Classroom Management Action Plan | Example

Classroom Management Action Plan | Example Classroom Management Introduction Classroom management is a term that refers to the techniques and skills that teachers use to keep students organized, focused, on task, orderly, attentive, and academic productive, during class. When teachers implement the classroom management strategies effectively, they minimize the behaviors that obstruct learning for both individual students and group of students while maximizing behaviors that enhance or facilitate learning. A lack of classroom management is also a major factor that makes teachers leave their profession within their first year. I am facing some challenges with the students that I teach. I have developed an appropriate solution and action plan that I would follow to achieve it. I have learnt several things from my research that would help me in my future classroom management. PROBLEM: CLASSROOM MANAGEMENT As a primary school teacher who is on placement, am faced with several issues regarding disorderly and disruptive behavior from my student such as talking, getting up from their chairs to walk to other students desks without permission, disobedience, aggressive behavior and refusal to finish assigned task or school work. My inability to control their behavior them has led to my lack of teaching them properly as required. The first reason for this issue is that this is because of my inexperience since this is my first role with a school setting of dealing with different children. Secondly, it is due to an underprivileged family background that most of the children come from. For example, some of them are from single parent family, other are living in extreme poverty conditions, and some parents are not concerned with their children education. Lastly, this is because of the different student’s ability to grasp information, For example lack of attention. EVALUATION RELATED TO MY SOLUTION To solve the above problems, I have realized that I need to implement a classroom management component. This is because the environment in which the students learn in is very important, and can create a learning atmosphere. Secondly, my behavior towards the students, how I interact and treat them is a concern on how they would act. I would develop a level of dominance in the class, through body language in a different situation, eye contact with the students, for example, when affirming an action to them. In addition, I should develop a positive attitude towards the students in my class, encouraging them to participate in class activities, treating all students fairly and equally. The other important thing is to express my expectations from them. For example, how they should act in class, at the beginning of the lesson I clearly tell them what I expect from them at the end of the lesson. In addition, how they should relate to one another and ultimately make agreements with them on different issues in class that they should do and not do. We agree with them the repercussions when they do not follow the agreements we have set together. I would prepare different learning skills and lessons to be able to incorporate the students interest instead of relying only on my scheme of work. I would also get involved with what the students go through outside the class. This would include learning more about their homes, if they are in need, are they from divided homes, language barriers between them and me, and lastly handle students with special needs carefully. ACTION PLAN Room Arrangement When the students enter the class, they are hit with exciting colors on the walls, with windows lighting reflecting on the different things on the wall, as they walk to their big circle table. They can look at their colleagues as they are facing each other. When they look at the wall they see arts, maps, famous people, and student work all portrayed in different posters that are colorful around the class. No work is in white paint. From my desk that is also in the circle, I will start the lesson. The students will get out their books and colorful pens to note today’s lesson. I believe the classroom set up would have a significant effect on the student and the environment would make them think discuss, and reflect on the lesson. The set up would help me walk around the class and look at what they are doing and their sitting arrangement will make them be able to interact with one another making room for discussions. The student work on the wall will help them feel part of the cl ass. Classroom Rules The best rule I would have will be a class is a place of learning, and we should all respect each other. If I respect them and they respect each other and me, I believe this would create a safe environment for learning. I would allow the students to eat and drink in class as long as they dispose of their waste correctly. However, I will notify them from the beginning that the privilege withdrawal things get out of control. I would create a class constitution if the behavior of the students were inconsistent. I will involve the students in making the rules, and allow them to discuss which ones to be in the constitution. I believe that involving them would make it a must for them to obey, and they will not fight back on the consequences of not obeying. I would make them write the final copy and hang it in class. To add on I would give them a copy to take to their parents to read, sign, and then return to school. This would help make the parents involved in what we are trying to do in c lass. In addition, I will be giving the students a newsletter monthly to take to their parents describing what we are doing in class. I believe involving the parents in their children schoolwork will make them support their children at home with any issue arising. I also want to create an environment whereby there is a good student teacher relationship with my class. This is so because my students are from different backgrounds, and want to create an atmosphere where they feel they are equal to each other by the way I treat them. I do not want to assume their capability in education by the way they look or act. I do not want their background difference to affect communication in class. I believe this is the foundation of most behavioral problems begin. Therefore, I would like to create an environment whereby I accept by students as unique people with different cultures that I can relate, respect, and like them. In addition, be able to communicate and listen to them. I want my student to be able to relate their life experiences in our class exercises, teaching them to appreciate and celebrate cultural differences. I want to have an open forum class meetings whereby we discuss what is working or not for us in class. In addition, then implement t he suggestions and ideas we have discussed. Am interested in finding out what the students are thinking of, and converting the environment to their liking as much as possible. This would make the student feel part and in control of their learning. In the case of a consistent misbehavior, I would ask the student to meet me after class. I would start by praising him on what he is doing well in class and explain to him how his behavior is interfering with the class. In addition, I would advise them on what to do to stop the behavior. In a class if they persist I would isolate them to seat alone at the back, if they persist I would call their parents to come to school and then we discuss the three of us. I believe in involving the parents in disciplining the child but disagreeing with sending the students at home. Class Procedures I want to develop consistency with the procedures I use in class. For example, I will be putting the class program on the blackboard for them to copy when they come to class, use assignments sometimes to engage them in their writing skills. In addition, I will use interactive notebooks for them to do all their homework and class work in them. I would staple loose assignments to the notebooks this would help them when revising for exams. I would them stamp every student book that has done the homework. I would then collect the books after every two weeks to grade them. The stamping is to make the students finish the assignment before the two weeks. The stamping is just a motivation for them to do the homework on time before the grading day. I will assist those who are not understanding with the home and class work. I will also grade their class participation in class. This would make them participate in various class activities. Encouraging all students Bill Rogers has different techniques on classroom management starting with preventing to positive management and ending with consequences. This is a very humane and logical approach to handling students. He gives strategies that teachers can use to work with the students for both of them control how the student’s behavior, instead of a teacher being authoritative, strict, and disciplinarian. Rogers’s first plan shows techniques to use to prevent problems dealing with discipline. Secondly, he distinguishes responsibilities from rights claiming that they need to balance. Under the rights, Rogers’s majors on how the students have a right to learn, feel safe, respected, and handled with dignity. I believe at the beginning of the term students be told their rights and explained to what they should do to have them. It is significant vital for the students to feel emotionally and physically safe for a good learning atmosphere to be established. Teachers should emphasize on how they treat each other, with full of respect and no calling each other names. Still at the establishment stage, he emphasizes on teachers consistent in establishing rules for the class. I agree with the rule because it would create accountability for the student concerned. However, if the problem persists force should be used to correct the child. Establishing attention is a preventive technique. Teachers should not speak over the noise. I agree because there is a particular place in class where I stand and the students keep quiet. Rogers talk about positive correction as a way to view the correction. His emphasis on address what a student should do instead of majoring on the problem. He should just state it and leave to give the student the right to choose to control their behaviors and not doing things just to please the teacher or other students. This has helped because when I find a student out of line, I tell them to stop and walk away, giving the student room to correct the mistake. Rogers’s deals with consequences by assisting the student find a connection between outcome and behavior. He insists that the consequence should be reasonable and related. I agree with the point because it gives the students a chance to decide about their own behavior. This would strengthen the teacher student relationship because the student feel fairly treated per the mistake done. Conclusion I have learnt that classroom management is a key component in any educational setting. I will use it to create a good environment for learning and to make my student feel safe participating. It does not mean punishing the behavior, but it involves setting up the right tone in class, preventing bad behaviors and encouraging a good relationship with the students, while encouraging them to do well and setting high expectations for them. I believe it is possible to create the environment that would limit the behavior problems from the start in my classroom. References Marzano, R. J., Marzano, J. S., Pickering, D. (2003). Classroom management that works research-based strategies for every teacher. Alexandria, Va: Association for Supervision and Curriculum Development. Whitaker, T. (2003). What great principals do differently: fifteen things that matter most. Larchmont, N.Y.: Eye on Education. Canter, L., Canter, M. (2001). Assertive discipline: positive behavior management for todays classroom (3rd ed.). Los Angeles, CA: Canter Associates. Abu Nemrah, M. (2006). Classroom Management and Organization. 2nd Edition. Amman: Dar Yafa. Erythromycin Stearate Tablets: Quality Assurance Assessment Erythromycin Stearate Tablets: Quality Assurance Assessment QUALITY ASSURANCE ASSESSMENT OF SOME COMMERCIALLY AVAILABLE ERYTHROMYCIN STEARATE TABLETS. Aiwaguore Johnbull Obarisiagbon1*, Oladejo Peter Ogunlowo2 ABSTRACT Erythromycin drug products have been mostly imported into Nigeria from different countries of the world; with relatively no Nigeria based pharmaceutical company manufacturing same. Cases of therapeutic failures have been reported in some of our hospitals. Hence, the need arises to study some of the physicochemical parameters of some of the available drug products in the Nigerian Pharmaceutical Market with a view to detecting drug products that meet the specified pharmacopeia standards and those that fall short of such standards. The parameters measured were the uniformity of weight, friability, tensile strength, disintegration time and dissolution rate of 12 selected erythromycin stearate 500mg film-coated tablets. The tensile strength of the tablets was determined using the static loading method and Mosanto hardness tester to find the crushing strength and their results compared. The 12 samples disintegrated within 30mins with four of them disintegrating within 3mins, suggestive of possible inclusion of superdisintegrants in their formulations. All products, except two had a percentage release of the drug within 90mins of 70% and above. The friability of three of the products exceeded 1%. However, their tensile strengths did not prolong the disintegration time beyond the official limits. The results obtained from the physicochemical testing of the drug products revealed the failure of two products having release rates of less than 70% within 90mins. Further tests need to be done on these two products (namely Rycin ® and Erythromycin 500mg) in order to draw a more definite conclusion. Keyword: Stearic acid, formulation, physicochemical, friability INTRODUCTION Erythromycin stearate is the stearic acid salt of erythromycin, with an excess of stearic acid. It is a white, bitter crystalline powder, which is practically insoluble in water, but soluble in acetone and in methanol. The solutions may be opalescent 1. Erythromycin is available as the free base, ethylsuccinate estolate, gluceptatae and lactobinnate derivatives. When given orally, erythromycin and its derivatives except the estolate are inactivated to some extent by the gastric acid, and poor absorption may result. Erythromycin is a typical representative of the macrolide group of antibiotics and is produced by Streptomyces erythreas The tertiary amine of desosamine confers a basic character to erythromycin (pKa 8.8). Through this group, a number of acid salts of the antibiotic have been prepared. A second sugar, Clandinose, which is unique to erythromycin, is attached via a ÃŽ ²-glycosidic linkage to the C-3 position of the lactone ring. Erythromycin stearate tablets contain the equivalent of not less than 90.0 percent and not more than 120.0 percent of the labeled amount of erythromycin (C37H67NO13).1 Clinically, erythromycin is widely used in the treatment and prevention of diseases. Like penicillin G, it is a broad spectrum antibiotic and it is effective against most gram – negative and gram – positive bacteria compared to other antibiotics. The side effects are relatively low. Current indications for the drug include: respiratory infections and whooping cough. Erythromycin is also known to be active against penicillin resistant Staphylococcus, Chlamydia and mycoplasma. The base and the salt, by being unstable at acid pH, are absorbed in the upper part of the intestine 2. To assure higher blood concentrations, the drug should be administered in the form of coated tablets that dissolve in the duodenum 3. Physiological factors such as the presence of food; and intestinal motility and transit time, may affect the absorption of the drug with a consequent variation in bioavailability. 4,5 Highest serum concentrations of the base or stearate is 0.3 – 0.5  µg/ml, four hours after administration. It rapidly reaches bacteriocidal concentrations in all tissues and body fluids except in the brain. It is usually eliminated in the active form from urine, and bile, but part of the drug is also metabolized by demethylation2. OBJECTIVES OF THE STUDY This study was undertaken to analyze and compare some of the physicochemical properties such as disintegration and dissolution of coated erythromycin stearate tablets from twelve different pharmaceutical companies. All the drug products were imported into the Nigerian Pharmaceutical Market from abroad. The study is also to ascertain the extent to which these drug products conform to the standards as specified in the pharmacopoeias. MATERIALS AND METHODS Weight Variation From each product sample, 20 tablets were randomly selected and the weight of each tablet was determined. The mean weight and standard deviation were calculated. Friability Ten previously weighed tablets from each product sample were subjected to cascading and free fall shocks in the drum of a fraibilator set to rotate at 25 rpm for 4 minutes. The tablets were deducted of any adherent particles and reweighed. The difference in tablet weight was determined and the friability calculated as follows: Key W1 = Original weight W2 = Final weight Tensile Strength The crushing strengths of the tablets were determined individually with the aid of the static loading equipment. This was done by placing standard weights (kg) on top of the tablet until it yielded. The total weight was calculated as the maximum load (kg) that caused the tablets to break. This was then converted to Newton. With the vernier caliper, the width (thickness) and diameter of the tablets were measured in millimeter. Triplicate determinations were done for each product sample and the mean recorded. Disintegration Test Six tablets per product sample were subjected to the B.P disintegration test and the mean value of the disintegration time calculated. The disintegration medium (sodium phosphate buffer pH 8) was maintained at a temperature of 37oC  ± 0.5oC. Standard Curve A standard calibration curve was prepared as follows: 250mg (potency) erythromycin stearate was weighed and dissolved in 50ml methanol and sodium phosphate buffer solution, pH 8.0 was added to make exactly 100ml, giving a concentration of 2.5mg/ml. This was diluted serially with the sodium phosphate buffer solution to obtain the following concentrations; 1,2,3,4,5 and 6 µg/ml. The absorbance of the standard solutions were measured at 365nm using the UV spectrophotometer. The test was carried out in triplicate and plots of absorbance versus concentration were obtained as shown in the Figure 3.1. Dissolution rate of samples A stirred beaker method (Okor et al, 2002) was used. A caplet containing 500mg of erythromycin stearate was placed in a stationary cylindrical basket (aperture size 425 µm, diameter 2cm and height 3cm) suspended in 800ml of sodium phosphate buffer pH 8.0 as dissolution medium. The medium was maintained at a temperature 37  ± 0.5oC and stirred at 100rpm with a single blade – Gallenkamp stirrer. This was done with care to exclude air bubbles from the surface of the tablets. At various intervals, a 5ml specimen was withdrawn from a fixed zone, mid-way between the surface of the dissolution medium and the top of the cylindrical basket, not less than 1cm from the vessel wall. Every aliquot withdrawn for analysis was replaced with an equal volume of fresh dissolution medium at the same temperature. The aliquot was diluted 1 in 100 and then filtered through a Whatman No. 1 filter paper. The absorbance of the filtrate was determined at 365nm. RESULTS AND DISCUSSION Sample brands of Erythromycin Stearate tablets: The list of different brands of erythromycin stearate 500mg tablets used in this study is shown in Table 3.1. Two brands, Erythrocin-500 (Abbott Laboratories, Pakistan) and Erotab-500 (Hovid) had no NAFDAC Registration Number. These products were probably smuggled into the Nigerian drug market without proper clearance by the authorities concerned, or the registration process was not yet concluded before the drugs were made available in the market for public consumption. All the drug samples had expiry dates with two samples; Icethrocin (India) and Zin Zine (India) having expiry dates of 12/2011. It is also observed that all the 12 samples were imported into Nigeria from abroad, with 8 samples from India. The standard curve obtained is a straight line with the regression coefficient equation of y = 0.014 x + 0.000. (Figure 3.1) TABLE 3.1: LIST OF DIFFERENT BRANDS OF ERYTHROMYCIN STEARATE 500MG TABLETS USED IN THE STUDY S/No BRAND NAME MANUFACTURER B. No. MFG DATE EXP. DATE NAFDAC REQ. No 1. Erythrocin-500 Abbott Laboratories (Pakistan) 96282XV Dec. 12013 2. Erymycin ® Mercury laboratories Lt. Unit II GUJARAT, India. 9158403 March 2009 Feb. 2012 04-8419 3. Enthrox-500 Falma Laboratories (P) Ltd 54A Industrial Area, Bangalore, India. 50 July 2010 April 2013 A4-0915 4. Althrocin-S 500 Alembic Ltd. Plot 21/2 Vadodara 390003, India. 89970084E Jan. 2010 10/2012 043328 5. Erotab-500 Hovid AK11612 12/2012 6. Ice throcin Stallion Laboratories PVT 9293MD1/IDE 12/11 A4-3133 7. Donythrocin-500 Medopharm, 34B, Industrial Area, Malur- 563 130, India. 8E42 May2008 12/2012 043140 8. Zinzine Micro Laboratories Ltd. 92, Siplot, Hosur-635 126, India. ZZTJ 0044 January, 2009 12/2011 04-6174 9. Rycin Erythromycin ® Medreich Limited Bangalore-560 062, India. 690326 December, 2009 05/20 13 04-7570 10. Labcin ® 500 Laborate Pharmaceutical E-1 I hid Area Panipat 132103, India. LNFT-001 June, 2010 July 2012 04-6174 11 Erythromycm 500mg Mekopher Chemical Pharmaceutical Jomt Stock Co Mmli City, Vietnam. 10001 AX December, 2010, 12/06/J 04-75 70 12. Eryfast-500 Erythromycin Medibios Laboratories Pvt. Ltd, J-76, MIDC Tarapur Thane-40 1506, India. MD003 August, 2008 Aug. 20.10 A4-3007 Uniformity of Weight According to the USP 1980; 20 tablets are to be used in the determination, and there is compliance if each of the individual weights is within the limit of 90% and 110% of the average weight. Table 3.3 shows the mean weight of the various samples of Erythromycin stearate tablets Table 3.3: Mean weight of the various samples of erythromycin stearate tablets S/N Brand Name Mean Weight ( ± SD) Remarks 1 Erythrocin-500 1.13  ± 0.02 Passed 2 Erythromycin ® 1.10  ± 0.22 Passed 3. Enthrox-500 0.92  ± 0.01 Passed 4. Althrocin-S500 1.01  ± 02 Passed 5. Erotab-500 0.98  ± 0.01 Passed 6. Icethrocin 0.99  ± 0.01 Passed 7. Donythrocin-500 0.93  ± 0.01 Passed 8 Zin-Zine 1.01  ± 0.01 Passed 9. Rycin  ® 0.91  ± 0.02 Passed 10 Labcin  ® 500 0.88  ± 0.02 Passed 11. Erythromycin 500mg 0.97  ± 0.03 Passed 12. Eryfast 500 0.93  ± 0.01 Passed Friability Test The result of friability test of the various samples of erythromycin stearate (film coated) tablets is as shown in Table 3.4. The friability of a tablet is a measure of interparticualte cohesiveness of the particles and is a function of tablet hardness. A maximum mean weight loss of not more than 1.0% is considered acceptable for most products. From the table, products 1,2 and 7 failed the friability test, with friability values greater than 1.0%. It is expected therefore, that these product samples would break, chip or wear out during handling and transportation experienced in the manufacturing plant, in the drug distribution system and in the field at the hands of the end users (patients/consumers). These effects would result in possible loss in active drugs administered. Table 3.4 : Some of the physicochemical properties of the erythromycin stearate tablets. Tensile strength (MN/m2) S/No Brand Name Friability (%) Static loading method Monsanto hardness tester Disintegration time (mins) 1. Erythrocin-500 1.55 1.917 1.922 5.47 2. Erymycin ® 2.04 2.590 2.594 2.44 3. Enthrox-500 0.82 6.050 6.00 20.46 4. Althrocin-S500 0.25 4.190 4.184 14.40 5. Erotab-500 0.51 6.680 6.670 20.46 6. Icethrocin 0.76 5.370 5.402 20.83 7. Donythrocin-500 1.33 4.590 4.586 1.83 8. Zin Zine 0.25 4.820 4.750 5.46 9. Rycin ® Erythromycin 0.00 2.730 2.750 2.42 10. Labcin ®-500 0.87 6.780 6.802 16.21 11. Erythromycin-500mg 0.26 4.460 4.468 7.11 12. Eryfast-500 Erythromycin 0.27 2.940 2.950 2.81 3.4 Tensile Strength The tensile strength of the product samples are shown in Table 3.4. The results from the two methods used are compared, i.e. the static loading and the Monsanto Hardness Tester methods. Using Student’s t-test, the results showed that the differences were not statistically significant at 95% confidence level. In a previous work on comparison of testers by Brook and Marshall (11), it was affirmed that variations in crushing strength values between instruments are due in part to inaccuracies in instrument scale values, zero errors and varying methods of applying the load. Calibration is therefore necessary for accurate measurement using one instrument or when comparing results from more than one tester. This is the measure of the mechanical integrity of tablets, which is the force required to cause them to fracture (i.e. break) in a specific plane. The hardness did not have significant influence on the disintegration times of the product samples. Disintegration Time Oral uncoated tablets are expected to disintegrate in 15 minutes unless otherwise stated. Sugar and film coated tablets are allowed 30mins to 1hour within which to disintegrate. The 12 product samples of erythromycin stearate were all film coated, and all disintegrated within the official time of one hour. The disintegration time of 4 products namely, samples 2,7,9 and 12 were below 5 minutes. There is the probability that some types of super disintegrants were employed in these formulations. Concentration ( µg/ml) Fig: 3.1 Standard curves for Erythromycin stearate at max 365 nm. Dissolution Test The dissolution rates of the various samples of erythromycin stearate tablets are shown in Table 3.5. This table shows the amount of erythromycin dissolved at times 45 and 90 minutes respectively in percentages. All the product samples except Rycin ® (62.4%) and Erythromycin-500mg (65.50%) had more than 70% of drug released within 90 minutes. The relatively low percentage release of erythromycin from Rycin ® (62.4%) and Erythromycin 500mg (65.5%) would possibly result in poor bioavailability of the products. Erythrocin-500mg (Abott) used as reference standard at 90mins had amount dissolved of 80%. Another product ‘Labcin’ also released 80% of drug after 90mins. Product samples Rycin ® and Erythromycin-500mg were officially cleared into the Nigeria drug market with NAFDAC Reg. No 04-3205 and 04-7570. It is therefore possible that there was a mix-up between the product samples submitted for NAFDAC registration and those currently available in the market for patients’ consumption. It is also possible that the types of excipients used in the formulation of these product samples (Rycin ® and Erythromycin-500mg) may have reduced the percentage of the drug dissolved. Table 3.5: Dissolution Rates of Erythromycin Stearate tablets from the Various Samples, at 45mins and 90mins respectively S/No Brand % released (45 minutes ) % released (90 minutes) 1. Erythrocin-500 43.20 80.00 2. Erymycin ® 36.80 72.00 3. Enthrox-500 40.80 76.80 4. Althrocin-S500 40.00 79.20 5. Erotab-500 40.00 77.60 6. Icethrocin 46.40 76.80 7. Donythrocin-500 41.60 77.60 8. Zin-zine 40.00 76.80 9. Rycin ® 25.60 62.40 10. Labcin ® 500 40.16 80.00 11. Erythromycin 500mg 22.40 65.50 12. Eryfast-500 40.80 77.60 Figures 3.2, 3.3, 3.4 and 3.5 show the dissolution profiles of the various product samples of Eryhtromycin Stearate tablets. FIGURE: 3.2: Dissolution Profiles of Erythrocin -500 (Abbot), Erymycin, Enthrox -500.Figure: 3.3: Dissolution Profiles of Althrocin –S 500, Erotab- 500 (Hovid), Icethrocin Figure: 3.4: Dissolution Profiles of Donythrocin -500, Zin Zine, Rycin. Figure 3.5: Dissolution Profiles of Labcin, Erythromycin – 500mg, Eryfast 500 CONCLUSION The therapeutic response to a drug in its dosage form can be predicted by studying the physicochemical and biological properties of the drug product. A thorough knowledge of the impact of the various manufacturing methods and technologies on the performance of the drug product would always be useful. In this study, 12 different products of erythromycin stearate 500mg film-coated tablets were examined. The physicochemical properties studied included weight uniformity, friability, tensile strength, disintegration time, and dissolution rate. Product samples 1, 2 and 7 (Erythromycin-500, Erymycin ® and Donythrocin-500 respectively) had friability values above the standard set by USP of not more than 1%. Their friability values were 1.55%, 2.04% and 1.33% respectively. It was also observed that the weight variation within each drug product was within the acceptable limit. All drug products disintegrated within 30 minutes as required for film coated tablets by the pharmacopoeias and FDA regulatory guidances11. Film-coated erythromycin base tablets are expected to be absorbed at the duodenum (pH 6 to 6.5). All drug products except No. 9 (Rycin ®) and No. 11(Eryhtromycin 500mg) released 70% and above within 90 minutes. There is therefore, the need for our regulatory bodies, NAFDAC, NDLEA, PCN and Police Force to be adequately alert and watchful to prevail against the nefarious activities of some Nigerian nationals who possibly connive with their foreign cohorts to sneak in substandard drug products into the country even when such drugs have been initially registered. REFERENCES British Pharmacopoeia (2008). Her Majesty’s Stationary Office, London. Pp2377, 2380. Luciane C.M and Schapeval E.S (1996). Bioavailability study of coated erythrornycin stearate tablets in rabbits; Acta Farm. Bonaevense 15(2):77-84. Fell, J.T; Newton, J.M. Determination of tablet strength by the diametrical-compression test. J.Pharm.Sci. 59(5), 688 691. Tomoshenko, S. (1934). Theory of Elasticity, McGraw Hill: New York, p. 82 -85, 104 109. Frocht, M.M. Plastoelasticity; John Wiley and Sons, New York, pp 32-39. Stanley, P; Newton, J. M (1980). The tensile fracture stress of capsule-shaped tablets. J.Pharm. Pharmacol. 32(12), 852 — 854. Pitt, K.G, Newton, J. M; Stanley, P. (1988). Tensile fracture of doubly-convex cylindrical discs under diametrical laoding. J. Mater.Sci. 23, 2723 2728. United State Pharmacopeia 2008 (31) (1217), Rockville, US Pharmacopoeia Convention Inc. p 677. FDA Regulatory guidances, FDA Website for regulatory guidances. (www. fda. gov/ cder/ guidance/index. htm) Allen, P.V, Rahn, P.D, Sarapu, A.C, Vandewielen, A.J (1978). Physical characteristics of erythromycin anhydrate and dihydrate crystalline solids. J.Pharm.Sci.(67), 1087 — 1093. Brrok, D.B and Marshall, K. (2006). Crushing strength of compressed tablets 1. Comparison of testers. J. Pharm.Sci. 481 484. Ethical Fashion Markets in the UK and India | Research Ethical Fashion Markets in the UK and India | Research Thinking about my future life and career, long term aims for this MA are to build useful contacts in fashion industry in UK, gain a real insight into the Ethical Fashion Industry in UK, and hopefully complete a work placement at the Ethical Fashion Forum. In order to fulfill my project,I need to do the forecast research of the Ethical Fashion in UK and India in order to reach to the best topic of my research. To complete this MA, good time and project managementskills is going to be one of my most important challenges. Also, my strong focus would be on strategically planning and developing research skills. Fulfilling my learning agreement goals will give me new understanding and knowledge on the Ethical Fashion Industry in UK and India. For achieving all of the above, I need to build innumerable contacts with the fashion designer, businesses and organisation concentrating upon sustainability in the fashion industry in UK and India. Formerly, I have made enough contacts and gathered information; I will then discuss and orate about my project proposal. Ultimately, when I get an enthusiastic response, by looking at the success of Ethical Fashion Market, UK, I will then exchange those ideas with Kakoli Banergee, Trustee, Satya Jyoti Trust,India; to collaborate and formulate my project plan. If I receive a positive hope I would believe I have finally completed my MA journey, successfully. ANSHU YADAV Investigate into an Ethical Fashion market in UK and India PROJECT PROPOSAL TITLE Investigate into an Ethical Fashion market in UK and India AIM Understand the current scenario of ethical fashion business in India and relate to UK. Research UKS ethical fashion business; providea plan for making of a marketing body (Eco Fashion Park) for ethical fashion producer group and artisans in India. RESEARCH QUESTIONS What is Ethical Fashion? Defining Ethical Fashion Sustainability and triple bottom line Finding out issues and practices of Ethical Fashion Reviewing history of ethical fashion Fast Fashion and Cheap Fashion What is the market size of Ethical Fashion? Domestic (INDIA) market research on the Ethical Fashion Business and Lifestyle. International (UK) market research on the Ethical Fashion Business and Lifestyle. What is sustainable production and consumption . Defining the sustainable production and consumption Domestic (INDIA) industry research on methods of sustainable production and consumption International (UK)industry research on methods of sustainable production and consumption Sustainable Fashion producer groups and their problems in India What are the various certification possibilities for establishing a sustainable fashion business in UK and India? Ethical standards and Labeling Trade Tariffs and Barriers What is value chain? Defining value chain Research into linking the national ethical fashion producers and international buyers and markets. RESEARCH METHODS Quantity: Case Study, Grounded Theory and Consumer reactions study. Quality :Observational Analysis ANSHUYADAV Investigate into an Ethical Fashion market in UK and India 3. Primary Research: Focus on gathering information on ethical fashion from India and UK 3.1 Interviews with key forum members of Ethical Fashion Forum, UK. 3.2 Interviews with emerging fashion and textile designers in sustainable design in UK and India. 3.3 Social networking, for instance, Face book, 3.4 Fashion Business networking: Ethical Fashion Forum(UK), Designer Forum(UK), Ethical Trade Initiative(UK), Craft mark (India), Labour organisations, Manufacturers of Sustainable Fibres, Yarns and Fabrics. 3.5 Personal contacts in the Fashion Industry will help me gain appreciable approach. 3.6 Questionnaires and Videos of various artists involved in Sustainable Fashion practices. 3.7 International trend and fashion show visits. For instance, London Fashion Week, London; The Cloth Show, Birmingham; Premier Vision, Paris 3.8 Design institutes and government bodies 3.9 Non Profit Organisation, Satya Jyoti Trust, India. 4. Secondary Research: Focusing on Ethical Fashion Forum in UK. 4.1 Co work with Ethical Fashion Forum as a research intern, alongside an associate director, collecting research for EFF projects and events. 4.2 To understand the implications of formulating a marketing body(Eco Fashion Park) in India, for the sustainable Practioners. 4.3 Analyze Journals (MONOCLE,DRAPERS,FINANCIAL TIMES,ECO- TEXTILE) Weekly Magazines(TREND UNION,NEW CONSUMER, THE ECOLOGIST) and Online Magazine(THREAD), and Readings(ECO- CHIC, BY SANDY BLACK;GREEN IS THE NEW BLACK, BY T BLANCHARD,BUSINESS ETHICS AND VALUES, BY PETE ENGARDIO;SUSTAINABLE FASHION AND TEXTILES BY KATE FLETCHER. 4.4Get reports from online Databases and Articles( MINTLE, GMID, JUST STYLE.COM) 5. Literature Research: Refer to Bibliography RATIONAL OF MY PROJECT In my view point ethical fashion is the exciting subject to study as it has been grabbing the headlines within fashion industry in recent times.It is the uniqueness in fashion that allows us to look at sustainability in innovative ways. Therefore, Fashion provides an opportunity of awareness for sustainability. Many sustainable practices and movements are gaining momentum and moving towards mainstream. Green buildings, interiors, home products and even green weddings and events are flourishing, yet fashion is when embraced in sustainable ways, holds even greater impact potential. What is also unique to fashion, more so than other sustainable pathways, is that it is a large vehicle. Ethical fashion also interested me as it focuses on ill practices in the factories, poverty reduction, environment education, production and consumption issues, with a strong attention on workers health; in relation to the fashion industries. Ethicall fashion at a global level has captured my interest, for the very simple reason, that London fashion has stepped forward to promote ethical fashion clothing. Top shop, Marks and Spencer, Zara, Next, Europeon Fashion chain and USA Banana Republic are all specialising in â€Å"going green†. With a strong focus on Ethical Fashion Forum(UK), I want to know how to create such a not for profit organisation, where the ethical fashion producer group, from field to factory to end product, exchange ideas, collaborate and communicate effectively on various sustainable practices and events .My knowledge in Ethical Fashion from UK wouldthen allow me to provide the plan of making a successful marketing body (Eco Fashion Park) for Ethical Fashion producer groups and artisans of India, in India. GOALS AND OBJECTIVES LEANING GOAL 1: 1.1 Clarity of thoughts: Think deeply for filtering clear and in-depth information. 1.2 Assessed: Being able to decide the best final research topic. LEARNING GOAL 2: 2.1 Quick and Accurate Reading: discover to read relevant topics and fast. Also to improve summary and note taking skills, to be able to apply useful data resource at time of compilation of my project. 2.2 Assessed: Allowing myself to make reading list and note takings habits. LEARNING GOAL 3: 3.1 Professional Writing and Presentation Skills: enhance my English speaking and writing skills, professional approach towards any assigned task and submissions. 3.2 Assessed: Confidently being able to articulate and present myPGC Presentation and Learning Agreement. LEARNING GOAL 4: 4.1 Project Planning and Self Time Management Skills: Producing a comprehensive project proposal with a proposed approach, research direction and schedule to be followed. 4.2 Assessed: Being able to produce a timely submission of Project Proposal. LEARNING GOAL 5: 5.1 Professional Knowledge: History of Ethical Fashion Design, Business and Industry, increased awareness of Ethical Fashion Business in global context. 5.2 Assessed: Being able to approach future research phase professionally. LEARNING GOAL 6: 6.1 International Work Experience Placement: Co- work with Ethical Fashion Forum to gain more knowledge about Ethical Fashion 6.2 Assessed: Possible Case Studies and Personal Growth of improved interactive skills. LEARNING GOAL 7: 7.1 Research orientation skills: Improve my research making skills, by self understanding and implementing them in my dissertation. 7.2 Assessed: Being able to make a research oriented MA Dissertation in the last phase of research. PROJECT TERRAIN OUTCOMES KNOWLEDGE AND UNDERSTANDING Project Proposal, presented in the PGC stage Project related information collection and analysis, using the primary and secondary research methods Learning agreement: refer to this document Self time management SKILLS, QUALITIES AND ATTRIBUTES Project Management: refer to the project time frame Learning Contract Summary Form Plan of learning resources inside the University (Oct- Nov 2008) Reading relevant magazines and books in library and using library learning resource to get the marketing report which I need Attend the lectures that are related to my project proposal Attend undergraduate lectures of Fashion and Textile Management. Ask questions about y research from my tutor and supervisor Multiple photocopies of magazines, journals, report and books from library Plan of learning resources outside the University (Jan-June 2009) Observe the magazine market from news, reports, blogs, forum on websites Make contacts with the relevant industry or hopefully find a research internship with Ethical Fashion Forum, UK, which can help me gain the knowledge of Sustainable Fashion and Textile industry. Maintain Chronofile (My Research log book) Academic support Keep in touch with supervisors and professors during doing the project Use the library learning resource to obtain any relevant report that I need. Practical learning Try to contact as many Fashion Designers, Sustainable Fashion Producer groups, consultancys and not for Profit Organisations. Interview the people who relate to my project proposal and learn the skills of communication. Identification of learning needs Suggestions from my supervisor and tutor Lectures which are related to my project proposal Latest reports and news on fashion, design and ethical fashion market Collect a lot of documentariesrelated to sweat shops and sustainable Fashion and Textiles. Learn to get the opinions from different people and understand Ethical consumer and producer groups in UK and India. Also interact with fashion students and make videos asking about their buying attitudes towards Ethical Fashion Clothing. Skills to summarize the information that I obtain during the research Skills to take a precise note from interview (primary research) and books and video (secondary research) Identification of non-learning resource needs Access to university computer which has professional software to produce my document and adjusting photos and pictures Target date for completion of project proposal