAR GERMANY

2002 ◽  
Vol 45 (2) ◽  
pp. 411-432 ◽  
Author(s):  
NIKOLAUS WACHSMANN
Keyword(s):  
Social Policy ◽  
Criminal Law ◽  
Weimar Republic ◽  
Early Years ◽  
New Approach ◽  
Penal Policy ◽  
Weimar Germany ◽  
Modern School ◽  
Prisoner Rehabilitation

This is the first account of the prison in the Weimar Republic (1918–33), set in the context of the evolution of German social policy. In the early years, the Weimar prison was characterized by hunger, overcrowding, and conflict. At this time, leading officials agreed on a new approach to imprisonment, influenced by the demand for the ‘incapacitation of incorrigibles, reformation of reformables’. This principle was championed by the modern school of criminal law, designed to replace traditional policy based on deterrence and uniform retribution. The policy of reform and repression shaped the Weimar prison. Most prison officials supported the indefinite confinement of ‘incorrigibles’. While this did not become law, many prisoners classified as ‘incorrigible’ (increasingly after ‘objective’ examinations) received worse treatment than others, both in prison and after their release. Regarding the ‘reformables’, some institutions introduced measures aimed at prisoner rehabilitation. But such policies were not fully implemented in other prisons, not least because of resistance by local prison officials. During the collapse of the Weimar Republic in the early 1930s, measures aimed at rehabilitation, only just introduced, were cut back again. By contrast, the repression of ‘incorrigibles’ was pursued with even more vigour than before, an important legacy for Nazi penal policy.

High School Biology: The Early Years

1988 ◽  
Vol 50 (6) ◽  
pp. 345-347 ◽  
Author(s):  
Dorothy B. Rosenthal ◽  
Rodger W. Bybee
Keyword(s):  
High School ◽  
Early Years ◽  
High School Biology

scholarly journals Hubungan antara Optimism dan Academic Adjustment Mahasiswa Semester Tiga Fakultas Psikologi di Universitas "X" Bandung

2018 ◽  
Vol 2 (1) ◽  
pp. 49-62
Author(s):  
Karla Nathania ◽  
Irene Prameswari Edwina
Keyword(s):  
High School ◽  
University Students ◽  
Academic Adjustment ◽  
Rank Correlation ◽  
Senior High School ◽  
Early Years ◽  
Future Research ◽  
Significant Finding ◽  
Academic Needs ◽  
The University

In the early years of university learning, university students required academic adjustment in regards to the differences between the learning demands and strategies between senior high school and university. Academic adjustment is a required process to fulfill academic needs appropriately. Schneider (1964), Aspinwal & Taylor (1992) found that students who are optimist were more likely to undergo the transition from senior high school to university with a lower level of stress. Seligman (2006) stated optimism as a way for individuals to explain and link an event that is perceived to be wonderful as personal, permanent, and pervasive. 129 students from the Faculty of Psychology participated in this research. The measures used based on Seligman’s theory weas Schneider academic adjustment. The validity of the measure was between 0.3-0.65 and the validity of the academic adjustment measure was between 0.3-0.62. The reliability of the optimism measure was between 0.17-0.64 and the reliability of the academic adjustment measure was 0.874. Based on the analysis of the data and the results of the Spearman Rank Correlation test, there was a quite significant finding on the relationship between optimism and academic adjustment. The aspect of permanence was found to have a stronger relationship with academic adjustment in comparison to the other two aspects of optimism. Future research suggested further research in understanding the role of optimism towards the academic adjustment of the university students of the Faculty of Psychology. The staffs of the faculty of psychology could utilised the results of this research to assemble an optimism and academic adjustment training for the recently enrolled university students.

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