Machu Picchu Was Rediscovered by MACHU PICCHU Hiram Bingham in 1911
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159. City of Cusco, Including Qorikancha (Inka Main Temple), Santa Domingo (Spanish Colonial Convent), and Walls of Saqsa Waman (Sacsayhuaman)
159. City of Cusco, including Qorikancha (INka main temple), Santa Domingo (Spanish colonial convent), and Walls of Saqsa Waman (Sacsayhuaman). Central highlands, Peru. Inka. C.1440 C.E.; conent added 1550-1650 C.E. Andesite (3 images) Article at Khan Academy Cusco, a city in the Peruvian Andes, was once capital of the Inca empire, and is now known for its archaeological remains and Spanish colonial architecture. Set at an altitude of 3,400m, it's the gateway to further Inca sites in the Urubamba (Sacred) Valley and the Inca Trail, a multiday trek that ends at the mountain citadel of Machu Picchu. Carbon-14 dating of Saksaywaman, the walled complex outside Cusco, has established that the Killke culture constructed the fortress about 1100 o The Inca later expanded and occupied the complex in the 13th century and after Function: 2008, archaeologists discovered the ruins of an ancient temple, roadway and aqueduct system at Saksaywaman.[11] The temple covers some 2,700 square feet (250 square meters) and contains 11 rooms thought to have held idols and mummies,[11] establishing its religious purpose. Together with the results of excavations in 2007, when another temple was found at the edge of the fortress, indicates there was longtime religious as well as military use of the facility, overturning previous conclusions about the site. Many believe that the city was planned as an effigy in the shape of a puma, a sacred animal. It is unknown how Cusco was specifically built, or how its large stones were quarried and transported to the site. -
Galápagos: + Peru's Land of the Inca
voyaging to galápagos voyaging to galápagos Galápagos: + Peru’s Land of the Inca > ITINERARY – 16 DAYS/15 NIGHTS, Departing EVery Friday ABOARD POLARIS Thematically, one might ask why Day 1 through Day 8: The afternoon is free to explore the Val- connect a visit to Peru with an expe- As per the Galápagos itinerary. ley on your own. (B,L,D) dition to Galápagos? We have two answers: as magnificent as Galápagos Day 9: Galápagos/Guayaquil/ Day 11: Sacred Valley of the Inca is for nature, so is Peru from an histori- Lima, Peru Visit the town and important archaeo- cal and archaeological perspective; and Disembark Polaris this morning and fly logical site of Pisac. Gateway to the second, Lima — Peru’s capital is less to Lima, Peru via Guayaquil, arriving in Sacred Valley, Pisac has an “old town” than two hours away by air from Guaya- the early evening. Spend the night at (one of the most beautiful Inca complex- quil, roughly the distance from New the gracious Orient Express Miraflores es) and a “new town” from the Colonial York City to Chicago. So, if you have Park Hotel. Tomorrow you’ll be getting era. There will be a late lunch at the the time, you’re almost there anyway. up early, so you are on your own for Hacienda Orihuela. Here the Orihuela A couple of key issues to point out. dinner. (B,L) family continues a 350-year-old tradition We spend a week in Peru. Occasion- of farming. In addition, they have gath- ally people ask, “why so long when the Day 10: Lima/Cusco/Sacred Valley ered a valuable collection of Colonial art highlight is Machu Picchu?” The fact of the Inca housed in their country mansion. -
Machu Picchu & the Sacred Valley
Machu Picchu & The Sacred Valley — Lima, Cusco, Machu Picchu, Sacred Valley of the Incas — TOUR DETAILS Machu Picchu & Highlights The Sacred Valley • Machu Picchu • Sacred Valley of the Incas • Price: $1,995 USD • Vistadome Train Ride, Andes Mountains • Discounts: • Ollantaytambo • 5% - Returning Volant Customer • Saqsaywaman • Duration: 9 days • Tambomachay • Date: Feb. 19-27, 2018 • Ruins of Moray • Difficulty: Easy • Urumbamba River • Aguas Calientes • Temple of the Sun and Qorikancha Inclusions • Cusco, 16th century Spanish Culture • All internal flights (while on tour) • Lima, Historic Old Town • All scheduled accommodations (2-3 star) • All scheduled meals Exclusions • Transportation throughout tour • International airfare (to and from Lima, Peru) • Airport transfers • Entrance fees to museums and other attractions • Machu Picchu entrance fee not listed in inclusions • Vistadome Train Ride, Peru Rail • Personal items: Laundry, shopping, etc. • Personal guide ITINERARY Machu Picchu & The Sacred Valley - 9 Days / 8 Nights Itinerary - DAY ACTIVITY LOCATION - MEALS Lima, Peru • Arrive: Jorge Chavez International Airport (LIM), Lima, Peru 1 • Transfer to hotel • Miraflores and Pacific coast Dinner Lima, Peru • Tour Lima’s Historic District 2 • San Francisco Monastery & Catacombs, Plaza Mayor, Lima Cathedral, Government Palace Breakfast, Lunch, Dinner Ollyantaytambo, Sacred Valley • Morning flight to Cusco, The Sacred Valley of the Incas 3 • Inca ruins: Saqsaywaman, Rodadero, Puca Pucara, Tambomachay, Pisac • Overnight: Ollantaytambo, Sacred -
Peru's Inca Trail
PERU’S INCA TRAIL YOUNG ALUMNI TOUR 2020 BE PART OF THE TRADITION APRIL 4 - U.S. DEPARTURE DATE APRIL 5 - LAND TOUR START DATE APRIL 10 - TRAVEL HOME (arrive U.S. APRIL 11) BASE LAND PACKAGE FROM: $ 1,875 START YOUR ADVENTURE. Dear Young Alumni and Friends! Can you think of a better way to travel than with fellow Razorback Young Alumni? The University of Arkansas young alumni travel program offers you this opportunity by bringing you together with individuals in the same age range, with similar backgrounds and experiences, while enriching you on well-designed, hassle-free tours of the world. Travel with young alumni and friends of peer institutions, ages 22 – 35. These programs provide social, cultural, and recreational activities and many opportunities for learning enrichment and enjoying a connection back to the University of Arkansas alumni family. They are of great quality and value, operated by a travel company with over 40 years of experience in the young professional travel market. In this brochure you will find a detailed itinerary, travel dates and pricing. If you have any questions about our young alumni travel program, please contact us by emailing our tour operator, AESU, at [email protected] or call 800-638-7640. Sincerely, Brandy Cox Brandy Cox Associate Vice Chancellor & Executive Director for Arkansas Alumni Association, Inc. TRAVEL INSURANCE We highly recommend travel insurance. (Some schools or alumni associations may offer travel insurance to you at a reduced rate.) WWW.AESU.COM/UARK 2 PERU’S INCA TRAIL 8 DAYS P L A C E S V I S I T E D : Cusco - Machu Picchu - Sacred Valley of the Incas - Ollantaytambo - Aguas Calientes A B O U T T H E T R I P : Considered one of the most famous archaeological sites on the continent, the Inca citadel of Machu Picchu exceeds every visitor's expectations. -
EDUCATION in PERU
0E-14104 Bulletin 1964, No. 33 EDUCATION in PERU AgELA R. FREEBURCER Research Assistant, Wettern Hemisphere, collaboration with CHARLES C. HAUCH Acting Director, Comparative Education Branch U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE / Anthony J. Celebreeze, Secretary 4 Office of Education.' Francis Keppel, Commissioner CRO: DEPOSIIORY Contents Part I. BACKGROUND Page General Characteristics of Country and People _ - 1 Educational Development __ Administration anti Wititince _ esPart II.EDUCATIONAL LEVELS Preprimary Education 8 Elementary Education Secondary Education _ 12 Private Education ___. 16 V,Icational Education 17 Teacher-Education _ a 23 Iligher Education 26 Special Schools 36 illiteracy and Adult1:1111Cillii)11Programs 37 Part III. EDUCATIONAL OUTLOOK Problems, Trends, and Developments 41 international Cooperative Assistance " 47 Educational Centers and Services . 49 Glossary _. _ 51 Selected. References Tables Text I'age 1. Total population and school population of Peru :1906-60 _ 10 2., Number of hours a week, per subject,iu the 5-year general secondary schools, by year 15 3. Selected data on elementary and secondary binational- sponsored schools In Peru 18 4. Number of schools and students, by eductitional level and type of school:1956-60 43 5. Ntuuber of teachers, by educational level and- type of schools: 1950-60 44 Appendix A. Selected data on the principtil universities of Peru__ 58 B. Peruvian universities recently founded or in the process of organi- zation C. Degrees or titles awarded by the universities and number ofyears of study required for each, by university and faculty_____ 00 Chart Educational System of Peru, 1963 Map Geographical Regions of Peru Iv to Pacific Ocean Geographical Regions of Peru' States (Deportamentos) coast (COSTA) mountains (SIERRA) jungle (SELVA) SOURCE: Ministerio de Educacio'n PL;blica. -
Visual Epistemologies of Resistance: Imaging Virgins and Saints in Contemporary Cusco
Revista de Estudios Globales y Arte Contemporáneo| Vol. 7 | Núm. 1| 2020 | 237-266 Omar Rivera, Patrick Hajovsky Southwestern University, VISUAL EPISTEMOLOGIES OF Texas, US RESISTANCE: IMAGING VIRGINS AND SAINTS IN CONTEMPORARY CUSCO The project of indigenous modernity can emerge from the present in a spiral whose movement is a continuous feedback from the past to the future—a “principle of hope” or “anticipatory cons- ciousness”—that both discerns and realizes decolonization at the same time. -Silvia Rivera Cusicanqui (citing Ernst Bloch)1 In Andean aesthetics, visuality is a site of epistemic tension and a continual reverberation of colonialism. Through art that aligns with pre- 1 Ch’ixinakax utxiwa: A Reflection on the Practices and Discourses of Decolonization, The South Atlantic Quarterly 111:1 (Winter 2012): 95-109, 96. Revista de Estudios Globales y Arte Contemporáneo ISSN: 2013-8652 online http://revistes.ub.edu/index.php/REGAC/index http://creativecommons.org/licenses/by/3.0/es/ colonial indigenous epistemologies, contemporary Andean artists resist colonial and post-colonial cultural domination. In particular, they resist viewers’ designation of “syncretic” or “hybrid” to produce knowledge about art that has been fashioned by indigenous hands. Epistemological claims of “syncretism” and “hybridity” may be intended to transcend the borders between “us” and “them,” between West and non-West, or between eras in Latin America that depend on the presence or absence of Spanish colonists, but such iterations can reinvest viewers in a history of misrecognition. Nevertheless, such terms are not sedimented, for indigenous artists continue to reclaim visuality as they steadfastly hold a mirror toward artistic and epistemic paradigms that attempt to translate, erase, or manage localized colonial differences. -
UNDERGRADUATE SEMINAR ANT 3164-7927/ANG 5164-06DA LIMITED ENROLLMENT Spring 2015 by Instructor’S Permission
1 UNDERGRADUATE SEMINAR ANT 3164-7927/ANG 5164-06DA LIMITED ENROLLMENT Spring 2015 By Instructor’s Permission Prof. Michael Moseley Thursday Periods 6-8 Turlington B352 (12:50 - 3:55 pm) [email protected] Turlington (TUR) Room 1208 Course website: http://lss.at.ufl.edu THE INCA AND THEIR ANCESTORS: ADAPTATIONS IN ANDEAN SOUTH AMERICA Drawing from ethnological, historical, and archaeological sources, this seminar explores human adjustments to extreme ecological conditions. Embracing the towering Andean Mountains, the parched Atacama Desert, and the Amazon jungle fringes, the Inca Imperium was the largest empire of antiquity ever to arise south of the equator or in the Western Hemisphere. It synthesized unique adaptations to acute environmental conditions that had precedents in earlier societies and states of the Cordillera. Many of these adjustments continue to sustain the hemisphere’s largest Native American populations. Consequently, ethnographies and ethnohistories of indigenous people capture fascinating cultural institutions that shaped the archaeological past. The seminar will explore both the successes of Andean people and the failures of human development induced by natural disasters. CLASS STRUCTURE In addition to opening presentations, weekly classes will have student commentary and discussion of assigned readings. There will be oral assessments of how the readings articulate with seminar topics. Drawing upon the readings, each participant will bring to class a ~2 page short synopsis of questions and issues for discussion. The weekly briefs are important because they will guide the seminar’s considerations. They will be graded as will oral participation. Attendance is required. WEEKLY READINGS Seminar participants will be assigned weekly reading that form core discussion issues. -
The Case of Puno, Peru∗
The Effects of a Bilingual Education Program on Attitudes Towards Quechua: The Case of Puno, Peru∗ Michele Back University of Wisconsin–Madison Abstract Since the arrival of the Spaniards in what is now Peru, the Quechua language has been thought to be a stigmatized language, its use mostly confined to the home and rural com- munity. Education until the 1970s was primarily monolingual in Spanish, with little regard for the country’s indigenous languages. In the late 20th century, two programs—the Exper- imental Bilingual Education Project (PEEB) and its successor, the Intercultural Bilingual Education Program (EBI)—were implemented, with a partial objective of restoring pride in indigenous languages. While the stigmatization of Quechua is a topic of controversy, new data does seem to indicate an increase in positive attitudes towards Quechua in the public sphere. This paper reviews the existing literature on attitudes towards Quechua and implements several Fisher Exact tests on data for these attitudes. 1 The Quechua Language and a Brief History of Bilingual Education in Peru Quechua is one of the primary indigenous languages of Peru, as well as that of several other South American countries. Quechua was spoken in the central coast and highlands of Peru as early as 500 A.D., and reached its apogee in the 14th and 15th centuries, when it became the official language of the Inca Empire (Godenzzi 1997). The arrival of the Spanish in the 16th century introduced the Spanish language to the continent, where it quickly assumed dominance over other languages (ibid). In 1993, only 16.5% of the population indicated Quechua as their mother tongue (Cerr´on-Palomino 2003a; INEI 1993). -
Jamaica in the Tourism Global Value Chain
Jamaica in the Tourism Global Value Chain April 2018 Prepared by Karina Fernandez-Stark and Penny Bamber Contributing researcher: Vivian Couto, Jack Daly and Danny Hamrick Duke Global Value Chains Center, Duke University Global Value Chains Center This research was prepared by the Duke University Global Value Chains Center on behalf of the Organization of American States (OAS). This study is part of the establishment of Small Business Development Centers in the Caribbean. The report is based on both primary and secondary information sources. In addition to interviews with firms operating in the sector and supporting institutions, the report draws on secondary research and information sources. The project report is available at www.gvcc.duke.edu. Acknowledgements The Duke University Global Value Chains Center would like to thank all of the interviewees, who gave generously of their time and expertise, as well as Renee Penco of the Organization of American States (OAS) for her extensive support. The Duke University Global Value Chain Center undertakes client-sponsored research that addresses economic and social development issues for governments, foundations and international organizations. We do this principally by utilizing the global value chain (GVC) framework, created by Founding Director Gary Gereffi, and supplemented by other analytical tools. As a university- based research center, we address clients’ real-world questions with transparency and rigor. www.gvcc.duke.edu. Duke Global Value Chain Center, Duke University © April 2018 -
Water As More Than Commons Or Commodity: Understanding Water Management Practices in Yanque, Peru
www.water-alternatives.org Volume 12 | Issue 2 Brandshaug, M.K. 2019. Water as more than commons or commodity: Understanding water management practices in Yanque, Peru. Water Alternatives 12(2): 538-553 Water as More than Commons or Commodity: Understanding Water Management Practices in Yanque, Peru Malene K. Brandshaug Gothenburg University, Gothenburg, Sweden; [email protected] ABSTRACT: Global warming, shrinking glaciers and water scarcity pose challenges to the governance of fresh water in Peru. On the one hand, Peruʼs water management regime and its legal framework allow for increased private involvement in water management, commercialisation and, ultimately, commodification of water. On the other hand, the state and its 2009 Water Resource Law emphasise that water is public property and a common good for its citizens. This article explores how this seeming paradox in Peruʼs water politics unfolds in the district of Yanque in the southern Peruvian Andes. Further, it seeks to challenge a commons/commodity binary found in water management debates and to move beyond the underlying hegemonic view of water as a resource. Through analysing state-initiated practices and practices of a more-than-human commoning – that is, practices not grounded in a human/nature divide, where water and other non-humans participate as sentient persons – the article argues that in Yanque many versions of water emerge through the heterogeneous practices that are entangled in water management. KEYWORDS: Water, water management, commodification, more-than-human commoning, uncommons, Andes, Peru INTRODUCTION At a community meeting in 2016, in the farming district of Yanque in the southern Peruvian Andes, the water users discussed their struggles with water access for their crops. -
Land of the Four Quarters' Or the Tahuantinsuyu Empire
The Incans gave their empire the name, 'Land of the Four Quarters' or the Tahuantinsuyu Empire. It stretched north to south some 2,500 miles along the high mountainous Andean range from Colombia to Chile and reached west to east from the dry coastal desert called Atacama to the steamy Amazonian rain forest. The Incas ruled the Andean Cordillera, second in height and harshness to the Himalayas. Daily life was spent at altitudes up to 15,000 feet and ritual life extended up to 22,057 feet to Llullaillaco in Chile, the highest Inca sacrificial site known today. The mountains dominated Incan society. The mountain peaks were worshiped as gods. The Andes created a natural barrier between the coastal desert on one side and the jungle on the other. The snow-capped mountains were full of deep gorges. Lodged between the mountains and the Pacific Ocean, the arid desert plain dominated the entire western flank of the Inca Empire. Rivers created infrequent strips of fertile land as they cut across the lowlands from the highlands, and the Incas built dams and irrigation systems in order to maximize available water for farming purposes. Peru Peru is the world's potato capital. Two-thirds of the world's potato crops originate in Europe, but the production there cannot compare with the diversity of tubers found in this South American country. They range in color from purple to blue, from yellow to brown. The taste of different potatoes varies broadly, explaining why these vegetables are used in all kind of dishes from appetizers to desserts. -
(Sistema TDPS) Bolivia-Perú
Indice Diagnostico Ambiental del Sistema Titicaca-Desaguadero-Poopo-Salar de Coipasa (Sistema TDPS) Bolivia-Perú Indice Executive Summary in English UNEP - División de Aguas Continentales Programa de al Naciones Unidas para el Medio Ambiente GOBIERNO DE BOLIVIA GOBIERNO DEL PERU Comité Ad-Hoc de Transición de la Autoridad Autónoma Binacional del Sistema TDPS Programa de las Naciones Unidas para el Medio Ambiente Departamento de Desarrollo Regional y Medio Ambiente Secretaría General de la Organización de los Estados Americanos Washington, D.C., 1996 Paisaje del Lago Titicaca Fotografía de Newton V. Cordeiro Indice Prefacio Resumen ejecutivo http://www.oas.org/usde/publications/Unit/oea31s/begin.htm (1 of 4) [4/28/2000 11:13:38 AM] Indice Antecedentes y alcance Area del proyecto Aspectos climáticos e hidrológicos Uso del agua Contaminación del agua Desarrollo pesquero Relieve y erosión Suelos Desarrollo agrícola y pecuario Ecosistemas Desarrollo turístico Desarrollo minero e industrial Medio socioeconómico Marco jurídico y gestión institucional Propuesta de gestión ambiental Preparación del diagnóstico ambiental Executive summary Background and scope Project area Climate and hydrological features Water use Water pollution Fishery development Relief and erosion Soils Agricultural development Ecosystems Tourism development Mining and industrial development Socioeconomic environment Legal framework and institutional management Proposed approach to environmental management Preparation of the environmental assessment Introducción Antecedentes Objetivos Metodología Características generales del sistema TDPS http://www.oas.org/usde/publications/Unit/oea31s/begin.htm (2 of 4) [4/28/2000 11:13:38 AM] Indice Capítulo I. Descripción del medio natural 1. Clima 2. Geología y geomorfología 3. Capacidad de uso de los suelos 4.