Olympic Truce Sport As a Platform for Peace
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Iphigenia in Aulis by Euripides Translated by Nicholas Rudall Directed by Charles Newell
STUDY GUIDE Photo of Mark L. Montgomery, Stephanie Andrea Barron, and Sandra Marquez by joe mazza/brave lux, inc Sponsored by Iphigenia in Aulis by Euripides Translated by Nicholas Rudall Directed by Charles Newell SETTING The action takes place in east-central Greece at the port of Aulis, on the Euripus Strait. The time is approximately 1200 BCE. CHARACTERS Agamemnon father of Iphigenia, husband of Clytemnestra and King of Mycenae Menelaus brother of Agamemnon Clytemnestra mother of Iphigenia, wife of Agamemnon Iphigenia daughter of Agamemnon and Clytemnestra Achilles son of Peleus Chorus women of Chalcis who came to Aulis to see the Greek army Old Man servant of Agamemnon, was given as part of Clytemnestra’s dowry Messenger ABOUT THE PLAY Iphigenia in Aulis is the last existing work of the playwright Euripides. Written between 408 and 406 BCE, the year of Euripides’ death, the play was first produced the following year in a trilogy with The Bacchaeand Alcmaeon in Corinth by his son, Euripides the Younger, and won the first place at the Athenian City Dionysia festival. Agamemnon Costume rendering by Jacqueline Firkins. 2 SYNOPSIS At the start of the play, Agamemnon reveals to the Old Man that his army and warships are stranded in Aulis due to a lack of sailing winds. The winds have died because Agamemnon is being punished by the goddess Artemis, whom he offended. The only way to remedy this situation is for Agamemnon to sacrifice his daughter, Iphigenia, to the goddess Artemis. Agamemnon then admits that he has sent for Iphigenia to be brought to Aulis but he has changed his mind. -
European Parliament
EUROPEAN PARLIAMENT 2004 2009 Session document 23.11.2005 B6-0618/2005 MOTION FOR A RESOLUTION further to Question for Oral Answer B6-0000/2005 pursuant to Rule 108(5) of the Rules of Procedure by Nikolaos Sifunakis, Chairman on behalf of the Committee on Culture and Education on The Olympic Truce – Turin Winter Olympics 2006 RE\590862EN.doc PE 366.035v01-00 EN EN B6-0000/2005 European Parliament resolution on The Olympic Truce – Turin Winter Olympics 2006 The European Parliament, - having regard to its resolution of 1 April 2004 on the Olympic Truce1, - having regard to the resolution adopted unanimously by the UN in 2003 entitled ‘Building a peaceful and better world through sport and the Olympic ideals’, - having regard to the inclusion in the Millennium Declaration of an appeal for the observance of the Olympic Truce, - having regard to the joint statement issued in July 2005 by the International Olympic Committee (IOC), the Organising Committee for the Turin Games and the Italian authorities with a commitment to the Olympic Truce, to the security of the Games and to a large programme of events enabling people across the world to reflect upon and promote the Olympic Truce and its values, - having regard to Rule 108(5) of its Rules of Procedure, A. whereas the 20th Winter Olympics and Paralympics will take place in Europe, in Turin from 10 to 26 February 2006, B. whereas the idea of the Olympic Truce (ekecheiria) dates back to an ancient Hellenic tradition: in keeping with this tradition all hostilities would cease during the Olympic Games, C. -
Marathon 2,500 Years Edited by Christopher Carey & Michael Edwards
MARATHON 2,500 YEARS EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON MARATHON – 2,500 YEARS BULLETIN OF THE INSTITUTE OF CLASSICAL STUDIES SUPPLEMENT 124 DIRECTOR & GENERAL EDITOR: JOHN NORTH DIRECTOR OF PUBLICATIONS: RICHARD SIMPSON MARATHON – 2,500 YEARS PROCEEDINGS OF THE MARATHON CONFERENCE 2010 EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON 2013 The cover image shows Persian warriors at Ishtar Gate, from before the fourth century BC. Pergamon Museum/Vorderasiatisches Museum, Berlin. Photo Mohammed Shamma (2003). Used under CC‐BY terms. All rights reserved. This PDF edition published in 2019 First published in print in 2013 This book is published under a Creative Commons Attribution-NonCommercial- NoDerivatives (CC-BY-NC-ND 4.0) license. More information regarding CC licenses is available at http://creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN: 978-1-905670-81-9 (2019 PDF edition) DOI: 10.14296/1019.9781905670819 ISBN: 978-1-905670-52-9 (2013 paperback edition) ©2013 Institute of Classical Studies, University of London The right of contributors to be identified as the authors of the work published here has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Designed and typeset at the Institute of Classical Studies TABLE OF CONTENTS Introductory note 1 P. J. Rhodes The battle of Marathon and modern scholarship 3 Christopher Pelling Herodotus’ Marathon 23 Peter Krentz Marathon and the development of the exclusive hoplite phalanx 35 Andrej Petrovic The battle of Marathon in pre-Herodotean sources: on Marathon verse-inscriptions (IG I3 503/504; Seg Lvi 430) 45 V. -
The Berlin Olympics: Sports, Anti-Semitism, and Propaganda in Nazi Germany Nathan W
Student Publications Student Scholarship Spring 2016 The Berlin Olympics: Sports, Anti-Semitism, and Propaganda in Nazi Germany Nathan W. Cody Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/student_scholarship Part of the European History Commons, Political History Commons, Social History Commons, and the Sports Studies Commons Share feedback about the accessibility of this item. Cody, Nathan W., "The Berlin Olympics: Sports, Anti-Semitism, and Propaganda in Nazi Germany" (2016). Student Publications. 434. https://cupola.gettysburg.edu/student_scholarship/434 This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution. Cupola permanent link: https://cupola.gettysburg.edu/student_scholarship/ 434 This open access student research paper is brought to you by The uC pola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The uC pola. For more information, please contact [email protected]. The Berlin Olympics: Sports, Anti-Semitism, and Propaganda in Nazi Germany Abstract The aN zis utilized the Berlin Olympics of 1936 as anti-Semitic propaganda within their racial ideology. When the Nazis took power in 1933 they immediately sought to coordinate all aspects of German life, including sports. The process of coordination was designed to Aryanize sport by excluding non-Aryans and promoting sport as a means to prepare for military training. The 1936 Olympic Games in Berlin became the ideal platform for Hitler and the Nazis to display the physical superiority of the Aryan race. However, the exclusion of non-Aryans prompted a boycott debate that threatened Berlin’s position as host. -
Ancient Cyprus: Island of Conflict?
Ancient Cyprus: Island of Conflict? Maria Natasha Ioannou Thesis submitted for the degree of Master of Philosophy Discipline of Classics School of Humanities The University of Adelaide December 2012 Table of Contents Abstract ................................................................................................................ III Declaration........................................................................................................... IV Acknowledgements ............................................................................................. V Introduction ........................................................................................................... 1 1. Overview .......................................................................................................... 1 2. Background and Context ................................................................................. 1 3. Thesis Aims ..................................................................................................... 3 4. Thesis Summary .............................................................................................. 4 5. Literature Review ............................................................................................. 6 Chapter 1: Cyprus Considered .......................................................................... 14 1.1 Cyprus’ Internal Dynamics ........................................................................... 15 1.2 Cyprus, Phoenicia and Egypt ..................................................................... -
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE the ANCIENT OLYMPIC GAMES AS POPULAR ENTERTAINMENT a Thesis Submitted in Partial Satisfa
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE THE ANCIENT OLYMPIC GAMES \\ AS POPULAR ENTERTAINMENT A thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Theatre by Jay Ross Waddill _-· June, 1980 The Thesis of Jay Ross Waddill is approved: Albert R. Baca Heinrich R. Falk, Chairman California State University, California ii I would like to thank Dr. Heinrich R. Falk for his invaluable advice and assistance throughout the preparation of the thesis and also his supportive enthusiasm and pa tience. iii ,.. TABLE OF CONTENTS PAGE ABSTRACT vi CHAPTER I INTRODUCTION 1 CHAPTER II ATHLETICS AND GREEK SOCIETY 6 Greek Ideal 6 The Polis and Panhellenism 8 Athletics and Everyday Life 13 CHAPTER III ATHLETICS AND RELIGION 22 Athletics and Funeral Ritual 24 Festivals 26 The Rustic Dionysia 30 The Greater Dionysia 31 The Greater Panathenaia 32 CHAPTER IV THE OLYMPIC GAMES 38 Origin of the Olympic Festival 39 History ~nd Description of the Olympic Festival 46 CHAPTER V POPULAR ENTERTAINMENT AND THE OLYMPIC GAM.ES 58 Popular Entertainment 58 iv PAGE 'l'he Athlete/Performer 61 ·~pectators/Audience_ 70 · Events/Perfo:rmance 77 CHAPTER VI CONCLUSION 88 NOTES 96 BIBLIOGRAPHY 108 v ABSTRACT 'I'HE ANCIENT OLYMPIC GAl-lES AS POPULAR EN'rERTAINMENT by Jay Ross Waddill Master of Arts in Theatre Many aspects of ancient Greek culture have influenced the development of Western civilization. None of these was more important to the ancient Greeks than t.he Olympic Games. Historians have suggested that the Olympic festi val may possibly have had its origins in a religious ritual, the funerary commemoration of a local hero, a new year's celebration, or an expression of military prowess and readiness. -
1 UNIT 3 the SOPHISTS Contents 3.0. Objectives 3.1. Introduction 3.2
UNIT 3 THE SOPHISTS Contents 3.0. Objectives 3.1. Introduction 3.2. Protagoras 3.3. Prodicus 3.4. Hippias 3.5. Gorgias 3.6. The Lesser Sophists 3.7. Let Us Sum Up 3.8. Key Words 3.9. Further Readings and References 3.10. Answers to Check Your Progress 3.0. OBJECTIVES In this Unit we explain in detail the Sophist movement and their philosophical insights that abandoned all abstract, metaphysical enquiries concerning the nature of the cosmos and focused on the practical issues of life. By the end of this Unit you should know: Their foul or fair argumentation Epistemological and ethical skepticism and relativism of the Sophists The differentiation between the early philosophers and Sophists The basic philosophical positions of Protagoras, Prodicus, Hippias and Gorgias 3.1. INTRODUCTION Sophist movement flourished in 5th century B.C., shortly before the emergence of the Socratic period. Xenophon, a historian of 4th century B.C., describes the Sophists as wandering teachers 1 who offered wisdom for sale in return for money. The Sophists were, then, professional teachers, who travelled about, from city to city, instructing people, especially the youth. They were paid large sums of money for their job. Until then teaching was considered something sacred and was not undertaken on a commercial basis. The Sophists claimed to be teachers of wisdom and virtue. These terms, however, did not have their original meaning in sophism. What they meant by these terms was nothing but a proficiency or skillfulness in practical affairs of daily life. This, they claimed, would lead people to success in life, which, according to them, consisted in the acquisition and enjoyment of material wealth as well as positions of power and influence in society. -
How Successful Were the Nazi's in Presenting a Positive Image Of
Nota D How successful were the Nazi’s in presenting a positive image of Germany at the 1936 Berlin Olympics? Word Count 3919 1 Nota D Index Introduction…………………………………….. Page 3 Body………………………………………………... Page 4 Nazi Germany……………………………………. Page 4 The Use of Propaganda………………………. Page 6 The Games………………………………………….. Page 10 Conclusion………………………………………. Page 11 Bibliography…………………………………… Page 12 2 Nota D Introduction The 1936 Berlin Olympics were held during the rule of Adolf Hitler, who had risen into power in 1934 and faced a lot of pressure from the countries inside Europe because they questioned their idea of a dictatorship. During the period between 1932, year in which the venue for the 1936 Olympics was decided and when the Games started in August 1936 there was a very big focus on using the Olympic Games as a mean of propaganda to attempt to show a positive image of Germany to the rest of the world and also to the people inside Germany. Throughout this essay I am going to analyze the ways in which Hitler attempted to create this positive image of Germany and how successful it was on displaying it. The idea is to understand how they managed to use the Olympic games and turn them into a political advantage that gain control over Germany and the start of the World War.1 The Berlin Games were a huge opportunity to ease the tension that Hitler’s regime was creating at that time, attempting to postpone any further political or social problems as far as possible. This was of great importance because the Games would draw peoples attention from the Nazi Party and the problems that Germany was facing at the time. -
Germany and the 1948 Olympic Games in London] by Dr
GERMANY AND THE 1948 OLYMPIC GAMES IN LONDON] BY DR. JüRgEN BUSCHMANN AND DR. KARL LENNARTZ REACTIVATION OF THE CONNECTIONS TO THE IOC owards the end of World War II, the International Olympic Committee (IOC) contained two German Tmembers: Karl Ritter von Halt and Duke Adolf Friedrich zu Mecklenburg. A third member, field-marshal Walter von Reichenau, had died in Russia of a stroke (cere- bral apoplexy) on 17th January, 1942. Even after the war zu Mecklenburg and von Halt were regularly to be found in the lists of the IOC. In Edström’s first letter to the IOC-members on 1st June, 1945, Edström voices his concern about the fate of the two Germans, since he had no information of their destinies. After the war von Halt reported to the Russian commander’s office and was arrested, remaining in the internment camp, Buchenwald, until 1950. Grete von Halt, Diem and the Duke of Mecklenburg, wrote many letters to Edström, Brundage and other IOC members, begging for help and support for him. Duke Adolf Friedrich had fled from his estates in Mecklenburg and taken refuge at a castle in Eutin, Schleswig Holstein. The former secretary-general of the Olympic Games 1936 in Berlin and the planned Winter Olympic Games 1940 in Garmisch-Partenkirchen, Carl Diem, was director of the International Olympic Institute, an organisation which had been founded by the “Deutsches Reich” at Coubertin’s insti- gation. In this function Diem edited the “Olympische Rundschau” (Olympic Review) for the IOC “with official gazettes of the International Olympic Committee”. Further he participated in the 50th anniversary of the IOC in Lausanne in June, 1944. -
Sport and Physical Education in Germany
Sport and Physical Education in Germany Sport and physical education represent important components of German national life, from school and community participation, to elite, international level sport. This unique and comprehensive collection brings together material from leading German scholars to examine the role of sport and PE in Germany from a range of historical and contemporary perspectives. Key topics covered include: • Sport and PE in pre-war, post-war and re-unified Germany; • Sport and PE in schools; • Coach education; • Elite sport and sport science; • Women and sport; • Sport and recreation facilities. This book offers an illuminating insight into how sport and PE have helped to shape modern Germany. It is fascinating reading for anyone with an interest in the history and sociology of sport, and those working in German studies. Roland Naul is Professor of Sport Science and Sport Pedagogy, Essen University. He is ICSSPE Regional Director for Western Europe and Vice- President of ISCPES. Ken Hardman is a Reader in Education at the University of Manchester. He is a former president of ISCPES and a Fellow of the UK Physical Education Association. International Society for Comparative Physical Education and Sport Series Series Editor: Ken Hardman University of Manchester Other titles in the series include: Sport and Physical Education in China Edited by James Riordan and Robin Jones Sport and Physical Education in Germany Edited by Roland Naul and Ken Hardman International Society for Comparative Physical Education and Sport London and New York First published 2002 by Routledge 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor and Francis e-Library, 2005. -
The Sustainability Gap: a Case Study of Olympic Development
THE SUSTAINABILITY GAP: A CASE STUDY OF OLYMPIC DEVELOPMENT IN SYDNEY, AUSTRALIA AND BEIJING, CHINA by ANDREA BLASER A THESIS Presented to the Interdisciplinary Studies Program: Historic Preservation and the Graduate School ofthe University ofOregon in partial fulfillment ofthe requirements for the degree of Master of Science September 2008 11 "The Sustainability Gap: A Case Study of Olympic Development in Sydney, Australia and Beijing, China," a thesis prepared by Andrea Blaser in partial fulfillment ofthe requirements for the Master ofScience degree in the Interdisciplinary Studies Program: Historic Preservation. This thesis has been approved and accepted by: Mark Gillem, Chair ofthe Examining Committee Date Committee in Charge: Mark Gillem, Chair Deborah Hurtt Liz Carter Accepted by: Dean ofthe Graduate School 111 © 2008 Andrea Blaser iv An Abstract ofthe Thesis of Andrea Blaser for the degree of Master of Science in the Interdisciplinary Studies Program: Historic Preservation to be taken September 2008 Title: THE SUSTAINABILITY GAP: A CASE STUDY OF OLYMPIC DEVELOPMENT IN SYDNEY, AUSTRALIA AND BEIJING, CHINA Approved: _ Mark Gillem A media uproar occurred in 2006 after a wrecking ball flattened an Imperial-era hutong neighborhood in Beijing. While this kind ofnews story would often be ignored as just another example ofthe Chinese government destroying cultural history in the name ofprogress, the story of Qianmen had a new twist. Not only was Qianmen a protected heritage area under a 2002 Beijing Municipal Government Conservation Plan, but the destruction was said to have happened because ofthe upcoming 2008 Summer Olympic Games. Was the development ofQianmen in step with Olympic ideals and sustainable development? This thesis explores the sustainable development agenda ofthe International Olympic Committee, Agenda 21, in order to analyze the agenda, its impact in driving development policies in host cities Sydney, Australia and Beijing, China, and to what v extent planners incorporated historic preservation into Olympic development policies in both cities. -
SAMPLER GUIDE GUIDE HMH Social Studies
HMH SOCIAL STUDIES CIVILIZATIONS TEACHER’STEACHER’SSAMPLER GUIDE GUIDE HMH SOCIAL STUDIES WORLD CIVI LIZATIONS TEACHER’SSAMPLER GUIDE HMH Social Studies World Civilizations Explore Online Dashboard to Experience the Power of Designed for today’s digital natives, HMH® Social Studies offers you and World Civilizations your students a robust, intuitive online experience. Houghton Mifflin Harcourt® is changing the way students experience social studies. By delivering an immersive experience through compelling narratives enriched with media, we’re connecting students to history through experiences that are energizing, inspiring, and memorable activities. The following pages highlight some digital tools and instructional support that will help students approach history through active inquiry so they can connect to the past while becoming active and informed citizens for the future. The Online Student Edition is the primary learning portal. More than just the digital version of a textbook, the Online Student Edition serves as the primary learning portal for students. The narrative is supported by a wealth of multimedia and learning resources to bring history to life and give your students the tools they need to succeed. Your personalized Teacher 1. Discover—Quickly access content and search program resources Dashboard is organized into 2. Assignments—Create assignments and track progress of Bringing Content to Life four main sections: assignments HISTORY® videos and Multimedia Connections bring 3. Data & Reports—Monitor students’ daily progress content to life through primary source footage, dramatic 4. HMH Drive—Personalize your experience and upload your own storytelling, and expert testimonials. content FM 2 WORLD CIVILIZATIONS FM 3 In-Depth Understanding The Guided Reading Workbook and Spanish/English Guided Reading Workbook Close Read Screencasts model an analytical offer students lesson summaries with conversation about primary sources.