Pisa

At the beginning of the thirteenth century the commercial commune of Pisa was one of the two most powerful maritime forces in the Mediterranean, alongside Venice and ahead of Genoa. By the end of the century, however, the city had declined to a position of solely regional political and economic importance. This dissertation delves into the reasons behind Pisa’s decline during the very period when Italy’s three most famous commercial economies of Venice, Genoa, and Florence were experiencing their greatest growth. This study primarily utilizes traditional historiographic approaches for examining Pisa during the long thirteenth century, but also incorporates the interdisciplinary use of statistical and social network analyses to uncover facets of the socio-economic landscape during the final decades of the century.

The strength of the present work lies in the chronological breadth of its study, encompassing just over a century of Pisan history. Unlike previous scholarship which has focused more narrowly on a few decades, a broader period of study permits the uncovering of communal behavioral trends and patterns in decision making. The causes of thirteenth-century decline can generally be divided into four categories: imperial allegiance at all costs, ignoring structural changes in the global economy, unquenchable Sardinian aspirations, and the consequences of the traumatic naval defeat at Meloria in 1284. Since at least 1081 Pisa had traded its allegiance for imperial commercial concessions, often to the consternation of the city’s mostly papally-aligned neighbors. During the thirteenth century, as imperial power in Italy waned and factional conflict intensified, Pisa adherence to the imperial strategy repeatedly brought them into military conflict with the rest of Tuscany, ultimately isolating Pisa politically on the mainland. Pisa had built its economic-political prominence primarily through the spice trade with the East and the success of its leather industries at home. Political events and changing consumer preferences conspired to move the primary trade routes northward and westward while market demand for spices was eclipsed by demand for woolen textiles; while Pisa was slow to respond to these changes, the city’s chief competitors adapted quickly and reaped the bulk of the benefits, largely excluding Pisa from later entry.

In Sardinia, what had begun as a twelfth-century argument with Genoa over episcopal supremacy evolved into a land grab by Pisa’s most powerful families. As these families wielded significant political power, their personal ambitions bent communal policies to their own interests, repeatedly bringing the commune into violent competition with Genoa. One such encounter was the Battle of Meloria in 1284 which resulted in the death or capture of over 10,000 Pisan men, possibly 25% of the city’s population. This demographic tragedy, combined with the counterproductive policies of a series of strongmen and oligarchies, sent the city spiraling into a protracted economic depression. This depression, discovered for the first time by the statistical and social network analyses of the present study, crippled the already declining economic and political importance of the city, permanently removing any hope of the municipality achieving anything beyond regional importance.

Боловсрол бол хүний үндсэн эрх бөгөөд ирээдүйд тогтвортой хөгжлийг цогцлооход бидний оруулж чадах хамгийн тохиромжтой, зөв хөрөнгө оруулалт мөн гэж ЮНЕСКО-оос гаргасан хүн бүрийн сурч боловсрох эрхийн талаарх баримт бичигт онцлон дурдсан. Монгол улс төрөөс иргэддээ олгож байгаа боловсролын үйлчилгээг чанартай, хүртээмжтэй болгох, боловсролын чанарын үнэлгээний тогтолцоогоо боловсронгуй болгон төгөлдөржүүлэхийг зорьж ажиллаж байна. 2008-2012 оны ЗГ-ын үйл ажиллагааны хөтөлбөрт бага дунд боловсролын чанарын үнэлгээг хөндлөнгөөс үнэлж дүгнэх тогтолцоог бий болгох зорилт тавьжээ. Энэ үеэс суралцагчдын сурлагын амжилтын үнэлгээний тогтолцоог шинэчилж, олон улсын үнэлгээний тогтолцоонд хамрагдах, хамрагдахаар бэлтгэл хангах талаар удаа дараа боловсролын салбарын бодлогын баримт бичгүүд болон МУ-ын Тогтвортой Хөгжлийн Үзэл Баримтлалд ч тусган хэрэгжүүлэхээр төлөвлөсөн. PISA (Programme for International Student Assessment) шалгалт нь 15 настай суралцагчдаас математик, байгалийн ухаан, унших чадварыг шалгадаг бөгөөд өнөөгийн мэдлэгийн эдийн засагт суурилсан нийгэмд учирч буй сорил бэрхшээлүүдийг даван туулахад суралцагчид хэр зэрэг бэлтгэгдсэн байгааг шалгаж тогтоох зорилготой хэмээн тодорхойлсон.TIMSS (Trends in International Maths and Science Study) шалгалт нь 4, 8-р ангийн сурагчдаас математик, байгалийн ухааны шалгалт авч тухайн хичээлүүдийн агуулга, олгож байгаа мэдлэг чадварын хүрээ, чанарын асуудалд дүн шинжилгээ хийхэд зориулагдсан суурь мэдээлэл датаг цуглуулах, ингэснээр суралцагчдынхаа сурлагын чанарыг ахиулахад нь улс орнуудад туслах зорилготой гэдэг. PIRLS (Progress in International Reading Literacy Study) бол 4-р ангийн сурагчдын унших чадварыг үнэлэх зорилготой шалгалт юм. 2018 онд 80 орны 500,000 гаруй 15 настангууд PISA шалгалтыг өгсөн бол 2015 онд 60 гаруй улсын 4, 8-р ангийн сурагчид TIMSS шалгалтанд, PIRLS шалгалтанд 2016 онд 53 орны 4-р ангийн суралцагчид тус тус хамрагджээ. Сурагчдын сурлагын амжилтыг дүгнэх системчилсэн үнэлгээтэй эдгээр шалгалтуудыг ОУБ-ууд санхүүжүүлэн удирдлагаар хангаж эрчийг нь авахуулсаар өнөө үед боловсролын бодлого, стандартын нэг хэсэг болгож чадсан. Үүний үр дүнд эдгээр шалгалтуудын дүн боловсролын бодлогын хөдөлгөгч хүч мэт харагдаж улс орнууд боловсролын стандартаа дээшлүүлэх оролдлого хийх хэрэгтэй мэт түгээмэл дүр зураг бий болсон юм. Монгол улсын хувьд энэ давалгаанаас хол хоцроогүй бөгөөд суралцагчдын сурлагын ахиц амжилтыг хөндлөнгөөс үнэлэх ажлын хүрээнд БСШУСЯ, БҮТ, Дэлхийн банкны төслийн багтай хамтран 2008 онд 5-р ангийн суралцагчдаас математик, унших чадварын үндэсний үнэлгээг, 2011 онд 4, 8-р ангийн сурагчдаас TIMSS-PIRLS олон улсын шалгалтыг туршилт болгон авсан бол 2012 онд БСШУЯ, БҮТ-ийн хамтарсан удирдлага дор 7, 10-р ангийн сурагчдаас стандартын хэрэгжилтийг тогтоох хөндлөнгийн шалгалт зохион байгуулсан байна. Эдгээр шалгалтуудын дүн үнэлгээ болон үр дүнг нь тодруулах, цаашид юун дээр анхаарах талаах хийсэн анализ судалгааны талаарх мэдээлэл судлаачдад болон олон нийтэд хаалттай байдаг. 2021 онд боловсролын чанарыг сайжруулах, монгол хүүхдүүдийн сурлагын амжилтыг олон улстай харьцуулах, мөн зарим нэг хэвлэлд гарснаар "бусад улсуудтай харьцуулахад

This study provides reports that Indonesian students are still struggling from underdevelopment. TIMSS and PISA is a challenging vehicle in the 21st century. TIMSS and PISA as a very comprehensive evaluation material in monitoring and providing information on the state of education in the form of mathematics and science of a country. Indonesia still lags far behind other Southeast Asian countries such as Singapore, Malaysia and Thailand. Based on the results mentioned in 2015, Indonesia is at number 44 of 49 countries. The slumped condition makes Indonesian students still struggle to be at a better level. The weaknesses, for examples, are the distribution of education for educators, access to places of education and limited learning facilities. Indonesia is an archipelago country that stretches with thousands of islands from Sabang to Merauke so that education is still not evenly distributed. Limitations do not make Indonesian students break up. The implication of this paper is to give an overview of the major Indonesia's achievements obstacles that is not able to achieve a better ranking in TIMSS and PISA

Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries participating in PISA assessment in 2015. The objective of this study is to examine the data on Turkey from PISA 2015 CPS survey through Deterministic-Input, Noisy-Or-Gate (DINO) cognitive diagnostic model and to determine the students' levels of CPS competencies as well as difficulty levels of these competencies. In this context, primarily, attributes of CPS competency domain were examined and the model with the most appropriate number of attributes, classification accuracy and consistency was determined for the analysis of PISA 2015 CPS data. The sample of this descriptive study consists of 435 students. As a result of the analysis, the Q-m...

Dans cet article nous essayerons de contrebalancer l'image d'Épinal qui nous est souvent renvoyée sur le système éducatif finlandais. En effet depuis un certain temps, nombre de dirigeants politiques se déplacent en Finlande pour comprendre le miracle éducatif finlandais, mais aussi pour en retirer quelques idées de réformes souvent plus idéologiques que pédagogiques. C'est pourquoi, nous nous efforcerons de démontrer que derrière les points positifs de ce système éducatif, largement entretenu par les enquêtes PISA tout autant que par la classe politique finlandaise, il existe également un certain nombre de sujets qu'il est préférable d'éviter. Or, ce sont ces sujets que nous aborderons à travers ce texte, de la manière la plus objective possible. La Finlande ne cesse de faire parler d'elle depuis de nombreuses années en raison de son système éducatif. Mais ce système est-il réellement aussi bon qu'il le prétend, ou n'est-ce au contraire qu'un mythe des temps modernes ? C'est à cette question que nous essaierons de répondre dans cet article. Pour ce faire, nous commencerons par analyser les raisons pour lesquelles le système éducatif finlandais se prête beaucoup mieux que le système éducatif français aux études PISA. Nous présenterons également, à travers une analyse succincte du système éducatif finlandais, les limites de la politique éducative finlandaise qui se veut à la fois une politique égalitaire et une politique d'intégration des populations immigrées. Sur ce point nous verrons que le passage du collège au lycée, le système modulaire au lycée et les disparités entre les établissements contredisent souvent les discours officiels au sein des plus hautes instances. Enfin, nous tenterons de démontrer en quoi ce système éducatif pragmatique, dont la véritable ambition a été de remplacer le savoir par des compétences de type utilitaire, n'est que l'antichambre de ce qui se met actuellement en place au sein même des universités, pour répondre de façon néolibérale aux diktats de l'administration, de l'industrie et du marché.

A természettudományos műveltség folyamatosan hanyatlik, és tovább csökken a kereslet a felsőfokú természettudományos szakok iránt. A szakgimnáziumok 9. évfolyamán a 2016/2017- es tanévtől új tantárgyként került bevezetésre a komplex természettudomány, ami nagy lehetőséget, ám egyben komoly kihívást is jelent a szakgimnáziumok és az ott tanító pedagógusok számára. A pedagógusok nagy része elégedetlen az új tantárggyal. Nincsen hozzá megfelelő tankönyv, és külön erre szakosodott pedagógus, így a tanárok többsége nem tudja, hogy mit is kellene tanítani ezen az órán. Kutatásom részeként egy kérdőíves felméréssel megnézem, hogy a szakgimnáziumban tanító pedagógusok milyen feltételek mentén, hogyan oldják meg az új tantárgy oktatását. A tapasztalatok értékes információt jelenthetnek a további fejlesztések számára.

Complex science: the newest subject for 9th-grader vocational school students

The scientific literacy is continuously shrinking, and the continuous decrease demands higher education science courses. In the 9 th class of the vocational high school a new subject has been introduced as a complex science from the 2016/2017 school year, which is a big opportunity, but also poses a serious challenge to the vocational high schools and the teachers working there. Most of teachers are dissatisfied with the new subject. There are no adaptable textbooks, nor specialist teachers, so most teachers do not know what they should teach in this class. As part of my research I survey with a questionnaire what conditions are available for vocational high school teachers, and how to solve the new subject's education. The experience may signify valuable information for further development.

[The English Grand Tour in Pisa (17th-18th Centuries)]. This essay was published as part of the proceedings of the conference on The residences of Pisa. The art of living in the palaces of an ancient Maritime Republic from the Middle Ages to the Unification of Italy, held in Pisa in October 2009. The essay reconstructs the history of the Grand Tour in Tuscany, and Pisa in particular. After discussing the image of Pisa that emerges from the accounts of early travelers in the sixteenth and seventeenth centuries, Villani describes the British presence in the city in the eighteenth and early nineteenth century. The 1820s mark the years in which the residence of Shelley and Byron in Pisa would make the city “a little nest of singing birds.” The stay in Pisa of the Shelleys, Byron and their friends made it a something of a cult place in subsequent years.

This paper is a critical study of the theoretical foundations of the PISA reading test. To this it has tried to use as reference theory proposed by Paulo Freire in relation to reading, trying to offer a different approach to this type of international assessments, which are affecting the national educational politics. The research question focuses on determining the theoretical foundation of reading literacy in PISA and identify its main distances and tensions with the Freire theory. This study is speculative, the corpus of theory base is contrasted to highlight differences and tensions from a critical theory. The results showed significant differences and contradictions related to cognitive, representational codes, interpretive modes and especially a contrasting view of the reading subject.

Enrico di Castiglia è un caso emblematico di cavaliere e principe alla ricerca di una signoria. Dopo aver guidato senza successo una ribellione nobiliare contro il celebre fratello Alfonso X el Sabio (1252-1284) re di Castiglia, prese la via dell’esilio. Barcellona, Londra e Tunisi furono le mete dei suoi viaggi. In Africa guadagnò grandi onori e ricchezze combattendo con i suoi cavalieri al servizio del sultano di Tunisi, che nel 1258 si era proclamato califfo. Venuto a sapere della spedizione angioina volta alla conquista del regno di Sicilia, il principe castigliano prestò la somma di 40.000 once d’oro a Carlo d’Angiò chiedendo come interesse in caso di vittoria la concessione di una signoria. La vittoria angioina di Benevento tuttavia lo lasciò a mani vuote e, dopo alcuni incontri, infruttuosi, con il papa e con Carlo d’Angiò, Enrico accettò l’elezione a senatore di Roma. Governò il comune capitolino sostenendo il “popolo” contro le aspirazioni nobiliari e angioine. Sottomise all’autorità comunale diversi centri del Patrimonium Beati Petri con la diplomazia o con la forza delle armi. Nel 1267 si schierò dalla parte di Corradino che scendeva in Italia per reclamare l’eredità paterna del regno di Sicilia, e utilizzò l’arma della propaganda politica (poesia di argomento politico, cerimonie pubbliche, laudes regiae) per sostenere la sua causa, denigrare Carlo d’Angiò e trovare nuovi alleati. Nel frattempo anche la corte papale metteva in atto una propaganda contraria al principe Enrico e favorevole a Carlo d’Angiò, in particolare con i sermoni del cardinale francese Odo da Châteauroux, che dipingeva Enrico di Castiglia, Corradino e il sultano di Babilonia come i tre spiriti immondi dell’Apocalisse e presentava invece il fratello del re di Francia come campione e difensore della Chiesa e del popolo cristiano. I due piani si intersecano in occasione della battaglia di Tagliacozzo presentata dalla propaganda di Enrico come una facile vittoria per Corradino e tutti coloro che avessero militato sotto le sue bandiere, e vissuta invece momento per momento dal cardinale francese a causa delle notizie, ora cattive, poi confuse e infine buone, che man mano arrivavano alla corte papale. Giustiziato Corradino nella pubblica piazza, Enrico fu condannato all’ergastolo. Dopo 23 anni di prigionia verrà liberato da Carlo II lo Zoppo e, tornato prima a Tunisi e poi in patria, divenne principe-reggente al trono di Castiglia-Leon per il nipotino Fernando IV.

El trabajo es un estudio crítico sobre los fundamentos teóricos de la prueba lectora PISA. Con esta finalidad, se ha intentando utilizar como teoría de referencia la propuesta por Paulo Freire, procurando ofrecer un enfoque diferente y proponer, con una visión crítica, elementos de discusión que puedan enriquecer el debate educativo frente a ciertas evaluaciones internacionales que están condicionando las agendas educativas nacionales. El foco de la investigación es determinar el fundamento teórico de la competencia lectora según PISA e identificar sus principales distanciamientos y tensiones frente la teoría lectora de Freire. El estudio es de índole especulativa, los enunciados de base del corpus son contrastados con el fin de evidenciar diferencias y tensiones teóricas bajo un enfoque crítico. Los resultados mostraron diferencias y/o contradicciones relacionadas con la capacidad cognitiva, los códigos representacionales, los modos interpretativos y, fundamentalmente, ofrecieron una visión contrastada del sujeto lector.

Beyond being the earliest clear interaction between Pisa and Barcelona, the Balearic Crusade was also one of the earliest Iberian extensions of the crusading movement. Afterward, Pisa abandoned its belli-cose policy toward Western Mediterranean Muslim cities in favor of friendly diplomatic relations and went from protecting Christian cities on the Tyrrhenian to competing aggressively and warring against them. Simultaneously, Catalonia built a navy for campaigns against Muslim targets, sought papal benefits for such campaigns, and formed international coalitions for their execution, all of which helped solidify Catalonia as a political unit and pushed it towards more international commercial integration. Many of these shifts have been noted before but rarely tied to the Balearic Crusade; this article seeks to rectify this scholarly lacuna.

The article aims to explain the first contacts between Franco Russoli and Fernanda Wittgens thanks to their correspondence from 1950, when the young officer of the Soprintendenza of Pisa was assigned to the Milanese one, to 1953, when he curated the Picasso exhibition at Palazzo Reale in Milan. Furthermore this work allows to highlight the contribution Russoli offered in organising the Parisian Exposition d’art Moderne Italien in 1950, when he acted on behalf of the Amici di Brera.

L’università di Pisa è considerato uno dei tasselli principali nella politica culturale dello Stato mediceo del XVI secolo. Attraverso l’analisi del suo percorso, istituzionale e sociale, durante i governi dei granduchi Francesco I e Ferdinando I de’Medici possiamo capire quali sono le dinamiche politiche di un piccolo Stato, quello toscano, che si avvia verso l’affermazione su scala europea.

In 1328, Constance of Saluzzo, coming from a long line of Subalpine nobles related to the kings of Aragon, married Pietro, heir to the throne of Arborea. They governed peaceably and dedicated themselves to bettering their kingdom; in 1343 they founded a monastery of Poor Clares, for which they obtained particular Papal privileges. Use is made of both published and as yet unpublished documentation to shed light on the different stages of this foundation, the monastic community living first next the church of St. Vincent and then, once the construction was done, next that of St. Clare. Founding the monastery not only made available for the royals a place for their retreats, but also guaranteed them the prayers of the Poor Clares. Great civic and political value was
assigned to these prayers. Indeed, the nuns’ prayers for the royal couple, and for the safety of the kingdom, were thought of as an indispensable resource for the proper functioning of the State

I procedimenti della Commissione Provinciale per l'Epurazione degli Enti Locali di Pisa analizzati attraverso le carte conservate nell'archivio storico del Tribunale di Pisa.
Tesi di Laurea Magistrale in Storia e Civiltà A.A. 2013/14 presso l'Università degli Studi di Pisa.
Relatore prof. Luca Baldissara, controrelatore prof. Gianluca Fulvetti.

Between the eleventh and thirteenth-century Pisa greatly expanded the boundaries of its domain, exerting a strong poltitical, cultural and economic influence  well beyond the the circuit of its walls or its county. The city created (as well as Venice and Genoa) bases, emporiums and colonies throughout the Mediterranean, organized war efforts against hostile political realities, had from kings and emperors extensive privileges, stipulated diplomatic treaties and trade agreements with the cities, the  lordships that dotted the shores of the Mediterranean sea. Then it built, in a sense, an "empire" and its particular power was conscious to the point of hiring - in behavior, in artistic productions and architectural - models that recalled roman antiquity.

"Lo studio presentato in questo volume cerca di cogliere i vari aspetti legati alla monetazione medievale del Comune di Pisa, giocando di rimando tra le varie fonti. Il quadro che ne emerge non è sempre organico, e i documenti spesso non raccontano tutto il necessario.
L’assenza pressoché totale degli atti pubblici sulla zecca medievale, che soli avrebbero potuto rendere conto in modo esaustivo di certi fenomeni, quali gli ordini di coniazione, il titolo ed il volume delle monete, la struttura dell’officina monetaria e l’organizzazione dei monetieri, ha reso ancora più importante lo studio di tutti gli altri documenti, per quanto meno immediati.
Le monete stesse (apetto estrinseco ed intriseco) e la documentazione archeologica assumono per ciò in questa ricerca un ruolo fondamentale, grazie al quale si raggiungono inediti risultati e nuovi spunti di riceca.
Ne è nato un mosaico che, accostando piccoli frammenti, delinea un’immagine in parte nuova per Pisa ed il suo Comune, soprattutto per il periodo che va dal 1260 fino all’epilogo della signoria gambacortiana, anche se numerosi interrogativi rimangono ancora aperti, soprattutto per il periodo a cavallo del Trecento. "

Tra il 2018 e la prima metà del 2021 ho pubblicato nel mio sito “Ricordare e Comprendere” e in “Academia.edu” diversi articoli sulla storia pisana, risultato di studi personali compiuti sui documenti d'archivio. Ho poi riunito in questo libro i cinquantadue ‘pezzi’ ritenuti migliori, dopo averli rivisti ed emendati, affidandoli, in aggiunta alla memoria del computer, alla durevole carta e al tempo che li ‘governerà’ come meglio crede.
Vi ho aggiunto 1) un’appendice con la trascrizione integrale di un registro trecentesco di amministrazione dell’ex monastero olivetano di San Girolamo di Agnano, 2) le note 3) e un indice di 27 pagine sui nomi di persona e di luogo citati.

This short communication is aimed at popularizing the puzzle of the undeciphered inscription engraved on a wall of the Baptistery of Pisa (Tuscany, Italy), which appears also in other religious monuments in Tuscany. The inscription is written in an unknown script and, being very short and without other examples with the same symbols all over the world (apart from some equivalent epigraphic documents from the same area), is still undeciphered. The goal of the following note, which absolutely does not aim to be original, and which is just recapitulative, is to trigger a discussion about the inscription and to encourage possible interpretations and, ultimately, new deciphering attempts.

An updated discussion and interpretation can be found here:

1) 

https://www.academia.edu/104257486/A_Puzzling_Religious_Inscription_from_Medieval_Tuscany_Symbology_and_Interpretation

2)

https://www.mdpi.com/2409-9252/3/3/15

Questo volume rappresenta la terza edizione di un ciclo di lavoro iniziato nel 2006 per la tesi di dottorato. Questa, discussa nel 2010 (prima edizione, GATTIGLIA 2010), è stata parzialmente pubblicata, come monografia sintetica nel 2011 (seconda edizione, GATTIGLIA 2011) o in articoli (GATTIGLIA 2012, GATTIGLIA 2012a, GATTIGLIA G. 2011a) e trova ora (terza edizione) una pubblicazione più ampia alla luce di molti dati nuovi. Negli ultimi 2 anni, infatti, il lavoro di studio su Pisa, non solo medievale, è proseguito all’interno del progetto MAPPA (Metodologie Applicate alla Predittività del Potenziale) , che ha reso possibile una capillare raccolta dati attraverso i quali si è potuto ricomporre più compiutamente il quadro idrogeologico, geomorfologico e topografico e sottoporre a verifica, in molti casi modificando, parte delle ipotesi fatte in quelle sedi. I dati qui analizzati sono open data sul MOD (ANICHINI et alii 2013) (l’archivio open data dell’archeologia italiana www.mappaproject.org/mod) o interrogabili  su webGIS (MAPPAgis www.mappaproject.org/webgis).
Nel primo capitolo viene sinteticamente raccontata la storia dell’archeologia urbana a Pisa. Nel secondo capitolo lo sguardo si allarga sul contesto territoriale e sul paesaggio. I percorsi fluviali e le aree palustri vengono analizzati per capire come l’ambiente abbia condizionato nel bene e nel male lo sviluppo della città medievale. Ma siccome l’uomo non è stato passivo di fronte ad esso, lo studio del sistema portuale e della viabilità terrestre permette di comprendere quali soluzioni siano state adottate per sfruttare i vantaggi geografici e generare profitti economici e commerciali.Il terzo ed ultimo capitolo è diviso in due parti. La prima vuole illustrare le grandi trasformazioni urbanistiche nel lungo periodo che va dalla fine della romanità (VI secolo) alla conquista fiorentina (inizio XV secolo).  La seconda parte fa parlare le tracce materiali, le fonti archeologiche, quei tasselli della storia che hanno permesso di ricostruire il quadro generale. Saranno soprattutto i dati provenienti dagli scavi a raccontare com’erano gli edifici, le strade, gli opifici e le botteghe artigianali, il sistema di smaltimento dei rifiuti e di approvvigionamento dell’acqua, infine la ricchezza e lo status sociale dei suoi abitanti.