What Were Ancient Roman Apartments

In the city of ancient Rome, only the wealthy could afford to live in a domus—in this case, house, like a mansion. For most,  Rome apartments—or the back rooms of their ground floor shops—were the affordable alternative, making Rome the first urban, apartment-based society. The Rome apartments were often in buildings called insulae (sg. insula,  literally, island). Some Rome apartments may have been in buildings 7-8 stories high. Lodging houses were diversoria, where residents (hospites or diversitores) lived in cellae rooms. Also Known As:  Cenacula, Insulae, Aediculae (Frier) Roman Apartment Terminology Generally, insula is treated as a synonym for a Roman apartment building, although sometimes it can refer to the Rome apartments themselves or tabernae (shops), etc. The individual apartments in the insula were called cenacula (sg. cenaculum) at least in Imperial records known as the Regionaries. The Latin that seems closest to Rome apartments, cenacula, is formed from the Latin word for a meal, cena, making cenaculum signify a dining area, but the cenacula were for more than dining. Hermansen says the balcony and/or windows of the Rome apartments were major centers of social life in Rome. Upper-story windows (on the buildings outsides) were illegally used for dumping. The Rome apartments may have contained 3 types of rooms: cubicula (bedrooms)exedra (sitting room)medianum corridors facing the street and like the atrium of a domus. Wealth Through Property Romans, including  Cicero, could become wealthy through property. One of the ways property equated with wealth was the income property generated when it was rented out. Slumlord or otherwise, landlords of the Rome apartments could develop the capital needed to enter the Senate and live on the  Palatine Hill. Sources Regionaries-Type Insulae 2: Architectural/Residential Units at Rome, by Glenn R. Storey  American Journal of Archaeology  2002.The Medianum and the Roman Apartment, by G. Hermansen.  Phoenix, Vol. 24, No. 4 (Winter, 1970), pp. 342-347.The Rental Market in Early Imp

Stranger Things Analysis - 955 Words

Aaron Bady’s review of the hit show Stranger Things defends the show and its use of â€Å"play†. Stranger Things quite remarkably manages to encapture elements of the sci-fi, fantasy, romance, and horror genres, making it a universally liked show. However, some critics have disagreed. First, Bady restates the circulating conversations about the show. These particular conversations state that the show is not original. Bady addresses that these findings are indeed correct but â€Å"do not matter.† Then, he discusses why it â€Å"does not matter† and why there ought to be some other standard than originality when critiquing artwork. More broadly, Bady appeals to the television community as a whole and he suggests that its extreme concern with source†¦show more content†¦Stranger Things--while it might seem so with its corrupt government plot and female hero--isn’t trying to make a political statement, or for that matter, any statement. The mom ent of this article is particularly important to note for its extremely heavy influence on TV and entertainment as a whole. The most apparent binary Bady mentions in his article is the contrast between viewers who are aware of the source material of Stranger Things and those who are not. Take the monster, for instance. Bady says, â€Å"there is also another derivation of the creature, one that describes the creature’s career as a Dungeons and Dragons monster, and which is animated by the necessary ignorance of all of those previous origins, which reduces it to a name and a general feeling. The two are separated by a vast aesthetic chasm; the first requires you to know, the second not to know.† Bady says the monster in Stranger Things â€Å"belongs to the second category, because it bears no necessary relationship to any of the other Demogorgons; it just is whatever it is.† Put simply, Stranger Things only copied the 80s vibe and Dungeons and Dragons for the sake of asthestic, to look cool. Quite frankly, it wasn’t counting on its audience to be familiar with the demogorgon†™s roots nor does the audience need to know in order to appreciate the show and the show’s message. Bady used this example of the demogorgon and the binary of knowing the origins--or notShow MoreRelatedVisual Analysis : Stranger Things1094 Words   |  5 Pages Visual Analysis: Stranger Things One of the biggest television shows today is the beloved Netflix original series Stranger Things. 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Keystone Group an Australian Hospitality †Myassignmenthelp.Com

Question: Discuss About the Keystone Group an Australian Hospitality? Answer: Introducation The Keystone group is an Australian hospitality empire that went into receivership. The restaurant and bar business of the company had gone into receivership. The main reason for the failure of the company was increase in the debts and it happened due to the inappropriate management structure of the group (Cummins, 2016). The debts were raised to continue its expansion plan. The executives and the managers were in responsible for the collapse of the company. The company raised debt as it took loans from the creditors and lenders. The main issue of the company is in servicing the debts and difficult to pay the debts. The company has to sale of its major business segments and it has shown the collapse of the company (Connellan, 2016). Solution The failure of the company was due to the increase in the debts. The management team is responsible for the failure of the company. The management used the debt sources in order to invest in the new programs and projects. The increase in the use of the debt sources leads to the increase in the debt level (Sen, 2008). The management team would have controlled the use of the debt sources. The management executives did not manage the debt amounts efficiently and crossed the limits of the financing. The credit amount should be paid, and the use of the debt sources was the main reason for the collapse of the company. The management should have managed all the business operations, managed the debt amounts and utilizing the assets in an appropriate manner. References Cummins, M. (2016).Keystone collapse: Jamie Oliver and Sydney's A-list find pubs and food don't mix. [online] The Sydney Morning Herald. Available at: https://www.smh.com.au/business/keystone-collapse-jamie-oliver-and-sydneys-alist-find-pubs-and-food-dont-mix-20160630-gpvl9j [Accessed 15 May 2017]. Connellan, S. (2016).Australian Hospitality Empire Keystone Group Has Gone Into Receivership. [online] Concreteplayground.com. Available at: https://concreteplayground.com/sydney/food-drink/food-2/australian-hospitality-empire-keystone-group-has-gone-into-receivership/ [Accessed 15 May 2017]. Sen, M. (2008).Business Management. 1st ed. New Delhi: Global Media Publications.

The Different Types of Clouds free essay sample

Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Objective: Students will create a picture that shows three different cloud types (Cirrus, stratus, and cumulus). Student Materials: 1 piece of blue construction paper per student 3-4 cotton balls per student bottle of glue per 4 students crayons Management Strategies: This lesson is intended to be an introduction to cloud types and is appropriate for large group (whole class) instruction. The complete lesson will take about 50 minutes. Cooperative group work is not required, but could be implemented at the teachers discretion. Procedure: 1. Begin the lesson by discussing the weather at the time. We will write a custom essay sample on The Different Types of Clouds or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ask probing questions like, What is the difference between the weather today and the weather yesterday? , What kind of an effect do you think clouds have on weather? or What makes one loud different from another? . 2. Show the students selected pictures from the book Spacious Skies and a series of pictures from the laser disc. Talk about what they are seeing by discussing the different characteristics of the clouds. Be sure to point out height (elevation), texture and color. 3. Introduce the four types of clouds with which the class will be working. These clouds are cirrus, stratus, cumulus, and cumulonimbus. Write the four names on the chalkboard and ask the class to describe each type (where it would be found, what it looks like, its color). While working on ach name, use the corresponding picture from the laser disc. When the class is done listing characteristics, ask them to place the four different types of clouds in the appropriate spot on the cloudscape that youve created. 4. Explain to the students that they will be responsible for making a cloudscape. They will be using construction paper, cotton balls, glue and crayons to create a scene that incorporates all four of the cloud types discussed. Their cloudscape must show the clouds in relation to ground level and the clouds should depict the attributes discussed by the class. Their scene should include buildings as well as the ground. They will have 15-20 minutes to complete this activity. 5. Bring the class back together as a whole by having the children present their cloudscapes to the class. Make sure that they explain what each cloud is and its relation to the horizon. Concept: Cloud formation results when warm, humid air rises and cools, causing the water vapor in the air to condense and form clouds. Teacher Materials: a large Jar a plastic bag of ice that will fit over the Jar opening a pitcher of warm water 1 sheet of black paper flashlight -matches Student Materials: pen and paper to record observations Optional Extension Student Materials: more Jars, bags of ice, black paper, flashlights, and warm water flour sand cedar shavings any other particulate materials white construction paper newspaper crayons Teacher Background Information: -collected dust Sunlight causes water to evaporate into the atmosphere. This air containing the water vapor is heated at the surface of the earth and rises. As it rises, it cools and the water vapor condenses on some form of particulate matter such as dust, ash, or moke to form clouds. Management Strategies: This activity would be most appropriately done with small groups so that all students can view the cloud formation in the Jar. Other class members could be working on researching the different types of clouds, drawing and labeling these clouds, researching and drawing the water cycle, working on a forecast for the rest of the day based on the clouds in the sky, etc. The activity itself should not take more than 10 to 15 minutes. For safety reasons, students should not be allowed to handle the matches. Also, students need to be careful around the glass Jars. Much of the following procedure will vary, depending on students reactions, comments, and levels of understanding. Procedure: 1 . Ask students what some of the different types of clouds are, what they are made of, and ask the focus question, how do you think clouds form?