Au début des années quatre-vingt, trois films de Fassbinder initient un mouvement de réappropriation artistique et critique d’une forme de récit restée très proche de ses origines, théâtrales comme littéraires : le mélodrame. La trilogie allemande de Fassbinder assume la capacité du mélodrame à raconter à la fois l’histoire d’une femme et celle d’un peuple, opérant une réconciliation entre cinéma de genre et cinéma d’auteur. Une dimension nouvelle apparaît cependant : la relation conscientisée du mélodrame à l’histoire, et sa capacité à faire du dialogue avec le cinéma qui les ont précédés un des motifs principaux des films contemporains. Cette démarche détermine le cinéma de Pedro Almodóvar ou d’Aki Kaurismäki, celui de Gus van Sant, de Lars von Trier ou Robert Guédiguian. Dans le sillage des travaux de Jean-Loup Bourget et de Peter Brooks, ce travail interroge la persistance du mélodrame dans le cinéma contemporain. Une telle pérennité tient à la rémanence du peuple comme point d’origine, objet et destinataire de la fiction. Aujourd’hui encore l’interrogation sur le peuple, sa définition, sa persistance, voire sa dissémination vient travailler le mélodrame des années récentes. Afin de résoudre cette aporie, le cinéma,comme le note Stanley Cavell, met en avant la dimension performative du mélodrame. Sa fonction est alors de faire advenir un peuple qu’il se donne pour mission d’éduquer, de Pixérécourt à Griffith, de Mattarazzo à Clint Eastwood. Les travaux consacrés par Jacques Rancière à la manière dont le peuple a pu, au fil de l’histoire, devenir acteur de son éducation fournissent un modèle intéressant pour penser la dimension éducative du mélodrame aujourd’hui. / By examining, according to the works of Jean-Loup Bourget and Peter Brooks, the characteristics of the genre, this essay tries to determine the peculiarities of the melodrama in the contemporary cinema. At the beginning of the eighties, the " German trilogy " of Fassbinder introduces a movement of artistic and critical reappropriation of the original pattern. This moment can be considered as the first step of contemporary melodrama. Here Fassbinder tells concurrently the story of a woman and that of a people. A new dimension however : today’s melodrama is deleberately involved whith the history of cinema, and includes a permanent dialogue with former films.This approach influences Pedro Almodóvar's cinema as that of Aki Kaurismäki, that of Gusvan Sant as that of Lars von Trier or Robert Guédiguian. What remains, however, is the people as subject and receiver of the fiction. If the notion of people, since the French Revolution, is abundantly questioned by 19th century melodrama, recent melodramas seem still puzzled by it’s coherence, and even by it’s existence. Michelet’s work on the matter is a great healp to understand how cinema can still evoke people today. Cinema, as notices Stanley Cavell, strikes the performative dimension of the melodrama and shows melodrama’s character as a searcher of knowledge. Since the origins, from Pixérécourt to Griffith, Mattarazzo and Clint Eastwood, melodrama’s assumed a particular mission, which is to educate people. The studies dedicated by Jacques Rancière tothe way the people have been able, during history, to become his own master, supply

Title: Fair play as the Core of Sports Ethics in General Awareness and in Terms of the Gender Gap Objectives To look at the concept of fair play from various points of view, and not only that of sports. Analysing fair play not only as appropriate behaviour in sports but also as conduct to which we ascribe a certain moral value and towards which something motivates us. To interpret the actions rewarded with the top prize of the Czech Fair Play Club. To compare the view of fair play among active athletes and people who play sports recreationally or not at all. To discover whether there is a difference in the male and female understanding of fair play - whether in terms of sports or not. Method The theoretical section is based on relevant research and consists of a conceptual analysis and comparison of texts. The practical section includes an investigation by questionnaire among 65 respondents, from active athletes, to recreational sportsmen of greater or lesser intensity, to those who hardly play sports at all. Interpretation of the answers to 15 of the questions is focused on breaking down the target group according to age, gender and their attitude towards sports. The selection of the respondents was made entirely randomly, with questionnaires sent out to people from the region of Prague and their...