Scythe Fencing in “Bartoszowe Troops” – the First Original Polish
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Dionysiac and Pyrrhic Roots and Survivals in the Zeybek Dance, Music, Costume and Rituals of Aegean Turkey
GEPHYRA 14, 2017, 213-239 Dionysiac and Pyrrhic Roots and Survivals in the Zeybek Dance, Music, Costume and Rituals of Aegean Turkey Recep MERİÇ In Memory of my Teacher in Epigraphy and the History of Asia Minor Reinhold Merkelbach Zeybek is a particular name in Aegean Turkey for both a type of dance music and a group of com- panions performing it wearing a particular decorative costume and with a typical headdress (Fig. 1). The term Zeybek also designates a man who is brave, a tough and courageous man. Zeybeks are gen- erally considered to be irregular military gangs or bands with a hierarchic order. A Zeybek band has a leader called efe; the inexperienced young men were called kızans. The term efe is presumably the survivor of the Greek word ephebos. Usually Zeybek is preceded by a word which points to a special type of this dance or the place, where it is performed, e.g. Aydın Zeybeği, Abdal Zeybeği. Both the appellation and the dance itself are also known in Greece, where they were called Zeibekiko and Abdaliko. They were brought to Athens after 1922 by Anatolian Greek refugees1. Below I would like to explain and attempt to show, whether the Zeybek dances in the Aegean provinces of western Turkey have any possible links with Dionysiac and Pyrrhic dances, which were very popular in ancient Anatolia2. Social status and origin of Zeybek Recently E. Uyanık3 and A. Özçelik defined Zeybeks in a quite appropriate way: “The banditry activ- ities of Zeybeks did not have any certain political aim, any systematic ideology or any organized re- ligious sect beliefs. -
Human Capital in the Aftermath of the Partitions of Poland Andreas Ba
European Historical Economics Society EHES Working Paper | No. 150 | March 2019 Fading Legacies: Human Capital in the Aftermath of the Partitions of Poland Andreas Backhaus, Centre for European Policy Studies EHES Working Paper | No. 150 | March 2019 Fading Legacies: Human Capital in the Aftermath of the Partitions of Poland* Andreas Backhaus†, Centre for European Policy Studies Abstract This paper studies the longevity of historical legacies in the context of the formation of human capital. The Partitions of Poland (1772-1918) represent a natural experiment that instilled Poland with three different legacies of education, resulting in sharp differences in human capital among the Polish population. I construct a large, unique dataset that reflects the state of schooling and human capital in the partition territories from 1911 to 1961. Using a spatial regression discontinuity design, I find that primary school enrollment differs by as much as 80 percentage points between the partitions before WWI. However, this legacy disappears within the following two decades of Polish independence, as all former partitions achieve universal enrollment. Differences in educational infrastructure and gender access to schooling simultaneously disappear after WWI. The level of literacy converges likewise across the former partitions, driven by a high intergenerational mobility in education. After WWII, the former partitions are not distinguishable from each other in terms of education anymore. JEL Codes: N34, I20, O15, H75 Keywords: Poland, Human Capital, Education, Persistence * Research for this paper was conducted while the author was a Ph.D. candidate at LMU Munich. The author would like to thank Philipp Ager, Lukas Buchheim, Matteo Cervellati, Jeremiah Dittmar, Erik Hornung, Chris Muris, Christian Ochsner, Uwe Sunde, Ludger Wößmann, Nikolaus Wolf, and audiences at the University of Southern Denmark, the University of Bayreuth, UCLouvain, the FRESH Meeting 2018, the WEast Workshop 2018, and WIEM 2018 for their comments. -
Weaponry & Armor
Weaponry & Armor “Imagine walking five hundred miles over the course of two weeks, carrying an arquebus, a bardiche, a stone of grain, another stone of water, ten pounds of shot, your own armor, your tent, whatever amenities you want for yourself, and your lord’s favorite dog. In the rain. In winter. With dysentery. Alright, are you imagining that? Now imagine that as soon as you’re done with that, you need to actually fight the enemy. You have a horse, but a Senator’s nephew is riding it. You’re knee-deep in mud, and you’ve just been assigned a rookie to train. He speaks four languages, none of which are yours, and has something to prove. Now he’s drunk and arguing with your superiors, you haven’t slept in thirty hours, you’ve just discovered that the fop has broken your horse’s leg in a gopher hole, and your gun’s wheellock is broken, when just then out of the dark comes the beating of war-drums. Someone screams, and a cannonball lands in your cooking fire, where you were drying your boots. “Welcome to war. Enjoy your stay.” -Mago Straddock Dacian Volkodav You’re probably going to see a lot of combat in Song of Swords, and you’re going to want to be ready for it. This section includes everything you need to know about weapons, armor, and the cost of carrying them to battle. That includes fatigue and encumbrance. When you kit up, remember that you don’t have to wear all of your armor all of the time, nor do you need to carry everything physically on your person. -
Uhm Phd 9205877 R.Pdf
· INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewri~er face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikeiy event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact liMI directly to order. U-M-I University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor, M148106-1346 USA 313/761-4700 800/521-0600 Order Number 9205811 Political economy of passion: Tango, exoticism, and decolonization Savigliano, Marta Elena, Ph.D. University of Hawaii, 1991 Copyright @1991 by Savigliano, Marta Elena. -
Rules and Options
Rules and Options The author has attempted to draw as much as possible from the guidelines provided in the 5th edition Players Handbooks and Dungeon Master's Guide. Statistics for weapons listed in the Dungeon Master's Guide were used to develop the damage scales used in this book. Interestingly, these scales correspond fairly well with the values listed in the d20 Modern books. Game masters should feel free to modify any of the statistics or optional rules in this book as necessary. It is important to remember that Dungeons and Dragons abstracts combat to a degree, and does so more than many other game systems, in the name of playability. For this reason, the subtle differences that exist between many firearms will often drop below what might be called a "horizon of granularity." In D&D, for example, two pistols that real world shooters could spend hours discussing, debating how a few extra ounces of weight or different barrel lengths might affect accuracy, or how different kinds of ammunition (soft-nosed, armor-piercing, etc.) might affect damage, may be, in game terms, almost identical. This is neither good nor bad; it is just the way Dungeons and Dragons handles such things. Who can use firearms? Firearms are assumed to be martial ranged weapons. Characters from worlds where firearms are common and who can use martial ranged weapons will be proficient in them. Anyone else will have to train to gain proficiency— the specifics are left to individual game masters. Optionally, the game master may also allow characters with individual weapon proficiencies to trade one proficiency for an equivalent one at the time of character creation (e.g., monks can trade shortswords for one specific martial melee weapon like a war scythe, rogues can trade hand crossbows for one kind of firearm like a Glock 17 pistol, etc.). -
Teaching English Through Body Movement a Pa
AMERICAN UNIVERSITY OF ARMENIA College of Humanities and Social Sciences Dancing – Teaching English through Body Movement A paper is submitted in partial fulfillment of the requirements for the degree Master of Arts in Teaching English as a Foreign Language By Ninel Gasparyan Adviser: Raichle Farrelly Reader: Rubina Gasparyan Yerevan, Armenia May 7, 2014 We hereby approve that this design project By Ninel Gasparyan Entitled Dancing – Teaching English through Body Movement Be accepted in partial fulfillment for the requirements of the degree Master of Arts in Teaching English as a Foreign Language Committee on the MA Design Project ………..………………………… Raichle Farrelly ………..………………………… Rubina Gasparyan ………..………………………… Dr. Irshat Madyarov MA TEFL Program Chair Yerevan, Armenia May 7, 2014 ii TABLE OF CONTENTS Abstract ….....….………………………………………..………………………… v Chapter One: Introduction …………...….………………………………………… 1 Chapter Two: Literature Review ……..…………………………………………… 3 2.1. Content-Based Instruction Models ……..……………..……………………… 5 2.1.1. The use of Dance in an EFL Classroom ………...…..……………………… 11 Chapter Three: Proposed Plan and Deliverables…………………..……………… 15 3.1. Course Description ..………………………………………………………….. 15 3.1.1. Needs and Environment Analysis ……………………..…………………… 15 3.1.2. Goals and Objectives ……………………………………………….………. 16 3.1.3. Assessment Plan …………………………………………………….…….... 17 3.1.4. Learning Plan ……..…………………………………………….…..……… 19 3.1.5. Deliverables …………………………………………………………....…… 24 Chapter Four: Reflection and Recommendations ……………………..……...…… 27 4.1. Reflection -
Poland Historical Geography Handout
Poland Historical Geography: Polish History through Maps and Gazetteers Daniel R. Jones, MS, AG® FamilySearch HISTORY OF POLAND Polish Commonwealth, 1600s-1795 Instead of a hereditary monarchy, they elected their own king. Because the king was elected, this allowed foreign powers to manipulate the elections for candidates, and to create turmoil for their own gain. The commonwealth was in a state of decline because of wars, political turmoil, and aristocratic rebellions. Although reforms were attempted, Poland’s neighbors saw opportunities for themselves. Partitions of Poland, 1772-1795 First partition, 1772: Rebellion occurred in 1768, bringing Poland into a civil war. Austria, Prussia, and Russia collectively decided to annex pieces of Poland for themselves during the war. Second partition, 1792: Poland institutes a constitution in 1791. This angered Russia, who encouraged another rebellion against the Polish king. Russia provided military support to the rebellion. After a few months, Russia and Prussia slice off large sections of Poland. Third partition, 1795: Some nobles were angry at their king for surrendering to Russia during the second partition, and created another uprising. Russia invaded again to crush the uprising. Russia, Austria, and Prussia decided to split the rest of Poland between themselves, and Poland disappeared off the map. Kingdom of Poland, 1815-1914 The French created the Duchy of Warsaw during the Napoleonic Wars as a semi-independent country. After the war, the Kingdom of Poland was established, but was joined to the Russian Empire; they were allowed their own constitution and military. After several uprisings, the Polish language and culture were suppressed, the kingdom was more integrated into the Russian Empire. -
Sachs, Curt: World History of the Dance
EUROPE SINCE ANTIQUITY Sachs, Curt: World history of the dance. New York, Norton, p. 237-245 7. Europe Since Antiquity THE CLASSICAL PERIOD Greece The scattered elements which must be gathered from all places and periods and laboriously formed into a coherent picture are found united in European antiquity in one magnificent organism. The dance customs of remote ancestors, commonly relegated by mature cultures to a dark hinterland, are here preserved in pristine strength with the same love and protective zeal as among primitive peoples, and all those which later millenniums have begotten and brought forth flourish freely side by side with them. The progression of dance forms has crystallized into a coexistence. We find the same people circling round the sacred objects in meditation as did their earliest ancestors, imitating the ways and actions of animals, losing themselves and be coming possessed in the mask, and obtaining the power of spirits and the attributes of gods through the frenzied ecstasy of the dance. The same people re-experience in dream transports the fate of their ancestors and expand it into popular drama, into world drama—with the recogni tion of its relation to society in the round dance and with the stamp of individualism in the solo dance, with meek submission and with genial wisdom, solemn and grotesque, in earnest and in jest, in a boundless survey of everything human and superhuman. The choral dance takes first place. Homer’s accounts of the heroic age describe the merry choral dance of the young men, alone or together with the maidens, at marriages, at vintage, or simply to give vent to their youthful exuberance—choreia, the Greeks think, must come from chara, “joy.” “Also did the glorious lame god devise a dancing-place like unto that which once in wide Knossos Daidalos wrought for Ariadne of the lovely tresses. -
Cultural Vs. Economic Legacies of Empires: Evidence from the Partition of Poland I
Motivation and Background Contributions Discussion and Conclusion Cultural vs. Economic Legacies of Empires: Evidence from the Partition of Poland I. Grosfeld and E. Zhuravakaya Luke Zinnen, Presenter EC 765, Spring 2018 Luke Zinnen, Presenter Cultural vs. Economic Legacies of Empires Motivation and Background Contributions Discussion and Conclusion Outline 1 Motivation and Background 2 Contributions Empirical Strategy Results 3 Discussion and Conclusion Luke Zinnen, Presenter Cultural vs. Economic Legacies of Empires Motivation and Background Contributions Discussion and Conclusion Economic and Political Persistence of Historical Events Major and growing literature on connection between historical events and current political and economic outcomes Slavery Imperialism Unclear what carries through intervening time Economic factors Cultural Institutional Likewise, mechanisms important: which are overriden by later shocks, policy? Luke Zinnen, Presenter Cultural vs. Economic Legacies of Empires Motivation and Background Contributions Discussion and Conclusion Goals and Outcomes of the Paper Use 1815 - 1918 partition of Poland between Russia, Prussia/Germany, and Austria/Austria-Hungary as clean case to examine persistent and attenuated factors Homogenous before and after partition Partition arbitrary and with sharp borders Large dierences between absorbing empires Employ spacial regression discontinuity analysis on localities near empire borders during partition Find little persistent dierence in most economic outcomes (exception: railroad infrastructure), more for religiosity and democratic capital Latter have observable eect on liberal/religious conservative voting patterns Luke Zinnen, Presenter Cultural vs. Economic Legacies of Empires Motivation and Background Contributions Discussion and Conclusion Related Literature Persistence of culture and institutions, and their long-term eects on development Colonial rule and post-independence institutions: (Acemoglu et al. -
How History Matters for Student Performance. Lessons from the Partitions of Poland Ú Job Market Paper Latest Version: HERE
How History Matters for Student Performance. Lessons from the Partitions of Poland ú Job Market Paper Latest Version: HERE. Pawe≥Bukowski † This paper examines the effect on current student performance of the 19th century Partitions of Poland among Austria, Prussia and Russia. Despite the modern similarities of the three regions, using a regression discontinuity design I show that student test scores are 0.6 standard deviation higher on the Austrian side of the former Austrian-Russian border. This magnitude is comparable to the black vs. white test score gap in the US. On the other hand, I do not find evidence for differences on the Prussian-Russian border. Using a theoretical model and indirect evidence I argue that the Partitions have persisted through their impact on social norms toward local schools. Nevertheless, the persistent effect of Austria is puzzling given the histori- cal similarities of the Austrian and Prussian educational systems. I argue that the differential legacy of Austria and Prussia originates from the Aus- trian Empire’s policy to promote Polish identity in schools and the Prussian Empire’s efforts to Germanize the Poles through education. JEL Classification: N30, I20, O15, J24 úI thank Sascha O. Becker, Volha Charnysh, Gregory Clark, Tomas Cvrcek, John S. Earle, Irena Grosfeld, Hedvig Horvát, Gábor Kézdi, Jacek Kochanowicz, Attila Lindner, Christina Romer, Ruth M. Schüler, Tamás Vonyó, Jacob Weisdorf, Agnieszka WysokiÒska, Noam Yuchtman, the partici- pants of seminars at Central European University, University of California at Berkeley, University of California at Davis, Warsaw School of Economics, Ifo Center for the Economics of Education and FRESH workshops in Warsaw and Canterbury, WEast workshop in Belgrade, European Historical Economics Society Summer School in Berlin for their comments and suggestions. -
A Brief Essay About the Traditions of the Occidental Martial Arts
International Journal of Martial Arts Volume 3 / Page 32-51/ 2017 A Brief Essay about the Traditions of the Occidental Martial Arts Papakitsos, Evangelos C.* Department of Education, School of Pedagogical and Technological Education, Athens, Greece Received: July 16, 2016 Accepted: October 10, 2017 Published online: November 23, 2017 Abstract The Occidental Martial Arts have been constantly used in wars with historical weaponry, from the ancient times until beyond the 2nd World War. The training in the usage of weaponry had been continuously conducted in military campuses and in various communities for “elite” and “folk” martial arts. Direct and indirect evidence indicate that the technical part of the training in the latter arts had always been rather simple (utilitarian), with emphasis given to the tactical usage of weaponry (conceptual). The relevant practices and concepts of fighting have been preserved in the Christianized Filipino Martial Arts, due to the predominant Spanish military influence, at least in the Portuguese art of Jogo Do Pau, in various European regions and in Sport Fencing. Nevertheless, some scholars believe that the Occidental Martial Arts have a broken line of legacy, mainly because of the lack of fighting manuals prior to the 13th century CE. In this paper, the author argues against this opinion. Keywords: Occidental Martial Arts I. Introduction Rome, March of 537 CE1. The kingdom of Ostrogoths had been in war with the Eastern Roman Empire (alias Byzantine)2 for two years, since the Spring of 535 CE. General Flavius Belisarius (505-565 CE), commander-in-chief of the Imperial Army in Italy, has been sent there by Emperor Justinian I to re-conquest the land that once belonged to the fallen Western Roman Empire. -
Public Administration and Security Studies 2018 Nr 5
Studia Administracji i Bezpieczeństwa Public Administration and Security Studies 2018 nr 5 Wydawnictwo Naukowe Akademii im. Jakuba z Paradyża w Gorzowie Wielkopolskim Gorzów Wielkopolski 2018 Honorowy patronat – Rektor Akademii im. Jakuba z Paradyża prof. dr hab. Elżbieta Skorupska ‑Raczyńska Redakcja prof. dr hab. Bogusław Jagusiak (redaktor naczelny), dr Anna Chabasińska (zastępca redaktora naczelnego), mgr Joanna Lubimow (sekretarz) Rada naukowa Członkowie: Członkowie goście: prof. dr hab. Zbigniew Czachór prof. Veysel Dinler prof. dr hab. Janusz Faryś prof. dr hab. Franciszek Gołembski prof. dr hab. Grzegorz Kucharczyk prof. Cristina Hermida del Llano prof. AJP dr hab. Paweł Leszczyński prof. dr hab. Ryszard Ławniczak prof. AJP dr hab. Jerzy Rossa prof. dr hab. Piotr Mickiewicz dr hab. prof. nadzw. Joachim von Wedel prof. Olegas Prentkovskis dr Jacek Jaśkiewicz prof. Miruna Tudorascu dr Robert Maciejczyk prof. dr hab. Wołodymar Welykoczyj dr Katarzyna Samulska prof. dr hab. Wojciech Włodarkiewicz dr Aleksandra Szczerba‑Zawada prof. dr hab. Marek Żmigrodzki dr Andrzej Skwarski dr hab. prof. UG Tadeusz Dmochowski dr Piotr Lizakowski dr hab. prof. WAT Adam Kołodziejczyk dr hab. prof. WAT Piotr Kwiatkiewicz dr hab. prof. UG Jarosław Nicoń dr hab. inż. prof. WAT Gabriel Nowacki dr hab. inż. prof. WAT Janusz Rybiński prof. nadzw. UŁ dr hab. Tomasz Tulejski dr hab. prof. WAT Jerzy Zalewski dr hab. Marek Ilnicki kmdr. dr hab. Grzegorz Krasnodębski kmdr. dr hab. Jarosław Teska Recenzent dr hab. Jerzy Stańczyk dr hab. Tomasz Kamiński Korekta językowa: Joanna Rychter Skład: Agata Libelt Projekt okładki: Jacek Lauda © Copyright by Akademia im. Jakuba z Paradyża w Gorzowie Wielkopolskim 2018 Redakcja informuje, że pierwotną wersją czasopisma jest wydanie papierowe.