El Paraíso en el Nuevo Mundo de Antonio de León Pinelo

Este ensayo es un estudio de Antonio de León Pinelo y su obra El Paraíso en el Nuevo Mundo (1656). Se destaca como el autor formula un discurso apologético del Nuevo Mundo en la forma de una historia natural enfocada en lo exótico y lo maravilloso. Con ella León Pinelo justifica la tesis del valor espiritual y material de las posesiones españolas, reescribiendo con argumentos naturalistas la disputa teológica sobre la ubicación del Paraíso Terrenal. Se subraya cómo en consonancia con su discurso apologético, y el consabido providencialismo de la corona española, León Pinelo localiza en el Nuevo Mundo el sitio original del Jardín del Edén en virtud de las riquezas, esplendor y magnificencia de la naturaleza americana. En este ensayo se sostiene que el discurso apologético de América en la obra de León Pinelo se enmarca en el contexto de una creciente conciencia criolla, que auspiciaba un conocimiento idiosincrásico del Nuevo Mundo y ensalzaba su originalidad y valores.Este ensaio é um estudo sobre Antonio de León Pinelo e sua obra El Paraíso en el Nuevo Mundo (1656). Destaca-se aqui como o León Pinelo formula um discurso apologético do Novo Mundo na forma de uma história natural focada no exótico e no maravilhoso. Com isso, León Pinelo justifica a tese do valor espiritual e material das possessões espanholas, reescrevendo com argumentos naturalistas a disputa teológica sobre a localização do Paraíso Terrestre. Sublinha-se como, de acordo com o seu discurso apologético e o consabido providencialismo da coroa espanhola, León Pinelo localiza no Novo Mundo o lugar original do Jardim do Éden em virtude das riquezas, esplendor e magnificência da natureza americana. Afirma-se que o discurso apologético da América na obra de León Pinelo está inserido no contexto de uma crescente consciência crioula, que apoiava um conhecimento idiossincrático do Novo Mundo e exaltava sua originalidade e valores.This essay is a study of Antonio de León Pinelo and his work El Paraíso en el Nuevo Mundo (1656). It highlights how the author formulates an apologetic discourse of the New World in the form of a natural history focused on the exotic and the wonderful. With it, León Pinelo justifies the thesis of the spiritual and material value of Spanish possessions, rewriting the theological dispute about the location of the Terrestrial Paradise with naturalistic arguments. It underscores how, in accordance with his apologetic discourse and the customary providentialism of the Spanish Crown, León Pinelo locates the original site of the Garden of Eden in the New World, due to the wealth, splendor and magnificence of American nature. It is maintained that the apologetic discourse of America in León Pinelo's work is framed in the context of a growing creole consciousness, which promoted an idiosyncratic knowledge of the New World and exalted its originality and values.Cet essai est une étude d'Antonio de León Pinelo et de son oeuvre El Paraíso en el Nuevo Mundo (1656). Il met en avant comment l'auteur formule un discours apologétique du Nouveau Monde sous forme d'histoire naturelle axée sur l'exotique et le merveilleux. Avec cela, León Pinelo justifie la thèse de la valeur spirituelle et matérielle des possessions espagnoles, réécrivant la dispute théologique sur l'emplacement du Paradis Terrestre avec des arguments naturalistes. Il met en avant comment, en accord avec son discours apologétique et le providentialisme coutumier de la couronne espagnole, León Pinelo situe l'emplacement original du Jardin d'Eden dans le Nouveau Monde, en raison de la richesse, de l'éclat et de la magnificence de la nature américaine. Il est soutenu que le discours apologétique de l'Amérique dans l'oeuvre de León Pinelo est encadré dans le contexte d'une conscience créole croissante, qui promouvait une connaissance idiosyncratique du Nouveau Monde et exalte son originalité et ses valeurs

Mapping in the Humanities Classroom: An Assessment of Tools and Strategies

This panel explores the ways in which digital mapping has been used in humanities courses at Wheaton College (Norton, MA). In it, we discuss the variety of tools and strategies employed by faculty and staff, assessing the effectiveness of “mapping” to meet pedagogical goals and engage students. Jade Werner, Assistant Professor of English, describes how students used mapping tools to study the novel: first, collaboratively in the classroom over a one week period (“one-shot” mapping); and second, independently in a multi-month independent study (“sustained” mapping). Drawing from successes and failures in teaching Heart of Darkness from a “spatial humanities” perspective, she assesses the usefulness of three mapping tools - ArcGIS, HistoryPin, and StoryMapJS - in furthering students’ understanding of this difficult novel. Domingo Ledezma, Associate Professor of Hispanic Studies, has built a database of cartographical images of the New World. He discusses how students have used this database in conjunction with Google Earth, Mapbox, and Palladio to support their studies in Early Modern exploration. For several years, students enrolled in Leah Niederstadt’s courses have used digital mapping tools, including Google Earth, Omeka, and StoryMapJS, to trace the provenance, or ownership history, of objects in Wheaton’s Permanent Collection. She considers how well these tools met her pedagogical goals for the provenance assignment and how students evaluated both the assignment and the tools employed. In addition to the 3 faculty case studies, Jenni Lund, Senior Faculty Technology Liaison, offers her perspective on successfully incorporating maps and digital mapping tools into a liberal arts curriculum

Mapping in the Humanities Classroom: An Assessment of Tools and Strategies

This panel explores the ways in which digital mapping has been used in humanities courses at Wheaton College (Norton, MA). In it, we discuss the variety of tools and strategies employed by faculty and staff, assessing the effectiveness of “mapping” to meet pedagogical goals and engage students. Jade Werner, Assistant Professor of English, describes how students used mapping tools to study the novel: first, collaboratively in the classroom over a one week period (“one-shot” mapping); and second, independently in a multi-month independent study (“sustained” mapping). Drawing from successes and failures in teaching Heart of Darkness from a “spatial humanities” perspective, she assesses the usefulness of three mapping tools - ArcGIS, HistoryPin, and StoryMapJS - in furthering students’ understanding of this difficult novel. Domingo Ledezma, Associate Professor of Hispanic Studies, has built a database of cartographical images of the New World. He discusses how students have used this database in conjunction with Google Earth, Mapbox, and Palladio to support their studies in Early Modern exploration. For several years, students enrolled in Leah Niederstadt’s courses have used digital mapping tools, including Google Earth, Omeka, and StoryMapJS, to trace the provenance, or ownership history, of objects in Wheaton’s Permanent Collection. She considers how well these tools met her pedagogical goals for the provenance assignment and how students evaluated both the assignment and the tools employed. In addition to the 3 faculty case studies, Jenni Lund, Senior Faculty Technology Liaison, offers her perspective on successfully incorporating maps and digital mapping tools into a liberal arts curriculum

Folk medicine in the northern coast of Colombia: an overview

<p>Abstract</p> <p>Background</p> <p>Traditional remedies are an integral part of Colombian culture. Here we present the results of a three-year study of ethnopharmacology and folk-medicine use among the population of the Atlantic Coast of Colombia, specifically in department of Bolívar. We collected information related to different herbal medicinal uses of the local flora in the treatment of the most common human diseases and health disorders in the area, and determined the relative importance of the species surveyed.</p> <p>Methods</p> <p>Data on the use of medicinal plants were collected using structured interviews and through observations and conversations with local communities. A total of 1225 participants were interviewed.</p> <p>Results</p> <p>Approximately 30 uses were reported for plants in traditional medicine. The plant species with the highest fidelity level (Fl) were <it>Crescentia cujete </it>L. (flu), <it>Eucalyptus globulus </it>Labill. (flu and cough), <it>Euphorbia tithymaloides </it>L. (inflammation), <it>Gliricidia_sepium</it>_(Jacq.) Kunth (pruritic ailments), <it>Heliotropium indicum </it>L. (intestinal parasites) <it>Malachra alceifolia </it>Jacq. (inflammation), <it>Matricaria chamomilla </it>L. (colic) <it>Mentha sativa </it>L. (nervousness), <it>Momordica charantia </it>L. (intestinal parasites), <it>Origanum vulgare </it>L. (earache), <it>Plantago major </it>L. (inflammation) and <it>Terminalia catappa </it>L. (inflammation). The most frequent ailments reported were skin affections, inflammation of the respiratory tract, and gastro-intestinal disorders. The majority of the remedies were prepared from freshly collected plant material from the wild and from a single species only. The preparation of remedies included boiling infusions, extraction of fresh or dry whole plants, leaves, flowers, roots, fruits, and seeds. The parts of the plants most frequently used were the leaves. In this study were identified 39 plant species, which belong to 26 families. There was a high degree of consensus from informants on the medical indications of the different species.</p> <p>Conclusions</p> <p>This study presents new research efforts and perspectives on the search for new drugs based on local uses of medicinal plants. It also sheds light on the dependence of rural communities in Colombia on medicinal plants.</p

Project Summary: Exploring New Worlds in Old Texts

Curatorial note from Digital Pedagogy in the Humanities: This course project centers on transcribing, TEI encoding, editing, and annotating a sixteenth-century Spanish text on shipwrecks. Students in successive years of the upper-level Spanish course HISP 355: Voyages, Navigations, and Shipwrecks contributed chapters to a growing digital edition of the text and added maps and other contextual information. This work of curation brings students into an intensive relationship with the text, moving from basic deciphering to articulating the larger frames of reference—linguistic, historical, cultural—through which it can be understood. The assignment is a model of how to build curatorial activities onto one another so that the work of interpretation and contextualization depends on prior work of transcription. It could readily be adapted to work with any text of cultural significance; some initial work would be needed to create the framework for publishing the text as it accumulates, but this could be done with Omeka or WordPress if a TEI workflow poses challenges

Compilación de Proyectos de Investigacion de 1984-2002

Instituto Politecnico Nacional. UPIICS