A License To Practice Acupressure

The scholarships in the 1900 Battalions

From the sources found in the archives of Mariano Acosta, is of interest to us as it worked to rebuild the granting of scholarships for 1900, to investigate the regulation and tracking a source to comment as granted in everyday life. In turn, compare the amount of grants in relation to teachers' salaries and wages of those years and see what was the purchasing power of that amount by a short analysis of the cost of living at the time.
first submit the sources I got the file that led to other work:
Letter of January 7, 1908 Mr. Director of the Normal School of the Capital where the undersigned request that the settlement of scholarships until December 31, as not being of the capital resources needed to move to susprovincias
Frigerio Clemente Charter to the Minister of Public Instruction which raises the request made by several students of 6th year asking that they are paid a scholarship of the month last December. Answer
Ministry of Education of Argentina:
"considering the reasons underlying the present application and attentive as reported by the direction of the normal school teachers from the capital is resolved:
That is settled until the month December inclusive the amount of scholarships for students who completed their studies in late November tests
Charter (...)" a group of students applying to the Minister of Public Instruction, through the Director of the Normal School to be prolonged scholarships for January and February 1910, arguing that they were included in the budget and that just would be granted on 1 March also claim travel expenses to their home provinces.
Letter to Minister of Education that accompanies and enhances the students' written request by the Directorate.
Charter schools inspector general's O. Maldonado giving his opinion favorable to the request of Mr. E.
students Valerio tells the ministry taking into account the report of the inspection then place the order
The Minister makes room the request of students

Rules about scholarships:
The laws regulating the granting of the scholarships were:
• Law 1420 (regular education in the capital, national territories and colonies) enacted on 08/07/1884 , which we can cite chapter V, (common treasury of the schools. Permanent School Fund):
"Art 47 .- The National Treasury will pay for scholarships and other educational expenses of students who engaged in the career of teaching in the colleges of the capital, or to be established within national territories.
(...)
57 .- The powers and duties of the National Council of Education:
2. Monitor teaching colleges Capital, national territories and colonies, to propose the appointment or renewal of his personal and granting or revocation of grants to the Ministry of Education. "

• The Law of the Province of Buenos Aires, enacted on July 30, 1874:
Article 1 - will be borne by the Treasury of the province one hundred and fifty students men and women who want to join normal schools established in the capital, to follow relevant courses and pursue a career teacher in the common schools of the province.
Section 2 - Each of the student teachers will receive free books and supplies education, maintenance and clothing or a monthly pension for these objects (...)
Article 3 - allocate the amount of sixty thousand pesos monthly currency, for the expenses referred to in the preceding article.
Art 4 - Everyone who gets a place of student teacher will be required to devote four years to teach in any school in the province, after they have finished their studies.
• Regulations for the Normal School for Teachers of the Province of Buenos Aires, which also regulates on the award of grants (Art. 5, 6, 7 and 8), being relevant Article 5: "Each student teacher receive a monthly subsidy of three hundred fifty pesos currency to be delivered by the treasurer of the Administrative Committee to parents or guardians "

To compare the text of the law to everyday life, we must turn to the source of Valentine Mestroni, who, in his memoir, "The teachers I ever had" (Ed. Plus Ultra 1965), makes mention of recommendations for the development of scholarship and arrears thereof.
For 1900, each province had two $ 50 scholarships which were awarded to two students in them having obtained the title of "Maestro Normal", came to capital improve your diploma and get the "Professor
Normal." For their part, students received a capital grant was worth $ 30.
As to how to obtain the grant, Mestroni notes:
For scholarships were awarded to a student of the interior, it must have outstanding conditions, or otherwise required the "intervention" of any senator or deputy to the Minister of Public Instruction's Office. Capital were granted to those who knew someone close to the Minister, and for that on the principal proposed candidates.

teacher salary and salary workers:

Regarding the second point to be treated in this picture you can see some data from the time that account for the wage of a bricklayer and a pawn of the police between 1903 and 1912, just to have a benchmark for comparison with amount of scholarships awarded:

To reference the salary of a teacher at the time :

"In 1897, as Budget Act of the Province of Buenos Aires, the teacher for 4th title. Degree or less charged $ 135 per month and no entitled to the same charge, $ 90. In the case of senior teacher for 6th.

Grade undirected was $ 165 and not titled the same charge was $ 105 " (data from Directorate General of Schools, 1897). [1]

"By law Budget Nation, 1912, Annex E, paragraph 11, item 34 is created Normal School Nacional de Quilmes.
April 23, 1912, the National Education Council for record 4380, letter L, appoints the teachers.
was allocated $ 5000 for installation costs and payment of staff. The salary of teachers would be $ 180 and the Director $ 300. Also, be granted scholarships of $ 25 " [2]
In this source can be seen the amount of other scholarships, in this case Normal School of Quilmes, and the salary of teachers in 1912, to note that between 1897 and 1912 did not change too much the pay scale.
may draw the conclusion that a worker's wage was just over the subsidy given to students in the interior, which should not keep family, even if afford a home.
To get an idea for reaching the money, we must move to the next section.

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[1] teaching work among the vocation and the market: the new rules

Alejandra Birgin

[2] blog dated MONDAY 27 JULY 2009 NORMAL SCHOOL OF QUILMES http://elquilmero.blogspot.com

Cost of Living:

For this section we will resort to two sources, first there were some data from a Web page:

"In 1908 the National Department of Labour initiated studies on the labor budget. (...)

Some examples:

Workers with a wife and two children

works 25 days a month, earning a wage of $ 4, its monthly income would therefore $ 100.

Their expenses are: rent (one bedroom) $ 22; market, at $ 0.50 per day: $ 15; bread, 1 1 / 2 kg, to $ 0.18, $ 8.10; store, $ 0 , 65 day: 19.50; milk daily pint: $ 2.25, coal, two sheets of $ 1.20: $ 2.40; washing two bars of soap, $ 1; tram: $ 2.50, costs more: $ 10 . Total: $ 82.75. Credit Balance: $ 17.25.

(...)

offered

calculations were made by the division cited in 1908. In 1912 the situation had not improved. Take two examples in the foundry industry. She brought together many workers in Buenos Aires. A smelter official earning $ 4 to $ 4.50 per day.

Married with seven children
:

(...)

monthly detailed expenses of the family:

For two pieces of wood with little comfort: $ 45.00 .-, warehouse costs: $ 48.00 .-, 3 Kg. of bread per day: $ 19.00 .-, milk costs: $ 10.08 .-, meat and vegetables: $ 22.00 .- Coal: $ 4.50 .-, wear underwear and outerwear for the whole family: $ 25.00 .-, barber costs: $ 2.00 .-, tram costs: $ 6.00 .-, for contributions societies, mutual aid, political, union, $ 2.80 .-, subscription to the journal: $ 1.20 .-. Total: $ 185.58. " [1]

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[1] Cited of http://www.oni.escuelas.edu.ar/2002/buenos_aires/salud/Recursos.htm

access to housing, a problem in the Buenos Aires of the day:

"The increase in wages between 1904 and 1911 did not keep the proportion of the cost of rents. A $ 4 daily wage, average wage for skilled workers in 1904, was for $ 5.50 in 1911, is meant to increase proportionally produced 37.5%. Renting a room was, on average, $ 15 to $ 20 in 1904 and in 1911 had increased on average 100%. As for the houses reached, in most cases almost prohibitive prices for the workers. " [1]

Change in other prices:

"With regard to the increase in consumer goods, frequent fluctuations experienced, sometimes with a range of days, difficult to study very long periods but can be made about some comparisons. Beef, for example, whose price in 1904 was, according to quality, from $ 0.18 to $ 0.40 a pound, cost in the same ratio, $ 0.25 to $ 0.80 in 1911. Second bread, consumed by poor families, from $ 0.12 to $ 0.15, had risen to $ 0.20, to $ 0.22. Potatoes, which cost $ 0.05 to $ 0.10, had raised its price to $ 0.20. Beans, for a price between $ 0.15 to $ 0.25, cost $ 0.45 in 1911, the rice, $ 0, 13 in 1904, was $ 0.15 in 1911, and other items. " [2]

The other source that provides some data on the cost of living is the aforementioned book V. Mestroni, here are some data I could gather:

$ 0.10 trolley ride [3] ; haircut or shave price $ 0.20 [4] , cigarettes depending on the quality: $ 0.05 $ 0.10 $ 0.15; water (measure) $ 0.04 [5] ; pan criollo or grease pan 2 x $ 0.05; fat cakes $ 0.01 each. [6]

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[1] op

[2] op.

[3] Page 61

[4] page 54

[5] p. 34 and 35

[6] p. 138

Conclusion:

Taking
consider some of the data on the cost of living, can be seen that the biggest drawback for students was to afford the price of a rental, which cost him about half of the grant obtained, but with those scholarships the student could live modestly without having to request assistance from their families.

I Get Turned On By Incest

[007] may issue a certificate END OF WORK OF A PART OF THE BUILDING?

I am in the situation a little uncomfortable. That, in a project office and retail building with two floors of parking, requested by the CFO to board of municipal plants for offices and shops and one floor of parking. Is it possible to issue a municipal certificate of the property without having solved the deficiencies in the plant parking -2? If you issue the municipal CFO can have a license to open and functioning, without having a part of the work certified?

Pere-Joan Torrent Riberto. Advocate
understand that the final completion certificate must be issued at the technical direction of the private work, not the City Council. That said, if it is possible the partial certificate, not disposing of the finished works of the second basement parking, it all depends on what he says planning. If parking spaces are needed in the second basement under planning in relation to the office and retail building, you can not issue the final certificate of partial work, and if issued, the City Council may not grant a license to open and operation, it would lack a necessary parking spaces as planning. Now, if the parking basement of the second town-planning were not necessary for the functioning of offices and shops, could be a final completion certificate giving partial, and the city could grant a license to open without the operation of the basement 2 parking.

How Long For The Colyte Prep

school and shooting practice in the Normal School

late nineteenth century, the school aims to assist the formation of nationality to solve the problem of vulnerability Argentina: "A country not yet fully formed company of which received an influx of immigration was growing in full transformation" (Bertoni. 2001: 120). In this sense " were invented and developed practices, symbols and national content, and valued the potential of unifying the past and present, to build, nurture and retain citizenship Argentina (Bertoni. 2001: 120).
In this paper we refer to the creation of school battalions and military training in schools, understanding both of these activities as part of national training courses.
This patriotic education took militaristic connotations especially when increased the chances of war with Chile, because of the conflict on the Marking of the boundaries between the two countries. Then the idea was to modernize the military and the compulsory enrollment in the National Guard, for all Argentines aged between 17 and 50. In this context
first appear school battalions. Since the National Government drove these formations, which pooled school education with practice and military exercises. Children were trained and disciplined for " some army officers and enthusiastic " (The Monitor, quoted in Bertoni. 2001: 91). Uniformed and armed soldiers, military parades in public events with army units. Bertoni explains " What had started more or less improvised, was taken in 1888 officially by the CNE (National Council of Education), which funded the costumes and weaponry to the children of four graduate schools that were organized in battalions (Bertoni. 2001: 91). The battalions generated popular enthusiasm and patriotic commitment in society, while that promoted patriotic education of children.
Its creation was justified not as a military training for a war situation but as a form of moral education: "These parties you wish to print a few more marked and distinctive stamp, putting in the hands of real children and tiny guns loaded with bullets Keupp cannons and gunpowder (...) not symbolize a warrior spirit, or the desire to wield weapons in combat against anyone, but to fortify their children in body and spirit, awakening in youth a sense of nationality and the awareness of a parental duty imposed on all his children " ( Bertoni. 2001: 92). Military readiness was seen as central in the formation of nationality.
Inserted in this context, in 1899 the Normal School Teachers trained the battalion known as "Los Pozos", under the direction of Army officers. " paraded in a ceremony held in the Parque Lezama, as recorded in a photograph published in the journal Faces and Masks. In a room on the ground floor of the school were lined up in a few dozen yards Mauser rifles, and in a locked cabinet boxes deposited with blanks. (Astolfi.1974: 157). To which Mestroni adds: " During the period that I was a student and even a few years later the house was also a weapons depot. In a toilet room, accessible through the central corridor of the ground floor, were kept some dozens of Mauser rifles. I have understood that before my income components were used by the School Battalion "Los Pozos" to be exercised in their use and marched in patriotic ceremonies, soldiers who were students in the normal course and were commanded by army officers. The flag of the battalion became friendly and jealously kept in a glass case of the regent. Many years, we observed (Mestroni. 1965: 79).
On the other hand, besides the creation of school battalions in 1895, implemented the program of military training and target practice in the national schools and colleges, third, fourth and fifth year, thus creating a special chair. " teachers were appointed to the faculty of the Army official line, it was decided that this teaching was given a practical and educational institutions provided the weapons and clothing (Bertoni. 2001: 235). At that time there was a huge boost to the target practice. War Minister General Riccheri provided strong support for distributing weapons, ammunition and prize donations to encourage the participation of the youth and supported the establishment of parks in cities and towns. National defense was the main objective. Functioned as a potential way of training soldiers Training national and national morale.
Despite the climate of intense patriotic and martial CNE elementary schools stayed away.
was developed at that time a discussion between proponents of military training and those who supported a different orientation for school physical education that had as purpose the development of the child. Some teachers understood that military action was contrary to the laws of the harmonious development of the body of school-age children. At the same time thought that "the battalion school, far from facilitating the task, from the standpoint of conserving discipline is often a cause of melee and disorder (Bertoni. 2001: 231). For example, the Assembly of Teachers of August 28, 1894, declared against military training in primary school physical education in favor based on the development of the child (justified in the modern educational trends.) This guidance is stated in the educational institutions with the reform of 1898 which, following advice from Paul Pizzurno regulated physical education in schools (Bertoni. 2001: 236). Not eliminated, however, the practice of military exercises and firing in the secondary schools are still considered essential for military training of the population. But this measure failed to define clearly the differences between the two activities, physical and military understanding that their purposes were not equivalent.
these changes may explain the dissolution of the School Battalion "Los Pozos" in 1901. But the shooting instruction for students of the Normal School continued dictating. Astolfi explained that " The battalion was disbanded in 1901, but the weapon was used for the instruction of students of 3 rd and 4 th year by a lieutenant. Consisted of theoretical and practical lessons on handling the gun and its machinery, and changes gears and simple. For a brief time, there practice target shooting in the backyard. The noise, which disturbed the classes and any possible danger, advised its suppression (Astolfi. 1974: 157). In the same vein, Mestroni that "... these weapons was used for military education of students in higher grades of the teachers, for which an officer was attending every week to provide such education. The exercises were carried out in the large back yard. Of course the shots were made with blank ammunition with due care to avoid any accident. In any case it is true that we have learned at home handling the rifle and the complex mechanism of its different parts. Periodically, a worker in the revised Military Arsenal weapons and was responsible for their care and proper lubrication. All this was done by higher provision and I suppose you would take on all other secondary schools (Mestroni. 1975: 79).
address Gymnastics Tyre and the War Office was responsible for the activity. In addition to appointing instructors to schools, assistance and distributed controlled military training programs.
With the arrival of Paul to the address Pizzurno Normal School, military training seems to be overlooked. "The thought of Pizzurno was ecumenical; was inspired by the achievements of civilization Western Europe, while still feeling that what is ours. Had a concept of patriotism, expressed repeatedly in his speeches and writings, based on morality, civility, duty, tolerance (Astolfi. 1974:169). So was against empty patriotism. "We repelled the insolence aggressive declamation hollow and insubstantial." We mentioned that his ideas for targeted physical education of the child development are used for regulating the matter in 1898, which is opposed to military exercises.
Anyway, it is unclear at what point are ended shooting classes. A element that appears to show this, is the donation of the 80 Mauser rifles that had the school, to an orphanage. In an indictment, it is the delivery of the guns "requested by the Charitable Society for Orphans Asylum." Expressed that they were ordered on March 4, 1910 and delivered on 7 April.
In a report dating from March 4, 1910, the Charitable Society of the Capital requested the donation of the Orphan Asylum rifles.
What is interesting here is the fact that it mentions that the existing guns in the Normal School "no longer provide services of any kind." It seems that the activity had ended.
The Historical Archives of the school has historical sources that help in reconstructing the history of education in our country. In this journey I have tried to show how to insert the Normal School in the construction of nationality in the late nineteenth century, with the cases of the formation of battalions and military training school, which takes place in the same facilities as we walk today every day. Bibliography


-Astolfi, Jose Carlos (1974) "History of the Normal School Mariano Acosta." Buenos Aires 1974.
-BERTONI, Ana Lilia (2001) Patriots, cosmopolitans and nationalists. Construction of nationality the late nineteenth century. " Bs As, Fondo de Cultura Economica.
-MESTRONI, Valentin (1965) "The teachers I've had." Bs As, Plus Ultra.

Rf Transceiver With Picf877

[006] COMPETITION FOR PROJECTS

decorator Is responsible for drafting a classified activity?

Pere-Joan Torrent Riberto. Advocate

A decorator is not competent to draft a project, not even a classified project activity. A decorator as a draftsman, have no powers on projects. Only in the event that any project is not required, then you can accept a document made by the owner or a person with a diploma of vocational training.