2018-2019 All-American Team
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Swordsmanship and Sabre in Fribourg
Acta Periodica Duellatorum, Hands-on section, articles 103 Hands-on section, articles Sweat and Blood: Swordsmanship and sabre in Fribourg Mathijs Roelofsen, PhD Student, University of Bern [email protected], and Dimitri Zufferey, Independant Researcher, GAFSchola Fribourg, [email protected] Abstract – Following a long mercenary tradition, Switzerland had to build in the 19th century its own military tradition. In Cantons that have provided many officers and soldiers in the European Foreign Service, the French military influence remained strong. This article aims to analyze the development of sabre fencing in the canton of Fribourg (and its French influence) through the manuals of a former mercenary (Joseph Bonivini), a fencing master in the federal troops (Joseph Tinguely), and an officer who became later a gymnastics teacher (Léon Galley). These fencing manuals all address the recourse to fencing as physical training and gymnastic exercise, and not just as a combat system in a warlike context. Keywords – Sabre, Fribourg, Valais, Switzerland, fencing, contre-pointe, bayonet I. INTRODUCTION In military history, the Swiss are known for having offered military service as mercenaries over a long time period. In the 19th century, this system was however progressively abandoned, while the country was creating its own national army from the local militias. The history of 19th century martial practices in Switzerland did not yet get much attention from historians and other researchers. This short essay is thus a first attempt to set some elements about fencing in Switzerland at that time, focusing on some fencing masters from one Swiss Canton (Fribourg) through biographical elements and fencing manuals. -
Annual Report 2018–2019 a Letter from the Executive Director and Board President Temple Grandin “Continuing the Momentum”
Annual Report 2018–2019 A Letter from the Executive Director and Board President Temple Grandin “Continuing the Momentum” Friends & Families of Spectrum360, As we entered the new year, we wanted to continue the We worked to find ways to invest in our staff and encourage their momentum of our successes from last year. We strived to make own family and personal health with the launch of an Employee sure that the programs we launched, the ideas we implemented Donated Leave Program and kickstarted a personal health and the resources we invested in continued to improve and initiative across all programs thanks to a grant from our health thrive to address the challenges and needs of our students and insurance provider, CIGNA. adults. We cannot become complacent; we have to continually As adult and student demands grows, our physical space at assess, evolve and adapt to the ever-changing needs of our all of our campuses has become limited to serve and provide population. To do this, we needed the unrelenting commitment individualized learning experiences, expanding programs and effort from our staff and the support of our board, families and serving more students and adults. At the Upper School, and donors. This support allowed each program to achieve so construction is almost complete for the 20,000 square foot “Rigid academic and social expectations many wonderful things. We invested hours of time expanding expansion that began last year.* We have begun the process of curricula with the development of a STEAM program. We selling our Verona school and are actively searching for a new planned new activities for our after school program, and facility to serve our growing needs. -
Grade 2: Foil, Epée, and Sabre
Grade 2: Foil, Epée, and Sabre. The Fencers “pledge of honour”, by taking part in a fencing competition, fencers “pledge their honour” to observe the rules for competitions and the decisions of the Judges, and to be respectful towards the President and members of the jury. All Fencers and Spectators at a competition: 1. Must remain orderly. 2. Must not disturb the smooth running of the competition. 3. Must not go near the Piste during the bouts. 4. Must not give advice to the Fencers. 5. Must not criticise or insult the President or the Judges. 6. Must not applaud before the President has awarded a hit. 7. Must not attempt to influence the president in any way. 8. Must be respectful towards the President, Judgers and All Officials. 9. Must obey at once all orders and commands given by the President. 10. Must at all times act with courtesy and sportsmanship. Before a bout commences, fencers must salute the President, Judges and each other. At the conclusion of a bout, each fencer must observe the normal courtesy of shaking hands with the opponent. Dimensions of a piste Foil, Epée, and Sabre On Guard Lines 2 2 2 Metres 3 Metres Metres 3 2 Metres to End Metres Metres to End 2 Metres line. line. Wide. Centre line 1.5 to 2 Liners indicating last 2 Metres of the Piste. 1.5 to 2 Metre Metre run off run off 14 Metres Long. Copyright © 1996 M.J. Dennis The Parts of a Foil: Tang Martingale Guard or “Coquille” Button Screw Foible Forte Pommel Handle Pad Hilt Blade Parts of an Epee: Inside Guard socket Handle Guard or “Coquille” Button or Tip Pommel Forte Foible Screw Pad Tang Hilt Blade With a non-electric Epee a martingale must be fitted, and the inside guard socket removed. -
Downloaded and Shared for Private Use Only – Republication, in Part Or in Whole, in Print Or Online, Is Expressly Forbidden Without the Written Consent of the Author
The International Armizare Society Presents: Beginning Armizare An Introduction to Medieval Swordsmanship Gregory D. Mele © 2001 - 2016 Beginning Armizare: An Introduction to Medieval Swordsmanship Copyright Notice: © 2014 Gregory D. Mele, All Rights Reserved. This document may be downloaded and shared for private use only – republication, in part or in whole, in print or online, is expressly forbidden without the written consent of the author. ©2001-2016 Gregory D. Mele Page 2 Beginning Armizare: An Introduction to Medieval Swordsmanship TABLE OF CONTENTS Foreword 4 Introduction: The Medieval Art of Arms 5 I. Spada a Dui Mani: The Longsword 7 II. Stance and Footwork 9 III. Poste: The Guards of the Longsword 14 IV. Learning to Cut with the Longsword 17 V. Defending with the Fendente 23 VI. Complex Blade Actions 25 VII. Parrata e Risposta 25 Appendix A: Glossary 28 Appendix B: Bibliography 30 Appendix C: Armizare Introductory Class Lesson Plan 31 ©2001-2016 Gregory D. Mele Page 3 Beginning Armizare: An Introduction to Medieval Swordsmanship FOREWORD The following document was originally developed as a study guide and training companion for students in the popular "Taste of the Knightly Arts" course taught by the Chicago Swordplay Guild. It has been slightly revised, complete with the 12 class outline used in that course in order to assist new teachers, small study groups or independent students looking for a way to begin their study of armizare. Readers should note that by no means is this a complete curriculum. There is none of the detailed discussion of body mechanics, weight distribution or cutting mechanics that occurs during classroom instruction, nor an explanation of the number of paired exercises that are used to develop student's basic skills, outside of the paired techniques, or "set-plays," themselves. -
USA Fencing Rules for Competition Ii Version 6/1/18 Preface
FENCING RULES June 2018 Foreword This American Version of the international rules governing fencing competitions is translated and adapted from the 2001 French edition published by the FIE and incorporates changes made by the FIE Congresses and adopted by the USA Fencing Board of Directors through August 2016. Unless otherwise noted here or in the USA Fencing Operations Manual, these rules apply to fencing competitions in the United States. The publication in electronic format with year and revision dating at the bottom of each page is intended to simplify the incorporation of future changes to the rules. Updates to the rules will be made available as approved on the Fencing Officials Commission website. The United States Fencing Association, Inc. doing business as USA Fencing (founded as the Amateur Fencers League of America in 1891) is a not-for-profit, tax-exempt organization primarily engaged in increasing participation in the sport of fencing. Membership in USA Fencing, in an appropriate category, is open to anyone who has an interest in fencing. USA Fencing is the official governing body for amateur fencing activities in the United States, and is so recognized by the Unites States Olympic Committee and the International Fencing Federation (FIE). Accordingly, the authority to enact, amend, and repeal the rules governing amateur fencing in the United States rests solely with the Board of Directors of USA Fencing. As a matter of policy, USA Fencing normally follows the technical rules enacted for the sport by the FIE, with occasional minor exceptions that are duly announced. The rules for fencing, as set forth in this book, therefore apply to all USA Fencing championships and nationally-rated competitions, and, unless exceptions have been announced in advance by the appropriate authorities, apply also to all events scheduled by any Section or Division of USA Fencing, or held under USA Fencing auspices. -
WEST ORANGE BOARD of EDUCATION Public Board Meeting July 20, 2020 7:33 P.M
7/20/2020 Minutes WEST ORANGE BOARD OF EDUCATION Public Board Meeting July 20, 2020 7:33 P.M. Public Session Virtual Minutes I. ROLL CALL OF THE MEMBERS Present: President Alper, Mrs. Trigg-Scales, Mrs. Merklinger, Mr. Rothstein, Mrs. Tunnicliffe II. NOTICE OF MEETING: Please take notice that adequate notice of this meeting has been provided in the following manner: A. That a written notice was sent from the Office of the Secretary of the Board at 4:00 p.m. on January 7 and July 3, 2020. B. That said notice was sent by regular mail to the West Orange Township Clerk and the Editors of the West Orange Chronicle and the Star-Ledger. C. That said notice was posted in the lobby of the Administration Building of the Board of Education. III. WEST ORANGE BOARD OF EDUCATION RESOLUTION AUTHORIZING EXECUTIVE SESSION WHEREAS, while the “Sen. Byron M. Baer Open Public Meetings Act” (N.J.S.A. 10:4-6 et seq.) requires all meetings of the West Orange Board of Education to be held in public, N.J.S.A. 10:4-12(b) sets forth nine (9) types of matters that may lawfully be discussed in "Executive Session," without the public being permitted to attend, and WHEREAS, the Board has determined that one (1) issue is permitted by N.J.S.A. 10:4-12(b) to be discussed without the public in attendance and shall be discussed during an Executive Session to be held on Monday, July 20, 2020 at 6:31 P.M, and WHEREAS, the nine (9) exceptions to open public meetings set forth in N.J.S.A. -
Swordplay Through the Ages Daniel David Harty Worcester Polytechnic Institute
Worcester Polytechnic Institute Digital WPI Interactive Qualifying Projects (All Years) Interactive Qualifying Projects April 2008 Swordplay Through The Ages Daniel David Harty Worcester Polytechnic Institute Drew Sansevero Worcester Polytechnic Institute Jordan H. Bentley Worcester Polytechnic Institute Timothy J. Mulhern Worcester Polytechnic Institute Follow this and additional works at: https://digitalcommons.wpi.edu/iqp-all Repository Citation Harty, D. D., Sansevero, D., Bentley, J. H., & Mulhern, T. J. (2008). Swordplay Through The Ages. Retrieved from https://digitalcommons.wpi.edu/iqp-all/3117 This Unrestricted is brought to you for free and open access by the Interactive Qualifying Projects at Digital WPI. It has been accepted for inclusion in Interactive Qualifying Projects (All Years) by an authorized administrator of Digital WPI. For more information, please contact [email protected]. IQP 48-JLS-0059 SWORDPLAY THROUGH THE AGES Interactive Qualifying Project Proposal Submitted to the Faculty of the WORCESTER POLYTECHNIC INSTITUTE in partial fulfillment of the requirements for graduation by __ __________ ______ _ _________ Jordan Bentley Daniel Harty _____ ________ ____ ________ Timothy Mulhern Drew Sansevero Date: 5/2/2008 _______________________________ Professor Jeffrey L. Forgeng. Major Advisor Keywords: 1. Swordplay 2. Historical Documentary Video 3. Higgins Armory 1 Contents _______________________________ ........................................................................................0 Abstract: .....................................................................................................................................2 -
Technical Rules Restructured
Technical rules restructured Former Type of New article article inconsistency TITLE IN INDEX number Correction number detected GENERAL RULES AND RULES COMMON TO ALL WEAPONS Chapter 1: APPLICATION OF THE RULES t.1 t.1 Chapter 2: GLOSSARY t.2 t.2 t.3 t.3 t.4 t.4 t.5 t.107.1 t.6 t.5 Explanation of technical terms t.7 footnote (1) t.8 t.6 t.9 t.7 t.10 t.8.1 t.11 t.8.2 t.12 t.8.3 t.13 t.8.4 t.14 t.9 t.15 t.10 Chapter 3: THE FIELD OF PLAY t.16 t.11 t.17 t.12 t.18 t.13 t.19 t.14 Chapter 4: THE FENCER'S EQUIPMENT Responsibility of Fencers t.20 t.15 Chapter 5: FENCING Method of Holding the Weapon t.21 t.16 Coming on guard t.22 t.17 Beginning, stopping and restarting the bout t.23 t.18 Fencing at close quarters t.24 t.19 Corps a corps t.25 t.20, t.63.1 Corps a corps and fleche attacks t.26 t.63.3-4 Displacing the target and Passing the Opponent t.27 t.21.1/2 t.28 t.21.3-5 Substitution and use of the non-sword hand and arm t.22.1 & 3, t.29 t.72.2 t.30 t.23 Ground gained or lost t.31 t.24 t.32 t.25 Crossing the limits of the Piste t.33 t.26 t.34 t.27 t.35 t.28 t.36 t.29 Duration of the bout t.37 t.30,1-2 t.30.3 removed and replaced by o.17 that became t.38 t.38 o.17 transfer from book o. -
Introduction to Rapier
INTRODUCTION TO RAPIER Based on the teachings of Ridolfo Capo Ferro, in his treatise first published in 1610. A WORKBOOK By Nick Thomas Instructor and co-founder of the © 2016 Academy of Historical Fencing Version 1 Introduction The rapier is the iconic sword of the renaissance, but it is often misunderstood due to poor representation in popular culture. The reality of the rapier is that it was a brutal and efficient killer. So much so that in Britain it was often considered a bullies or murderers weapon. Because to use a rapier against a person is to attempt to kill them, and not just defend oneself. A result of the heavy emphasis on point work and the horrendous internal damage that such thrust work inflicts. Rapier teachings were first brought to Britain in the 1570’s, and soon became the dominant weapon for civilian wear. Of course many weapons that were not so different were also used in the military, featuring the same guards and slightly lighter and broader blades. The rapier was very commonly used with offhand weapons, and Capo Ferro covers a range of them. However for this work book, we will focus on single sword, which is the foundation of the system. This class is brought to you by the Academy of Historical Fencing (UK) www.historicalfencing.co.uk If you have any questions about the class or fencing practice in general, feel free to contact us – [email protected] Overview of the weapon The First thing to accept as someone who already studies one form or another of European swordsmanship, is that you should not treat the rapier as something alien to you. -
NJSIAA BOYS VOLLEYBALL CLASSIFICATIONS 2018 - 2020 (Updated February 2020)
NJSIAA BOYS VOLLEYBALL CLASSIFICATIONS 2018 - 2020 (Updated February 2020) North I (Range 170 - 2,633) Northing School Name Number Enrollment Belleville High School 716518 1,057 Bergen Arts and Science Charter School 745876 247 Bergen Catholic High School 771315 984 Bergen County Technical High School 753114 1,669 Bergenfield High School 760447 847 Bloomfield High School 712844 1,473 Clifton High School 742019 2,131 Don Bosco Prep High School 814915 1,278 Dover High School 749128 762 Eastside High School 756591 2,304 Essex Co Vo-Tech West Caldwell 730997 248 Fair Lawn High School 763923 1,102 Garfield High School 745720 810 Hackensack High School 745799 1,431 Immaculate Conception Montclair 720111 170 Indian Hills High School 796598 808 Jefferson Township High School 792842 706 John F. Kennedy High School 756570 2,478 Lakeland Regional High School 807489 696 Lyndhurst High School 720206 547 Memorial High School 710478 1,502 Montclair High School 723754 1,596 North Bergen High School 717175 1,852 Passaic Arts and Science Charter School 735880 189 Passaic County Technical Institute 763837 2,633 Passaic High School 734778 2,396 Passaic Valley High School 741969 930 Paterson Charter Science & Technology 756598 288 Pope John XXIII High School 796534 510 Ramapo High School 785705 885 Teaneck High School 749517 876 Vernon Township High School 854778 751 Wayne Hills High School 774731 953 Wayne Valley High School 763819 994 West Essex High School 738284 849 West Milford Township High School 818364 796 West Orange High School 716434 1,574 NJSIAA BOYS VOLLEYBALL CLASSIFICATIONS 2018 - 2020 (Updated February 2020) North II (Range 95 - 5,049) Northing School Name Number Enrollment American History High School 688734 348 Arts High School 692566 476 Barringer High School 700585 1,115 Bayonne High School 669204 1,916 Central High School 695326 630 Chatham High School 690850 979 Dr. -
Njsiaa Non-Public Power Point Equivalency 2019 - 2020
NJSIAA NON-PUBLIC POWER POINT EQUIVALENCY 2019 - 2020 Group IV Group II (Range 1,060 or more) (Range 476 or less) Northing Northing School Name Number Enrollment School Name Number Enrollment Christian Brothers Academy 545325 1,386 Academy of St. Elizabeth 709053 240 Don Bosco Prep High School 814915 1,278 Benedictine Academy 665355 200 Immaculate Heart Academy 785846 1,062 Bishop Eustace Preparatory 399910 408 Saint Peter's Prep High School 683883 1,416 Calvary Christian School 570706 78 Seton Hall Preparatory School 705513 1,454 Cristo Rey Newark 700496 268 DePaul Catholic High School 771088 381 Doane Academy 451203 99 Group III Dwight-Englewood High School 745940 388 (Range 761 - 1,058) Eastern Christian High School 767500 280 Northing Fusion Academy Princeton 552400 37 School Name Number Enrollment Gill St. Bernard's School 652567 277 Academy of the Holy Angels 767833 866 Gloucester Catholic High School 385452 333 Bergen Catholic High School 771315 984 Golda Och Academy 705524 95 Delbarton School 712693 790 Hawthorne Christian Academy 778461 100 Notre Dame High School 516070 865 Holy Cross Prep Academy 446985 221 Paramus Catholic High School 771247 914 Holy Spirit High School 210019 281 Paul VI High School 388932 803 Hudson Catholic Regional HS 687497 364 Saint Augustine Prep School 243013 976 Immaculata High School 632567 354 Saint Joseph HS Metuchen 625289 862 Immaculate Conception Lodi 738459 320 Saint Joseph Regional High School 807704 772 Immaculate Conception Montclair 720111 170 Kent Place School 687222 396 Koinonia Academy -
Income and Working Time of a Fencing Master in Bologna in the 15Th And
Acta Periodica Duellatorum, Scholarly Volume, Articles 153 DOI 10.1515/apd-2016-0005 Income and working time of a Fencing Master in Bologna in the 15th and early 16th century Alessandro Battistini and Niki Corradetti translated by Luca Dazi, Sala d’Arme Achille Marozzo (www.achillemarozzo.it) [email protected], [email protected] Abstract – Since ancient times, the master-at-arms profession has always been considered essential for the education of the nobility and the common citizenship, especially in the Middle Ages. Yet, we know nothing about the real standard of living of these characters. The recent discovery of documents, which report the sums earned by fencing masters to teach combat disciplines, has brought us the possibility to estimate how highly this profession was regarded, and what its actual economic value was in the Italian late Middle Ages. They also give us also a material view into the modes of operation of a sala d’arme in those times. Using different comparative methods based on the quoted currencies, primary goods and the cost of living, it was possible to analyze prices and duration of various military teachings offered by the fencing Masters in the late Middle Ages and equivalent viable activities of the time. We use three ways to calculate equivalent income levels in euros: from the silver content of the coins (bolognini, equivalent to the soldo); from purchasing power in relation to bread prices; and from equivalent wages. As a result we were able to define more accurately both the accessibility of these services for citizens and the relative value to other professions.