Obstructive Sleep Apnea And Effects On Blood Pressure Essay

Continuous Positive Airway Pressure in Those with Obstructive Sleep Apnea and the Effects on Blood Pressure One issue faced daily in primary care is the incidence of hypertension. This disease impacts approximately 25% of the adult population in the world. Risk factors for hypertension include genetics, poor diet, obesity, sedentary lifestyle, and other disease processes. In addition, obstructive sleep apnea (OSA) has been recognized as an additional risk factor in the development of hypertension according to European and US guidelines (Pepin et al, 2014). According to Ohio State physicians Magalang and Valentine, (2015), there are possibly ten million people who have resistant hypertension, and most of those have OSA. In contrast, the National Sleep Foundation explains that sleep apnea affects more than 18 million people (Sleepapnea.org, n.d.). These numbers are staggering. A diagnosis of obstructive sleep apnea increases a patient’s chances of developing hypertension. With this information in mind, it is prudent to recognize the correlation between treating obstructive sl eep apnea with CPAP therapy and the benefits of this therapy in regards to blood pressure. Keeping in mind that many patients with sleep apnea have hypertension, questions remain regarding treatment options. Today, many patients use more than two medications in order to decrease their blood pressures; unfortunately, this does not always work (Magalang Valentine, 2015). If it is our duty asShow MoreRelatedSleep Apnea Essay examples1538 Words   |  7 Pages Sleep Apnea nbsp;nbsp;nbsp;nbsp;nbsp;Sleep is essential to life; it is one of several components, including food and water, which keep the living alive. However, a significant percentage of the human population has considerable difficulty reaching and maintaining Stage IV within their sleeping patterns, the stage that allows the mind and body to fall into a deep and restorative sleep, otherwise known as REM sleep. 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Collapse of the upper airway may cause decreases in ventilation, but not complete cessation of it, with desaturation and arousal (hypopnea) and/or complete cessation of airflow for more than 10 seconds entitled apnea (Figure 1) 1. Common symptoms of OSA are frequent arousal, snoring, choking/gasping, daytime sleepiness, increased carbon dioxideRead MoreThe Clinical Justification Provided By Blue Shield For Denying My Inpatient Stay970 Words   |  4 Pagesdiabetes mellitus (55.7%), ischemic heart disease (83.6%), hypertension (95.8%), or hyperlipidemia (90.1%).† [0] I also have many extra medical conditions that significantly increase my risk of having the expected complications ,â€Å"Stroke / TIA, Blood Clots, and/or Bleeding,† [1] after the surgery. My annotated medical problem list, â€Å"MyChart†, from Scripps Health in San Diego, CA, shows both the classical (highlighted in blue) and my additional comorbidities for the above expected complications:Read MoreCase Study 11339 Words   |  6 Pagesyou sleep at night? * Describe your normal daily routine and sleeping routine? (Time you go to sleep; how long you sleep average every night) * What is your diet consisting of? * Do you have any breathing difficulty throughout the daytime? CASE STUDY PROGRESS After interviewing S.R., you note the following: S.R. is under considerable stress. He owns his own business. 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There are also certain hours that a person should sleep or else they will be sleep deprived. The following will discuss the stages of sleeping, sleep deprivation, and will also talk about why we dream, and what it has to do with our everyday lives. Sleep has its stages

Explicación sencilla del sistema educativo en EE.UU.

Para los recià ©n llegados a Estados Unidos, el sistema educativo es uno de los grandes misterios y uno de los temas que mà ¡s inquietudes plantea. Para navegarlo exitosamente es importante entender los puntos bà ¡sicos de la educacià ³n obligatoria. En este artà ­culo se resuelven dudas sobre quà © aà ±os comprende la educacià ³n obligatoria, tipos de escuelas, cuà ¡les son los grados y, finalmente, temas especiales como estatus migratorio y escuelas pà ºblicas, alimentos, educacià ³n especial, etc. Aà ±os de educacià ³n obligatoria en EE.UU.: K-12 En Estados Unidos la educacià ³n es obligatoria entre los grados K-12, esto quiere decir, entre kindergarten -preescolar- al grado 12. Lo que no es tan claro es a quà © edad se debe comenzar en kindergarten y a cuà ¡l finalizar los estudios obligatorios ya que cada estado establece sus propias reglas. Pero en general puede decirse que en algà ºn punto entre los 5 y los 8 aà ±os los nià ±os deben escolarizarse y deben estudiar hasta los 16 o, en algunos estados, 18-19 aà ±os. Por ejemplo, en California es obligatoria la enseà ±anza entre las edades de 6 y 18 aà ±os, pero se permite dejar de estudiar a los 16 si el estudiante se ha graduado de high school o ha obtenido el tà ­tulo equivalente que se conoce como CHSPE y, ademà ¡s, tiene el permiso de sus padres. Por otro lado, en Connecticut la educacià ³n es obligatoria entre los 5 y los 18 aà ±os, permitiendo la ley multas y cargos delictivos contra los padres que no envà ­an a sus hijos a las escuelas.  ¿Dà ³nde deben escolarizarse los nià ±os? Estados Unidos brinda un amplio abanico de posibilidades para enviar a las escuelas a nià ±os, desde escuelas pà ºblicas y todas sus variedades o privadas y todas las diferentes opciones, pasando por educacià ³n en casa. Segà ºn el Centro Nacional de Estadà ­sticas para la Educacià ³n, 50.700.000 estudiantes estudian en escuelas pà ºblicas, es decir, la mayorà ­a de los pupilos en edad de estudios obligatorios. Las escuelas pà ºblicas se caracterizan por: ser gratuitas para los estudianteslos fondos provienen del gobierno federal, el estado, el condado, la municipalidad o una combinacià ³n de variosestà ¡n obligadas a admitir a los estudiantes que habitualmente residen en el distrito escolar En algunos estados se permite que los padres puedan elegir escuela. Tambià ©n es frecuente que se permitan alternativas a los padres cuando la calidad de las escuelas del lugar donde residen deja mucho que desear en cuanto a calidad, mediante el sistema que se conoce como voucher. Existen varios tipos de escuelas pà ºblicas. En primer lugar, està ¡n las regulares. Algunas son excelentes. Ademà ¡s de las regulares, està ¡n las chapter, que son escuelas que funcionan con fondos pà ºblicos pero que son gestionadas privadamente por empresas, por cooperativas de maestros o, incluso, por padres o por comunidades. Existe una importante diferencia en calidad de la enseà ±anza entre distintas escuelas chapters, por lo que si esa es la opcià ³n de los padres es muy conveniente que investiguen antes de registrar a sus hijos. Ademà ¡s, està ¡n las escuelas pà ºblicas conocidas como magnet, que son escuelas pà ºblicas que destacan por su excelencia acadà ©mica. Se especializan en un à ¡rea acadà ©mica en particular. Las magnet se caracterizan por asegurar la diversidad à ©tnica y racial de sus estudiantes.  En esta base de datos se puede ver cuà ¡les son las mejor calificadas en todo Estados Unidos, permitià ©ndose una bà ºsqueda por estados. Por otro lado, tambià ©n existen varios tipos de escuelas privadas en las que en la actualidad estudian poco menos de 6 millones de alumnos.  En este tipo de escuelas los estudiantes envà ­an una solicitud y deben esperar a ver si son admitidos. Asimismo, deben pagar por sus estudios, aunque hay casos en los que hay becas disponibles para los mejores estudiantes sin recursos econà ³micos. En Estados Unidos, donde 1 de cada 3 high schools son privadas, existen los siguientes tipos de escuelas de esta naturaleza: En primer lugar, està ¡n las Escuelas independientes, que no pueden recibir fondos de grupos religiosos, aunque pueden tener una estrecha relacià ³n con ellos. Hay menos de 2,000 pero se encuentran dentro de esta categorà ­a las famosas  Phillips Academy  Andover, con un excelente sistema de becas para  estudiantes excelentes pero sin recursos,  y Exeter. En segundo lugar, hay escuelas parroquiales, que està ¡n estrechamente vinculadas con una iglesia y son muy populares, conformando el mayor nà ºmero de escuelas privadas. En los Estados Unidos la mayorà ­a son catà ³licas, aunque tambià ©n las hay protestantes y judà ­as. Un aspecto a tener en cuenta es que son, en general, notablemente mà ¡s baratas que las escuelas independientes. En tercer lugar, destacar las escuelas privadas con fin de lucro, que se conocen en inglà ©s como proprietary schools.   Por à ºltimo, existe una alternativa a las escuelas pà ºblicas y a las privadas: la escolaridad en casa y es que en los Estados Unidos mà ¡s de un millà ³n y medio de estudiantes reciben la educacià ³n en sus casas, lo que se conoce como home schooling,  actuando como profesores sus padres, maestros-tutores contratados o, incluso, siguiendo cursos completos por internet. Los requerimientos en cuanto a la obligacià ³n de notificar esta opcià ³n de enseà ±anza, rendir exà ¡menes o curriculum a seguir varà ­a enormemente entre los diferentes estados, por lo que es necesario informarse en profundidad de las reglas que rigen en el lugar de residencia habitual.    ¿Cà ³mo se dividen las escuelas por grados? Es muy comà ºn encontrar estos tipos de escuelas: En primer lugar, Primaria, conocida en inglà ©s como elementary school. Los muchachos estudian hasta los grados 5to o 6to, dependiendo de los distritos. Como regla general, hasta que tienen 11-12 aà ±os. En segundo lugar, Intermediaria, conocida en inglà ©s como middle school y tambià ©n como junior high. No existe en todos los distritos y donde sà ­ la hay, hay variacià ³n en los grados que la componen, siendo comà ºn que comprenda 4to, 5to y 6to grado. Se trata de un paso intermedio entre la primaria y la secundaria. En tercer lugar, Secundaria, conocida en inglà ©s como high school. comprende los grados 9 a 12 y comienza a la edad de 14-15 aà ±os. Hay una gran variedad de tipos de high school, como las especializadas en preparar para college y universidad, especiales, vocacionales  o alternativas. Las personas que alcanzan los 19 aà ±os de edad y no han obtenido el diploma de high school pueden sacar una certificacià ³n alternativa. La mà ¡s conocida es el GED, que tambià ©n se puede rendir en espaà ±ol. Pero hay otras opciones, dependiendo de los estados, como por ejemplo el TASC y el HiSET. Ademà ¡s, en el caso de los mexicanos es posible obtener el certificado de bachillerato de Mà ©xico sin salir de los Estados Unidos.  ¿Quà © hay sobre la educacià ³n temprana  o pre-k? La educacià ³n temprana  no es obligatoria pero se brinda en un buen nà ºmero de escuelas pà ºblicas y privadas. Comienza a partir de los 3 aà ±os y el programa Head Start promueve la participacià ³n de nià ±os de bajos recursos. Los padres o tutores interesados deben consultar con las opciones en su lugar de residencia, ya que hay grandes diferencias entre distritos y estados. Escuelas, derechos migrantes y problemà ¡tica de visas Todos los nià ±os en edad de recibir educacià ³n obligatoria, es decir, en grados K-12 tienen derecho a asistir a una escuela pà ºblica en el distrito de su residencia habitual. Esto aplica por supuesto a los ciudadanos americanos, a los residentes permanentes y  Ã‚  tambià ©n a los nià ±os indocumentados. Asà ­ lo establecià ³ claramente una sentencia de la Corte Suprema que se conoce como Plyler v. Doe. Los padres, madres o tutores que confronten problemas por su estatus migratorio o el de sus nià ±os pueden contactar con Equity and Civil Rights, explicar su problema y solicitar que se cumpla la ley. Tambià ©n pueden asistir a las escuelas pà ºblicas los nià ±os presentes en los Estados Unidos con visas derivadas, como por ejemplo, la F-2, la H-4 o la J-2. Tambià ©n los hijos de extranjeros con visas de inversià ³n E-1 o E-2 và ¡lidas. Sin embargo, la situacià ³n es muy diferente para el caso de nià ±os que ingresan a los Estados Unidos con visa de turista. Estudiar en una escuela pà ºblica significa que se està ¡ cometiendo una infraccià ³n migratoria y cada vez es mà ¡s frecuente que se le revoque la visa al nià ±o y tambià ©n a sus padres. Son varias las opciones de visa para estudiar en Estados Unidos que se brinda a esos nià ±os. Es muy importante entender que desde el punto de vista de la ley migratoria y las escuelas es muy distinta la situacià ³n de un nià ±o indocumentado, que sà ­ puede ir a las escuelas, y la de un nià ±o que ingresa al paà ­s con visa de turista y pretende asistir a una escuela pà ºblica. Estos  nià ±os no està ¡n protegidos por Plyler v. Doe. Idioma, educacià ³n especial, vacunas y alimentos Si los nià ±os no hablan inglà ©s o si los padres desean que hablen con fluidez inglà ©s y espaà ±ol, pueden considerar los programas de educacià ³n que se brindan en uno o ambos idiomas. Hay una gran variedad de opciones, dependiendo del lugar de residencia. Madres, padres y tutores de nià ±os con situaciones especiales, como por ejemplo autismo, epilepsia, parà ¡lisis cerebral, etc deben explorar las diversas opciones de educacià ³n especial que mejor se ajusten a las necesidades de sus hijos. Hay opciones muy diversas, desde integracià ³n a escuelas especiales. Lamentablemente, las oportunidades no son las mismas y dependen en gran medida del lugar de residencia. Entre los requerimientos para registrar nià ±os para las escuelas es muy comà ºn el de pedir el rà ©cord de vacunas, si bien esto no es igual en todos los estados y hay importantes diferencias. En esta pà ¡gina en espaà ±ol de Los Centros para el Control y Prevencià ³n de Enfermedades se explica informacià ³n muy importante sobre dà ³nde llevar al nià ±o a vacunar, cuà ¡les son las vacunas y la edad para recibirlas e incluso quià ©n puede obtener ayuda econà ³mica para las vacunaciones. Finalmente, destacar que todos los nià ±os enrolados en escuelas pà ºblicas o en privadas sin fin de lucro pueden recibir asistencia de alimentos si asà ­ lo precisan. Es indiferente su estatus migratorio y/o el de sus padres ya que lo à ºnico que se tiene en cuenta es la situacià ³n alimentaria del nià ±o. El programa mà ¡s grande es el Programa Nacional de Almuerzos Escolares. Tambià ©n destacar el Programa de Desayunos Gratuitos. Estas ayudas tambià ©n està ¡n disponibles en verano cuando las escuelas no està ¡n en activo. Despuà ©s de la educacià ³n obligatoria La enseà ±anza superior puede seguirse en colleges o universidades. Es importante considerar el costo e intentar evitar, en la medida de lo posible, llegar al momento de recibir el tà ­tulo con mucha deuda, ya que puede ser un gran lastre. Considerar las opciones de becas, debiendo los estudiantes excelentes esforzarse y animarse y creerse que pueden optar a lo mejor. Estas son 12 universidades de à ©lite que becan a todo tipo de estudiantes, incluidos los indocumentados. Tambià ©n considerar la opcià ³n de los colegios comunitarios, que resultan mà ¡s econà ³micos, ademà ¡s de brindar otras ventajas. Puntos clave: educacià ³n en Estados Unidos En Estados Unidos, la educacià ³n de los nià ±os y adolescentes es obligatoria.Tipos de escuelas: pà ºblicas (50,7 millones de estudiantes) y privadas (5,9 millones de alumnos). Tambià ©n es legal recibir educacià ³n en casa, pero cada estado regula este derecho de diferente manera.Categorà ­as de escuelas pà ºblicas: regulares, chapter y magnet.Educacià ³n obligatoria y migracià ³n: por sentencia de la Corte Suprema Plyler vs. Doe de 1982, los nià ±os indocumentados tienen derecho a estudiar en escuelas pà ºblicas. Los nià ±os con visas derivadas hijos de trabajadores temporales o estudiantes internacionales tienen tambià ©n ese derecho. Por el contrario, es ilegal estudiar con una visa de turista. Este es un artà ­culo informativo. No es asesorà ­a legal.

Interviews Indian Institutes of Management and Personal Interview Free Essays

Personality Assessment Round Process Details (2013-2015 batch) By now, you must be quite familiar with the different processes that various B-schools use in the second round of their selection program. Let us now look at some individual institutes to get a better grasp of the mechanism they use in order to select the best candidates. Please note that institutes do keep tinkering with their selection processes from time-to-time. We will write a custom essay sample on Interviews: Indian Institutes of Management and Personal Interview or any similar topic only for you Order Now Therefore, this list can only help you to understand all the stages that an institute has used for selection in recent years with specific focus on last year’s method. However, please remember that it is quite likely that in subsequent years, an institute may use radically different processes as well. IIM Ahmedabad: Process: PGPM: Essay Writing Task + Personal Interview ABM: Group Discussion + Personal Interview Essay Writing: The candidates were given 1 minute to think and 10 minutes to write on the topic. Most of the topics were either general in nature or related to current affairs. Some of the topics given to the candidates were – â€Å"CAG is slowing down progress in India’s telecom and mining sector†, â€Å"Obsession with constant research by smartphone companies has had a serious effect on our social life.†, â€Å"It is advisable to raise the legal drinking age limit to 25 years for responsible drinking. † Group Discussion: Usually, the Group Discussions involved case studies. Candidates were typically given a few minutes to read the case study and prepare their points. At the end of the discussion, candidates had to write a summary of the discussion. Personal Interview: Personal interviews were conducted after completion of the essay writing task / Group Discussion and, generally, lasted for about 15-20 minutes. In this round, candidates were interviewed by panels of two members each. Those with prior work experience were asked detailed questions pertaining to their experience and their company’s business, its market share, growth prospects, industry prospects, turnover, etc. Some candidates were also asked indepth questions pertaining to their job profile and how their previous educational qualifications were being utilized in their current job profile. Candidates with no work experience were generally asked questions relevant to their academic background while a few candidates with prior work experience were also asked questions related to subjects from their academic background. Interestingly, almost all the candidates were asked a few questions from Mathematics as well. The questions related to Mathematics were primarily from areas like probability, distribution curves, statistics, etc. The candidates were also questioned about their hobbies and were expected to have an in-depth knowledge about them. Some candidates were also asked questions about the essay written by them. Specifically for ABM, candidates were asked questions regarding agriculture and why they wanted to join the ABM program. IIM Bangalore: Process: Essay Writing Task + Personal Interview Essay Writing: The candidates were given 10 minutes to think about the given topic and 20 minutes to write on the topic. Most of the topics were related to current affairs. The candidates were required to do a thorough analysis of the topic and in some cases, from a particular point of view. Some of the topics given to the candidates were – â€Å"Is crime rate in urban India high mainly due to economic disparities? †, â€Å"The world is in social, economic and political turmoil. Any suggestions to improve. †, â€Å"Recently a law has been passed to ban A-rated films on television. Why do you think this decision has been taken? † Personal Interview: Each interview panel comprised three members – two professors and one alumnus of the institute. The interviews were mostly very general in nature. Candidates were asked questions pertaining to various aspects of their CV and SOP (Statement of Purpose) and the panel was typically quite pleasant and friendly. The interviews usually started with the panelists asking the candidates to talk about themselves. Some of the candidates were asked about current developments involving their company or industry. Some of them were also asked analytical questions on issues surrounding their industry / area of work. Typically, most of the candidates were asked a few questions regarding what they had written in their SOPs. IIM Calcutta: Process: Essay Writing Task + Personal Interview Essay Writing: Candidates were allotted 15 minutes to write on the topic. The word limit for the essay was 200 words. The topics given were general in nature and typically required analysis of an issue. Some of the topics given to the candidates were – â€Å"Corruption in sports committees and government interference are degrading the quality of sports in India. Elaborate and provide remedies.†, â€Å"The television media focuses more on violence, disaster and negative news. Why is it so? †, â€Å"What are your views on FDI in retail? † Personal Interview: Mostly, panels which interviewed the candidates had three members. The interviews were largely general in nature. Most of the candidates were asked questions pertaining to various aspects of their CV. Some of them were asked in-depth questions about their subjects or areas of interest. Several candidates were asked detailed questions about their prior work-experience and their reasons for choosing to pursue an MBA. IIM Lucknow: Process: Essay Writing Task + Group Discussion + Personal Interview Essay Writing: Candidates were allotted 15 minutes to write on the assigned topic. The word limit for the essay was 200 words. The topics given were philosophical / abstract. Some of the topics given to candidates were – â€Å"Fame and riches are fleeting, stupidity is eternal†, â€Å"A great city should not be confused with a populous one†, â€Å"Engine is the heart of an airplane and the pilot is its soul†. Group Discussion: The Group Discussion was held immediately after the essay writing. The topic was the same as the Essay writing task. Each group comprised 10-12 candidates. The groups were given 15 minutes to discuss the topic. Personal Interview: Panels comprising two members interviewed candidates. The interviews were very general in nature and often focused primarily on the candidate’s goals and aims, as well as past experiences. Detailed questions related to area of work / job profile were common as were questions related to one’s subjects of study while pursuing graduation. Many candidates were asked about their decision to pursue MBA and the candidates who had applied for ABM were asked about their reasons for opting for ABM. Candidates were also asked questions pertaining to various aspects of their CV. While most of the interviews lasted for about 20-25 minutes, some candidates reported very brief interviews of just about 8-10 minutes. IIM Indore: Process: Essay Writing Task + Personal Interview Essay Writing: Candidates were allotted 30 minutes to write on the given topic. The word limit for the essay was 300 words. The topics given were very general and analytical in nature. Some of the topics given to the candidates were – â€Å"Today’s popular TV serials depict a life different from normal life. Is it a form of escapism or just for entertainment? †, â€Å"How does migration of people into other countries affect nationalism and patriotism? †, â€Å"With so many mergers and acquisitions by big business houses in India, is there any future for small scale enterprises in the country? Suggest ways to help out small scale enterprises. †, â€Å"Despite advances in medical science, progress is slow. Should research knowledge be shared with other scientists or should it be a closely guarded secret? † Personal Interview: The candidates were interviewed by a panel of three members. The interviews often focused primarily on a candidate’s academic background. Detailed questions related to the candidate’s subjects of study while pursuing graduation were asked to almost all candidates, even those who had more than two years of prior work experience. Candidates with work experience were generally asked detailed questions about their job profile. Some candidates were queried on their decision to quit their job and pursue an MBA. Quite a few candidates were also asked questions about their hobbies and extracurricular activities while some were also asked questions about  current affairs, specifically questions related to the budget. Interviews typically lasted for about 25 to 35 minutes. IIM Kozhikode: Process: Essay Writing Task + Personal Interview Essay Writing: Candidates were allotted 45 minutes to write on the given topic. The word limit for the essay was 500 words. The topics given were philosophical. Some of the topics were – â€Å"I don’t know the key to success, but the key to failure is trying to please everyone†, â€Å"Forgive your enemies but don’t forget their names†, â€Å"Absence of evidence is not evidence of absence†. Personal Interview: Panels comprising two members interviewed the candidates. The interviews did not have a set pattern; rather, they were more panel-dependent. While some candidates reported that their interviews were very general in nature and focused on their goals and aims, others reported that their interviews comprised only current affairs questions. Some candidates even reported that they were asked questions pertaining to their academic background only. Interviews generally were 20-30 minutes long. IIM Shillong: Process: Group Discussion (Case study + Essay) + Personal Interview Group Discussion: Each group comprised 8-10 students. They were given a topic and the candidates were allotted 10 minutes to read the topic and write on it. This topic was then discussed by the group for 15 minutes. The topics given were small cases which described certain scenarios. The candidates had to present their perspectives on the given case. The cases were quite general in nature. Some of the cases given to the candidates were – â€Å"A diamond necklace has been stolen fromjewellery store. There is no evidence. The security in-charge decides to pin the blame on the person who last handled the necklace. It was also pointed out that the accused had provided some fake data in his joining application form. Decide whether he can be expelled on that basis, with the charge of theft. †, â€Å"An automobile company had done whatever they could to ramp up the production like overtime, compensation increment etc. There was an employee aged around 30 who died on the floor of the factory. He had been doing overtime to get extra compensation for his family needs. Now the production manager wanted to increase the production owing to the impending festival season. But the employees disagreed on grounds of the death, and demanded 200% increment in overtime compensation. What should the production manager do? † Personal Interview: A panel, typically comprising three members, interviewed candidates. The panelists were reported to be very pleasant. The interviews generally focused on current affairs and the candidate’s academic background. Questions on current affairs were asked in order to get the candidate’s opinions on various issues and these opinions were then thoroughly discussed. At times, these questions were also based on the interest areas mentioned by candidates in their resume. A few candidates with prior work experience were also questioned in detail about the nature and technical aspect of their work. Some candidates were also asked ethical questions, like â€Å"What is the difference between right and wrong? †, â€Å"Is it right for the pharma companies to give gifts to medical practitioners? †, etc. Interviews typically lasted for about 20 to 30 minutes. New IIMs Joint Process: Process: Essay Writing Task + Personal Interview Essay Writing: For this task, candidates were allotted 20 minutes to write on the given topic and the word limit was 300 words. The topics given were very general in nature, like – â€Å"MBA, B. Tech are gearing up with the market. Are the courses like Literature, Sociology, etc. irrelevant in education today? Give your opinion†, â€Å"What if a business chooses to focus on the bottom of the pyramid? Is innovation really necessary for the growth of a business? †, â€Å"Social networking strengthens relationships but also makes youngsters lonely. † Personal Interview: Interviews were conducted after completion of the essay writing task. Candidates were interviewed by a panel of two members. The interviews were largely pleasant and stress-free. Different candidates were asked different kinds of questions; there was no set pattern to the interviews. While some of the candidates with prior work experience were asked detailed questions pertaining to their experience, including details about their company; other candidates were primarily asked questions pertaining to their goals and ambitions. Questions such as how do subjects from your graduation help you in your job, etc. were also asked. Some candidates were also asked questions related to their academic background, their hobbies and even the effects of the most recent budget. FMS, Delhi: Process: Group Discussion + Extempore + Personal Interview Group Discussion: Group discussions typically lasted for about 14 minutes. Each group was given one minute to think before the discussion began and one minute to conclude the discussion. Every group comprised 10 to 15 candidates. The topics given to the candidates for discussion were general in nature. Some of them were – â€Å"Formal education stems the free spirit. †, â€Å"Should sting operations be carried out? †, â€Å"Morals and values are on the decline in India†. Extempore: The extempore was typically conducted at the start of the personal interview. Candidates were given their topic and 1 minute to speak on it. No preparation time was given. A stopwatch was kept on a table in front of the candidate so that he / she could keep a tab on the time. Topics allotted to the candidates were general in nature and many of them were given topics that were somewhat related to their work. For e.g. , a candidate, who had worked in the Oil and Gas sector, was given the topic â€Å"Energy sector in India†. Another candidate, who had work experience in the field of Data Analytics and had qualified for the Maths Olympiad, was asked to speak about â€Å"Infinity†. Personal Interview:Typically, interviews were quite brief and continued for about 5 minutes. Most of them were conducted by a panel of three interviewers. The interviews were quite general in nature. Questions primarily dealt with current affairs and / or hobbies and interest areas mentioned by candidates in their forms. A few candidates reported that they were also queried about their ambitions and future plans. MDI, Gurgaon: Process: Group Discussion + Personal Interview Group Discussion: Typically, around 12 to 15 candidates participated in each group discussion and they were given around 15 minutes for the discussion. Additionally, 3 minutes were given to the group to think about the topic. At the end of every discussion, each candidate was asked to summarize what all had been discussed. Further, all the candidates were asked if they wanted to say something more on the topic. In some groups, candidates were also asked to write down a conclusion of the discussion at the end. Topics for the discussion were very general in nature, like – â€Å"Certainty of justice is more important than severity of punishment. †, â€Å"Does Reservation in Higher Education hamper the real purpose of Education? †, â€Å"Should religious teachings be taught in our schools to inculcate better values in students? † Personal Interview: Generally, a panel consisting of two members interviewed the candidates while a few candidates reported that there was only one interviewer in their case. The average interview lasted for around 10 minutes. However, there were some students who reported that their interview went on for 30 minutes and some others said that theirs lasted hardly 5 minutes. The interviews were quite pleasant and were very general in nature. Candidates were typically queried about their opinions on various issues of current affairs. In many cases, candidates were also queried on the topic that was given to them for their group discussion. Candidates with work experience were also asked questions related to their job profile and the industry they were in. How to cite Interviews: Indian Institutes of Management and Personal Interview, Essays