LEADER 03794nam 22007214a 450 001 996247927403316 005 20230207224224.0 010 $a0-292-79795-8 024 7 $a2027/heb03523 035 $a(CKB)1000000000397118 035 $a(OCoLC)191936559 035 $a(CaPaEBR)ebrary10190664 035 $a(SSID)ssj0000259519 035 $a(PQKBManifestationID)11192601 035 $a(PQKBTitleCode)TC0000259519 035 $a(PQKBWorkID)10186762 035 $a(PQKB)11675233 035 $a(MiAaPQ)EBC3443081 035 $a(OCoLC)55941108 035 $a(MdBmJHUP)muse1978 035 $a(Au-PeEL)EBL3443081 035 $a(CaPaEBR)ebr10190664 035 $a(dli)HEB03523 035 $a(MiU)MIU01000000000000005101096 035 $a(DE-B1597)588299 035 $a(DE-B1597)9780292797956 035 $a(EXLCZ)991000000000397118 100 $a20000520d2001 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTime, history, and belief in Aztec and Colonial Mexico /$fRoss Hassig 205 $a1st ed. 210 $aAustin, TX $cUniversity of Texas Press$d2001 215 $a1 online resource (239 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-292-73140-X 311 $a0-292-73139-6 320 $aIncludes bibliographical references (p. 193-209) and index. 327 $tFrontmatter -- $tContents -- $tIllustrations -- $tPreface -- $tAcknowledgments -- $t1 Time and the Interpretation of Other Cultures -- $t2 Outside the Focus -- $t3 Reinterpreting Aztec Perspectives -- $t4 Why the Aztecs Manipulated Time -- $t5 The Ripples of Time -- $t6 The Colonial Transition -- $t7 Time and Analysis -- $tAppendix: Pronunciation Guide -- $tNotes -- $tBibliography -- $tIndex 330 $aBased on their enormously complex calendars that recorded cycles of many kinds, the Aztecs and other ancient Mesoamerican civilizations are generally believed to have had a cyclical, rather than linear, conception of time and history. This boldly revisionist book challenges that understanding. Ross Hassig offers convincing evidence that for the Aztecs time was predominantly linear, that it was manipulated by the state as a means of controlling a dispersed tribute empire, and that the Conquest cut off state control and severed the unity of the calendar, leaving only the lesser cycles. From these, he asserts, we have inadequately reconstructed the pre-Columbian calendar and so misunderstood the Aztec conception of time and history. Hassig first presents the traditional explanation of the Aztec calendrical system and its ideological functions and then marshals contrary evidence to argue that the Aztec elite deliberately used calendars and timekeeping to achieve practical political ends. He further traces how the Conquest played out in the temporal realm as Spanish conceptions of time partially displaced the Aztec ones. His findings promise to revolutionize our understanding of how the Aztecs and other Mesoamerican societies conceived of time and history. 606 $aAztec calendar 606 $aAztecs$xHistory 606 $aAztec cosmology 606 $aManuscripts, Nahuatl 606 $aTime$xSocial aspects$zMexico 607 $aMexico$xHistory$ySpanish colony, 1540-1810 615 0$aAztec calendar. 615 0$aAztecs$xHistory. 615 0$aAztec cosmology. 615 0$aManuscripts, Nahuatl. 615 0$aTime$xSocial aspects 676 $a529/.32978452 700 $aHassig$b Ross$f1945-$0865807 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a996247927403316 996 $aTime, history, and belief in Aztec and Colonial Mexico$91932230 997 $aUNISA LEADER 03429nam 2200673 a 450 001 9910963384603321 005 20240516120021.0 010 $a979-82-16-31117-1 010 $a1-61048-064-3 010 $a1-280-66893-8 010 $a9786613645869 035 $a(CKB)2550000000089053 035 $a(EBL)860121 035 $a(OCoLC)775873163 035 $a(SSID)ssj0000637266 035 $a(PQKBManifestationID)12274596 035 $a(PQKBTitleCode)TC0000637266 035 $a(PQKBWorkID)10678849 035 $a(PQKB)10203188 035 $a(SSID)ssj0000646382 035 $a(PQKBManifestationID)12243193 035 $a(PQKBTitleCode)TC0000646382 035 $a(PQKBWorkID)10696179 035 $a(PQKB)11198040 035 $a(Au-PeEL)EBL860121 035 $a(CaPaEBR)ebr10532584 035 $a(CaONFJC)MIL364586 035 $a(MiAaPQ)EBC860121 035 $a(EXLCZ)992550000000089053 100 $a20110812d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aIt's time for a change $eschool reform for the next decade /$fMatthew Lynch 205 $a1st ed. 210 $aLanham, Md. $cRowman & Littlefield Education$d2012 215 $a1 online resource (249 p.) 300 $aDescription based upon print version of record. 311 08$a1-61048-062-7 311 08$a1-61048-063-5 320 $aIncludes bibliographical references and index. 327 $aContents; Preface; Acknowledgments; Introduction; Chapter 1: The Current State of the U.S. Educational System; Chapter 2: Those Who Cannot Learn from History Are Condemned to Repeat It; Chapter 3: What Can We Do About It? Reimagining School Reform; Chapter 4: Family and Parental Involvement in Education; Chapter 5: Community Engagement as an Impetus for School Reform; Chapter 6: Recruiting, Retaining, and Fairly Compensating Our Teachers; Chapter 7: The Impact of Effective District Leadership on School Performance; Chapter 8: Benefits and Disadvantages of a Year-Round School Calendar 327 $aChapter 9: Superman Would Hold Everyone AccountableChapter 10: Strategically Allocating Resources to Support Teaching and Learning; Chapter 11: Sustaining School Reform: The Race Is Won by Those Who Endure; Chapter 12: Turning Theory into Practice: Implementing and Sustaining Successful School Reform; References; Index; About the Author 330 $aThe United States entered the 21st century as the world's sole superpower. Our diplomatic strength, military might, financial resources, and technological innovation were, and continue to be, the envy of the world. However, in the crucial area of education, the U.S. lags behind many other developed countries. Though the U.S. spends more per student than almost any other country, international exams have demonstrated that we consistently perform well behind countries such as South Korea, China, Japan, and Finland in the areas of reading and 606 $aSchool improvement programs$zUnited States 606 $aEducational change$zUnited States 615 0$aSchool improvement programs 615 0$aEducational change 676 $a371.2/070973 700 $aLynch$b Matthew$f1978-$0885212 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910963384603321 996 $aIt's time for a change$94454649 997 $aUNINA