The cogrinding technique is one of most effective methods for improving the dissolution of poorly water soluble drugs and it is superior to other approaches from an economical as well as an environmental stand point, as the technique does not require any toxic organic solvents.Present work explores the role of D-glucosamine HCl (GL) as a potential excipient to improve dissolution of a low melting point drug, ibuprofen (Ibu), using physical mixtures and coground formulations. The dissolution of the poorly soluble drug has been improved by changing the ratio of Ibu:GL and also grinding time. The results also showed that although GL can enhance the solubility of Ibu, it also reduces pH around the Ibu particles which led to poor dissolution performance when the concentration of GL is high. The effect of GL on the solubility of Ibu could be misleading if the pH of the final solution was not measured.Grinding reduced the particle size of GL significantly but in case of Ibu it was less effective.Solid state analysis (XRPD, DSC and FT-IR) showed that ibuprofen is stable under grinding conditions, but the presence of high concentration of GL in samples subjected to high grinding times caused changes in FT-IR spectrum of Ibu which could be due to intermolecular hydrogen bond or esterification between the carboxylic acid group in the ibuprofen and hydroxyl group in the GL.

Consumer education is an important EU and United Nations priority. In most countries’ formal education systems, it is not a single discipline in its own right, but a cross‐curricular subject involving many areas of the school curriculum. Adult consumers are expected to be critical and informed consumers but may not know how to acquire the appropriate skills. The formal school system in many countries has failed to deliver these skills and values and adults need consumer education through both formal and informal means. With increasingly varied societies consumer education will help to produce active socially responsible citizens and citizenship is an essential element of the delivery of consumer education to adults. It is particularly important that consumer education should reach the vulnerable groups in society. Increasing globalisation and business power necessitate ethical and sustainable business practices; an informed, educated and empowered consumer will strengthen the market place to the benefit of both consumers and business. Unlike school education, adult education across Europe is fragmented     with     a     mixture     of     formal     education,     including training for vocational qualifications, continuing and community education,   and   informal   education,   an   essential   contributor   to life‐long   learning   delivered   through   media,   women's   groups, consumer groups and many other large and small organisations. The     issues     have     been     addressed     by     the     EU     Socrates supported     CEA     (Consumer     Education     for     Adults)     project which     has     10     partners     from     7     European     countries     drawn from non‐government organisations, teacher training and adult education institutions, universities and research institutes. The project   has   produced   a   training   manual   for   adult   consumer education, a training module, piloted in Vienna, which includes a handbook of teaching materials and a video, and has initiated a dialogue between consumers, consumer educators, business and producers.

Consumer education in Latvia is in the early stages of development and should be seen in the context of the rapidly changing society in the post‐Soviet era and the increasing influence of the marketplace, and Latvia's position as a new accession   country. The   Latvia   University   of   Agriculture   is in the process of developing an adult consumer education programme. A comparative study between the UK and Latvia was designed to test the hypothesis that many adult consumers lack knowledge and understanding of their consumer rights and responsibilities. A sample of adults in both countries completed a consumer rights questionnaire investigating attitude, knowledge and critical thinking ability. The UK questionnaire was modified, taking into account the different consumer environment in the two countries, to compare the need for adult consumer education in Latvia and the United Kingdom. In the United Kingdom results showed that the group overall were not confident that they knew enough about consumer rights and legislation or to resolve consumer problems and were unsure about their consumer responsibilities. Levels of knowledge were poor, leaving adults vulnerable to exploitation in the marketplace, uninformed about their responsibilities to voice dissatisfaction about goods and services, and unaware of how their consumer behaviour can affect the wider community. Adult participants in Latvia thought that they lacked education in consumer legal rights and responsibilities and did not have the necessary skills, knowledge and understanding to manage consumer problems effectively. Results in both countries indicate that adult consumer education is needed, supplemented by a comprehensive package of adult consumer education. Despite the cultural differences between the two countries, the analysis showed that similar adult consumer skills and attitudes were needed. This joint research has shown that this methodology could be used to determine adult consumer and life‐long consumer education needs in other European countries and internationally.