1. TRUE OR FALSE
2. MULTIPLE SELECTION/ MATCHING TYPE( ANSWERS ARE GIVEN FOR YOU TO CHOOSE)
3. Identification
4. Essay:
1. How do you distinguish the color codes for stickers assigned?(5 points)
2. How do you handle the control of raw materials at different stage(reception/quarantine/ rejected/approved?
3. Why is sampling inspection is used in lieu of the 100 % inspection?
4. Why is Standard and Specifications being developed in the manufacturing laboratory?
Thursday, July 15, 2010
PChem Pre-mid outline
1. study the groupings of the elements and their corresponding grp. names... for example: grp. O is a noble grp. and the elements that belong to this groups are helium,,,oxygen.... etc.
2. multiple choice/ selection of the introduction to chemistry.
3. double matching type based on enumerated items..
4. modified true or false good
5./ enumeration and identification.
goodluck!
2. multiple choice/ selection of the introduction to chemistry.
3. double matching type based on enumerated items..
4. modified true or false good
5./ enumeration and identification.
goodluck!
Announcement
To all BS Pharmacy students with subjects enrolled in P'Chem 1 and Q.C. 2
Please be informed that the pre-mid exam is scheduled on wed and thurs based on your schedule..topics discussed and notes are the coverage of the exam. please be guided accordingly. sorry for not on line since we are also bz with our workshop here in dakak... see u. post ut comments on this blog if there are any.
Please be informed that the pre-mid exam is scheduled on wed and thurs based on your schedule..topics discussed and notes are the coverage of the exam. please be guided accordingly. sorry for not on line since we are also bz with our workshop here in dakak... see u. post ut comments on this blog if there are any.
Saturday, July 10, 2010
PHARMACEUTICAL CHEMISTRY LECTURE NOTES
ATTENTION:3RD YEAR STUDENTS:PLEASE READ AND UNDERSTAND WELL THE NOTES POSTED HERE..THIS COVERS PRE-MID EXAM...
Pharmaceutical Chemistry I
Supplemental Notes
Compiled by: MBTM
Fundamental Principles of Inorganic Chemistry
Matter- anything that occupies space and has weight.
Gases- kinetic theory of gases: gases lack definite shape or volume.
For example:
Gases are compressible and capable of expansibility. Just like the bottle of perfume left in an opened room, through w/c its fragrances can be felt at a distance.
Law of Gases:
Charles or Gay Lussac’s Law- states that the volume occupied by a certain gas is directly proportional to its absolute temp, if the pressure is kept constant:
V1 x T 2= V2 x T1 or V 1 T1
V2 T2
Boyle’s Law- states the volume of a given quantity of gas is inversely proportional to its pressure, provided the temperature is kept constant:
P1 x V1 = P2 x V2
Charle’s and Boyle’s Law is a combination of the 2 laws above and can be simplified as:
P1V1 = P2V2
T1 T2
Molecule = is the smallest particle of a substance that can exist free at ordinary conditions in nature.
Avogadro’s law- equal volumes of gas contained the same number of molecules.
Liquids- the liquid state have larger cohesive force, the greater density, less compressibility. And greater resistance to flow that the gaseous substance passes in the gaseous state.
Kinetic Theory of Liquids: liquids are mobile, i.e they move freely among themselves. The molecular attraction is increased while mobility is diminished upon applying pressure. they can be vaporized by lowering pressure and increasing pressure and increasing temperature. LIQUID ASSUME THE SHAPE OF THE CONTAINER OR THE VESSEL.
Solids – have crystalline form, some amorphous..
Kinetic theory of Solids- the molecules of solid do not move freely among themselves, or the attractive forces exerted by the molecules of solid are regarded as suspension to that of the molecules of liquids and gases. With few exceptions, all solid matters expand when heated.. in solids, either in amorphous or crystalline, it has a fixed melting point and is capable of undergoing sublimation. Meaning it exerts a definite pressure.
The following processes are applied to solids:
1. Sublimation: the process of changing the solid to vapor without passing the liquid state and condensing the vapor back to solid.
2. Melting point: temperature at which a solid is changed to liquid.
3. Freezing Point: Temperature at which a liquid solidifies.
4. Vapor pressure of solids: solids evaporate to a certain extent. The pressure exerted by their vapor is known as the vapor pressure of solids.
ELEMENTS
Symbol- is an abbreviation representing the element.. Ex. H, He, Ne
Symbolic Formula- is a combination of symbols expressing the compound molecule.
Thus, NaCl means one atom of Sodium and one atom of Chlorine, making together one molecule of Sodium Chloride.
Nomenclature- means the naming of a compound of elements based upon the Geneva Congress’s system, and the names maybe derived from the discoverer or place of discoverers, and either given in Latin or German titles.
Classification of Elements:
A. Metals- Possess characteristic metallic luster, are good conductor of heat and electricity, malleable, and ductile.
Classification of Metals: they are classified according to their chemical reactions as follows: the most common are:
a. Alkali metal- Li, Na, K, Cs, NH4. – univalent and form strong bases that are soluble in water.
b. Alkaline earth metals- Ca, Sr, Ba, Ra- bivalent and form strong bases that are soluble in water.
c. Weak bases- all monovalent respectively, Cu, Ag, and Au.
d. Stable bases- except Hg, which forms monovalent compounds, all are bivalent, the hydroxides are stable bases.
e. Amphoteric hydroxides-p Sn, Pb, and Ti family. Quadrivalent, also act as bivalent.
Occurrence of metals in nature: free or combined form as ores.
*Native metals: free are; Au, Ag, Pt, Cu, bi, As and Sb.
*Minerals: Ores are:
1. Oxides of Fe, Sn, Cu, Al
2. Sulfides of Ni, Cu, Sb, Pb, Cd, Zn, Co
3. Carbonates of Fe, Pb, Zn, Cu, Mn. Mg, Si, and Ca
4. Sulfate of Pb, Ba, Sr, and Ca.
Metallurgy- Science that deal with the methods of extracting the metal from their ores.
Principles involved in the metallurgy of any metal consists in spreading the ore from useless foreign material ( rocks, sand, clays, limestone) groups, with which it is associated in nature. The resulting product is then subjected to one of the FOLLOWING PROCESSES, DEPENDING UPON THE COMPOSITION OF THE ORE.
1. Segregation of the ore form the gangue: the native metals are separated from the matrix by heating it with a flux , the chemical nature of which is opposite of that of the gangue, and which combines with the matrix to form fusible clay, which separates from the molten metal. Thus, silicious gangue requires fusible silicate slag. The addition of CaCO3 to the metals therefore is necessary.
2. Roasting: the ore are converted into oxides and oxides are reduced by heating with C or finely powdered Al
3. Reduction: the carbonates are heated to drive out CO2, and the oxide
is reduced. The sulfides are roasted to remove the sulfur and convert the mineral into an oxide which is then reduced.
4. Refining or Purification: metals not easily reduced are obtained by
Electrolysis, whereby the pure metal is produced, or purification may be done by remelting the metal together with an appropriate slag, leaving behind the pure state.
Properties of Metal: metals form oxides, which form salts by direct combination
With non-metallic oxides and acids. They unite directly with the halogen forming
Halide. They form positive ions.
5. Alloys: materials composed of 2 or more metals intimately mixed
Together.
6. Amalgams: are alloys of mercury with any metals.
B. Non-Metals: their properties show opposite characteristic than that of metal. Ex. C, S, O, H. N. P, or generally those which are capable of forming the negative ions.
C. Metalloids: characteristic properties of which are midway that of metals and non-metals, or generally those which don’t show metallic physical properties, but chemically behave as metal.
Ex. Silicon
D. Isotopes they are atoms of the same atomic number but different atomic weights or mass number ..elemental forms that are chemically identical, but have different types of
Nuclei.
E. Isobars: atoms of the same mass number but different atomic number.
F. Isotones: atoms of different elements but have the same number of neutrons.
Radioactivity:
Elements emit the invisible rays or radio actions which travel in straight lines, as does ordinary light. The emission of these rays , alpha and beta rays, from the nucleus of the atoms of a radioactive element gives rise to the formation of other elements.
Alpha Rays: known as alpha particle, consist of Helium atoms which carry two(2) positive electrical charges.(C.T. Wilson succeeded in making photographs of the trade of the alpha particles by making them pass thru an atmosphere saturated with water.. As the particle moves they ionize the air with water. Velocities ranging as high as 17,000 Km per second .
Beta Rays: second kind of rays emitted from the atomic nuclei of radio active elements, consist of electrons moving in straight lines, which possess velocities ranging from 25,000 to 300, 000 kilometers per second,they are identical with the cathode and most much greater velocities.
Gamma Rays: produced by radioactive substances, corresponding to the x-rays, but the wavelength is shorter and their frequency is greater than that of the x-ray. The Gamma rays are produced as a result of bombardment of the radioactive atoms by the beta particles. for this reason everytime gamma rays are produced and have least ionizing power of all the 3 rays.
The three(3) rays have the ability to pass through matter. The order of their relative penetrating power is the reverse of their ionizing power . Gamma rays have the greater penetrating power, Beta rays are from 1 to 10 % as penetrating as gamma rays, but are about 100 times more penetrating than alpha rays.
The rays cause physiological effects, the beta and the gamma rays produce the greatest effects. They produced beneficial effects if certain skin diseases are exposed for a short period of time to their action. In the case of over exposure, however, painful ulcers attributed to the effect of Beta Rays develop. The penetrating gamma rays are considered mainly responsible for the curative property of radium salts in the treatment of cancer. The alpha rays have very little effect, because of the low penetrating power. Germ cells exposed to the rays are killed or at least have their development retarded, although growth of plants is stimulated by short exposure to the rays.
Ten (10 ) Most Abundant Elements in the Universe
1. Hydrogen 6. Carbon
2. Helium 7. Silicon
3. Oxygen 8. Magnesium
4. Neon 9. Iron
5. Nitrogen 10.Sulfur
Three (3) Most Abundant Element in the Universe
1. Hydrogen
2. Helium
3. Oxygen
Three ( 3) Most Abundant Element in the Earth Crust
1. Oxygen
2. Silicon
3. Aluminum
The Most Abundant of the Metals, 3rd most abundant element on Earth Crust
1. Aluminum
First Element Produced Artificially: Technetium
Element present in insulin: Zinc
Element common to all acid: Hydrogen
A true metal that causes minamata poisoning: Mercury
Metal contaminated in drinking water believed to be the caused of itai-itai disease in Japan: Cadmium
Relatively abundant element that is chemically active in Research involving
Photosynthesis: Magnesium
Laughing Gas: Nitrous oxide
Component of Hard water: Magnesium and Calcium
Densiest element in the Periodic table: Osmium
Acid found in the stomach: HCl
Heavy Water: D2O
Artificial Air: 20% Oxygen, and 80 % Helium
Discovered Oxygen : Scheele
Most active of metallic elements, alkali metal group, soluble group
St. Elmo’s Fire: Phosphorus
An adsorbent in the treatment of diarrhea, widely distributed in nature both in
Free and combined state.: Carbon
Halogen used as a common water disinfectant: Chloride
Groupings of Elements:
Group O - Noble (inert) gases… He, Ne, Ar, Kr, Xe, Rn
Group I-A- Alkali metals… H, Li, Na, K, Rb, Cs, Fr
Group II-A- Alkaline Earth… Be, Mg, Ca, Sr, Ba, Ra
Group III- A Boron Family… B, Al, Ga, In, Tl
Group IV –A Carbon family…C, Si, Ge, Sn, Pb
Group V-A- Nitrogen group… N, P, As, Sb,Bi
Group VI-A Chalcogen group… O, S,.Se, Te, Po
Group VII-A Halogens… F,Cl, Br, I, At
Group I-B Coinage elements… Cu, Ag, Au
Group II-B…. Volatile elements…. Zn, Cd, Hg
Group III-B ………Sc, Y
Group IV-B ………Ti, Zr, Hf
Group V-B ………V, Nb, Ta
Group VI-B ………Cr, Mo, W
Group VII-B ………Mn, Tc, Re
Group VIII-B ……… Fe, Co, Ru, Rh, Os, Ir, Ni, Palladium, Platinum
Take note starting from group III-B and ending at group II-B is the transition element. The inner transition elements are the lanthanides and actinide series
Introduction to Qualitative Analysis
Identifying Anions and Cations
Related Resources
• Analytical Chemistry• Chemistry Glossary• General Chemistry• Inorganic Chemistry• Periodic Table
Qualitative analysis is used to separate and detect cations and anions in a sample substance. In an educational setting, it is generally true that the concentrations of the ions to be identified are all approximately 0.01 M in an aqueous solution. The 'semimicro' level of qualitative analysis employs methods used to detect 1-2 mg of an ion in 5 mL of solution.
First, ions are removed in groups from the initial aqueous solution. After each group has been separated, then testing is conducted for the individual ions in each group. Here is a common grouping of cations:
Group I: Ag+, Hg22+, Pb2+
Precipitated in 1 M HCl
Group II: Bi3+, Cd2+, Cu2+, Hg2+, (Pb2+), Sb3+ and Sb5+, Sn2+ and Sn4+
Precipitated in 0.1 M H2S solution at pH 0.5
Group III: Al3+, (Cd2+), Co2+, Cr3+, Fe2+ and Fe3+, Mn2+, Ni2+, Zn2+
Precipitated in 0.1 M H2S solution at pH 9
Group IV: Ba2+, Ca2+, K+, Mg2+, Na+, NH4+
Ba2+, Ca2+, and Mg2+ are precipitated in 0.2 M (NH4)2CO3 solution at pH 10; the other ions are soluble
Many reagents are used in qualitative analysis, but only a few are involved in nearly every group procedure. The four most commonly used reagents are 6M HCl, 6M HNO3, 6M NaOH, 6M NH3. Understanding the uses of the reagents is helpful when planning an analysis.
Common Qualitative Analysis Reagents
Reagent Effects
6M HCl Increases [H+]Increases [Cl-]Decreases [OH-]Dissolves insoluble carbonates, chromates, hydroxides, some sulfatesDestroys hydroxo and NH3 complexesPrecipitates insoluble chlorides
6M HNO3 Increases [H+]Decreases [OH-]Dissolves insoluble carbonates, chromates, and hydroxidesDissolves insoluble sulfides by oxidizing sulfide ionDestroys hydroxo and ammonia complexesGood oxidizing agent when hot
6 M NaOH Increases [OH-]Decreases [H+]Forms hydroxo complexesPrecipitates insoluble hydroxides
6M NH3 Increases [NH3]Increases [OH-]Decreases [H+]Precipitates insoluble hydroxidesForms NH3 complexesForms a basic buffer with NH4+
Among the most common reactions in qualitative analysis are those involving the formation or decomposition of complex ions and precipitation reactions. These reactions may be performed directly by adding the appropriate anion, or a reagent such as H2S or NH3 may dissociate in water to furnish the anion. Strong acid may be used to dissolve precipitates containing a basic anion. Ammonia or sodium hydroxide may be used to bring a solid into solution if the cation in the precipitate forms a stable complex with NH3 or OH-.
Complexes of Cations with NH3 and OH-
Cation NH3 Complex OH- Complex
Ag+ Ag(NH3)2+ --
Al3+ --Al(OH)4-
Cd2+ Cd(NH3)42+ --
Cu2+ Cu(NH3)42+ (blue) --
Ni2+ Ni(NH3)62+ (blue) --
Pb2+ -- Pb(OH)3-
Sb3+ -- Sb(OH)4-
Sn4+ -- Sn(OH)62-
Zn2+ Zn(NH3)42+ Zn(OH)42-
A cation is usually present as a single principal species, which may be a complex ion, free ion, or precipitate. If the reaction goes to completion the principal species is a complex ion. The precipitate is the principal species if most of the precipitate remains undissolved. If a cation forms a stable complex, addition of a complexing agent at 1 M or greater generally will convert the free ion to complex ion.
The dissociation constant Kd can be used to determine the extent to which a cation is converted to a complex ion. The solubility product constant Ksp can be used to determine the fraction of cation remaining in a solution after precipitation. Kd and Ksp are both required to calculate the equilibrium constant for dissolving a precipitate in a complexing agent.
Pharmaceutical Chemistry I
Supplemental Notes
Compiled by: MBTM
Fundamental Principles of Inorganic Chemistry
Matter- anything that occupies space and has weight.
Gases- kinetic theory of gases: gases lack definite shape or volume.
For example:
Gases are compressible and capable of expansibility. Just like the bottle of perfume left in an opened room, through w/c its fragrances can be felt at a distance.
Law of Gases:
Charles or Gay Lussac’s Law- states that the volume occupied by a certain gas is directly proportional to its absolute temp, if the pressure is kept constant:
V1 x T 2= V2 x T1 or V 1 T1
V2 T2
Boyle’s Law- states the volume of a given quantity of gas is inversely proportional to its pressure, provided the temperature is kept constant:
P1 x V1 = P2 x V2
Charle’s and Boyle’s Law is a combination of the 2 laws above and can be simplified as:
P1V1 = P2V2
T1 T2
Molecule = is the smallest particle of a substance that can exist free at ordinary conditions in nature.
Avogadro’s law- equal volumes of gas contained the same number of molecules.
Liquids- the liquid state have larger cohesive force, the greater density, less compressibility. And greater resistance to flow that the gaseous substance passes in the gaseous state.
Kinetic Theory of Liquids: liquids are mobile, i.e they move freely among themselves. The molecular attraction is increased while mobility is diminished upon applying pressure. they can be vaporized by lowering pressure and increasing pressure and increasing temperature. LIQUID ASSUME THE SHAPE OF THE CONTAINER OR THE VESSEL.
Solids – have crystalline form, some amorphous..
Kinetic theory of Solids- the molecules of solid do not move freely among themselves, or the attractive forces exerted by the molecules of solid are regarded as suspension to that of the molecules of liquids and gases. With few exceptions, all solid matters expand when heated.. in solids, either in amorphous or crystalline, it has a fixed melting point and is capable of undergoing sublimation. Meaning it exerts a definite pressure.
The following processes are applied to solids:
1. Sublimation: the process of changing the solid to vapor without passing the liquid state and condensing the vapor back to solid.
2. Melting point: temperature at which a solid is changed to liquid.
3. Freezing Point: Temperature at which a liquid solidifies.
4. Vapor pressure of solids: solids evaporate to a certain extent. The pressure exerted by their vapor is known as the vapor pressure of solids.
ELEMENTS
Symbol- is an abbreviation representing the element.. Ex. H, He, Ne
Symbolic Formula- is a combination of symbols expressing the compound molecule.
Thus, NaCl means one atom of Sodium and one atom of Chlorine, making together one molecule of Sodium Chloride.
Nomenclature- means the naming of a compound of elements based upon the Geneva Congress’s system, and the names maybe derived from the discoverer or place of discoverers, and either given in Latin or German titles.
Classification of Elements:
A. Metals- Possess characteristic metallic luster, are good conductor of heat and electricity, malleable, and ductile.
Classification of Metals: they are classified according to their chemical reactions as follows: the most common are:
a. Alkali metal- Li, Na, K, Cs, NH4. – univalent and form strong bases that are soluble in water.
b. Alkaline earth metals- Ca, Sr, Ba, Ra- bivalent and form strong bases that are soluble in water.
c. Weak bases- all monovalent respectively, Cu, Ag, and Au.
d. Stable bases- except Hg, which forms monovalent compounds, all are bivalent, the hydroxides are stable bases.
e. Amphoteric hydroxides-p Sn, Pb, and Ti family. Quadrivalent, also act as bivalent.
Occurrence of metals in nature: free or combined form as ores.
*Native metals: free are; Au, Ag, Pt, Cu, bi, As and Sb.
*Minerals: Ores are:
1. Oxides of Fe, Sn, Cu, Al
2. Sulfides of Ni, Cu, Sb, Pb, Cd, Zn, Co
3. Carbonates of Fe, Pb, Zn, Cu, Mn. Mg, Si, and Ca
4. Sulfate of Pb, Ba, Sr, and Ca.
Metallurgy- Science that deal with the methods of extracting the metal from their ores.
Principles involved in the metallurgy of any metal consists in spreading the ore from useless foreign material ( rocks, sand, clays, limestone) groups, with which it is associated in nature. The resulting product is then subjected to one of the FOLLOWING PROCESSES, DEPENDING UPON THE COMPOSITION OF THE ORE.
1. Segregation of the ore form the gangue: the native metals are separated from the matrix by heating it with a flux , the chemical nature of which is opposite of that of the gangue, and which combines with the matrix to form fusible clay, which separates from the molten metal. Thus, silicious gangue requires fusible silicate slag. The addition of CaCO3 to the metals therefore is necessary.
2. Roasting: the ore are converted into oxides and oxides are reduced by heating with C or finely powdered Al
3. Reduction: the carbonates are heated to drive out CO2, and the oxide
is reduced. The sulfides are roasted to remove the sulfur and convert the mineral into an oxide which is then reduced.
4. Refining or Purification: metals not easily reduced are obtained by
Electrolysis, whereby the pure metal is produced, or purification may be done by remelting the metal together with an appropriate slag, leaving behind the pure state.
Properties of Metal: metals form oxides, which form salts by direct combination
With non-metallic oxides and acids. They unite directly with the halogen forming
Halide. They form positive ions.
5. Alloys: materials composed of 2 or more metals intimately mixed
Together.
6. Amalgams: are alloys of mercury with any metals.
B. Non-Metals: their properties show opposite characteristic than that of metal. Ex. C, S, O, H. N. P, or generally those which are capable of forming the negative ions.
C. Metalloids: characteristic properties of which are midway that of metals and non-metals, or generally those which don’t show metallic physical properties, but chemically behave as metal.
Ex. Silicon
D. Isotopes they are atoms of the same atomic number but different atomic weights or mass number ..elemental forms that are chemically identical, but have different types of
Nuclei.
E. Isobars: atoms of the same mass number but different atomic number.
F. Isotones: atoms of different elements but have the same number of neutrons.
Radioactivity:
Elements emit the invisible rays or radio actions which travel in straight lines, as does ordinary light. The emission of these rays , alpha and beta rays, from the nucleus of the atoms of a radioactive element gives rise to the formation of other elements.
Alpha Rays: known as alpha particle, consist of Helium atoms which carry two(2) positive electrical charges.(C.T. Wilson succeeded in making photographs of the trade of the alpha particles by making them pass thru an atmosphere saturated with water.. As the particle moves they ionize the air with water. Velocities ranging as high as 17,000 Km per second .
Beta Rays: second kind of rays emitted from the atomic nuclei of radio active elements, consist of electrons moving in straight lines, which possess velocities ranging from 25,000 to 300, 000 kilometers per second,they are identical with the cathode and most much greater velocities.
Gamma Rays: produced by radioactive substances, corresponding to the x-rays, but the wavelength is shorter and their frequency is greater than that of the x-ray. The Gamma rays are produced as a result of bombardment of the radioactive atoms by the beta particles. for this reason everytime gamma rays are produced and have least ionizing power of all the 3 rays.
The three(3) rays have the ability to pass through matter. The order of their relative penetrating power is the reverse of their ionizing power . Gamma rays have the greater penetrating power, Beta rays are from 1 to 10 % as penetrating as gamma rays, but are about 100 times more penetrating than alpha rays.
The rays cause physiological effects, the beta and the gamma rays produce the greatest effects. They produced beneficial effects if certain skin diseases are exposed for a short period of time to their action. In the case of over exposure, however, painful ulcers attributed to the effect of Beta Rays develop. The penetrating gamma rays are considered mainly responsible for the curative property of radium salts in the treatment of cancer. The alpha rays have very little effect, because of the low penetrating power. Germ cells exposed to the rays are killed or at least have their development retarded, although growth of plants is stimulated by short exposure to the rays.
Ten (10 ) Most Abundant Elements in the Universe
1. Hydrogen 6. Carbon
2. Helium 7. Silicon
3. Oxygen 8. Magnesium
4. Neon 9. Iron
5. Nitrogen 10.Sulfur
Three (3) Most Abundant Element in the Universe
1. Hydrogen
2. Helium
3. Oxygen
Three ( 3) Most Abundant Element in the Earth Crust
1. Oxygen
2. Silicon
3. Aluminum
The Most Abundant of the Metals, 3rd most abundant element on Earth Crust
1. Aluminum
First Element Produced Artificially: Technetium
Element present in insulin: Zinc
Element common to all acid: Hydrogen
A true metal that causes minamata poisoning: Mercury
Metal contaminated in drinking water believed to be the caused of itai-itai disease in Japan: Cadmium
Relatively abundant element that is chemically active in Research involving
Photosynthesis: Magnesium
Laughing Gas: Nitrous oxide
Component of Hard water: Magnesium and Calcium
Densiest element in the Periodic table: Osmium
Acid found in the stomach: HCl
Heavy Water: D2O
Artificial Air: 20% Oxygen, and 80 % Helium
Discovered Oxygen : Scheele
Most active of metallic elements, alkali metal group, soluble group
St. Elmo’s Fire: Phosphorus
An adsorbent in the treatment of diarrhea, widely distributed in nature both in
Free and combined state.: Carbon
Halogen used as a common water disinfectant: Chloride
Groupings of Elements:
Group O - Noble (inert) gases… He, Ne, Ar, Kr, Xe, Rn
Group I-A- Alkali metals… H, Li, Na, K, Rb, Cs, Fr
Group II-A- Alkaline Earth… Be, Mg, Ca, Sr, Ba, Ra
Group III- A Boron Family… B, Al, Ga, In, Tl
Group IV –A Carbon family…C, Si, Ge, Sn, Pb
Group V-A- Nitrogen group… N, P, As, Sb,Bi
Group VI-A Chalcogen group… O, S,.Se, Te, Po
Group VII-A Halogens… F,Cl, Br, I, At
Group I-B Coinage elements… Cu, Ag, Au
Group II-B…. Volatile elements…. Zn, Cd, Hg
Group III-B ………Sc, Y
Group IV-B ………Ti, Zr, Hf
Group V-B ………V, Nb, Ta
Group VI-B ………Cr, Mo, W
Group VII-B ………Mn, Tc, Re
Group VIII-B ……… Fe, Co, Ru, Rh, Os, Ir, Ni, Palladium, Platinum
Take note starting from group III-B and ending at group II-B is the transition element. The inner transition elements are the lanthanides and actinide series
Introduction to Qualitative Analysis
Identifying Anions and Cations
Related Resources
• Analytical Chemistry• Chemistry Glossary• General Chemistry• Inorganic Chemistry• Periodic Table
Qualitative analysis is used to separate and detect cations and anions in a sample substance. In an educational setting, it is generally true that the concentrations of the ions to be identified are all approximately 0.01 M in an aqueous solution. The 'semimicro' level of qualitative analysis employs methods used to detect 1-2 mg of an ion in 5 mL of solution.
First, ions are removed in groups from the initial aqueous solution. After each group has been separated, then testing is conducted for the individual ions in each group. Here is a common grouping of cations:
Group I: Ag+, Hg22+, Pb2+
Precipitated in 1 M HCl
Group II: Bi3+, Cd2+, Cu2+, Hg2+, (Pb2+), Sb3+ and Sb5+, Sn2+ and Sn4+
Precipitated in 0.1 M H2S solution at pH 0.5
Group III: Al3+, (Cd2+), Co2+, Cr3+, Fe2+ and Fe3+, Mn2+, Ni2+, Zn2+
Precipitated in 0.1 M H2S solution at pH 9
Group IV: Ba2+, Ca2+, K+, Mg2+, Na+, NH4+
Ba2+, Ca2+, and Mg2+ are precipitated in 0.2 M (NH4)2CO3 solution at pH 10; the other ions are soluble
Many reagents are used in qualitative analysis, but only a few are involved in nearly every group procedure. The four most commonly used reagents are 6M HCl, 6M HNO3, 6M NaOH, 6M NH3. Understanding the uses of the reagents is helpful when planning an analysis.
Common Qualitative Analysis Reagents
Reagent Effects
6M HCl Increases [H+]Increases [Cl-]Decreases [OH-]Dissolves insoluble carbonates, chromates, hydroxides, some sulfatesDestroys hydroxo and NH3 complexesPrecipitates insoluble chlorides
6M HNO3 Increases [H+]Decreases [OH-]Dissolves insoluble carbonates, chromates, and hydroxidesDissolves insoluble sulfides by oxidizing sulfide ionDestroys hydroxo and ammonia complexesGood oxidizing agent when hot
6 M NaOH Increases [OH-]Decreases [H+]Forms hydroxo complexesPrecipitates insoluble hydroxides
6M NH3 Increases [NH3]Increases [OH-]Decreases [H+]Precipitates insoluble hydroxidesForms NH3 complexesForms a basic buffer with NH4+
Among the most common reactions in qualitative analysis are those involving the formation or decomposition of complex ions and precipitation reactions. These reactions may be performed directly by adding the appropriate anion, or a reagent such as H2S or NH3 may dissociate in water to furnish the anion. Strong acid may be used to dissolve precipitates containing a basic anion. Ammonia or sodium hydroxide may be used to bring a solid into solution if the cation in the precipitate forms a stable complex with NH3 or OH-.
Complexes of Cations with NH3 and OH-
Cation NH3 Complex OH- Complex
Ag+ Ag(NH3)2+ --
Al3+ --Al(OH)4-
Cd2+ Cd(NH3)42+ --
Cu2+ Cu(NH3)42+ (blue) --
Ni2+ Ni(NH3)62+ (blue) --
Pb2+ -- Pb(OH)3-
Sb3+ -- Sb(OH)4-
Sn4+ -- Sn(OH)62-
Zn2+ Zn(NH3)42+ Zn(OH)42-
A cation is usually present as a single principal species, which may be a complex ion, free ion, or precipitate. If the reaction goes to completion the principal species is a complex ion. The precipitate is the principal species if most of the precipitate remains undissolved. If a cation forms a stable complex, addition of a complexing agent at 1 M or greater generally will convert the free ion to complex ion.
The dissociation constant Kd can be used to determine the extent to which a cation is converted to a complex ion. The solubility product constant Ksp can be used to determine the fraction of cation remaining in a solution after precipitation. Kd and Ksp are both required to calculate the equilibrium constant for dissolving a precipitate in a complexing agent.
Saturday, July 3, 2010
RTW notes
RESEARCH AND THESIS WRITNG
COMPILED BY: MBTM
This manual is a step by step approach to the process of preparing and completing the thesis laid down here to make the undertaking simple and easy to handle and pleasant to engage in. The subject chosen must be in the student’s major field. Therefore, the thesis is not only an achievement in itself when completed but is also a proof of the student’s mastery of the subject.
To the students, who are at a loss on the intricacies of presenting their subject matter in a thesis, here are the guide- post that will show them how to turn this activity into a pleasant accomplishment.
A word of caution is necessary before we go further. Remember that each institution of learning has its own distinct requirements for undergraduate, graduate thesis. These requirements, must be met to gain the approval of the thesis adviser and of the Thesis Committee, headed by the Chairman of the Panelist.
It is hoped that through this manual, students may avail of the guidelines on how to write a thesis.
Undergraduate thesis is a requirement in Pharmacy curriculum and in other courses. Students select their subjects for thesis based on their major interests. then they
May fulfill the writing requirements without the pressures and arbitrary limitations of time which characterized much of their course works.
What is a Thesis?
The word thesis means two(2) different things. First, it is defined as a hypothesis, as a position or proposition which is advanced and maintained, therefore, a thesis is a tentative solution to a problem. Second, a thesis is defined as a formal essay whose function is to convey a logical argument upholding a specific point of view, particularly, a solution to a problem.like the hypothesis it supports, the argument conveyed must be a product of the writer’s own mind and be based on his original inquiry and research. Research is an instrument and procedure in order to make an accurate solution of a problem or an issue.
A thesis is the written product of the systematic study of a significant problem.
Four (4) Stages in Conducting a Research:
A.Choosing the Research Problem. The research problem has to be resolved.
1. researcher may consider the following common tips when selecting a research problem:
* Novelty or Originality
* Practicality of the Problem
* Ito comnterest of the Researcher on the Topic/ Problem
* Availability of data
* Special qualification of the researcher
* Required time to complete research
* Financial requirements
2. Procedure on how to select a problem
* Analyze what is known, including the historical record
* look for gaps or deficiencies in discussion
* watch for incongruities and contradictions, the points of controversy and the untested conclusions
* follow clues and suggestions obtained from readings, conferences, and thinking
3. Possible sources of Problems
* actual problem encountered
* academic related experience
* area of specialization
* recommendations of other researchers.
* the unit of analysis chosen
* the time frame
4. Characteristic of a Good Problem
* the topic should be of great interest to you.
* it should be useful for the concerned people in a particular field
* it should be novel
* it should lend itself to complex designing
* it should be completed in the alloted time desired
* it should not carry ethical or moral impediments
* it should not encroached /trespass/invade into the privacy of others or putting anybody, any group or any institutions or agency to bad light.
B. Stating the hypothesis:
It is a tentative solution to a problem, since data are not yet available, that has to be proven statistically.
C. Formulating Research Design ( refer to chapter 3 for the types of research designs)
D. Data Collection
The questionnaire is the most commonly used instrument in gathering data. it is simply a set of questions that will supply the necessary information to complete a research study when answered properly by a required number of properly selected respondents.
***Advantages of using the questionnaire:
1. It is easy to construct
2. Distribution is easy and inexpensive
3. Responses are easily tabulated
4. The respondent's replies are are of his own free will
5. Confidential information may be given freely
6. The respondents has enough time to think reflectively of his replies.
7. The respondent can accomplish the questionnaire anywhere at any time at his own convenience
*** Disadvantages of using the questionnaire:
1. The questionnaire cannot be used with those who cannot read nor write
2 Considerable follow ups are necessary
3. Responses cannot be corrected once whenever an error is detected.
4. Some questions may remain unanswered
5. The number of choices may be so limited
Types of Questionnaire:
1. Open Questionnaire- is a type of a questionnaire wherein questions are asked in such a way that the respondent may explain his answers in his own words, style and convenience.
2. Closed Questionnaire- refers to a type of questionnaire where answers are to be chosen from list of answers provided by the researcher.
Advantage of the Interview:
1. It yields more complete and valid information
2. The interviewer can always clarify points which are vague
3. Only the interviewee can make his directly reply to the interviewer
4. There is flexibility
Disadvantages of the Interview:
1. Respondents are hard to contact
2. It is expensive
3. Responses may be in accurate if interviewee has not time to verify records
4. Interviewers may influence interviewees answers
Types/ Classes of Interviews:
1. Standardized Interview
In this type of interview, the interviewer is not allowed to change the specific wordings of the questions in the interview schedule.
2. Non-standardized Interview
The interviewer has complete freedom to develop each interview in the most appropriate manner for each situation
3. Semi-standardized Interview.
The interviewer is required to ask a number of specific major questions, and beyond these he is free to probe as he chooses.
4. Focused Interview
This is also called depth interview. This is similar to the non standardized interview in which no required questions should be asked by the interviewer.
5. Non-directive Interview
this type of interview, the interviee or subject is allowed and even encouraged to express his feelings without fear of disapproval.
Types of Interview Instrument:
1. Interview Schedule
It is the same as questionnaire. the difference between an interview schedule and a questionnaire is that in the former, the question is read to the respondent for him to answer and the interviewer writes his reply. while in the questionnaire, the respondents himself reads and fills out the questionnaire alone without the aid of the researcher.
2. Interview Guide
The interview guide does not go into details but it only provides ideas and allows the interviewer to freely pursue relevant topics in depth.
Some Pointers in conducting Interview:
1. Planning step
2. Selecting the place for interview
3. Establishing Rapport
4. Carrying out the interview
Tips in Constructing a Questionnaire
1. Perform a library Research
2. Talk to Knowledgeable People
3. Mastering the guidelines
4. Writing the Questionnaire
5. Editing the Questionnaire
6. Reviewing the Questionnaire
7. Pre-testing the Questionnaire
8. Writing the questionnaire in its final form
The interview is another form of data gathering technique commonly used by the researcher. it is defined as a purposeful face to face relationship between two persons, one of whom called the interviewer who asks questions to gather information and the other called the interviewee or respondent who supplies the information asked for.
Feasibility of the Study:
The study must answer the following questions:
1. Has the researcher access to the data/ sources/ references he needed?
2. Does this study merit financial assistance? If yes, is the assistance available?
3. Will this study elicit the cooperation and support of agencies?
The thesis has a fairly standardized format. It is organized into three(3) sections:
1. Preliminary mater ( includes title, approval pages, abstract, dedication if desired,, acknowlegment, the table of contents, list of tables, list of figures( if figures appear in paper), other list ( nomenclature, definitions, preface..
However, not every thesis will include all these elements
Preliminary pages are paginated separately from the rest of the text. Use lower-case Roman numerals at the bottom of these pages. Beginning numbering with the abstract, page iii.
The title page and approval page are counted but not paginated. Continue using the lower- case Roman numerals up to the first page of the text.( page 1 of chapter I or the Introduction).
2. Text ( Introduction and Chapters).
3. Back Matters ( Include notes, references or bibliography, appendixes, and Biographical sketch)
The different parts of the format is explained briefly as follows:
RESEARCH TITLE
This is the distinctive name given to the research proposal that describes the work in specific, clear and concise terms. It should contain the independent and the dependent variables. The principal words in the title should not exceed 25. This is written in an inverted pyramid. It should reflect the main purpose of the proposed study. Non-standard or not widely used acronyms and abbreviation should be spelled out.
TITLE PAGE
This is placed after the cover page that contains the complete research title. Description of the requirement, names of the college, institution, professor and researcher/s.
Proper spacing and arrangement are clearly indicated on the sample.
1. margins: left 1 ½; top, right, and bottom 1”
2. typeface and size: consistent with text
3. no underlining, or italics ( exception : names of species, genera, or book titles may be underlined or italicized)
4. title length: 25 words or fewer the better( 1o05 characters or fewer)
5. no abbreviation or chemical symbols in title
6. date: month and year of graduation
7. page number: no page number appears ( although title page is counted as page i)
Abstract. Your abstract should be a brief descriptive summary of the thesis. It should include a brief statement of the subject of your study. Try to read number of abstracts in your field, and you will come to recognize the qualities of a good abstract and learn what to avoid. should be not more that 600 words. Do not write in the first person such as “I” and “WE”.
Approval Page. The approval page, as shown in the sample. Provides space for the signatures of the Thesis Committee, Adviser, Chairperson, Panel of Oral Examiners. Graduate school dean. Same arrangement and style as on title page. Exact date of the oral defense passed. All type written names should be with the corresponding degrees. No page number appears. ( although the Approval Page is counted as page ii).
Dedication. The dedication is usually optional.
List of tables and list of figures. Only those theses which use tables and figures require these list. The list of tables precedes the list of figures. Make entries for every table title and figure caption. Numbers consecutively from the last page of the table of contents, centering between the proper margins the Roman numerals 1” from the bottom of the page.
Text Requirements:
Your adviser will review your manuscript for typographical and grammatical errors. If chronic problems are apparent, He/She will recommend the help of an English editor. However, it is your adviser who will advice about the design of your paper, a particularly on the writing style, content and arrangement of tables, and the need for figures or photographs.
Every page of your paper must meet the requirements 1- ½” on the left and 1” at the top, right, and bottom. The extra half –inch in the left margin will be taken up by the binding.
The text, headings, lists, tables, and figures of your paper will appear off-center on the printed page, but will automatically be centered between the proper margins. Once bound, the margins will appear equal and the material centered properly.
Placement of Tables and Figures. Placing tables and figure near the text that refers to them is more useful to your reader than grouping them at the end of the paper. The reader can easily determine the relevance of the table or figure, which reinforces or substantiate the text. Tables and figures may appear on the same page as text. Also a photograph(plate) or figure should be preceded or followed by text. Otherwise , they may appear on a separate page following the text which refers to them. Table titles must always appear with the table, usually above the table. Large figure sometimes leave little room for the caption. When this happens, the caption may appear on the facing page.
All pages of the text must meet the same margin requirements, including pages on which tables and figures appear. Font size 12, Arial type all throughout the text.
Pagination:
Your text begins with the first page of Chapter I. This page is counted as page 1, but not numbered. No page number appears on the first page of each chapter, the first page of the reference list or bibliography, and the title pages of the appendixes. The text is numbered with Arabic numerals placed in the upper right- hand corner, 1” from the top edge of the page. Begin numbering with page 2. the text begins two spaces below the page number.
Page number appear in upper right-hand corner 1” from top and 1” from right.
Back Matter Requirements:
This consists of the bibliography, appendixes,and the bibliographical sketch( optional). The back matter is paginated consecutively from the last page of the text.
The back matter, including appendixes, must meet the same requirements as the rest of the paper.
TABLE OF CONTENTS
The table of contents introduces the reader to your text, indicating its contents, organization, and progression. It precedes all the sections it lists. As such, it is the key to your paper that should make access easy, but should not overwhelm the reader with a detailed index of the contents. It contains all the parts of the chapters with corresponding page numbers. Length, may run to several pages. Do not type ‘”continued” at the bottom of second and subsequent pages.. number consecutively from the acknowledgments, centering between the proper margins the Roman numerals 1” from the bottom of the page.
ACKNOWLEDGMENT
Before this is also optional , although most theses include a brief paragraph acknowledging the contributions or the researcher expresses his / her gratitude or words of appreciation to some special/ important individuals who assist him/ her in the completion of the research. Paginate consecutively from the last page of the abstract or the Dedication, centering between the proper margins the Roman numeral 1 “ from the bottom of the page..
CHAPTER I
INTRODUCTION
* Background of the Study
This part indicates explanations of the research issue and background information. It discusses the factors that lead to the conceptualization of the problem. The reason/s of the research in conducting the research should be indicated in this part. It indicates the local national or even global problems.
* Theoretical Framework
This part gives the discussion of the theories and models that provide the conceptual bases of the study or the legitimate basis for defining its parameters. The review of the related literature may be discussed here to show how this proposed research study is related to the previous studies.
*Conceptual Framework
The conceptual framework consists of the investigator’s own position on a problem after his exposure to various theories that have bearing on a problem. It is the researcher’s new model which has its roots on the previous models that the researcher has read. It provides explicit explanation through a model why the problem ,
It is simple an educated guess or hunch that can be supported by theory and previous research. It is defined as a wise guess that is formulated and temporarily adopted to explain the observed facts covered by the study. It serves as a guide to the investigator on what to do and how to go about finding the solutions to the problems. It is characterized as testable, logical, directly related to the research problem, presents a single unit or subset of the problem, factually and theoretically based, states a relationship between variables and sets limits of the study.
*Significance of the Study
The study should be timely and relevant. Also, it must contribute fruitfully to national development, particularly on the economic, cultural, social and/ or intellectual life of the people. This deals with the beneficiaries of the research. In this section, the writer expresses the value or importance of the research study. It is where the significant contributions of the results of the study are enumerated. The beneficiaries will gain from its results or findings such as improvement of policies and practices, contribution to the particular field of study in terms of knowledge and new technology and serves as a guide in decision making.
*Scope and Delimitation, Limitation
It refers to the scope or inclusive frame of reference as well as its limits of the study. It indicates the place where the date are gathered or the entity to which the data belong. It is the population or universe from which the respondents are selected. This should be large enough to make the generalization significant. In brief and concise form, the scope of the investigation defines where and when the study is conducted and who the subjects are. The scope sets the delimitation and establishes boundaries of the study. Delimitations are boundaries beyond which is the study is not concerned.
*Definition of Terms
The terms, words or phrases that have special meanings in the study are defined in this part. The terms should be defined operationally or conceptually and that is how they are used in the study. The researcher may develop his/ her own definition from the characteristics of the terms defined. The definitions may be taken from encyclopedia, book, magazine, journal, dictionary, newspaper article and other publications but He/She must acknowledge the source/s. Definitions should be clear and brief. Acronyms should be spelled out fully especially if it is not known or it is used for the first time.
CHAPTER II
REVIEW OF RELATED LITERATURE
It is an essential step or chapter in the research process because it gives the investigator a complete understanding on the way he can design and carry out his research study more effectively. It is composed of the discussions of facts and principles to which the present study is related. This chapter has two(2) parts:
*Related Literature:
It consists of articles or information taken from any reading material written by authorities giving their opinions, experiences, theories or ideas of what is desirable or undesirable within the problem area.
*Related Studies:
This part refers to the published reports of actual research studies done previously which are relative to the researcher/s study.
CHAPTER III
RESEARCH METHODOLOGY
A> Research Design/ Method
It is the scheme or a plan of action meeting the objectives of the study. A number of research designs have been developed by the researchers. Each design has its own applicability depending on the problems and objectives of the study, and several factors like the investigator’s capability, resources and time. From the available research designs, the researcher is to select that which is appropriate and effective in attaining his goal. The appropriateness of a research design depends largely on what method will help the investigator to attain his study goals.
The types of Research Designs are:
1 Historical Design. It is the critical investigation of events, development and experience of the past. Its goal is to know the whole truth about the past so that He/She will not understand the present but know what to do in the present and futures situations. or this is designed to interpret the signs of the past time in order to test hypotheses concerning causes, effects or trends of those events which may help to explain present and anticipate future events.
2 Descriptive Design. It the best design to be used because it aims to describe the nature of the situation as it exist at the time of the study and to explore the causes of a particular phenomenon.this design involves the description, recording, analysis, and interpretation of conditions that now exist. it often involves some type of comparison or contrast and may attempt to discover a cause-effect relationship that exists between non-manipulated variables.
3 Experimental Design. The only method which can truly test hypothesis concerning the cause and effect relationship.this is a design that describe what will be when certain variables are carefully controlled or manipulated. the focus is on the cause-effect relationship.
4 Research Survey- this survey is an organized attempt to analyze, interpret, and report the present status of a social institution, group or area.
5 Case Study Research- the case study is a complete analysis and report of the status of an individual subject with respect, as a rule to specific phases of his total personality.
6 Field Research- it is a research type conducted in a realistic situation in which one or more independent variables are manipulated by the experimented under carefully controlled conditions as the situation will permit.
C> Sampling Size
In determining the sample size, some researchers who have no idea of a scientific way of determining the size of a sample adequate for a given population arbitrarily decide in terms of percentage. Sampling is a process of choosing a representative portion of a population. Some of the researchers would say that 50 % of the population would be enough sample size. Others would choose a proportion either lesser or greater that half of the population under investigation. Asked about their basis, their answers all boil down to subjective decision. Subjected to a statistical measure in determining adequate sample size, the sample size they arrived at is inadequate or is much more than what is needed, resulting in an necessary added cost, time and effort. To avoid the problem, the researchers may use sampling formula like the Slovin’s formula or the Lynch and other formula.
D> Sampling Design
Sampling is the process which involves taking part of the population, making observations on this representative groups, and then generalizing the findings to the bigger population.
The research study uses a certain design. Sampling design has two(2) classifications:
1. Probability or Random Sampling Design
Each unit of the population has known probability of being selected or included in the sample. This type of sampling makes possible the selection of sample representative of the population under investigation. The best way to ensure this design is to make sure that there is no bias enters the selection process. That the researcher or other factor cannot consciously or unconsciously influence who gets chosen to be in the sample.
* Simple Random
It is the best known and most commonly used probability sampling. the two methods are lottery and table of random sampling.A simple random is one in which each and every member of the population has an equal and independent chance of being selected. If the sample is large one, it is the best way yet devised by human beings to obtain a sample that is representative of the population from which it has been selected.
* Stratified Sampling
It is a process of selecting of samples from the different classes or strata of the population involved in the research. Each class is treated as a different population.
* Cluster Sampling
This sampling technique involves the selection of the samples in a group and is usually applied on a geographical basis in a heterogonous population. members of the sample are selected in cluster rather that in using separate indviduals. it is atype of sampling in which groups not individuals are randomly selected.
* Systematic Sampling with a random start. it is a strategy for selecting the members of the sample that allows only a chance and a system to determine the membership in the sample. a system is a planned strategy for selecting members after a starting point is selected at random, such as every fifth subject, every tenth subject, etc.
2. Non-Probability or Non-Random Sampling Design
Each unit of the population will be selected is not known, nor is there any assurance that every unit has a chance of being selected; some in fact, have no chance to be chosen. it is one where not all elements in the population frame have an equal change of being selected.
*
* Purposive Sampling/ Deliberate( Judgment) sampling
The respondents are selected based on the judgment of who best qualify the objectives of the research./ the researcher selects a particular group based on certain criteria .
* Quota Sampling
This method involves the taking of the desired number of respondents with the required characteristics proportionate to the population under study.This is often times used for infinite population and therefore the researcher cannot get a random sample form such a big population.
*Accidental or Covenience sampling
This technique involves the conduct of the study wherein respondents are selected based on the convenience of the researcher.this is a sampling strategy based on the convenience of the researcher. this strategy allows the use of any available group of the research activities. two of these are snowballing and network sampling.
E> Subjects of the Study or Respondents of the Study
The respondents are the individuals who respond and who answer various questions
F > Research Instrument
These are some researches instruments can be used in the research such as questionnaires or interview. The instrument used to collect data is a questionnaire. This is used because it gathers data faster than any other method. In the development of the questionnaire, the researcher may read study some samples of questionnaires from related studies then he may prepare a questionnaire for his study. He may also consult some knowledgeable people about how to prepare it. After formulating the questionnaire, he should submit it to a panel of evaluators who are experts in the field.
G> Validity and Reliability of the Test
In research, the concept of validity and reliability refers specifically to the measurement of data. This is used to answer the research questions. In most cases, the instrument that measures for variables is the central issue in determining the variability and reliability of data. Specifically reliability means the degree of consistency and accuracy with which an instrument measures a variable, while validity refers to the extent to which an instrument measures what it is designed to measure.
H> Data Gathering Procedure or Research Procedure
The process by which the researcher requires subjects and collects the information needed to answer the research problem is referred to data collection. In collecting the data, the researcher must decide which data to collect, how to collect the data, when to collect and who will collect the data.
CHAPTER 1V
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter answers the statement of the problem and arrange according to the flow in chapter III. This is the chapter result.
CHAPTER V
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Summarizes what has transpired during the study, concludes the findings and recommends to the readers what is to be done for future study
BIBLIOGRAPHY
Your comprehensive list of references may be called “work cited”, references, or bibliography, but certain requirements apply to the list of references no matter what it is called. This gives the listing of books according to some systems or reference plan like author, subject or date. It gives the list of works of a specific author or publisher. It is a list of writings relating to a given subject in preparing a particular work.
NOTE:
The researcher should use:
1. Arial type
2. 12 font size
3. double space between sentences and three (3) spaces between titles, sub titles, paragraphs and from one paragraph to another paragraph
4. consistent in size and styles from beginning to last page.
COMPILED BY: MBTM
This manual is a step by step approach to the process of preparing and completing the thesis laid down here to make the undertaking simple and easy to handle and pleasant to engage in. The subject chosen must be in the student’s major field. Therefore, the thesis is not only an achievement in itself when completed but is also a proof of the student’s mastery of the subject.
To the students, who are at a loss on the intricacies of presenting their subject matter in a thesis, here are the guide- post that will show them how to turn this activity into a pleasant accomplishment.
A word of caution is necessary before we go further. Remember that each institution of learning has its own distinct requirements for undergraduate, graduate thesis. These requirements, must be met to gain the approval of the thesis adviser and of the Thesis Committee, headed by the Chairman of the Panelist.
It is hoped that through this manual, students may avail of the guidelines on how to write a thesis.
Undergraduate thesis is a requirement in Pharmacy curriculum and in other courses. Students select their subjects for thesis based on their major interests. then they
May fulfill the writing requirements without the pressures and arbitrary limitations of time which characterized much of their course works.
What is a Thesis?
The word thesis means two(2) different things. First, it is defined as a hypothesis, as a position or proposition which is advanced and maintained, therefore, a thesis is a tentative solution to a problem. Second, a thesis is defined as a formal essay whose function is to convey a logical argument upholding a specific point of view, particularly, a solution to a problem.like the hypothesis it supports, the argument conveyed must be a product of the writer’s own mind and be based on his original inquiry and research. Research is an instrument and procedure in order to make an accurate solution of a problem or an issue.
A thesis is the written product of the systematic study of a significant problem.
Four (4) Stages in Conducting a Research:
A.Choosing the Research Problem. The research problem has to be resolved.
1. researcher may consider the following common tips when selecting a research problem:
* Novelty or Originality
* Practicality of the Problem
* Ito comnterest of the Researcher on the Topic/ Problem
* Availability of data
* Special qualification of the researcher
* Required time to complete research
* Financial requirements
2. Procedure on how to select a problem
* Analyze what is known, including the historical record
* look for gaps or deficiencies in discussion
* watch for incongruities and contradictions, the points of controversy and the untested conclusions
* follow clues and suggestions obtained from readings, conferences, and thinking
3. Possible sources of Problems
* actual problem encountered
* academic related experience
* area of specialization
* recommendations of other researchers.
* the unit of analysis chosen
* the time frame
4. Characteristic of a Good Problem
* the topic should be of great interest to you.
* it should be useful for the concerned people in a particular field
* it should be novel
* it should lend itself to complex designing
* it should be completed in the alloted time desired
* it should not carry ethical or moral impediments
* it should not encroached /trespass/invade into the privacy of others or putting anybody, any group or any institutions or agency to bad light.
B. Stating the hypothesis:
It is a tentative solution to a problem, since data are not yet available, that has to be proven statistically.
C. Formulating Research Design ( refer to chapter 3 for the types of research designs)
D. Data Collection
The questionnaire is the most commonly used instrument in gathering data. it is simply a set of questions that will supply the necessary information to complete a research study when answered properly by a required number of properly selected respondents.
***Advantages of using the questionnaire:
1. It is easy to construct
2. Distribution is easy and inexpensive
3. Responses are easily tabulated
4. The respondent's replies are are of his own free will
5. Confidential information may be given freely
6. The respondents has enough time to think reflectively of his replies.
7. The respondent can accomplish the questionnaire anywhere at any time at his own convenience
*** Disadvantages of using the questionnaire:
1. The questionnaire cannot be used with those who cannot read nor write
2 Considerable follow ups are necessary
3. Responses cannot be corrected once whenever an error is detected.
4. Some questions may remain unanswered
5. The number of choices may be so limited
Types of Questionnaire:
1. Open Questionnaire- is a type of a questionnaire wherein questions are asked in such a way that the respondent may explain his answers in his own words, style and convenience.
2. Closed Questionnaire- refers to a type of questionnaire where answers are to be chosen from list of answers provided by the researcher.
Advantage of the Interview:
1. It yields more complete and valid information
2. The interviewer can always clarify points which are vague
3. Only the interviewee can make his directly reply to the interviewer
4. There is flexibility
Disadvantages of the Interview:
1. Respondents are hard to contact
2. It is expensive
3. Responses may be in accurate if interviewee has not time to verify records
4. Interviewers may influence interviewees answers
Types/ Classes of Interviews:
1. Standardized Interview
In this type of interview, the interviewer is not allowed to change the specific wordings of the questions in the interview schedule.
2. Non-standardized Interview
The interviewer has complete freedom to develop each interview in the most appropriate manner for each situation
3. Semi-standardized Interview.
The interviewer is required to ask a number of specific major questions, and beyond these he is free to probe as he chooses.
4. Focused Interview
This is also called depth interview. This is similar to the non standardized interview in which no required questions should be asked by the interviewer.
5. Non-directive Interview
this type of interview, the interviee or subject is allowed and even encouraged to express his feelings without fear of disapproval.
Types of Interview Instrument:
1. Interview Schedule
It is the same as questionnaire. the difference between an interview schedule and a questionnaire is that in the former, the question is read to the respondent for him to answer and the interviewer writes his reply. while in the questionnaire, the respondents himself reads and fills out the questionnaire alone without the aid of the researcher.
2. Interview Guide
The interview guide does not go into details but it only provides ideas and allows the interviewer to freely pursue relevant topics in depth.
Some Pointers in conducting Interview:
1. Planning step
2. Selecting the place for interview
3. Establishing Rapport
4. Carrying out the interview
Tips in Constructing a Questionnaire
1. Perform a library Research
2. Talk to Knowledgeable People
3. Mastering the guidelines
4. Writing the Questionnaire
5. Editing the Questionnaire
6. Reviewing the Questionnaire
7. Pre-testing the Questionnaire
8. Writing the questionnaire in its final form
The interview is another form of data gathering technique commonly used by the researcher. it is defined as a purposeful face to face relationship between two persons, one of whom called the interviewer who asks questions to gather information and the other called the interviewee or respondent who supplies the information asked for.
Feasibility of the Study:
The study must answer the following questions:
1. Has the researcher access to the data/ sources/ references he needed?
2. Does this study merit financial assistance? If yes, is the assistance available?
3. Will this study elicit the cooperation and support of agencies?
The thesis has a fairly standardized format. It is organized into three(3) sections:
1. Preliminary mater ( includes title, approval pages, abstract, dedication if desired,, acknowlegment, the table of contents, list of tables, list of figures( if figures appear in paper), other list ( nomenclature, definitions, preface..
However, not every thesis will include all these elements
Preliminary pages are paginated separately from the rest of the text. Use lower-case Roman numerals at the bottom of these pages. Beginning numbering with the abstract, page iii.
The title page and approval page are counted but not paginated. Continue using the lower- case Roman numerals up to the first page of the text.( page 1 of chapter I or the Introduction).
2. Text ( Introduction and Chapters).
3. Back Matters ( Include notes, references or bibliography, appendixes, and Biographical sketch)
The different parts of the format is explained briefly as follows:
RESEARCH TITLE
This is the distinctive name given to the research proposal that describes the work in specific, clear and concise terms. It should contain the independent and the dependent variables. The principal words in the title should not exceed 25. This is written in an inverted pyramid. It should reflect the main purpose of the proposed study. Non-standard or not widely used acronyms and abbreviation should be spelled out.
TITLE PAGE
This is placed after the cover page that contains the complete research title. Description of the requirement, names of the college, institution, professor and researcher/s.
Proper spacing and arrangement are clearly indicated on the sample.
1. margins: left 1 ½; top, right, and bottom 1”
2. typeface and size: consistent with text
3. no underlining, or italics ( exception : names of species, genera, or book titles may be underlined or italicized)
4. title length: 25 words or fewer the better( 1o05 characters or fewer)
5. no abbreviation or chemical symbols in title
6. date: month and year of graduation
7. page number: no page number appears ( although title page is counted as page i)
Abstract. Your abstract should be a brief descriptive summary of the thesis. It should include a brief statement of the subject of your study. Try to read number of abstracts in your field, and you will come to recognize the qualities of a good abstract and learn what to avoid. should be not more that 600 words. Do not write in the first person such as “I” and “WE”.
Approval Page. The approval page, as shown in the sample. Provides space for the signatures of the Thesis Committee, Adviser, Chairperson, Panel of Oral Examiners. Graduate school dean. Same arrangement and style as on title page. Exact date of the oral defense passed. All type written names should be with the corresponding degrees. No page number appears. ( although the Approval Page is counted as page ii).
Dedication. The dedication is usually optional.
List of tables and list of figures. Only those theses which use tables and figures require these list. The list of tables precedes the list of figures. Make entries for every table title and figure caption. Numbers consecutively from the last page of the table of contents, centering between the proper margins the Roman numerals 1” from the bottom of the page.
Text Requirements:
Your adviser will review your manuscript for typographical and grammatical errors. If chronic problems are apparent, He/She will recommend the help of an English editor. However, it is your adviser who will advice about the design of your paper, a particularly on the writing style, content and arrangement of tables, and the need for figures or photographs.
Every page of your paper must meet the requirements 1- ½” on the left and 1” at the top, right, and bottom. The extra half –inch in the left margin will be taken up by the binding.
The text, headings, lists, tables, and figures of your paper will appear off-center on the printed page, but will automatically be centered between the proper margins. Once bound, the margins will appear equal and the material centered properly.
Placement of Tables and Figures. Placing tables and figure near the text that refers to them is more useful to your reader than grouping them at the end of the paper. The reader can easily determine the relevance of the table or figure, which reinforces or substantiate the text. Tables and figures may appear on the same page as text. Also a photograph(plate) or figure should be preceded or followed by text. Otherwise , they may appear on a separate page following the text which refers to them. Table titles must always appear with the table, usually above the table. Large figure sometimes leave little room for the caption. When this happens, the caption may appear on the facing page.
All pages of the text must meet the same margin requirements, including pages on which tables and figures appear. Font size 12, Arial type all throughout the text.
Pagination:
Your text begins with the first page of Chapter I. This page is counted as page 1, but not numbered. No page number appears on the first page of each chapter, the first page of the reference list or bibliography, and the title pages of the appendixes. The text is numbered with Arabic numerals placed in the upper right- hand corner, 1” from the top edge of the page. Begin numbering with page 2. the text begins two spaces below the page number.
Page number appear in upper right-hand corner 1” from top and 1” from right.
Back Matter Requirements:
This consists of the bibliography, appendixes,and the bibliographical sketch( optional). The back matter is paginated consecutively from the last page of the text.
The back matter, including appendixes, must meet the same requirements as the rest of the paper.
TABLE OF CONTENTS
The table of contents introduces the reader to your text, indicating its contents, organization, and progression. It precedes all the sections it lists. As such, it is the key to your paper that should make access easy, but should not overwhelm the reader with a detailed index of the contents. It contains all the parts of the chapters with corresponding page numbers. Length, may run to several pages. Do not type ‘”continued” at the bottom of second and subsequent pages.. number consecutively from the acknowledgments, centering between the proper margins the Roman numerals 1” from the bottom of the page.
ACKNOWLEDGMENT
Before this is also optional , although most theses include a brief paragraph acknowledging the contributions or the researcher expresses his / her gratitude or words of appreciation to some special/ important individuals who assist him/ her in the completion of the research. Paginate consecutively from the last page of the abstract or the Dedication, centering between the proper margins the Roman numeral 1 “ from the bottom of the page..
CHAPTER I
INTRODUCTION
* Background of the Study
This part indicates explanations of the research issue and background information. It discusses the factors that lead to the conceptualization of the problem. The reason/s of the research in conducting the research should be indicated in this part. It indicates the local national or even global problems.
* Theoretical Framework
This part gives the discussion of the theories and models that provide the conceptual bases of the study or the legitimate basis for defining its parameters. The review of the related literature may be discussed here to show how this proposed research study is related to the previous studies.
*Conceptual Framework
The conceptual framework consists of the investigator’s own position on a problem after his exposure to various theories that have bearing on a problem. It is the researcher’s new model which has its roots on the previous models that the researcher has read. It provides explicit explanation through a model why the problem ,
It is simple an educated guess or hunch that can be supported by theory and previous research. It is defined as a wise guess that is formulated and temporarily adopted to explain the observed facts covered by the study. It serves as a guide to the investigator on what to do and how to go about finding the solutions to the problems. It is characterized as testable, logical, directly related to the research problem, presents a single unit or subset of the problem, factually and theoretically based, states a relationship between variables and sets limits of the study.
*Significance of the Study
The study should be timely and relevant. Also, it must contribute fruitfully to national development, particularly on the economic, cultural, social and/ or intellectual life of the people. This deals with the beneficiaries of the research. In this section, the writer expresses the value or importance of the research study. It is where the significant contributions of the results of the study are enumerated. The beneficiaries will gain from its results or findings such as improvement of policies and practices, contribution to the particular field of study in terms of knowledge and new technology and serves as a guide in decision making.
*Scope and Delimitation, Limitation
It refers to the scope or inclusive frame of reference as well as its limits of the study. It indicates the place where the date are gathered or the entity to which the data belong. It is the population or universe from which the respondents are selected. This should be large enough to make the generalization significant. In brief and concise form, the scope of the investigation defines where and when the study is conducted and who the subjects are. The scope sets the delimitation and establishes boundaries of the study. Delimitations are boundaries beyond which is the study is not concerned.
*Definition of Terms
The terms, words or phrases that have special meanings in the study are defined in this part. The terms should be defined operationally or conceptually and that is how they are used in the study. The researcher may develop his/ her own definition from the characteristics of the terms defined. The definitions may be taken from encyclopedia, book, magazine, journal, dictionary, newspaper article and other publications but He/She must acknowledge the source/s. Definitions should be clear and brief. Acronyms should be spelled out fully especially if it is not known or it is used for the first time.
CHAPTER II
REVIEW OF RELATED LITERATURE
It is an essential step or chapter in the research process because it gives the investigator a complete understanding on the way he can design and carry out his research study more effectively. It is composed of the discussions of facts and principles to which the present study is related. This chapter has two(2) parts:
*Related Literature:
It consists of articles or information taken from any reading material written by authorities giving their opinions, experiences, theories or ideas of what is desirable or undesirable within the problem area.
*Related Studies:
This part refers to the published reports of actual research studies done previously which are relative to the researcher/s study.
CHAPTER III
RESEARCH METHODOLOGY
A> Research Design/ Method
It is the scheme or a plan of action meeting the objectives of the study. A number of research designs have been developed by the researchers. Each design has its own applicability depending on the problems and objectives of the study, and several factors like the investigator’s capability, resources and time. From the available research designs, the researcher is to select that which is appropriate and effective in attaining his goal. The appropriateness of a research design depends largely on what method will help the investigator to attain his study goals.
The types of Research Designs are:
1 Historical Design. It is the critical investigation of events, development and experience of the past. Its goal is to know the whole truth about the past so that He/She will not understand the present but know what to do in the present and futures situations. or this is designed to interpret the signs of the past time in order to test hypotheses concerning causes, effects or trends of those events which may help to explain present and anticipate future events.
2 Descriptive Design. It the best design to be used because it aims to describe the nature of the situation as it exist at the time of the study and to explore the causes of a particular phenomenon.this design involves the description, recording, analysis, and interpretation of conditions that now exist. it often involves some type of comparison or contrast and may attempt to discover a cause-effect relationship that exists between non-manipulated variables.
3 Experimental Design. The only method which can truly test hypothesis concerning the cause and effect relationship.this is a design that describe what will be when certain variables are carefully controlled or manipulated. the focus is on the cause-effect relationship.
4 Research Survey- this survey is an organized attempt to analyze, interpret, and report the present status of a social institution, group or area.
5 Case Study Research- the case study is a complete analysis and report of the status of an individual subject with respect, as a rule to specific phases of his total personality.
6 Field Research- it is a research type conducted in a realistic situation in which one or more independent variables are manipulated by the experimented under carefully controlled conditions as the situation will permit.
C> Sampling Size
In determining the sample size, some researchers who have no idea of a scientific way of determining the size of a sample adequate for a given population arbitrarily decide in terms of percentage. Sampling is a process of choosing a representative portion of a population. Some of the researchers would say that 50 % of the population would be enough sample size. Others would choose a proportion either lesser or greater that half of the population under investigation. Asked about their basis, their answers all boil down to subjective decision. Subjected to a statistical measure in determining adequate sample size, the sample size they arrived at is inadequate or is much more than what is needed, resulting in an necessary added cost, time and effort. To avoid the problem, the researchers may use sampling formula like the Slovin’s formula or the Lynch and other formula.
D> Sampling Design
Sampling is the process which involves taking part of the population, making observations on this representative groups, and then generalizing the findings to the bigger population.
The research study uses a certain design. Sampling design has two(2) classifications:
1. Probability or Random Sampling Design
Each unit of the population has known probability of being selected or included in the sample. This type of sampling makes possible the selection of sample representative of the population under investigation. The best way to ensure this design is to make sure that there is no bias enters the selection process. That the researcher or other factor cannot consciously or unconsciously influence who gets chosen to be in the sample.
* Simple Random
It is the best known and most commonly used probability sampling. the two methods are lottery and table of random sampling.A simple random is one in which each and every member of the population has an equal and independent chance of being selected. If the sample is large one, it is the best way yet devised by human beings to obtain a sample that is representative of the population from which it has been selected.
* Stratified Sampling
It is a process of selecting of samples from the different classes or strata of the population involved in the research. Each class is treated as a different population.
* Cluster Sampling
This sampling technique involves the selection of the samples in a group and is usually applied on a geographical basis in a heterogonous population. members of the sample are selected in cluster rather that in using separate indviduals. it is atype of sampling in which groups not individuals are randomly selected.
* Systematic Sampling with a random start. it is a strategy for selecting the members of the sample that allows only a chance and a system to determine the membership in the sample. a system is a planned strategy for selecting members after a starting point is selected at random, such as every fifth subject, every tenth subject, etc.
2. Non-Probability or Non-Random Sampling Design
Each unit of the population will be selected is not known, nor is there any assurance that every unit has a chance of being selected; some in fact, have no chance to be chosen. it is one where not all elements in the population frame have an equal change of being selected.
*
* Purposive Sampling/ Deliberate( Judgment) sampling
The respondents are selected based on the judgment of who best qualify the objectives of the research./ the researcher selects a particular group based on certain criteria .
* Quota Sampling
This method involves the taking of the desired number of respondents with the required characteristics proportionate to the population under study.This is often times used for infinite population and therefore the researcher cannot get a random sample form such a big population.
*Accidental or Covenience sampling
This technique involves the conduct of the study wherein respondents are selected based on the convenience of the researcher.this is a sampling strategy based on the convenience of the researcher. this strategy allows the use of any available group of the research activities. two of these are snowballing and network sampling.
E> Subjects of the Study or Respondents of the Study
The respondents are the individuals who respond and who answer various questions
F > Research Instrument
These are some researches instruments can be used in the research such as questionnaires or interview. The instrument used to collect data is a questionnaire. This is used because it gathers data faster than any other method. In the development of the questionnaire, the researcher may read study some samples of questionnaires from related studies then he may prepare a questionnaire for his study. He may also consult some knowledgeable people about how to prepare it. After formulating the questionnaire, he should submit it to a panel of evaluators who are experts in the field.
G> Validity and Reliability of the Test
In research, the concept of validity and reliability refers specifically to the measurement of data. This is used to answer the research questions. In most cases, the instrument that measures for variables is the central issue in determining the variability and reliability of data. Specifically reliability means the degree of consistency and accuracy with which an instrument measures a variable, while validity refers to the extent to which an instrument measures what it is designed to measure.
H> Data Gathering Procedure or Research Procedure
The process by which the researcher requires subjects and collects the information needed to answer the research problem is referred to data collection. In collecting the data, the researcher must decide which data to collect, how to collect the data, when to collect and who will collect the data.
CHAPTER 1V
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter answers the statement of the problem and arrange according to the flow in chapter III. This is the chapter result.
CHAPTER V
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Summarizes what has transpired during the study, concludes the findings and recommends to the readers what is to be done for future study
BIBLIOGRAPHY
Your comprehensive list of references may be called “work cited”, references, or bibliography, but certain requirements apply to the list of references no matter what it is called. This gives the listing of books according to some systems or reference plan like author, subject or date. It gives the list of works of a specific author or publisher. It is a list of writings relating to a given subject in preparing a particular work.
NOTE:
The researcher should use:
1. Arial type
2. 12 font size
3. double space between sentences and three (3) spaces between titles, sub titles, paragraphs and from one paragraph to another paragraph
4. consistent in size and styles from beginning to last page.
Tuesday, June 22, 2010
RTW course syylabus
A Syllabus for the Proposed Pharmacy Curriculum SY 2005-2006
Course Title : Research and Thesis Writing 1 & 2
Course Number :
Credit Units : 1st Semester - Research & Thesis Writing 1: 3 units (1units lecture, 2 unit laboratory)2nd Semester - Research & Thesis Writing 2: 2 units (1units laboratory)
Course Description : This course deals with the specific problem related to pharmaceutical sciences that would be worthwhile to investigate during the laboratory work. It will comprise actual pharmaceutical and pharmacologic principles and animal testing which will be conducted inside the laboratory. It also includes the thesis writing after experimental results are completed.
Prerequisite(s) : Senior standing
General Objectives : At the end of the course, the students should be able to:
1. Relate the purpose(s) of choosing the problem for search.
2. Discuss the steps of the procedure for the investigation.
3. Present, organize, analyze and interpret the data collected and write scientifically.
4. Begin an independent study using logical thinking and scientific methods.
5. Gather new knowledge or data from primary or first-hand sources and not merely restate or reorganize what is already known or has been written.
6. Perform successfully the experimental procedures in the laboratory portion of the subject.
7. Present and defend a written output of the research.
Course Outline :
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
First Semester
1. Recall the principles of research methods and thesis writing.
2. Propose a research problem
Unit 1 – Introduction to Research and Thesis Writing
A. Orientation to the course objectives and content
B. Form and Style
C. The research problem Laboratory
a. Research and referencing 10 hrs + 6 hrs lab Individual or group research on problems/topics chosen as reported in class Quality of topic chosen and reporting in class Submission of research proposal reports
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
1. To involve students in extensive literature survey using local and international research papers.
2. Evaluate the different types of literature needed in the study
3. Familiarize on bibliography formats and catalogue
1. Identify the different types of sampling
2. Select appropriate statistical tools and formula
3. State the different types of research methodology
4. Defend the research proposal
Second Semester
1. Perform needed experimental procedure for laboratory testing and product formulation or conduct surveys
2. Analyze, present and evaluate data obtained from the experiment, surveys and questionnaire
1. Defend the research and do the necessary corrections and recommendations
2. Submit the final manuscript
Unit 2 – Review of Related Literature
A. Types of Literature
B. Bibliography and CataloguingLaboratory
a. Research and referencing
b. Informatics
Unit 3 – Review of Basic Statistics and Research Methodology
A. Sampling
B. Statistical formulas
C. Statistical tools
D. Types of research methodology
Laboratory
a. Finalization of the research
b. Proposal defense
Unit 4 – Laboratory, Checking / Monitoring of the laboratory work until completion of the Thesis
Unit 5 - Thesis Writing and Preparation of the Final Manuscript and Oral Defense as scheduled 10 hrs + 6 hrs lab8 hrs + 21 hrs lab18 hrs + 27 hrs lab80 hrs 28 hrs Class participation in giving comments, remarks and/or suggestions on reports Lecture Power Point Presentation, Information Communication Technology (ICT)Integration Assigned readings, Class group discussions Final oral examination/defense of the thesis, submission of the bound form of the approved manuscript Written Examination and Oral defense of the research proposal.Oral defense of the thesis problem Completeness and neatness of the bound thesis submitted
References : Books on Medicinal Plants authored by E. Quisumbing, de Padua and other published new books, both local and foreign sources Philippine Formulary USP/NF, latest edition Remington’s Pharmaceutical Sciences, latest editionChemical Formulary of Formulations Pharmacognosy books and manuals Quantitative Pharmaceutical Chemistry books authored by Jenkin’s etal Pharmaceutical Dosage Forms and Drug Delivery Systems by Howard AnselBooks on Chemical Investigation of Plants, authored by L. Rosenthaler Journals and Magazines on Plants or Herbal Medicines
Course Title : Research and Thesis Writing 1 & 2
Course Number :
Credit Units : 1st Semester - Research & Thesis Writing 1: 3 units (1units lecture, 2 unit laboratory)2nd Semester - Research & Thesis Writing 2: 2 units (1units laboratory)
Course Description : This course deals with the specific problem related to pharmaceutical sciences that would be worthwhile to investigate during the laboratory work. It will comprise actual pharmaceutical and pharmacologic principles and animal testing which will be conducted inside the laboratory. It also includes the thesis writing after experimental results are completed.
Prerequisite(s) : Senior standing
General Objectives : At the end of the course, the students should be able to:
1. Relate the purpose(s) of choosing the problem for search.
2. Discuss the steps of the procedure for the investigation.
3. Present, organize, analyze and interpret the data collected and write scientifically.
4. Begin an independent study using logical thinking and scientific methods.
5. Gather new knowledge or data from primary or first-hand sources and not merely restate or reorganize what is already known or has been written.
6. Perform successfully the experimental procedures in the laboratory portion of the subject.
7. Present and defend a written output of the research.
Course Outline :
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
First Semester
1. Recall the principles of research methods and thesis writing.
2. Propose a research problem
Unit 1 – Introduction to Research and Thesis Writing
A. Orientation to the course objectives and content
B. Form and Style
C. The research problem Laboratory
a. Research and referencing 10 hrs + 6 hrs lab Individual or group research on problems/topics chosen as reported in class Quality of topic chosen and reporting in class Submission of research proposal reports
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
1. To involve students in extensive literature survey using local and international research papers.
2. Evaluate the different types of literature needed in the study
3. Familiarize on bibliography formats and catalogue
1. Identify the different types of sampling
2. Select appropriate statistical tools and formula
3. State the different types of research methodology
4. Defend the research proposal
Second Semester
1. Perform needed experimental procedure for laboratory testing and product formulation or conduct surveys
2. Analyze, present and evaluate data obtained from the experiment, surveys and questionnaire
1. Defend the research and do the necessary corrections and recommendations
2. Submit the final manuscript
Unit 2 – Review of Related Literature
A. Types of Literature
B. Bibliography and CataloguingLaboratory
a. Research and referencing
b. Informatics
Unit 3 – Review of Basic Statistics and Research Methodology
A. Sampling
B. Statistical formulas
C. Statistical tools
D. Types of research methodology
Laboratory
a. Finalization of the research
b. Proposal defense
Unit 4 – Laboratory, Checking / Monitoring of the laboratory work until completion of the Thesis
Unit 5 - Thesis Writing and Preparation of the Final Manuscript and Oral Defense as scheduled 10 hrs + 6 hrs lab8 hrs + 21 hrs lab18 hrs + 27 hrs lab80 hrs 28 hrs Class participation in giving comments, remarks and/or suggestions on reports Lecture Power Point Presentation, Information Communication Technology (ICT)Integration Assigned readings, Class group discussions Final oral examination/defense of the thesis, submission of the bound form of the approved manuscript Written Examination and Oral defense of the research proposal.Oral defense of the thesis problem Completeness and neatness of the bound thesis submitted
References : Books on Medicinal Plants authored by E. Quisumbing, de Padua and other published new books, both local and foreign sources Philippine Formulary USP/NF, latest edition Remington’s Pharmaceutical Sciences, latest editionChemical Formulary of Formulations Pharmacognosy books and manuals Quantitative Pharmaceutical Chemistry books authored by Jenkin’s etal Pharmaceutical Dosage Forms and Drug Delivery Systems by Howard AnselBooks on Chemical Investigation of Plants, authored by L. Rosenthaler Journals and Magazines on Plants or Herbal Medicines
Pharm Chem 1 lec syllabus
A Course Syllabus in Pharmaceutical Chemistry 1
Course Title : Chemistry and Pharmacy of Inorganic Medicinals with Qualitative Chemistry
Course Number : Pharmaceutical Chemistry 1
Credit Units : 5 units credit (3 hours lecture, 6 hours lab / week) Third Year, First Semester
Course Description : The course covers the chemistry and pharmacy of inorganic medicinals, with emphasis on those officials in the USP and NF, their preparations, properties, tests and uses. It includes the concepts and chemical reactions related to qualitative analysis of inorganic compounds.
Prerequisite(s) : Chemistry 1 (General & Inorganic Chemistry) Pharmacy 1 (Introduction to Pharmacy)
General Objectives : At the end of the course, the students should be able to:
1. Apply the knowledge, skills, principles of inorganic chemistry to medicinal and pharmaceutical chemistry.
2. Discuss the official inorganic substances used as therapeutic and diagnostic agents.
3. Manifest an appreciation of the pharmacist’s social and professional responsibilities in maintaining or restoring the health of men and animals.4. Understand the high moral and ethical standards of the pharmacy profession.
Course Outline :
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
The students are expected to:
1. Determine the rate of reaction in terms of concentration of reactants vs time.
2. Express rate law in terms of rate constants and concentration of reactants.
3. Identify the factors that affect the rate of reactions.
4. Differentiate reversible and irreversible reactions.
5. Formulate equilibrium expressions as applied to homogeneous and heterogeneous systems
6. Solve problems involving pH, pOH and buffer solutions.
I. Kinetics and Chemical Equilibrium
1. Reaction Rates and Rate Laws
2. Collision Theory and Reaction Rates
3. Factors that Control Reaction Rate
4. Reversible Reaction and Chemical Equilibrium
5. Chemical Equilibrium Constants (Ke, Ksp, Ki)
6. Calculations involving Equilibrium Constants – pH, pOH and buffer solutions 8 hrs Class Discussion,Problem SetsBoard ,Work Recitation Report Use of Overhead Projector/Multimedia Quizzes Graded recitation
Unit Examination,Periodical Examination
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
The students are expected to:
1. Characterize elements of different groups in the periodic table.
2. Discuss and illustrate important chemical reactions.
3. Identify ions and compounds.
The students are expected to:
1. Identify the different pharmaceutical aids and necessities
2. Describe the properties of different pharmaceutical aids.
3. Discuss their importance and application to pharmaceutical preparations.
The students are expected to:
1. Differentiate the ions in intra and extra-cellular fluids.
2. Discuss the functions of these ions in maintaining physiological acid-base balance.
3. Identify commercially available preparations used for electrolyte imbalance.
The students are expected to:
1. Define the ions as essential, non-essential and trace ions.
2. Explain the importance of ions in biochemical processes in the body.
The students are expected to:1
1. Define gastrointestinal agents, acidifying agents, antacids, protectives and adsorbents and saline cathartics.
2. Illustrate the mechanism of action of gastrointestinal agents.
3. Specify gastrointestinal agents as remedies for GIT disorders.
II. Group Properties of Elements (including qualitative tests for ions)
1. Representative elements
2. Transitional elements III. Pharmaceutical Aids and Necessities1. Acids and Bases2. Buffers
3. Antioxidants
4. Waters
5. Containers
IV. Major Intra and Extra-Cellular Electrolytes
1. Major physiological ions2. Physiological acid-base balance3. Electrolytes used for:a. replacement therapyb. acid-base therapyc. combination therapyV. Essential, Non-essential and Trace Ions
1. Essential Ions
2. Non-essential ions
3. Trace ions
VI. Gastrointestinal Agents
1. Acidifying agents
2. Antacids
3. Protectives and Adsorbents
4. Saline Cathartics 8 hrs5 hrs5 hrs4 hrs5 hrs Class Discussion Problem Sets Board Work Recitation Report Use of Overhead Projector/Multimedia Quizzes Graded recitation Unit Examination Periodical Examination
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
The students are expected to:
1. Define topical agents, protective agents, antimicrobials, and astringents.
2. Categorize commercially available preparations according to types of topical agents.
3. The students are expected to:
1. Identify the components in dental products, anticaries agents, and dentrifices.
2. Discuss commercially available dental products used as anticaries agents and dentrifices.
The students are expected to:
1. Describe the mechanisms of action of the respiratory agents and anitdotes.
2. List commercially available preparations used as respiratory agents and antidotes.The students are expected to show the importance of excipients to pharmaceutical preparations.
The students are expected to:
1. Review concepts of radioactivity.
2. Explain how radiopharmaceuticals and contrast media are used as diagnostic / therapeutic agents.
VII. Topical Agents
1. Protective agents
2. Antimicrobials and astringents
VIII. Dental Products
1. Anticaries agents
2. Dentrifices
IX. Miscellaneous Pharmaceutical Agents
A. Respiratory Agents
1. Inhalants
2. Respiratory Stimulants
3. Expectorants/Emetics
B. Antidotes
X. Inorganic Pharmaceutical Excipients
1. Tableting Aids
2. Suspending Agents
XI. Radiopharmaceuticals and Contrast Media
1. Radiopharmaceuticals
2. Radiopharmaceutical preparations 3 hrs3 hrs3 hrs1 hr3 hrs Class DiscussionProblem SetsBoard WorkRecitation
Report
Use of Overhead Projector/Multimedia Quizzes
Graded recitationUnit Examination
Periodical Examination
Laboratory Equipment : Standard Chemistry Laboratory Equipment
References : Block, John H. et.al., Inorganic Medicinal and Pharmaceutical Chemistry, 1974, Philadelphia, Lea and Febiger, ix, 472 p.Cotton, Frank Albert, et.al., Basic Inorganic Chemistry, 3rd ed., 1995, New York, John Wiley and Sons, xii, 838 p.Discher, Clarence A., Modern Inorganic Pharmaceutical Chemistry, 2nd ed., 1985, Waveland, Prospect Heights, 631 p.Gennaro, Alfonso R. ed., Remington’s Pharmaceutical Sciences, 20th ed., 2000, Pennsylvania, Mack Publishing Company, xvi, 2000 p.Gould, Edwin S., Inorganic Reactions and Structure, 1995, New York, Henry Holt and Company, 470 p.Halperin, Jerome A., et.al., United States Pharmacopoeia and National Formulary, 24th rev and ed., 1995, Maryland, United States Pharmacopoeial Convention Inc., Lix, 2391 p.Katakis, Dimitris, Gilbert Gordon, Mechanisms of Inorganic Reactions, 1987, New York, John Wiley and Sons, xxiii, 384 p.Perry, Dale L., Sidney, L., Phillips, ed., Handbook of Inorganic Compounds, 1995, Florida, CRC Press, Inc., lv.
References : Solne, Taito O., Charles O. Wilson, Roger’s Inorganic Pharmaceutical Chemistry, 8th ed., 1967, Philadelphia, Lea and Febiger, x, 704 p.
Prepared by : Emilio Aguinaldo College
Course Title : Chemistry and Pharmacy of Inorganic Medicinals with Qualitative Chemistry
Course Number : Pharmaceutical Chemistry 1
Credit Units : 5 units credit (3 hours lecture, 6 hours lab / week) Third Year, First Semester
Course Description : The course covers the chemistry and pharmacy of inorganic medicinals, with emphasis on those officials in the USP and NF, their preparations, properties, tests and uses. It includes the concepts and chemical reactions related to qualitative analysis of inorganic compounds.
Prerequisite(s) : Chemistry 1 (General & Inorganic Chemistry) Pharmacy 1 (Introduction to Pharmacy)
General Objectives : At the end of the course, the students should be able to:
1. Apply the knowledge, skills, principles of inorganic chemistry to medicinal and pharmaceutical chemistry.
2. Discuss the official inorganic substances used as therapeutic and diagnostic agents.
3. Manifest an appreciation of the pharmacist’s social and professional responsibilities in maintaining or restoring the health of men and animals.4. Understand the high moral and ethical standards of the pharmacy profession.
Course Outline :
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
The students are expected to:
1. Determine the rate of reaction in terms of concentration of reactants vs time.
2. Express rate law in terms of rate constants and concentration of reactants.
3. Identify the factors that affect the rate of reactions.
4. Differentiate reversible and irreversible reactions.
5. Formulate equilibrium expressions as applied to homogeneous and heterogeneous systems
6. Solve problems involving pH, pOH and buffer solutions.
I. Kinetics and Chemical Equilibrium
1. Reaction Rates and Rate Laws
2. Collision Theory and Reaction Rates
3. Factors that Control Reaction Rate
4. Reversible Reaction and Chemical Equilibrium
5. Chemical Equilibrium Constants (Ke, Ksp, Ki)
6. Calculations involving Equilibrium Constants – pH, pOH and buffer solutions 8 hrs Class Discussion,Problem SetsBoard ,Work Recitation Report Use of Overhead Projector/Multimedia Quizzes Graded recitation
Unit Examination,Periodical Examination
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
The students are expected to:
1. Characterize elements of different groups in the periodic table.
2. Discuss and illustrate important chemical reactions.
3. Identify ions and compounds.
The students are expected to:
1. Identify the different pharmaceutical aids and necessities
2. Describe the properties of different pharmaceutical aids.
3. Discuss their importance and application to pharmaceutical preparations.
The students are expected to:
1. Differentiate the ions in intra and extra-cellular fluids.
2. Discuss the functions of these ions in maintaining physiological acid-base balance.
3. Identify commercially available preparations used for electrolyte imbalance.
The students are expected to:
1. Define the ions as essential, non-essential and trace ions.
2. Explain the importance of ions in biochemical processes in the body.
The students are expected to:1
1. Define gastrointestinal agents, acidifying agents, antacids, protectives and adsorbents and saline cathartics.
2. Illustrate the mechanism of action of gastrointestinal agents.
3. Specify gastrointestinal agents as remedies for GIT disorders.
II. Group Properties of Elements (including qualitative tests for ions)
1. Representative elements
2. Transitional elements III. Pharmaceutical Aids and Necessities1. Acids and Bases2. Buffers
3. Antioxidants
4. Waters
5. Containers
IV. Major Intra and Extra-Cellular Electrolytes
1. Major physiological ions2. Physiological acid-base balance3. Electrolytes used for:a. replacement therapyb. acid-base therapyc. combination therapyV. Essential, Non-essential and Trace Ions
1. Essential Ions
2. Non-essential ions
3. Trace ions
VI. Gastrointestinal Agents
1. Acidifying agents
2. Antacids
3. Protectives and Adsorbents
4. Saline Cathartics 8 hrs5 hrs5 hrs4 hrs5 hrs Class Discussion Problem Sets Board Work Recitation Report Use of Overhead Projector/Multimedia Quizzes Graded recitation Unit Examination Periodical Examination
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tool
The students are expected to:
1. Define topical agents, protective agents, antimicrobials, and astringents.
2. Categorize commercially available preparations according to types of topical agents.
3. The students are expected to:
1. Identify the components in dental products, anticaries agents, and dentrifices.
2. Discuss commercially available dental products used as anticaries agents and dentrifices.
The students are expected to:
1. Describe the mechanisms of action of the respiratory agents and anitdotes.
2. List commercially available preparations used as respiratory agents and antidotes.The students are expected to show the importance of excipients to pharmaceutical preparations.
The students are expected to:
1. Review concepts of radioactivity.
2. Explain how radiopharmaceuticals and contrast media are used as diagnostic / therapeutic agents.
VII. Topical Agents
1. Protective agents
2. Antimicrobials and astringents
VIII. Dental Products
1. Anticaries agents
2. Dentrifices
IX. Miscellaneous Pharmaceutical Agents
A. Respiratory Agents
1. Inhalants
2. Respiratory Stimulants
3. Expectorants/Emetics
B. Antidotes
X. Inorganic Pharmaceutical Excipients
1. Tableting Aids
2. Suspending Agents
XI. Radiopharmaceuticals and Contrast Media
1. Radiopharmaceuticals
2. Radiopharmaceutical preparations 3 hrs3 hrs3 hrs1 hr3 hrs Class DiscussionProblem SetsBoard WorkRecitation
Report
Use of Overhead Projector/Multimedia Quizzes
Graded recitationUnit Examination
Periodical Examination
Laboratory Equipment : Standard Chemistry Laboratory Equipment
References : Block, John H. et.al., Inorganic Medicinal and Pharmaceutical Chemistry, 1974, Philadelphia, Lea and Febiger, ix, 472 p.Cotton, Frank Albert, et.al., Basic Inorganic Chemistry, 3rd ed., 1995, New York, John Wiley and Sons, xii, 838 p.Discher, Clarence A., Modern Inorganic Pharmaceutical Chemistry, 2nd ed., 1985, Waveland, Prospect Heights, 631 p.Gennaro, Alfonso R. ed., Remington’s Pharmaceutical Sciences, 20th ed., 2000, Pennsylvania, Mack Publishing Company, xvi, 2000 p.Gould, Edwin S., Inorganic Reactions and Structure, 1995, New York, Henry Holt and Company, 470 p.Halperin, Jerome A., et.al., United States Pharmacopoeia and National Formulary, 24th rev and ed., 1995, Maryland, United States Pharmacopoeial Convention Inc., Lix, 2391 p.Katakis, Dimitris, Gilbert Gordon, Mechanisms of Inorganic Reactions, 1987, New York, John Wiley and Sons, xxiii, 384 p.Perry, Dale L., Sidney, L., Phillips, ed., Handbook of Inorganic Compounds, 1995, Florida, CRC Press, Inc., lv.
References : Solne, Taito O., Charles O. Wilson, Roger’s Inorganic Pharmaceutical Chemistry, 8th ed., 1967, Philadelphia, Lea and Febiger, x, 704 p.
Prepared by : Emilio Aguinaldo College
QC 2 Syllabus
A Syllabus for the Proposed Pharmacy Curriculum for SY 2004-2005
Course Title: QUALITY CONTROL II WITH INSTRUMENTATION (Lecture)
Course Number: PHAR. CHEM. 4
Course Description: This is a continuation of Quality Control I with application of instrumental methods of analysis. It includes the principles, organization and function of quality control in the pharmaceutical and cosmetic industry. In-process test, the use of quality control charts for solid pharmaceuticals, stability testing as well as quality assurance functions in various stages of manufacture are discussed.
Prerequisite(s): PHAR CHEM 3 (QC 1), Pharmaceutics 2 (Fourth Year: First Semester)
General Objectives: At the end of the course, the students should be able to:
1. Discuss the general quality control process and validation procedures.
2. Apply the principles of instrumental methods of analysis in various pharmaceutical products.
3. Understand the application of stability tests, statistical quality control as tools for evaluating processes.
4. Interpret results obtained as to specification.
5. Show the relevance of quality assurance in various stages of manufacture.
6 Foster awareness and appreciation of the pharmacists concern in insuring product quality
First Grading Period
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
At the end of the grading period, the student should be able to:
1.describe the quality control/quality assurance organizational chart, control procedures and its functions.
2.distinguish the different sampling plans applicable to pharmaceuticals and cosmetic quality control.
3.describe how material control of a product is conducted.
A. Introduction
1.Objectives of Quality Control Systems
2.Benefits derived from a Quality Control Systems
3.Quality Control Organizational Chart
B. Quality Control
1.Standards and Specifications
2.Defects and Quality Variations
3.Control Functions
4.Material Control
C. Sampling and Sampling Plans
1. Acceptance Sampling
2. Inspection Methods
3. Sampling Plans:
Square Root System and Military Standards 3 hours3 hours 3 hours Lecture,Drills,Exercises,Assignment,Seatwork,Quizzes,Monthly Examination
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
D. Material Control
1. Raw Material Control
2. Printed and Packaging Components
3. Labeling Control
4. Containers and Closure Control
5. Reassay 3 hours
Second Grading Period
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
At the end of the grading period, the student should be able to:
1. illustrate the proper sequence of control procedures done on a product during manufacturing, packaging and distribution.
2. learn statistical quality control as a tool in monitoring quality variations.
3. prepare and analyze control charts
4. explain principles of stability studies, its vital role in the manufacture of drugs and cosmetics, its relationship in the calculation of shelf life and expiration dates.
5. discuss the principle of dissolution, its importance and application to pharmaceutical quality control.
A. Manufacturing Control1. Documentation
2. In-process Control
3. Finished Product Control (summary of control tests for various dosage forms)
B. Packaging Control
C. Distribution Control (Finished Goods/Warehouse)
D. Statistical Quality Control
1. Control Charts
2. Problem, Construction and Evaluation of Control Charts
E. Stability Studies
1. Pharmaceutical Kinetics
2. Principles and Requirements to Initiate a Stability Study
3. Physical and Chemical Stability
4. Normal Stability and Predictive Study
a. calculations, evaluation, application
b. overages
F. Dissolution Testing 3 hours2 hours1 hour4 hours5 hours Lecture Drills Exercises Assignment, Seatwork,Quizzes,Preliminary Examination
Third/ Final Grading Period
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
At the end of the grading period, the student should be able to:
1. define validation, give its importance and application.
2. enumerate and contrast the different validation techniques.
3. identify the different instrumental methods, its principles and applications to pharmaceutical quality control.
A. Validation
1. Process and Assay Validation
2. Validation and Qualification of Manufacturing Equipment and Existing Products
3. Cleaning Validation
4. Post Validation
B. Instrumentation - principles, instrumentation and applications to pharmaceutical quality control
I. Spectrometry
1. X-ray Method
2. UV-Vis
3. IR
4. NMR
5. Atomic Spectrophotometry· AAS· AES
6. Emission Spectrometry· Flame Photometry (Flame Emission Spectrometry)· Fluorescence Spectrometry (Fluorometry)
7. Mass Spectrometry
8. Light Scattering Spectrometry· Turbidimetry· Nephelometry
II. Electrometric Method
1. Potentiometry
2. Voltammetry· Polarography· Amperometry
3. Coulometry 3 hours 24 hours LecturesDrills Research Work Assignment,Seatwork,Graded Recitation
Final Examination
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
III. Chromatography
1. Paper
2. Column
3. TLC
4. Gas
5. HPLC IV. Radioactivity
Textbook:
Knevel, Adelbert and Frank DiGangi editors, Jenkin’s Quantitative Pharmaceutical Chemistry, 7th ed., New York, McGraw-Hill, Book Co., 1977.
Lerma, Norma V. and Osi, Marina O. Drug and Cosmetic Quality Control with Instrumentation.
References:
Evans, James Robert. The Management and Control of Quality. St. Paul: South Western, 1999
Andres, Tomas Q. How to be Globally Competitive: An ISO Guide. Giraffe Books, 1997
World Health Organization. Quality Assurance of Pharmaceuticals: A Compendium of Guidelines and Related Materials. Geneva: World Health Organization, 1999
World Health Organization. WHO Expert Committee on Specifications for Pharmaceutical Preparations: Thirty-fifth Report. Geneva: World Health Organization, 1999
Smith, Gerald M. Statistical Process Control and Quality Improvement. Upper Saddle River, NJ: Prentice Hall, 1998
USP/NF, latest edition
Remington’s Pharmaceutical Sciences, latest edition
Course Title: QUALITY CONTROL II WITH INSTRUMENTATION (Lecture)
Course Number: PHAR. CHEM. 4
Course Description: This is a continuation of Quality Control I with application of instrumental methods of analysis. It includes the principles, organization and function of quality control in the pharmaceutical and cosmetic industry. In-process test, the use of quality control charts for solid pharmaceuticals, stability testing as well as quality assurance functions in various stages of manufacture are discussed.
Prerequisite(s): PHAR CHEM 3 (QC 1), Pharmaceutics 2 (Fourth Year: First Semester)
General Objectives: At the end of the course, the students should be able to:
1. Discuss the general quality control process and validation procedures.
2. Apply the principles of instrumental methods of analysis in various pharmaceutical products.
3. Understand the application of stability tests, statistical quality control as tools for evaluating processes.
4. Interpret results obtained as to specification.
5. Show the relevance of quality assurance in various stages of manufacture.
6 Foster awareness and appreciation of the pharmacists concern in insuring product quality
First Grading Period
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
At the end of the grading period, the student should be able to:
1.describe the quality control/quality assurance organizational chart, control procedures and its functions.
2.distinguish the different sampling plans applicable to pharmaceuticals and cosmetic quality control.
3.describe how material control of a product is conducted.
A. Introduction
1.Objectives of Quality Control Systems
2.Benefits derived from a Quality Control Systems
3.Quality Control Organizational Chart
B. Quality Control
1.Standards and Specifications
2.Defects and Quality Variations
3.Control Functions
4.Material Control
C. Sampling and Sampling Plans
1. Acceptance Sampling
2. Inspection Methods
3. Sampling Plans:
Square Root System and Military Standards 3 hours3 hours 3 hours Lecture,Drills,Exercises,Assignment,Seatwork,Quizzes,Monthly Examination
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
D. Material Control
1. Raw Material Control
2. Printed and Packaging Components
3. Labeling Control
4. Containers and Closure Control
5. Reassay 3 hours
Second Grading Period
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
At the end of the grading period, the student should be able to:
1. illustrate the proper sequence of control procedures done on a product during manufacturing, packaging and distribution.
2. learn statistical quality control as a tool in monitoring quality variations.
3. prepare and analyze control charts
4. explain principles of stability studies, its vital role in the manufacture of drugs and cosmetics, its relationship in the calculation of shelf life and expiration dates.
5. discuss the principle of dissolution, its importance and application to pharmaceutical quality control.
A. Manufacturing Control1. Documentation
2. In-process Control
3. Finished Product Control (summary of control tests for various dosage forms)
B. Packaging Control
C. Distribution Control (Finished Goods/Warehouse)
D. Statistical Quality Control
1. Control Charts
2. Problem, Construction and Evaluation of Control Charts
E. Stability Studies
1. Pharmaceutical Kinetics
2. Principles and Requirements to Initiate a Stability Study
3. Physical and Chemical Stability
4. Normal Stability and Predictive Study
a. calculations, evaluation, application
b. overages
F. Dissolution Testing 3 hours2 hours1 hour4 hours5 hours Lecture Drills Exercises Assignment, Seatwork,Quizzes,Preliminary Examination
Third/ Final Grading Period
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
At the end of the grading period, the student should be able to:
1. define validation, give its importance and application.
2. enumerate and contrast the different validation techniques.
3. identify the different instrumental methods, its principles and applications to pharmaceutical quality control.
A. Validation
1. Process and Assay Validation
2. Validation and Qualification of Manufacturing Equipment and Existing Products
3. Cleaning Validation
4. Post Validation
B. Instrumentation - principles, instrumentation and applications to pharmaceutical quality control
I. Spectrometry
1. X-ray Method
2. UV-Vis
3. IR
4. NMR
5. Atomic Spectrophotometry· AAS· AES
6. Emission Spectrometry· Flame Photometry (Flame Emission Spectrometry)· Fluorescence Spectrometry (Fluorometry)
7. Mass Spectrometry
8. Light Scattering Spectrometry· Turbidimetry· Nephelometry
II. Electrometric Method
1. Potentiometry
2. Voltammetry· Polarography· Amperometry
3. Coulometry 3 hours 24 hours LecturesDrills Research Work Assignment,Seatwork,Graded Recitation
Final Examination
Specific Objectives Topics Time Allotted Teaching Strategies Evaluation Tools
III. Chromatography
1. Paper
2. Column
3. TLC
4. Gas
5. HPLC IV. Radioactivity
Textbook:
Knevel, Adelbert and Frank DiGangi editors, Jenkin’s Quantitative Pharmaceutical Chemistry, 7th ed., New York, McGraw-Hill, Book Co., 1977.
Lerma, Norma V. and Osi, Marina O. Drug and Cosmetic Quality Control with Instrumentation.
References:
Evans, James Robert. The Management and Control of Quality. St. Paul: South Western, 1999
Andres, Tomas Q. How to be Globally Competitive: An ISO Guide. Giraffe Books, 1997
World Health Organization. Quality Assurance of Pharmaceuticals: A Compendium of Guidelines and Related Materials. Geneva: World Health Organization, 1999
World Health Organization. WHO Expert Committee on Specifications for Pharmaceutical Preparations: Thirty-fifth Report. Geneva: World Health Organization, 1999
Smith, Gerald M. Statistical Process Control and Quality Improvement. Upper Saddle River, NJ: Prentice Hall, 1998
USP/NF, latest edition
Remington’s Pharmaceutical Sciences, latest edition
Saturday, June 19, 2010
ALL ABOUT RESEARCH
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 2 Next->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles What Is Research?Research is exploration combined with learning. It is a "detailed study of a subject in order to discover information or achieve a new understanding of it."1 Research is a process of searching, discovering, and investigating information, as well as collecting, interpretating, and evaluating the information you find. Research can be exciting, especially once you know how to apply the tools and techniques for finding, evaluating, and using information effectively—a set of skills known as information literacy.Moreover, research extends beyond just learning. Research provides a foundation for both education and the welfare of the society, as outlined by the former president of Cornell University:"The acquisition of knowledge is the mission of research, the transmission of knowledge is the mission of teaching and the application of knowledge is the mission of public service."2 Survivor Tip: To be a successful researcher, you will need to develop knowledge and skills in information literacy and research and build upon those skills year after year.Let's now begin exploring the research process. Next: The 8 Steps in the Research ProcessReferences1 "Research" Cambridge Dictionary of American English. Cambridge UP, 2001. Cambridge Dictionaries Online. 2001. 19 July 2004.. 2 Perkins, James A. Stafford Little Lectures at Princeton. New York Times 3 Nov 66. Cited in Simpson’s Contemporary Quotations. 1988. Bartleby.com. 19 July 2004. .
ODU Library | Research Help | Ask A Librarian
Understanding Research
<<- Previous 2 of 2 Next section ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles What are the Steps in the Research Process? The research process should be understood as one of ongoing planning, searching, discovery, reflection, synthesis, revision, and learning, as shown in the image1 below: Although no one researches in exactly the same way, the research process comprises basically 8 major steps that occur prior to the writing of a paper or creation of a presentation. As indicated in the image above, you may repeat those steps any number of times before you are finally finished with your research. The first 4 steps focus on getting started and the last 4 steps focus on gathering information. This segment of the tutorial will help you understand steps 1-6; steps 7-8 are covered in Finding Books and Finding Articles.Getting Started: Gathering Information:
1. Select your topic 5. Explore your topic
2. Refine your topic 6. Plan your search
3. Identify objectives 7. Search & select resources
4. Choose approach 8. Obtain selected resources
Since research involves critical thinking, assessment, and evaluation, you will be evaluating what you find and what you read at every step of the process. Once you have gathered your information, a couple of steps are still required as you prepare to write your paper/presentation: Analyzing & evaluating the information, viewpoints, and arguments you have gathered to use in your paper and to support your own argument Citing your sources (for more information, see the Library's "Citing Sources" and "Avoiding Plagiarism" guides ) (1) Do You Know How? What do you think would be the best starting point for getting started?What do you think would be the best starting point for gathering information?Find out here Survivor Tip: Research is not a straight road, but a system of bends, crossroads, and turns. Sometimes you need to retrace your steps or change direction, depending on what you find.Let's now explore what you need to do in each step.Your First Step: Selecting Your Topic1 The inspiration for the Research Process model image above was the reflective model from: Edwards, Sylvia and Bruce, C. "Reflective Internet Searching, an Action Research Model." In Action Learning, Action Research and Process Management, Theory, Practice Praxis. Action Research Unit, Griffith University. 5th World Congress of Action Learning, Action Research and Process Management, University of Ballarat, Victoria, September, pp. 141-152. Cited in Bruce, Christine Susan. "Information Literacy as a Catalyst for Educational Change: A Background Paper." U.S. National Commission on Libraries and Information Science. 22 May 2006..
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 2 Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Select a Topic?Begin by considering something that interests you! What have you read or heard in the news lately that has peaked your interest? Or is there something you'd like to learn more about? Do you have a strong opinion about anything happening in your personal life, your local area, nationally, or internationally?Be sure to avoid topics that have been overly written about by others. Explore a new approach, perspective, idea, issue, event, or trend. Research is about discovery, new conclusions, and new solutions.Consider topics that allow you to: · Inform AND bring insight to a situation· Argue a point· Present a problem and its solutionExamples: · Informing readers of new insights into a particular social issue· Arguing the position that a particular court ruling was unconstitutional · Presenting a solution to a particular pollution problem Survivor Tip: Interest equals Motivation. If you are interested in your topic, you will be more motivated to do your research. And it is more likely that your research and your paper will turn out better.Next: More Tips on How to Select Your Topic
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 5 Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles Do I Have a Manageable Topic?After you have identified a possible topic, test your topic by asking yourself if you can sufficiently address the topic you've chosen given the following:· Length of your paper· Length of time you have to write your paper· Amount of resources available on the potential topicDo some initial research by searching for books in the ODU Library Catalog or for articles in a library database. (Consult Finding Books and Finding Articles to learn how to use these tools effectively.) If you find TOO MUCH information, which is often the case, you may need to REFINE, or NARROW, your topic to one or two ideas that you can research and present effectively. If you find TOO LITTLE information, you may need to BROADEN your topic.Ask a reference librarian for help in refining your ideas and developing a good research strategy to make sure you have a manageable topic.(3) Do You Know How?Which topic is NOT a manageable topic?A:deaf studies B: psychological impact of hearing loss in teenagersRead correct answer Next: How Do I Refine (Narrow) My Topic?
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 2 >Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Identify My Objectives?Identify your objectives by formulating a few clear questions, based on what you want to do with your topic. The direction of your research will then be based on answering those questions.What do you want to do with your topic? Do you want to:· Find facts about a certain situation or issue? · Investigate the pros & cons of a particular issue? · Investigate the advantages or disadvantages of a situation or viewpoint?· Examine an event, situation, or problem and determine its impact?· Examine a problem and determine a possible solution? These are points to consider when deciding what your objectives will be. Survivor Tip: You take time to plan a vacation to know where you are going to and how to get there. To plan your research, first take time to identify your objectives—that is, your destination, what it is that you desire to find out. You will save time, and your journey will be a more pleasant one.Next: How Do I Formulate Good Questions?
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 1 Next Section ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles Which Approach Do I Take?After identifying your objectives, you're ready to consider which approach to pursue in writing or presenting your information. Ask yourself if you intend to present an informational, argumentative, or problem/solution paper. Above all, follow your instructor's directions.Examine the questions you have generated. Your questions will reflect your approach. Which approach do you wish to take?The Informational Approach—Just the Facts:Present, and discuss information, facts, statistics, people, places, issues, events about your topic based on your research.The Argumentative Approach—Your Position:Identify and debate the pros & cons of an issue or examine the advantages & disadvantages of a particular aspect. State and argue your position based on your research.The Problem-and-Solution Approach: Explain and analyze a problem, and propose a solution based on your research. Survivor Tip: "Facts do not cease to exist because they are ignored" (Aldous Huxley, Proper Studies 1927).(1) When you state and argue your position, don't ignore the facts. Your viewpoint should be based on facts and observations, not just opinion.Let's examine some questions for the topic "Educational issues of raising a deaf child" and the approach that you would then take:The Question: The Approach:
What are the educational needs of deaf children? Informational
Why should sign language be or not be part of a school's curriculum? Argumentative
How can schools effectively comply with legislative issues to meet the needs of the deaf? Problem-and-Solution
This tutorial focuses on researching information. For further optional reading on how to write research papers, visit the library's Quick Reference page, then click on Research & Writing and consult the writing guides and tutorials linked from the page. Above all, be sure to consult with your instructor. Next: How Do I Explore My Topic?Reference:1Huxley, Aldous. Proper Studies. 1927. Oxford Reference Online Premium. Ohio Dominican University Library, Columbus. 15 July 2004.
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 1 Next Section ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Explore My Topic?To explore your topic, you should ask yourself: · What do I know about my topic at this point? · What do I want to know about my topic? · What do I need to know about my topic?· What kinds of resources do I need to use to answer the questions I've formulated about my topic?Your answers will determine how you explore your topic—what types of information and what kinds of resources you look for.You can explore resources for 4 basic types of information:Background Info Current Info Data Historical Info
Gives an overview of terms, people, places, events, trends, issues & key works to a topic Reports the latest findings & views about a topic Facts & statistics on a variety of topics Gives a historical perspective on a topic
Kinds of Resources to Explore for Each Type of Information:Background Info Current Info Data Historical Info
EncyclopediasDictionariesBiographies Journal articlesNewspaper articlesWeb sites AlmanacsYearbooksFactbooks BooksJournal articlesWeb sites
Ask a librarian to suggest appropriate resources or consult the library's research subject guides for possible starting points. Survivor Tip: Bibliographies at the end of encyclopedia and dictionary articles can be treasure maps! Read them (and bibliographies of any resource) for further resources to consult. They can prove invaluable in your research. (8) Do You Know How?How could you find out about the topic "deaf studies" using the different types of information?Read the possibilitiesNext: How Do I Plan My Search?
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 4 Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Plan My Search?There are 3 basic steps to planning any search:1. State your finalized topic in 1-2 sentences, in statements or questions2. Identify major ideas (key concepts) in your topic sentence3. Select other terms to describe these key concepts The 1st step is typically completed by simply using the questions you formulate when determinine your objectives. This step helps you coalesce your thoughts and define the direction you take with your research.The 2nd and 3rd steps help you to choose the appropriate words to use when you search for information on your topic, whether you use library catalogs, library datases, or search engines.(9) Do You Know How?Do the first step to plan research for the topic "educational needs of deaf children": How might you state your topic?Read correct answerNow let's look at the rest of the steps in planning a search. Next: How Do I Identify My Key Concepts?
ODU Library | Research Help | Ask A Librarian
Understanding Research
<<- Previous 1 of 2 Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Evaluate the Information I Find?An integral part of research, perhaps the most important part, is evaluating the information, viewpoints, and arguments you find.When identifying possible resources, consider these questions:WHY was the information published?· Who is the audience?· What are the motives?Example: Is the web site meant to be a marketing tool, to persuade rather than factually inform?
WHERE is the source found?· Is the source reputable?· Is the source reliable?Example: Is an article about some latest scientific research found in a popular magazine or a reliable scientific journal?
WHO is responsible for the information? · Who is the author?· What are the author's credentials?· How much has the author already written on the subject?Example: Does the author have a degree in the discipline and a research focus on the topic about which he or she has written?
WHEN was the source published?· Are the facts likely to be current? · How might the time of publication affect the point of view of the author?Example: How might a book written about World War II and published in 2005 differ from a book written about World War II and published a year after the war ended?
Evaluation should be a key step throughout your research, both in identifying and selecting a source. Next: More on Evaluating Information
Understanding Research
1 of 2 Next->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles What Is Research?Research is exploration combined with learning. It is a "detailed study of a subject in order to discover information or achieve a new understanding of it."1 Research is a process of searching, discovering, and investigating information, as well as collecting, interpretating, and evaluating the information you find. Research can be exciting, especially once you know how to apply the tools and techniques for finding, evaluating, and using information effectively—a set of skills known as information literacy.Moreover, research extends beyond just learning. Research provides a foundation for both education and the welfare of the society, as outlined by the former president of Cornell University:"The acquisition of knowledge is the mission of research, the transmission of knowledge is the mission of teaching and the application of knowledge is the mission of public service."2 Survivor Tip: To be a successful researcher, you will need to develop knowledge and skills in information literacy and research and build upon those skills year after year.Let's now begin exploring the research process. Next: The 8 Steps in the Research ProcessReferences1 "Research" Cambridge Dictionary of American English. Cambridge UP, 2001. Cambridge Dictionaries Online. 2001. 19 July 2004.
ODU Library | Research Help | Ask A Librarian
Understanding Research
<<- Previous 2 of 2 Next section ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles What are the Steps in the Research Process? The research process should be understood as one of ongoing planning, searching, discovery, reflection, synthesis, revision, and learning, as shown in the image1 below: Although no one researches in exactly the same way, the research process comprises basically 8 major steps that occur prior to the writing of a paper or creation of a presentation. As indicated in the image above, you may repeat those steps any number of times before you are finally finished with your research. The first 4 steps focus on getting started and the last 4 steps focus on gathering information. This segment of the tutorial will help you understand steps 1-6; steps 7-8 are covered in Finding Books and Finding Articles.Getting Started: Gathering Information:
1. Select your topic 5. Explore your topic
2. Refine your topic 6. Plan your search
3. Identify objectives 7. Search & select resources
4. Choose approach 8. Obtain selected resources
Since research involves critical thinking, assessment, and evaluation, you will be evaluating what you find and what you read at every step of the process. Once you have gathered your information, a couple of steps are still required as you prepare to write your paper/presentation: Analyzing & evaluating the information, viewpoints, and arguments you have gathered to use in your paper and to support your own argument Citing your sources (for more information, see the Library's "Citing Sources" and "Avoiding Plagiarism" guides ) (1) Do You Know How? What do you think would be the best starting point for getting started?What do you think would be the best starting point for gathering information?Find out here Survivor Tip: Research is not a straight road, but a system of bends, crossroads, and turns. Sometimes you need to retrace your steps or change direction, depending on what you find.Let's now explore what you need to do in each step.Your First Step: Selecting Your Topic1 The inspiration for the Research Process model image above was the reflective model from: Edwards, Sylvia and Bruce, C. "Reflective Internet Searching, an Action Research Model." In Action Learning, Action Research and Process Management, Theory, Practice Praxis. Action Research Unit, Griffith University. 5th World Congress of Action Learning, Action Research and Process Management, University of Ballarat, Victoria, September, pp. 141-152. Cited in Bruce, Christine Susan. "Information Literacy as a Catalyst for Educational Change: A Background Paper." U.S. National Commission on Libraries and Information Science. 22 May 2006.
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 2 Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Select a Topic?Begin by considering something that interests you! What have you read or heard in the news lately that has peaked your interest? Or is there something you'd like to learn more about? Do you have a strong opinion about anything happening in your personal life, your local area, nationally, or internationally?Be sure to avoid topics that have been overly written about by others. Explore a new approach, perspective, idea, issue, event, or trend. Research is about discovery, new conclusions, and new solutions.Consider topics that allow you to: · Inform AND bring insight to a situation· Argue a point· Present a problem and its solutionExamples: · Informing readers of new insights into a particular social issue· Arguing the position that a particular court ruling was unconstitutional · Presenting a solution to a particular pollution problem Survivor Tip: Interest equals Motivation. If you are interested in your topic, you will be more motivated to do your research. And it is more likely that your research and your paper will turn out better.Next: More Tips on How to Select Your Topic
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 5 Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles Do I Have a Manageable Topic?After you have identified a possible topic, test your topic by asking yourself if you can sufficiently address the topic you've chosen given the following:· Length of your paper· Length of time you have to write your paper· Amount of resources available on the potential topicDo some initial research by searching for books in the ODU Library Catalog or for articles in a library database. (Consult Finding Books and Finding Articles to learn how to use these tools effectively.) If you find TOO MUCH information, which is often the case, you may need to REFINE, or NARROW, your topic to one or two ideas that you can research and present effectively. If you find TOO LITTLE information, you may need to BROADEN your topic.Ask a reference librarian for help in refining your ideas and developing a good research strategy to make sure you have a manageable topic.(3) Do You Know How?Which topic is NOT a manageable topic?A:deaf studies B: psychological impact of hearing loss in teenagersRead correct answer Next: How Do I Refine (Narrow) My Topic?
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 2 >Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Identify My Objectives?Identify your objectives by formulating a few clear questions, based on what you want to do with your topic. The direction of your research will then be based on answering those questions.What do you want to do with your topic? Do you want to:· Find facts about a certain situation or issue? · Investigate the pros & cons of a particular issue? · Investigate the advantages or disadvantages of a situation or viewpoint?· Examine an event, situation, or problem and determine its impact?· Examine a problem and determine a possible solution? These are points to consider when deciding what your objectives will be. Survivor Tip: You take time to plan a vacation to know where you are going to and how to get there. To plan your research, first take time to identify your objectives—that is, your destination, what it is that you desire to find out. You will save time, and your journey will be a more pleasant one.Next: How Do I Formulate Good Questions?
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 1 Next Section ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles Which Approach Do I Take?After identifying your objectives, you're ready to consider which approach to pursue in writing or presenting your information. Ask yourself if you intend to present an informational, argumentative, or problem/solution paper. Above all, follow your instructor's directions.Examine the questions you have generated. Your questions will reflect your approach. Which approach do you wish to take?The Informational Approach—Just the Facts:Present, and discuss information, facts, statistics, people, places, issues, events about your topic based on your research.The Argumentative Approach—Your Position:Identify and debate the pros & cons of an issue or examine the advantages & disadvantages of a particular aspect. State and argue your position based on your research.The Problem-and-Solution Approach: Explain and analyze a problem, and propose a solution based on your research. Survivor Tip: "Facts do not cease to exist because they are ignored" (Aldous Huxley, Proper Studies 1927).(1) When you state and argue your position, don't ignore the facts. Your viewpoint should be based on facts and observations, not just opinion.Let's examine some questions for the topic "Educational issues of raising a deaf child" and the approach that you would then take:The Question: The Approach:
What are the educational needs of deaf children? Informational
Why should sign language be or not be part of a school's curriculum? Argumentative
How can schools effectively comply with legislative issues to meet the needs of the deaf? Problem-and-Solution
This tutorial focuses on researching information. For further optional reading on how to write research papers, visit the library's Quick Reference page, then click on Research & Writing and consult the writing guides and tutorials linked from the page. Above all, be sure to consult with your instructor. Next: How Do I Explore My Topic?Reference:1Huxley, Aldous. Proper Studies. 1927. Oxford Reference Online Premium. Ohio Dominican University Library, Columbus. 15 July 2004.
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 1 Next Section ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Explore My Topic?To explore your topic, you should ask yourself: · What do I know about my topic at this point? · What do I want to know about my topic? · What do I need to know about my topic?· What kinds of resources do I need to use to answer the questions I've formulated about my topic?Your answers will determine how you explore your topic—what types of information and what kinds of resources you look for.You can explore resources for 4 basic types of information:Background Info Current Info Data Historical Info
Gives an overview of terms, people, places, events, trends, issues & key works to a topic Reports the latest findings & views about a topic Facts & statistics on a variety of topics Gives a historical perspective on a topic
Kinds of Resources to Explore for Each Type of Information:Background Info Current Info Data Historical Info
EncyclopediasDictionariesBiographies Journal articlesNewspaper articlesWeb sites AlmanacsYearbooksFactbooks BooksJournal articlesWeb sites
Ask a librarian to suggest appropriate resources or consult the library's research subject guides for possible starting points. Survivor Tip: Bibliographies at the end of encyclopedia and dictionary articles can be treasure maps! Read them (and bibliographies of any resource) for further resources to consult. They can prove invaluable in your research. (8) Do You Know How?How could you find out about the topic "deaf studies" using the different types of information?Read the possibilitiesNext: How Do I Plan My Search?
ODU Library | Research Help | Ask A Librarian
Understanding Research
1 of 4 Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Plan My Search?There are 3 basic steps to planning any search:1. State your finalized topic in 1-2 sentences, in statements or questions2. Identify major ideas (key concepts) in your topic sentence3. Select other terms to describe these key concepts The 1st step is typically completed by simply using the questions you formulate when determinine your objectives. This step helps you coalesce your thoughts and define the direction you take with your research.The 2nd and 3rd steps help you to choose the appropriate words to use when you search for information on your topic, whether you use library catalogs, library datases, or search engines.(9) Do You Know How?Do the first step to plan research for the topic "educational needs of deaf children": How might you state your topic?Read correct answerNow let's look at the rest of the steps in planning a search. Next: How Do I Identify My Key Concepts?
ODU Library | Research Help | Ask A Librarian
Understanding Research
<<- Previous 1 of 2 Next ->>
Understanding Research Research process Select a topic Refine a topic Identify objectives Choose approach Explore a topic Plan a search Evaluate info Finding BooksFinding Articles How Do I Evaluate the Information I Find?An integral part of research, perhaps the most important part, is evaluating the information, viewpoints, and arguments you find.When identifying possible resources, consider these questions:WHY was the information published?· Who is the audience?· What are the motives?Example: Is the web site meant to be a marketing tool, to persuade rather than factually inform?
WHERE is the source found?· Is the source reputable?· Is the source reliable?Example: Is an article about some latest scientific research found in a popular magazine or a reliable scientific journal?
WHO is responsible for the information? · Who is the author?· What are the author's credentials?· How much has the author already written on the subject?Example: Does the author have a degree in the discipline and a research focus on the topic about which he or she has written?
WHEN was the source published?· Are the facts likely to be current? · How might the time of publication affect the point of view of the author?Example: How might a book written about World War II and published in 2005 differ from a book written about World War II and published a year after the war ended?
Evaluation should be a key step throughout your research, both in identifying and selecting a source. Next: More on Evaluating Information
Monday, April 12, 2010
Module 4 (Pharmacology) Result
Congratulations!!
1. Badar … 97 %
2. Quinones … 96 %
3. Latip
Mansul … 95 %
4. Asakil … 94 %
5. Haradji
Indal, Verhana
Micubo … 93 %
6. Berick
Sali … 92 %
7. Adalim
Aliud
Tahil … 91 %
8. Dia
Laja … 90 %
9. Abubakar
Umda … 89 %
10.Gulam
Minong
Siddick … 88 %
11. Bemida
Carreon
Gaus
Hairal
Halun
Indal, Nariza
Sallim … 87 %
12. Liboon
Muhadjarun … 86 %
13. Barcelona
Jailani
Sappayani, Sherly … 85 %
14. Haban … 84 %
15. Butlangan
Dimerin … 83 %
16. Adjilani
Arakama
De los Santos
Jawali
Tantong … 82 %
17. Bation
Imlani
Inggilan …81 %
18. Atalad
Yahiya …80 %
19. Hussin …79 %
20. Daud …75 %
21. Said … 75 %
The Following are required to take the Revalida
1. Lacsayao 70 %
2. Delarosa 68 %
3. Hamsiraji …66 %
4. Salahuddin … 65 %
Congratulations!!
1. Badar … 97 %
2. Quinones … 96 %
3. Latip
Mansul … 95 %
4. Asakil … 94 %
5. Haradji
Indal, Verhana
Micubo … 93 %
6. Berick
Sali … 92 %
7. Adalim
Aliud
Tahil … 91 %
8. Dia
Laja … 90 %
9. Abubakar
Umda … 89 %
10.Gulam
Minong
Siddick … 88 %
11. Bemida
Carreon
Gaus
Hairal
Halun
Indal, Nariza
Sallim … 87 %
12. Liboon
Muhadjarun … 86 %
13. Barcelona
Jailani
Sappayani, Sherly … 85 %
14. Haban … 84 %
15. Butlangan
Dimerin … 83 %
16. Adjilani
Arakama
De los Santos
Jawali
Tantong … 82 %
17. Bation
Imlani
Inggilan …81 %
18. Atalad
Yahiya …80 %
19. Hussin …79 %
20. Daud …75 %
21. Said … 75 %
The Following are required to take the Revalida
1. Lacsayao 70 %
2. Delarosa 68 %
3. Hamsiraji …66 %
4. Salahuddin … 65 %
MODULE 1 RESULT (RANKING) TAKEN APRIL 10, 2010(SATURDAY)
CONGRATULATIONS TO THE FOLLOWING:
1.HABAN
INDAL, VERHANA
LATIP
MANSUL …..99 %
2.ADALIM
QUINONES …..98 %
3.MICUBO …..96 %
4.SAPPAYANI
YUAYAN …..95 %
5.ASAKIL
SALLIM
SIDDICK
TAHIL …. 94 %
6.BEMIDA
DIA
UMDA …..93 %
7.ATALAD
ARAKAMA
BARCELONA
HUSSIN
MINONG …..92 %
8.ALIUD
BADAR
HARADJI
SALI …..91 %
9.SAID …..90 %
10.ADJILANI
BERICK
GAUS …..89 %
11.BUTLANGAN
DAUD
INGGILAN …. 88 %
12.HAIRAL …..87 %
13.CARREON
INDAL, NARIZA
MUHADJARUN ... 86 %
14.GULAM
JAWALI …..85 %
15.JAILANI
LAJA …..83 %
16.DE LOS SANTOS
DIMERIN
LIBOON …..82 %
17.BATION
YAHIYA …..81 %
ABUBAKAR …. 80 %
18.HAMSIRAJI
IMLANI …..77 %
_______________________
THE FOLLOWING ARE REQUIRED TO TAKE THE REVALIDA:
DELA ROSA …. 67 %
LACSAYAO …..66 %
TANTONG …..62 %
HALUN …..56 %
SALAHUDDIN …..55 %
*****************************************************
CONGRATULATIONS TO THE FOLLOWING:
1.HABAN
INDAL, VERHANA
LATIP
MANSUL …..99 %
2.ADALIM
QUINONES …..98 %
3.MICUBO …..96 %
4.SAPPAYANI
YUAYAN …..95 %
5.ASAKIL
SALLIM
SIDDICK
TAHIL …. 94 %
6.BEMIDA
DIA
UMDA …..93 %
7.ATALAD
ARAKAMA
BARCELONA
HUSSIN
MINONG …..92 %
8.ALIUD
BADAR
HARADJI
SALI …..91 %
9.SAID …..90 %
10.ADJILANI
BERICK
GAUS …..89 %
11.BUTLANGAN
DAUD
INGGILAN …. 88 %
12.HAIRAL …..87 %
13.CARREON
INDAL, NARIZA
MUHADJARUN ... 86 %
14.GULAM
JAWALI …..85 %
15.JAILANI
LAJA …..83 %
16.DE LOS SANTOS
DIMERIN
LIBOON …..82 %
17.BATION
YAHIYA …..81 %
ABUBAKAR …. 80 %
18.HAMSIRAJI
IMLANI …..77 %
_______________________
THE FOLLOWING ARE REQUIRED TO TAKE THE REVALIDA:
DELA ROSA …. 67 %
LACSAYAO …..66 %
TANTONG …..62 %
HALUN …..56 %
SALAHUDDIN …..55 %
*****************************************************
Sunday, April 11, 2010
module 1 result
MODULE 1 RESULT (RANKING) TAKEN APRIL 10, 2010(SATURDAY)
CONGRATULATIONS TO THE FOLLOWING:
1.HABAN
INDAL, VERHANA
LATIP
MANSUL …..99 %
2.ADALIM
QUINONES …..98 %
3.MICUBO …..96 %
4.SAPPAYANI
YUAYAN …..95 %
5.ASAKIL
SALLIM
SIDDICK
TAHIL …. 94 %
6.BEMIDA
DIA
UMDA …..93 %
7.ATALAD
ARAKAMA
BARCELONA
HUSSIN
MINONG …..92 %
8.ALIUD
BADAR
HARADJI
SALI …..91 %
9.SAID …..90 %
10.ADJILANI
BERICK
GAUS …..89 %
11.BUTLANGAN
DAUD
INGGILAN …. 88 %
12.HAIRAL …..87 %
13.CARREON
INDAL, NARIZA
MUHADJARUN .. 86 %
14.GULAM
JAWALI …..85 %
15.JAILANI
LAJA …..83 %
16.DE LOS SANTOS
DIMERIN
LIBOON …..82 %
17.BATION
YAHIYA …..81 %
ABUBAKAR …. 80 %
18.HAMSIRAJI
IMLANI …..77 %
_______________________
THE FOLLOWING ARE REQUIRED TO TAKE THE REVALIDA:
DELA ROSA …. 67 %
LACSAYAO …..66 %
TANTONG …..62 %
HALUN …..56 %
SALAHUDDIN …..55 %
*****************************************************
CONGRATULATIONS TO THE FOLLOWING:
1.HABAN
INDAL, VERHANA
LATIP
MANSUL …..99 %
2.ADALIM
QUINONES …..98 %
3.MICUBO …..96 %
4.SAPPAYANI
YUAYAN …..95 %
5.ASAKIL
SALLIM
SIDDICK
TAHIL …. 94 %
6.BEMIDA
DIA
UMDA …..93 %
7.ATALAD
ARAKAMA
BARCELONA
HUSSIN
MINONG …..92 %
8.ALIUD
BADAR
HARADJI
SALI …..91 %
9.SAID …..90 %
10.ADJILANI
BERICK
GAUS …..89 %
11.BUTLANGAN
DAUD
INGGILAN …. 88 %
12.HAIRAL …..87 %
13.CARREON
INDAL, NARIZA
MUHADJARUN .. 86 %
14.GULAM
JAWALI …..85 %
15.JAILANI
LAJA …..83 %
16.DE LOS SANTOS
DIMERIN
LIBOON …..82 %
17.BATION
YAHIYA …..81 %
ABUBAKAR …. 80 %
18.HAMSIRAJI
IMLANI …..77 %
_______________________
THE FOLLOWING ARE REQUIRED TO TAKE THE REVALIDA:
DELA ROSA …. 67 %
LACSAYAO …..66 %
TANTONG …..62 %
HALUN …..56 %
SALAHUDDIN …..55 %
*****************************************************
Sunday, April 4, 2010
MODULE 2 ACHIEVERS
LIST OF SENIOR STUDENTS WHO GOT 100 PERCENT IN MODULE 2!
1, ABUBAKAR, NURHIDA
2. ARAKAMA, SHANDEBELLE
3. BADAR, REMILYN
4. BARCELONA, PINKY
5. BERICK, ZARA
6. BUTLANGAN, REIDZMA
7. HABAN, GLENNISE
8. HARADJI, FARZIELYN
9. JAILANI, ALIYA
10. JAWALI, BAKTIAR
11. LATIP, FOUAD
12. MANSUL, FARNIZA
13. QUINONES, LEICA
congrats!!! five(5) more modules to go. Go for it!!!
1, ABUBAKAR, NURHIDA
2. ARAKAMA, SHANDEBELLE
3. BADAR, REMILYN
4. BARCELONA, PINKY
5. BERICK, ZARA
6. BUTLANGAN, REIDZMA
7. HABAN, GLENNISE
8. HARADJI, FARZIELYN
9. JAILANI, ALIYA
10. JAWALI, BAKTIAR
11. LATIP, FOUAD
12. MANSUL, FARNIZA
13. QUINONES, LEICA
congrats!!! five(5) more modules to go. Go for it!!!
Sunday, February 28, 2010
Congratulations to the following RESEARCHERS WHO MADE IT TO THE TOP THREE(3) BEST PRESENTER AND THE MOST ORGANIZED MANUSCRIPT BASED ON RATED CRITERIA IN THE CONCLUDED FINAL THESES DEFENSE
HELD FEBRUARY 22-26, 2010, PHARMACY LAB 2
UNIVERSIDAD DE ZAMBOANGA
TETUAN CAMPUS, ZAMBOANGA CITY
BEST PRESENTER: 20 %
(CRITERIA: ABILITY TO DEFEND THEIR STUDIES)
“ LEVEL OF AWARENESS ON THE MANDATORY 20% DISCOUNT ON DRUGS IN ACCORDANCE WITH RA 9257 AMONG REGISTERED SENIOR CITIZENS IN STA, MARIA, ZAMBOANGA CITY”
PRESENTER:
DAUD, NURJANNA H.
INGGILAN, NORIEZA K.
QUINONES, LEICA A.
SALLIM, NURFAIDA L.
ADVISER: PROF. ARCELIE A. LABRADOR
STATISTICIAN: DR. JULIETA D. FRANCISCO
PANEL MEMBERS: PROF. EDUARDO DANDA
PROF. TERESITA T. TOLENTINO
MOST ORGANIZED MANUSCRIPT: 10 %
(CRITERIA: OVER-ALL PRESENTATION OF THE MANUSCRIPT: 10 %)
“ THE PUBLIC PERCEPTIONS OF PHARMACY PROFESSION IN ZAMBOANGA CITY”
PRESENTER:
FARZIELYN T. HARADJI
SARAH A. HUSSIN
FARNIZA A. MANSUL
MARILOU L. YUAYAN
ADVISER: PROF. LUIS P. BAZAN
STATISTICIAN: PROF. JOSELITO IGNACIO
PANEL MEMBERS: PROF. MARIAM S. DAMIL
PROF. ARCELIE A. LABRADOR
CONGRATULATIONS TO THE TOP THREE(3) PRESENTER
(OVER-ALL STANDING)
TOP 1 >93.3%
TITLE: “ THE PUBLIC PERCEPTIONS OF PHARMACY PROFESSION IN ZAMBOANGA CITY”
PRESENTER:
FARZIELYN T. HARADJI
SARAH A. HUSSIN
FARNIZA A. MANSUL
MARILOU L. YUAYAN
ADVISER: PROF. LUIS P. BAZAN
STATISTICIAN: PROF. JOSELITO IGNACIO
PANEL MEMBERS: PROF. MARIAM S. DAMIL
PROF. ARCELIE A. LABRADOR
TOP 2> 92 %
TITLE: “ LEVEL OF AWARENESS ON THE MANDATORY 20% DISCOUNT ON DRUGS IN ACCORDANCE WITH RA 9257 AMONG REGISTERED SENIOR CITIZENS IN STA, MARIA, ZAMBOANGA CITY”
PRESENTER:
DAUD, NURJANNA H.
INGGILAN, NORIEZA K.
QUINONES, LEICA A.
SALLIM, NURFAIDA L.
ADVISER: PROF. ARCELIE A. LABRADOR
STATISTICIAN: DR. JULIETA D. FRANCISCO
PANEL MEMBERS: PROF. EDUARDO DANDA
PROF. TERESITA T. TOLENTINO
TOP 3> 91.7 %
“DETERMINATION OF THE CALCIUM CONTENT OF BREAST MILK FROM BREASTFEEDING MOTHERS”
PRESENTER: NURHIDA T. ABUBAKAR
NADIA L. GAUS
NARIZA M. INDAL
VERHANA S. INDAL
ADVISER: PROF. MARIAM S. DAMIL
STATISTICIAN: PROF. JOSELITO IGNACIO
PANEL MEMBERS: PROF. SAPIA N. AŇANA
PROF. JERLYN A.ENRERA
CERTIFIED CORRECT:
MARY BELEN T. MOGOL, RPh., MSPharm.
CHAIR/ THESIS INSTRUCTOR
HELD FEBRUARY 22-26, 2010, PHARMACY LAB 2
UNIVERSIDAD DE ZAMBOANGA
TETUAN CAMPUS, ZAMBOANGA CITY
BEST PRESENTER: 20 %
(CRITERIA: ABILITY TO DEFEND THEIR STUDIES)
“ LEVEL OF AWARENESS ON THE MANDATORY 20% DISCOUNT ON DRUGS IN ACCORDANCE WITH RA 9257 AMONG REGISTERED SENIOR CITIZENS IN STA, MARIA, ZAMBOANGA CITY”
PRESENTER:
DAUD, NURJANNA H.
INGGILAN, NORIEZA K.
QUINONES, LEICA A.
SALLIM, NURFAIDA L.
ADVISER: PROF. ARCELIE A. LABRADOR
STATISTICIAN: DR. JULIETA D. FRANCISCO
PANEL MEMBERS: PROF. EDUARDO DANDA
PROF. TERESITA T. TOLENTINO
MOST ORGANIZED MANUSCRIPT: 10 %
(CRITERIA: OVER-ALL PRESENTATION OF THE MANUSCRIPT: 10 %)
“ THE PUBLIC PERCEPTIONS OF PHARMACY PROFESSION IN ZAMBOANGA CITY”
PRESENTER:
FARZIELYN T. HARADJI
SARAH A. HUSSIN
FARNIZA A. MANSUL
MARILOU L. YUAYAN
ADVISER: PROF. LUIS P. BAZAN
STATISTICIAN: PROF. JOSELITO IGNACIO
PANEL MEMBERS: PROF. MARIAM S. DAMIL
PROF. ARCELIE A. LABRADOR
CONGRATULATIONS TO THE TOP THREE(3) PRESENTER
(OVER-ALL STANDING)
TOP 1 >93.3%
TITLE: “ THE PUBLIC PERCEPTIONS OF PHARMACY PROFESSION IN ZAMBOANGA CITY”
PRESENTER:
FARZIELYN T. HARADJI
SARAH A. HUSSIN
FARNIZA A. MANSUL
MARILOU L. YUAYAN
ADVISER: PROF. LUIS P. BAZAN
STATISTICIAN: PROF. JOSELITO IGNACIO
PANEL MEMBERS: PROF. MARIAM S. DAMIL
PROF. ARCELIE A. LABRADOR
TOP 2> 92 %
TITLE: “ LEVEL OF AWARENESS ON THE MANDATORY 20% DISCOUNT ON DRUGS IN ACCORDANCE WITH RA 9257 AMONG REGISTERED SENIOR CITIZENS IN STA, MARIA, ZAMBOANGA CITY”
PRESENTER:
DAUD, NURJANNA H.
INGGILAN, NORIEZA K.
QUINONES, LEICA A.
SALLIM, NURFAIDA L.
ADVISER: PROF. ARCELIE A. LABRADOR
STATISTICIAN: DR. JULIETA D. FRANCISCO
PANEL MEMBERS: PROF. EDUARDO DANDA
PROF. TERESITA T. TOLENTINO
TOP 3> 91.7 %
“DETERMINATION OF THE CALCIUM CONTENT OF BREAST MILK FROM BREASTFEEDING MOTHERS”
PRESENTER: NURHIDA T. ABUBAKAR
NADIA L. GAUS
NARIZA M. INDAL
VERHANA S. INDAL
ADVISER: PROF. MARIAM S. DAMIL
STATISTICIAN: PROF. JOSELITO IGNACIO
PANEL MEMBERS: PROF. SAPIA N. AŇANA
PROF. JERLYN A.ENRERA
CERTIFIED CORRECT:
MARY BELEN T. MOGOL, RPh., MSPharm.
CHAIR/ THESIS INSTRUCTOR
lecture in Juris Pre-Final
A GUIDE TO SOME DRUGS WHICH ARE SUBJECT TO ABUSE
The first step in preventing drug problems is to know what they are. This guide lists illicit ( prohibited ) drugs and legitimate ( permissive ) drugs and indicates how drug abusers may be spotted . Read carefully and keep on file.
Illicit ( Prohibited ) drugs ( Manufacture and distribution prohibited except for approved research purposes.)
Hallucinogens:
Slang names: LSD, Acid
Danger: very small quantities of LSD may cause hallucinations lasting for days or repetitive psychotoxic episodes, which may recur months after injection. Permanence of mental derangement is still a moot question. Damage to chromosomes, and hence potentially to offspring, has been demonstrated.
Heroin:
Slang names: Snow, Stuff, H, and Junk
Danger: like morphine; dependence usually develops more rapidly. Dependence liability is high.
Marijuana (Cannabis):
Slang names: Joints, Sticks, Reefers, Weed, Grass, Pot, Mugs, Muggles, Indian hay, Locoweed, Mu, Giggle-smoke, Griffo, Mohasky, Mary jane
Danger: Because of the vivid visions and exhilaration which result from use of marijuana, abusers may lose all restraint and act in a manner dangerous to themselves and/ or others. Accident prone because of time and space sense disturbance. Dependence ( psychic but not physical ) leads to antisocial behavior and could be forerunner of use of other drugs.
Legitimate( prmissive ) drugs (essential to the practice of medicine, legitimate manufacture and distribution are confined to ethical drug channels.
Amphetamine:
Slang names: Bennies, co-pilots, footballs, hearts, pep pills
Danger: Amphetamines can cause high blood pressure, abnormal heart rhythms, and even heart attacks. Teenagers often take them to increase their “nerve”. As a result, they may behave dangerously. Excess or prolonged usage can cause hallucinations, loss of weight, wakefulness, jumpiness, and dangerous aggressiveness. Tolerance to large doses is acquired by abusers; psychic dependence develops but physical dependence does not; and there is no characteristic withdrawal syndrome.
Barbiturates
Slang names: Red birds, Yellow jackets, Blue heavens, Goof balls
Danger: Sedation, coma, and death from respiratory failure. Inattentiveness may cause unintentional repetitious administration to a toxic level. Many deaths each year from unintentional overdose. Potentiation with alcohol particularly hazardous. The drug is addictive, causing , causing physical as well as psychic dependency, and withdrawal phenomena are characteristically different from withdrawal of opiates.
Cocaine:
Slang names: the leaf, snow, speedballs ( when mixed with heroin)
Danger: Convulsions and death may occur from overdose. Paranoic activity. Very strong psychic but no physical dependence and no tolerance.
Codeine:
Slang Name: School boy
Danger: Occasionally taken (liquid preparations) for kicks, but large amount required. Contribution of the alcohol content to the effect may be significant. Degree and risk of abuse very minor. Occasionally resorted to by opiate-dependent persons to tide them over, with inadequate result .
Methamphetamine:
Slang names: speed, crystal or shabu
Danger: Excessive psychotoxic effects, sometimes with fatal outcome.
Morphine:
Slang names: M, dreamer
Danger: man is very sensitive to the respiratory depressant effect until tolerance develops. Psychic and physical dependence and tolerance develops readily, with a characteristic withdrawal syndrome.
General Terms:
Bang- injection of drugs MARIIJUANA
Boost- steal to support drug habit Blow a stick – smoke
a marijuana cigar
Burned- to receive phony, bad or diluted drugs Gage - marijuana
Cap- a container of drugs, usually a capsule grass- marijuana
Chipping- taking small amounts of drugs on hashish- the resin of the
an irregular basis marijuana plant
Coasting – to be under influence of drugs Hemp- marijuana
Cold turkey- drug withdrawal without medication Joint- marijuana cigar
Connection – a drug supplier manicure- high-grade
Cop – to purchase drugs mary jane- marijuana
Deck- a small packet of drugs reefer- marijuana cigar
Drop – to swallow a drug roach- butt of marijuana
Hard stuff – heroin, morphine, cocaine rope- marijuana
High- under influence of drugs stick- marijuana cigar
Holding- having drugs in one’s possession tea, weed
Hooked- addicted
Jones- habit NARCOTICS:
Joy-pop – to inject small amounts of drugs Backtrack – to withdraw blood
Irregularly into a syringe to make sure
Mainline – go inject drugs directly into a vein it is in vein
Maintaining a high- keeping at a certain level Bindle- packet of narcotics
of drug effect BIZ- equipment for injecting
Mojo- narcotics Blank – low grade narcotics
Paper- a prescription for drugs Flash-initial feeling after inj. Gun- hypodermic needle
Panic- shortage of drugs on the market junkie- narcotics addict
Pop – to inject drugs Lemonade- poor heroin
Score- to buy drugs
Square- a non addict
Tracks – scars along veins after many injections
Wasted- under influence of drugs
Hot shot- overdose of heroin, or poison
Fix- an injection of narcotics
Dolly- mthadone (dolophine), a synthetic narcotics
Miss Emma-morphine
Nickel bag- a $5 purchase of narcotics
Quill – a folded matchbook cover from which narcotics are sniffed through the nose
Satch cotton- cotton used to strain narcotics before injection
Scag- heroin
The first step in preventing drug problems is to know what they are. This guide lists illicit ( prohibited ) drugs and legitimate ( permissive ) drugs and indicates how drug abusers may be spotted . Read carefully and keep on file.
Illicit ( Prohibited ) drugs ( Manufacture and distribution prohibited except for approved research purposes.)
Hallucinogens:
Slang names: LSD, Acid
Danger: very small quantities of LSD may cause hallucinations lasting for days or repetitive psychotoxic episodes, which may recur months after injection. Permanence of mental derangement is still a moot question. Damage to chromosomes, and hence potentially to offspring, has been demonstrated.
Heroin:
Slang names: Snow, Stuff, H, and Junk
Danger: like morphine; dependence usually develops more rapidly. Dependence liability is high.
Marijuana (Cannabis):
Slang names: Joints, Sticks, Reefers, Weed, Grass, Pot, Mugs, Muggles, Indian hay, Locoweed, Mu, Giggle-smoke, Griffo, Mohasky, Mary jane
Danger: Because of the vivid visions and exhilaration which result from use of marijuana, abusers may lose all restraint and act in a manner dangerous to themselves and/ or others. Accident prone because of time and space sense disturbance. Dependence ( psychic but not physical ) leads to antisocial behavior and could be forerunner of use of other drugs.
Legitimate( prmissive ) drugs (essential to the practice of medicine, legitimate manufacture and distribution are confined to ethical drug channels.
Amphetamine:
Slang names: Bennies, co-pilots, footballs, hearts, pep pills
Danger: Amphetamines can cause high blood pressure, abnormal heart rhythms, and even heart attacks. Teenagers often take them to increase their “nerve”. As a result, they may behave dangerously. Excess or prolonged usage can cause hallucinations, loss of weight, wakefulness, jumpiness, and dangerous aggressiveness. Tolerance to large doses is acquired by abusers; psychic dependence develops but physical dependence does not; and there is no characteristic withdrawal syndrome.
Barbiturates
Slang names: Red birds, Yellow jackets, Blue heavens, Goof balls
Danger: Sedation, coma, and death from respiratory failure. Inattentiveness may cause unintentional repetitious administration to a toxic level. Many deaths each year from unintentional overdose. Potentiation with alcohol particularly hazardous. The drug is addictive, causing , causing physical as well as psychic dependency, and withdrawal phenomena are characteristically different from withdrawal of opiates.
Cocaine:
Slang names: the leaf, snow, speedballs ( when mixed with heroin)
Danger: Convulsions and death may occur from overdose. Paranoic activity. Very strong psychic but no physical dependence and no tolerance.
Codeine:
Slang Name: School boy
Danger: Occasionally taken (liquid preparations) for kicks, but large amount required. Contribution of the alcohol content to the effect may be significant. Degree and risk of abuse very minor. Occasionally resorted to by opiate-dependent persons to tide them over, with inadequate result .
Methamphetamine:
Slang names: speed, crystal or shabu
Danger: Excessive psychotoxic effects, sometimes with fatal outcome.
Morphine:
Slang names: M, dreamer
Danger: man is very sensitive to the respiratory depressant effect until tolerance develops. Psychic and physical dependence and tolerance develops readily, with a characteristic withdrawal syndrome.
General Terms:
Bang- injection of drugs MARIIJUANA
Boost- steal to support drug habit Blow a stick – smoke
a marijuana cigar
Burned- to receive phony, bad or diluted drugs Gage - marijuana
Cap- a container of drugs, usually a capsule grass- marijuana
Chipping- taking small amounts of drugs on hashish- the resin of the
an irregular basis marijuana plant
Coasting – to be under influence of drugs Hemp- marijuana
Cold turkey- drug withdrawal without medication Joint- marijuana cigar
Connection – a drug supplier manicure- high-grade
Cop – to purchase drugs mary jane- marijuana
Deck- a small packet of drugs reefer- marijuana cigar
Drop – to swallow a drug roach- butt of marijuana
Hard stuff – heroin, morphine, cocaine rope- marijuana
High- under influence of drugs stick- marijuana cigar
Holding- having drugs in one’s possession tea, weed
Hooked- addicted
Jones- habit NARCOTICS:
Joy-pop – to inject small amounts of drugs Backtrack – to withdraw blood
Irregularly into a syringe to make sure
Mainline – go inject drugs directly into a vein it is in vein
Maintaining a high- keeping at a certain level Bindle- packet of narcotics
of drug effect BIZ- equipment for injecting
Mojo- narcotics Blank – low grade narcotics
Paper- a prescription for drugs Flash-initial feeling after inj. Gun- hypodermic needle
Panic- shortage of drugs on the market junkie- narcotics addict
Pop – to inject drugs Lemonade- poor heroin
Score- to buy drugs
Square- a non addict
Tracks – scars along veins after many injections
Wasted- under influence of drugs
Hot shot- overdose of heroin, or poison
Fix- an injection of narcotics
Dolly- mthadone (dolophine), a synthetic narcotics
Miss Emma-morphine
Nickel bag- a $5 purchase of narcotics
Quill – a folded matchbook cover from which narcotics are sniffed through the nose
Satch cotton- cotton used to strain narcotics before injection
Scag- heroin
Monday, February 22, 2010
January 2010 PHARMACIST LICENSURE EXAMINATION
The successful examinees who garnered the ten (10) highest places are the
following:
RANK NAME SCHOOL RATING(%)
1 FRANCIS SAGUM GATBONTON
UNIVERSITY OF THE PHILIPPINES-
MANILA
88.70
2 BERNHARD ARRIS LIAM TAN
UNIVERSITY OF THE PHILIPPINES-
MANILA
88.52
3 KATHYRINE SUELO SOBREDO
UNIVERSITY OF THE PHILIPPINES-
MANILA
88.02
4 WEST KRISTIAN DIZON PARAISO
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.92
5 MARIA DYNA CORTUNA NEM
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.88
RHEA XYZA AGUILAR
VILLANUEVA
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.88
6
MARIA ZENAIDA SANDIMAS
ANCOG
SOUTHWESTERN UNIVERSITY
87.65
7
GAZELLE ANNE PARAFINA
MARALIT
UNIVERSITY OF PERPETUAL HELP
RIZAL-LAS PIÑAS
87.50
8 ETHEL ANDREA CRUZ LADIGNON
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.45
9 LONIE JANE BERSABAL PADUA SAN PEDRO COLLEGE-DAVAO CITY 87.42
10 KATRINA ZAPANTA VICTORIO
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.25
NOTRoll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 1 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
1 ABAD, JOSE SALVADOR II GUTIERREZ
2 ABADILLA, SUNSHINE CHARISSE TERCERO
3 ABDUL NAIM, SITTIERANIA BENANING
4 ABID, JENELYN SAHAGUN
5 ACELAR, PINKY JOVEN
6 ACFIAWEN, HAYA WAILAN
7 ACIO, DIVINE GRACE AMARGO
8 ACUESTA, ED VINCENT VILLACORTA
9 ADDUN, JORESA JOY DELOS SANTOS
10 ADORZA, CHRISTIAN BEN DAGANDAN
11 ADOVE, MAY GWENDOLYN ORTILLO
12 ADRIANO, JEDIDIA ALAR
13 AGAS, ARIZA MANDURI
14 AGLIPAY, RUTH EISMA
15 AGRES, LORLYN NALDOZA
16 AGSAULIO, RIZZLE ALEGRE
17 AGUILA, RENELITA MARASIGAN
18 AGUILAR, PAVILA BONGATO
19 ALMAZAN, ARCHIE WILLIAM ULPINDO
20 ALMINIANA, LOVELY DIZON
21 ALONZO, TRINITY JOY ESPIRITU
22 AMAGUIN, AMY GRACE DEMEGILLO
23 AMBRAD, BONNY JUNE CEBALLOS
24 AMON, JO AYNSLEY PAROJINOG
25 ANCOG, MARIA ZENAIDA SANDIMAS
26 ANDAG, RICHIE MAE ARQUERO
27 ANDRES, LORIMEL ALEA
28 ANGELES, GLADYS VALERIE KAYE RENIEDO
29 ANGELES, JOSEPH CHRISTIAN TAN
30 ANTONIO, INES LAO
31 AQUINO, ANNA LOU TERADO
32 AQUINO, ISMAEL GALVEZ
33 AQUINO, PETER JOHN AYSON
34 AQUINO, ROSEMARIE DE GUZMAN
35 AQUITANIA, LILA CZARINA ALBAÑA
36 ARCIAGA, DAISYLYN GABARDA
37 ARMILLA, NOELIBETH RAZONABLE
38 ASCAY, WILIA BATANI
39 ASENTISTA, KRISTY AN LAPIS
40 ASJALI, KHADIJA YASIN
41 ASTILLO, RIKKA MITCHIKO
42 ATUEL, NIGEL APAO
43 AUNAL, NADIA HAIRAL
44 AÑONUEVO, MELISSA VALE
45 BA-AY, AVEGAY SALACAO
46 BADILLOS, DESIREE RUBIA
47 BAGASINA, LEONARD EDEJER
48 BAGASOL, REIGNDELLE ALOS
49 BALBAS, DIANNECA LACUESTA
50 BALBIN, VIRGENIA OGANIZA
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 2 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
51 BALCOS, MELISSA ANNE AREVALO
52 BALEN, GRACE MAGALLANES
53 BALLESTEROS, MAIKA JENLY BAHIYA
54 BALLUTAY, HOLLY UY
55 BANDOJO, JHONALYN BAYANI
56 BANTAYAN, ROSALIE DUBOUZET
57 BANTOG, DYMPHNA CRISOSTOMO
58 BARGO, ATELA ELLIANA ESTOCADA
59 BARNACHEA, KRISTINE GISELLE ABAT
60 BARRETTO, RIZZA ILARDE
61 BARTOLOME, JUDELYN FUERTE
62 BATOBALONOS, SHEENA MAE DELIMA
63 BAUTISTA, FLORINDA ROBES
64 BAYSA, MARK LOUIE RIVERA
65 BAZAR, PRINCESS ANISAH ANGINTAOPAN
66 BELENA, ANNRUZZEN PANALIGAN
67 BENOSA, RANDY RIVERA
68 BERNARDO, HERMINIA HECITA
69 BINONDO, RACHEL JABAJAB
70 BOADO, RACHAEL PAJARON
71 BONETE, TOSHILA MARIE
72 BONIFACIO, RAYMOND BELOY
73 BORREO, MENCHIE PRADILLADA
74 BOTAWAN, OMILHAYA SULOG
75 BRUAN, JENAI ESPIRITU
76 BUCU, SHERYL ANN MAMUYAC
77 BUDA, ANTONETTE TUMAYAN
78 BUENAVENTURA, MA ALNA MAGCAMIT
79 BUGARIN, CHERELIE DIOLA
80 BURAQUIT, PAUL JOHN HOYLA
81 BUTALID, FRETZE GEROBIESE
82 CABALES, ARISSA ASUNCION
83 CABASOY, MAYBELLE LUMIKED
84 CABINGABANG, JOYLYN TORRES
85 CABRERA, KRISTIE ANNE IGARTA
86 CABRITO, CAMILLE ANGELA CALICA
87 CABUGOY, FRANCIS GAMEZ
88 CADORNA, JAN MICHAEL BROWN
89 CALAMA-AN, MICHAEL MADERA
90 CALLITONG, JAMES VILLANUEVA
91 CALPO, ATHENA GRACE DALUDADO
92 CALTINO, JESSICA DIAWAN
93 CALUPE, MANELLE ANN BALUYUT
94 CAMBIL, EDELIZA TANCOGO
95 CAMO, KHEY MOJARES
96 CARA, ANNA MAE DAJAC
97 CARAGAY, DALIA DANIPOG
98 CARANDANG, MARY JOY MIRANO
99 CARINUGAN, REY JOHNINO ACHANZAR
100 CARTAGO, PEDRO KENEATH JARINGA
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 3 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
101 CASTILLO, RHODA AGUSTIN
102 CASTRO, DERRICK NG
103 CATALLA, IVY SISTOSO
104 CATOLICO, RACIEN ANNE BELTRAN
105 CATUGAL, MAIZIE ABAO
106 CAYA, LESLIE MAE INCIONG
107 CAÑETE, JONALYN JUAN
108 CEBRITAS, RALPH NIKKO DIONIO
109 COLINA, JOLLIBEE MANZANARES
110 COLOMA, ROSELYN MAE SALEM
111 COLUMNAS, HANNA GILDA RENTUTAR
112 COMIA, LUDELYN BAUTISTA
113 CONALES, CHINDY GORECHO
114 CONCEPCION, JOY LACSON
115 CONSTANTINO, GELLIENE JADE GUIÑEZ
116 COPIAN, ELAINE GRACE MARINO
117 CORDERO, IRA JADE MANA-AY
118 CORTEZ, MARIE FRANCE AGAPITO
119 CRISTOBAL, CLEO FERRER
120 CRUZ, FATIMA ESMERALDA REYES
121 CRUZ, FLORIDA ANNE VICENTE
122 CRUZ, HEIDI TAN
123 CRUZ, JACQUELYN ELAINE MARTIN
124 CRUZ, LADYLYN DELA CRUZ
125 CRUZ, MA ANA LUNA MATIBAG
126 CRUZ, PAUL YVES GARCES
127 CRUZADA, MICHELLE ANNE LARIRIT
128 CUBE, JERICO PRIMO
129 CUENCA, IRISH ANNE TRASADAS
130 CUEVAS, CANDICE GRACE TAN
131 CUIZON, EARLYNNE GIZELLE MONTEAGUDO
132 CUYACOT, FRETZIE COLEEN ANN ESTREMOS
133 DADECAO, MARY JOAN BAGSANGI
134 DADUYO, JETHREW EDJOC
135 DALALO, QUEENEE PUBLICO
136 DANGANAN, KRISTINE DAVID
137 DAOANG, LEONARD BALINO
138 DE CAFE, MARY GRACE PEROCHO
139 DE CASTRO, EDDIE JR JAVIER
140 DE CASTRO, ZYRA JAVIER
141 DE GALA, NORALYN DEL PILAR
142 DE LA TORRE, JUAN CARLOS SARITA
143 DE LEON, MICHELLE MORALDE
144 DEBOSORA, AMY OSORIO
145 DECORO, JUN BERNARD PARINAS
146 DELA ROSA, CHARISSE ANGELA TANIZA
147 DELOS SANTOS, JHELLY NACENO
148 DELOS SANTOS, RANETH DEL ROSARIO
149 DIAMANTE, DAWN BEATRIZ CO
150 DIAZ, JADA BIANCA GIRAY
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 4 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
151 DICEN, DENNY TIMOTHY CALIGAN
152 DIZON, TERENN ROSE SALONGA
153 DOCTOLERO, GENEETHAN WILCEL ANAYA
154 DULDULAO, BONNIE AILEEN REYES
155 DULTRA, FAITH SARMIENTO
156 DUQUE, MARIA JULIE DIANNE CATILOGO
157 DY, BARBARA LAUREN CABEL
158 DY, JOANA MAE KIMANHAN
159 DY, JOSEPHINE JARDINE MAYORALGO
160 DY, RYAN RAY SOSUAN
161 EBING, MYRNAHAR ABIL
162 EBONG, ALMERA NAWAL
163 EGANG, RAYMUND NEIL ROMARATE
164 ENAD, ALEEZA MARTINEZ
165 ENOPIA, EMYLENE BARRER
166 ESMERINGA, VIVIEN JOY GALAPON
167 ESPEJO, ANA LORMELLA PAGULAYAN
168 ESPONILLA, KRISSA JOY GERVACIO
169 ESTABAYA, MARY JANE AME
170 ESTAVILLO, DESIREE GREGORIO
171 ESTELLA, RALPH JUDGE LABRUSCA
172 EUCARIZA, NIÑA MARIE DIONISIO
173 EVALAROZA, THESSA FAYE ABAN
174 EVANGELISTA, MARIA AYRA BAUTISTA
175 FAJARDO, CATHERINE RAYMUNDO
176 FAJARDO, LOVELY ANNT PELAYO
177 FAJARDO, NESHLYN REÑA
178 FALCULAN, DIANE FONDEVILLA
179 FANO, JO ANN LAZARTE
180 FELICIANO, CECILE GALLARDO
181 FERNANDEZ, NICOLE VICTORIA SARMIENTO
182 FILIPINO, JAN MICHAEL PONTANAR
183 FOYAGAN, JANICE FIAYONGAN
184 GABRIEL, IMEE UNGRIA
185 GAGANTE, ANNA MARIE PUGA
186 GALANG, HAZEL NABONG
187 GALICIA, PIA CECILIA LEONARDO
188 GALVEZ, KENNETH LARGO
189 GAMPONG, FAHD PELAEZ
190 GAMUS, NOVELIZA PETILUNA
191 GANOZA, MICHELLE LACABA
192 GAPASIN, MARY ROMYN VALDEZ
193 GARMAY, TRECIA MAY GAGANTE
194 GATBONTON, FRANCIS SAGUM
195 GERVACIO, FRANCIS MELBERT AMBE
196 GICALE, ARIANE DIÑO
197 GILBERT, RACHAEL COSTALES
198 GILLESANIA, CLEOFE SALMEO
199 GO, DAVID LLOYD RAMOS
200 GOCELA, JANESSA MAE ANDOY
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 5 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
201 GONZALES, GARRI MIKHAIL NOCON
202 GONZALES, JENNA SUDIACAL
203 GONZALES, MARA MICHELLE CUERDA
204 GOZA, NEIL SHERWIN MACASPAC
205 GRAVADOR, GRACE ALCALA
206 GUATNO, JENNY DANAO
207 GUDOY, EMELIE DAMO
208 GUEVARA, GEENA FRANSESCA GONZALES
209 GUIANG, DONALYN GAOIRAN
210 GUINGUING, JANICE TRINIDAD
211 GUIRITAN, EMMY LOUISE SECUYA
212 GUISON, BARBARA RELUCIO
213 GUMERA, EMILY HINO-O
214 GUTIERREZ, DOUCETTEE ARDANIEL
215 GUZMAN, ROSE ANN GAOIRAN
216 HADJI FAISAL, HADJA BADARIAH BAHAUDDIN
217 HADJIRUL, AR-DILYN TABUDDIN
218 HAMING, NURAIDA JUHURI
219 HAPAS, SHADA TADUS
220 HERMOSILLA, ADA LYNN GOMEZ
221 HERRERA, STEPHANIE LYNN NG
222 IBARRA, JACKELYN BUHOY
223 IKAN, MARIANNE ALARCA
224 ILANO, KATHERINE FRANCISCO
225 IMPERIAL, RAY RANDOLPH REYES
226 INDAC, MERCURY LEYSON
227 INOT, IVAN KURT CAMBANGAY
228 ISMAEL, ABDEL AZZEM ISMAEL
229 JACABAN, KRISTIANNE JOY GARVIDA
230 JAMO, MARY EMMALYN TUBO
231 JASTILLANO, CYNDIE DILAG
232 JAVIER, DIANNE BEVERLY GEVAÑA
233 JAYONA, DANIELE JESSICA DIZON
234 JIMENEZ, MA RAISSA DELA CUEVA
235 JOHASAN, WALDEMAR BOBON
236 JUANILLO, JENNIFER CACERES
237 JUHAN, SHEHERADA JUHAN
238 JUHURIE, NURHAMIDA AMERHASAN
239 JUMANGIT, ROSA VIENNA QUISADO
240 KUA, SHAWN BENEDICT TAN
241 LA VICTORIA, CINDY GRACE MARTALLA
242 LABIDON, JOHN KNELSON SAGUN
243 LABINDAO, MARIA LULUBELL SORIANO
244 LABOG, MAYA ELLAINE SELDA
245 LADIGNON, ETHEL ANDREA CRUZ
246 LALAMONAN, JUVELYN PATPAT
247 LATO, STEPHANIE MARIE BERDIN
248 LAURENTE, MARIBETH REPOLLO
249 LAURENTE, RIA ALINE TE
250 LEGASPI, HANNAH JOY DE VERA
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 6 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
251 LEGASPI, MARY DAWN ALBACIETE
252 LIBETARIO, FEROLEDGN MERCADO
253 LIM, RICHARD UY
254 LIM, SARAH JANE CHU
255 LIM, SHERWIN JOHN CRUZ
256 LINGCONG, JECKALENE AMPARO
257 LIPANA, MARIANE FLORENCE DELA FUENTE
258 LLAMASARES, ELAINE ROBLES
259 LO, JACKY BRILLANTES
260 LOMPERO, JACELLE BELZA
261 LOPEZ, BERVERLY ALMONTE
262 LORCA, MARK ROMULUS FLORES
263 LOVETE, NELMORE HIZOLA
264 LUA, SHARLEEN ANG
265 LUALHATI, JEAN SEDEÑO
266 LUMBAYON, LEZIEL LUMANTA
267 LUMOGDANG, LESTER LOUIE MONTEMAYOR
268 LUNA, TONI ANN MARIE SUPLICO
269 MAANO, REYNA CABACTULAN
270 MACABUHAY, KATRINA BLANCA MARBELLA
271 MACADANG, ALVIN JAMES BELTRAN
272 MACALISANG, MA AURALYNN VIRTUDEZ
273 MADRIAGA, MARIA AURORA AQUINO
274 MAGABILIN, CRISTY NEBAB
275 MAGLAYA, LAURENCE ARNIEL BALTAZAR
276 MAGNO, MARYLANE MENDOZA
277 MALAZZAB, SHARABELLE BALANAY
278 MALICSE, ANGELEINE JOYCE DOTE
279 MAMALAYAN, JESA MAY BORILLO
280 MAMAYANDUG, ASLEAH MARIGA
281 MANANGAN, ELIZA GUNDAYAO
282 MANAYAN, MARY-ANN ANTONIO
283 MANDADO, SHERYL BONTIA
284 MANGAHAS, LIACA CANTACO
285 MANGAHAS, VILMA SANCHEZ
286 MANGLO, JENNIFER PAGASPAS
287 MANIBOG, ALBERT ALBERTO
288 MANUEL, ILKA BIANCA SAMERA
289 MANUEL, RAQUEL GATBONTON
290 MARALIT, GAZELLE ANNE PARAFINA
291 MARASIGAN, DAWN GRACE BISCOCHO
292 MARAÑON, ARLENE DIMZON
293 MARCELINO, RONALYNE DAMIANO
294 MARTINEZ, MARINA GUMILID
295 MARTINEZ, ROENA AMBROSIO
296 MATIAS, MAY JENNIFFER FRAC
297 MAÑUGO, KARL ALBA
298 MEDER, MARIA GLADYS ASPIRAS
299 MEJIA, BERNICE MAY BUCAO
300 MEJIA, MARK STEPHEN TIONGSON
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 7 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
301 MENDEZ, RUTH GUINTO
302 MENDOZA, JELLIE MARIE CARITOS
303 MENOR, KAREN PAHISAN
304 MERCADO, MA ZAIDIE PAHUTAN
305 MESA, JOCEL CUNA
306 MESANO, JULIE ANN MANGARING
307 MILLARES, JAYLORD FREMISTA
308 MINA, MAURINE SILAO
309 MIRANDA, DARYL SHAYNE DIÑOSO
310 MIRANDA, IVON ESTILLER
311 MOHAMMAD, NURHAIMEN MAUYAG
312 MOJENO, OLIVER LAYSON
313 MONTECALVO, MARIVIC DAAN
314 MONTILLA, RYFELL DAGALEA
315 MORADA, MARIANNE DAMASCO
316 MORADA, NIKKI GELUA
317 MORALES, JAN VINCENT ENCARNACION
318 NACION, JERRY JR GANIR
319 NARIT, MARY GRACE DESVARRO
320 NEBAB, LEAH OMNES
321 NEM, MARIA DYNA CORTUNA
322 NG, JANELL LOUISE CO
323 NGO, LEI ANN BRIOSO
324 NIONES, GENALYN SANCHEZ
325 NIÑO, CINDERELLA VERGARA
326 NUEZCA, MARY ROE VERONICA MIJARES
327 NUÑAL, TIFFANY MAY PAMARAN
328 OCAMPO, MA CORAZON STELLA HUGO
329 OCBEÑA, ANGELICA TIO
330 OCHIDA, MICHELLE SORESO
331 OCRAY, IAN ALTAR
332 OJADAS, DOMINIQUE RENDOR
333 OLANGCO, LEIAN YANGAT
334 ORANDA, LYRA MAY SUMBILLO
335 ORIÑA, ANN VICTORIA DACANAY
336 ORONICO, ANN MARGARETTE SAN JUAN
337 ORTEGA, CARMINA VALDEZ
338 ORTEGA, LEO JAMES SULLANO
339 PADOJINOG, RICHIE BARCENILLA
340 PADRELANAN, ANA LOU JOSOL
341 PADUA, LONIE JANE BERSABAL
342 PAGCU, GERALD VALENCIA
343 PAGSANJAN, GELLY FAJARDO
344 PALAD, TRICIA ANGELA SAN JUAN
345 PALISPIS, KATRIZ MAE CASTRO
346 PANDAY, SUZETTE PING-AY
347 PANGANIBAN, MARIA GEA PORTES
348 PANGANIBAN, MARICARISSA FE TUNAY
349 PANNIG, LUCKY VANESSA VILLARICA
350 PARAISO, WEST KRISTIAN DIZON
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 8 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
351 PASCUA, GIGI ELAINE RAMORAN
352 PASCUA, IRELENE IRANG
353 PASCUAL, GRAZIEL JOSE
354 PASIA, JOSEPH BENJAMIN TORRES
355 PASIAN, PERZIVAL INCIONG
356 PASOL, LIEZEL JOY
357 PASTURAN, LOLETTE ARTIAGA
358 PATRICIO, FILYNSKI GAGELONIA
359 PAYUMO, CLAUDIA VIRAY
360 PELIGRO, JOEL VINCENT ALABA
361 PENALES, FLORISA PABLO
362 PENINSULA, JOAN ROSE DUALLO
363 PENPILLO, LADY LARK GARZON
364 PEREZ, JANETTE RAMOS
365 PERJES, RUTH ANN MA-ALAT
366 PERNITES, RODA BORONG
367 PEÑAS, ALEAN XELA UY
368 PIMENTEL, IVANE MALIMBAN
369 PINILI, WILFREDO EUMAGUE
370 POLICARPIO, JULIE ANN BAJAMUNDE
371 POLICARPIO, MARILYN SAN DIEGO
372 POLINAR, BEVERLY JANE MACABUDBUD
373 PORQUEZ, JOSE BERNARDO BARANDA
374 PORTES, CHRESYL ANN PABELLOSA
375 PORTIGO, KRISTINE MAY SAMULDE
376 PRADA, ROSALINDA MIA BATALLER
377 QUIMSON, MA ANGELIKA DAQUIOAG
378 QUINA, FLORDELIZA PERDIDO
379 QUINTAL, SHARON ROSE PONTERAS
380 QUINTO, TYLAN ROLL GALICIA
381 QUITA, ALKAIDE DE GUZMAN
382 RAGUNJAN, HELIDA XYZA VELICARIA
383 RAMIREZ, ANGELINE DE JESUS
384 RAMIREZ, GENALYN MACASAYA
385 RAMOS, ARNESS MONA REIANNE DIZON
386 RAMOS, MAELYN BATUGO
387 RAMOS, NOMERINA ALEGRE
388 RAMOS, QUEENIE ROSE JARA
389 RAPADAS, ADRIAN AMORES
390 REMOROZA, MONICA BANTOC
391 REPOLLO, ELIZABETH FAJAMOLIN
392 REYES, MARIA CONSUELO FELICITAS
393 ROBIS, JOAN MONICA GIRAY
394 ROCAFOR, CINDY CHAN
395 ROCAMORA, RITCHIE RIVERA
396 RODRIGUEZ, MAY ANNE BERNALDO
397 RODRIGUEZ, ROSEMARIE SILVA
398 ROJAS, ISAH DE TOMAS
399 ROLANDO, STEPHANIE PABALAN LIM
400 ROQUE, SHIELA MARIE SANTOS
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 9 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
401 ROSAMIRAN, KATRINA LOURDES BATOON
402 ROSLIN, LYSSANE AIRISH ALARCOS
403 ROXAS, IVY CRYSTALYN PITOGO
404 RUFINO, LEAMAE GARCIA
405 RUIZ, JOHN MICHAEL MAGPANTAY
406 SACEDOR, EMMIELYN JOY JASMIN
407 SACUEZA, APRIL MAY BOQUIRON
408 SAGARIO, CHANDY PABALINAS
409 SALMORIN, JACQUELINE GALIETES
410 SAN JOSE, SHERWIN SANTIAGO
411 SANCHEZ, SHERYL DE VERA
412 SANDOVAL, PARALUMAN BESIN
413 SANTILLANA, JANICE BAGARINAO
414 SANTOS, CHRISTINE JOY CABRERA
415 SANTOS, JHALANIE GUANSING
416 SANTOS, MERLINDA CRISOSTOMO
417 SANTOS, RIZZI MAE SANTIAGO
418 SARNO, JUMNA ANTICAMARA
419 SENEN, FROILAN AMILHAMJA
420 SERVIDAD, DHERVEY SORINGA
421 SIADTO, JANICE SISON
422 SIARZA, FELYFLOR PATA
423 SILVA, MARIBEL MENDOZA
424 SIM, ELVIE BULASAO
425 SINLAO, WILVEN ANGELES
426 SIOSON, NORMAN JOHN JOSE
427 SMITH, GLEND VILLEGAS
428 SO, PHOEBE BERDINE TIU
429 SOBREDO, KATHYRINE SUELO
430 SOCORIN, DIXIE BLAIR MAXIMO
431 SORIA, EMIE GRACE FORTEZA
432 SORIANO, PRAISE FLORES
433 SOTTO, RACHELLE ARCIAGA
434 STO TOMAS, JINGKIE ANCHETA
435 SUBANG, KAREN MAE ROBANTES
436 SUGURAN, JESTONI SIEGA
437 SULIT, RIO JANE MATIAS
438 SUMAYDENG, KARAH TADLANGAN
439 SUMULONG, REEVA ANN LASIN
440 TAHADLANGIT, PATRICIA MARIE PEREZ
441 TALUYO, ARLYN EBUE
442 TAM, ELENA JEAN OYANGUREN
443 TAMAYO, BERNADETTE ANCHETA
444 TAN, BERNHARD ARRIS LIAM
445 TAN, MARY HAZEL BALANGAAN
446 TAN, NOVA BERNABE
447 TAN CHAN, DENEVIEVE MELLIZA
448 TANDOG, KRISTIAN VINCENT DRILON
449 TANGON, JEROME RICOHERMOSO
450 TANSY, AILEEN LESLIE JACINTO
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 10 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
451 TAROG, JOY RACHELLE ANN DOLLENTAS
452 TAVERA, MELJEVA BULACLAC
453 TIGOY, GLENN POLINAR
454 TING, NIEVA PORTIA PANDACAN
455 TO, VANESSA JANE DELA PEÑA
456 TOLENTINO, LORNA BALILA
457 TOSTON, LIEZEL SUETE
458 TUBIG, JHOANNE MALONZO
459 TUMBALI, JESSICA CANILAO
460 UMBLERO, APRIL LAIRE MAMON
461 URREA, RONABEL ATAO
462 UY, ANJEANETTE SETENTA
463 UY, NIÑA MARIE ANTOINETTE ELBIÑA
464 UY, REA JOYCE MIRANO
465 VALENCIA, MAE IMPELIDO
466 VENCILAO, EFENILL MAZ COSTELO
467 VENDICACION, RUBY ANN ABEN
468 VERDEFLOR, JOANA MARIE EPRES
469 VERDEJOLO, DAYLIN BORNALES
470 VERGARA, PATRICK EMMERSON TAN
471 VICENTE, ELIAS JR LUMBAY
472 VICTORIO, KATRINA ZAPANTA
473 VIERNES, LOVELYN BALDONADO
474 VILLAMAYOR, SANDRA ELAINE FORTUNADO
475 VILLANUEVA, ESVILLA DANICA ESPIRITU
476 VILLANUEVA, RHEA XYZA AGUILAR
477 VILORIA, JOANNE DALUMAY
478 VIRTUCIO, CHEVY PEARL DIVINAGRACIA
479 VITALIZ, MAUREEN ANN VALDEZ
480 YADAO, LIZADEL TUGAOEN
481 YANA, PAUL SAMUEL ALBA
NOTHING FOLLOWS----------------------
Manila, Philippines
JANUARY 29, 2010
RECOMMENDING APPROVAL:
(orig. signed)
REYNALDO MAXLITO H. UMALI
Chairman
Board of Pharmacy
APPROVED:
(orig. signed)
NICOLAS P. LAPEÑA, JR.
ChairmanHING FOLLOWS----------------------
The successful examinees who garnered the ten (10) highest places are the
following:
RANK NAME SCHOOL RATING(%)
1 FRANCIS SAGUM GATBONTON
UNIVERSITY OF THE PHILIPPINES-
MANILA
88.70
2 BERNHARD ARRIS LIAM TAN
UNIVERSITY OF THE PHILIPPINES-
MANILA
88.52
3 KATHYRINE SUELO SOBREDO
UNIVERSITY OF THE PHILIPPINES-
MANILA
88.02
4 WEST KRISTIAN DIZON PARAISO
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.92
5 MARIA DYNA CORTUNA NEM
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.88
RHEA XYZA AGUILAR
VILLANUEVA
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.88
6
MARIA ZENAIDA SANDIMAS
ANCOG
SOUTHWESTERN UNIVERSITY
87.65
7
GAZELLE ANNE PARAFINA
MARALIT
UNIVERSITY OF PERPETUAL HELP
RIZAL-LAS PIÑAS
87.50
8 ETHEL ANDREA CRUZ LADIGNON
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.45
9 LONIE JANE BERSABAL PADUA SAN PEDRO COLLEGE-DAVAO CITY 87.42
10 KATRINA ZAPANTA VICTORIO
UNIVERSITY OF THE PHILIPPINES-
MANILA
87.25
NOTRoll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 1 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
1 ABAD, JOSE SALVADOR II GUTIERREZ
2 ABADILLA, SUNSHINE CHARISSE TERCERO
3 ABDUL NAIM, SITTIERANIA BENANING
4 ABID, JENELYN SAHAGUN
5 ACELAR, PINKY JOVEN
6 ACFIAWEN, HAYA WAILAN
7 ACIO, DIVINE GRACE AMARGO
8 ACUESTA, ED VINCENT VILLACORTA
9 ADDUN, JORESA JOY DELOS SANTOS
10 ADORZA, CHRISTIAN BEN DAGANDAN
11 ADOVE, MAY GWENDOLYN ORTILLO
12 ADRIANO, JEDIDIA ALAR
13 AGAS, ARIZA MANDURI
14 AGLIPAY, RUTH EISMA
15 AGRES, LORLYN NALDOZA
16 AGSAULIO, RIZZLE ALEGRE
17 AGUILA, RENELITA MARASIGAN
18 AGUILAR, PAVILA BONGATO
19 ALMAZAN, ARCHIE WILLIAM ULPINDO
20 ALMINIANA, LOVELY DIZON
21 ALONZO, TRINITY JOY ESPIRITU
22 AMAGUIN, AMY GRACE DEMEGILLO
23 AMBRAD, BONNY JUNE CEBALLOS
24 AMON, JO AYNSLEY PAROJINOG
25 ANCOG, MARIA ZENAIDA SANDIMAS
26 ANDAG, RICHIE MAE ARQUERO
27 ANDRES, LORIMEL ALEA
28 ANGELES, GLADYS VALERIE KAYE RENIEDO
29 ANGELES, JOSEPH CHRISTIAN TAN
30 ANTONIO, INES LAO
31 AQUINO, ANNA LOU TERADO
32 AQUINO, ISMAEL GALVEZ
33 AQUINO, PETER JOHN AYSON
34 AQUINO, ROSEMARIE DE GUZMAN
35 AQUITANIA, LILA CZARINA ALBAÑA
36 ARCIAGA, DAISYLYN GABARDA
37 ARMILLA, NOELIBETH RAZONABLE
38 ASCAY, WILIA BATANI
39 ASENTISTA, KRISTY AN LAPIS
40 ASJALI, KHADIJA YASIN
41 ASTILLO, RIKKA MITCHIKO
42 ATUEL, NIGEL APAO
43 AUNAL, NADIA HAIRAL
44 AÑONUEVO, MELISSA VALE
45 BA-AY, AVEGAY SALACAO
46 BADILLOS, DESIREE RUBIA
47 BAGASINA, LEONARD EDEJER
48 BAGASOL, REIGNDELLE ALOS
49 BALBAS, DIANNECA LACUESTA
50 BALBIN, VIRGENIA OGANIZA
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 2 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
51 BALCOS, MELISSA ANNE AREVALO
52 BALEN, GRACE MAGALLANES
53 BALLESTEROS, MAIKA JENLY BAHIYA
54 BALLUTAY, HOLLY UY
55 BANDOJO, JHONALYN BAYANI
56 BANTAYAN, ROSALIE DUBOUZET
57 BANTOG, DYMPHNA CRISOSTOMO
58 BARGO, ATELA ELLIANA ESTOCADA
59 BARNACHEA, KRISTINE GISELLE ABAT
60 BARRETTO, RIZZA ILARDE
61 BARTOLOME, JUDELYN FUERTE
62 BATOBALONOS, SHEENA MAE DELIMA
63 BAUTISTA, FLORINDA ROBES
64 BAYSA, MARK LOUIE RIVERA
65 BAZAR, PRINCESS ANISAH ANGINTAOPAN
66 BELENA, ANNRUZZEN PANALIGAN
67 BENOSA, RANDY RIVERA
68 BERNARDO, HERMINIA HECITA
69 BINONDO, RACHEL JABAJAB
70 BOADO, RACHAEL PAJARON
71 BONETE, TOSHILA MARIE
72 BONIFACIO, RAYMOND BELOY
73 BORREO, MENCHIE PRADILLADA
74 BOTAWAN, OMILHAYA SULOG
75 BRUAN, JENAI ESPIRITU
76 BUCU, SHERYL ANN MAMUYAC
77 BUDA, ANTONETTE TUMAYAN
78 BUENAVENTURA, MA ALNA MAGCAMIT
79 BUGARIN, CHERELIE DIOLA
80 BURAQUIT, PAUL JOHN HOYLA
81 BUTALID, FRETZE GEROBIESE
82 CABALES, ARISSA ASUNCION
83 CABASOY, MAYBELLE LUMIKED
84 CABINGABANG, JOYLYN TORRES
85 CABRERA, KRISTIE ANNE IGARTA
86 CABRITO, CAMILLE ANGELA CALICA
87 CABUGOY, FRANCIS GAMEZ
88 CADORNA, JAN MICHAEL BROWN
89 CALAMA-AN, MICHAEL MADERA
90 CALLITONG, JAMES VILLANUEVA
91 CALPO, ATHENA GRACE DALUDADO
92 CALTINO, JESSICA DIAWAN
93 CALUPE, MANELLE ANN BALUYUT
94 CAMBIL, EDELIZA TANCOGO
95 CAMO, KHEY MOJARES
96 CARA, ANNA MAE DAJAC
97 CARAGAY, DALIA DANIPOG
98 CARANDANG, MARY JOY MIRANO
99 CARINUGAN, REY JOHNINO ACHANZAR
100 CARTAGO, PEDRO KENEATH JARINGA
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 3 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
101 CASTILLO, RHODA AGUSTIN
102 CASTRO, DERRICK NG
103 CATALLA, IVY SISTOSO
104 CATOLICO, RACIEN ANNE BELTRAN
105 CATUGAL, MAIZIE ABAO
106 CAYA, LESLIE MAE INCIONG
107 CAÑETE, JONALYN JUAN
108 CEBRITAS, RALPH NIKKO DIONIO
109 COLINA, JOLLIBEE MANZANARES
110 COLOMA, ROSELYN MAE SALEM
111 COLUMNAS, HANNA GILDA RENTUTAR
112 COMIA, LUDELYN BAUTISTA
113 CONALES, CHINDY GORECHO
114 CONCEPCION, JOY LACSON
115 CONSTANTINO, GELLIENE JADE GUIÑEZ
116 COPIAN, ELAINE GRACE MARINO
117 CORDERO, IRA JADE MANA-AY
118 CORTEZ, MARIE FRANCE AGAPITO
119 CRISTOBAL, CLEO FERRER
120 CRUZ, FATIMA ESMERALDA REYES
121 CRUZ, FLORIDA ANNE VICENTE
122 CRUZ, HEIDI TAN
123 CRUZ, JACQUELYN ELAINE MARTIN
124 CRUZ, LADYLYN DELA CRUZ
125 CRUZ, MA ANA LUNA MATIBAG
126 CRUZ, PAUL YVES GARCES
127 CRUZADA, MICHELLE ANNE LARIRIT
128 CUBE, JERICO PRIMO
129 CUENCA, IRISH ANNE TRASADAS
130 CUEVAS, CANDICE GRACE TAN
131 CUIZON, EARLYNNE GIZELLE MONTEAGUDO
132 CUYACOT, FRETZIE COLEEN ANN ESTREMOS
133 DADECAO, MARY JOAN BAGSANGI
134 DADUYO, JETHREW EDJOC
135 DALALO, QUEENEE PUBLICO
136 DANGANAN, KRISTINE DAVID
137 DAOANG, LEONARD BALINO
138 DE CAFE, MARY GRACE PEROCHO
139 DE CASTRO, EDDIE JR JAVIER
140 DE CASTRO, ZYRA JAVIER
141 DE GALA, NORALYN DEL PILAR
142 DE LA TORRE, JUAN CARLOS SARITA
143 DE LEON, MICHELLE MORALDE
144 DEBOSORA, AMY OSORIO
145 DECORO, JUN BERNARD PARINAS
146 DELA ROSA, CHARISSE ANGELA TANIZA
147 DELOS SANTOS, JHELLY NACENO
148 DELOS SANTOS, RANETH DEL ROSARIO
149 DIAMANTE, DAWN BEATRIZ CO
150 DIAZ, JADA BIANCA GIRAY
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 4 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
151 DICEN, DENNY TIMOTHY CALIGAN
152 DIZON, TERENN ROSE SALONGA
153 DOCTOLERO, GENEETHAN WILCEL ANAYA
154 DULDULAO, BONNIE AILEEN REYES
155 DULTRA, FAITH SARMIENTO
156 DUQUE, MARIA JULIE DIANNE CATILOGO
157 DY, BARBARA LAUREN CABEL
158 DY, JOANA MAE KIMANHAN
159 DY, JOSEPHINE JARDINE MAYORALGO
160 DY, RYAN RAY SOSUAN
161 EBING, MYRNAHAR ABIL
162 EBONG, ALMERA NAWAL
163 EGANG, RAYMUND NEIL ROMARATE
164 ENAD, ALEEZA MARTINEZ
165 ENOPIA, EMYLENE BARRER
166 ESMERINGA, VIVIEN JOY GALAPON
167 ESPEJO, ANA LORMELLA PAGULAYAN
168 ESPONILLA, KRISSA JOY GERVACIO
169 ESTABAYA, MARY JANE AME
170 ESTAVILLO, DESIREE GREGORIO
171 ESTELLA, RALPH JUDGE LABRUSCA
172 EUCARIZA, NIÑA MARIE DIONISIO
173 EVALAROZA, THESSA FAYE ABAN
174 EVANGELISTA, MARIA AYRA BAUTISTA
175 FAJARDO, CATHERINE RAYMUNDO
176 FAJARDO, LOVELY ANNT PELAYO
177 FAJARDO, NESHLYN REÑA
178 FALCULAN, DIANE FONDEVILLA
179 FANO, JO ANN LAZARTE
180 FELICIANO, CECILE GALLARDO
181 FERNANDEZ, NICOLE VICTORIA SARMIENTO
182 FILIPINO, JAN MICHAEL PONTANAR
183 FOYAGAN, JANICE FIAYONGAN
184 GABRIEL, IMEE UNGRIA
185 GAGANTE, ANNA MARIE PUGA
186 GALANG, HAZEL NABONG
187 GALICIA, PIA CECILIA LEONARDO
188 GALVEZ, KENNETH LARGO
189 GAMPONG, FAHD PELAEZ
190 GAMUS, NOVELIZA PETILUNA
191 GANOZA, MICHELLE LACABA
192 GAPASIN, MARY ROMYN VALDEZ
193 GARMAY, TRECIA MAY GAGANTE
194 GATBONTON, FRANCIS SAGUM
195 GERVACIO, FRANCIS MELBERT AMBE
196 GICALE, ARIANE DIÑO
197 GILBERT, RACHAEL COSTALES
198 GILLESANIA, CLEOFE SALMEO
199 GO, DAVID LLOYD RAMOS
200 GOCELA, JANESSA MAE ANDOY
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 5 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
201 GONZALES, GARRI MIKHAIL NOCON
202 GONZALES, JENNA SUDIACAL
203 GONZALES, MARA MICHELLE CUERDA
204 GOZA, NEIL SHERWIN MACASPAC
205 GRAVADOR, GRACE ALCALA
206 GUATNO, JENNY DANAO
207 GUDOY, EMELIE DAMO
208 GUEVARA, GEENA FRANSESCA GONZALES
209 GUIANG, DONALYN GAOIRAN
210 GUINGUING, JANICE TRINIDAD
211 GUIRITAN, EMMY LOUISE SECUYA
212 GUISON, BARBARA RELUCIO
213 GUMERA, EMILY HINO-O
214 GUTIERREZ, DOUCETTEE ARDANIEL
215 GUZMAN, ROSE ANN GAOIRAN
216 HADJI FAISAL, HADJA BADARIAH BAHAUDDIN
217 HADJIRUL, AR-DILYN TABUDDIN
218 HAMING, NURAIDA JUHURI
219 HAPAS, SHADA TADUS
220 HERMOSILLA, ADA LYNN GOMEZ
221 HERRERA, STEPHANIE LYNN NG
222 IBARRA, JACKELYN BUHOY
223 IKAN, MARIANNE ALARCA
224 ILANO, KATHERINE FRANCISCO
225 IMPERIAL, RAY RANDOLPH REYES
226 INDAC, MERCURY LEYSON
227 INOT, IVAN KURT CAMBANGAY
228 ISMAEL, ABDEL AZZEM ISMAEL
229 JACABAN, KRISTIANNE JOY GARVIDA
230 JAMO, MARY EMMALYN TUBO
231 JASTILLANO, CYNDIE DILAG
232 JAVIER, DIANNE BEVERLY GEVAÑA
233 JAYONA, DANIELE JESSICA DIZON
234 JIMENEZ, MA RAISSA DELA CUEVA
235 JOHASAN, WALDEMAR BOBON
236 JUANILLO, JENNIFER CACERES
237 JUHAN, SHEHERADA JUHAN
238 JUHURIE, NURHAMIDA AMERHASAN
239 JUMANGIT, ROSA VIENNA QUISADO
240 KUA, SHAWN BENEDICT TAN
241 LA VICTORIA, CINDY GRACE MARTALLA
242 LABIDON, JOHN KNELSON SAGUN
243 LABINDAO, MARIA LULUBELL SORIANO
244 LABOG, MAYA ELLAINE SELDA
245 LADIGNON, ETHEL ANDREA CRUZ
246 LALAMONAN, JUVELYN PATPAT
247 LATO, STEPHANIE MARIE BERDIN
248 LAURENTE, MARIBETH REPOLLO
249 LAURENTE, RIA ALINE TE
250 LEGASPI, HANNAH JOY DE VERA
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 6 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
251 LEGASPI, MARY DAWN ALBACIETE
252 LIBETARIO, FEROLEDGN MERCADO
253 LIM, RICHARD UY
254 LIM, SARAH JANE CHU
255 LIM, SHERWIN JOHN CRUZ
256 LINGCONG, JECKALENE AMPARO
257 LIPANA, MARIANE FLORENCE DELA FUENTE
258 LLAMASARES, ELAINE ROBLES
259 LO, JACKY BRILLANTES
260 LOMPERO, JACELLE BELZA
261 LOPEZ, BERVERLY ALMONTE
262 LORCA, MARK ROMULUS FLORES
263 LOVETE, NELMORE HIZOLA
264 LUA, SHARLEEN ANG
265 LUALHATI, JEAN SEDEÑO
266 LUMBAYON, LEZIEL LUMANTA
267 LUMOGDANG, LESTER LOUIE MONTEMAYOR
268 LUNA, TONI ANN MARIE SUPLICO
269 MAANO, REYNA CABACTULAN
270 MACABUHAY, KATRINA BLANCA MARBELLA
271 MACADANG, ALVIN JAMES BELTRAN
272 MACALISANG, MA AURALYNN VIRTUDEZ
273 MADRIAGA, MARIA AURORA AQUINO
274 MAGABILIN, CRISTY NEBAB
275 MAGLAYA, LAURENCE ARNIEL BALTAZAR
276 MAGNO, MARYLANE MENDOZA
277 MALAZZAB, SHARABELLE BALANAY
278 MALICSE, ANGELEINE JOYCE DOTE
279 MAMALAYAN, JESA MAY BORILLO
280 MAMAYANDUG, ASLEAH MARIGA
281 MANANGAN, ELIZA GUNDAYAO
282 MANAYAN, MARY-ANN ANTONIO
283 MANDADO, SHERYL BONTIA
284 MANGAHAS, LIACA CANTACO
285 MANGAHAS, VILMA SANCHEZ
286 MANGLO, JENNIFER PAGASPAS
287 MANIBOG, ALBERT ALBERTO
288 MANUEL, ILKA BIANCA SAMERA
289 MANUEL, RAQUEL GATBONTON
290 MARALIT, GAZELLE ANNE PARAFINA
291 MARASIGAN, DAWN GRACE BISCOCHO
292 MARAÑON, ARLENE DIMZON
293 MARCELINO, RONALYNE DAMIANO
294 MARTINEZ, MARINA GUMILID
295 MARTINEZ, ROENA AMBROSIO
296 MATIAS, MAY JENNIFFER FRAC
297 MAÑUGO, KARL ALBA
298 MEDER, MARIA GLADYS ASPIRAS
299 MEJIA, BERNICE MAY BUCAO
300 MEJIA, MARK STEPHEN TIONGSON
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 7 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
301 MENDEZ, RUTH GUINTO
302 MENDOZA, JELLIE MARIE CARITOS
303 MENOR, KAREN PAHISAN
304 MERCADO, MA ZAIDIE PAHUTAN
305 MESA, JOCEL CUNA
306 MESANO, JULIE ANN MANGARING
307 MILLARES, JAYLORD FREMISTA
308 MINA, MAURINE SILAO
309 MIRANDA, DARYL SHAYNE DIÑOSO
310 MIRANDA, IVON ESTILLER
311 MOHAMMAD, NURHAIMEN MAUYAG
312 MOJENO, OLIVER LAYSON
313 MONTECALVO, MARIVIC DAAN
314 MONTILLA, RYFELL DAGALEA
315 MORADA, MARIANNE DAMASCO
316 MORADA, NIKKI GELUA
317 MORALES, JAN VINCENT ENCARNACION
318 NACION, JERRY JR GANIR
319 NARIT, MARY GRACE DESVARRO
320 NEBAB, LEAH OMNES
321 NEM, MARIA DYNA CORTUNA
322 NG, JANELL LOUISE CO
323 NGO, LEI ANN BRIOSO
324 NIONES, GENALYN SANCHEZ
325 NIÑO, CINDERELLA VERGARA
326 NUEZCA, MARY ROE VERONICA MIJARES
327 NUÑAL, TIFFANY MAY PAMARAN
328 OCAMPO, MA CORAZON STELLA HUGO
329 OCBEÑA, ANGELICA TIO
330 OCHIDA, MICHELLE SORESO
331 OCRAY, IAN ALTAR
332 OJADAS, DOMINIQUE RENDOR
333 OLANGCO, LEIAN YANGAT
334 ORANDA, LYRA MAY SUMBILLO
335 ORIÑA, ANN VICTORIA DACANAY
336 ORONICO, ANN MARGARETTE SAN JUAN
337 ORTEGA, CARMINA VALDEZ
338 ORTEGA, LEO JAMES SULLANO
339 PADOJINOG, RICHIE BARCENILLA
340 PADRELANAN, ANA LOU JOSOL
341 PADUA, LONIE JANE BERSABAL
342 PAGCU, GERALD VALENCIA
343 PAGSANJAN, GELLY FAJARDO
344 PALAD, TRICIA ANGELA SAN JUAN
345 PALISPIS, KATRIZ MAE CASTRO
346 PANDAY, SUZETTE PING-AY
347 PANGANIBAN, MARIA GEA PORTES
348 PANGANIBAN, MARICARISSA FE TUNAY
349 PANNIG, LUCKY VANESSA VILLARICA
350 PARAISO, WEST KRISTIAN DIZON
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 8 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
351 PASCUA, GIGI ELAINE RAMORAN
352 PASCUA, IRELENE IRANG
353 PASCUAL, GRAZIEL JOSE
354 PASIA, JOSEPH BENJAMIN TORRES
355 PASIAN, PERZIVAL INCIONG
356 PASOL, LIEZEL JOY
357 PASTURAN, LOLETTE ARTIAGA
358 PATRICIO, FILYNSKI GAGELONIA
359 PAYUMO, CLAUDIA VIRAY
360 PELIGRO, JOEL VINCENT ALABA
361 PENALES, FLORISA PABLO
362 PENINSULA, JOAN ROSE DUALLO
363 PENPILLO, LADY LARK GARZON
364 PEREZ, JANETTE RAMOS
365 PERJES, RUTH ANN MA-ALAT
366 PERNITES, RODA BORONG
367 PEÑAS, ALEAN XELA UY
368 PIMENTEL, IVANE MALIMBAN
369 PINILI, WILFREDO EUMAGUE
370 POLICARPIO, JULIE ANN BAJAMUNDE
371 POLICARPIO, MARILYN SAN DIEGO
372 POLINAR, BEVERLY JANE MACABUDBUD
373 PORQUEZ, JOSE BERNARDO BARANDA
374 PORTES, CHRESYL ANN PABELLOSA
375 PORTIGO, KRISTINE MAY SAMULDE
376 PRADA, ROSALINDA MIA BATALLER
377 QUIMSON, MA ANGELIKA DAQUIOAG
378 QUINA, FLORDELIZA PERDIDO
379 QUINTAL, SHARON ROSE PONTERAS
380 QUINTO, TYLAN ROLL GALICIA
381 QUITA, ALKAIDE DE GUZMAN
382 RAGUNJAN, HELIDA XYZA VELICARIA
383 RAMIREZ, ANGELINE DE JESUS
384 RAMIREZ, GENALYN MACASAYA
385 RAMOS, ARNESS MONA REIANNE DIZON
386 RAMOS, MAELYN BATUGO
387 RAMOS, NOMERINA ALEGRE
388 RAMOS, QUEENIE ROSE JARA
389 RAPADAS, ADRIAN AMORES
390 REMOROZA, MONICA BANTOC
391 REPOLLO, ELIZABETH FAJAMOLIN
392 REYES, MARIA CONSUELO FELICITAS
393 ROBIS, JOAN MONICA GIRAY
394 ROCAFOR, CINDY CHAN
395 ROCAMORA, RITCHIE RIVERA
396 RODRIGUEZ, MAY ANNE BERNALDO
397 RODRIGUEZ, ROSEMARIE SILVA
398 ROJAS, ISAH DE TOMAS
399 ROLANDO, STEPHANIE PABALAN LIM
400 ROQUE, SHIELA MARIE SANTOS
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 9 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
401 ROSAMIRAN, KATRINA LOURDES BATOON
402 ROSLIN, LYSSANE AIRISH ALARCOS
403 ROXAS, IVY CRYSTALYN PITOGO
404 RUFINO, LEAMAE GARCIA
405 RUIZ, JOHN MICHAEL MAGPANTAY
406 SACEDOR, EMMIELYN JOY JASMIN
407 SACUEZA, APRIL MAY BOQUIRON
408 SAGARIO, CHANDY PABALINAS
409 SALMORIN, JACQUELINE GALIETES
410 SAN JOSE, SHERWIN SANTIAGO
411 SANCHEZ, SHERYL DE VERA
412 SANDOVAL, PARALUMAN BESIN
413 SANTILLANA, JANICE BAGARINAO
414 SANTOS, CHRISTINE JOY CABRERA
415 SANTOS, JHALANIE GUANSING
416 SANTOS, MERLINDA CRISOSTOMO
417 SANTOS, RIZZI MAE SANTIAGO
418 SARNO, JUMNA ANTICAMARA
419 SENEN, FROILAN AMILHAMJA
420 SERVIDAD, DHERVEY SORINGA
421 SIADTO, JANICE SISON
422 SIARZA, FELYFLOR PATA
423 SILVA, MARIBEL MENDOZA
424 SIM, ELVIE BULASAO
425 SINLAO, WILVEN ANGELES
426 SIOSON, NORMAN JOHN JOSE
427 SMITH, GLEND VILLEGAS
428 SO, PHOEBE BERDINE TIU
429 SOBREDO, KATHYRINE SUELO
430 SOCORIN, DIXIE BLAIR MAXIMO
431 SORIA, EMIE GRACE FORTEZA
432 SORIANO, PRAISE FLORES
433 SOTTO, RACHELLE ARCIAGA
434 STO TOMAS, JINGKIE ANCHETA
435 SUBANG, KAREN MAE ROBANTES
436 SUGURAN, JESTONI SIEGA
437 SULIT, RIO JANE MATIAS
438 SUMAYDENG, KARAH TADLANGAN
439 SUMULONG, REEVA ANN LASIN
440 TAHADLANGIT, PATRICIA MARIE PEREZ
441 TALUYO, ARLYN EBUE
442 TAM, ELENA JEAN OYANGUREN
443 TAMAYO, BERNADETTE ANCHETA
444 TAN, BERNHARD ARRIS LIAM
445 TAN, MARY HAZEL BALANGAAN
446 TAN, NOVA BERNABE
447 TAN CHAN, DENEVIEVE MELLIZA
448 TANDOG, KRISTIAN VINCENT DRILON
449 TANGON, JEROME RICOHERMOSO
450 TANSY, AILEEN LESLIE JACINTO
Roll of Successful Examinees in the
PHARMACIST LICENSURE EXAMINATION
Held on JANUARY 26 & 27, 2010 Page: 10 of 10
Released on JANUARY 29, 2010
Seq. No. N a m e
451 TAROG, JOY RACHELLE ANN DOLLENTAS
452 TAVERA, MELJEVA BULACLAC
453 TIGOY, GLENN POLINAR
454 TING, NIEVA PORTIA PANDACAN
455 TO, VANESSA JANE DELA PEÑA
456 TOLENTINO, LORNA BALILA
457 TOSTON, LIEZEL SUETE
458 TUBIG, JHOANNE MALONZO
459 TUMBALI, JESSICA CANILAO
460 UMBLERO, APRIL LAIRE MAMON
461 URREA, RONABEL ATAO
462 UY, ANJEANETTE SETENTA
463 UY, NIÑA MARIE ANTOINETTE ELBIÑA
464 UY, REA JOYCE MIRANO
465 VALENCIA, MAE IMPELIDO
466 VENCILAO, EFENILL MAZ COSTELO
467 VENDICACION, RUBY ANN ABEN
468 VERDEFLOR, JOANA MARIE EPRES
469 VERDEJOLO, DAYLIN BORNALES
470 VERGARA, PATRICK EMMERSON TAN
471 VICENTE, ELIAS JR LUMBAY
472 VICTORIO, KATRINA ZAPANTA
473 VIERNES, LOVELYN BALDONADO
474 VILLAMAYOR, SANDRA ELAINE FORTUNADO
475 VILLANUEVA, ESVILLA DANICA ESPIRITU
476 VILLANUEVA, RHEA XYZA AGUILAR
477 VILORIA, JOANNE DALUMAY
478 VIRTUCIO, CHEVY PEARL DIVINAGRACIA
479 VITALIZ, MAUREEN ANN VALDEZ
480 YADAO, LIZADEL TUGAOEN
481 YANA, PAUL SAMUEL ALBA
NOTHING FOLLOWS----------------------
Manila, Philippines
JANUARY 29, 2010
RECOMMENDING APPROVAL:
(orig. signed)
REYNALDO MAXLITO H. UMALI
Chairman
Board of Pharmacy
APPROVED:
(orig. signed)
NICOLAS P. LAPEÑA, JR.
ChairmanHING FOLLOWS----------------------
Subscribe to:
Posts (Atom)