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Jundishapur Journal of Microbiology The Official Journal of School of Medicine, Ahvaz Jundishapur University of Medical Sciences
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Antimicrobial Susceptibilities and Distribution of Resistance Genes for β-Lactams in Streptococcus pneumoniae Isolated in Hamadan
Mohammad Najafi Mosleh 1 , Marzieh Gharibi 1 , * , Mohammad Yousef Alikhani 1 , Massoud Saidijam 2 , Giti Kalantarian 3
1 Department of Microbiology, Faculty of Medicine, Hamadan University of Medical Sciences, Hamadan, IR Iran
2 Department of Molecular Medicine and Genetics, Hamadan University of Medical Sciences, Hamadan,IR Iran
3 Department of Biochemistry, Faculty of Medicine, Hamadan University of Medical Sciences, Hamadan, IR Iran
* Corresponding author: Marzieh Gharibi, Department of Microbiology, Faculty of Medicine, Hamadan University of Medical Sciences, Hamadan, IR Iran. Tel: +98-9173772538, Fax: +98-7712531750, E-mail: [email protected]
How to Cite: Najafi Mosleh M, Gharibi M, Alikhani M Y, Saidijam M, Kalantarian G. Antimicrobial Susceptibilities and Distribution of Resistance Genes for β-Lactams in Streptococcus pneumoniae Isolated in Hamadan, Jundishapur J Microbiol. 2014 ; 7(10):e12714. doi: 10.5812/jjm.12714.
Jundishapur Journal of Microbiology: 7 (10); e12714
Published Online: October 1, 2014
Revised: March 5, 2014
Accepted: April 15, 2014
DOI : 10.5812/jjm.12714
Background: β-lactams resistant Streptococcus pneumoniae are an emerging problem throughout the world. Several resistance mechanisms have been reported, including expression of drug-destroying enzymes such as β-lactamases, altered drug targets such as conformational changes in PBPs, decreased bacterial permeability, and increased drug efflux.
Objectives: The present study aimed to determine the relationship between the results of polymerase chain reaction identification of the Pbp1a, Pbp2b and Pbp2x genes (penicillin-binding proteins) and susceptibilities of β-lactam antibiotics against S. pneumoniae.
Materials and Methods: Fifty five isolates of S. pneumoniae were obtained from clinical samples with antimicrobial tests. The susceptibilities of isolates to benzylpenicillin, imipenem, oxacillin, ceftazidime were determined. The resistance genotype was determined by the polymerase chain reaction with primers designed for the PBP genes.
Results: The number of S. pneumoniae isolates resistant to benzylpenicillin, imipenem, oxacillin and ceftazidime were 94.5%, 100%, 100%, and 21.8%, respectively. Analysis of mutation in the genes for pbp showed that 85% of isolates had mutations in pbp2x, pbp2b and pbp1a. Susceptibility to benzylpenicillin was decreased once the number of mutated pbp genes in S. pneumonia increased. According to the results of this study, S. pneumoniae isolates showed reduced susceptibility due to accumulation of resistance genes.
Conclusions: We suggest that studies should be performed to evaluate changes in Minimum Inhibitory Concentration (MIC) values as well as genetic mutations in order to determine prevalence of S. pneumoniae resistance against antimicrobial agents.
PCR lytA S. pneumoniae Pbp1a Pbp2b Pbp2x
Streptococcus pneumoniae is a common etiological agent of serious invasive infections and the most common cause of pneumonia, which is a major cause of mortality throughout the world (1, 2). On the verge of the antibiotic era, clinical isolates of S. pneumoniae showed a high sensitivity to antibiotics such as benzylpenicillin, which had an exceptionally low (5-10 ng/mL) Minimum Inhibitory Concentration (MIC) against these strains. Penicillin has been commonly recommended as the antibiotic for pneumococcal infections. The emergence of drug-resistant S. pneumoniae posed a new difficult challenge for treatment of these infections (3). The initial incidence of clinically important penicillin-resistant isolates has since been reported worldwide.
The spread of penicillin and multidrug resistance among S. pneumonia has become an important universal issue and a challenge for the present treatment strategies (4). β-lactams are the most widely used antibiotics; however, extensive resistance has evolved among most common pathogens such as S. pneumoniae (5, 6). Antimicrobial susceptibility records on common pathogens including Escherichia coli, Klebsiella spp., Haemophilus influenzae, Staphylococcus aureus, S. pneumoniae, and S. pyogenes confirmed that antimicrobial resistance is still a limited issue (7). Penicillin and macrolide resistance in S. pneumoniae are considered as a serious concern globally, particularly, in Asian countries (8). The β-lactam antibiotics are broadly utilized to treat community and healthcare-associated infections, and the appearance and spread of antimicrobial resistance to this family of drugs is a significant threat to human health (9).
Several resistance mechanisms have been reported, including expression of drug-destroying enzymes such as β-lactamases (10, 11), altered drug targets such as conformational changes in PBPs (10), decreased bacterial permeability (10), and increased drug efflux (12). Understanding the principles for resistance mechanisms is essential and important for surveillance and control of infections. Furthermore, appropriate antimicrobial use is also of importance, for instance penicillins and cephalosporins (members of B-lactam antibiotics) inhibit PBPs, which are vital for bacterial cell wall biogenesis. Pathogenic bacteria have developed efficient antibiotic resistance mechanisms which in gram-positive bacteria, includes mutations in PBP genes that facilitate avoidance of B-lactam inhibition (13).
Resistance of S. pneumoniae to β -lactams is due to reduced affinity of PBPs, particularly PBP1A, PBP2B and PBP2X. S. pneumoniae contains the mosaic pbp sequence, which has high homology with pbp in oral streptococci (14). Resistance of S. pneumoniae to Β-lactams results from homologous recombination of pbp with the pbp genes of β-lactam-resistant oral streptococci (15-19). Thus, molecular epidemiological analysis, antimicrobial susceptibilities and resistance genes analysis are crucial in prevention and therapy of infectious diseases such as drug resistance in S. pneumoniae. Therefore, clinical laboratories should consider screening selected isolates to determine their susceptibility to macrolides, β-lactams, vancomycin or clindamycin.
2. Objectives
This study aimed to investigate the true prevalence of β-lactam resistance among clinically important isolates of S. pneumoniae and to examine susceptibility of S. pneumoniae to various antimicrobial agents including benzylpenicillin, imipenem, oxacillin and ceftazidim. In addition, the distribution of PBP genes of pbp1a, pbp2b, and pbp2x was investigated. Furthermore, the changes in MIC and dispensation of the antimicrobial-resistance genes were compared.
3. Materials and Methods
3.1. Bacterial Strains
Isolates of S. pneumoniae (n = 55) were collected from outpatients seen at the Medical Center of Hamadan. Clinical samples were cerebro-spinal fluid (CSF) (6), sputum (20), otorrhea (1), pharynx (8) and others (2).
3.2. Identification of Bacterial Isolates
All isolates were identified according to the method summarized by the Centers for Disease Control (21). Gram-positive cocci α- hemolytic colonies on blood agar plates supplemented with 5 mg/ mL gentamycin were collected with a wire loop and subcultured on blood agar plates. An optochin disk with a diameter of 6 mm (5 mg ethylhydrocupreine) was placed aseptically on the streak of inoculum. The plate was incubated at 37˚C in a 5% CO2 atmosphere for 18-24 hours. Isolates with an inhibition zone of 14 mm in diameter, which were susceptible to optochin, were selected. Strains with inhibition zones ranging from 9 mm to 13 mm were tested for bile solubility using 2% sodium deoxycholate (bile salt) (Oxoid, Basingstoke, Hamsphire, England). Finally isolates were confirmed by polymerase chain reaction (PCR) for autolysin (lytA) gene (22-24). Isolates were stored in 15% glycerol at -80˚ C until used for PCR and E-Test (25, 26).
3.3. Antimicrobial Test
The drug susceptibility of confirmed samples with microbial tests was determined using antibiotic E-test strips (Himedia Laboratories pvt. Ltd, India). Antibiotics employed in this study were: benzylpenicillin, imipenem, oxacillin, and ceftazidim. Inocula were prepared by direct suspension of colonies grown overnight on sheep blood agar in Muller-Hinton broth to achieve turbidity equivalent to a 0.5 Mc-Farland opacity standard. The 100-mm-diameter agar plates were inoculated by confluent swabbing of the surface with the adjusted inoculum suspensions. After application of the E-test strips, pneumococcal test plates were incubated in ambient air at 35˚C for 20 to 22 hours (25-28). E-test MICs were interpreted by noting the point of intersection of the growth ellipse margin with the MIC scale on the E-test strip when viewed from the upper agar surface with the plate lids removed (Figure 1).
a, sensitive; b, resistant.
Figure 1. Antibiogram Procedure by E-test
3.4. Polymerase Chain Reaction Analysis
Isolates were grown in blood agar medium containing 5% sheep blood agar (Merck, Darmstadt, Germany) with 5% CO2 at 37˚C for 48 hours. A single colony of S. pneumoniae was removed and suspended in lysis solution as reported previously and cells were lysed for 10 minutes at 60˚C followed by 5 minutes at 94˚C (22, 28). Furthermore, 1 µL of supernatant was used for the PCR reaction. Each reaction tube contained 20 µL solutions that included 10 x buffer (2 µL), MgCl2 25 Mm (0.4 µL), dNTPs 10 Mm (0.8 µL), distilled water (13.7 µL), Taq 5 U/µL (0.2 µL), DNA (1 µL), primer 1 (10 pm) (1 µL) and primer 2 (10 pm) (1 µL). Amplification of pbp1a, pbp2b, and pbp2x were examined by PCR using the primers reported by Ubukata and co-workers (22, 29). To raise the percentage of PRSP strains and to compensate for the variety of gene mutations, primers were designed to amplify the genes of susceptible strains but not of resistant strains.
Primer pairs used included: for lytA, 5'-TGAAGCGGATTATCATGGC-3' and 3'-GCTAAACTCCCT GTATCAAGCG-5' (273bp); for pbp1A, 5'-AAACAA GGTCGGACTCAACC-3' and 5-'AGGTGCTACAAATTGAGAGG-3' (430 bp); for Pbp2X, 5'-CCAGGTTCC ACTATGAAAGTG-3' and 5'-CATCCGTCAAACC GAAACGG-3' (292bp); for Pbp2B, 5'-CAATCTAGAGTC TGCTATGGA- 3' and 5-'GGTCAATTCCTGTCGC AGTA-3' (77 bp). PCR conditions were as follows: initial denaturation step at 94˚C for 3 minutes followed by 30 cycles at 94˚C for 20 seconds , 57˚C for 20 seconds and 72˚C for 15 seconds, and a final extension step at 72˚C for 7 minutes (21). The amplified DNA fragments were separated on a 3% agarose gel. S. pneumoniae PTCC 1240 was used as the control strain.
Fifty five out of 400 samples were positive for S. pneumoniae with microbial test and PCR (Figure 2).
Gel electrophoresis with autolysin gene (L = marker 50 bp, agarose LE 3%, A = negative control with distilled water, B = negative control with E. coli, C = positive control with S. pneumoniae (PTCC NO.1240), D-J = lytA gene (273bp))
Figure 2. Polymerase Chain Reaction for Identification of lytA Gene (273 bp) in Isolates
All 55 strains were classified into following six genotypes, according to PCR for pbp1a, pbp2x, pbp2b genes: (i) PSSP with three normal genes (n = 0%); (ii) PISP with abnormal pbp2x (n = 100%); (iii) PISP with abnormal pbp2b (n = 100%); (iv) PISP with abnormal pbp1a (n = 85.5%); (v) PISP (pbp2x+2b) with abnormal pbp2x and pbp2b (n = 100%); (iv) PISP (pbp1a+2x) with abnormal pbp1a and pbp2x (n = 100%); (vi) PISP (pbp1a+2b) with abnormal pbp1a and pbp2b (n = 100%); (vii) PRSP with three abnormal PBP genes (n = 85.5%). E-test results revealed that 94.5% of isolates were resistant to penicillin, 100% to oxacillin, 100% to imipenem, and 21.8% to ceftazidime. The most frequent genotype of penicillin resistance genes were related to pbp2x and pbp2b. Furthermore, 85.5 % of the samples with PRSP genotype had all three mutant genes and none of the samples were sensitive to penicillin. All samples had at least two genes related to penicillin resistance. Samples with one or two penicillin resistance genes had intermediate resistance to penicillin. Figure 3 indicates the relationship between distributions of antimicrobial minimum inhibitory concentrations for S. pneumoniae in mutations of PBP genes.
Figure 3. Antimicrobial Minimum Inhibitory Concentrations for Streptococcus pneumoniae in PBP Genes Mutants
The highest percentage of antibiotic resistance was towards oxacillin and imipenem (100%). In addition, 94.5 % of samples were resistant to penicillin, imipenem and oxacillin, while 21% of samples were resistant to all tested antibiotic E-test strips. The most frequent penicillin resistance genes were pbp2x and pbp2b while 85.5 % of the samples had the PRSP genotype (had all three mutated genes). Furthermore, no penicillin sensitive strain was detected and 100% of the samples had at least two penicillin resistance genes and those with one or two penicillin resistance genes had intermediate penicillin resistance (PISP).
Pneumococci have remained as important human pathogens despite the introduction of penicillin and the new generation of antibiotics. Our results showed that the incidence of penicillin-resistant strains among Iranian clinical isolates is alarmingly high. The rate of resistance to penicillin in our isolates was higher than the resistance rates reported from other countries, underlining the necessity for more attention to be paid to antibiotic therapy for pneumococcal infections. A detailed study from Brazil indicated that the prevalence of resistant strains increased during the six years of the study period according to analysis of MICs (30).
The present study showed a 94.5% prevalence rate for penicillin resistant S. pneumoniae. This is higher than the 67.8% reported from Tanzania (31) and 64% from Kuwait (32) and very higher than the 9.5% reported from Zahedan, Iran (33). PCR is a rapid and simple technique with high sensitivity and specificity for detection of microorganisms (34-37). Primarily, a microbial test and PCR were conducted to determine S. pneumoniae. PCR analysis confirmed the microbial test results. Since the first cases of invasive pneumococcal infections caused by PRSP were reported in 1977, penicillin-nonsusceptible strains have become a global concern (38). Several reports have determined a high prevalence of pneumococcal resistance to penicillin as well as other antibiotics, such as cephalosporins and macrolides.
A recent survey in the United States showed that 18.4% of isolates were resistant to penicillin (20). Furthermore, the overall proportion of the isolates which were resistant to three or more classes of drugs was reported to be increased (39). Some studies have documented the emergence of decreased susceptibility of S. pneumoniae to fluoroquinolones; in addition, a failure in therapy of cases with pneumococcal pneumonia treated with oral levofloxacin has been reported (40, 41). A number of factors have been reported to play a role in carriage and transmission of penicillin resistant. S. pneumonia; however, the most important factor is probably recent antibiotic use. Other risk factors for resistant pneumococcal carriage include young age, attendance to day care centers, and human immunodeficiency virus (HIV) infections in some populations (42, 43).
Autolysins are enzymes that degrade different bonds in the peptidoglycan which ultimately result in the lysis and death of the cell. The S. pneumoniae contains a powerful autolytic enzyme that has been described as an N-acetylmuramoyl-L-alanine amidase (44, 45). The autolysin LytA is responsible for release of lipoteichoic and teichoic acids, which are host inflammatory response mediators. Neuraminidase (45) is a choline-binding protein which is found in the cytoplasm of S. pneumoniae and released when the cells undergo autolysis. Cell wall autolysin may have a function in pathogenesis of S. pneumoniae through lysing a proportion of the invading pneumococci, which causes the release of potentially lethal toxins. Earlier studies have revealed that autolysin releases extremely inflammatory cell wall breakdown products, which eventually contribute to pathogenesis (44, 45). In addition, autolysin-deficient S. pneumoniae were shown to have a degree of attenuated virulence in one of the previous reports (44). Therefore, it can be presumed that autolysin contributes to early pathogenesis of the pneumococcal disease.
In the present study, all of our isolates were positive for lytA, irrespective of the kind of disease they were causing. All the isolates from both invasive and ocular infections were lytA positive suggesting that irrespective of site of isolation and kind of infection, autolysin is a necessity for the S. pneumoniae isolates. In the current work, examination of MICs for β-lactams, including penicillin, imipenem, oxacillin, ceftazidim, showed a trend in S. pneumoniae resistance to β-lactams. The existence of mutant PBP genes affected the MIC of β-lactam resistance since the occurrence of these genes in resistant was higher compared to the sensitive isolates (Figure 3).
The lower affinity of PBPs, 1A, 2B and 2X are involved in β-lactams-resistance in S. pneumoniae. Furthermore, we used PCR with primers specific to susceptible alleles for the detection of mutations in PBP genes, which demonstrated that 85% of isolates had mutations in the PBP genes. The comparison of these results with results of E-test demonstrated that there are other PBP genes, which are involved in low frequency of resistance. Previous studies have shown strong associations between the use of antimicrobial agents in the community and emergence of antimicrobial resistance in a number of organisms (46, 47). This might be due to selection of the resistant strains which have mutations in the PBP genes that result from β-lactam utilization. Another possibility is the implantation of transformation between S. pneumoniae and related streptococcal species. The increase in β-lactam resistant S. pneumoniae might be associated with the increase in highly resistant strains and rapid transfer of cloned resistance which in turn could be due to introduction and administration of new β-lactam and macrolide antibiotics as well as high population and travel to affected areas.
A number of strategies including simultaneous multiple drug therapy, which have been reported to be effective in reducing the development of resistance in pathogens such as HIV and mycobacterium tuberculosis are not practical for S. pneumoniae due to within-host development of resistance during treatment (48). In the United States and Europe, decreased resistance by judicious antibiotic use has been reported (48). However, this strategy is not practical in for developing country such as Iran where antibiotics are sold without prescription over the counter. The present results suggest that it is important to appraise the changes in MIC values as well as genetic mutations in order to evaluate the prevalence of resistance to antimicrobial agents in S. pneumoniae. Furthermore, penicillin is not suitable for treatment of pneumococcal infections; instead a range of macrolides can be administrated to successfully treat strains with intermediate resistance to penicillin in serious infections. However, the necessity of using macrolides should be considered due to the increased macrolides resistance in this family.
For strains with high resistance to penicillin, vancomycin and fluoroquinolones including sparfloxacin are selected as antimicrobial agents. In addition, selected antibiotics should be administrated to treat pneumococcal bacterial infection based on the pattern of pneumococcal drug resistance in the area. Thus, in isolates assumed to be S. pneumoniae, examination of three PBP and lytA together gives value to predict the susceptibility within two hours which finally leads to a selective treatment for infectious diseases caused by S. pneumonia (37). Consequently, the increase in antibiotic resistance among S. pneumoniae strains in Iran seems to be alerting and the treatment of infections should be further analyzed and investigated and thus presently antibiotics used for practical treatment of certain S. pneumoniae infections may need to be further reviewed.
The authors wish to thank the Vice-chancellor of Research of Hamadan University of Medical Sciences for their financial support. We also thank Mr. Haydarbarghi for his assistance in culture and isolation of Streptococcus pneumoniae.
Authors' Contributions: Study concept and design: Marzieh Gharibi. Analysis and interpretation of data: Marzieh Gharibi. Drafting of the manuscript: Marzieh Gharibi and Giti Kalantarian. Critical revision of the manuscript for important intellectual content: Mohammad Yousef Alikhani, Mohammad Najafi Mosleh and Massoud Saidijam.
Funding/Support: This study was supported by grant 8610046531 provided by the Hamadan University of Medical Sciences.
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Copyright © 2014, Ahvaz Jundishapur University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
Mohammad Najafi Mosleh: [PubMed] [Scholar]
Marzieh Gharibi: [PubMed] [Scholar]
Mohammad Yousef Alikhani: [PubMed] [Scholar]
Massoud Saidijam: [PubMed] [Scholar]
Giti Kalantarian: [PubMed] [Scholar]


text:
Cui bono? In Search of Useful Latin
Posted on 11th April 2021 15th July 2021 by Antigone in Latin Language, The Classical Tradition, The Future of Classics
Jessica Glueck
Here's a tough question which all Latin teachers must eventually face, whether they like it or not: Is Latin useful?
This is both a very old question and a very new one. Benjamin Franklin was asking it when he critiqued the utility of a classical education in 1749, and these days professors write books about it all the time.[1]On Franklin, see Meyer Reinhold, 'Opponents of Classical Learning in America during the Revolutionary Period,' Proceedings of the American Philosophical Society 112 (2019) 221–34. Recent books in defense of a classical education include Eric Adler's Battle of the Classics (Oxford UP, 2020) and Helen Small's The Value of the Humanities (Oxford UP, 2013), which includes discussion of the Classics. The dean of undergraduate admissions at Yale, Jeffrey Brenzel, gave a talk on a similar theme in 2012, which can be viewed here. It seems easier to tackle if we assume that "Latin" means "reading Latin literature"; as the articles in Antigone attest, Latin and Greek texts continue to fascinate and challenge us.
But reading those texts in the original usually requires years of less inspiring work, whether that's memorizing charts or ploughing through made-for-purpose stories. Many students never attain the goal of reading real Latin with pleasure and fluency. So is there any utility in the language-learning process itself?
A group of educators in early twentieth-century America believed there was, and they set out to advocate for Latin's place not only in a traditional liberal arts curriculum, but in vocational training high schools. Secondary schools in this period often offered two tracks: a 'college' track, designed to prepare students for university, and a 'commercial' track, to prepare them for business or secretarial jobs.[2]For more on the history of vocational education in America, see Derek S. Linton, 'American Responses to German Continuation Schools during the Progressive Era,' in German Influences on Education in the United States to 1917, Henry Geitz, Jürgen Heideking, and Jurgen Herbst (eds.) (Cambridge UP, 1995) and Marvin Lazerson, Origins of the Urban School (Harvard UP, 1971). Latin was taught on the college track as a matter of course, because the language was tested on many university entrance examinations until much later in the century; but commercial students didn't usually study it, focusing their energies instead on core subjects like English and mathematics and business skills like accounting and stenography.
Some zealous classicists wanted to change that. Chief among them was one Albert Sanborn Perkins (1861–1954), Latin teacher for 45 years at the now defunct Dorchester High School in Dorchester, Massachusetts, just outside Boston. Between 1913 and 1920 he published eight articles on the practical value of Latin to commercial students and wrote a textbook which reflected his ideas.[3]Albert S. Perkins, Beginning Latin Book (Sanborn & Co, Chicago/New York/Boston, 1918). "We must prove to parents, pupils, educational experts, and the world generally," he wrote in 1913, "that Greek and Latin in reality are the most practical studies a boy or girl can take."[4]Albert S. Perkins, 'Latin As A 'Practical' Study,' Classical Journal 8 (1913) 302 (his emphasis).
A.S. Perkins as a younger (1884) and older (1909) man.
Perkins started a vocational Latin program at Dorchester in 1911 with 40 students; by 1914, enrollment had ballooned to 275.[5]Albert S. Perkins, 'The Dorchester Experiment in Vocational Latin: A Report of Progress,' Classical Journal 12 (1916) 133–4. And although Perkins was the most outspoken advocate for vocational Latin, he was by no means alone: schools elsewhere in Massachusetts, in Ohio, and in California adopted similar methods.[6]Perkins reported vocational Latin programs at West Roxbury High School and South Boston High School (both in Boston) and claimed to have received over a hundred letters of interest from schools all over the world: see the article in the note above at pp.134–5. Harry L. Senger described the vocational Latin program at his Cincinnati high school in 'Latin in the Commercial High School,' Classical Journal 11 (1915) 106–11. H.C. Nutting discussed a school "known to [him]" (presumably in California, where he was a professor) which had introduced Latin alongside a manual arts course: see 'Vocational Latin,' Classical Journal 12 (1917) 325. There were doubtless more whose programs were not documented in the classical journals of the period. At a time when a class size of 40 students was considered "modest",[7]Perkins described his initial vocational Latin program as "modest … with but one section of about forty pupils": see 'The Dorchester Experiment in Vocational Latin: A Report of Progress,' Classical Journal 12 (1916) 133. H.C. Nutting reported that there were over 15,000 pupils studying Latin in the state of California alone in 1917: see 'Vocational Latin,' Classical Journal 12 (1917) 319 n.1. this means that a surprisingly large number of young Americans must have received some instruction, however incomplete, in "vocational Latin".
Dorchester High School in the 1920s/30s (original held in the City of Boston archives)
What exactly was it? Precise methodologies varied.[8]Perkins (ibid., 134) describes how West Roxbury High School introduced vocational Latin "largely from the conversational point of view." Perkins' book included oral question-and-answer exercises in Latin inspired by the "direct method", in which Latin conversation was used as an interactive teaching tool.[9]For a brief survey of the direct method, see this piece by Christopher Stray, and this recent account from the British Library. The fullest description of the direct method in action is given by W.H.D. Rouse and R.B. Appleton, Latin on the Direct Method (University of London Press, 1925). The guinea-pig school for the project was the Perse in Cambridge, where Rouse was conveniently headmaster (1902–28). But it also featured traditional translation exercises. The truly distinctive feature of vocational Latin was its emphasis on using the language as a means of understanding English. The "purpose and end of the study of Latin in secondary schools," according to Perkins, was first and foremost "English vocabulary building" and only secondarily the "ability to read simple Latin literature."[10]Albert S. Perkins, Beginning Latin Book (Sanborn & Co, Chicago/New York/Boston, 1918) xvii. J.H. Doyle, another proponent of vocational-style Latin, went even further: "I most strenuously object to the "reading" of Latin as a fundamental aim … I would very much prefer … to use both reading and conversation as instruments of etymology."[11]J.H. Doyle, 'Purpose in Teaching Foreign Language,' The Pedagogical Seminary and Journal of Genetic Psychology 24 (1917) 364.
Most theorists took a more moderate approach. For instance, the Classical Association of New England insisted on the beauty and "refining influence" of Latin literature even as it recommended the methods of vocational Latin.[12]Quoted in the Annual Report of the Town Officers of Wakefield, Massachusetts (Falcon Press, Boston, 1914) 241. The report also discusses authors read and textbooks used in vocational Latin classrooms. All agreed, however, that a deeper knowledge of English was one important benefit of Latin study. There was great enthusiasm for teaching English derivatives of Latin words, and this activity was central to Perkins' textbook: he designed his Latin vocabulary lists specifically to yield interesting etymologies.[13]Albert S. Perkins, Beginning Latin Book (Sanborn & Co, Chicago/New York/Boston, 1918) iii. Instructors would ask pupils to scour an English dictionary for derivatives and keep records of what they found. Perkins reproduced one page from a pupil's notebook which listed derivatives of the word 'quatio', meaning 'shake':
A sample page from the derivatives notebook of a vocational Latin pupil (from Perkins' article "The Dorchester Experiment in Vocational Latin: A Report of Progress," Classical Journal 12 (1916) 138).
One might have some questions about the utility even of certain English words on this list: how often do you use 'quassative' in your daily life? Still, this is a fascinating display of the richness of both languages and the myriad connections between them. It is also pedagogically innovative, a way of encouraging children to find their own answers and pursue their own investigations rather than simply to memorize material.
Alongside these dictionary exercises, pupils were asked to bring in Latin-derived words they found in external reading or even in advertisements or on product labels. A teacher named C. Carlotta Wiswall in Melrose, Massachusetts, reported in 1921 some anecdotes of Latin-hunting among her pupils: "Then last year there was a boy in class who worked in a grocery store and apparently used to devote his spare time to examining cans for Latin. It was he who found 'farina' [grain] … One girl found a Latin motto in a hat which she was trying on in a store … We have not yet decided whether 'Mavis face powder' comes from 'malo' [I prefer], but as they had found no other derivative, they were inclined to hope it did."[14]C. Carlotta Wiswall, 'An Experiment in Vocational Latin,' Classical Journal 17 (1921) 90.
Advocates of vocational Latin hoped not only to enhance students' grasp of English vocabulary, but also to help them excel in what is now a lost art: stenography. This was the practice of taking dictation in shorthand, and it was used by secretaries – typically women from poorer backgrounds – in all sorts of office environments. There were various shorthand "languages" and, as Perkins pointed out, some had specific symbols for Latin prefixes and suffixes, meaning that the study of Latin could help students grasp these languages more quickly.[15]Albert S. Perkins, 'Latin as a Vocational Study in the Commercial Course,' Journal of Education 80 (1914) 575.
Perkins also felt that a good knowledge of grammar and spelling, gained through Latin, would make for better stenographers and businessmen (and they were businessmen back then). He conducted a study of 76 pupils to prove that students who learned Latin had more facility with English than those who studied English alone, or English with a modern language. The results were highly favorable to the Latinists. Here are their average percentage scores on a series of tests, as compared to their peers who did not study Latin:
Average percentage scores on various literacy tests of 76 pupils who studied Latin and those who did not (from Perkins, ibid., 138).
Larger and more scientific examinations of the link between Latin and literacy were conducted throughout the twentieth century and into the twenty-first, and a recent review of this data confirmed the value of Latin in developing English literacy.[16]Eveliene Bracke and Ceri Bradshaw, 'The impact of learning Latin on school pupils: a review of existing data,' Language Learning Journal 48 (2017) 226–36. Perkins may have been on to something: perhaps Latin is useful after all.
Old Woodward High School building in Cincinnati, Ohio where Harry L. Senger taught vocational Latin in the early 20th century. The school still exists, as Woodward Career Technical High School, in a different building. Latin is no longer taught there.
Like stenography, vocational Latin has largely vanished from American classrooms. High schools no longer have separate "commercial" and "college" tracks, although schools focused on vocational training still exist, some of them direct descendants of the institutions discussed in this article.[17]Of the schools I have mentioned here, only Woodward in Cincinnati has continued to exist (it is now Woodward Career and Technical High School). Dorchester High School, where the vocational Latin experiment began, is closed; it was replaced in 2003 by the Dorchester Education Complex, which housed three vocational schools but has also since closed. South Boston High School is now Excel High School, which has a strong vocational element; West Roxbury High School became West Roxbury Academy and also maintained a vocational program. Nether offers Latin. They rarely offer Latin now. Yet these stories of grocery boys seeking Latin on can labels and young women remembering prefixes as they take dictation provide a glimpse of an excitingly democratic moment in American classics teaching. Without suggesting, as we might today, that all pupils should have a chance at attending university and pursuing the careers of their dreams, the proponents of vocational Latin nevertheless wanted to make a great classical education accessible to everyone during secondary school. Harry L. Senger, a vocational Latin teacher in Cincinnati, Ohio, passionately articulated this egalitarian perspective:
Do you believe that knowledge is only for the few? that education and democracy are antonyms? Do you believe that a student should be compelled to learn either much Latin or none whatever? If you hold any of these opinions, you need not concern yourselves with what remains of my paper … Now I hold … that Latin is a valuable instrument of general education … The great work before the American teacher today is not to nurse a few scholars into strength and pre-eminence, but to uplift the mass of the people as a whole.[18]'Latin in the Commercial High School,' Classical Journal 11 (1915) 107.
Vocational Latin may have passed away; but such ideals, and the pedagogical creativity which supported them, must continue to speak to all of us who love Latin today.
Jessica Glueck is a PhD student in Classics at the University of Cambridge, having previously studied at Harvard and Oxford. She is a book lover, a Kansan, and sometimes a poet.
On Franklin, see Meyer Reinhold, 'Opponents of Classical Learning in America during the Revolutionary Period,' Proceedings of the American Philosophical Society 112 (2019) 221–34. Recent books in defense of a classical education include Eric Adler's Battle of the Classics (Oxford UP, 2020) and Helen Small's The Value of the Humanities (Oxford UP, 2013), which includes discussion of the Classics. The dean of undergraduate admissions at Yale, Jeffrey Brenzel, gave a talk on a similar theme in 2012, which can be viewed here.
For more on the history of vocational education in America, see Derek S. Linton, 'American Responses to German Continuation Schools during the Progressive Era,' in German Influences on Education in the United States to 1917, Henry Geitz, Jürgen Heideking, and Jurgen Herbst (eds.) (Cambridge UP, 1995) and Marvin Lazerson, Origins of the Urban School (Harvard UP, 1971).
Albert S. Perkins, Beginning Latin Book (Sanborn & Co, Chicago/New York/Boston, 1918).
Albert S. Perkins, 'Latin As A 'Practical' Study,' Classical Journal 8 (1913) 302 (his emphasis).
Albert S. Perkins, 'The Dorchester Experiment in Vocational Latin: A Report of Progress,' Classical Journal 12 (1916) 133–4.
Perkins reported vocational Latin programs at West Roxbury High School and South Boston High School (both in Boston) and claimed to have received over a hundred letters of interest from schools all over the world: see the article in the note above at pp.134–5. Harry L. Senger described the vocational Latin program at his Cincinnati high school in 'Latin in the Commercial High School,' Classical Journal 11 (1915) 106–11. H.C. Nutting discussed a school "known to [him]" (presumably in California, where he was a professor) which had introduced Latin alongside a manual arts course: see 'Vocational Latin,' Classical Journal 12 (1917) 325.
Perkins described his initial vocational Latin program as "modest … with but one section of about forty pupils": see 'The Dorchester Experiment in Vocational Latin: A Report of Progress,' Classical Journal 12 (1916) 133. H.C. Nutting reported that there were over 15,000 pupils studying Latin in the state of California alone in 1917: see 'Vocational Latin,' Classical Journal 12 (1917) 319 n.1.
Perkins (ibid., 134) describes how West Roxbury High School introduced vocational Latin "largely from the conversational point of view."
For a brief survey of the direct method, see this piece by Christopher Stray, and this recent account from the British Library. The fullest description of the direct method in action is given by W.H.D. Rouse and R.B. Appleton, Latin on the Direct Method (University of London Press, 1925). The guinea-pig school for the project was the Perse in Cambridge, where Rouse was conveniently headmaster (1902–28).
Albert S. Perkins, Beginning Latin Book (Sanborn & Co, Chicago/New York/Boston, 1918) xvii.
J.H. Doyle, 'Purpose in Teaching Foreign Language,' The Pedagogical Seminary and Journal of Genetic Psychology 24 (1917) 364.
Quoted in the Annual Report of the Town Officers of Wakefield, Massachusetts (Falcon Press, Boston, 1914) 241. The report also discusses authors read and textbooks used in vocational Latin classrooms.
Albert S. Perkins, Beginning Latin Book (Sanborn & Co, Chicago/New York/Boston, 1918) iii.
C. Carlotta Wiswall, 'An Experiment in Vocational Latin,' Classical Journal 17 (1921) 90.
Albert S. Perkins, 'Latin as a Vocational Study in the Commercial Course,' Journal of Education 80 (1914) 575.
Eveliene Bracke and Ceri Bradshaw, 'The impact of learning Latin on school pupils: a review of existing data,' Language Learning Journal 48 (2017) 226–36.
Of the schools I have mentioned here, only Woodward in Cincinnati has continued to exist (it is now Woodward Career and Technical High School). Dorchester High School, where the vocational Latin experiment began, is closed; it was replaced in 2003 by the Dorchester Education Complex, which housed three vocational schools but has also since closed. South Boston High School is now Excel High School, which has a strong vocational element; West Roxbury High School became West Roxbury Academy and also maintained a vocational program. Nether offers Latin.
'Latin in the Commercial High School,' Classical Journal 11 (1915) 107.
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"We should give the Lord our best effort and that's something Father will be happy about".
Fr. José Luis Saavedra, S.H.M., entered as a Servant Brother in 2001 and was ordained a priest in 2012. He coincided with Sr. Clare on various occasions throughout these years.
As any Servant Priest/Brother, I have shared very few experiences with Sr. Clare. However, I do recall two small anecdotes of when we collaborated in preparing the liturgical music for certain special occasions.
The first anecdote occurred when the Home of the Mother received approval as an International Public Association of Faithful from the Pontifical Council of Laity in Rome. As a sign of our faith and gratitude, the Home wanted to do our best in preparing the celebration. Three Cardinals each celebrated a Mass in thanksgiving to the Lord in one of Rome's many basilicas. The liturgical music played an important role and we made every effort to prepare it as best as we could. Each community of Servant Brothers and Servant Sisters prepared the different voices for the polyphonic pieces we would later practice together once in Rome.
I'm not sure if it was there in Rome when Sr. Clare took part in the choir practice. I just remember how in the months that followed, in the vows ceremonies and entrances into the Novitiate, we had to revisit some of those same songs. The choir practices were too few in number and too short, considering all we had to prepare. So, we tried our best to take good advantage of our practice time. I usually played the role of "Choir Director", but seeing as how we didn't have a piano or tuning fork and oftentimes the sheet music got lost in the shuffle between celebrations, I sometimes forgot the right notes for the songs. Whenever this occurred, it just made things harder and we lost a lot of time. That's when someone mentioned that Sr. Clare would surely remember the notes. From that day on, the problem was solved. And whenever we began with a brand new piece of really complicated polyphony, I always began choir practice with, "Sr. Clare, could you please give us the note?" Sometimes there were over thirty of us singing and nobody knew how to start the song. But she did. She had a unique musical talent, what is technically referred to as "absolute pitch" or "perfect pitch". Very few people have this gift and those who do have it are usually very experienced in music, with years of musical studies. I don't think she had studied music; she just had an unusually keen ear. She never liked it when I asked her to give us the note, especially because it made her the center of everyone's attention. And yet, she immediately responded and remained composed, making the effort to be docile. She quickly gave us the right note, to help shorten the practice time and once more disappeared from the center of attention. That way, we could start the song on the right note, and she always started on the right note.
The second anecdote happened in the Holy Land. The Home of the Mother organized a pilgrimage to the Holy Land in 2012, with our founder, Fr. Rafael Alonso. There were very few of us who could dedicate time and effort to the liturgical music on the pilgrimage. By that time, I was already a priest and was thus only able to help prepare the music on a couple occasions. On one of these occasions, we wanted to sing the Spanish song "Gethsemane", but it did not come out that well. You could tell we were nervous and that we had forgotten some of the lyrics. It was like one of those times where you keep humming with your mouth half-open, hoping that everybody else will keep singing the words that you have forgotten… But, this time nobody kept singing and we ended up either laughing or crying at how pitifully it came out. We found out that we were going to be able to have a Holy Hour in the Basilica of Gethsemane – with the entire Basilica all to ourselves, just for our group. Not only that, but we were also going to be able to walk through the garden with its ancient olive trees, amongst which Our Lord Himself prayed. We felt discouraged seeing that we were so few for the music. The guide himself kindly asked us to not sing that song, "Gethsemane", that we had sung before, as it had really come out so badly. That was when Sr. Clare "lost her patience" in a good sense. She started preparing songs for the liturgical celebrations as we went along on our tours of the Holy Land. In fact while we were waiting to enter the Basilica (we were one of the last groups to enter), she taught Sr. Kelly Jo and me the voices for a song that we had to sing acapella!
Later on, during this moment of adoration, obviously the songs did not come out perfectly, but we did our best. What we did experience was an authentic spirit of prayer, and the Lord bestowed so many graces on us all. Father was very pleased with that Holy Hour. At a certain point in the celebration, while we were all gathered near the rock where the Lord prayed, Father had all the Servant Priests/Brothers and Servant Sisters place our perpetual vows cross on the rock, asking the Lord to grant us the grace that our cross and our prayer always be filled with the Cross and the Lord's presence.


For at least the past one 100 years, the growth of industrialised economies has been remarkably balanced; output per worker has increased at a roughly constant rate, while the capital-output ratio, the real return on capital, and the shares of capital and labour in national income have remained fairly constant (Kaldor 1961, Jones 2015). Understanding why economies exhibit balanced growth is important for policymakers interested in how new technologies and changing institutions will affect long-run economic performance and the division of income between capital and labour. In recent work (Grossman et al. 2016), we study the causes of balanced growth and argue that it results from schooling levels increasing over time. This suggests investment in education has a crucial, but previously overlooked role in shaping long-run growth dynamics.
In the neoclassical growth model where output is produced using capital and labour, the conditions under which a balanced growth path exists are well known (Uzawa 1961). Either the elasticity of substitution between capital and labour must equal one, or technological change must augment the productivity of labour but not of capital. For 50 years, growth economists have focused their attention on production technologies that satisfy at least one of these conditions.
But there is a problem. The size of the elasticity of substitution between capital and labour is much debated, but the balance of evidence suggests it is well below one. Reviewing firm-level estimates of this elasticity, Chirinko (2008) concludes that "the weight of the evidence suggests a value of [the elasticity of substitution] in the range of 0.4 to 0.6". In addition, the relative price of capital has fallen over time (Gordon 1990, Greenwood et al. 1997, Cummins and Violante 2002). Figure 1 shows that between 1947 and 2013 the relative price of investment goods fell at around 2% per year, which suggests capital-augmenting technical change has occurred. Taken together these observations imply neither of the Uzawa conditions for balanced growth hold empirically.
Figure 2 shows average years of schooling measured at age 30 for all cohorts of native American workers born between 1876 and 1982. Clearly, schooling has been rising over time. Perhaps investment in education provides a way to square balanced growth with the failure of the Uzawa conditions. To explore this possibility, we extend the neoclassical growth model by allowing output to depend not only on capital and labour, but also on the economy's education level. The usual formulation where labour and schooling can be combined into a single 'human capital' input, as assumed in the Uzawa-Lucas growth model (Uzawa 1965, Lucas 1988), does not solve the puzzle. However, under the assumption that schooling rises over time we find that balanced growth can occur even without the Uzawa conditions holding, but only if capital accumulation raises the marginal product of schooling relative to the marginal product of labour. Thus, balanced growth requires the production technology to exhibit a form of capital-skill complementarity.
Source: Goldin and Katz (2007) and additional data from Lawrence Katz.
A 'time-in-school' economy where each individual only lives for an instant and chooses what fraction of her lifetime to devote to schooling. Workers that spend longer in school are more productive when they join the labour force.A 'manager-worker' economy where again individuals only live for an instant, but education is a discrete choice and educated individuals become managers while all other individuals are workers. In this economy aggregate output depends on capital and the supplies of skilled managers and unskilled workers, as in Krusellet al.(2000).A more realistic 'overlapping generations' economy where successive cohorts of individuals live for a finite amount of time and choose how many years to spend in school before joining the workforce.
For each of these economies we characterise a class of production functions for which the economy will exhibit balanced growth. Balanced growth occurs because, in equilibrium, capital accumulation raises the returns to education and this causes schooling to increase at exactly the rate needed to offset the effect of capital-augmenting technical change on capital's share of income.
On the balanced growth path, growth in output per capita results from both capital-augmenting and labour-augmenting technical change, and the division of income between capital and labour is constant. The overlapping generations model is also consistent with many other features of the US experience. In particular, years of schooling by birth cohort rises linearly over time as seen empirically in Figure 2, the returns to schooling satisfy a Mincer-like wage equation and the labour force participation rate declines with time.
There is some evidence that in recent years, growth in the US and elsewhere has slowed, while capital's share of income has risen (Elsby et al. 2013, Karabarbounis and Neiman 2014). To understand the relationship between the rate of technical change and capital's steady state income share, we calibrate the balanced growth path of the overlapping generations model. Interestingly, we find that a decline in the rate of technical change leads to both a growth slowdown and an increase in capital's share of income. This illustrates how changes in the economic environment may affect both long-run economic performance and the division of income between capital and labour.
The observation that the US and many other industrialised economies have experienced balanced growth over long periods is a key fact that informs our understanding of the growth process. Yet the Uzawa conditions for balanced growth are inconsistent with empirical findings. We suggest a simple and compelling way to resolve this problem. When capital and schooling are sufficiently complementary, increases in schooling offset the effect of capital deepening on the capital share and ensure growth remains balanced. Our research not only highlights the importance of education for growth, but also has novel implications for how the aggregate production function should be specified and how capital accumulation affects inequality. We hope that future research will shed further light on these questions.
Chirinko, R S (2008), "The Long and the Short of It," Journal of Macroeconomics 30(2), 671-86.
Cummins, J and G L Violante (2002), "Investment-Specific Technical Change in the US (1947-2000): Measurement and Macroeconomic Consequences," Review of Economic Dynamics 5(2), 243-84.
Elsby, M W L, B Hobijn, and S Aysegul (2013), "The Decline of the U.S. Labor Share," Brookings Papers on Economic Activity 47(2), 1-63.
Goldin, C and F L Katz (2007), "Long-Run Changes in the Wage Structure: Narrowing, Widening, and Polarization," Brookings Papers on Economic Activity 38(2), 135-68.
Gordon, R J (1990), The Measurement of Durable Goods Prices, Chicago, IL: University of Chicago Press.
Greenwood, J, Z Hercovitz, and P Krusell (1997), "Long-Run Implications of Investment-Specific Technological Change," American Economic Review 87(3), 342-62.
Grossman, G M, E Helpman, E Oberfield and T Sampson (2016), "Balanced Growth Despite Uzawa," CEPR Discussion Paper 11063.
Jones, C I (2015), "The Facts of Economic Growth," in preparation for the Handbook of Macroeconomics.
Kaldor, N (1961),"Capital Accumulation and Economic Growth," in F A Lutz and D C Hague, eds.,The Theory of Capital, New York: St. Martins Press.
Karabarbounis, L and B Neiman (2014), "The Global Decline of the Labor Share," Quarterly Journal of Economics 129(1), 61-103.
Krusell, P, L E Ohanian, R- R José-Victor and G L Violante (2000), "Capital-Skill Complementarity and Inequality: A Macroeconomic Analysis," Econometrica 68(5), 1029-63.
Lucas, R E Jr (1988), "On the Mechanics of Economic Development," Journal of Monetary Economics 22(1), 3-47.
Uzawa, H (1961), "Neutral Inventions and the Stability of Growth Equilibrium," Review of Economic Studies 28(2), 117-24.
Uzawa, H (1965), "Optimal Technical Change in an Aggregate Model of Economic Growth,"International Economic Review 6(1), 18-31.
Credits: This article is published in collaboration with VoxEU & WEF.


I recently got a new shipment of tea in.. which is totally exciting.. Everything is on the video below and pictures and info is below!
It has this strainer in the top for loose tea..
Here are the teas I picked out..
Super excited to try these all and I will do mini reviews coming up soon.. plus a giveaway!
Have you tried Stash Tea?? What do you think about their teas?
1 comment on "Stash Tea Haul!! [ Pictures & Video ]"


To fulfill its purpose, the White House Historical Association produces educational literature and films, develops special programs, and maintains a web site interpreting the White House and its history and the persons and events associated with it.
From private funding and the sale of its educational products, the Association supports the acquisition of artwork and objects for the White House collection and contributes to the conservation of the public rooms.
In 1961, when the National Park Service suggested that such an association be formed, the idea received Mrs. John F. Kennedy's ready approval. In July 1962, The White House: An Historic Guide was delivered to a public that had already ordered 10,000 copies. The guide is now in its 23rd edition.
The association also sponsors lectures, exhibits and other outreach programs. Thousands of schools, universities and libraries have received free educational materials about the White House. Traveling exhibits and videos are circulated to the presidential libraries and museums.
Closed on Thanksgiving, December 25, and January 1.


Here's Matador's incredible remix of Oxia's 'Domino' that dropped on Agoria's 'Sapiens' label on Friday 24th Feb!
This was released as part of a remix package of the iconic hit that has become a firm favourite with DJs worldwide to ignite dancefloors across the globe.
Posted on March 2, 2017, in stream and tagged matador, Oxia, remix, sapiens. Bookmark the permalink.	Leave a comment.


FABSCRAPS-Die-Cut Chipboard Embellishments. Dress up these plain chipboard die-cuts with your own creativity to match any and every layout and theme! This package contains Flower Frames: a set of two die-cut chipboard shapes.


text:
Scenes from a Good Life
Paul Kareem Tayyar
Pub Date: 3/15/2009
Publisher: Tebot Bach
SKU #: J16G
Poetry. "These big-hearted, all-embracing poems are a celebration of life--of Paul Tayyar's deeply felt connection to the world around him and his sense of kinship with all humanity--from family and friends to the homeless and downtrodden. In SCENES FROM A GOOD LIFE, Tayyar gives voice to a generation that grew up in Orange County--where buildings are torn down and rebuilt every ten years, 'The strawberry fields...buried like old Indian/ Gravesites...' He is not, however, speaking of privilege and wealth--'the good life' promulgated by the media and popularized by The O.C.--but of a better life, filled with intelligence, humor, and insight, and an enduring sense of wonder"--Marilyn Johnson.
Paul Kareem Tayyar is the author of SCENES FROM A GOOD LIFE (Tebot Bach, 2009), Postmark Atlantis (Level 4 Press, 2009) and Everyday Magic (West-Coast Bias Press, 2007). He is a two-time nominee for the Pushcart Prize. Tayyar is the founder and editor of World Parade Books, an independent press located in Southern California that has published books by Gerald Locklin, Edward Field, and Donna Hilbert.
Author City: RIVERSIDE, CA USA


text:
World Hum is an online travel magazine. Founded in 2001 by Jim Benning and Michael Yessis, Worldhum.com was acquired in May 2007, by Travel Channel

World Hum features a Travel Blog, How To's, Book Reviews, Q&A, and travel dispatches.  The focus of the online magazine is to focus not on the destinations, but on travel in the general sense of the word.

References

External links
 Travelchannel.com official website.
 World Hum website.
 An interview with Jim Benning on Notebook on Cities and Culture

American travel websites

redpajama_set_name: RedPajamaWikipedia


text:
The Lost Dutchman Mine Part Three: Dick Holmes
By Jason Roberts|2022-01-27T11:11:31-08:00March 25th, 2020|Tales of Blood and Gold|
Click here for Part Two of The Lost Dutchman Mine
Richard (Dick) James Holmes was born July 18, 1865, near Fort Whipple in the Arizona Territory. He was twenty-six when he and his friend, Gideon Roberts, came to the house of Julia Thomas to watch over a dying Jacob Waltz. Sometime during the night of October 25, 1891, the Dutchman, in his dying words, bequeathed some forty-eight pounds of rich gold ore and the location of his mine to him, if you believe Dick Holmes.
The Holmes narrative has always been a problematic one for me. Clearly, Holmes came away with the gold and his story was backed by Roberts. Everything else that comes down from Dick Holmes is either second hand or mired in obfuscation. When considering the totality of Dutchman lore and sleuthing through the Holmes story, a somewhat clearer picture appears, enough to suggest that there is some truth to be found.
Holmes' story paints a much darker version of the Dutchman than Julia Thomas and presents a different set of clues. The substance of those clues is passed down largely from his son, George "Brownie" Holmes, and from a dubious document known to Dutch Hunters as the Holmes Manuscript. We will discuss both Brownie and the manuscript at greater length in another chapter. It is for this reason that it is almost impossible to know what, if anything, Dick Holmes heard from the Dutchman.
Let us suspend our disbelief and look at the major claims of Holmes' version of the story. According to Dick Holmes, the mine was on the west side of the Mountains. Waltz acquired his mine by killing the former owners, generally said to be Mexican descendants of the Peralta family, a name you will hear a lot in future installments. Waltz killed anyone that got too close to the mine or threatened its security, including, in one story, his own nephew. Holmes followed Waltz into the mountains once but was discovered, a fact used to illustrate that the men knew each other before the deathbed incident. Most interesting, in my opinion, are clues that match up with the Thomas and Petrasch clues. Those being that there is a rock in the shape of a man (a rock face, according to Petrasch) where he leaves the trail to get to the mine. Also, that there is a ruined, stone house on the opposite side of the canyon from the mine.
Dick Holmes searched for the mine for years until his health would not allow it, then he passed the mantle to his son Brownie. If there is one theme shared by them, it was their incredible paranoia and mistrust of anyone interested in finding the mine. One can only assume that, if there were real clues passed down from Waltz, that Holmes would have shared them with his son, even if what he told everyone else was tainted. One thing I believe, for certain, is that if either Dick Holmes or his son found the Dutchman's mine, they would not have told a soul.
A noteworthy gap in the Holmes camp is Gideon Roberts. It is generally reported that Roberts was much older than Holmes and died shortly after the events of October 25. I've heard a few varying accounts about the man, but none of them offer much satisfaction. Most books on the subject omit him entirely other than crediting him as being in attendance. There have even been accusations of false information in published accounts. His is certainly one account that I would very much like to hear.
Dick Holmes story is a tough pill to swallow as we are dependent, mostly, on Brownie Holmes' word on the matter. According to him, his father did not lie and that is the end of the discussion. The Holmes family were true Arizona pioneers and were well respected in the community. That respect carries through to this day, where you will seldom hear an ill word spoken about them.
I think most authors on the subject would have to agree that Holmes stole the gold. From there on, it's a slippery slope as to what to believe. One indisputable fact is the forty-eight pounds of ore that Dick Holmes walked away with and it had to come from somewhere. In my opinion, that is the real wealth of this story, unraveling that mystery. Dick Holmes died on October 31, 1930, almost 39 years to the day of Waltz, taking the secrets of the Dutchman's last words with him.
Click here for Part Four of The Lost Dutchman Mine
The Lost Dutchman Mine Part Twelve: Conclusions
The Lost Dutchman Mine Part Eleven: The Stone Maps


A happier life is waiting at Ashland Villa, an Americare community. We offer assisted living services to seniors in Ashland, MO. Our focus is on making you or your loved one feel welcomed and engaged from the moment you first walk through our doors. With friendly care partners, spacious floor plans, and a selection of amenities and events sure to keep a smile on your face, this is more than a retirement community. It's home.
At Ashland Villa, we never assume we are the right answer for anyone. We understand that each individual is unique and everyone's journey is different. If you are, however, considering a move for yourself or a loved one into a senior living community, we can help. Our friendly eldercare advisors are here to facilitate the conversation between seniors and their families.
Find comfort and serenity among sprawling green lawns and soothing trees at Ashland Villa in Ashland, MO, in Boone County. Our peaceful country setting offers a quiet place to live or rest and recover, as well easy access to many top medical providers via nearby US Highway 63. Not only does our location help visiting loved ones travelling from out of town, we also make it easy to visit local and larger hospitals. You will find Ashland Healthcare just across Henry Clay Boulevard, as well as Mizzou Therapy Services - Ashland in the neighborhood and University Physicians in Columbia.


'Stress Management' is of two parts as preventive management and curative management.
Lead a simple life. Do Yoga as a regular part of your life.
Have a positive and optimist outlook in life.
Control and regularize your eating habits. Take only 'Satvic' food. Avoid intake of meat, fish and eggs. Western countries with non-vegetarian food habits are now becoming more and more vegetarian.
Adopt the general attitude of cooperation, mutual help, tolerance and love towards others.
Do not adopt rigid attitude at home, in office and in social life. Learn to compromise with the persons and situations.
Do not go to bed too late, nor oversleep. Go for early morning walk.
Do not be lazy; be punctual in your habits. Do your duties sincerely.
Avoid being over ambitious in life.
Live a happy social life and do not run too much after material things.
Set noble example for others to follow. This gives immence happiness.
In case you have any mental stress, its real remedy lies in Yoga. Accept it. Practice it and enjoy the life.
When waking up early in the morning, let us pray for a day of complete consecration.
The whole of our life should be a prayer offered to the Divine.


Enjoy a variation of sports including badminton, indoor hockey and many more in a friendly and competitive environment. Instructor: Matt.
You can send yourself a reminder email three days prior to events taking place. 'Multi Sports' took place on 14 February 2019.


text:
Q: Use of internal package not allowed I'm trying to build and run a repo (https://github.com/hyperledger/fabric/tree/master) but this error keeps popping up and still I haven't found a solution to this.
consensus.go:12:2: use of internal package github.com/hyperledger/fabric/internal/pkg/identity not allowed

This is just one of many files that give this error.
I'm pretty sure I'm doing something wrong since this repo is suppose to be working.
Go version :
go version go1.13.5 linux/amd64

OS : Linux Mint 19.2 Cinnamon

A: Internal packages (packages that are inside a folder that has an internal folder in their path) can only be imported from packages rooted at the parent of the internal folder.
E.g. a package pkg/foo/internal/bar can be imported by the package pkg/foo/internal/baz and also from pkg/foo/baz, but cannot be imported by the package pkg nor can it be imported by pkg/bar. This is by design. This is so big, complex packages can be broken into smaller packages without having to expose internals.
You have to treat internal packages as "private" or non-existent from the "outside".
See related: Can I develop a go package in multiple source directories?
Read more about internal packages at Command go: Internal Directories.
Internal packages are a compiler restriction. If you want to expose them (if you want to use an internal package) in your own project, you have to remove the internal folder, and then of course you have to change the imports (import paths) too.

A: Change fyne.io/fyne/v2/internal/widget
To fyne.io/fyne/v2/widget
Just remove the /internal from the package path inside the code editor

redpajama_set_name: RedPajamaStackExchange


There is an old oak tree that shadows the hillside of my childhood church; there it has stood watching the years that my family has flocked to this white clapboard square: a Civil War in not so dim memory, depressions Great and otherwise, the turn of yet another new millennium. It juts out of that hillside alone, cuts dark lines against a dull sky. It towers in its own way over a lawn that isn't trimmed regularly enough to suit some people, its wildness mirroring the patch of land in the distance – one that nature reclaimed in brambles and rhododendron from subdivided neighborhoods that encroach over the next few hills. For the last several years, this tree has taken to leaning there – perhaps an inch further every season. It still clings defiantly; reaching each cycle still rebellious leaves and roots in each direction.
Almost as annually, the question is raised as to why we don't just do away with it. We have our memories of picnics and games played, parked cars kept cool in summer heat and fresh paint drying there in its shadow. We have just had the pictures framed from the anniversary party. Doesn't our memory of it mean more than this oak, really?
It is out of place.
It defies gravity's pull and patience's expectation.
The inevitable doesn't need to be delayed.
I have lived now for nearly two years amidst towering things of a different kind. That askew tree symbolizes for me what New York will never capture. In its straight-line grids and steel beams and plotted parks, the wildness of the world is lost, the vitality. Manhattan, this concrete island, beats with an energy that is its own, sure, but it is not the rawness of that tree. There is a strange eccentricity, a delight in something that stands alone – ancient and new – that has battled wind and rain and time with casual indifference. There is an embodied history of change in its strange fortitude that unsays the boundaries of vague pastoral sentiments. A symbol that digs itself deeper, leaf fall that sheds meaning; a towering, a leaning trace that has known me longer than I have known myself but will cast off my presence as it did my great-grandfather, his father before him. It will cast off these words as overwrought, write new poems in fallen branches, whisper that I read too much Thoreau, too much Kephart as a child and new buds will sprout escaping me and my predictable sentimentalities – repetition and difference.
And someday too all that is distinctive and fragile and beautiful about that tree will be erased. My tree will collapse under the weight of its ages, one more winter too much. A hole will be filled in with dirt from elsewhere. Chainsaw cuts will be carted off to sit waiting in piles to become cinders and smoke, ashes to ashes. Memory to dust to warmed bodies to a bright, new spring. That hillside won't be the same though when it goes, when we tidy up the damage that a century of tenacity finally concedes. Something fresh might just take root there again someday, but there is a truth that will not be lost: that the world will be less for the mystery that was it's living.


Mudguards. They're not very exciting, and some look plain hideous, but they can be pretty essential in the UK for stopping mud, pebbles and other debris hitting your face and body. So simple effective solutions that don't deface or weigh down your bike are always welcome.
Ticking all of the above boxes, step forward the Bender Fender from MuckyNutz.
Simple idea, slightly fiddly to fit, but cheap and very effective.
Well priced and easy to use trailer. A hit with rider & passengers.
I have 2 year old twin boys, and whilst they're not old enough to cycle yet, that doesn't mean they can't be involved. I had seen quite a few people riding round our neighbourhood with trailers pulling their kids and thought it was a great idea. After a bit of research I decided to give Halford's Double Buggy Child Bike Trailer a go.


Season pork chops with salt, rosemary, & pepper, then drizzle with olive oil.
Place cast iron skillet (or regular) over medium-high heat.
Cook 3-4 minutes until well browned on first side.
Flip & cook 3 minutes, until opposite side is seared.
Place pan with pork chops in the oven until internal temperature is 145 degrees.
Toss carrots in olive oil, salt, and pepper.
Preheat oven to 425 degrees F. Cut in half lengthwise and scoop out seeds.
Toss sliced squash in olive oil. Sprinkle with salt + pepper. Spread onto a baking sheet in a single layer.
½ small shallot, finely chopped.
1/8 cup Champagne vinegar or white wine vinegar.
4 tablespoons fresh lemon juice and/or fresh orange juice.


text:
package com.evolveum.midpoint.provisioning.impl;

import com.evolveum.midpoint.prism.PrismContainer;
import com.evolveum.midpoint.provisioning.ucf.api.ConnectorInstance;
import com.evolveum.midpoint.xml.ns._public.common.common_3.ConnectorConfigurationType;

/**
 * @author semancik
 *
 */
public class ConfiguredConnectorInstanceEntry {

    private String connectorOid;
    private PrismContainer<ConnectorConfigurationType> configuration;
    private ConnectorInstance connectorInstance;

    public String getConnectorOid() {
        return connectorOid;
    }

    public void setConnectorOid(String connectorOid) {
        this.connectorOid = connectorOid;
    }

    public PrismContainer<ConnectorConfigurationType> getConfiguration() {
        return configuration;
    }

    public void setConfiguration(PrismContainer<ConnectorConfigurationType> configuration) {
        this.configuration = configuration;
    }

    public boolean isConfigured() {
        return configuration != null;
    }

    public ConnectorInstance getConnectorInstance() {
        return connectorInstance;
    }

    public void setConnectorInstance(ConnectorInstance connectorInstance) {
        this.connectorInstance = connectorInstance;
    }

}

redpajama_set_name: RedPajamaGithub


Joining us for our discussion on The Financial Challenges of Millennials is Douglas Boneparth, who is in New York City. Douglas Boneparth is a CFP and a MBA. After watching his wife and friends struggle through The Great Recession, Douglas Boneparth wanted to invest in his peers regardless of whether they could invest in him. He founded Bone Fide Wealth, LLC, a boutique wealth management firm that specializes in helping Millennials achieve their goals. His new book is The Millennial Money Fix. Welcome to Mastering Your Money, Douglas Boneparth.


text:
Kamil Antonów – polski prawnik, doktor habilitowany nauk prawnych, profesor nadzwyczajny Wydziału Prawa i Administracji Uniwersytetu Opolskiego, specjalista w zakresie prawa zabezpieczenia społecznego.

Życiorys
W 2002 na podstawie napisanej pod kierunkiem Jana Jończyka rozprawy pt. Prawo do emerytury otrzymał na Wydziale Prawa, Administracji i Ekonomii Uniwersytetu Wrocławskiego stopień naukowy doktora nauk prawnych w zakresie prawa, specjalność: prawo pracy, prawo ubezpieczeniowe. Na tym samym wydziale na podstawie dorobku naukowego oraz rozprawy pt. Sprawy z zakresu ubezpieczeń społecznych. Pojęcie oraz właściwości postępowań przedsądowych i ochrony cywilnosądowej uzyskał w 2012 stopień doktora habilitowanego nauk prawnych w zakresie prawa, specjalność: prawo zabezpieczenia społecznego.

Był adiunktem a następnie został profesorem nadzwyczajnym na Wydziale Prawa i Administracji oraz kierownikiem Zakładu Prawa Pracy i Zabezpieczenia Społecznego na tym wydziale. Został również wykładowcą Państwowej Wyższej Szkoły Zawodowej w Raciborzu w Instytucie Studiów Społecznych.

Przypisy

Absolwenci Wydziału Prawa, Administracji i Ekonomii Uniwersytetu Wrocławskiego
Polscy specjaliści prawa pracy
Urodzeni w XX wieku
Wykładowcy Wydziału Prawa i Administracji Uniwersytetu Opolskiego


Create a Treasured Memory in Brisbane! 89% off Offers & Coupons. Unbeatable Daily Offers on Ouffer.
1 hour professional photo shoot with an experienced photographer! Choose your location – just focus on gorgeous natural light to highlight your looks! 12x18" AND 6x8" prints of your favourite photos DVD slideshow set to music of your images $50 voucher towards your next shoot!
Thankyou so much for your time & patience, it really paid off. The photo's are fantastic which I didn't think this would be achieved considering Hamish's mood on the day. I will be recommending you to all my friends that are currently pregnant.
Thank-you so so much! The photos are absolutely gorgeous! I LOVE LOVE LOVE them! You have made the kids so relaxed and their personalities show through in the photos!


Read an extract of The Messenger by Megan Davis who won First Prize for the Peggy Chapman Andrews Award in 2018.
Read an extract of The Illustrated Child by Polly Crosby who was Runner Up in the Peggy Chapman Andrews Award in 2018.
Deepa Anappara won First Prize for the Peggy Chapman Andrews Award in 2017 with Djinn on Patrol on the Purple Line.
Read an extract of The Sentence by Stephanie Scott who was Runner Up in the Peggy Chapman Andrews Award in 2017.
Read an extract of The Unbelonging of Taksheel Chaturveydi by S M Misra who won First Prize for the Peggy Chapman Andrews Award in 2016.
Read an extract of Orphaned Leaves by Christopher Holt who was Runner Up in the Peggy Chapman Andrews Award in 2016.
Read an extract of Swan Song by Kelleigh Greenberg-Jephcott who won First Prize for the Peggy Chapman Andrews Award in 2015.
Read an extract of When the Mountain Swallowed the Morning by Alison Powell who was Runner Up in the Peggy Chapman Andrews Award in 2015.
Read an extract of Swimming Pool Hill by Caroline Chisholm who won First Prize for the Peggy Chapman-Andrews First Novel Award in 2014.
Read an extract of The Last Migration by Ian Nettleton who was Runner Up in the Peggy Chapman Andrews Award in 2014.
"The highlight of my writing year is to enter The Bridport Prize. Not only for the prestige a placing would bring, but because it is a pleasure to submit work to such a well-organised competition. When I received the telephone call with the wonderful news that judge, Kit de Waal, had awarded my flash fiction piece second prize, the agonising over every word, the doubts, revisions and rewrites, every single second invested in my writing, all became overwhelmingly worthwhile. The warm welcome and generous hospitality of the Bridport team and judges at the awards ceremony was unforgettable and reading my story to the audience will remain the most treasured moment of my writing career".


The aurora borealis is one of the most amazing natural wonders on earth. Join us on a quest to view and photograph the northern lights in and around the Anchorage area. We will use our comfortable tour vehicle as a base camp as well as a state of the art portable winter shelter complete with heater, camp stools, hot drinks and snacks. We use modern technology to forecast both the space and earth weather each night. The tour only operates on nights that have a reasonable expectation for the lights to be visible. We have approximately a 90% success rate of the northern lights when we do operate a tour. This tour is designed for anyone who has viewing the northern lights on their bucket list including both sightseers and serious photographers. Aurora photography instruction as well as Aurora portraits are provided. No need to worry about capturing the lights on your cell phone camera. We take high quality pictures for you included in the price! Tours generally depart between 9-11 pm and return between 3-4 am depending on the season and conditions.
Please note: This tour is designed for guests 12 years and older. If you have small children and wish to view the northern lights with us, please book our Anchorage Private Aurora Tour.
*Please note pick up is available at hotel locations in Anchorage only. No pick ups available at private residences (ie Airbnb or VRBO) or at Alyeska Resort. These locations will depart from the nearest hotel to your accommodation or at our office downtown. No exceptions.
** Because of the unpredictable nature of space and earth weather, we recommend that you book for the very first night you have available and list all other nights you have available on the booking form. We will confirm if the tour is operating or cancelled by 6 PM on the day of your scheduled departure time. If your tour is cancelled you will automatically be booked for the next night you have listed. If your tour is cancelled for all nights you have listed you will receive a refund for the full amount of your tour minus a $5 per person booking/forecasting fee.


Amir's master thesis is available now. You can download the preview version of it from here.
With the latest published version LEED (v4), and the IES codifying two recommended annual-climate-based daylighting metrics and performance criteria, annual daylighting simulation has become even more important to the design professions than ever before. However, interpretation and application of annual-climate-based daylighting data are still relatively novel. Moreover, there remains a lack of consensus regarding the proper behavioral patterns that annual-climate-based daylighting simulation should employ regarding operation of interior manually-controlled window blinds. This study documents a 8-year human factors daylighting field research project using students' daylit area drawings and qualitative assessments of daylight sufficiency and corresponding point-in-time and annual-climate-based daylighting simulation in a variety of building types (n=24) in order to provide insight to the building performance simulation community about application of these new annual daylighting metrics.


Photo Roster: Why a Photo Roster?
Current page is: Why a Photo Roster?
The UCR Photo Roster System is a visual presentation of our students who predominately make up our campus community and thus represent who we are. Functioning as a visual resource, the Photo Roster helps teaching faculty place the visage of a real person to a name in the classroom. In the process, the Photo Roster creates a classroom community that fosters recognition within an academically closed and trusted socializing environment. Recognition promotes familiarization and helps students and instructors work towards the common goal of learning a subject.
As the ways of learning and teaching change to reflect new instructional paradigms and incorporate new and innovative technology in the classroom, it has become increasingly important that technology be used to create a sense of community. Recognition in the classroom as well as outside the teaching environment helps to foster fundamental community concepts. Technology and society need to interact cohesively.
For the instructor, the Photo Roster System helps place a name to a face and a face to a name. In doing so, instructors use visual recognition as an important social factor in their instruction in an increasingly virtual teaching environment.
For the student, the Photo Roster System allows the student to have a presence in the visual realm and teaching mind-space of the instructor. It helps to provide meaningful interaction not only in the classroom but also in the online community. It is important to communicate, connect and get to know each other over time within the context of the courses students are taking.