Roman City Planning Essay - 1624 Words

Roman City Planning The design and structure of a city is as important as the people who dwell within her walls. The placement of streets and the structures built there are carefully plotted for optimal use. Foot and cart traffic, fire hazard, and access to water were all key factors in city planning. Eventually the Romans had fine tuned their design principals in such an advantageous way that they molded all of their city states similarly. Rome developed from the combination of small farming communities around a hilltop fortification. The city, which was founded before regularized city planning, consisted of a confusing maze of crooked and gnarled streets. The focal point of which was the city’s forum, the main meeting†¦show more content†¦(Owens, 154) Towards the city’s heavily trafficked center the Roman Forum was constructed for convenient easy access of all the citizens. The foreground of the forum was occupied by a paved square with monuments to famous citizens. The temple to the Divine Julius, dedicated in 29 BCE to the deified Caesar, built in a Hellenistic style, is located in the background on the left; to the right is the temple of Vesta and the house of the Vestal Virgins, guardians of the everlasting flame; further to the right is the temple of the Dioscuri, Castor and Pollux dedicated in 6 CE Here the office of weights and measures was situated. The podiums of the temples of Caesar and the Dioscuri were often used as orators platforms and it is in this part of the Forum that the meetings of the comitia took place. On the far right is the Basilica Julia built by Caesar. Its long faà §ade occupies the entire south side of the Forum. (Owens, 154) Semi-circular in plan and having consisted of a tall stage building, theaters were a semi-circular orchestra and tiered seating area. Unlike Greek theatres, which were built on natural slopes, they were supported by their own framework of piers and vaults and so could be built anywhere and not where nature dictated. Amphitheatres (literally, ‘double theatres’) were elliptical in plan; with a central areana. (Bowra, 38) The city’s main temple, the capitolium, was built at the endShow MoreRelatedRoman City Planning1646 Words   |  7 PagesRoman City PlanningÂ… The design and structure of a city is as important as the people who dwell within her walls. The placement of streets and the structures built there are carefully plotted for optimal use. Foot and cart traffic, fire hazard, and access to water were all key factors in city planning. Eventually the Romans had fine tuned their design principals in such an advantageous way that they molded all of their city states similarly. Rome developed from the combination of small farmingRead MoreUrban Planning And Design Of Urban Cities Essay1643 Words   |  7 PagesCities are characterized by the patterns of streets and squares that define their arrangement, a concept that undergoes frequent changes since the establishment of cities 10,000 years ago. There are multitude factors that influence such changes with system of government, values, population size, values, artistic sensibility, building methods, design techniques, paving techniques, military considerations, and transport technology being the main determinants. Medieval architectural designs emphasizedRead MoreThe Urban Setting Of Pompeii1247 Words   |  5 PagesIntroduction Ancient Pompeii was a planned city, like countless other Roman cities, military camps and forts. Roman colonies founded on open field sites display Roman grid planning, or Centuriation, at its most elaborate such as at Cesena, Padua, and Florence. Here, at Pompeii, a famous Italian town in antiquity because of its excellent preservation caused by the volcanic explosion of Mt. Vesuvius during the first century AD. The streets, canals, agriculture plots and public spaces were laidRead MoreThe Civilization Of Ancient Rome1366 Words   |  6 Pagesa Patriarchal King who exercised power check by the elders. III. Greeks a. Romans got there alphabet from the greeks i. As well as architecture and art forms IV. Etruscans a. Got their influences from the greeks i. Changed their ways to suit their own needs and way of life ii. Were open to women having a sense of leadership or power V. From Republic To Empire a. War and agriculture remained the chef occupations for romans for 2 centuries b. This changed in 265 BCE after completing the absorptionRead MoreThe Contributions Of The Ancient Greeks And Romans754 Words   |  4 PagesThe contributions of the ancient Greeks and Romans still influence our modern world. Greece was the birthplace of: World famous mathematicians: Thales of Miletus-Thales Theorem, Pythagoras of Samos, who coined the term, mathematics, (that which is learned.) As well as Pythagoras’s Theorem, A (2) +B (2) =C (2) Euclid (Eukleides)of Alexandria, treatise on geometry, the Elements. Origins of Architecture. Modern skyscrapers are still designed in the image of the great Greek Columns. MathematicalRead MoreRoman Architecture And The Renaissance1277 Words   |  6 PagesRoman Architecture and the Renaissance In the renaissance days, the designers reject the many-sided quality and vertical of the Gothic style for the straightforwardness and balanced degrees of class. Balanced bends, vaults, and the built up solicitations were revived. This reclamation was refined through direct view of Roman leftovers. The renaissance structural planning is the construction modeling of the time frame between the mid fifteenth and mid seventeenth hundreds of years in distinctiveRead MoreAthens And Rome Vs. Rome1391 Words   |  6 Pagesgiving a positive for the community and solving a problem with out spending money. Where the Romans solution is to look at the town or city and to just build more roads. Which will then begin to create a disconnect to its people, creating a different dynamic to the life style of the community. Now the people are designed to act and function in a different way because of how its city is designed. The Romans added more roads to solve the problem but now there is no sense of community with in that areaRead MoreEtruscan And Roman Art History Essay910 Words   |  4 PagesEtruscan And Roman Art The period known as the Roman Republic began with the overthrow of the last Etruscan king and lasted until the death of Julius Caesar. Historically, the Republic was a time of expansion that was accomplished through war and alliances. The expansion of the empire brought about social, political, and economic changes that defined the empire for centuries. The death of Commodus, the son of Marcus Aurelius, marked the end of the Antonine dynasty. The erosion of Roman power becameRead MoreHow The Ancient Greeks And Romans Still Influence Our Modern World869 Words   |  4 PagesIt is important for students to understand how the ancient Greeks and Romans still influence our modern world. Ancient Greece was the birthplace modern mathematics, science, philosophy, architecture, literature, theater, art, architecture, Democracy, Law, and competitive sports. The term mathematics was invented by Pythagoras. It means that which is learned. In turn, mathematical theories were applied to building the great architecture of Greece. The great Greek temples are visual representationsRead More Early Roman History Essays931 Words   |  4 PagesEarly Roman History As Greece reached the height of its prosperity Rome which lye slightly to the west slowly began its rise as a civilization. The Greeks centered their culture around Art and literature whereas opposed to the Romans who settled their culture upon warfare and leadership. Without planning, would rise very steadily as an empire. Shortly before Christ most of the surrounding cities and nations were at peace under Romes rule. Early Romans kept no written records. Their history

The Politics Of Health And Government Involvement

The Politics of Health and Government Involvement Politics is often personal. Values, attitudes, environment and experiences play a prolific role on one’s life. This is demonstrated when a major decision has to be made that have an effect on the personal/private realm of life. So, when leaders have to craft policy, those principles are typically weaved throughout the process. Nowhere is this demonstrated more than when various administrations tackle a national healthcare plan. The United States has been going in constant debate about suppling healthcare to the American people since the New Deal Era. Both parties, when in control of the executive branch, have had major healthcare legislation brought forth for various reasons until the PPACA. Yes, the road towards health care reform has had many players but the initial player out of the gate was Franklin D. Roosevelt. Known for contracting polio (poliomyelitis) at the age of 39 while on a family vacation, FDR has a little of a back and forth relationship with the medica l profession. This attitude is more than likely originated from his botched treatments in the early stages of his disease. Primary of which, he was misdiagnosed multiple times by a then renowned doctor, W.W. Keen, and was charged $8000.00 for his â€Å"service†. In today’s dollars, that would be about $81,000. It is also well documented that FDR, despite a litany of medical experts at the time telling him nay, he spearhead his own therapy and create aShow MoreRelatedPolitics : The True Injustice Among Social Strata1035 Words   |  5 PagesPolitics: The True Injustice Among Social Strata Introduction Throughout American history, there have always been people with larger, more powerful roles in society. 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Integrating Music Experiences In The Classroom Education Essay Free Essays

Music is a worldwide phenomenon. An enjoyment and grasp of music is apparent in every civilization, yesteryear and nowadays. Adults and kids likewise listen, perform or compose music in a assortment of ways for cultural and personal grounds. We will write a custom essay sample on Integrating Music Experiences In The Classroom Education Essay or any similar topic only for you Order Now In resort areas, places and schools kids dance, drama and sing for enjoyment and societal interaction. In Queensland province schools a specializer music instructor provides pupils with hebdomadal chances to actively prosecute in vocalizing, playing, reading and composing music. However the function and importance of the non-specialist schoolroom instructor to supply music experiences should non be undervalued. By incorporating music activities into day-to-day schoolroom life instructors can make community, enhance acquisition experiences and construct an grasp of Australian and universe civilizations. By supplying chances for pupils to sing, play and make music the schoolroom instructor acknowledges the of import function music plays in the life of every kid. Music and motion activities can be shared experiences that make kids experience portion of a group, promoting cooperation, teamwork and making a sense of community within the schoolroom. As suggested by Carlow ( 2008, p. 4 ) ‘as kids take part in musical activities together, their encephalons, organic structures and Black Marias are engaged and singularly focused in an knowing conjunction activity. ‘ Children can develop societal accomplishments whilst playing musical games necessitating cooperation such as†¦ .. Emotional consequence of music is an plus in the schoolroom. Stress alleviating affects can be utilised to alter the temper in the schoolroom, aid with transitional activities and alleviate subject jobs. Singing or listening to music can be used as a basic schoolroom direction technique to welcome pupils, cue the beginning or terminal of an activity or relax pupils after interruption ( Carlow, 2008 ) Music can enrich and inspire lessons.f rom The benefits of musical activities for kids with physical or cognitive disablements is good researched and can help in making an inclusive schoolroom environment that engenders a shared sense of humanity. Music and motion experiences help develop both sides of the encephalon, an of import determination in recent encephalon research, and contribute to kids ‘s physical, cognitive and linguistic communication development. Experiences with music, which frequently involvement motion every bit good, are memorable because they are non restricted to the mind but besides touch the emotions and affect the senses. Music can heighten the creativeness, assurance and quality of schoolroom acquisition experiences for all pupils. Music accommodates for multiple acquisition manners including kinesthetic through motion and dance, mathematical-logical through bring forthing and listening to music and interpersonal through playing and executing for others. Musical activities and games can help pupils to better their beat, balance and fluidness ( Singer, p. 54 ) . Research suggests that simple exercisings such as walking on a balance beam to a membranophone round will assist better both physical and reading sleight. Using a assortment of beat and pacing may help pupils reading eloquence as a connexion is made and internalised between the ocular words ( length of words ) and the auditory ( words and beat beats ) and the kinesthetic ( body motion ) Singer, p. 54. Comparisons of sounds of assorted music instruments helps pupils to ticket tune their hearing accomplishments and audile favoritism ( Singer, p.55 ) . Music expresses human feeling, kids should see music in such a manner that they are progressively cognizant of composers have used sound to show deeper inner feelings, which like thoughts have transcended people, topographic points and civilizations. It is in the schoolroom that kids can see composition and improvising and doing music for a assortment of times and topographic points. Sense of how humanity expresses itself with sound. Cognitive development, kids solve jobs whilst engaged in music and motion activities, which instrument can be used to do the sound of boom. They create forms with the words they sing or chant, with the gestures they make with their organic structures, and with musical instruments. Children learn about figure constructs as they clap their custodies to a round. They think symbolically when they pretend to walk like an elephant to music.. Music experiences can be organised around jobs, issues or subjects derived from existent life state of affairss, in which precedence is given to active acquisition and significance devising movable and connected to reliable mundane life fortunes ( Eisner, 2004 and Davis, 2005 as cited in Temmerman p. 39 ) . †¦ . Music can heighten our apprehension of ourselves and the universe. Music from different civilizations contributes to our apprehension of both others and ourselves. As pupils sing, drama instruments and listen to music kids are encouraged to see, regard and appreciate the parts of people, civilizations and eras different from their ain. Songs composed or jury-rigged provide kids with a agencies to border the universe through their ain ability to do significance. As suggested by Joseph, p. 27 our universe is progressively going interdependent and all pupils should understand their function in a planetary society. As suggested by Nieto, 2002 cited in Joseph p. 27 â€Å" The boundary lines between civilizations, communities and societies are continually film overing and music serves as an of import ingredient in our multicultural society † . As a cultural passage, the humanistic disciplines embody a states individuality, and music signifiers a large portion of this individuality. Music can be a critical portion of acquisition and find, chances to learn about cultural consciousness and values, understand our cultural heritage every bit good as past and present universe civilizations. Waltzing Matilda has introduced pupils to national history, vocabulary and folk vocals ( Singer p. 55 ) The map of music in the course of study is a facilitative 1, where lessons are a beginning of acquisition and experience that form merely portion of a kid ‘s musical universe and individuality. The specializer music instructor and the schoolroom instructor can value music as a portion of mundane life. MUSIC 1 Lesson Title: Year Degree: Time Duration of Lesson: Focused Context for Learning: Specific Learning Objectives for this Lesson: 1. 2. 3. Wayss of Working Knowledge and Understanding Prior Knowledge Time in mins Phases of sequenced activities Group organisation/ safety considerations Resources ORIENTATE Rhythmic reverberation bangs Singing Greeting ENHANCE Ants Go Marching In Sts. ask for their Year 1 brother category to sing and execute actions to the vocal. Stairss for activity? Sts. keep custodies with Yr. 1 brother pupil†¦ ( March around etc. ) Mexican Woodpecker ( New vocal ) Teach words A ; rhythm merely in this lesson. Dragon vocal activity Questions: What do you cognize about firedrakes? How are firedrakes perceived in Chinese civilization? Watch picture cartridge holder Tchr. explains by the terminal of the unit sts. will be making their ain firedrake vocal, music and actions.. Sts. watch a picture cartridge holder demoing a traditional Chinese firedrake dance. Sts. insight thoughts, features of the Chinese firedrake ( Dragon song thoughts ) Watch picture cartridge holder Sts. usage list of words ( Dragon song ideas ) to make 8 short lines of text about the Chinese firedrake. Tchr points out up/down moving ridges of motion. Appendix 1.1 Appendix 1.2 Synthesise Assessment Techniques and Instruments Teaching Resources Specific for this Lesson Mentions MUSIC 2 Lesson Title: Year Degree: Time Duration of Lesson: Focused Context for Learning: Keeping the round to short vocals Know and understand assorted meters ( 2/4, A? , 4/4 ) Specific Learning Objectives for this Lesson: 1. Perform a round and rhythmic form utilizing organic structure percussion 2. 3. Wayss of Working Knowledge and Understanding Prior Knowledge Dragon vocal: Sts. have created 8 lines of text and arranged them in a suited order during a literacy block. Time in mins Phases of sequenced activities Group organisation/ safety considerations Resources Orientate ENHANCE Mexican Woodpecker Go over words and learn actions in a individual line? The Aardvark ( New Song ) Thatch wordss: Tchr. chants the vocal through one time whilst sts. click fingers to the round. Tchr chants lines 1 and 2 and sts. repetition Tchr chants lines 3 and 4 and sts. repetition Sts. and Tchr. intone the vocal in unison. Teach actions: Tchr. demonstrates actions line by line and sts. transcript Line 1, cast pess Line 2, bang surrogate articulatio genuss with custodies Line 3 bang custodies together Line 4 chink fingers Practice vocal: Sts. and tchr. sing the chant and maintain the beat with organic structure percussion. Dragon Song Activity ( continued ) Divide category into 8 groups. Each group is allocated 1 line from the Dragon vocal they wrote in a literacy block. Making the music ( Dragon song endorsing path ) Sts. listen to CD path 55 Questions: How many beats can you hear in each form? Do you like the sound of the tune? Tchr. explains that endorsing music repeats a steady 5 round concomitant utilizing the pentatonic graduated table Sts. put up a glock with a C pentatonic graduated table and listen to the notes. Each group invent a tune for their line of the vocal devising certain it fits the 5 round form. . Appendix 2.1 Synthesise Play a tune to the backup path Each group play their musical concomitant to the 5 round backup path Assessment Techniques and Instruments Teaching Resources Specific for this Lesson Mentions MUSIC 3 Lesson Title: Year Degree: Time Duration of Lesson: Focused Context for Learning: Specific Learning Objectives for this Lesson: 1. 2. 3. Wayss of Working Knowledge and Understanding Prior Knowledge Time in mins Phases of sequenced activities Group organisation/ safety considerations Gathering grounds Orientate Tchr./ pupil recognizing ENHANCE The Aardvark ( rhythmic chant – sing in unit of ammunitions ) Sts. intone the vocal whilst maintaining the beat utilizing organic structure percussion. Divide category in to 2 groups to execute chant as a 2 portion unit of ammunition. Divide sts. into 4 groups and execute chant as a 4 portion unit of ammunition. Mr Noah Rap ( New Song ) Sts. listen to the blame on the Cadmium ( Track 19 with words and carnal noises ) Sts. listen to CD once more clapping the steady round throughout ( 4/4 ) Sts. pattern clapping the round and stating the sound for each animate being Tchr. hands out rhythmic pattern sheet for each animate being Without the Cadmium sts. pattern stating the carnal sounds whilst clapping a steady round. Questions: How many beats does the serpent ‘s hushing spell for ( 4 beats ) What does the crocodile say on each round? ( snip/snap ) How many snip-snaps will we hear for the 4 beats? Class is divided into 6 groups ( one for each of the animate beings mentioned in the blame ) Sts. sing along to CD ( Track 20 – words but spreads where the animate being noises are so sts. can infix ) Mexican Woodpecker: Practice vocal and actions together Chinese Dragon Song: Practice vocalizing and playing to endorsing path In same groups sts. pattern vocalizing and playing their phrase in clip with the 5 steady beats. In groups sts. pattern vocalizing and playing, one group after the following, each get downing on the first of the 5 round form. As each group sing and play their phrase they continue playing the glock to the 5 round form to make melodious phrases that overlap each other. Sts. are familiar with vocal A ; actions. New activity for sts. start with 2 portion unit of ammunition and so travel to 4 portion unit of ammunition. Observe sts. ability to intone rhythmic forms in unit of ammunition Appendix 3.1 Rhythmic carnal form sheet for each pupil. Wordss to the vocal on IWB. Synthesise Assessment Techniques and Instruments Teaching Resources Specific for this Lesson Mentions MUSIC 4 Lesson Title: Year Degree: In-between Primary ( 3-5 ) Time Duration of Lesson: Focused Context for Learning: Specific Learning Objectives for this Lesson: 1. 2. 3. Wayss of Working Knowledge and Understanding Prior Knowledge Time in mins Phases of sequenced activities Group organisation/ safety considerations Gathering grounds . Orientate ENHANCE: Mr Noah Rap: Clap 4/4 round ( 1, 2, 3, 4 ) ( hands/knees ) Q. What vocal have we been larning with this round? ( Please, Mr Noah ) Organises sts. into 6 groups ( animate beings ) Tchr. We have been utilizing our voices to stand for the animate beings – today we will utilize instruments†¦ Q. I have some instruments here, which group shall I give them to? Hand out instruments to each group Tchr. Ask each group to play instruments to their animate beings beat ( all in form on board ) Play â€Å" Mr Noah ‘s Rap † Track ( Optional ) Sts. Singing Mr Noah Rap Each group plays their instrument at the appropriate clip in the vocal maintaining a steady 4/4 round. Ants Go Marching In With Year 1 brother category Dragon Song Sts. practise Chinese Dragon vocal Go over of import points for a category public presentation Watch music director ( tchr. ) carefully Dressed ore Start and finish with silence Sit mutely when non playing/singing Smile and have fun Synthesise Sts. execute their firedrake vocal for Year 1 brother category. Assessment Techniques and Instruments Teaching Resources Specific for this Lesson How to cite Integrating Music Experiences In The Classroom Education Essay, Essay examples