{"id":719,"date":"2023-12-01T00:58:11","date_gmt":"2023-12-01T00:58:11","guid":{"rendered":"http:\/\/tzij.coerll.utexas.edu\/?p=719"},"modified":"2025-05-14T18:25:49","modified_gmt":"2025-05-14T18:25:49","slug":"yachana-1","status":"publish","type":"post","link":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/yachana-1\/","title":{"rendered":"Yachana 01"},"content":{"rendered":"
\n
\n
\"\"<\/figure>\n\n\n\n

Qallarinapaq | Introduction<\/h2>\n<\/div>\n\n\n\n
\n

This unit describes Quechua phonetics so that you can become familiar with the main sounds. We invite you to click on the play icon by each vowel and consonant. With this practice we are looking for you to become familiar with the sounds and spelling conventions of the language. Follow each of the exercises out loud. We will begin with the vowels and then the consonants and repeat each exercise as necessary.<\/p>\n\n\n\n

\"A
The pututo is a wind instrument characteristic of the Andes. It is used in important events and its strong sound is used for announcements and collective calls.<\/figcaption><\/figure>\n\n\n\n

Before starting, we will look at some of the main characteristics of the language.<\/p>\n\n\n\n

Quechua Language Characteristics<\/strong><\/h3>\n\n\n\n

Quechua is characterized by being agglutinating (when a suffix is added to a root, it changes the meaning) which means that the root of a word will change with suffixes and infixes that are added.<\/p>\n\n\n\n

For example: look at what happens with the word \u00bfMikhurankipunichu?<\/em> which means Did you actually eat?<\/p>\n\n\n\n

\u00bfMikhu-ra-nki-puni-chu?:<\/em><\/p>\n\n\n\n

    \n
  • Base word or root: ‘mikhu’ <\/em>which refers to eat or food.<\/li>\n\n\n\n
  • When we add the suffix ‘ra’<\/em> it becomes past tense;<\/li>\n\n\n\n
  • When we add ‘nki’<\/em> it refers to the second person (you);<\/li>\n\n\n\n
  • ‘puni’ <\/em>strengthens the assertion;<\/li>\n\n\n\n
  • ‘chu’<\/em> makes it an interrogative.<\/li>\n<\/ul>\n\n\n\n

    In many cases infixes will be placed. In this example it could be the infix, ‘ra’ <\/em>if we remove it, it becomes present tense and would be \u00bfmikhu-nki-puni-chu? <\/em>which means Do you actually eat?<\/p>\n\n\n\n

    Another characteristic of Quechua is that the tonic syllable is almost always the penultimate syllable of a word, we will see this in examples we practice later on.<\/p>\n<\/div>\n<\/div>\n\n\n\n

    \n
    \n
    \"\"<\/figure>\n\n\n\n

    Qillqa | Grammar<\/h2>\n<\/div>\n\n\n\n
    \n

    The Grammatical Structure of Quechua<\/strong><\/h3>\n\n\n\n

    Quechua grammar consists of the following forms:<\/p>\n\n\n\n

      \n
    • V (vowel) A<\/strong><\/li>\n\n\n\n
    • VC (vowel \u2013 consonant) Ap<\/strong>ay, as<\/strong>iy, al<\/strong>al\u00e1w, al<\/strong>iqa, am<\/strong>iy.<\/li>\n\n\n\n
    • CCV (consonant, consonant, vowel) Cha<\/strong>ki, cha<\/strong>chara, cha<\/strong>kma, cha<\/strong>kra, chi<\/strong>chu.<\/li>\n\n\n\n
    • CVCV (consonant \u2013 vowel \u2013 consonant \u2013 vowel) Wasi, wawa, waka, wara, kuru.<\/strong><\/li>\n\n\n\n
    • CV (consonant \u2013 vowel) Pu<\/strong>riy, p\u2019i<\/strong>tay, pu<\/strong>nku, tu<\/strong>llu, tu<\/strong>ta, p\u2019a<\/strong>nay.<\/li>\n<\/ul>\n\n\n\n

      Additionally, the structure of a Quechua sentence follows the form: Subject \u2013 Object \u2013 Verb (S-O-V)<\/p>\n\n\n\n

      Pascual<\/td>chakrata<\/td>yapun.<\/td><\/tr>
      Subject<\/strong><\/td> Object<\/strong><\/td>Verb<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Here are some more examples:<\/p>\n\n\n\n

      Subject<\/strong><\/th>Object<\/strong><\/th>Verb<\/strong><\/th><\/tr><\/thead>
      Juan
      Juan<\/em><\/td>      		mikhunata
      the food<\/em><\/td>      		wayk’un.
      prepares.<\/em><\/td><\/tr>
      Atoq
      The fox<\/em><\/td>      		aychata
      the meat<\/em><\/td>      		mikhun.
      eats.<\/em><\/td><\/tr>
      Juana
      Juana<\/em><\/td>      		arrusta
      the rice<\/em><\/td>      		wayk\u2019un.
      cooks.<\/em><\/td><\/tr>
      Pascual
      Pascual<\/em><\/td>      		chakrata
      the field<\/em><\/td>      		yapun.
      plows.<\/em><\/td><\/tr>
      I
      I<\/em><\/td>      		papata
      the potato<\/em><\/td>      		allani.
      harvest.<\/em><\/td><\/tr>
      Qam
      You<\/em><\/td>      		wakata
      the cow<\/em><\/td>      		rantinki.
      buy.<\/em><\/td><\/tr>
      Qamkuna
      You (plural)<\/em><\/td>      		futbolta
      soccer<\/em><\/td>      		pukllankichis.
      play.<\/em><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Next, the main sounds in Quechua: click on the play icons and repeat the sounds out loud.<\/p>\n\n\n\n

      Alphabet \/ Achahala<\/strong><\/h3>\n\n\n\n
      \n
      \n

      <\/div><\/div><\/div>ch<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>chh<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>ch\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>h<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>k<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>kh<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>k\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>l<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>ll<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>m<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>n<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>\u00f1<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>p<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>ph<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>p\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>q<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>qh<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>q\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>r<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>s<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>sh<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>t<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>th<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>t\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>w<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>and<\/p>\n<\/div>\n<\/div>\n\n\n\n

      Unlike other varieties, the Cusco-Collao dialect has the following characteristics:<\/p>\n\n\n\n

      <\/div><\/div><\/div>Base sound: p<\/p>\n\n\n\n

      <\/div><\/div><\/div>Aspirated: ph<\/p>\n\n\n\n

      <\/div><\/div><\/div>Glottalized: p'<\/p>\n\n\n\n

      Let's look at the following phonemes that characterize this Quechua dialect:<\/p>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div>ch\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>k\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>p\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>q\u2019<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>t\u2019<\/p>\n<\/div>\n<\/div>\n\n\n\n

      Note:<\/em> Remember that the vowels 'I' and 'u' make sounds similar to 'e' and 'o' in some words when they are by the consonants 'q', 'qh', and 'q', but in writing there are three vowels.<\/p>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div>a<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>i<\/p>\n<\/div>\n\n\n\n
      \n

      <\/div><\/div><\/div>u<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
      \n
      \n
      \"\"<\/figure>\n\n\n\n

      Rimanakuna | Vocabulary<\/h2>\n<\/div>\n\n\n\n
      \n

      Keep in mind that these are words that are repeated throughout this unit and are important to remember to continue enriching your vocabulary.<\/p>\n\n\n\n

      Atoq<\/td>fox<\/td><\/tr>
      Waka<\/td>cow<\/td><\/tr>
      Alqu<\/td>dog<\/td><\/tr>
      Chakra<\/td>field<\/td><\/tr>
      Wasi<\/td>house<\/td><\/tr>
      Wayk’uy<\/td>to cook\/to prepare<\/td><\/tr>
      Mikhuy<\/td>to eat<\/td><\/tr>
      Yapuy<\/td>to plow<\/td><\/tr>
      Allay<\/td>to harvest<\/td><\/tr>
      Rantiy<\/td>to buy<\/td><\/tr>
      Pukllay<\/td>to play<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
      \n
      \"Dog\"
      Allqu \u2013 dog<\/figcaption><\/figure>\n\n\n\n
      \"2
      Chakra \u2013 field (for agriculture)<\/figcaption><\/figure>\n\n\n\n
      \"A
      Wasi \u2013 house<\/figcaption><\/figure>\n\n\n\n
      \"A
      Wayk'uy \u2013 to cook\/to prepare<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
      \n
      \n
      \"\"<\/figure>\n\n\n\n

      Ruwapakuy | Exercises<\/h2>\n<\/div>\n\n\n\n
      \n

      Examples with each sound \/ Achahala qawaykusunchis:<\/p>\n\n\n\n

      Next, you will find a series of pronunciation exercises with each consonant, play click on the play icon and repeat the sounds out loud:<\/p>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      CH<\/strong><\/p>\n\n\n\n

      chakra<\/p>\n\n\n\n

      field<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      CHH<\/strong><\/p>\n\n\n\n

      chhaphchiy<\/p>\n\n\n\n

      to shake<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      CH\u2019<\/strong><\/p>\n\n\n\n

      ch\u2019aqchuy<\/p>\n\n\n\n

      to wet<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      H<\/strong><\/strong><\/p>\n\n\n\n

      hatun<\/p>\n\n\n\n

      big<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      K<\/strong><\/strong><\/p>\n\n\n\n

      Kanka<\/p>\n\n\n\n

      ember<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      KH<\/strong><\/strong><\/p>\n\n\n\n

      Khanka<\/p>\n\n\n\n

      dirt<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      K\u2019<\/strong><\/strong><\/p>\n\n\n\n

      K\u2019anka<\/p>\n\n\n\n

      rooster<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      L<\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Lakawiti<\/p>\n\n\n\n

      pumpkin, squash<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      LL<\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Llaki<\/p>\n\n\n\n

      sadness<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      M<\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Machu<\/p>\n\n\n\n

      old<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      N<\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Nanay<\/p>\n\n\n\n

      pain<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      \u00d1<\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      \u00d1akay<\/p>\n\n\n\n

      to curse<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      P<\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Puku<\/p>\n\n\n\n

      bird<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      PH<\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Phuku<\/p>\n\n\n\n

      breeze<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      P\u2019<\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      P\u2019uku<\/p>\n\n\n\n

      deep plate<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      Q<\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Qachu<\/p>\n\n\n\n

      fodder<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      QH<\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Qhachu<\/p>\n\n\n\n

      to weed, to pull up<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      Q\u2019<\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Q\u2019achu<\/p>\n\n\n\n

      tender herb<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      R<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Rakiy<\/p>\n\n\n\n

      to distribute<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      S<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Sasa<\/p>\n\n\n\n

      difficult<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      SH<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Sha<\/p>\n\n\n\n

      (progressive suffix)<\/em><\/em><\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      T<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Taka<\/p>\n\n\n\n

      to sow<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      TH<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Thaka<\/p>\n\n\n\n

      thick<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      T\u2019<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      T\u2019aka<\/p>\n\n\n\n

      to spill<\/em><\/em><\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      \n
      \n

      <\/div><\/div><\/div><\/p>\n<\/div>\n\n\n\n
      \n

      W<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Wawa<\/p>\n\n\n\n

      baby<\/em><\/p>\n<\/div>\n\n\n\n

      \n

      Y<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n

      Yachachiq<\/p>\n\n\n\n

      teacher<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

      What does Quechua sound like? \/ Imaynatan t\u2019oqyachikun Quechuapi<\/strong><\/p>\n\n\n\n

      Please click on the play icon and we will practice the following examples together. When you hear the word ‘qan\u00f1ataq’<\/em> -which means \"now you\"- repeat the example out loud.<\/p>\n\n\n\n

      This exercise contains the following dialog:<\/p>\n\n\n\n

        \n
      • Alqu<\/li>\n\n\n\n
      • Qan\u00f1ataq \/ which means \"now you\"<\/li>\n\n\n\n
      • The student should repeat the word 'Alqu'<\/li>\n\n\n\n
      • \u00a1Kusa! \/ which means \"very good!\"<\/li>\n<\/ul>\n\n\n\n
        \n
        \n

        <\/div><\/div><\/div>alqu – dog<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>chakra – field, crop<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>chhaphchiy – to shake<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>ch\u2019aqchuy – to wet<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>hatun – big<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>inti – sun<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>khanki – bite<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>khaku – small particle<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>k\u2019aminakuy – to insult<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>lakawiti – pumpkin, squash<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>llaki – sadness<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>machu – old<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>nanay – pain<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>\u00f1akay – to curse<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>pakay – to hide<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>phaway – to run<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>p\u2019aki – to break<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>qallu – tongue<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>qharqa – hoarse voice<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>q\u2019achu – tender herb<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>rakiy – to distribute<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>sasa – difficult<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>sha (progressive suffix)<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>takiy – to sing<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>thanta – rag, cloth<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>t\u2019aqllakuy – to clap<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>upayay – to be silent<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>wawa – baby<\/em><\/p>\n<\/div>\n\n\n\n
        \n

        <\/div><\/div><\/div>yachachiq – teacher<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

        Qallarinapaq | Introducci\u00f3n Esta unidad desarrolla la fon\u00e9tica del Quechua, para que se familiarice con los principales sonidos. Lo invitamos a hacer clic en el \u00edcono \u00abplay\u00bb de cada una de las vocales y consonantes, con esta pr\u00e1ctica buscamos que se familiarice con los sonidos y convenciones ortogr\u00e1ficas de la lengua. Siga todos los ejercicios […]<\/p>\n","protected":false},"author":16,"featured_media":5631,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[8],"tags":[],"class_list":["post-719","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-en"],"acf":[],"_links":{"self":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts\/719","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/users\/16"}],"replies":[{"embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/comments?post=719"}],"version-history":[{"count":199,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts\/719\/revisions"}],"predecessor-version":[{"id":8168,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/posts\/719\/revisions\/8168"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/media\/5631"}],"wp:attachment":[{"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/media?parent=719"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/categories?post=719"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/quechuatinkuy.coerll.utexas.edu\/en\/wp-json\/wp\/v2\/tags?post=719"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}