Maize in Word and Image in Southeastern Mesoamerica
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Tapas in the Rg Veda
TAPAS IN THE ---RG VEDA TAPAS IN THE RG VEDA By ANTHONY L. MURUOCK, B.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts McMaster University April 1983 MASTER OF ARTS (1983) McMaster University (Religious Studies) Hamilton, Ontario TITLE: Tapas in the fuL Veda AUTHOR: Anthony L. Murdock, B.A. (York University) SUPERVISORS: Professor D. Kinsley Professor P. Younger Professor P. Granoff NUMBER OF PAGES: v, 95 ii ABSTRACT It is my contention in this thesis that the term tapas means heat, and heat only, in the Bi[ Veda. Many reputable scholars have suggested that tapas refers to asceticism in several instances in the RV. I propose that these suggestions are in fact unnecessary. To determine the exact meaning of tapas in its many occurrences in the RV, I have given primary attention to those contexts (i.e. hymns) in which the meaning of tapas is absolutely unambiguous. I then proceed with this meaning in mind to more ambiguous instances. In those instances where the meaning of tapas is unambiguous it always refers to some kind of heat, and never to asceticism. Since there are unambiguous cases where ~apas means heat in the RV, and there are no unambiguous instances in the RV where tapas means asceticism, it only seems natural to assume that tapas means heat in all instances. The various occurrences of tapas as heat are organized in a new system of contextual classifications to demonstrate that tapas as heat still has a variety of functions and usages in the RV. -
The Political Economy of Linguistic and Social Exchange Among The
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2012 Mayas, Markets, and Multilingualism: The Political Economy of Linguistic and Social Exchange in Cobá, Quintana Roo, Mexico Stephanie Joann Litka Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES MAYAS, MARKETS, AND MULTILINGUALISM: THE POLITICAL ECONOMY OF LINGUISTIC AND SOCIAL EXCHANGE IN COBÁ, QUINTANA ROO, MEXICO By STEPHANIE JOANN LITKA A Dissertation submitted to the Department of Anthropology in partial fulfillment of the requirements for the degree of Doctor of Philosophy Copyright 2012 Stephanie JoAnn Litka All Rights Reserved Degree Awarded: Spring Semester, 2012 Stephanie JoAnn Litka defended this dissertation on October 28, 2011 . The members of the supervisory committee were: Michael Uzendoski Professor Directing Dissertation Robinson Herrera University Representative Joseph Hellweg Committee Member Mary Pohl Committee Member Gretchen Sunderman Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the [thesis/treatise/dissertation] has been approved in accordance with university requirements. ii For the people of Cobá, Mexico Who opened their homes, jobs, and hearts to me iii ACKNOWLEDGEMENTS My fieldwork in Cobá was generously funded by the National Science Foundation, the Florida State University Center for Creative Research, and the Tinker Field Grant. I extend heartfelt gratitude to each organization for their support. In Mexico, I thank first and foremost the people of Cobá who welcomed me into their community over twelve years ago. I consider this town my second home and cherish the life-long friendships that have developed during this time. -
Language in the USA
This page intentionally left blank Language in the USA This textbook provides a comprehensive survey of current language issues in the USA. Through a series of specially commissioned chapters by lead- ing scholars, it explores the nature of language variation in the United States and its social, historical, and political significance. Part 1, “American English,” explores the history and distinctiveness of American English, as well as looking at regional and social varieties, African American Vernacular English, and the Dictionary of American Regional English. Part 2, “Other language varieties,” looks at Creole and Native American languages, Spanish, American Sign Language, Asian American varieties, multilingualism, linguistic diversity, and English acquisition. Part 3, “The sociolinguistic situation,” includes chapters on attitudes to language, ideology and prejudice, language and education, adolescent language, slang, Hip Hop Nation Language, the language of cyberspace, doctor–patient communication, language and identity in liter- ature, and how language relates to gender and sexuality. It also explores recent issues such as the Ebonics controversy, the Bilingual Education debate, and the English-Only movement. Clear, accessible, and broad in its coverage, Language in the USA will be welcomed by students across the disciplines of English, Linguistics, Communication Studies, American Studies and Popular Culture, as well as anyone interested more generally in language and related issues. edward finegan is Professor of Linguistics and Law at the Uni- versity of Southern California. He has published articles in a variety of journals, and his previous books include Attitudes toward English Usage (1980), Sociolinguistic Perspectives on Register (co-edited with Douglas Biber, 1994), and Language: Its Structure and Use, 4th edn. -
The Political, Ideological, and Economic Significance of Ancient Maya Iron-Ore Mirrors
SURFACES AND BEYOND: THE POLITICAL, IDEOLOGICAL, AND ECONOMIC SIGNIFICANCE OF ANCIENT MAYA IRON-ORE MIRRORS A Thesis Submitted to the Committee on Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Faculty of Arts and Science TRENT UNIVERSITY Peterborough, Ontario, Canada © Copyright by Marc Gordon Blainey Anthropology M.A. Program June 2007 ABSTRACT Surfaces and Beyond: The Political, Ideological, and Economic Significance of Ancient Maya Iron-ore Mirrors Marc Gordon Blainey This thesis examines archaeological evidence pertaining to composite lithic artifacts of the ancient Maya termed “mirrors.” These objects, typically consisting of flat, shiny iron-ore fragments fitted in a mosaic to a backing of stone, ceramic, or wood, are assessed concerning their political, ideological, and economic implications within ancient Maya society. The evidence, including detailed archaeological proveniences and instances of mirrors in iconography, epigraphy, and ethnohistory, is considered from the theoretical standpoints of cognitive archaeology, from the perspectives of shamanism, and a renewed conjunctive approach. Endeavouring to reveal the emic significance mirrors held for the ancient Maya who made and used them, the role of these mirrors is situated within the broader ideological framework of a reflective surface complex. Although prior interpretations are largely correct in designating mirrors as implements for “divinatory scrying,” it is concluded that the evidence allows for a much more refined elucidation than has heretofore been provided. Keywords: ancient Maya, mirrors, iron-ore, archaeology, shamanism, scrying, prestige goods ii ACKNOWLEDGEMENTS First and foremost, I would like to thank my family, particularly my parents, John and Sue Blainey. -
The Toltec Invasion and Chichen Itza
Other titles of interest published by Thames & Hudson include: Breaking the Maya Code Mexico: From the Olmecs to the Aztecs Angkor and the Khmer Civilization India: A Short History The Incas The Aztecs See our websites www.thamesandhudson.com www.thamesandhudsonusa.com 7 THE POSTCLASSIC By the close of the tenth century AD the destiny of the once proud and independent Maya had, at least in northern Yucatan, fallen into the hands of grim warriors from the highlands of central Mexico, where a new order of men had replaced the supposedly more intellectual rulers of Classic times. We know a good deal about the events that led to the conquest of Yucatan by these foreigners, and the subsequent replacement of their state by a resurgent but already decadent Maya culture, for we have entered into a kind of history, albeit far more shaky than that which was recorded on the monuments of the Classic Period. The traditional annals of the peoples of Yucatan, and also of the Guatemalan highlanders, transcribed into Spanish letters early in Colonial times, apparently reach back as far as the beginning of the Postclassic era and are very important sources. But such annals should be used with much caution, whether they come to us from Bishop Landa himself, from statements made by the native nobility, or from native lawsuits and land claims. These are often confused and often self-contradictory, not least because native lineages seem to have deliberately falsified their own histories for political reasons. Our richest (and most treacherous) sources are the K’atun Prophecies of Yucatan, contained in the “Books of Chilam Balam,” which derive their name from a Maya savant said to have predicted the arrival of the Spaniards from the east. -
Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala
Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala by Vivian Michelle Jiménez Estrada A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education University of Toronto © Copyright by Vivian Michelle Jiménez Estrada 2012 Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala Vivian Michelle Jiménez Estrada Doctor of Philosophy Department of Sociology and Equity Studies in Education University of Toronto 2012 Abstract Maya peoples in Guatemala continue to practice their Indigenous knowledge in spite of the violence experienced since the Spanish invasion in 1524. From 1991 until 1996, the state and civil society signed a series of Peace Accords that promised to better meet the needs of the Maya, Xinka, Garífuna and non-Indigenous groups living there. In this context, how does the current educational system meet the varied needs of these groups? My research investigates the philosophy and praxis of Maya Indigenous knowledge (MIK) in broadly defined educational contexts through the stories of 17 diverse Maya professional women and men involved in educational reform that currently live and work in Guatemala City. How do they reclaim and apply their ancestral knowledge daily? What possible applications of MIK can transform society? The findings reveal that MIK promotes social change and healing within and outside institutionalized educational spaces and argues that academia needs to make room for Indigenous theorizing mainly in areas of education, gender, knowledge production, and nation building. I analyze these areas from anticolonial and critical Indigenous standpoints from which gender and Indigenous identities weave through the text. -
Stone-Boiling Maize with Limestone: Experimental Results and Implications for Nutrition Among SE Utah Preceramic Groups Emily C
Agronomy Publications Agronomy 1-2013 Stone-boiling maize with limestone: experimental results and implications for nutrition among SE Utah preceramic groups Emily C. Ellwood Archaeological Investigations Northwest, Inc. M. Paul Scott United States Department of Agriculture, [email protected] William D. Lipe Washington State University R. G. Matson University of British Columbia John G. Jones WFoasllohinwgt thion Sst atnde U naiddveritsitiony al works at: http://lib.dr.iastate.edu/agron_pubs Part of the Agricultural Science Commons, Agronomy and Crop Sciences Commons, Food Science Commons, and the Indigenous Studies Commons The ompc lete bibliographic information for this item can be found at http://lib.dr.iastate.edu/ agron_pubs/172. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Article is brought to you for free and open access by the Agronomy at Iowa State University Digital Repository. It has been accepted for inclusion in Agronomy Publications by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Journal of Archaeological Science 40 (2013) 35e44 Contents lists available at SciVerse ScienceDirect Journal of Archaeological Science journal homepage: http://www.elsevier.com/locate/jas Stone-boiling maize with limestone: experimental results and implications for nutrition among SE Utah preceramic groups Emily C. Ellwood a, M. Paul Scott b, William D. Lipe c,*, R.G. Matson d, John G. Jones c a Archaeological -
Sources and Resources/ Fuentes Y Recursos
ST. FRANCIS AND THE AMERICAS/ SAN FRANCISCO Y LAS AMÉRICAS: Sources and Resources/ Fuentes y Recursos Compiled by Gary Francisco Keller 1 Table of Contents Sources and Resources/Fuentes y Recursos .................................................. 6 CONTROLLABLE PRIMARY DIGITAL RESOURCES 6 Multimedia Compilation of Digital and Traditional Resources ........................ 11 PRIMARY RESOURCES 11 Multimedia Digital Resources ..................................................................... 13 AGGREGATORS OF CONTROLLABLE DIGITAL RESOURCES 13 ARCHIVES WORLDWIDE 13 Controllable Primary Digital Resources 15 European 15 Mexicano (Nahuatl) Related 16 Codices 16 Devotional Materials 20 Legal Documents 20 Maps 21 Various 22 Maya Related 22 Codices 22 Miscellanies 23 Mixtec Related 23 Otomi Related 24 Zapotec Related 24 Other Mesoamerican 24 Latin American, Colonial (EUROPEAN LANGUAGES) 25 PRIMARY RESOURCES IN PRINTED FORM 25 European 25 Colonial Latin American (GENERAL) 26 Codices 26 2 Historical Documents 26 Various 37 Mexicano (Nahautl) Related 38 Codices 38 Lienzo de Tlaxcala 44 Other Lienzos, Mapas, Tiras and Related 45 Linguistic Works 46 Literary Documents 46 Maps 47 Maya Related 48 Mixtec Related 56 Otomí Related 58 (SPREAD OUT NORTH OF MEXICO CITY, ALSO HIDALGO CLOSELY ASSOCIATED WITH THE OTOMÍ) Tarasco Related 59 (CLOSELY ASSOCIATED WITH MICHOACÁN. CAPITAL: TZINTZUNRZAN, LANGUAGE: PURÉPECHA) Zapotec Related 61 Other Mesoamerican 61 Latin American, Colonial (EUROPEAN LANGUAGES) 61 FRANCISCAN AND GENERAL CHRISTIAN DISCOURSE IN NATIVE -
Centeredness As a Cultural and Grammatical Theme in Maya-Mam
CENTEREDNESS AS A CULTURAL AND GRAMMATICAL THEME IN MAYA-MAM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Wesley M. Collins, B.S., M.A. ***** The Ohio State University 2005 Dissertation Examination Committee: Approved by Professor Donald Winford, Advisor Professor Scott Schwenter Advisor Professor Amy Zaharlick Department of Linguistics Copyright by Wesley Miller Collins 2005 ABSTRACT In this dissertation, I look at selected Maya-Mam anthropological and linguistic data and suggest that they provide evidence that there exist overlapping cultural and grammatical themes that are salient to Mam speakers. The data used in this study were gathered largely via ethnographic methods based on participant observation over my twenty-five year relationship with the Mam people of Comitancillo, a town of 60,000 in Guatemala’s Western Highlands. For twelve of those years, my family and I lived among the Mam, participating with them in the cultural milieu of daily life. In order to help shed light on the general relationship between language and culture, I discuss the key Mayan cultural value of centeredness and I show how this value is a pervasive organizing principle in Mayan thought, cosmology, and daily living, a value called upon by the Mam in their daily lives to regulate and explain behavior. Indeed, I suggest that centeredness is a cultural theme, a recurring cultural value which supersedes social differences, and which is defined for cultural groups as a whole (England, 1978). I show how the Mam understanding of issues as disparate as homestead construction, the town central plaza, historical Mayan religious practice, Christian conversion, health concerns, the importance of the numbers two and four, the notions of agreement and forgiveness, child discipline, and moral stance are all instantiations of this basic underlying principle. -
Corn Tortillas from Homemade Masa
Curriculum for Restoration Restorationpedagogy.com/curriculum CORN TORTILLAS FROM HOMEMADE MASA MATERIALS 2 lbs. of dried corn or grain corn on cob. Preferably Zapatista Corn. Until harvest the Mexican grocer in Toppenish has dried corn. 2 tablespoons of Cal Mexicana lime (Calcium Hydroxide / Powdered Lime) (Available at Mexican grocer in Toppenish) ~2 pounds of prepared Masa (making masa takes over night so the kids will reach a point where you magically fast forward for them) Mortar and pestle Plate Grinder, Food Processor, or other grinding tool that can handle wet ingredients Tortilla press or a pie dish and heavy pan Plastic to keep tortillas from sticking – cut freezer bags work great Griddle or frying pan to cook tortillas OBJECTIVES Prepare and sample tortillas, from scratch Gain respect and understanding of Indigenous and Hispanic cultures of Mexico BACKGROUND Background info should be covered in preceding lesson ‘The Story of Corn.’ If this is being taught as a standalone lesson condense ‘The Story of Corn’ into an introduction for this lesson. INTRODUCTION 1. Who likes tortillas? How often do you eat them? With what meals? Etc. (get thinking and talking about tortillas. a. Ask students if they have ever made tortillas, or if anyone in their family does and how. b. Does anyone know how they are made? 2. The word ‘tortilla’ comes from the Spanish word “torta” which is loosely translated as bread or cake. When you add an “‐illa” to a word it means small or little. So, a torta‐illa is a small or little bread. a. The Spanish colonizers arrived and named this food in their own language, but Native peoples’ had their own names, in their own languages for tortillas. -
Ongoing Struggles: Mayas and Immigrants in Tourist Era Tulum
Ongoing Struggles: Mayas and Immigrants in Tourist Era Tulum Tulum-an important Maya sea-trade center during the 13k, 14th, and 1 5 th centuries-now neighbors Mexico's most fashionable beach resort (Cancun) and has become the country's most popular archeological site. Since the 1970s, tourism, centerecL in the planned resort of Cancun, has over-shad- owed all other cultural and economic activities in the northern zone of Quintana Roo, Mexico. The tourism industry, including multinational capi- talist and national and international government agents, was designed to strengthen Mexico's abstract economy and alleviate its . ~~~~~~~unemployment and na- In Quintana Roo, Mexico, an area once con- uneloyent andena- trolled by Maya descendants of the mid-19d'-cen- tional debt payments tury Caste Wars of the Yucatan, the global tourist (Cardiel 1989; Garcia economyhas led to radical changes. This study ana- Villa 1992; Clancy lyzes relations between local'Mayas andYucatec and 1998). In the process, Mexican immigrants in Talum Pueblo, located tourism led to radical de- south of Cancun and just outside a popular archeo- mographic changes and logical site. Struggles between Mayas and immi- gave a special character grants have centered on cultural, marital and reli- to Quintana Roo's cul- gious practices and physical control of the town's ture and economy. Al- central church and plaza, eventually resulting in though a group ofMayas the establishment of dual, competing town centers. and mestizos known as Questions of cultural politics and the control o the Cruzoob once con- space continue to be central to contemporary po- troled the area, practic- litical movements around tde world. -
Catherine Docter with Dorie Reents Budet Foreword by Ricardo Agurcia
Catherine Docter with Dorie Reents Budet foreword by Ricardo Agurcia Fasquelle Created for teachers and students of the Casa K’inich Maya Learning Center Copan, Honduras Catherine Docter with Dorie Reents Budet foreword by Ricardo Agurcia Fasquelle Asociacion COPAN To the children of Copan ...ambassadors of Maya history and stewards of the future. book Copyright ©2005 The Copan Association Catherine Docter, Dorie Reents Budet, Ricardo Agurcia All rights reserved. Published by the Copan Maya Foundation, Santa Barbara, California www.copanmayafoundation.org www.asociacioncopan.org Design by The Lily Guild, Santa Barbara, California, www.thelilyguild.com Printed by Ventura Printing, Oxnard, California Table of Contents Acknowledgments 4 Foreword 5 This guidebook is for you, teachers! 7 Purpose of the Casa K’inich? 8 Welcome to the Casa K’inich 10 Where in the world are we? Maps of Copan and Mesoamerica 12 World Timeline 14 Frequently asked questions...Copan and the Ancient Maya 16 Exhibit 1 PUT YOUR FACE IN THERE! 18 Exhibit 2 ARCHITECTURE 20 Exhibit 3 LANGUAGE 24 Exhibit 4 WRITING 26 Exhibit 5 COUNTING AND NUMBERS 28 Exhibit 6 MATHEMATICS 29 Exhibit 7 THE ANCIENT MAYA CALENDAR 32 Exhibit 8 ASTRONOMY 36 Exhibit 9 DEITIES 40 Exhibit 10 DRESS ME 42 Exhibit 11 BALLGAME 46 Exhibit 12 UNDER THE CEIBA 50 Exhibit 13 TREASURES OF HONDURAS 52 Exhibit 14 THE ENVIRONMENT – THE IMPORTANCE OF TREES 53 Exhibit 15 WHAT HAPPENED TO THE MAYA? 54 Exhibit 16 STEWARDSHIP 56 Exhibit 17 MUSIC 58 Dynastic Sequence at Ancient Copan 60 Glossary 61 References 62 Answers to Maya Math Exercises 63 About the Authors 64 Acknowledgments I was eighteen when I first visited an ancient Maya site.