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Ashlee D. Brunaugh

Daniel Moraga-Espinoza

Tania F. Bahamondez-Canas

Hugh D. C. Smyth

Robert O. Williams

Essential Pharmaceutics

Second Edition

AAPS Introductions in the Pharmaceutical Sciences

Volume 12

Founding Editor

Robin Zavod, Chicago College of Pharmacy, Midwestern University, Downers Grove, IL, USA

Series Editor

Claudio Salomon, National University of Rosario, Rosario, Argentina

The AAPS Introductions in the Pharmaceutical Sciences book series is designed to support pharmaceutical scientists at the point of knowledge transition. Springer and the American Association of Pharmaceutical Scientists (AAPS) have partnered again to produce a second series that juxtaposes the AAPS Advances in the Pharmaceutical Sciences series. Whether shifting between positions, business models, research project objectives, or at a crossroad in professional development, scientists need to retool to meet the needs of the new scientifc challenges ahead of them. These educational pivot points require the learner to develop new vocabulary in order to effectively communicate across disciplines, appreciate historical evolution within the knowledge area with the aim of appreciating the current limitations and potential for growth, learn new skills and evaluation metrics so that project planning and subsequent evolution are evidence-based, as well as to simply “dust the rust off” content learned in previous educational or employment settings, or utilized during former scientifc explorations. The Introductions book series will meet these needs and serve as a quick and easy-to-digest resource for contemporary science.

Ashlee D. Brunaugh • Daniel Moraga-Espinoza

Tania F. Bahamondez-Canas • Hugh D. C. Smyth

Robert O. Williams

Essential Pharmaceutics

Second Edition

Ashlee D. Brunaugh College of Pharmacy

University of Michigan–Ann Arbor

Ann Arbor, MI, USA

Tania F. Bahamondez-Canas University of Valparaíso

Valparaíso, Chile

Robert O. Williams College of Pharmacy

The University of Texas at Austin Austin, TX, USA

Daniel Moraga-Espinoza University of Valparaíso Valparaíso, Chile

Hugh D. C. Smyth College of Pharmacy

The University of Texas at Austin Austin, TX, USA

ISSN 2522-834X

ISSN 2522-8358 (electronic)

AAPS Introductions in the Pharmaceutical Sciences

ISBN 978-3-031-52519-3 ISBN 978-3-031-52520-9 (eBook) https://doi.org/10.1007/978-3-031-52520-9

© American Association of Pharmaceutical Scientists 2019, 2024

Jointly published with American Association of Pharmaceutical ScientistsThis work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifcally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microflms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed.

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifc statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

The publishers, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publishers nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publishers remain neutral with regard to jurisdictional claims in published maps and institutional affliations.

Editorial Contact: Charlotte Nunes

This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Paper in this product is recyclable.

1.2

5

3.3.1

3.3.4

3.4.1

3.4.2

3.4.7

5.4 Pulsatile Release Systems

5.5 USP Dissolution Testing for Modifed-Release Dosage Forms . . . .

5.6 Dose Dumping and Alcohol Effects.

5.7 Abuse-Deterrent Technologies for Extended Release Opioid Formulations

Further Readings

6 Solution-Based Dosage Forms and Sterile Products

6.1 Introduction

6.2 Drug

6.2.2

7.4 Methods of Particle Size Reduction for Suspensions

7.5 Colloidal Dispersions . . . . . . . . . . .

7.5.1 Light Scattering Properties of Colloids

7.5.2 Kinetic Movement of Colloids

7.5.3 Nanoparticles in Suspensions

7.6 Excipients Used in Suspension Formulations

7.6.1 Suspending Agents

7.6.2 Surfactants .

7.6.3 Flocculating Agents

7.6.4 Sweetening Agents and Flavors

7.6.5 Other Excipients.

7.7

8

12.4 Suppository Formulation

12.4.1 Suppository Base Considerations

12.4.2 Oleaginous Bases

12.4.3 Water-Soluble Bases

12.4.4 Other Excipients Used in Suppository Dosage Forms

12.4.5 Particle Size and Particle Settling During the Preparation of Suppositories

12.4.6 Drug Release from a Suppository Base and Absorption

12.4.7 Storage and Handling

15 Drug Product Design and Delivery of Biologics

15.1 Introduction

15.2 Production of Biologics

15.3 Formulation of Biologics

15.4 Devices for Administration of Biological Products and Performance Testing

15.5 Characterization and Performance Testing of Biologics

15.6 Biosimilars

Futher Reading

Index

About the Authors

Ashlee D. Brunaugh is an assistant professor at the University of Michigan College of Pharmacy in the Department of Pharmaceutical Sciences. She is also the President/CEO of CloXero Therapeutics Inc and a scientifc advisor for Via Therapeutics LLC. Dr. Brunaugh holds both a Pharm.D. and a Ph.D. degree in Pharmaceutical Sciences from the University of Texas at Austin. Upon completing her education, she worked as a senior scientist and later Director of Strategy and Operations at Via Therapeutics, a pharmaceutical start-up located in Austin, TX, focused on the bridging of novel drug delivery systems from the preclinical to clinical stages of development. In 2021, she joined the faculty at the University of Michigan. Dr. Brunaugh’s research is focused on the elucidation of the underlying mechanisms for respiratory disease progression to determine appropriate therapeutic targets and develop novel formulation and drug delivery approaches to improve patient outcomes. In addition to her research experience, Dr. Brunaugh is a registered pharmacist and has experience practicing in hospital, community, and clinical trial settings. She has several years of experience in teaching pharmaceutical science courses at the undergraduate and graduate level, including the development and implementation of a fipped-classroom basic pharmaceutics course with Drs. Smyth and Williams at the University of Texas at Austin College of Pharmacy.

Daniel Moraga-Espinoza is a pharmacist from Universidad de Valparaíso, Chile (2010), and completed a Ph.D. in Molecular Pharmaceutics and Drug Delivery (MPDD) at the University of Texas at Austin, USA (2018). Presently, Dr. MoragaEspinoza holds the position of Assistant Professor at Universidad de Valparaíso, serves as an adjunct professor at the University of Texas at Austin, and works as an associate researcher at the Chilean Pharmacopeia Research Center. His primary research focus lies in the feld of drug delivery into the lungs and the nasal cavity through controlled release systems. He has published multiple research articles, reviews, book chapters, and patent applications. Additionally, he is member of the editorial boards of the scientifc journals Drug Development and Industrial Pharmacy (DDIP) (2018) and AAPS PharmSciTech journal (2018). Dr. Moraga was the recipient of the Grant FONDECYT de iniciación 11190987 for young

xiii

researchers, honored as one of the leading research innovators by BRAIN Chile (2023), and serves as a regulatory consultant for the Chilean regulatory agency, contributing to the development of guidelines for the evaluation of orally and nasally inhaled drug products.

Tania F. Bahamondez-Canas is a pharmacist from Universidad de Valparaiso, Chile (2010), and holds a Ph.D. from the University of Texas at Austin, USA (2018). She is an associate professor at Universidad de Valparaiso, Chile, an academic position sponsored by the Chilean Agency of Research and Development (ANID) with the grant PAI 77190010 (2019). She is also an adjunct professor of the Ph.D. program in Molecular Pharmaceutics and Drug Delivery at the University of Texas at Austin, USA. She has teaching experience in various programs from the College of Pharmacy of Universidad de Valparaíso, including undergraduate pharmacy, master's, and continuing education programs. She is the Director of the Chilean Pharmacopeia Research Center (CIFAR) at Universidad de Valparaíso and PI of the Antimicrobial Pharmaceutics laboratory focusing on novel drug delivery systems to effectively fght bacterial bioflm infections. She has published multiple research articles, reviews, book chapters, and patent applications. Her work on bioflm infections and tissue engineering in chronic wounds was funded by the ANID grants for young researchers FONDECYT 11190348 (2019) and applied sciences FONDEF ID19I10028 (2019) and FONDEF ID21I10153 (2021), and was recently awarded by the Chilean regulatory agency (ISP).

Hugh D. C. Smyth is the Alcon Centennial Professor, with tenure, in the Division of Molecular Pharmaceutics and Drug Delivery, College of Pharmacy, University of Texas at Austin. Dr. Smyth oversees multidisciplinary laboratory funded by NIH, FDA, and industry that focuses on engineering new drug delivery systems with an emphasis on drug delivery to the airways. He has over 350 published works. Dr. Smyth is editor of four books and is an inventor on numerous patents or patent applications. He has a Pharmacy and a Ph.D. degree from the University of Otago, New Zealand. Dr. Smyth has worked as a practicing pharmacist and a scientist in industry and has received training in several academic settings. He has been faculty at the University of North Carolina at Chapel Hill and the University of New Mexico. He was the American Association of Pharmaceutical Scientists (AAPS) New Investigator award winner for Pharmaceutics and Pharmaceutical Technologies in 2007. He also received the PhRMA Foundation New Investigator Award in pharmaceutics in 2007. He gave the DDL Annual Lecture in 2022. He was the Editor-inChief of Drug Development and Industrial Pharmacy from 2014 to 2022. Dr. Smyth has started several companies resulting from technologies discovered in his laboratory which are now advancing these technologies for clinical use.

Robert O. Williams Bill Williams is the Johnson & Johnson Centennial Chair and Professor of Pharmaceutics and the Division Head of Molecular Pharmaceutics and Drug Delivery at the College of Pharmacy, University of Texas at Austin. He earned a B.S. in Biology from Texas A&M University, a B.S. in Pharmacy from the

University of Texas at Austin, and Doctor of Philosophy in Pharmaceutics in 1986 from the University of Texas at Austin. Dr. Williams was elected Fellow of the American Association of Pharmaceutical Scientists in 2006, Fellow of the American Institute of Medical and Biological Engineering in 2008, and Fellow of the National Academy of Inventors in 2019. He was named the Inventor of the Year by the University of Texas at Austin in 2017. He has been a member of the American Association of Pharmaceutical Scientists (AAPS) since its inception, as well as other professional societies including the American Association of Colleges of Pharmacy. He is the co-founder of several pharmaceutical companies. He has published over 500 peer-reviewed research articles, reviews, abstracts, and book chapters and co-edited four books in the feld of pharmaceutical technology and drug delivery, including Formulating Poorly Water-Soluble Drugs, Third Edition (AAPS and Springer). He is an inventor on over 60 patents and patent applications. Dr. Williams is the Editor-in-Chief of AAPS PharmSciTech since 2014. He is on the Editorial Advisory Board of Journal of Drug Delivery Science and Technology, and he serves as a reviewer for numerous other journals.

Chapter 1 Essential Pharmaceutics in the Flipped Classroom

Abstract This chapter provides a guide on how to implement a fipped classroom model into a pharmaceutics course. Course design, daily class organization, strategies for student success, and how to implement prereading materials (specifcally this text) are discussed in detail.

Keywords Case studies · Pharmaceutical education · Flipped classroom · Problem-based learning · Teaching methods · Active learning · Information literacy

“Essential Pharmaceutics,” as the name implies, provides students in clinical and research areas of the pharmaceutical sciences, including PharmD and PhD students, with the critical concepts and knowledge foundation as a part of their pharmaceutics training. These essential concepts are complemented by additional materials and applications in our “fipped” pharmaceutics course, the design and implementation of which is explained below.

The frst edition of this book was developed over several years as an accompaniment to the fipped-classroom pharmaceutics course taught by Professors Hugh D. C. Smyth and Robert O. (Bill) Williams III at the University of Texas at Austin College of Pharmacy (UTCoP). Following 2 years of planning and preparation, and with input from educational and instructional experts, in the Spring of 2014, the “Pharmaceutics” course within the UTCoP PharmD curriculum was restructured from a conventional lecture-based content delivery to a fipped instruction, team-based, classroom model. This second edition of Essential Pharmaceutics has now incorporated nearly 10 years of experience and valuable feedback received during the delivery of the course to over one thousand PharmD and graduate students in the pharmaceutical sciences.

So, what does a “fipped class” mean in terms of a pharmaceutics course? In short, it emphasizes the application of facts, foundational knowledge, information literacy skills, and team-based learning to the solving of real-world drug delivery and formulation science problems. Students leave our course with an understanding of pharmaceutics that goes beyond rote memorization of facts and in parallel develop the critical thinking and communication skills necessary to become leaders in pharmacy practice, clinical, industry, and academic settings.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 A. D. Brunaugh et al., Essential Pharmaceutics, AAPS Introductions in the Pharmaceutical Sciences 12, https://doi.org/10.1007/978-3-031-52520-9_1

1

This textbook, Essential Pharmaceutics, provides the cornerstone of our fipped classroom approach and provides the basis of students’ preclass readings, which prepares them for in-class applications and in-depth utilization of these basic concepts and principles. This approach can be applied successfully in universities around the world. In our own experience, we have found that the incorporation of this text has been an invaluable asset in promoting student understanding of key concepts and ensuring the success of the fipped classroom model as applied to pharmaceutics.

1.1 Overview of “Flipped Pharmaceutics” Course Format and Structure

Team-based learning and the development of effective communication skills are critical components to the fipped pharmaceutics course. Prior to the beginning of the semester, students enrolled in the pharmaceutics course are randomly assigned to fve-member permanent teams, with whom they continue working through the duration of the course. These teams are encouraged and expected to operate in a format similar to a project team meeting or board meeting, in which students are expected to respectfully acknowledge the input and differences of opinion from other team members, challenge teammates in a professional manner, and engage in concise and compelling communication, with the expectation that their position is backed with facts, not opinions.

Our course is structured as a series of modules, each of which is focused on an aspect of pharmaceutics and dosage form design. The chapters of this book are based upon these modules and are intended to provide students with an understanding of the foundational concepts that they will need in order to successfully complete the real-world case studies assigned in the classroom. Generally, the semester proceeds in the following manner:

1. Preclass reading assignment: Students are assigned factual-based content 1 week before attending class (referred to as the “Pre-class Reading Assignment”). The prereading assignment consists of reading a prescribed chapter from this book and answering specifc questions on key concepts. Occasionally, other assigned relevant peer-reviewed original research and review papers from the literature are also included in the preclass reading assignment to supplement the book and also introduce students to a diverse range of information sources relevant to pharmaceutics. Accordingly, the purpose of this book is to provide the essential facts related to dosage form design and drug delivery that provide the necessary foundational knowledge for students to successfully engage in the in-class realworld case study assignments.

2. Readiness assessment quiz: Once the students have completed the Pre-Class Reading Assignment, they should have acquired foundational knowledge prior to class. Student readiness assessment quizzes are administered at the beginning

of class and assess the students’ knowledge of the key concepts covered by these preclass readings. Grades obtained by students in these assessments count toward their fnal grade, which provides an incentive to complete the prereading assignment prior to the class.

3. Cumulative exam assessments: Instead of having two or three high-stake major exams during the semester, we have recently implemented an innovative assessment tool. In our class, the Cumulative Exam is made up of a series of 11 individual tests covering each module (e.g., each technical chapter in this book) and made up of questions covering only the prior week’s case studies. The Cumulative Exam is administered by electronic exam software and is given at the beginning of each class period. These 11 Cumulative Exams represent 100% of the student’s grade for their major exam, which the student has accumulated along the way (Explanation: Each one of the 11 Cumulative Exams represents 9.09% of the total Cumulative Exam, so 11 × 9.09% = 100%). We also implemented an alternative assessment strategy in which students can individually choose to take an Optional Final Exam for any reason at the end of the semester, which replaces their Cumulative Exam grade. The Optional Final Exam is cumulative and made up of questions that cover all materials from the entire semester, including prereadings, mini-lectures, and case studies.

4. In-class team based learning: Class time is then focused on the strategic application of the pre-class reading assignments through practical, hands-on activities. All teams are required to complete two research-based drug product design assignments (referred to as “case studies”). Fifty-fve minutes are allotted for each assignment, and a 55-min countdown clock helps keep the teams aware of the time remaining. To successfully complete the assignment, groups are required to utilize a variety of online information resources in order to answer a series of analytical questions. During the time allotted for each case study, faculty, graduate student teaching assistants, and experienced PharmD student assistants (these are PharmD students who already passed the course and are funded through an Academic Assistant position) continuously interact and engage the teams to facilitate learning (our student:instructor ratio is typically no more than 15:1). At various points during the case study, the countdown clock is stopped and faculty deliver two or three mini-lectures consisting of 2–3 slides each on different technical/scientifc aspects of the case study, thus linking the student’s prereading class assignments (facts) to the case study (applying facts to concepts).

1.2 Building the Required Foundation for Student Success

Implementation of our model required input and coordination with faculty across the PharmD curriculum at the University of Texas at Austin. Incoming students to our fipped pharmaceutics course are in the second semester of their frst year of the

Fig. 1.1 The fipped pharmaceutics course is strategically placed in the PharmD curriculum to ensure students have the necessary foundational knowledge and critical thinking skills to achieve success in class. The source for foundation facts, information literacy skills, and communication skills is color coded according to the prerequisite courses offered in the immediately preceding Fall semester of the PharmD frst year

PharmD program. By this point in the curriculum, students have completed a number of foundational courses that are crucial in laying the groundwork for the topics covered in the fipped pharmaceutics course (Fig.  1.1). We mapped each of these prerequisite courses to confrm that students would have the necessary background before beginning our fipped class. We also note that the placement of our course in the curriculum is such that the students have not yet completed their second semester of Physiology/Pathophysiology and Pharmaceutical Biochemistry, which take

1.2 Building the Required Foundation for Student Success in “Flipped Pharmaceutics”

place concurrently with this pharmaceutics course in the spring semester of year one of the PharmD program. We, thus, strategically structure our fipped course content such that the students are assured to have covered a specifc topic before it is used in class (e.g., we ensure that anatomy of the eye is covered outside our course prior to the introduction of ophthalmic drug products).

As the fipped pharmaceutics course has evolved over the past 10 years, we have come to understand that student acquisition of the necessary information literacy skills prior to beginning our course is a key component to ensuring student success. In-class activities require extensive utilization of primary literature, patents, databases, etc. This information is analyzed by students in teams, already armed with the knowledge obtained from concepts provided in this book. Extensive work conducted by PharmD/MSc student Natalia Malesa as part of her master’s thesis revealed that integration of information literacy training in coursework prior to the start of fipped pharmaceutics increased student performance of the course, as student perception of their own information literacy abilities. In response to these fndings, faculty have incorporated an introduction to these information literacy skills in the “Introduction to Pharmacy Practice” course that students complete in the frst Fall semester of their frst year. Through this course, students gain experience using bibliographic databases for biomedical research, including Google Scholar, PubMed/MEDLINE, ScienceDirect, and Web of Science. With assistance from a pharmacy subject specialist librarian, students learn optimal search strategies for these databases, such as the utilization of Medical Subject Headings (MeSH). Students are also instructed in how to locate tertiary resources and how to appropriately cite references. In our fipped pharmaceutics course, we continue to build these information literacy skills by introducing search strategies that are more specifc to drug products, including the use of patents, the US Pharmacopeia/National Formulary Online, drug substance databases (e.g., TOXNET, Reaxys), medication package inserts, and FDA resources including the Orange Book and the Inactive Ingredients Database. With assistance from The University of Texas at Austin library system, we have designed a course web portal that contains links to each of these resources, in addition to guides on how to use each database, how to read US patents, and how to appropriately cite references, and it is located here: https://guides.lib.utexas.edu/pharmacy/pharmaceutics. Students utilize these resources in class and beyond, with many students reporting years later to us how helpful the web portal is throughout the PharmD curriculum. Overall, the information literacy skills that are developed in fipped pharmaceutics become invaluable to our students as they progress through the curriculum and begin work in clinical and industry settings.

1.3 Achieving Learning Objectives

Learning objectives for the fipped pharmaceutics course at UTCoP were initially designed and are regularly updated to refect PharmD accreditation standards in the United States. For example, learning objectives in our course were recently updated

to refect the American Association of Colleges of Pharmacy (AACP) Curriculum Outcomes and Entrustable Professional Activities (COEPA) 2022 document.

In designing this “fipped class” course, the following learning objectives are communicated to students through our syllabus:

1. Identify and explain the physicochemical and formulation properties of a drug that infuence its absorption and stability.

(a) Identify and describe the factors that infuence the aqueous solubility and partition coeffcient of a drug. Explain the importance of appropriate aqueous solubility and partition coeffcient in the formulation design and absorption of drugs.

(b) Understand and explain the ionization of weak acidic and weak basic drugs and calculate the fraction of a drug in its ionized and unionized forms as a function of pH.

(c) Describe how pKa and pH infuence the observed solubility and partitioning of a drug.

(d) Identify, evaluate, and explain the factors that affect the chemical stability of a drug under various environmental and packaging conditions.

(e) Identify and explain the factors that control the physical and microbiological stability of a drug product under various environmental and packaging conditions.

(f) Identify and explain the unique pharmaceutical challenges posed by contemporary biotechnology-based drug products (biopharmaceuticals).

2. Identify and explain the properties of a drug that infuence dosage form design and its route of administration.

(a) Describe the various routes of administration available for drug delivery, and discuss the advantages and disadvantages of each delivery system.

(b) Describe the characteristics of an ideal drug delivery system. Identify the various types of liquid, solid, and semisolid dosage forms available.

(c) Discuss how the physicochemical properties of a drug infuence the design of various dosage forms, including biotech drugs.

(d) Explain the various formulation approaches taken to improve the in-vitro dissolution, solubility, stability, and absorption of drugs from different dosage forms.

(e) Identify physical-chemical and formulation properties that make a drug suitable for modifed release/controlled release, and explain the various formulation approaches available for modifying drug release from dosage forms.

(f) Discuss the methods/techniques used for establishing the performance and quality of dosage forms.

3. Identify and explain the dosage form features that infuence therapeutic outcomes.

(a) Describe the role and functions of inactive/inert ingredients in different types of dosage forms.

(b) Describe the various methods of compounding and/or manufacture of different types of dosage forms.

(c) Explain the importance of packaging and storage conditions in expiration dates and drug product quality and assurance.

(d) Select an appropriate packaging container based on the physicochemical properties of the drug, which meets a patient’s need.

(e) Explain principles underlying the proper use of dosage forms, and their infuence on bioavailability and therapeutic outcome.

(f) Determine the importance of selection of appropriate dosage form in drug therapy.

(g) Explain the infuence of formulation, physiological, and anatomical factors on drug absorption from dosage forms.

(h) Discuss how compliance and adherence can be improved by appropriate dosage form selection.

(i) Select and recommend the best route of administration and dosage form for a patient.

(j) Identify and prevent drug interactions and incompatibilities based on the presence of active and inactive pharmaceutical ingredients.

(k) Identify, solve, and prevent drug therapy problems related to dosage form, delivery system, and route of administration.

4. Make appropriate selection decisions for multisource drug products.

(a) Explain and understand the concepts of pharmaceutical equivalence, bioequivalence, and therapeutic equivalence. Understand the basis for therapeutic equivalence or nonequivalence.

(b) Use the Orange Book appropriately to select and recommend a drug.

(c) Select and recommend appropriate drug products according to scientifc, legal, and economic guidelines where appropriate.

5. Compound safe and effective extemporaneous pharmaceutical products.

(a) Apply relevant standards of practice (including ethical guidelines) to prepare safe and effective dosage forms and perform in-process quality control.

(b) Search and apply the most accurate and standardized information on extemporaneous compounding.

(c) Evaluate the suitability of an extemporaneously compounded dosage form for the administration of a drug for a patient.

(d) Identify physical and chemical incompatibilities among active and inactive pharmaceutical ingredients of a formulation; recommend and follow approaches to avoid incompatibilities and unwanted interactions.

(e) Calculate and measure the correct quantity of active and inactive pharmaceutical ingredients.

(f) Use correct laboratory measuring procedures to obtain the desired quantity of all formulation ingredients.

(g) Use good extemporaneous compounding practices in the preparation of a patient-specifc drug product.

(h) Design and maintain an adequate operational facility for compounding pharmaceutical products.

6. Preparing safe and effective sterile dosage forms and enteral nutrition products.

(a) Apply relevant standards of practice (including ethical guidelines) to prepare safe and effective sterile dosage forms and perform in-process quality control.

(b) Calculate and measure the correct quantity of ingredients for preparing a sterile product.

(c) Use proper aseptic techniques to prepare sterile products.

(d) Identify physical and chemical incompatibilities among active and inactive components of sterile formulations; recommend and follow approaches to avoid unwanted interactions and incompatibilities.

(e) Use sterilization methods that are appropriate for the drug and product.

(f) Calculate the rate of drug administration based on the prescription order and the type of infusion pump used.

(g) Determine a patient’s fuid, electrolyte, and nutritional needs, and calculate the composition of parenteral or enteral nutrition sources to meet their needs.

(h) Apply appropriate quality control procedures for sterile products.

(i) Evaluate the impact of physical and chemical stability on a sterile product.

(j) Design and maintain an adequate operational facility for compounding sterile pharmaceutical products.

7. Maintain professional competence by identifying and analyzing emerging issues in pharmaceutical dosage forms and compounding.

This is accomplished in the fipped classroom course by assigning real-life problems that the students must strategically evaluate and solve using the pharmaceuticsrelated knowledge acquired through their independent reading or team research conducted during class. Students must master the “Pharmaceutics” portal and gain the skills to effectively use and cite the literature to support their answers.

1.4 Specifc “Flipped Class” Structure—How to Implement

In the frst class of fipped pharmaceutics, we introduce discipline-specifc information resources during an interactive tutorial session. Students participate in an instructor-guided case study, in which they are provided hands-on training and opportunities to practice accessing and retrieving specialized scientifc information from a variety of online resources (e.g., United States Pharmacopeia/National Formulary Online), drug substance databases (e.g., TOXNET, Reaxys), package inserts (e.g., DailyMed), and patents (e.g., US Patent and Trademark Offce, US Food and Drug Administration Orange Book, US Food and Drug Administration Purple Book, Google Patents). At this point, students are introduced to the Pharmaceutics Web Portal, which consolidates these various drug product resources

Fig. 1.2 Cycle of a typical fipped pharmaceutics class into a student-friendly course guide. Figure 1.2 provides a graphic overview of how the typical fipped pharmaceutics class is conducted after this initial introductory session.

One week prior to the class meeting time, students are given a pre-reading assignment consisting primarily of reading and understanding a specifc chapter from this book. Most individual chapters serve as a separate module. Students gain additional experience in accessing drug information and related resources by occasionally accessing and reading research articles and review papers relevant to the topic of the upcoming case study. A list of relevant papers is included at the end of each chapter of this book to provide examples of possible “prereading assignments” for instructors who wish to implement their own fipped-classroom model. Additionally, a list of learning objectives is provided to guide at-home study, which are incorporated into each chapter of this text.

For example, at the start of the class, students are given two assessments, the Cumulative Exam (explained above) and the Readiness Assessment quiz. These assessments ensure that students are motivated to review their last week’s case studies and to complete the prereading assignments. Based on the results of the Readiness Assessment quiz, the instructors can determine which concepts require further

review and explanation before starting the case studies. Following these tests, a mini-lecture is typically given to students to provide context to the products featured in the case studies.

The teams then begin work on the product case study, which was provided in the form of a structured worksheet, typically with six to seven multipart questions covering various aspects of the drug product design and key pharmaceutical concepts. Each case study is focused on a marketed drug product that students will likely encounter in their professional careers. These case studies are designed in the following general topics based on real-world examples:

• Question 1—Understanding the problem that existed and needed to be solved for this particular drug substance or disease state using pharmaceutics approaches.

• Questions 2 and 3—Gathering data on physicochemical properties and characteristics of the drug and excipients.

• Questions 4 and 5—Synthesize foundational knowledge and new information to understand formulation and drug delivery system properties.

• Questions 6 and 7—Applying new pharmaceutics understanding to answer clinical pharmacy questions related to pharmaceutics principles.

During the course of the case study, instructors meet individually with teams to provide guidance through areas of diffculty. Structured and ad hoc breaks are taken to review concepts with the entire class. During these breaks, teams are regularly called upon to provide answers to questions regarding their drug product design assignments. Finally, drug product design assignment questions are formatted to emphasize keywords that can be helpful for students when optimizing search strategies. As the semester progresses, this format is dropped to allow students to determine their own keywords.

1.5 Flipped Pharmaceutics—A Pathway to Success

The frst PharmD cohort to participate in our fipped-classroom model graduated in 2017. North American Pharmacist Licensure Examination (NAPLEX) frst-time attempt pass rate for UTCOP that year was 95%, compared to a national average of 88%. We have worked to improve our course each year it is taught, and this is refected in the 2022 frst-attempt NAPLEX pass rate for UTCOP, which was 87%, compared to a national average of 80%.

In addition to providing a solid foundation for prospective clinical pharmacists, we have also had great success in utilizing our course to teach frst-year PhD students in the University of Texas at Austin’s Molecular Pharmaceutics and Drug Delivery program. Our students have reported that the integration of information literacy skill building in the course has improved their confdence and performance in effectively and effciently solving patient-health-related and pharmaceuticsrelated problems.

Application of the fipped classroom model to the subject of pharmaceutics has been demonstrated to promote the development of the necessary skills to achieve student success in the classroom and beyond. We hope that through this foundational textbook, similar success can be obtained in pharmaceutical programs around the world.

Further Readings

Suggested readings include the following texts:

Herreid CF, Schiller NA. Case studies and the fipped classroom. J Coll Sci Teach. 2013;42(5):62–6. Kang HY, Kim HR. Impact of blended learning on learning outcomes in the public healthcare education course: a review of fipped classroom with team-based learning. BMC Med Educ. 2021;21(1):1–8.

Rotellar C, Cain J. Research, perspectives, and recommendations on implementing the fipped classroom. Am J Pharm Educ. 2016;80(2):34.

Schwartzstein RM, Roberts DH. Saying goodbye to lectures in medical school—paradigm shift or passing fad? N Engl J Med. 2017;377(7):605–7.

Chapter 2 Overview of Biopharmaceutics and Regulatory Concepts Relevant to Drug Product Design

Abstract This chapter is new to this edition. Basic pharmacokinetic and biopharmaceutics concepts that are central to drug delivery and drug product design are reviewed, as are the regulatory pathways for generic and novel drug product approval in the United States.

Keywords Bioavailability · Biopharmaceutics · Pharmacokinetics · Bioequivalence · Absorption

Learning Objectives

1. Explain the approval process for a drug by the Food and Drug Administration.

2. Describe the pharmacokinetic parameters that are derived from a plot of drug concentration in the blood versus time.

3. Compare a drug to a drug product.

4. Explain the four pharmacokinetic parameters of ADME.

5. Compare a generic drug and a new molecular entity.

6. Compare an abbreviated new drug application and a new drug application.

7. Explain what the Orange Book is used for.

8. Explain the approved product label.

Key Concepts

Students should know and be able to describe each of the following concepts as they review this chapter:

1. Abbreviated new drug application

2. Absolute bioavailability

3. Absorption

4. Absorption rate

5. Area-under-the-curve (AUC)

6. Bioavailability

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

A. D. Brunaugh et al., Essential Pharmaceutics, AAPS Introductions in the Pharmaceutical Sciences 12, https://doi.org/10.1007/978-3-031-52520-9_2

7. Bioequivalence

8. Biological products

9. Biologic license application

10. Biopharmaceutics

11. Central compartment

12. Distribution

13. Dosage form

14. Drug

15. Drug product

16. FDA-approved label

17. Generic drug

18. Investigational new drug application

19. Maximum plasma concentration (Cmax)

20. New drug application

21. New molecular entity

22. One-compartment model

23. Orange Book

24. Peripheral compartment

25. Pharmacokinetics

26. Relative bioavailability

27. Time to maximum concentration (Tmax)

28. Two-compartment model

2.1 Introduction

Biopharmaceutics and pharmacokinetics are important areas of research related to the design of drug products. As such, a brief review of these concepts is presented herein to provide context for this course. Biopharmaceutics, as defned by the Food and Drug Administration (FDA), is a broad-based scientifc discipline that studies the effect and interplay of the physicochemical properties of a drug, its dosage form, and the intended route of administration on the rate and extent of the drug’s absorption. In practical terms, it refers to the study of the physicochemical properties of drugs and their dosage forms and delivery route of administration as it relates to the onset, duration, and intensity of drug action. Pharmacokinetics is defned as the study of the movement of drugs in the body over time. It is colloquially referred to as “what the body does to the drug.” The four main parameters generally considered in pharmacokinetics are absorption, distribution, metabolism, and excretion (ADME). In terms of pharmacokinetic analysis, absorption refers to the movement of the drug from the site of administration into the systemic circulation. Distribution refers to the movement of the drug between the intravascular (blood/plasma) and extravascular (intracellular and extracellular) compartments of the body. Over time, 2 Overview of

Fig. 2.1 Illustration of the concepts of absorption, distribution, and metabolism based on the nonsteroidal anti-infammatory drug ibuprofen

drugs within the circulation are metabolized and excreted from the body by the liver and kidneys.

Bioavailability, as described by the FDA for a given formulation, means to provide an estimate of the relative fraction of the orally administered dose that is absorbed into systemic circulation and can be measured by comparing a systemic exposure profle to that of a suitable reference product. In practice, it is described as the rate and extent to which the active drug or moiety is absorbed from a drug product and becomes available at the site of action. Bioavailability encompasses pharmacokinetic concepts of absorption, distribution, and metabolism, as this will impact drug availability at the site of action (see Fig. 2.1). Metabolism can precede distribution and reduce bioavailability, such as the case with frst-pass metabolism of certain drugs in the liver when administered via the oral route. Protein binding can also impact availability of the drug at its target site of action. Many drugs reversibly bind to albumin and alpha-1-acid glycoprotein in the plasma. The propensity toward this binding is infuenced by the lipophilicity and acid-base properties of the drug, and levels of plasma proteins can vary among patients and in certain disease states. If bound to plasma protein, passive diffusion of the drug through cell membranes will be reduced due to the higher molecular mass of the drug-protein complex. For this reason, often only the “fraction unbound” of the drug is considered to be pharmacologically active and determining plasma protein binding affnity is an important step in drug development. Albumin-drug binding has also been used to enhance drug biodistribution, bioavailability, and circulation time, as albumin interacts with many receptors that can be utilized to manipulate drug distribution. An example of a commercial product utilizing this strategy is Abraxane® (paclitaxel), in which the drug is manufactured in an albumin-bound form.

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green, splashed with deeper green; bloom thin; stem medium in length; cavity large; flesh greenish, juicy, sweet, rich; very good; semi-clinging.

Kester Yellow Gage. Domestica. 1. Downing Fr. Trees Am. 926. 1869.

Kester’s Yellow Gage 1.

Of the same origin as Kester Green Gage. Tree vigorous, upright with smooth branches; fruit medium in size, roundish-oval; suture broad and shallow; light yellow overspread with thick bloom; stem medium; cavity small; flesh greenish-yellow, juicy, sweet, rich; very good; semi-clinging.

Kicab. Species? 1. U. S. D. A. Pom. Rpt. 45. 1895. 2. Am. Pom. Soc. Rpt. 46. 1897.

A seedling grown by Benjamin Buckman, Farmingdale, Illinois. Fruit medium, roundish-oval; skin thick, crimson with dark purplish stripes, covered with thick bloom; dots numerous, variable; flesh yellow, tender, melting, juicy, mild subacid; good to very good; stone large, oval, clinging; early.

Kickapoo. Americana. 1. Penn. Hort. Soc. Rpt. 52. 1892. 2. Cornell Sta. Bul. 38:39, 86. 1892. 3. Ohio Sta. Bul. 162:256, 257. 1905.

Tree an open, straggling grower, very productive; fruit of medium size, oblong to oval; cavity medium; stem short to medium, stout; suture faint; dull red mottled with deeper shades; bloom heavy; flesh yellow, firm; good; stone of medium size, clinging; mid-season; recommended for market.

King. Munsoniana. 1. Am. Jour. Hort. 5:148. 1869.

King of Plums 1.

A seedling of the Wild Goose which it closely resembles. Kingston. Domestica. 1. Ellwanger & Barry Cat. 1888-1894. 2. Waugh Plum Cult. 112. 1901.

Smith’s Prune 1.

Kingston closely resembles Diamond; its origin in Ontario, Canada, is about all that distinguishes it.

Kleine Blaue Frühzwetsche. Domestica? Mentioned in Mathieu Nom. Pom. 437. 1889.

Kleine Gelbe Eierpflaume. Domestica. Listed in Mathieu Nom. Pom. 437. 1889.

Kleine Kirschpflaume. Cerasifera. Mentioned in Mathieu Nom. Pom. 437. 1889.

Prunus Cerasifera Fructu Minore.

Kleine Rosspauke. Species? 1. Mathieu Nom. Pom. 437. 1889.

Mathieu records this variety as mentioned in Wiener GartenZeitung 288. 1884.

Klondike. Americana. 1. Wis. Sta. Bul. 63:44. 1897. 2. Ill. Hort. Soc. Rpt. 242. 1898. 3. Ia. Sta. Bul. 46:277. 1900.

Klondyke 2, 3.

Grown by John Wragg & Sons, Waukee, Iowa, from seed of De Soto; introduced in 1897 by W. F. Heikes, Huntsville, Alabama. Tree productive; fruit medium to small, roundish-oval; cavity narrow, deep; suture a broad line; skin thin, bright yellow shading into red; bloom thin; dots numerous, small; flesh yellowish, sweetish, watery; quality fair; stone small, clinging; early.

Knudson. Americana. 1. Am. Pom. Soc. Rpt. 162. 1891. 2. N. Dak. Sta. Bul. 2:18. 1891. 3. Wis. Sta. Bul. 63:44. 1897.

Kniedsen’s Peach 1. Knudson’s Peach 3. Peach 2.

Grown by H. Knudson, Springfield, Minnesota. Tree unproductive; fruit drops before ripe; of medium size, roundish, purplish-red; flesh sweet; clingstone; mid-season. Subject to plum-pocket.

Koa. Domestica. Mentioned in Forsyth Treat. Fr. Trees 21. 1803.

Koa’s Imperial.

Kober. Americana. 1. Ia. Hort. Soc. Rpt. 228. 1909.

Kober originated with N. K. Fluke, Davenport, Iowa. Fruit large, mottled and blushed with red; bloom rather thick; flesh moderately firm, sweetish; fair in quality; clingstone; mid-season.

Koch Königspflaume. Species? Mentioned in Mathieu Nom. Pom. 437. 1889.

Karl Koch’s Königs Pflaume. Royale de Koch. Royale du Dr. Koch.

Koch Späte Damascene. Domestica. 1. Mas Pom. Gen. 2:161. 1873. 2. Oberdieck Deut. Obst. Sort. 403. 1881. 3. Mathieu Nom. Pom. 437. 1889.

Damas Jaune Tardif de Koch 3. Damas Tardif de Kock 1. Koch’s Gelbe Spät Damascene 3. Koch’s Späte Aprikosen 3. Koch’s Späte Damascene 2. Koch’s Späte Damascene 3.

Liegel grew this variety from seed of Bricette and dedicated it to Koch, secretary of a horticultural society at Gotha. Tree medium, round-topped; fruit below medium, roundish-oval; suture a line; cavity shallow; stem short, slender, glabrous; skin free, yellow spotted with red on the sunny side; flesh yellow, fine, firm, juicy, sweet, rich; freestone; late.

Koepher. Species? 1. Gard. Mon. 10:18. 1868.

Noted as productive and free from curculio.

Kohlenkamp. Domestica. 1. Gard. Mon. 2:313. 1860. 2. Am. Pom. Soc. Rpt. 122. 1860.

Kohlen Kamp 1.

A seedling raised by W. Kohlenkamp, Philadelphia, Pennsylvania. Tree vigorous, very productive; fruit borne in clusters, large, oval; stem short; cavity deep; reddish; bloom thin; flesh yellow, firm, dry; good; freestone; late.

Kopp. Americana. 1. U. S. D. A. Rpt. 441. 1889. 2. Colo. Sta. Bul. 50:39. 1898. 3. Waugh Plum Cult. 155. 1901.

Introduced by O. M. Lord, Minnesota City, Minnesota. Tree vigorous, productive; fruit large, round; skin thick; purplish-red; flesh firm, sweet; clingstone; mid-season.

Korai. Domestica. 1. U. S. D. A. Pom. Rpt. 26. 1894. 2. Am. Pom. Soc. Rpt. 176. 1895.

Quetsche 1, 2.

Received from Hungary by the United States Department of Agriculture in 1893. Tree vigorous; fruit below medium, oblong-ovate; sides unequal; skin thick, tough; purple with numerous small, brown dots; flesh yellowish-green, coarse, melting; subacid; good; stone of medium size, narrow, pointed, clinging; mid-season.

Kroos-Pruim. Species? 1. Knoop Fructologie 2:58. 1761.

Originated in Holland. Fruit of varying colors and sizes, round; insipid, watery. Propagated by pits. Useful only as a stock.

Kume. Triflora. 1. Am. Gard. 12:449. 1891.

An early variety.

Lachine. Domestica. 1. Can. Exp. Farm Bul. 43:38. 1903.

Similar to Yellow Egg; hardy; productive; good; clingstone.

Lady. Insititia. 1. Cultivator 3:20. 1855.

Lady Plum 1.

A seedling of Mirabelle from Isaac Denniston, Albany, New York. Tree slender, vigorous, productive; fruit small, oval; stem short, stout; light yellow, with red spots; stone small, free; mid-season.

Lakeside No. 1 and No. 2. Hortulana. Letter from Kerr. Two seedlings from Theodore Williams, Benson, Nebraska.

Lallinger Königspflaume. Domestica. Listed in Mathieu Nom. Pom. 438. 1889.

Lambert. Americana. 1. Kerr Cat. 1897. 2. Can. Exp. Farm Bul. 2d Ser. 3:53. 1900.

Labert 1. Labert’s Red 1. Lambert’s Red 2.

A seedling from Ontario, Canada. Tree weak; foliage poor; fruit small, heart-shaped; stem short; cavity lacking; suture a line;

reddish; bloom thin; flesh reddish-orange, juicy; poor; stone large, clinging; mid-season.

Lammas. Domestica. 1. Ray Hist. Plant. 2:1529. 1688. 2. Lond. Hort. Soc. Cat. 149. 1831.

Mentioned by Ray as being one of the best sorts of his time. Lancaster. Munsoniana × Hortulana mineri? 1. Waugh Plum Cult. 186. 1901.

Grown by Charles B. Camp of Cheney, Nebraska, from a seed of Wild Goose supposed to have been crossed with Miner.

Lang. Americana. 1. S. Dak. Sta. Bul. 93:21. 1905.

Rang 1.

Sent to the South Dakota Station by C. W. H. Heideman of Minnesota. Tree vigorous, straggling in growth; fruit large, yellowish; skin thin; flesh sweet, juicy; good; stone small; keeps well; midseason.

Langdon. Domestic. 1. Mag. Hort. 19:461 fig. 36. 1853. 2. Downing Fr. Trees Am. 386. 1857. 3. Ibid. 927. 1869.

Langdon’s Seedling 2. Langdon’s Seedling 3.

Originated with Reuben Langdon of Hartford, Connecticut; believed to be a seedling of Washington. Tree vigorous, spreading; shoots strong, smooth; leaves large; fruit large, roundish-oval; suture a line; purplish-red to light green in the shade with some mottling; bloom thick; dots small; stem of medium length, stout, hairy; cavity deep; flesh yellow, melting, juicy, sweet, acid next to the skin; semiclinging; early.

Lange Violette Damascene. Species? Mentioned in Mathieu Nom. Pom. 438. 1889.

Blaue Damascenerin. Damas Violet?. Damas Violet Allonge. Damas Violet Longuet. Das Blaue Auge. Langliche Blaue Damascene?. The Great Damask Plum.

Langsdon. Hortulana mineri. 1. Am. Jour Hort. 5:144. 1869. 2. Barry Fr. Garden 418. 1883. 3. Cornell Sta. Bul. 38:56. 1892.

Illinois Plum 1. Langdon 2.

Grown in Illinois previous to 1869. Tree medium in vigor; leaves obovate or elliptic-obovate, pointed, with small glands; fruit small, roundish-oblong, light red; bloom thin; skin thick; flesh firm; quality fair; stone clinging, small, nearly smooth, turgid, short, pointed; midseason or later.

Lannix. Triflora × Munsoniana. 1. U. S. D. A. Pom. Rpt. 45. 1895. 2. Vt. Sta. Bul. 67:15. 1898.

Supposed to have been produced from Abundance crossed with Wild Goose. Leaves large, oval, pointed, leathery; petiole short, stout, usually glandless; fruit oval, of medium size, coppery-red; bloom light; skin thin, tough, bitter; flesh yellowish, translucent, tender, juicy, slightly fibrous, mild subacid, rich, slightly bitter at the center; good; stone large, oval, clinging.

La Prairie. Americana. 1. Wis. Sta. Bul. 63:44. 1897. 2. Waugh Plum Cult. 155. 1901.

Taken from the woods about 1844 at Shopiere, Wisconsin; brought to notice by B. H. Smith. Tree productive; fruit large, golden, slightly astringent.

Large English Damson. Insititia. Mentioned in Can. Exp. Farm Bul. 2d Ser. 3:51. 1900.

Large Golden Prolific. Domestica. 1. Can. Exp. Farm Bul. 2d Ser. 3:53. 1900. 2. Albertson & Hobbs Cat. 1904. 3. Stone & Wellington Cat. 1907.

Vail’s Seedling 3.

Originated in Canada; a seedling of Yellow Egg. Tree vigorous, spreading; fruit above medium size, oblong, golden-yellow; flesh yellow, juicy, sweet, pleasant; early.

Large Green Drying. Domestica. 1. Lond. Hort. Soc. Cat. 149. 1831. 2. Mag. Hort. 6:94. 1840. 3. Thompson Gard. Ass’t 518.

1859. 4. Downing Fr Trees Am. 927. 1869. 5. Mas. Pom. Gen. 2:191. 1873. 6. Guide Prat. 163, 366. 1895.

Grosse à sécher de Knight 6. Knight’s Green Drying 5, 6. Knight’s Large Drying 4, 6. Knight’s Large Green Drying 3. Large Green Drying 6. Verte à Secher de Knight 5, 6.

Raised by Thomas Knight; first fruited in 1838. Fruit large, round; suture shallow; greenish-yellow; bloom thin; flesh yellowish, firm, medium juicy, sweet and well flavored; excellent for dessert; clingstone; mid-season.

Large Queen. Domestica. 1. U. S. D. A. Pom. Rpt. 26. 1894. 2. Am. Pom. Soc. Rpt. 176. 1895.

Imported from Hungary by the United States Department of Agriculture in 1893 and fruited by E. C. Hoskins of Springbrook, Oregon. Fruit of medium size, roundish-oblate, dark wine color; bloom light; dots many, conspicuous; skin thick; flesh greenishyellow, coarse, mild subacid; good; clingstone; mid-season.

Large Sugar Prune. Domestica. 1. Koch Deut. Obst. 572. 1876. 2. Lange Allgem. Garten. 2:421. 1879. 3. Oberdieck Deut. Obst. Sort. 440. 1881. 4. Mathieu Nom. Pom. 434. 1889.

Ananas Zwetsche 4 incor. Bely Zwetsche 4. Blaue Eier Pflaume 4. Dörell’s Grosse Ungarische Pflaume 4. Grosse Zuckerzwetsche 3, 4. Herrenhäuser Blaue Eier Pflaume 4. Jacobi Zwetsche 4. Kladrauer Pflaume 4. Quetsche Sucree 4.

An early German prune used for table, market and drying. Tree large, broad-headed, productive; shoots pubescent, straight, dark brown; fruit large, oval, sometimes ovate; suture shallow; sides unequal; stem long, glabrous; skin free, sour, bluish-black; bloom thick; flesh yellow, firm, juicy, rich, sweet; freestone.

Large White Damson. Insititia. 1. Duhamel Trait. Arb. Fr. 2:72, Pl. 3 fig. 2. 1768. 2. Prince Pom. Man. 2:88. 1832. 3. Downing Fr. Trees Am. 952. 1869. 4. Hogg Fruit Man. 709. 1884. 5. Guide Prat. 161, 357. 1895.

Damas Blanc 3, 4. Damas Blanc Gros 2, 3. Damas Blanc Hâtif Gros 3, 4. Damas Blanc Tres Hâtif 4. Damas Gros Blanc 5. Gros Damas Blanc 2, 4. Gros Damas Blanc 1, 5. Large White Damask 4. Large White Damask 2. White Damask 3.

Probably of French origin; resembles the Small White Damson closely but is larger and longer. Branches smooth; fruit below medium, roundish-oval, greenish-yellow; bloom thin; flesh medium in sweetness and flavor; adapted for cooking; freestone; late.

Late Black Damson. Insititia. 1. Quintinye Com. Gard. 70. 1699. 2. Duhamel Trait. Arb. Fr 2:73. 1768. 3. Prince Pom. Man. 2:89. 1832. 4. Noisette Man. Comp. Jard. 2:495. 1860.

Black Damson 3. Damas Noir 3. Damas Noir Tardif 2, 4. Damas Noir Tardif 3. Late Damask? 1.

Fruit small, elongated, purplish-black; cavity shallow; suture a line; flesh yellowish-green, acid until thoroughly ripe; nearly freestone.

Late Blood. Triflora. 1. Cornell Sta. Bul. 62:23. 1894. 2. Ibid. 106:56. 1896.

Burbank No. 3 1, 2. Hale 2. Hale 1.

Luther Burbank imported this variety in 1885; Bailey named it Hale in 1894 but changed it to Late Blood two years later. Similar to Satsuma; later, blooms earlier, is less pointed and differs in leafcharacters.

Late Bolmer. Domestica. 1. Downing Fr. Trees Am. 404. 1857. 2. Mathieu Nom. Pom. 439. 1889.

Winter Bolmar 2.

Fruit of medium size, roundish, yellow, mottled with red in the sun; flesh yellow, firm, sweet but not rich; freestone; mid-season.

Late Chalons. Domestica. 1. Prince Pom. Man. 2:99. 1832. 2. Mathieu Nom. Pom. 450. 1889.

Tardif de Chalons 1. Tardive de Chalons 1, 2. Späte von Chalons 2.

Fruit of medium size, oval, light yellow with red blush, deepening to violet; flesh yellowish, melting, juicy, sweet; stone rough, clinging; very late.

Late Conical. Triflora × Simonii. 1. Vt. Sta. Bul. 67:16 fig. 1898.

Originated by Burbank; named in 1898. Tree of rapid growth; leaves medium to large, broadly oval, abruptly pointed, tapering at the base, rather stiff, margins coarsely double-crenulate; petiole large, set with glands; fruit strongly conical, large; cavity shallow, abrupt; stem short; suture shallow; yellow overlaid with purple and red; dots numerous, large; bloom heavy; skin medium in thickness; flesh yellow, firm, sweet and agreeable; very good; stone of medium size, flattened, pointed, free.

Late Goose. Munsoniana. 1. Stark Bros. Cat. 1909.

From Theodore Williams of Nebraska. Fruit very large; handsome.

Late Orange. Domestica. 1. Gard. Chron. 12:593. 1892. 2. Garden 64:262. 1903. 3. Can. Exp. Farms Rpt. 423. 1903.

Late Orange originated with Thomas Rivers, Sawbridgeworth, England, first fruiting in 1888; introduced by the originator in 1897. Tree vigorous; fruit similar to Reine Claude in size and appearance; flesh yellow, juicy, sweet; very good; season very late.

Late Prolific. Domestica. 1. Fish Hardy Fr. Bk. 2:56. 1882. 2. Rivers Cat. 35. 1898-99. 3. Can. Exp. Farms Rpt. 423. 1903.

River’s Late Prolific 1.

A seedling of Early Prolific. Tree vigorous; fruit below medium size, round; suture shallow; stem of medium size; cavity lacking; dark purple; bloom heavy; flesh greenish-yellow, juicy; flavor pleasant; stone small; early to mid-season.

Late Red Damask. Domestica. 1. Prince Pom. Man. 2:85. 1832. 2. Kenrick Am. Orch. 261. 1832. 3. Poiteau Pom. Franc. 1. 1846.

Damas rouge tardif 1. Gros Damas rouge tardif 1. Gros Damas Rouge Tardif 2, 3. Large Late Red Damask 2. Late Red Damson 1.

According to Kenrick and Prince this variety was described in the 1825 edition of Duhamel’s Traité des Arbres Fruitiers. Its description resembles that of Orleans very closely but its season is evidently later. Tree vigorous, productive; fruit large, oval; skin thick, adherent to the flesh, light purple; flesh yellow, melting, slightly coarse, juicy, sweet; good; late.

Late Reine Claude. Domestica. 1. Lond. Hort. Soc. Cat. 148. 1831. 2. Horticulturist 2:479. 1847. 3. Downing Fr. Trees Am. 395. 1857. 4. Ibid. 935. 1869. 5. Guide Prat. 162, 364. 1895.

Late Gage 4. Late Green Gage 1. Late Green Gage 4. October Green Gage ?2. October Green Gage 4. Reine-Claude d’Octobre ? 2, 4. Reine-Claude d’October 3. Reine-Claude Tardive 4. ReineClaude Tardive 2, 4.

First mentioned in the London Horticultural Society catalog in 1831. Origin unknown. Tree vigorous; shoots smooth, stout, shortjointed; fruit small, roundish; apex dimpled; skin greenish-yellow, mottled with red on the sunny side; bloom thin; flesh green, juicy, rich, sugary; good; freestone; late.

Late Rivers. Domestica. 1. Hogg Fruit Man. 369. 1866. 2. Nicholson Dict. Gard. 3:166. 3. Thompson Gard. Ass’t 4:158. 1901. 4. Mathieu Nom. Pom. 439. 1889.

Tardive de Rivers 4.

A seedling from Thomas Rivers of Sawbridgeworth, England; first fruited in 1865. Branches smooth; fruit of medium size, round; suture shallow; stem long, slender; dark purple; flesh yellow, rich, sweet, sugary; flavor pleasant; clingstone; very late.

Late Rollingstone. Americana. 1. Cornell Sta. Bul. 38:39, 42. 1892. 2. Colo. Sta. Bul. 50:39. 1898. 3. Waugh Plum Cult. 155. 1901.

A seedling of Rollingstone, grown by O. M. Lord of Minnesota. Tree medium in vigor, with a round, compact head; leaves obovateoblong, short-acuminate, irregularly crenate; shoots red, smooth, glossy; petioles glandular, pubescent; fruit medium in size, roundishoblate; cavity shallow; suture faint; yellow background overlaid with

red; stem of medium length; dots numerous, yellow; bloom thick; skin thick; flesh yellow, firm; fair to good; stone of medium size, broad-oval, smooth, flattened; late.

Late Transparent. Domestica. 1. Nicholson Dict. Gard. 3:167. 2. Cornell Sta. Bul. 131:188. 1897. 3. Thompson Gard. Ass’t 4:158. 1901.

Late Transparent Gage 1.

A seedling of Transparent from Thomas Rivers of Sawbridgeworth, England. Tree dwarf, hardy, productive; fruit large, round, greenishyellow, with purplish blush in the sun; flesh yellowish, firm, tender, juicy, sweet; high quality; stone very small; season ten days later than its parent.

Laubinger Sugar Prune. Domestica. 1. Oberdieck Deut. Obst. Sort. 441. 1881. 2. Mathieu Nom. Pom. 439. 1889.

Laubinger’s Catharinen Pflaume 2. Laubinger’s Zuckerzwetsche 1, 2.

From Germany. A true prune of value for table, compotes and drying. Tree vigorous, productive; shoots glabrous, violet-brown; fruit large, long-oval; suture shallow or lacking, divides the plum equally; stem not hairy; skin free, sourish; violet-brown to bluish-black; bloom thin; flesh yellow, firm, rather juicy, slightly tart; mid-season.

Laura. Species? 1. Vt. Sta. An. Rpt. 14:271. 1901.

From Theodore Williams, Nebraska; said to be a cross between Quackenboss and Red Glass. Tree apparently a pure Americana according to Mr. Williams.

Lawrence Early. Domestica. 1. Lond. Hort. Soc. Cat. 149. 1831. 2. Downing Fr. Trees Am. 928. 1869. 3. Mathieu Nom. Pom. 439. 1889.

Lawrence 1. Lawrence’s Early 1. Lawrence’s Early 2, 3. Lawrence’s Früh Rote Pflaume 3.

This plum differs from the well-known American variety, Lawrence, in that it is smaller, of poorer quality, purple and earlier.

Lawson. Domestica. 1. McIntosh Bk. Gard. 2:531. 1855. 2. Downing Fr. Trees Am. 928. 1869. 3. Mas Le Verger 6:141. 1866-73. 4. Lange Allgem. Garten. 421. 1879. 5. Hogg Fruit Man. 710. 1884.

Anna Lawson 3. Anna Lawson 4. Damas Lawson 2, 5. Dorée de Lawson 3. Golden Gage Lawson 2. Lawson’s Golden 1, 5. Lawson’s Golden 3. Lawson’s Golden Gage 1.

A seedling of Reine Claude pollinated with Golden Drop, grown in 1842 by Archibald Gorrie of Annat Gardens, Errol, Perthshire, Scotland; named in honor of Charles Lawson a nurseryman of Edinburgh. Tree hardier than either parent; fruit of medium size, oval; suture a line; cavity small; yellow with dull reddish blush; bloom thin; flesh yellow, sweet, juicy; good; clingstone; mid-season.

Le Duc. Americana. 1. Am. Pom. Soc. Rpt. 134. 1887. 2. Waugh Plum Cult. 156. 1901. 3. Ohio Sta. Bul. 162:256, 257. 1905. La Duc 1.

Le Duc was found growing wild at Hasting, Minnesota; introduced by W. G. Le Duc. Fruit of medium size, roundish; suture faint; cavity small; bright red; bloom thin; flesh yellow, sweet, pleasant; quality fair; stone large, semi-clinging; mid-season.

Legal Tender. Americana. 1. Ia. Sta. Bul. 46:277. 1900.

Originated under cultivation with H. A. Terry, Crescent, Iowa in 1896; first fruited in 1899; parentage unknown. Tree vigorous, productive; fruit large, round, golden-yellow blotched with dark red; skin thin; fine quality; semi-clinging; mid-season.

Leib Sour. Simonii × Triflora. 1. Vt. Sta. An. Rpt. 14:272. 1901.

One of Burbank’s hybrids; of the type of Wickson. Fruit large, round or slightly oblate; stem strong; cavity wide; suture shallow; apex slightly depressed; light red with thin bloom; dots many, prominent; flesh yellow, firm, meaty; flavor peculiar, aromatic, subacid; good to very good; stone medium, oval, flattened, clinging.

Leonard. Americana. 1. Montreal Hort. Soc. Rpt. 90. 1885. 2. Colo. Sta. Bul. 50:40. 1898. 3. Waugh Plum Cult. 156. 1901.

Originated with Charles Gibb, Montreal, Canada, in 1873 from a wild plum root obtained from Wisconsin. Fruit medium, round; cavity shallow; stem slender; dull dark red, mottled; dots small; flesh yellow, not firm, acid; quality fair; stone small, round-oval, smooth, semiclinging; mid-season.

Leopard. Triflora ×? 1. Vt. Sta. An. Rpt. 14:272. 1901.

From Theodore Williams, of Nebraska, from a “Botan pit pollinated with Red Glass.” Fruit large, round-oval; stem medium long, set in a shallow cavity; skin thick; light rich red; flesh yellow, firm; flavor Miner-like, rich and sweet; good to very good.

Lepine. Insititia. 1. Koch Deut. Obst. 570. 1876. 2. Lange Allgem. Garten. 2:420. 1879.

A variety of the Damson type raised by Lepine in Belgium; probably not known in this country; very similar to Norbet and by some said to be the same. Tree large, productive; fruit of medium size, round, somewhat compressed; suture shallow; skin removable, not sourish; dark blue; flesh greenish-yellow, firm, sweet, wine-like; stone free; late.

Leptune. Hortulana. 1. Cornell Sta. Bul. 38:56, 86. 1892. 2. Bailey Ev. Nat. Fr. 203, 206, 208. 1898. 3. Vt. Sta. An. Rpt. 11:284. 1898.

Introduced by J. D. Morrow & Sons of Arkansas. Leaves ellipticovate to elliptic-obovate, very long-pointed and coarsely serrate; stalks either glandless or glandular; fruit of medium size, round; skin thick, dark red; dots yellow; flesh yellow, meaty; stone medium, nearly smooth, short-pointed, clinging. Letta. Species? 1. Am. Pom. Soc. Rpt. 133. 1891.

Found in Buchanan County, Iowa; introduced by J. Wragg & Son of Waukee, Iowa. Fruit as large as Hawkeye.

Lewis. Domestica. 1. U. S. D. A. Pom. Rpt. 46. 1895.

Received by the United States Department of Agriculture from H. C. Cook, White Salmon, Washington. Fruit large, roundish-oval; stem short, set in a moderately deep, abrupt cavity; red, a little darker than

Lombard; bloom thin; dots numerous; flesh pale yellow; good to very good; stone large, oval, free; late.

Lewiston Egg. Domestica. 1. Downing Fr Trees Am. 404. 1857. 2. Am. Pom. Soc. Cat. 222, 244. 1858.

Lewiston’s Egg 2.

According to Downing, from Lewiston, New York. Tree vigorous, productive; fruit medium, oval, pale yellow; flesh yellow, not very sweet; flavor medium; clingstone; mid-season. Rejected by the American Pomological Society in 1858.

Lex Plum. Domestica. 1. Kenrick Am. Orch. 263. 1832.

Noted as a large blue plum with rich, sweet, yellow flesh; very productive.

Liegel Rote Damascene. Species? Mentioned in Mathieu Nom. Pom. 439. 1889.

Runde Rote Damascene.

Liegel Apricot. Domestica. 1. Hogg Fruit Man. 369. 1866. 2. Mathieu Nom. Pom. 439. 1889. 3. Guide Prat. 163, 351. 1895.

Abricotée de Braunau Nouvelle 1, 2. Abricotée de Liegel 3. New Apricot of Braunau 2.

Liegel Apricot was grown by Dr. Liegel of Braunau, Germany. Fruit of medium size, roundish; suture deep; yellowish; bloom thin; flesh greenish-yellow, melting, juicy, sprightly; good; freestone; late.

Liegel Gage. Domestica. 1. Mathieu Nom. Pom. 439. 1889. 2. Guide Prat. 161, 359. 1895.

A variety said to have been imported into France from England. Fruit of medium size, roundish, greenish; bloom thin; flesh yellow, juicy, rich; very good; late.

Liegel Unvergleichliche. Domestica? 1. Mathieu Nom. Pom. 439. 1889. 2. Guide Prat. 162, 359. 1895.

Received in France from Bohemia.

Lillian Augusta. Domestica. 1. Ont. Fr Gr Assoc. Rpt. 72. 1894. 2. Can. Exp. Farms Rpt. 136. 1894.

Grown by Richard Trotter, Owen Sound, Ontario. Tree hardy, productive; fruit large, egg-shaped; cavity small and shallow; stem nearly long; suture a line; greenish-yellow with a few broken stripes of deeper shade; flesh light yellow, firm, meaty, juicy, slightly acid; good to very good; stone medium to small, oval, turgid, roughened, partly free.

Lillie. Americana. 1. Ia. Hort. Soc. Rpt. 276. 1893. 2. Waugh Plum Cult. 156. 1901.

A seedling of Hawkeye, grown by H. A. Terry, Crescent, Iowa; first fruited in 1893. Tree vigorous and upright; fruit of medium size, round sometimes conical; cavity broad, shallow; stem slender; apex rounded; yellow overspread with mottled light and dark red; dots numerous; bloom thick; flesh sweet, melting; quality best; stone pointed, free; mid-season.

Lindow’sche Frühe Werder’sche Pflaume. Species? Mentioned in Mathieu Nom. Pom. 439. 1889.

Lindsay. Species? 1. Can. Hort. 27:22. 1904.

Lindsay’s Seedling 1.

Reported as a new plum from Guelph, Canada; large; good.

Little. Americana. 1. Cornell Sta. Bul. 38:39. 1892. 2. Wis. Sta. Bul. 63:45. 1897.

Little Seedling 1, 2.

Introduced by Charles Leudloff, Carver, Minnesota, but discarded by him on account of its size. Fruit small, red; stone small, rough, cherry-like.

Livland. Domestica. 1. Am. Pom. Soc. Rpt. 61. 1887.

Livlandscher bierpflaume 1.

A Russian variety imported by the Iowa Agricultural College in 1882.

Lizzie. Americana. 1. Meneray Cat.

A seedling of Harrison, grown by H. A. Terry; introduced by F. W. Meneray of Council Bluffs, Iowa. Tree vigorous, spreading; fruit large, pale yellow, with a red blush; flesh yellow, rich, no acidity; good; semi-clinging.

Lockey. Americana. 1. Kerr Cat. 1894.

Tree dwarfish, lacks in adaptability, blights badly, short-lived; fruit of medium size, greenish-yellow overlaid with red; good; clingstone.

Lone Star. Angustifolia varians. 1. Am. Pom. Soc. Rpt. 154. 1883. 2. Cornell Sta. Bul. 38:63, 86. 1892. 3. Waugh Plum Cult. 196. 1901.

Grown by E. W. Kilpatrick, Texas, from wild seed produced in eastern Texas. Fruit of medium size, oval; cavity broad, shallow; stem slender; suture lacking; red; bloom thin; dots numerous, white; skin thin; flesh soft, yellow, sweet; good; stone oval, clinging; early. Mentioned in the American Pomological Society catalog in 1897.

Long Blue. Domestica. 1. Ia. Hort. Soc. Rpt. 86. 1890. 2. Mich. Sta. Bul. 118:54. 1895. 3. Wis. Sta. An. Rpt. 13:214. 1896. 4. Kan. Sta. Bul. 101:121. 1901.

Orel No. 20 2, 3. Orel No. 20 1.

One of the Russian varieties imported by J. L. Budd about 1882. Tree hardy, vigorous, unproductive; fruit medium to large, oblongoval; purplish-red with light bloom; dots numerous, small; flesh yellow, juicy, subacid, pleasant; quality fair; stone rough and strongly margined, semi-clinging.

Long Leaf Wonderful. Domestica. 1. N. Y. Sta. An. Rpt. 12:611. 1893.

Long Leaf Wonderful was sent out in 1893 by Luther Burbank; no description is available and the variety is probably extinct.

Long Red. Domestica. 1. Ia. Hort. Soc. Rpt. 86. 1890. 2. Can. Exp. Farms Rpt. 401. 1898. 3. Kan. Sta. Bul. 101:119, 122 fig. 1901.

Orel No. 19 2, 3. Orel 19 1.

Introduced from Russia by J. L. Budd of Iowa about 1882. Tree hardy, vigorous; fruit medium to large, roundish-oblong, purplish-red; flesh greenish-yellow, juicy, sweet, pleasant; excellent for culinary use; stone semi-clinging.

Long Scarlet. Domestica. 1. Mag. Hort. 1:365. 1835. 2. Downing Fr. Trees Am. 303. 1845. 3. Am. Pom. Soc. Cat. 36. 1875.

Red Gage (incorrectly of some) 2. Scarlet Gage 2, 3. Scarlet Gage 1, 2.

Downing states that the original tree was first noted in the vicinity of Newburgh about 1823 and that the variety was disseminated by him. Tree very hardy, an abundant bearer; shoots downy; fruit medium, oblong-obovate; cavity narrow, very shallow; stem threefourths of an inch long; bright red or purplish-crimson on the sunny side, pale yellowish-red on the shaded side; flesh deep yellow, juicy, becoming rich and sweet if allowed to hang; clingstone; mid-season. Listed in the catalog of the American Pomological Society in 1875, but dropped in 1897.

Long Violet Damascene. Domestica. 1. Oberdieck Deut. Obst. Sort. 444. 1881.

Unproductive on dry soil as tested in Jeinsen, Germany.

Longworth. Domestica. 1. U. S. D. A. Rpt. 392. 1891. 2. Am. Pom. Soc. Rpt. 74. 1895.

Said to have originated many years ago with Nicholas Longworth, Cincinnati, Ohio. Resembles Lombard and is better in quality. Fruit of medium size, roundish-oval, purplish-red; flesh yellow, sweet, pleasant; mid-season to late.

Lot d’Ente. Domestica. 1. Wickson Cal. Fruits 356 fig. 1891.

D’Ente 1.

This variety is of the same type if not the same as the Agen. Lottie. Americana mollis. 1. Terry Cat. 1900. 2. Can. Exp. Farms Rpt. 120. 1904. 3. Ill. Hort. Soc. Rpt. 424. 1905.

Lotta 3.

Originated with H. A. Terry, Crescent, Iowa, from seed of Van Buren. Fruit large, white or pale yellow; good; freestone.

Louisa. Americana. 1. Downing Fr. Trees Am. 930. 1869. 2. Am. Pom. Soc. Cat. 37. 1899. 3. Waugh Plum Cult. 156. 1901.

Found growing wild in Missouri about 1860; introduced by Samuel Miller, Bluffton, Missouri. Fruit of medium size, roundish; suture a line; cavity small; stem short; dull red; bloom thick; dots numerous; flesh firm, yellow; quality fair; stone large, flat, clinging; mid-season.

Louise-Brune. Insititia? 1. Mas Pom. Gen. 2:71. 1873. 2. Mathieu Nom. Pom. 439. 1889.

Louise Brune 2. Louisen’s Braune Damascene 2.

Raised by M. de Maraise, a Belgian pomologist. Tree vigorous, productive; fruit round-oval; suture narrow and very shallow; skin purple; bloom thick; flesh yellowish-green, firm, rather sweet; good; stone oval, thick, free; type of the Damsons.

Louisiana. Triflora ×? 1. Cornell Sta. Bul. 139:43. 1897. 2. Waugh Plum Cult. 217. 1901.

Normand No. 15 1.

One of the several seedlings sent out by J. L. Normand, Marksville, Louisiana, who states that it is the offspring of a Triflora variety crossed with a native; named by Bailey in 1897. Tree spreading, weak and slender in habit; fruit of medium size, heartshaped; suture faint; cavity shallow; greenish with dull blush; dots many, whitish; flesh yellow, fibrous, sprightly subacid; quality fair; clingstone; fruit drops before ripe.

Lovett. Domestica. 1. Gard. Mon. 29:47. 1887.

A seedling of Reine Claude from York County, Pennsylvania, about 1867. Tree very vigorous and productive; fruit very large, roundish; suture slight; cavity shallow; dark red; dots minute, yellow; flesh yellow, firm, sweet; semi-clinging; very early.

Lovett. Triflora. 1. Lovett Cat. 1898.

Fourth of July 1.

A chance seedling from the Lovett homestead in Pennsylvania; introduced in 1898 by J. T Lovett, Little Silver, New Jersey Fruit of medium size, roundish; suture indistinct; bright red; bloom light; flesh yellow, firm, rich, sweet, vinous, highly aromatic; good; freestone; very early.

Lovett Late. Domestica. 1. Cole Am. Fr. Book 218. 1849.

Lovett’s Late Long Red 1.

An excellent long-keeping variety mentioned by Cole in 1849.

Lowry. Domestica. 1. Smith Cat. 1899.

Lowry’s Gage 1.

A chance seedling found growing in a fence corner at St. Davids, Ontario; introduced by E. D. Smith in 1899. Fruit of medium size, yellow; good; early.

Lucas Königspflaume. Domestica. 1. Oberdieck Deut. Obst. Sort. 421. 1881. 2. Mathieu Nom. Pom. 439. 1889.

Royale de Lucas 2.

A table and market variety in Germany Tree vigorous, productive in moist soils; fruit large, oval; suture shallow, divided unequally; skin somewhat sourish, easily removed, bluish-red to dark blue on the sunny side; dots fine, yellowish, numerous; flesh soft, golden-yellow, sweet, highly flavored; stone not always free; ripens before the Reine Claude.

Luedloff. Americana. 1. Wis. Sta. Bul. 63:46. 1897. 2. Ibid. 87:14. 1901.

Luedloff’s Seedling 1, 2.

From Charles Luedloff, Cologne, Minnesota. Fruit medium in size, oblong; suture distinct; yellow overspread with bright red; dots small, numerous; quality hardly fair; stone oval, sharply pointed, nearly free.

Luedloff Green. Americana. 1. Cornell Sta. Bul. 38:40. 1892. 2. Wis. Sta. Bul. 63:46. 1897.

Luedloff’s Green 1, 2.

From Charles Luedloff, Cologne, Minnesota, about 1889; discarded by him later. Tree regular and abundant in bearing; fruit medium to small, oblong, flattened; skin thick, mottled with deep red; flesh firm, sweet; fair quality; stone small, nearly free; medium late.

Luedloff Red. Americana. 1. Cornell Sta. Bul. 38:40. 1892. 2. Wis. Sta. Bul. 63:46. 1897.

Luedloff’s Red 1, 2.

Much like Luedloff Green but red in color. Tree moderately productive; fruit very good; medium season. Good for culinary purposes.

Lunn. Domestica. 1. Can. Exp. Farm Bul. 43:35. 1903. 2. Quebec Pom. Soc. Rpt. 9. 1905.

Montreal No. 60 1.

From W. W. Dunlop, Outremont, Quebec. Fruit large, oval; cavity shallow; suture a distinct line; dark purple; dots indistinct, brownish; skin tough; flesh yellowish-green, firm, juicy, sweet, rich; very good; clingstone; mid-season.

Luscombe. Domestica. Mentioned in Lond. Hort. Soc. Cat. 149. 1831.

Luscombe’s Seedling.

Lutts. Triflora. 1. Cornell Sta. Bul. 175:131 fig., 132. 1899. 2. Mass. Hort. Soc. Rpt. 1:106. 1900. 3. Ga. Sta. Bul. 68:5 fig., 31. 1904.

Wasse-Botankio 1, 2, 3.

Sent out under the name Wasse-Botankio but renamed in 1899 by Bailey after Henry Lutts of Youngstown, New York. Tree vigorous, productive; fruit small, roundish, dark red with numerous fine,

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