Breakfast at Tiffany(TM)s Essay

Breakfast at Tiffany’s is a romantic comedy that was released in America in the year 1961. Breakfast at Tiffany’s was based on the novella by Truman capote. It introduces a young woman, played by Audrey Hepburn whose profession is a high class male’s escort, prostitute. When studying the film in more depth, I queried how and why a â€Å"high class prostitute† film could be so popular. In my article I will address and find out how and why the film is still so popular today. The film is a total of 110 minutes in length which is consequently 20 minutes longer than an average romantic comedy of today. The first scene is one of the main reasons why Breakfast at Tiffany’s is so popular today. When making a film the opening scene is extremely important and needs to include certain things for the film to be popular and well selling. The opening scene of any film should set the scene and introduce the audience to the surroundings and setting of the film. When we see the character, protagonist, for the first time we are automatically drawn in by her as she is in the foreground and the only thing moving in the scene, our eyes are focused on her. The audience feels connected with her and has an opportunity to be a part of her life. The audience is then introduced to one of the main themes throughout the film of â€Å"Tiffany’s† Tiffany’s after this film became more popular and some members and shoppers of Tiffany’s say that consequently Tiffany’s was made by the link of the film and the well known jewellers. As the scene progresses the camera follows her from the side as she walks. Then the camera changes to behind her with the use of an over the shoulder shot to increase the already gained intimacy. The fact that she is an ordinary woman on an average day and she has nothing special makes the audience almost feel they could be her. Another reason why it is still so popular today is that it fits in with the romantic comedy criteria. Every girl or most girls love romantic comedies. The comedy can be identified in many of the scenes. For instance at the part scenes where lots of comedic techniques and ideas are used such as the cigarette burning a woman’s purple headdress and Holly checking the time on a man’s watch consequently pouring a drink on the woman’s headdress. Also the cat jumping on everybody as they walked through the door. The comedy is basic and not to detailed as to not over power the romantic aspect of the film and this is why the film is still so popular. The soundtrack of the film is based around the song â€Å"Moon River† lyrics by Johnny Mercer, Music by Henry Mancini. The song is a total of 2 minutes 44 seconds and won an Oscar for the best original song. The music can be identified in many of the scenes, if carefully looked for. For instance in the party scene the song â€Å"Moon River† is played in the background but has been edited to create a more up-tempo version. The lyrics of â€Å"Moon River† are totally associated to the life of Holly Golightly. As the actress, Audrey Hepburn was no singer the song was very simple an only sung in one octave which almost makes the performance of the song more believable and the audience can relate to the lyrics more. The soundtrack can still be bought today from amazon and because it is still so widely available that helps the film stay so popular. Due to the advertising of the film, the film was made more popular. The poster that was widely used was the image of Audrey Hepburn on a white background with a border of blue, red and yellow. The poster has many hidden meanings in the images and colours used, for example, the border colours used, when added together, make the background colour of white. The yellow also used could mean wealth and link to jewellery from Tiffany’s. Audrey Hepburn’s name is in capitals and black lettering as the film sold off her name. The picture of the protagonist takes up half of the poster as people aspire to be like her. The title of the film Breakfast at Tiffany’s is in a red colour to represent Romance. In the background a shot of the end scene is added to show the setting of the film and to reveal the ending. All these things together make the film still so popular by creating a picture and selection of images which stick in the audiences mind for years to come. This poster can also still be bought in shops and on the internet. On Tuesday 5th December 2006 the Givenchy dress used in the 1961 film, was sold for 1.2 Million dollars which keeps Breakfast at Tiffany’s constantly in today’s society so the popularity of it is still withheld. Fashion of the 60’s is still popular today whether that is because of the film or not, people still dress in 60’s clothes and Audrey Hepburn is still kept as an admired icon. The novella that was used to base the film around had a different ending to the film. The ending of the novella resulted in Holly travelling to Brazil and sending Paul a postcard, Holly never wrote to him again. The director made the choice to change the ending for a variety of reasons. The way the novella ended was on a cliff hanger with loose ends which wouldn’t make the film popular, so the director of Breakfast at Tiffany’s decided to make the ending in to a typical happy, clichà ¯Ã‚ ¿Ã‚ ½d ending that ties up all loose endings as more people prefer happy endings and they stay popular after time. The way the ending of the film now ends is that the audience can walk away from the film feeling happy and uplifted full of aspiration to be like her. Sinse the ending was changed i believe that it has helped the film to be influential to our culture and stay popular after 50 years due to the film still being a part of today’s present society. Breakfast at Tiffany’s is still so popular today due to the hard work and important techniques used when making the film, the film was created to achieve all the necessary aspects of a romantic comedy which hasn’t changed in the last 50 years consequently making the film still a big hit today.

Caribbean Studies Syllabus

MODULE 1: CARIBBEAN SOCIETY AND CULTURE OVERVIEW Module 1 introduces students to the role played by geography in shaping the society and culture of the Caribbean region as well as the historical evolution of Caribbean society, the cultural characteristics of the Caribbean people, and the ways in which Caribbean society and culture influence and are influenced by societies and cultures outside the region. GENERAL OBJECTIVES On completion of this Module, students should: 1. Understand the factors which have shaped Caribbean society and culture; 2. Appreciate how cultural traits evident throughout the region have resulted from Caribbean peoples’ experiences; 3. Understand the common features which exist within Caribbean diversity; 4. Understand the relevance of concepts encountered within the Module, to their own lives and to the lives of their communities SPECIFIC OBJECTIVES Students should be able to: 1. Locate and define the Caribbean; 2. Explain the terms ‘society’ and ‘culture’; 3. Describe the characteristic features of Caribbean society and culture 4. Analyze the impact of the historical processes in Caribbean society and culture; . Assess the impact of geographical processes on Caribbean society and culture 6. Evaluate the ways in which societal institutions impact on their lives; 7. Analyze how the global community and Caribbean society impact on each other CONTENT 1. Location and Definition of the Caribbean Region i. Geographical location: a. Names of territories b. Sub-regions, for ex ample, Greater Antilles, Lesser Antilles, Western Caribbean, Southern Caribbean, The Bahamas; c. Position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses i. Definitions of the Caribbean Region a. Geographical; b. Geological; c. Historical; d. Political; iii. Caribbean Identity and Culture 2. Characteristics of Society i. Society a. Shared common purpose; b. A defined territorial space; c. Continuity over time and space; d. Citizenship within a space; ii. Culture a. Learned behavior common to all human beings; b. Norms and values which provide a guide to behavior; c. Institutions which prescribe behavior; 3. Characteristics of Caribbean Society and Culture i. Cultural Diversity Positive and negative effects of cultural diversity; ethnic and cultural differences; the accommodation made among different ethnic groups with respect to space, political and economic power and social visibility. ii. Social Stratification a. Plantation society and its impact on Caribbean social stratification (that is, race, colour, and money as major factors in social stratification); education as a basis for new class formation and upward mobility; b. Concepts such as plantocracy, intelligentsia, middle class, bourgeoisie, working class, underclass, caste; iii. Social Mobility iv. Hybridization a. Factors such as racial admixture and colour in the formation of Caribbean society and culture; terms like mulatto, meztizo, dougla, transculturation, creole; b. Erasure, retention and renewal of cultural practices 4. Impact of Historical Processes i. Migratory movements and the establishment of patterns of settlement by different groups within the Caribbean from pre-Columbian times to the present ii. The development of systems of production: encomienda, slavery, indentureship, the plantation system iii. Responses of the Caribbean people to oppression and genocide: resistance, revolution, development of peasant groups v. Movements toward independence a. Political enfranchisement: i. Adult suffrage; ii. Internal self-government; iii. Economic enfranchisement; iv. Entrepreneurial activities, including shop-keeping and savings societies. 5. Impact of Geographical Phenomena i. Plate tectonics a. Definition; b. Location and movement of the Caribbean plate; c. Earthquakes and volcanoes: soc ial displacement. ii. Hurricanes – social and economic consequences iii. Soils – erosion, conservation iv. Coral reefs – coastal protection, sustainability of fishing industry v. Droughts 6. Impact of Societal Institutions on Caribbean People i. Family i. Education iii. Religion iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra-regional societies on the Caribbean a. Consumption patterns: goods and services; b. Creative expressions: festivals, music, theater arts, culinary practices; c. Education: impact of colonialism; the information age; language; curriculum reforms, for example, teaching of Caribbean Studies in universities in the United Kingdom d. Political influences: i. Westminister System; ii. Rule of law; iii. Electoral processes; iv. Caribbean contribution to the political life of the host communities of Europe and North America; . Labour: the influence of migratory labour; vi. Sport – cricket, soccer, basketball, track a nd field; vii. Religion – traditional and non-traditional religious practices e. Mass Media f. Tourism ii. Caribbean influences on extra-regional countries a. Important political issues created within countries of Europe and North America by the presence of large numbers of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the politics of that State). b. The impact of Caribbean festivals like Notting Hill Carnival in the United Kingdom (U. K. Labour Day in Brooklyn, Carnival in Miami and Caribana in Canada on the economics of the areas where they occur ; the impact of migrant labour on the economies of the countries of North America. c. The impact of festivals and music of the Caribbean ( for example, carnival, calypso, reggae, punta, salsa, zouk) upon the festivals, music, pageants and street parades of the countries of North America, Europe, Africa, and of Japan. d. The impact of Rastafarianism on countries throughout the world e. The i nfluence of Caribbean culinary practices within the countries of North America and Europe. Suggested teaching and Learning Activities To facilitate student’s attainment of the objectives in his Module, teachers are advised to engage students in the following teaching and learning activities. 1. Students are encouraged to compile a Glossary of key terms and concepts drawn from the module 2. Students can create a scrapbook based on newspaper, magazine and Internet clippings which are relevant to the themes in the Modules 3. Produce maps and charts to define the Caribbean illustrating features of the physical environment, patterns of settlement and migration 4. Individual or group projects in which students conduct interviews with members of the society on societal and cultural changes 5. Lectures by elders of the community on the characteristics of Caribbean society and culture 6. Tours of plantations; documentaries on slavery, resistance and free villages and independence 7. Class debate on the struggles for, and benefits of independence 8. The use of video footage, photographs from media houses and international agencies on hurricanes and volcanoes. Students can produce their assessment of the impact of these disasters on society and economy 9. Students can design posters on the importance of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to give lectures on creative expressions 11. Students to deliver 5-7 minute presentations on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari: Roots and Ideology, Mona: Syracuse University Press Series, The Press, 1994 Deosaran, R. Reddock, R And Mustapha, N (eds) Contemporary Issues in Social Science: A Caribbean Perspective. Vol: 1, 1994 James, C. L. R. Beyond a Boundary, London: Hutchinson and Company Limited, 1993 Nettleford, R. Caribbean Cultural Identity, Kingston: Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, Kingston: Ian Randle Publications, 1993 Reddock, R. (ed. ) Ethnic Minorities in Caribbean Societies, St. Augustine: ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean Life in New York City: Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. Explanation in Caribbean Migration, London: The MacMillan Press Limited, 1992 http://www. pwi. netcom. com/hhenke http://www. caricom. org MODULE 2: ISSUES IN CARIBBEAN DEVELOPMENT OVERVIEW Module 2 introduces students to different conditions which satisfy the definition of development; to interrelationships among social, cultural, political and economic factors in the development of the Caribbean region; and to key individuals and institutions which have shaped the region’s development GENERAL OBJECTIVE On completion of this Module, students should demonstrate an understanding of the relationship between: i. Politics, economics and development; ii. Culture and development; iii. Technology and development; iv. Social justice and development SPECIFIC OBJECTIVES Students should be able to: . Describe the concepts of development and the indicators used to measure development; 2. Evaluate how development in the region is influenced by political, economic, social, cultural, environmental and technological factors; 3. Assess the ways in which globalization affects development in the region; 4. Explain the ways in which the evolution of the integration movement in the Caribbean has influenced development in the region; 5. Evaluate the importance of sports to the development of the region; 6. Assess the significance of Caribbean thought to development of the region; 7. Critically analyze factors which impact on the mass media’s contribution to the development of the region; 8. Formulate reasoned responses to issues of social justice within their communities CONTENT 1. Concepts and indicators of development i. Concepts a. Sustainable development b. Economic development ii. Indicators a. Levels of income b. Productivity c. Social and economic equalization d. Modern knowledge e. Improved institutions and attitudes f. A rationally co-ordinated system of policy measures g. Environmental factors 2. Factors that promote or hinder development i. Political ideologies; popular movements i. Distribution of wealth; resources; income generation iii. Changing class boundaries iv. Definition of Caribbean experience and identity v. Natural and man-made disasters vi. Impact of productive sector vii. Tourism a. Contribution b. Challenges 3. Globalization and Development i. Definition and Stages Facilitators of globalization, for example: a. World Trade Organi zation; b. International Monetary Fund; c. World Bank; d. Transnational organizations; e. Technology; f. Trade; g. Ideologies ii. Impact and Response a. Industry and commerce; b. Distributional sector (supermarkets, department stores); . Labour; d. Technology; e. Ideology 4. The integration movement i. The evolution of: federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of three of the following: a. Caribbean Community (CARICOM); b. University of the West Indies (UWI); c. Caribbean Examinations Council (CXC); d. West Indies Cricket Board (WICB); e. Caribbean Tourism Organization (CTO); f. Caribbean Single Market and Economy (CSME); g. Regional Security System (RSS) 5. Contributions of sport i. Generation of Income ii. Health and fitness iii. Educational opportunities iv. Sense of Caribbean identity v. Discipline and morale vi. Presence on the world scene vii. Sports tourism 6. Intellectual traditions Objectives and impact of the following: a. Pan Africanism; b. Negritude; c. Industrialization by invitation; d. Marxism and neo-Marxism; e. Caribbean perspectives on British Capitalism; f. Trends in Caribbean feminist thought; g. Indo-Caribbean thought; h. Indigenous perspectives 7. Roles and functions of the mass media i. Provision of information about institutions, events and trends in individual countries, the region and the global community j. Entertainment k. Construction of national identity . Cultural imperialism 8. Social justice i. Knowledge of competing concepts of social justice, for example, recognition of natural rights, welfare and mutual advantage ii. Discrimination on the grounds of age, gender, ethnicity, race o class iii. Indicators of development affected by breaches of social justice: a. Levels of social and economic equalization b. Productivity c. Quality of life Suggested Teaching and Learning Activities To facilitate student’s attainment of the objectives in this module, teachers are advised to engage students in the following teaching and learning ctivities 1. Students are encouraged to compile a glossary of terms and concepts within the Module 2. Students should compile a scrap book on the lives and world of persons who have contributed to the development of the region in the field of politics, labour, the arts, sports. 3. A class research project: for example, the development by groups of students of charts to show a comparative performance among countries of the Caribbean region in areas like GNP, provision of health, literacy rates and unemployment 4. Student Parliamentary debate on the 1990 World bank Report for the Caribbean . Class debates on a range of topical issues, for example, the failure of the Federation, CARICOM, social justice, health, crime and economic issues 6. Panel discussion on Caribbean intellectual tradition 7. Students write a ‘play’ on globalization and its effects 8. A guided tour to a local media corporation 9. Students can evaluate television and radio programmes, advertisements based on criteria arrived at through class discussion 10. Students write letters to the editor of national newspapers, formulating responses to a range of issues 11. Students reate posters on the improper disposal of industrial waste, and overcrowding in urban centres. RESOURCES Beckles, H. A Spirit of Dominance: Cricket and Nationalism in the West Indies, Kingston: Ian Randle Publications, 1997 Globalization, Communications and Caribbean Identity, Kingston: Ian Randle Publications, 1995 Rethinking Development, Kingston: Consortium Graduate School In the Social Sciences, 1995 Black Meteors: The Caribbean in Intenational Athletics, Kingston: Ian Randle Publications, 1998 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) Gender: A Multi Disciplinary read er on the Caribbean, Kingston: Ian Randle Publications, 1996 MODULE 3: INVESTIGATING HUMAN AND SOCIAL DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to some of the major concepts and skills which should be mastered in conducting research. Through the research process, students will have the opportunity to deepen their understanding of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should: 1. Demonstrate research and analytical skills; . Work independently or in teams to formulate, conduct and report on inquiries into issues they have identified as significant to the region 3. Appreciate the importance of ethical issues in conducting research SPECIFIC OBJECTIVES Students should be able to: 1. Explain the nature and purpose of research; 2. Identify a research problem; 3. Evaluate existing information about the problem; 4. Formulate relevant research questions and or hypothesis; 5. List var ious methods and instruments of data collection; 6. Apply appropriate formats in presenting data; 7. Draw conclusions and make recommendations; 8. Use American Psychological Association convention correctly; 9. Adhere to basic principles for maintaining ethical standards in conducting research CONTENT 1. Nature and purpose of research i. Systematic enquiry ii. Generation of new knowledge iii. Reliability and validity in research iv. Problem solving 2. The research problem Identification of a research problem 3. Sources of Information h. Identifying and accessing sources: a. Existing literature; b. Internet Resources; c. Oral histories; d. Newspaper reports; e. Minutes of meetings; . Archive i. Criteria for selection and use: a. Relevance; b. Degree of objectivity; c. Adequacy 4. Characteristics of research objectives i. Relevance ii. Direct link to research problem iii. Informed by sources iv. Clarity 5. Methods and Instruments of Data Collection i. Sampling a. Probability and non-probability; b. Target population i. Surveys a. Types of surveys; b. Interview techniques; c. Questionn aire construction 6. Format of Presenting Data i. Tabular ii. Graphic iii. Text 7. Conclusion and Recommendation i. Main findings in relation to research objectives ii. Areas of contention in relation to research objectives iii. New and interesting findings, if any iv. Limitations of the study v. Areas for further research 8. American Psychological Association Conventions (APAC) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example: i. Consent of research subjects; ii. Respect for privacy and confidentiality; iii. Integrity and transparency of the research process THEMES Recommended Areas for Investigation The following themes represent areas of interest to the contemporary Caribbean in terms of their significance to regional development. The list is not considered exhaustive and it is expected that new themes will be added. Under each theme heading, broad areas for possible study are identified for the guidance of students. Students may choose one of the themes to be the subject of the research project A. The Environment i. ii. iii. iv. v. vi. vii. Pollution Sewage and Solid Waste Management Coming to terms with Natural and man-made Disasters Housing growing populations Protection of Parks and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v. Impact of selected media on cultural expressions and values Issues arising from the control of information by extraregional media organizations Issues surrounding censorship and freedom of information Effects of media messages on the economies of Caribbean countries The effects of new technologies on the growing influence of the mass media in the Caribbean C. Gender Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean – causes and characteristic features Gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the law D. The Productive Sector and Development i. ii. iii. Farming practices and land tenure Development of appropriate technologies Impact of new technologies iv. Foreign dominance of the productive sector Tourism Agro-industries v. vi. E. Health i. ii. iii. iv. v. Changing patterns of disease The impact of cultural habits and value systems Traditional/modern medicine Health care and the economy Sexual and reproductive health – social, economic, ethical and legal issues F. Crime in the Caribbean i. ii. iii. iv. v. vi. Crime as a function of changing social structures and technologies Trade in illicit narcotics Impact of crime on the economy and on the political structure Effects of crime on the society Impact on the physical well-being of individuals of the region International relations in the control of crime G. Sports i. ii. iii. iv. v. Effects of identified policies on the development of sports Physical benefits Sports and the regional/national economy Impact of developing technologies on performance in sports Changing patterns of interest and development H. The Work Place i. ii. iii. v. v. vi. Patterns of unemployment; causes and effects of unemployment Impact of changing technologies Challenges of entrepreneurial activity in the Caribbean Changing role of labour unions Industrial Law in the work place Providing education for the world of work I. The Languages of the Caribbean i. Historical and social factors shaping Caribbean Creoles ii. iii. iv. Implications for maintaining European languag es as the official languages of the region Roles and functions of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii. Emergence and persistence of folk forms of worship Religion and education in the region Impact of modernization on religion in the Caribbean Religion and alternative forms of medicine Religion and social change in the region Impact of religion on family values iii. iv. v. vi. K. Literary, Performing and Visual Arts i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the performing arts in the development of countries within the Caribbean Ethical and legal issues – copyright, censorship Impact of globalization ii. iii. v. Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discuss the importance of the research paper in terms of the overall examination 2. Discuss research types and methods by teacher and other resource pe rson(s) 3. Provide a range of examples of problems statements, followed by class discussion to critically evaluate the effectiveness and completeness of sample problem statements 4. Provide examples of literature reviews to identify pertinent elements, such as: i. Relevance of theories and research findings to topic; ii. Agreement or disagreement between the stated theories; iii. Correct citation of sources 5. Group analysis of sample research reports so as to help students to arrive at an understanding of component parts, and of formats appropriate to different types of research design 6. Develop a glossary of research terms 7. Guided group library tours to help students to identify and access sources of information 8. Develop interviewing skills followed by class evaluation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and acknowledgment of sources to avoid plagiarism 11. Discuss the common problems encountered in designing and conducting research 12. Teacher feedback on project 13. Establish time lines for submission of drafts of the project Scope and Depth of Study Students should be guided in making decisions about scope and depth as they conduct and repor t on this study. Constraints of time and project length will affect the nature of the problem chosen, the population selected for study, and the extent of coverage of the relevant literature. It will also increase the demand that coverage of the literature be relevant and succinct. Time Management During the course of study, twenty contact hours are proposed for teaching the basic concepts of research and the skills of preparing a research proposal and report, as well as for discussion of factors which must be considered at different stages of the study. Twenty hours are allocated for the student’s independent work in carrying out the different phases of the study. At this time, the role of the teacher will be that of an advisor RESOURCES Suggested Reading List Boxill, I. , Chambers, C. M. , Wint, E. Introduction to Social research with Applications to the Caribbean, Kingston: Canoe Press, University of the West Indies, 1997 Roberts, P. West Indians and their Language, Cambridge: Cambridge University Press, 2001 Sanders, R. Narcotics, Corruption and Development in the Countries of the OECS: The Problem in the Smaller Islands of the Commonwealth Caribbean, Caribbean Affairs 3: 1, 1990 West Indian Commission A Time for Action: Report of the West Indian Commission, Mona: The Press, University of the West Indies, 1992 World Health Organization Health and Environment in Sustainable Developments Five years after the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL ASSESSMENT 60% Written Papers – 4 hours 30 minutes Paper 01 (1 hour 30 minutes) Fifteen compulsory shirt-response questions 27% Paper 02 ( 3 hours) Eight essay questions of which candidates must answer four 33% INTERNAL ASSESSMENT 40% Paper 03A The internal assessment will consist of a research project. The project will enable the student to demonstrate skills and competencies developed from each of the three modules. Paper 03B Private candidates are required to write Paper 03B, an Alternative Paper to the Internal Assessment MODERATION OF INTERNAL ASSESSMENT An Internal Assessment Record Sheet will be sent each year to schools submitting students for the examinations. All Internal Assessment Record Sheets and sample of assignments must be submitted to CXC by May 31 of the year of the examination. A sample of assignments will be requested by CXC for moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. Copies of the students’ assignments that are not submitted must be retained by the school until three months after publication by CXC of the examination results ASSESSMENT DETAILS External Assessment by Written Papers (60% of Total assessment) There will be a combined question paper and answer booklet for Paper 01 Paper 01 (1 hour 30 minutes – 27% of Total Assessment) 1. Number of Questions This paper is made up of 15 compulsory short-response questions covering all three modules 2. Syllabus Coverage Knowledge of all topics is required. The intention is to test candidates’ knowledge across the breadth of the syllabus 3. Question type Questions will be structured, consisting of two, three or four parts. Questions will test candidates’ understanding of concepts and issues 4. Mark Allocation Questions will not necessarily be awarded the same number of marks. A question may be worth three, four, five or at most six marks The maximum number of marks for this paper is 80. This paper contributes 27% of the total mark for the Unit Paper 02 (3 hours – 33% of Total Assessment) 1. Number of Questions This paper consists of eight questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus Coverage This paper tests Modules 1 and 2. Four questions will be set on Module 1 and four questions on Module 2. Candidates are required to answer two questions on each module. 3. Question Type Questions in this section will test higher order thinking skills such as application, analysis, synthesis and evaluation. Candidates will be expected to present a case for or against a particular point of view, using the concepts and issues discussed in the course There will be two types of questions. Type A There will be four questions of this type. These will test candidates’ ability to explain and elaborate on conceptual issues and apply general principles to a problem situation. Each question is worth 20 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on Module 2 Type B There will be four questions of this type. These will require candidates to analyze problem cases, discuss and make evaluate comments or issues and present arguments for or against a particular point of view. Each question is worth 30 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on module 2. INTERNAL ASSESSMENT Paper 03A – Internal Assessment (40% of Total Assessment) Internal Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are linked to the syllabus and should orm part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment. The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the scores awarded by the teachers are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by each teacher. Internal Assessment provides an opportunity to individualize a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience. This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasized by this CAPE subject, and enhance the validity of the examination on which candidate performance is reported. Internal Assessment therefore makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended to assist in doing so. The internal assessment component of the examination is worth 120 marks. This contributes 40% of the total mark for the unit. The Research Project The internal assessment for this Unit is a research project on a topic selected on any area of the themes outlines on pages 22-25 of the syllabus. The assignment is worth a total of 120 marks for the internal assessment FORMAT OF THE REEARCH PROJECT I. II. Length: 2,000 – 2,500 words Structure: Cover Page (Title, Name, Date): Acknowledgements Table of Contents: III. a. Introduction and Purpose of Research b. Literature Review c. Data Collection sources d. Presentation of Findings e. Interpretation of Findings f. Discussion g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices Allocation of Marks for the Research Project Marks will be allocated according to the following scheme: Marks A. Introduction and Purpose of research, Statement of Problem (15) Literature Review Data Collection Sources (10) (15) B. C. D. Presentation of Findings (18) Interpretation of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Presentation and Writing Skills (12) H. *The points to be considered for section H are as follows: Presentation j. Cover Page k. Acknowledgements l. Table of Contents m. Bibliography n. Appendices Mechanics/Writing h. Paragraphing i. Vocabulary, use of language j. Grammar and Spelling marks] [Total 120 Marks for the Research Project would be allocated across Modules in the ratio 1: 1: 4. For example if the total marks for the project is 72, divide the mark in the ratio 1: 1: 4. Therefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION CARIBBEAN STUDIES MARK SCHEME Candidates will be awarded a total of 12 marks for communicating information in a logical way using correct grammar. The marks are awarded in Section H in the mark scheme below RESEARCH PROJECT A. INTRODUCTION marks) (Purpose of research – Statement of Problem) ? (15 Excellent explanation of the purpose of the research ? Very good explanation of the statement of the question or problem to be researched ? Explained very well the educational value of the research ? Defined clearly all or nearly all the technical terms used in the study (13-15 marks) ? Explained well the purpose of the research ? Stated clearly the question or problem to be researched ? Explained well the educational value of the research ? Defined clearly most or nearly all the technical terms used in the study (10 – 12 marks) ? Explained adequately the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? Defined adequately technical terms used in the study (7-9 marks) ? Explained in a limited way the purpose of the research ? Stated vaguely the question or problem to be researched ? Explained vaguely the educational value of the research Defined a limited number of technical terms used in the study (4 – 6 marks) ? Explained poorly the purpose of the research ? Stated inadequately the question or problem to be researched ? Provided no clear explanation of the educational value of the research ? Provided no meaningful definition of technical terms used in the study (1-3 marks) B. LITERATURE REVIEW mark s) (15 ? Showed an excellent understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research clearly in context (13 – 15 marks) Showed a good understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research appropriately in context (10 – 12 marks) ? Showed an adequate understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 – 9 marks) ? Showed a limited understanding of the relevant literature and previous research on the problem and related them in a limited manner to the present study, that is, placed the research in context in a limited way (4 – 6 marks) Showed a poor understanding of the relevant literature and previous research and showed little or no connection to the pr esent study, that is, was unable to put the research in context (1 – 3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an excellent description of the different sources, from which information was collected and was obtained and how these sources contribute to an understanding of the research problem (9 – 10 marks) ? Gave an good description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (7 – 8 marks) Gave an adequate description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (5 – 6 marks) ? Gave a limited description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (3 – 4 marks) ? Gave a poor description of the different sources, from which information was obtained and how th ese sources contribute to an understanding of the research problem (1-2 marks) D. PRESENTATION OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately (16 – 18 marks) ? Gave a good presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately most of the time (12 – 15 marks) ? Gave an adequate presentation of the findings and some tables, graphs, maps or text but not using as many varied methods as could have been used; the data were for the most part accurate and adequately labeled (8 – 11 marks) Gave a weak presentation of the findings using few graphs or tables or text, not always using the most effective method; the data were not always well presented or accurate (4 – 7 marks) ? Gave a poor presentation of the findings; little thoug h is given to the labeling and presentation and to the accuracy of the data (1 – 3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? Interpretation was very well, accurate and very relevant to the issues being studied (17 – 20 marks) ? Interpretation was clear, accurate and relevant to the issues being studied (13-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 – 12 marks) ? Interpretation was unclear, inaccurate and of limited relevance to the issues being studied (5 – 8 marks) ? Interpretation was generally unclear, inaccurate and was of little relevance to the issues being studied (1 – 4 marks) F. DISCUSSION OF FINDINGS (15 marks) ? Provided an excellent discussion of findings and their implications and comparison with previous studies (13 – 15 marks) ? Provided a good discussion of findings and their implications and comparison with previous studies (10-12 marks) Provided a satisfactory discussion of findings and their implications and comparison with previous studies (7 – 9 marks) ? Provided a limited discussion of findings and their implications; little reference to previous studies were made (4 – 6 marks) ? Provided a very limited discussion of findings and their implications, no reference to previous studies were made (1 – 3 marks) G. CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS (15 marks) †¢ Conclusions were very clearly stated, very well developed, logical and relevant (13 – 15 marks) Conclusions were clearly stated, were well developed, logical and relevant (10 – 12 marks) †¢ Conclusions were satisfactorily stated, developed, some recommendations (7 – 9 marks) †¢ Conclusions were inadequately stated, showed limited relevance and development, recommendations were inappropriate and not very practical (4 – 6 marks) †¢ Conclusions were inappropriate and sho wed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND WRITING SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i. Presentation (4 marks) †¢ Provided appropriate layout, and relevant tables of content, bibliography, appendices, cover page (4 marks) †¢ Provided adequate layout, and relevant tables of content, bibliography, appendices, cover page (3 marks) †¢ Provided layout appropriate for the most part, and tables of content, bibliography, cover page (2 marks) †¢ Provided a weak presentation and only some of the important elements such as table of content, bibliography, appendices, cover page and those that were given were not well done (1 mark) ii. Writing Skills (8 marks) Demonstrated very high level of writing competence, for example, organization, use of language, grammar, spelling (7 – 8 marks) †¢ Demonstrated high level of writing competence, for example, organization, use of language, grammar, spelling (5 – 6 marks) †¢ Demonstrated adequate writing skills, for example, organization, use of language, grammar, spelling (4 marks) †¢ Demonstrate d limited writing skills, for example, weak use of language and grammar, several spelling errors (3 marks) †¢ Demonstrated poor writing skills, for example, poor use of language, poor grammar, many errors in spelling (1 – 2 marks)

Argumentative Essay On Abortion Thesis Example For Students

Argumentative Essay On Abortion Thesis Abortion has always been (and I reckon it will continue to be for quite some time) a very controversial issue not only due to the difficult comparison of rights (does the mothers rights outweigh the childs or vice-versa?) but also because of the many different instances in which the issue of abortion might come up. For instance, one couple who simply wants to plan their family, and be ready for it, is obviously different and less shocking a case as a raped fifteen-year old. Regarding abortion, pro-life and pro-choice are the two sides trying to impose their own points of view, but while one is extremely strict and makes a completely solid statement without taking each case in particular (pro-life), the other (pro-choice) acknowledges the implications of abortion and while not encouraging it in any way, it implies a certain flexibility depending on each case. I, personally, am a pro-choice person, but not taking it to the extreme. I believe a woman should have the right to choose when to have a baby but I agree with creating limitations to this right. The reasons are simple and numerous, health being the most important one, for if abortion would be deemed illegal and immoral, not only would women turn to unsanitary secretive abortions (or even desperate self-induced ones) but the psychological pain and scars would also be considerably more unbearable (I say more because they are already quite unbearable and extremely stressful). Another reason is a biological one it is the woman who carries the baby for nine months, and until the baby is out in the open, being a separate person, until the moment of birth, the baby is simply a part of the womans body. I choose to view childbirth as the moment when the child becomes the human, because it is the most valid turning point in its life -when it starts to live on its own. I consider the pro-choice point of view as being the most rational. However, I also agree that the time period of six months after conception is more than enough for the making of a decision. I support fully the six-month time condition, again mainly because of the health issues involved (abortion after six months is a risk to the mother). I also acknowledge the gruesome methods abortion implies, but I dont consider them a reason strong enough to ban abortion. I would wish there could be some sort of application process involved with abortion, but given the fact each and every case is different and also that such laws would have to be extremely detailed and confusing in order to relate to all cases on an individual plane. So I support abortion for all women as long as it is done within the first six months. And I state this because I dont believe the child is a person by the end of the six months, nor a human life. Until that point, it is a life, but it is a combination of cells insi de a body as well. Its size of only several inches adds to my inability of considering it human strictly because it lacks all the functions a human life form has, from consciousness to breathing and from feelings to personality. My point of view has a personal history behind it and even though I am not in the position of claiming a strict perspective of the subject, I realize I may be subjective. My mother described to me how she had to go through around three abortions because of my fathers drinking problems. Most of the fetuses had vital physical problems such as a deformed (contorted) body or a missing organ. My mother chose to abort them and it was a physically as well as psychologically painful process. The worse thing is that she blamed herself for it, while all the time it was my fathers irresponsible drinking that caused the malformations. I dont even want to imagine what would have happened had she been forced to carry those fetuses to term, and I am also extremely glad she didnt (I wouldnt be around if she had). READ: St. Alphonsus Rodriguez EssayAll in all, I dont consider pro-life a valid, modern, twenty-first century attitude because it

Executive leadership personal growth Essay Example | Topics and Well Written Essays - 1000 words

Executive leadership personal growth - Essay Example I had the task of surveying a group of people about their needs of soap and convincing them to buy the soap of my choice. The task required me to market the product which I had at that time. So I was given the opportunity to state the price which, I thought, would be fine, but at the same time I had to sell an exact number of soaps so that the task would be completed with the required goals. I learned the art of communication and applied it when I started marketing and selling my product. However, I soon realised that the way I was marketing the product was in sync with the needs and wants of the people. The most important lesson in marketing is to sell what people don’t know. The late great Steve Jobs was once asked the question whether his company undertakes market research in order to find out what the needs of the people are, and the great man responded in his characteristic fashion that people don’t know what they want and, therefore, it is the job of the companies and the entrepreneurs to give them something what they have never thought about but would still appreciate and fit it in their daily life and their needs. I learned about my weaknesses while I was enrolled in the program. Every man thinks that, when he takes a task to perform, he will do it in the best possible way. However, there are quite a few contingencies which go about in the performance of any task. One of my greatest weaknesses was not being a good listener. I did not listen to the demands of the customer in the right way and, therefore, lost in my goal of selling the required number of products assigned to me. The program I went through taught me how to be patient with my clients, as well as being attentive to the way I attempt to market my products to other people. It’s essential to have a strong face to face expression while dealing with the clients. â€Å"Each personality type has a different idea of what it means to be successful. Self-knowledge is one common g oal that will help everyone achieve personal success. So many people are hung up on somebody else's idea of what it means to be successful, and they are unaware of what is truly important to them. This is completely normal. We all have important role-models and influencers in our lives who may have basic values that are quite different from our own. If this is the case, it's important to recognize that the discrepancy between what we have been taught is truly important and what we personally believe to be truly important is due to a difference in perspective. If we spend our time and effort trying to meet somebody else's idea of success, and ignore or belittle any conflicting messages from our own psyche, then we will find ourselves exhausted and unhappy. Realizing what is truly important to us is a major step towards achieving personal success.† (Personal Growth) In accordance with the above text, it is important to analyse one’s weaknesses and strengths in order to at tain growth as a person. We all tend to get inhibited as personalities. However, there is a way to curb the inhibition, which is to fight it out in your own mind and to stay determined and calm in the process of removing all the inhibitions. While doing my marketing job I learned the art of selling products after facing many failures. The important thing to note here is that, as human beings, we do not give ourselves enough chances to try out something new and innovative. We are anxious

An endangered species Essay Example | Topics and Well Written Essays - 750 words

An endangered species - Essay Example It is scientifically known as Panthera tigris tigris and its IUCN: Endangered A2bcd+4bcd; C1+2a (i) and lives in dry and wet deciduous forests, grasslands and sal forests as well as temperate or mangrove forests (Tilson and Phillip 3). The Bengal tigers live a solitary life marking their territories to keep away their rivals and are powerful hunters who hunt for their prey at night, which includes buffalos, deer, wild pigs and other large animals like wild ox. They are suitably adapted to their habitats and use their skin to camouflage before pouncing on their prey and killing them for food. Over the last hundred years, the hunting and the destruction of the habitats of the tigers especially the forests have majorly contributed to reduced populations of tiger as the tigers are hunted for their body parts used in Chinese traditional medicine and as trophies. Poaching does not make the matter any better as the human populations always shoot, trap or ensnare them to meet the ever-increa sing demands for illegal trade in wildlife and their products. The Bengal tiger has therefore been rightly included in the red list of the endangered species in the world by the IUCN, which lists the destruction of its habitat as the major cause of its endangerment. As already stated the Bengal tiger is endangered due to the encroachment of human populations and pushing them out of their natural habitats as well as for their body parts. The Bengal tigers are usually hunted as both trophies and the use of their body parts for medicinal purposes according to some cultures especially in China. They are always hunted to meet the market demands of the illegal trade in wildlife products, for example apart from being used as trophies, the endangered Bengal tiger also provide fur that is used to make carpets and coats. However, the major reason why the Bengal tiger is endangered is the

Cruse Ship Managment Assignment Example | Topics and Well Written Essays - 1250 words

Cruse Ship Managment - Assignment Example A good cruise itinerary must outline the effects of all internal factors at play. These factors are within the control of the management and can be tactfully addressed. Some of these factors as pointed out by Kaulbars (2008) include relations to the prospective host communities and authorities, budget estimations, and overall basics of a journey. Logistics is another internal factor that ought to be taken care of. Here, aspects such as exchange of crew and supply arrangements are looked into. Another factor is the characteristic of the vessel, with key concern to vessels’ capability, amenities, and adaptability to diverse port destinations. Some of these external factors as espoused by Kaulbars include infrastructure and superstructure of the port of call, with finer details to evaluate being the facilities available, bunker services and costs, as well as accommodation facilities (Sun, Gauri & Webster, 2011). Other factors include customer preferences, sea conditions such as winds and tides, as well as weather conditions both at sea and at inland destinations that may have adverse effects on the comfort of passengers. Cruise ships have also been made more comfortable by offering services that are similar to those offered in inland holiday inns. Amenities such as swimming pool, a shopping place where the customers can make light purchases, etc. have been included to make the voyages more exciting. Certainly, these amenities help create a pleasurable environment that provide greater experience to the tourists. A good cruise ship itinerary must also take into concern factors that motivate the customers. These factors can be evaluated based on costs, facilities available within the ship, duration of stay at particular ports during stopovers, among others. Greenwood and Barron observe that most passengers prefer the preservation of individuality, a factor that has been successfully overcome by offering sightseeing tours to

Patient protection and affordable care act(H.R. 3590) Research Paper

Patient protection and affordable care act(H.R. 3590) - Research Paper Example In this paper, facts about the components of the new law will be discussed, with its corresponding advantages and disadvantages. H.R. 3590, also known as â€Å"The Patient Protection and Affordable Healthcare Act,† has been in the public spotlight for months before and after the president ordered its issuance. According to the Democratic Public Policy (n.d.), the current health care reform will â€Å"ensure that all Americans have access to quality, affordable health care,† and allows modification within the health care service to fit whatever individual medical needs. The role of the health insurance holders is also emphasized, making them more in-control of their insurance companies, rather than insurance companies controlling them. The Kaiser Family Foundation (2010) argued that the change in the health care system â€Å"focuses on the provision of to expand coverage, control health care costs, and improve health care delivery system.† Its implementation would rely to the overall population with health insurance coverage; therefore, there is a need to make health insurance mandatory for every citizen. If a citizen fails to have such insurance a penalty of $695 tax should be paid, but varies in accordance to his or her marital status. In line with the widened coverage for health insurance, the new policy provides a longer coverage for young adults under their parent’s premiums. The Los Alamos National Laboratory (n.d.) contends that the employees or unemployed young adults who lost their insurance coverage on their 23rd birthday will be allowed to re-enroll under their parent’s insurance, regardless if they are married or not. Furthermore, the previous policy of insurance companies of disqu alifying children who have pre existing medical condition is already illegal. A 1% budget for the Abortion policy will be provided, as long as the pregnancy is due to rape or incest, or the pregnancy itself causes danger

Apitalism, globalization and fundamentalism Essay

Apitalism, globalization and fundamentalism - Essay Example Weber explains different aspects of capitalism. He discussed how capitalists helped in the economic development of America and how the spirit of capitalism fought its supremacy against a whole world of hostile forces. Globalization is termed as a worldwide integration of humanity and the compression of both temporal and spatial dimensions of planet wide human interaction. The whole world is changing very fast and every country is in the road of development. Modernization is the present trend and globalization is a part of it. Globalization narrowed the gap between different cultures and cultural pluralism is gaining more importance. Because of globalization intercultural education is increasing. The best example is number of students from different parts of the world are coming to US to pursue their higher studies. Multiculturalism became possible due to globalization. We can see different cultures existing in one roof in US. Internet, which became popular at the end of the 20th century helped in narrowing the gap between different parts of the world. Now information is being shared at the speed of light. With the help of Internet the whole world became global village. Internet has opened the gates for globalization. It created many possibilities for human interaction and business transaction. Capitalism is defined as economic an... Capitalism is defined as economic and social system in which means of production are privately owned. Individuals, companies or corporations make investments and share profits or losses. Capitalists help in the improvement of a country's economy. He/she is the persons who ventures in the investment area. Because of the efforts of capitalists the US economy has vastly improved. Religion is one the important factors of a society. There are many religions that exist in the present world. Every religion preaches to believe and keep faith in god. It preaches deism. Fundamentalism has become a thorn in every religion. It is slowly taking the form extremism. Fundamentalism is the belief in absolute religious authority and the demand that this religious authority be legally enforced.Religious Fundamentalism exists in Christians, Jewish, Muslims, Hindus, etc. This way of making the people to follow a religion is creating more problems. The Jews were never allowed to use things that were offered to other religious gods and it's a big sin and severely punishable if any does use. In Muslim dominated countries the existence of fundamentalism and extremism could be easily seen. Most of the Islamic nations follow Shariat law and in any way a person breaks this law is strictly punished. According to this law no one is above the god and religion. Women should not come out of their houses. They always should remain indoors. They should not show their face or any other part to other men except to her husband and family members. She should always be in veil. A man can marry any number of times and women should marry only once in their lifetime. Women in western countries are more liberal

The Importance of Analysis and Analytical Skills to the Manager Making Essay

The Importance of Analysis and Analytical Skills to the Manager Making Decisions in Business - Essay Example Specifically, the study evaluates the structured analytical approach to problems solving and discusses the concept of decision making. This is then followed by a critical analysis of three types of management decision making methods; project plan, financial modeling and diagrammatic representation. These methods are then discussed together in relation to management, before arriving at a conclusion on the study. Structured Analytical Approach to Problem Solving Management in the business world often presents with complex problems that call on managers to develop better approaches to problem solutions. Bonem (2011, p. 1-2) discusses the need for the structured analytical approach to solving problems, explaining that the aging and retiring of the baby boomer (or elderly) generation of workers takes away the invaluable experience needed in decision making. Thus, the author argues that the present managerial aspects of businesses need to adopt a structured analytical approach that will co unter the complexity of organisational problems and the lack of experiential knowledge. The structured analytical approach involves a cyclical multi-stage approach to decision making. Proctor (2010, p. 273) argues that the structured approach involves a number of discernible activities at each stage in the cycle; objective finding, fact finding, idea finding, problem finding, solution finding and acceptance finding. Cooke and Slack (1991) provide for a decentralised approach to executing the cyclic stages. This involves one or more individuals executing the component tasks of decision analysis which include administration, evaluation and implementation. The tow scholars present a normative cyclic approach consisting of 8 stages that involve recognition of the problem, objective setting, understanding the problem, determination of the options available, evaluation of the options established, selecting the most appropriate and effective option, implementation of the solution and monit oring. The structured analytical approach to problem solving as discussed above is a formidable approach to a business context as it addresses the root causes of the problem, identifies and assesses all possible strategic options and settles on the best. It also provides for monitoring, and the cyclic nature allows for awareness and readiness to face organisational problems and challenges which helps to avoid impetuous decision making. However, the approach is idealistic and requires being adapted to the specific context of the business environment (Cooke and Slack 1991). Thus, a manager should manipulate/customise it to suit the specificity in the environment and problem. The Concept of Managerial Decision Making Wang (2010, pp. 28-33) states that decision making is the process of choosing the best alternative to achieve goals in light of finite resources. The author argues that the concept of decision making cannot be divorced from resource allocation and the process of execution as these are dependent on sound decisions for success. Decision making is closely interrelated with problem solving, which Reza and Fahimi (2003, p. 2) define as the process of identifying and filling gaps on a desired and an actual organisational state. The authors relate decision making and structured problem solving, explaining that decision mak

Intellectual property project ( Business and Commercial law ) Assignment

Intellectual property project ( Business and Commercial law ) - Assignment Example This paper presents an example of a case in which the intellectual property legislation of the cell phone market has been breached. In the shop where I spotted this original HTC phone, it was selling at $120. However, according to what one of the shop attendants told me, the price was slightly negotiable. I guess it could sell as low as $110. The price of this product according to the shop, in which I spotted it, was $52. Comparing with the previous similar phone (real) that I had seen earlier, I got interested in why it was selling so cheap. At a glance, I could not notice any difference. However, after a close look at the phone, I noticed some differences from the original phone. The original HTC phones are manufactured by a company called HTC Corporation, with its headquarters in Xindian, New Taipei City, Taiwan. The company was formerly known as High-Tech Computer Corporation. State laws protect the intellectual properties. Any attempt use an intellectual property without authorization is considered infringement (Hg.org, 2015). The manufacturers of the fake hTC mobile phones violate the intellectual laws in a number of ways. The first and foremost, their product resembles the HTC corporation’s product by general look as well as the product name. The HTC label used on the phone is a trademark of HTC Corporation. Any other firm that sells products with a similar label violates the federal law No. 8 of 2002, as provided by the trade regulations in UAE. If the firm runs its businesses in United States, it would be a violation of the intellectual law, as provided in section 396(3A) of Act 1988 (Groves, 1997). The production of a product similar to those patented by another company is an offense. It violates the intellectual laws related to copyright, patent, design rights, just to mention a few. The manufacturer of the fake HTC mobile, in this case, violated the intellectual laws by manufacturing phone similar to the ones that existed

Mitsubishi Lancer Evolution Essay Example for Free

Mitsubishi Lancer Evolution Essay My topic is a rally car made by the Japanese company Mitsubishi. This machine is considered one of the best rally cars in the world. And they are used as cars in our everyday life. The car I am going to be focusing on is the Mitsubishi Lancer Evolution in Short Evo. The evolution is a racing car modern transportation car. | Mitsubishi Lancer Evolution. The Mitsubishi Lancer Evolution short (evo) is a product of Japan. It was created as a separate branch to the lancer. The Evolution was intended as a Professional Rally car. The car turned out so well that there were numerous requests for a road car. The evolution was then turned into a sports sedan. The reason I love Evolution so much and would like others to know is because of the way the car was created. If for example you are a driver that loves a sporty car but has a family the Evolution is perfect it has five seats so that the whole family can go. The car is also 4by4 which means that it can go through stormy weather and the drive can feel confident. The Evolution has great prices as well so that means that you can get almost up to three hundred horsepower and a turbo for an affordable price. One of the reasons that the Evolution is so famous is for its handling it was created for rally racing which means that even though the sedan may be different it is still similar. The handling on an Evolution is one of the best in the world for a sedan. Due to the Gentlemen’s Agreement which stated in Japan that no production car would have more than 300 horsepower the Evolutions in Japan, Europe and North America some of the versions of the Evolution where different. In the future Mitsubishi is planning on making more Evolutions but it is still unclear about the look of the car. Mitsubishi claims that the car is going to have some medications and Versions of it might run on Electricity and there probably will be Hybrids. The Conclusion that I came up with is that if you are a family person but always wanted something sporty under $30,000 and something the whole family can go on this would be your choice. The car has magnificent handling and it is very safe. It has a very flashy look and enough power under the hood to keep you going for a long time. In my personal opinion if you have a family a two setter sports car would not go as good with the family, but a sports sedan would.

The Power of Nonviolence Essay Example for Free

The Power of Nonviolence Essay â€Å"We heard that the city had decided to allow the police officials to stand by and allow the hoodlum element to come in and attack us†. The story â€Å"The Power of Nonviolence† by John Lewis takes place in the Southern United States during the late 1950’s and early 1960’s. An important theme revealed in â€Å"The Power of Nonviolence† is life can be hard but you should always keep going that is what gets you were you are. Three ways that this theme is revealed are, John Lewis and other blacks being discriminated against, John and his friends doing the sit-ins, and Nashville desegregating the lunch counters. The first way the theme is revealed is by John Lewis and other blacks being discriminated against. In the Southern States black people were discriminated against and were not allowed to eat or watch movies at the same places as white people because they were â€Å"colored†. Because of their skin they were denied the same things as white people. As shown in this quote â€Å"You bought your ticket at the same window that the white people did, but they could sit downstairs, and you had to go upstairs.† This quote supports the theme because it shows how hard life is on them and how they go on. The second way the theme is revealed is by John and his friends doing the sit-ins. Many people would go into the segregated places that served food and sit at the counters and wait to be served. Some times they wouldn’t get served at all other times they would get attacked, but they refused to fight back violently. As seen in this quote â€Å"They would sit down in a very orderly, peaceful, nonviolent fashion and wait to be served.† This quote supports the theme because they won’t back down and kept going on through hard times. The final way the theme is revealed is by Nashville desegregating the lunch counters. After months of the peaceful non violent sit-ins Nashville became the first city to desegregate its lunch counters and let blacks eat there too. As shown in this quote â€Å"And so Nashville became the first major city in the south to desegregate its downtown lunch counters and restaurants. That was the power of non violence†¦Ã¢â‚¬  this final quote reinforces the theme by showing that they got were they wanted to because they kept going on through hard times. The theme revealed in â€Å"The Power of Nonviolence† is life can be hard but you should always keep going that is what gets you were you are. Three ways that this theme was revealed were, discrimination all over the southern states, students participating in lunch counter sit-ins, and Nashville desegregating its lunch counters. Though out the story I was affected deeply by the careless discrimination and realized how horrible that it is and it let me see the light and realize what I was doing wrong and what I can do to correct it and fix the problems of discrimination.

Comparison of Oral Drug Administration Strategies

Comparison of Oral Drug Administration Strategies Abstract In this literature assignment the oral route of administration will be discussed and further studied. Particular formulations such as tablets (including chewable as well as buccal tablets), capsules, oral solutions, suspensions and emulsions which can be applied by using this selected route will be compared and any differences or/and similarities between those will be identified. Oral formulations are usually the most convenient for both children and adults and therefore should be the first choice for example pain management etc or generally when required. Speed of absorption (in the oral route it may be slow depending on the preparation and the stomach contents) and duration of effect (slower release compared to other routes for a prolonged effect) are also some of the factors under investigation in this study. According to the advantages and disadvantages of these different formulations it would be useful to identify which is the most preferable formulation by patients followed by specific examples/drugs which are administered orally. Introduction Different drugs require different routes of administration and therefore different dosage forms are produced in order the appropriate absorption to be achieved through the suitable form of the drug. Each substance is absorbed in a different way by the human body. Hence different administration routes are provided and recommended for each substance under which the dose of the drug will be absorbed, delivered and distributed more effectively. The two major classes where through the drug can enter the human body are enteral and parenteral routes. In the enteral route the drug passes directly into the Gastrointestinal tract. Enteral route includes sublingual (under the tongue), oral (swallowing) as well as absorption of the drug through the rectum. On the other hand parenteral routes involve intravascular (the drug is administered into the blood stream), intramuscular (skeletal muscle), subcutaneous (into subcutaneous tissues) and inhalation routes of administration (where the drug is absorbed through the lungs). Parenteral routes, Routes of Drug Administration, RL Copeland, PH.D., Department of Pharmacology Topical preparations include those that result to either mucosal membranes (such as eye drops, nasal) or skin (dermal and transdermal for local and systemic action respectively). The physical characteristics of the drug, its rate of absorption or/and release as well as the possibility of the need of high concentrations at particular sites are some basic key factors that determine the route of administration for each drug. It should be also mentioned that more than one route of administration can be advisable for the substance/drug depending on the patients condition. According to researches it has been proved that the oral route is the most popular route of administration between those that were referred above. This is due to its simplicity, convenience and safety provided. However, there are some disadvantages of the oral route of drug administration involving the long time the drug needs in order to show an effect as well as the interaction of drug substances with enzymes and/or secretions of the gastrointestinal tract. Gastric emptying time as well as the alteration of pH levels into the gastrointestinal tract are factors to investigate in order to achieve maximum absorption of the drug through the oral route. Discussion Tablets Nowadays, one of the most common dosage forms produced by pharmaceutical industries and preferred by the majority of patients is undoubtedly tablets. The category of compressed tablets is the most popular dosage form in use. Tablets are used for either systemic drug delivery or for local drug action as well. They are more preferable than any other dosage form as they are taken orally by patients, which is a convenient and safe way of drug administration and are more stable compared to liquids (physical and chemical stability). Different types of tablets (regarding their shape, size and drug dose) require a different formulation in order to be produced as each category has different properties and alterations may be needed in the choice of excipients each time and in methods used. That means that every tablet is a different situation and as a result different steps should be followed. Tablets have enough advantages in comparison to other dosage forms. First of all they are easier to handle and the preparation procedure offers an accurate dosing of the drug. The possibility of mass production makes production of tablets cheaper and their chemical and physical stability is obviously better compared to liquid dosage forms. Tablets are also compliant with the majority of patients. Disadvantages of tablets are noticed when they are dispensed especially in the elderly and paediatrics where swallowing difficulties are observed. They also belong to the category of slow-acting dosage forms (first-pass effect). Finally their poor bioavailability in combination with the decrease in PH over the time complete the most important disadvantages and create points for improvement. The compressed tablet is the most popular, versatile but most technically difficult dosage form as well. According to European Pharmacopoeia (3rd edition, 1997) tablets are solid preparations each containing a single dose of one or more active ingredients and obtained by compressing uniform volumes of particles. Million tablets are dispensed on a daily basis in the pharmacies all over the UK. Hence pharmacists should be completely aware of how they are made and the steps that follow during the production stage before they reach in the dispensary area of pharmacies. First of all, tablets are called pills by the majority of people. However this name is technically incorrect as tablets are made by compression whereas pills are an ancient solid dose forms prepared by hand into spherical particles about 4 to 6mm in diameter. As it was said above, tablets are made by a process of compression and that is their basic difference compared to pills. There are two main types of press in tablet production: the single -punch press (or eccentric press) and the rotary press (or multistation press). There is one more type, called hydraulic press (used more in research and development work) which requires a more specialized equipment. The first very important factor for investigation in tablet formulation is compressibility. Because the majority of drugs do not have very good compression properties on their own usually require the addition of excipients. Low dose tablets (dose less than 50mg) are used to be prepared by direct compression whereas high dose ones (dose more than 50mg) by using wet granulation technique. Compression properties could be understood better by studying the behaviour of elastic, plastic or fragmenting tablets under compression. Good flow (or alternatively flowability) is the next attribute for investigation. In order to succeed that, tablets require the addition of different excipients (and not only the active drug) such as lubricants, glidants, binders, disintegrants, antiadherents etc. Depending on the drug and the dose of the tablet each time (preparation of low or high dose tablets), different excipients are used. Excipients however, can affect powders properties; hence pharmaceutical industries need to study very well them and their properties in order to avoid any possible errors during the tableting process. 325mg aspirin tablets, by Ragesoss, E. Johnson, 2010 Tablets can be controlled by weight. The whole tablets weight combines the weight of the active drug (drug dose) and the weight of the excipients added after it. Tableting process relies on consistent volumetric filling of the die space set by the bottom punch. Uniformity of tablets can be tested in two ways; weight variation or content uniformity test. Weight variation test occurs for high dose tablets (dose > 50mg) that are uncoated and contain at least 50 % of the active ingredient (drug). On the other hand, content uniformity test is used for coated tablets which contain again the same percentage (at least 50%) of the single active ingredient. In tablet manufacturing, tablets are prepared by powder compression. By that way particles are placed very close to each other and finally a defined size and shape is given. During compression procedure a die and two punches (upper and lower) are used. First of all die is a tool that is used by pharmaceutical industries for cutting or shaping materials by using press. On the other hand, punch is used to describe a hard metal rod which has two different ends; a shaped tip and a blunt butt. The compressive force is applied by the upper punch while the lower one moves at the same time up and down within the tip. The image below describes the whole process from the time that the powder is moved to the die till the tablet is formed. The sequent of events involved in the formation of tablets. Pharmaceutics The science of dosage form design, edited by M.E, Aulton Second edition Coming back to flowability, good flow depends on both active ingredients and the excipients added in the powder mix. The good flow of a powder mix can be ensured by measuring the angle of repose or consolidation index. If flow properties are not very good, then lubricants and glidants are the most appropriate excipients for the improvement of the flow. It should also be noted that only glidants are able to improve a powders flow. Lubricants just decrease the extinction of friction and by that way the flow becomes better. More especially, by the addition of a lubricant the coefficient of friction between the die wall and the tablet during ejection is reduced and by that way the powder has a better flowability. Magnesium stearate is the most commonly used lubricant especially for tablets and functions as an antiadherent. That means that by its addition, it prevents ingredients from picking and sticking to manufacturing equipment during the compression of chemical powders into solid tablets. It is also hydrophobic and reduces the compressibility of many formulations. On the other hand, glidants are added mainly to the dry powders to improve flowability. In general the addition of a glidant or lubricant or both of them can affect the excipients/powders flowability and bulk density. These additions can have great results and turn powders with a very poor flow to powders with a good flow. Apart from lubricants and glidants, formulation of tablets requires the use of other excipients as well. The filler for example which acts as a bulking agent, is used in order to increase the bulk volume of the powder and hence the size of the tablet when the dose of the active ingredient is too low (low dose of a potent drug requires the incorporation of a substance). An ideal filler has to be chemically inert, biocompatible, non-hygroscopic, soluble, compactible, quite tasty and not of very high cost. The filler used most widely is lactose as its properties look enough like the ideal fillers one. The addition of a disintegrant also ensures that the tablet when will be in contact with liquid will break up into small fragments. This promotes quick drug dissolution. During disintegration, the liquid comes in contact with the solid and penetrates the pores of the tablet. Afterwards the tablet breaks slowly into smaller fragments. Two categories of disintegrants exist: those that facilitate water uptake (e.g. surfactants) and that rapture the tablet (e.g. starch). Sticking or picking properties of tablets depend on the addition of antiadherents. Antiadherents reduce adhesion between the powder and the punch faces. Lots of lubricants can be used as antiadherents. Talc or starch have also similar properties. Magnesium stearate which is the most commonly used lubricant (especially for tablets) functions as an antiadherent as well. That means that by its addition, it prevents ingredients from picking and sticking to manufacturing equipment during the compression of chemical powders into solid tablets. It is also hydrophobic and reduces the compressibility of many formulations. Pharmaceutical industries can involve flavouring agents and colourants during tableting procedure too. First of all, a flavouring agent by its addition either gives a more pleasant taste in the tablet or mask an unpleasant one. Flavouring agents cannot be added prior to an operation involving heat as they are usually thermolabile. Usual flavouring agents are essential oils such as anise and cardamom, vanilla or peppermint. Colourant is the last excipient could be added during wet massing method in order to produce high dose tablets. General knowledge of colourants involve tablets identification and patients compliance. Even if colouring procedure finishes during coating stage, the colourant chosen could be added prior to compaction as well. Opacifiers like Titanium oxide and Inorganic materials like Iron oxide are characteristic colourant examples. The choice of the appropriate excipients depends on the type of the tablet as different excipients give different properties. So chewable tablets are not designed to disintegrate since mechanical action is supplied by the patient. Hence there is no need for disintegrants to be contained in to the relevant formulation. Although the drug is immediately released in the mouth, it is swallowed and absorbed from the stomach. Colouring and flavouring is also needed especially in the presence of antacids. Effervescent tablets are dissolved in a glass of water before administration. Plenty of analgesics use this specific type and during this process disinitegration and dissolution are facilitated due to carbon dioxide liberation. Effervescent tablets have a rapid bioavailability and cause less stomach irritation. However extra protection from moisture is required in packaging. Finally extended release tablets have been designed in order to release the drug dose over 12-24 hours until the drug to result to Gastrointestinal tract. They are classified according to the mechanism of drug release (e.g. erosion, dissolution, diffusion etc). Capsules The second most common dosage form administered via the oral route are capsules. Capsules which are solid dosage forms are distinguished into two categories; hard gelatine capsules and soft gels. Soft gelatine shells are consisted of less gelatine compared to hard gelatine ones (43%), 37% of glycerine and 20% of water. On the other hand, in hard gelatine shells no glycerine is added and larger amount of gelatine is obviously used. Although both capsule types are widely used, soft gels have some more advantages due to the accuracy and precision of dose that they offer, the accuracy of fill volume as well as the fact that they are preferred for high dose poorly compressible drugs. Generally speaking both capsule types are from the dosage forms that can be massively produced in a manufacturing scale and achieve appropriate dose in combination with the preferable size, shape and colour. Hard gelatin capsules Soft gelatin capsules Capsules are more stable than liquid dosage forms and as it was mentioned above they contribute to accurate dosing. Such as with tablets, they are quite easy to administer and any unpleasant tastes can be easily masked. Capsules release properties can be managed and further studied and it is also possible light resistant capsules to be produced. Patients compliance is another important issue too. The basic disadvantages are pretty much the same with those of tablets. Capsules as tablets are not indicated for people with swallowing difficulties including the elderly and children. They are also unsuitable for very small children and the use of animal gelatine in their formulation process might be an important religious issue. The aim of developing a capsule formulation is first of all to prepare a capsule with accurate dosage, good bioavailability, stability, elegance and facility in the production stage. In capsule formulation is very important the mixture that will be added into the capsules to have been blended very well and being 100% homogenous. Disintegrants are usually included in capsule formulation in order to help capsules contents to be distributed in the stomach. Aqueous solutions cannot be filled in hard gelatin capsules because water softens the gelatin and destroys the capsules. However, there are some exceptions of a few aqueous solutions (included oils) that can be added in hard gelatin capsules. In general, capsules are consisted of two main parts: the body and the cap. Almost all of the pharmaceutical companies that produce hard gelatin capsules use gelatine produced by ingrained bovine spongiform encephalopathy. This material is a good film former, soluble in water and is able to fluid in GI at normal body temperature without to release any of the ingredients of the capsule. Capsules are available in a variety of sizes and the appropriate size is chosen each time according the fill volume of the ingredients. Capsule sizes In hard gelatine capsules and generally in capsules, there is one extra step compared to tablets; that is the dissolution of the capsule shell. When the capsule will pass through the GI and will be placed in a dissolution medium at approximately 37ÃŽÂ ¿C, the gelatin will start gradually to dissolve. So, firstly the cap and afterwards the body will start to melt, and as a result the dissolution medium will penetrate into the capsule ingredients. Oral Solutions Solutions are from the oldest dosage forms used in pharmaceutical formulations. Their strongest advantage is based on the fast and high absorption of soluble medicinal products. Being from the simplest formulations to prepare concerning both time and cost, solutions are still one of the leading dosage forms due to their application in patients with swallowing difficulties and their easy administration. For example they are administered in geriatrics, in paediatrics as well as in patients in intensive care or patients suffering from psychiatric problems. Solutions are divided in oral solutions (elixirs, linctuses, syrups, mixtures, draughts, spirits and paediatric drops), in external solutions (lotions, liniments, external applications and collodions), in gargles and mouthwashes as well as in enemas and douches. Care pholcodine oral solution BP Focusing on the oral solutions, they contain a liquid which is characterized by its homogeneity and in which one or more active ingredients have been dissolved. Contrary to suspensions, in solutions there is no need for shaking before use. Most times, water is the preferred vehicle due to its multiple properties. Solutions offer immediate absorption of the drug and the drug dose can be also shaped regarding the patients needs. On the other hand, the drug stability is importantly affected in solutions and unpleasant tastes cannot be so easily masked as in other dosage forms (for example in tablets). As with suspensions, solutions do not offer a convenient transport due to possible container breakages. Other disadvantages involve the use of a measuring device in order to administer the appropriate dose to the patient which further requires a relevant technical accuracy. Finally, the fact that some of the drugs are poorly soluble enables the creation of a vehicle which usually consists of water and a variety of other solvents in order the chosen drug to be dissolved. Solubility which is an important factor to investigate in solutions, is directly connected to particle size, stirring, viscosity and temperature. Physical and chemical stability are other factors that need to be taken in consideration while dealing with the formulation of this specific dosage form. Oral Suspensions Generally speaking suspensions cover a wide range of pharmaceutical products involving enemas, ear drops, inhalations etc. Focusing on the suspensions administered via the oral route (mixtures for oral use) at least one of the active ingredients is suspended in a vehicle. According to the British Pharmacopoeia oral suspensions are oral liquids containing one or more active ingredients suspended in a suitable vehicle. Suspended solids may slowly separate on standing but are easily redispersed. Suspensions are an alternative way of drug administration which would not be so convenient for use if taken in other dosage forms (e.g. tablet). They are preferred from patients who experience swallowing difficulties and they are indicated for paediatric or/and geriatric use. Paracetamol oral suspension Some of the advantages of suspensions over other pharmaceutical formulations involve the palatability and stability that can be achieved using insoluble drugs. As it was mentioned above it is easier to swallow suspended insoluble powders and the absorption stage will be really faster that any other solid dosage forms which require dissolution before absorption. On the other hand, shaking is necessary before use and most times the dose is not as accurate as in equivalent solution. The disperse system can be also affected depending on the storage conditions. Finally it is not so easy to transport suspensions and extra caution is needed due to possible container breakages in this specific dosage form. Suspensions are further categorized into diffusible and indiffusible ones. Diffusible suspensions use light insoluble (or very slightly soluble) powders which during shaking require longer time to disperse uniformly (compared to indiffusible suspensions) in order to be made up to an accurate dose. Light Kaolin BP and Magnesium Trisilicate BP are some common diffusible powders which are completely insoluble in the water. Calamine BP and Zinc oxide BP are some of the commonly used indiffusible powders (heavy powders which are not soluble in the vehicle). One of the basic differences between these two categories is that in indiffusible suspensions a suspending agent is added for facilitating the vehicle to be thickened. Oral Emulsions British Pharmacopoeia states that oral emulsions are oral liquids containing one or more active ingredients. They are stabilised oil-in-water dispersions, either or both phases of which may contain dissolved solids. Solids may also be suspended in oral emulsions. When issued for use, oral emulsions should be supplied in wide-mouthed bottles. Q-LAX Oral emulsion Generally speaking the term emulsion is connected to applications with external use, lotions and creams. However pharmaceutically it is used for preparations that are used to be administered via the oral route. Emulsions are dispersions of oil in water or the opposite. Tiny droplets indicate the dispersed phase. Therefore the use of an emulsifying agent is necessary in order to assure that the oil phase is normally dispersed in the presence of water. Oral emulsions are usually oil-in-water whereas those that are intended for external use are usually water-in-oil respectively. As in suspensions, the artificial palatability of unpalatable drugs in emulsions is a strong advantage. It is also quite easy to flavour the aqueous phase and the sensation or/and the taste of the oil is something that can be easily removed. This dosage form has an increased rate of absorption and can combine even two incompatible ingredients (one in oily and another one in the aqueous phase). Passing to the disadvantages, some similarities can be identified between emulsions and solutions. The first one is the use of a measuring device in order to administer the appropriate dose to the patient which requires a relevant technical accuracy. Stability can be affected depending on the storage conditions and as in suspensions (but not in solutions), a good shake of the preparation is required before administration. As it was mentioned twice above, emulsions, suspensions and solutions do not offer a convenient transport due to possible container breakages. Finally in emulsions cracking can be caused due to the microbial contamination of the preparation. Although emulsions are a very helpful and useful dosage form in pharmaceutics, they are widely used more in external preparations than in internal ones (via the oral route). Conclusion Different drugs are administered via different routes of administration. Criteria such as either the speed or the efficiency with which the drugs act are decisive in order to choose the most appropriate route of administration and consequently the dosage form. More specifically, in terms of the oral route of drug administration different dosage forms were analyzed, discussed and their advantages and disadvantages were compared. Of course it is pointless to say that one of these dosage forms which are taken orally (tablets, capsules, oral suspensions, solutions and emulsions) is the best as each one covers specific aspects and purposes and is used under different circumstances. Tablets is the most commonly used dosage form with a very interesting as well as complicated manufacturing background. They are available in different types (e.g. immediate, modified release etc) and they are most preferable by patients. Capsules is another solid dosage form which is also preferred by patients. Tablets and capsules as solid preparations share common advantages. However patients compliance is their strongest one. When tablets or capsules cannot be swallowed then the use of other oral dosage forms such as solutions, suspensions or emulsions is necessary. Swallowing difficulties can be found especially in the elderly, in children or in patients in intensive care or with psychiatric support. Solutions and suspensions are used more widely than emulsions intended for internal use (via the oral route). Basic differences between those focus on palatability and stability of the preparation. To summarise it needs to be mentioned that it is not up to the formulator to decide the route of administration of each drug. This is solely determined by the physical characteristics of the drug itself, absorption and release factors.