A Project work of Business Studies On Various Level Of Management Essa

A Project work of Business Studies On Various Level Of Management Essa National College of Computer Studies Paknajol, Kathmandu A Project work of Business Studies On Different Level Of Management Put together by: Submitted to: Mr. Aashish Regmi Evaluation: XII L Lecturer Enlistment no. :NCCSHSS3672 Business Studies Suggestion This is to guarantee that the undertaking report Put together by Entitled Different Level of Management Has been set up as affirmed for by this office. This field task is sent for assessment. Mr. Aashish Regmi, Mrs. Anuradha Chaudhary, Speaker HOD Business considers Business contemplates Mr. Shiva Krishna Dangol Program Coordinator Catalog Asmita Books Publisher and Distributer(P)Ltd. Bing.com http://google.com ABBERVIATION HOD Head Of Department Fig. Figure No. Number S. No Serial Number W.W.W World Wide Web Affirmation I accept this open door to recognize my sincere appreciation to my manager Mr. Aashish Regmi for his important direction, steady support and motivation at each phase in my examination work .It is no distortion to state without his direction, proposals and co-activity this investigation would not have the shape it has. My earnest thanks and appreciation to the Head of Department Mrs. Anuradha Chaudhari .I likewise express my extraordinary gratitude to Mr. Shiva Krishna Dangol , the program co-ordinator. Over the entirety of my uncommon notice to our school National College of Computer Science. MANISH MAHARJAN Rundown of Figure Fig. NoTitlePage no 1.1Managerial Level2 2.1Hierarchy In Kathmandu Nursing College7 List of chapters Content page no. COVERPAGE Proposal Affirmation Shortened form Rundown OF FIGURE 1. Presentation 1-6 1.1 Background of the examination 1 1.2 Statement of the difficult 4 1.3 Objectives of the examination 4 1.4 Significance of the investigation 5 1.5 constraints of the investigation 5 1.6 Research and Methodology 5 1.7 Organization of study 6 2. Information PRESENTATION AND ANALYSIS 7-11 2.1 Hierarchy In Kathmandu Nursing College 7 2.2 Function of different degree of the board in Kathmandu Nursing College 8 2.3 Introduction to the human asset as indicated by progressive system 9 3. Synopsis, CONCLUSION AND RECOMMENDATION 12-13 3.1 Summary 12 3.2 Conclusion 12 3.3 Recommendation and end 13 List of sources Reference section Reference section

Identification of Gram negative bacteria using biochemical tests, including API The WritePass Journal

Recognizable proof of Gram negative microbes utilizing biochemical tests, including API Unique Recognizable proof of Gram negative microbes utilizing biochemical tests, including API AbstractIntroductionMethodConclusionReferencesRelated Unique Four unadulterated, unidentified societies of (gram positive cocci) microscopic organisms, marked A-D were refined on different agar media. Likewise an API test was reenacted to recognize another unidentified bacterium. Distinguishing proof of microscopic organisms is significant while picking a powerful treatment for a microbial-causing ailment. This trial concentrated on the social and biochemical attributes of microscopic organisms in help of distinguishing proof. Under aseptic conditions, every one of the four unidentified bacterium were refined utilizing the bile aesculin, manitol salt and the blood agar plates gave. These were then brooded for longer than a week and afterward watched. A catalase and Voges-proskauer were likewise completed to check the personality of the 4 strains of microscopic organisms. Microscopic organisms that delivered air rises in the catalase test (as oxygen is one of the items shaped, within the sight of the chemical catalase) and a red shading change for the Voges-proskauer (microbes can create a compound called acetylmethylcarbinol), both characteristic of a positive outcome. For effortlessness, the end societies were contrasted and a table of results gave in the analysis to affirm the personality of Enterococcus faecalis, Micrococcus luteus, Staphylococcus aureus and Streptococcus pyogenes microbes. The principal culture handily distinguished as Streptococcus pyogenes  produced a noticeable ÃŽ ²-haemolysis on blood agar; with a conspicuous clear zone around the settlements and was likewise incapable to develop on manitol salt agar. Different strains were then decided from the different biochemical tests, as all bacterium have specific qualities that recognize them from other genera. The bacterium utilized in the API was recognized as Staphlyococcus. aureus, by utilization of a distinguishing proof table, gave by the producer of the API. Anyway in a typical setting different tests would need to be directed to close the variet y and types of the microscopic organisms. Presentation Gram positive and gram negative microscopic organisms have an unbending cell divider called peptidoglycan and this can be utilized to recognize the two gatherings. Gram positive microorganisms have an extremely thick external layer of peptidoglycan. They likewise have the lipopolysaccharide layer missing. (Madigan et al., 2009) Gram positive microscopic organisms normally seem purple and gram negative microbes can be red to pink in shading with the utilization of gram recoloring. (Madigan et al., 2009) When built up the way that the bacterium have a place with gram positive gathering, the Dichotomous Key of Gram Positive microbes can be utilized to separate microorganisms by utilization of different biochemical tests. (Willey et al. 2008) The segregation and distinguishing proof of microorganisms is a fundamental demonstrative apparatus in microbiology, particularly researching pathogenic microscopic organisms that cause irresistible illnesses. The clinician and microbiologist cooperate in this recognizable proof procedure. (Willey et al. 2008) Samples from the associated tainted zone with a patient can be removed and developed aseptically on agar medium to stay away from pollution; these blended societies are then isolated to create single settlements of a family bacterium. The state of the microbes can be controlled by microscopy (utilizing gram recoloring or other recoloring procedures for corrosive quick microorganisms), and refined of the microbes on different media †specific, differential and certain trademark (metabolic) media. (Willey et al. 2008) Selective media just permit certain microscopic organisms to develop, while differential media are utilized to recognize microorganisms from others, within the sight of some type of color or pointer. (Madigan et al., 2009)â It is additionally essential to take note of the conditions microbes can develop in, as some may endure the nearness of oxygen (aerobes) while others won't (anaerobes). The nearness of explicit proteins empowers oxygen consuming microbes to develop, while anaerobic microorganisms can't. (Madigan et al., 2009)â Voges-Proskauer tests recognize microbes that can deliver aging, particularly when they can't breathe vigorously. (Willey et al. 2008) At the point when microscopy and refined techniques alone are not satisfactory enough to distinguish an animal groups, explicit biochemical tests are done. These tests are utilized to dispose of the quantity of potential pathogens causing the disease being referred to; by contrasting the unidentified pathogen and the realized metabolic attributes put away on PC databases. (Madigan et al., 2009) These may incorporate testing for items the bacterium may deliver (because of a nearness of explicit compound/s) or even their capacity to develop on either particular or differential media or a blend of the two. Anyway some require further insightful tests to distinguish the microorganisms. (Madigan et al., 2009)â â A model is the coagulase test, which separates S.aureus from S.epidermidis, coagulase can cluster plasma. (Willey et al. 2008)  Once the microscopic organisms have been distinguished, anti-microbial affectability tests (defenselessness tests) might be acted so as to figure ou t which anti-infection/s would be best in treating the ailment identified with the microorganism. (Willey et al. 2008) The capacity of microorganisms to deliver catalase is a significant biochemical trademark, high-impact microscopic organisms can discharge explicit compounds this trademark can be controlled in distinguishing proof. (Madigan et al., 2009)â Aerobic microbes can kill hydrogen peroxide (that would somehow or another be poisonous to it) by changing over it to water and oxygen. Air pocket arrangement would demonstrate a positive aftereffect of this response occurring. (Greenwood et al., 2007) This test assists with recognizing streptococcus from staphylococcus. (Willey et al. 2008) Further progressively a few microscopic organisms may have the capacity of emitting different catalysts like superoxide dismutase and peroxidise. This relies upon the development conditions the microscopic organisms require, to kill free (unpaired) oxygen radicals that would somehow or another devastate the ordinary working of bacterial cells. These radicals are the consequence of oxygen being decreased in th e electron transport chain.â (Willey et al., 2008) Marker mode of blood agar (as a rule containing horse blood) is utilized for the haemolysis test to demonstrate if the bacterium delivers a particular poison (haemolysin) this is a typical harmfulness factor that pathogenic microbes have. A positive outcome shows the bacterium has this poison. (Willey et al. 2008)â The poison can lyse erythrocytes by framing pores in the cell surface, discharging its substance †hemoglobin and different particles. (Willey et al., 2008) This can be seen on blood-agar as a reasonable corona with no particular shading around the states, called ÃŽ ²-haemolysis. Fractional (ÃŽ ±) haemolysis leaves a slight green discolouration, as hydrogen peroxide oxidizes hemoglobin to methaemoglobin. (Greenwood et al., 2007) Bile aesculin agar is specific and differential, dark development on the way of life plate would demonstrate the capacity of the bacterium to hydrolyse aesculin and blend in with ferric citrate. (Mahon and Manuselis, 2000) The manitol salt agar is a case of particular media that just permits development of explicit microscopic organisms to develop, along these lines it very well may be utilized in biochemical tests. This is because of the high convergence of salt inside this medium, which restrains most microorganisms from developing. (Mahon and Manuselis, 2000) Quick recognizable proof of a microorganism can be dictated by the utilization of an API (Analytical Profile Index) or manual ‘kit’ (Willey et al. 2008)â â that contains 20 microtubules with dried out substrates, once vaccinated with microorganisms and left to brood; the different wells produce shading changes when reagents are included. These shading changes are identified with the metabolic qualities of explicit microorganisms that can be coordinated to a recognizable proof table. The utilization of current innovation empowers one to contemplate the genomic and antigenic structure of microorganisms and is along these lines helpful in recognizable proof. The utilization of PCR and electrophoresis can be utilized in Multilocus Sequence Typing (MLST) and genomic fingerprinting. (Willey et al. 2008)â â Also the different surface proteins particularly antigens can be distinguished for its connection with specific antibodies by immunofluorescence or agglutination procedure. This strategy may yield fast outcomes and streptococci related with sore throats can be distinguished along these lines; anyway these tests are not as exact as the refined procedures. (Champoux et al., 2004) New and increasingly precise innovations are being concentrated, for example, the utilization of Biosensors. (Willey et al., 2008) Staphylococci have a round shape (from the Greek word ‘kokkos’ meaning a berry.) these microorganisms structure bunches like grapes (got from the Greek word ‘staphule’) Staphylococci likewise have an ooze layer, and are essentially found on the outside of skin.(Heritage et al., 1999) These aerotolerant anaerobe can develop in either high-impact or anaerobic conditions. Despite the fact that Staphylococcus aureus is innocuous living on the outside of the skin, it can cause genuine disease like septicaemia when it enters open injuries. (Mandal et al., 1996) This bacterium can likewise turn into a shrewd pathogen, liable for plagues like MRSA because of opposition of the anti-microbial methicillin and developing protection from vancomycin. (Willey et al., 2008) A fast biochemical test called Staphaurex can likewise be utilized. (Willey et al., 2008) Streptococci are facultative anaerobes and don't frame any gas items, as they produce lactic corrosive maturation and will in this way catalase negative. (Willey et al., 2008)â The streptococcus genera spread a broad gathering of microorganisms †the cocci that are round fit as a fiddle and in this way positioned into 3 gatherings: pyogenic, oral and other (colon) str

Airplane boy strikes again

Airplane boy strikes again A guest entry by Adam The blogging machine that is Mollie is running low on material right now. [Editors note: Um, by which he means that I have a test tomorrow?] So I, the gallant boyfriend, am stepping in to write the much anticipated UROP explanation thing. In my three years at MIT, Ive worked as a UROP on two research projects. Freshman and sophomore year I worked in the Aerospace Controls Labratory (ACL) and currently Im working at the Charles Stark Draper Laboratory. As many of you might have supposed, based on my infatuation with remote controlled (r/c) airplanes, both of my UROPs center around the development of unmanned aerial vehicles (UAVs). Some background Ive grown up around aviation. Theres a picture of me taken on the day my parents brought me home from the hospital, and in that picture right next to the bed is a model rocket. My first rattle was airplane-shaped, and for every birthday/Christmas/Groundhog Day that I can recall, Ive received something that flies. I learned to fly r/c planes when I was 7, and I attended and competed in various r/c events through junior high and high school. By the time I got to MIT, it was pretty clear what course number was going to be on my registration forms. That being said, while I didnt lack passion when I arrived on campus freshman year, I did lack organization and planning skills. [Editors note: Past tense?] So while others were attending orientation programs on how to find a UROP, I was watching Cartoon Network and trying to score free food from various student groups. Luckily fate stepped in; during one of the first days of 18.01A I met Carl 07, a fellow airplane lover from Wisconsin. When it comes to administrative stuff Carls pretty much the anti-me, so he already had like four potential course 16 UROPs lined up. Intrigued by the potential to get paid to play with airplanes, I asked Carl how he got set up, and he directed me to the departments UROP office. A couple of emails later I had a UROP, working as a technician on a fleet of UAVs. The ACL project The project that I was assigned to was working on cooperative control between multiple UAVs. Basically the idea was to have several small UAVs work together to perform a task rather than relying on one larger vehicle to do it on its own. The focus of the project was on the software required to get the aircraft working together, and so much of the testing was done in the lab using simulated aircraft. Once the software was working we would actually flight test it using several UAVs. The UAVs were comercially available r/c planes that had been modified to incorporate the autopilots that would run the cooperative control software. This is where I came in. It was my job to make the necessary airframe modifications to accept the autopilots and associated hardware. Also when we went out to flight test, I served as the test pilot and took over control of the UAVs whenever something went wrong with the software (whitch it often did). The project was a lot of fun, particularly the flight testi ng, and it introduced me to a lot of the software that Im now using in my upper level aero/astro courses. I worked with this particular research group for two years, and while when I started I was pretty much just a mechanic, by the time I left I was making some real engineering descisions that affected the path of our research. The Draper project Note: I cant tell you many specifics about my Draper job because most of the information is proprietary, but heres an overview. Last summer I got a highly desirable internship at Draper Labs, an MIT-affiliated research institute, mostly due to recommendations from my advisor at the ACL. This research group was developing an autonomous air drop vehicle to deliver precision surveillance equipment to high-risk areas. Basically they wanted to throw a small helicopter out of a cargo plane flying at 30,000 ft that would then fly itself down to a target on the ground and drop off a little camera to check up on the bad guys (this checking up on the bad guys thing is a big theme in UAV research these days). Unlike my UROP at the ACL, I was working in a much smaller group (me, my advisor, and a grad student) and I was expected to contribute more and work with a fair amount of autonomy. This was very cool because I basically got to design and fabricate the drop vehicle on my own, but it was not so cool because when things went wrong there was no one else around to blame. I spent the majority of the summer designing, bui lding, testing, crashing and then redesigning. By the end of August I had created a working demonstration vehicle that met our sponsors specifications, and the coolest part was that I had designed every part of it myself. Based on my work from the summer, my advisor asked me to stay on the project through the school year. Currently were working on our second-generation vehicle and applying for more grant money, which I hope that we receive so Ill have a job for the summer. I wish I could show some of our flight test videos, but Id rather not go to prison. Questions by Mollie 1. Im glad everybody was reassured by hearing about the sources of help that are available to MIT students. I remember exactly how it felt to be a prefrosh I was all oh god, everybody at MIT is going to be smarter than me and Im going to fail and I AM SO SCARED. Pretty much everybody feels that way. (And actually, the people who dont feel that way are probably in for a somewhat rude awakening come next October if you come in prepared to be the most amazing #1 person at MIT, it can be kind of a shock when you realize youre not. So I think its better to be a little nervous, although I do promise youll all be fine!) 2. Kristin asked Do MIT students take placement tests at the beginning of freshman year? And what was the biggest academic challenge youve encountered at MIT? You will have to take a very short math diagnostic test over the summer, but it doesnt impact much if you do poorly, youll just be advised to take 8.01L, which is a more drawn-out version of physics. You finish the class over IAP rather than at finals time. Youre really pretty free to pick your own classes, although youll have quite a bit of help from formal events like the core blitz (where professors for each freshman class get up and give a short overview of the class and who ought to take it) and your freshman advisor, as well as informal sources like upperclassmen. If I had a dollar for every time Ive explained every nuance of every freshman class to a bunch of puzzled freshmen well, I think it would be enough for me and Adam to have a nice night out on the town. I suppose my most significant academic challenge was just first term freshman year I had never taken a physics class before, and I just didnt understand how to do physics problems. Plus, I was still dating my high school sweetheart, and spent several hours each night on the phone (not good for the study habits, mmkay?). I didnt know how to study, and I didnt get enough sleep, and I hadnt figured out yet that theres a correlation between, um, going to class and getting good grades. And I ended up getting 3 Cs (thank you benevolent deity for pass-no record!). I guess I sort of tell that story in a very flip way now, but at the time it was incredibly frustrating for me not to understand, and to keep doing very poorly on tests when I thought I had done my best. I failed three physics tests, two chemistry tests, and a calculus test that term. Thats a lot of failure for someone whos never failed before. But! I scraped together passing grades in all my classes (no thanks to my lack of stud ying for finals I went into the calc final without having even cracked a book), and everythings gotten easier since then. Strictly speaking, I dont think anythings gotten easier, I think Ive just gotten a hell of a lot better at doing it. 3. Lizzy asked, Have you ever used help in real life? Well, the time that Adam got sick during finals, I needed some help too. He had the flu, and I was trying to keep him hydrated and eating (Honey, are you sure you dont want another cracker? How about some applesauce?) and study for my own finals. Plus, I was trying to make sure he wasnt going to have to take his Unified finals, because he would have failed them. And when I get stressed out, I cry my eyes out, which is not really conducive to negotiating exam postponements. So I went to Bryan, our entrys graduate resident tutor, and Bryan contacted Dan, our dorms Residential Life Associate. Dan talked to our housemaster, whos a professor in Adams department, and he talked to Adams professor. To make things official, Adam had to go to the counseling deans and get an official excuse, but that was pretty much a formality by the time I finished bawling my eyes out to Dan. :) It was not a fun experience, but everyone involved was extraordinarily understanding and helpful. 4. Marta asked, I read that registration day occurs the day before our first day of class. Does this mean that we dont register for classes until that day? Or have I perhaps misread something? Im somewhat confused Upperclassmen at MIT do register on Registration Day, which is the day before the first day of classes. Freshmen actually register a few days before that when they meet with their freshman advisors. I know it sounds really crazy and hectic, but its not a huge deal class schedules come out a long time before that (next falls schedule will be available April 19), so you usually know what youre taking a long time before you officially turn in your registration sheet. MITs not a very big place, so there arent too many classes you have to worry about getting into just lotteried classes. The general procedure for upperclassman registration is as follows: Student picks classes from the catalogue, student meets with advisor on Reg Day to get approval to take those classes (largely a formality), student attends the first week of class and decides whether to add or drop certain classes. 5. Anonymous asked, Will graduate school or med school look at the gpa out of 5.0 or out of 4.0? I personally think it is fairer for the gpa to be looked at out of 5.0 since MIT is extremely tough. The system is out of 5.0. A=5, B=4, C=3, D=2, F=0. (I dont know what happened to the 1.) I always translate when Im talking to someone from another school unfortunately, its not possible to say I got a 4.5 at MIT and pretend that its only out of 4, because its not. On graduate and professional school applications, they will always ask for the scale used at your school, and you will dutifully select the Five-point scale option. Or else they will ask you to convert your GPA, and being the intelligent person that you are, you will dutifully convert it to a four-point scale. MIT is tough, and graduate school admissions personnel are completely aware of that fact. We dont need to artificially boost our GPAs to get into top graduate and professional schools.

Airplane boy strikes again

Airplane boy strikes again A guest entry by Adam The blogging machine that is Mollie is running low on material right now. [Editors note: Um, by which he means that I have a test tomorrow?] So I, the gallant boyfriend, am stepping in to write the much anticipated UROP explanation thing. In my three years at MIT, Ive worked as a UROP on two research projects. Freshman and sophomore year I worked in the Aerospace Controls Labratory (ACL) and currently Im working at the Charles Stark Draper Laboratory. As many of you might have supposed, based on my infatuation with remote controlled (r/c) airplanes, both of my UROPs center around the development of unmanned aerial vehicles (UAVs). Some background Ive grown up around aviation. Theres a picture of me taken on the day my parents brought me home from the hospital, and in that picture right next to the bed is a model rocket. My first rattle was airplane-shaped, and for every birthday/Christmas/Groundhog Day that I can recall, Ive received something that flies. I learned to fly r/c planes when I was 7, and I attended and competed in various r/c events through junior high and high school. By the time I got to MIT, it was pretty clear what course number was going to be on my registration forms. That being said, while I didnt lack passion when I arrived on campus freshman year, I did lack organization and planning skills. [Editors note: Past tense?] So while others were attending orientation programs on how to find a UROP, I was watching Cartoon Network and trying to score free food from various student groups. Luckily fate stepped in; during one of the first days of 18.01A I met Carl 07, a fellow airplane lover from Wisconsin. When it comes to administrative stuff Carls pretty much the anti-me, so he already had like four potential course 16 UROPs lined up. Intrigued by the potential to get paid to play with airplanes, I asked Carl how he got set up, and he directed me to the departments UROP office. A couple of emails later I had a UROP, working as a technician on a fleet of UAVs. The ACL project The project that I was assigned to was working on cooperative control between multiple UAVs. Basically the idea was to have several small UAVs work together to perform a task rather than relying on one larger vehicle to do it on its own. The focus of the project was on the software required to get the aircraft working together, and so much of the testing was done in the lab using simulated aircraft. Once the software was working we would actually flight test it using several UAVs. The UAVs were comercially available r/c planes that had been modified to incorporate the autopilots that would run the cooperative control software. This is where I came in. It was my job to make the necessary airframe modifications to accept the autopilots and associated hardware. Also when we went out to flight test, I served as the test pilot and took over control of the UAVs whenever something went wrong with the software (whitch it often did). The project was a lot of fun, particularly the flight testi ng, and it introduced me to a lot of the software that Im now using in my upper level aero/astro courses. I worked with this particular research group for two years, and while when I started I was pretty much just a mechanic, by the time I left I was making some real engineering descisions that affected the path of our research. The Draper project Note: I cant tell you many specifics about my Draper job because most of the information is proprietary, but heres an overview. Last summer I got a highly desirable internship at Draper Labs, an MIT-affiliated research institute, mostly due to recommendations from my advisor at the ACL. This research group was developing an autonomous air drop vehicle to deliver precision surveillance equipment to high-risk areas. Basically they wanted to throw a small helicopter out of a cargo plane flying at 30,000 ft that would then fly itself down to a target on the ground and drop off a little camera to check up on the bad guys (this checking up on the bad guys thing is a big theme in UAV research these days). Unlike my UROP at the ACL, I was working in a much smaller group (me, my advisor, and a grad student) and I was expected to contribute more and work with a fair amount of autonomy. This was very cool because I basically got to design and fabricate the drop vehicle on my own, but it was not so cool because when things went wrong there was no one else around to blame. I spent the majority of the summer designing, bui lding, testing, crashing and then redesigning. By the end of August I had created a working demonstration vehicle that met our sponsors specifications, and the coolest part was that I had designed every part of it myself. Based on my work from the summer, my advisor asked me to stay on the project through the school year. Currently were working on our second-generation vehicle and applying for more grant money, which I hope that we receive so Ill have a job for the summer. I wish I could show some of our flight test videos, but Id rather not go to prison. Questions by Mollie 1. Im glad everybody was reassured by hearing about the sources of help that are available to MIT students. I remember exactly how it felt to be a prefrosh I was all oh god, everybody at MIT is going to be smarter than me and Im going to fail and I AM SO SCARED. Pretty much everybody feels that way. (And actually, the people who dont feel that way are probably in for a somewhat rude awakening come next October if you come in prepared to be the most amazing #1 person at MIT, it can be kind of a shock when you realize youre not. So I think its better to be a little nervous, although I do promise youll all be fine!) 2. Kristin asked Do MIT students take placement tests at the beginning of freshman year? And what was the biggest academic challenge youve encountered at MIT? You will have to take a very short math diagnostic test over the summer, but it doesnt impact much if you do poorly, youll just be advised to take 8.01L, which is a more drawn-out version of physics. You finish the class over IAP rather than at finals time. Youre really pretty free to pick your own classes, although youll have quite a bit of help from formal events like the core blitz (where professors for each freshman class get up and give a short overview of the class and who ought to take it) and your freshman advisor, as well as informal sources like upperclassmen. If I had a dollar for every time Ive explained every nuance of every freshman class to a bunch of puzzled freshmen well, I think it would be enough for me and Adam to have a nice night out on the town. I suppose my most significant academic challenge was just first term freshman year I had never taken a physics class before, and I just didnt understand how to do physics problems. Plus, I was still dating my high school sweetheart, and spent several hours each night on the phone (not good for the study habits, mmkay?). I didnt know how to study, and I didnt get enough sleep, and I hadnt figured out yet that theres a correlation between, um, going to class and getting good grades. And I ended up getting 3 Cs (thank you benevolent deity for pass-no record!). I guess I sort of tell that story in a very flip way now, but at the time it was incredibly frustrating for me not to understand, and to keep doing very poorly on tests when I thought I had done my best. I failed three physics tests, two chemistry tests, and a calculus test that term. Thats a lot of failure for someone whos never failed before. But! I scraped together passing grades in all my classes (no thanks to my lack of stud ying for finals I went into the calc final without having even cracked a book), and everythings gotten easier since then. Strictly speaking, I dont think anythings gotten easier, I think Ive just gotten a hell of a lot better at doing it. 3. Lizzy asked, Have you ever used help in real life? Well, the time that Adam got sick during finals, I needed some help too. He had the flu, and I was trying to keep him hydrated and eating (Honey, are you sure you dont want another cracker? How about some applesauce?) and study for my own finals. Plus, I was trying to make sure he wasnt going to have to take his Unified finals, because he would have failed them. And when I get stressed out, I cry my eyes out, which is not really conducive to negotiating exam postponements. So I went to Bryan, our entrys graduate resident tutor, and Bryan contacted Dan, our dorms Residential Life Associate. Dan talked to our housemaster, whos a professor in Adams department, and he talked to Adams professor. To make things official, Adam had to go to the counseling deans and get an official excuse, but that was pretty much a formality by the time I finished bawling my eyes out to Dan. :) It was not a fun experience, but everyone involved was extraordinarily understanding and helpful. 4. Marta asked, I read that registration day occurs the day before our first day of class. Does this mean that we dont register for classes until that day? Or have I perhaps misread something? Im somewhat confused Upperclassmen at MIT do register on Registration Day, which is the day before the first day of classes. Freshmen actually register a few days before that when they meet with their freshman advisors. I know it sounds really crazy and hectic, but its not a huge deal class schedules come out a long time before that (next falls schedule will be available April 19), so you usually know what youre taking a long time before you officially turn in your registration sheet. MITs not a very big place, so there arent too many classes you have to worry about getting into just lotteried classes. The general procedure for upperclassman registration is as follows: Student picks classes from the catalogue, student meets with advisor on Reg Day to get approval to take those classes (largely a formality), student attends the first week of class and decides whether to add or drop certain classes. 5. Anonymous asked, Will graduate school or med school look at the gpa out of 5.0 or out of 4.0? I personally think it is fairer for the gpa to be looked at out of 5.0 since MIT is extremely tough. The system is out of 5.0. A=5, B=4, C=3, D=2, F=0. (I dont know what happened to the 1.) I always translate when Im talking to someone from another school unfortunately, its not possible to say I got a 4.5 at MIT and pretend that its only out of 4, because its not. On graduate and professional school applications, they will always ask for the scale used at your school, and you will dutifully select the Five-point scale option. Or else they will ask you to convert your GPA, and being the intelligent person that you are, you will dutifully convert it to a four-point scale. MIT is tough, and graduate school admissions personnel are completely aware of that fact. We dont need to artificially boost our GPAs to get into top graduate and professional schools.