MBA News Roundup – Chicago Booth Admissions, Interview Prep, and… Horseplay?

January 24th, 2011

This week’s MBA news roundup has articles that provide advice to applicants who are eagerly awaiting admissions decisions as well as those who are still thinking about applying in the upcoming year.  Enjoy!

1. What do business schools want?

If you’re trying to figure out whether b-school is right for you, check out this Washington Post article for an interesting perspective.

2. Chat transcript: Chicago Booth admissions

If your heart is set on University of Chicago for an MBA degree, be sure to read this interview for Businessweek with the school’s senior director of admissions.

3. Preparing for your M.B.A. interview

If you’re lucky enough to land an interview at a school of your choice, Stacy Blackman provides some tips in this U.S. News article on how to sail through this part of the selection process.

4. Horseplay: B-school takes students to the barn

How can a horse help with your b-school school learning experience?  Grenoble Graduate School of Business in France has their consulting students work with horses to develop their leadership skills (the students’ skills, not the horses’).  Find out more about this in this Businessweek article.

5. Why I chose to do my MBA in Europe

If you’re contemplating an MBA in Europe, read this Globe and Mail article on one student’s decision to study at INSEAD.

Remember to follow KnewtonGMAT for more b-school updates!

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After the MBA: Retail/Luxury Goods

January 24th, 2011

This is another post in our “After the MBA” series, in which we chronicle a variety of post-MBA career opportunities to give you a sense of which might be the best fit for you. Whether you’re looking to make a career change or want to stay in your present field, this information will help guide you in your b-school decision-making process, as well as direct your studies once in school.

Job/Industry:

Retail/Luxury Goods

What It Is:

While the retail and luxury industry has typically prioritized creative talent and other skills and talents over business acumen, in recent years an increasing number of MBAs have become interested in jobs in the retail and luxury goods industry. MBAs working in the retail and luxury industry can expect varied job responsibilities and hands-on experience. Some companies at which MBAs interested in the luxury goods industry might look to work include Hermès, Chanel, or LVMH Moët Hennessy Louis Vuitton, among many others.

Salary Range:

In general, MBAs looking to enter the retail and luxury goods industries can expect to make less money than their consulting/investment banking peers. The median base salary for members of the Tuck Class of 2010 working in consumer goods and retail was $108,000, although many estimates run significantly lower.

Is Retail/Luxury Goods a Good Fit?

If you are looking to work in an industry replete with other MBAs, retail and luxury goods is probably not right for you. If you’re looking for a job that is hands-on and requires excellent multi-tasking skills, though, you might be a good fit. If you’ve worked in retail sales (“on the floor”) in the past and enjoyed it — but now want to be involved on a higher level — an executive position in retail or luxury is a great career option.

Great B-Schools for A Career in Retail and Luxury:

Most b-schools will be able to prepare you well for a career in retail and luxury; however, some schools might offer more courses, extracurricular activities, and/or faculty connections that help you get a foothold in the industry. While evaluating prospective schools, look through course catalogs and student group listings to see how many retail-related offerings there are. Some schools even offer MBA specializations in the industry, like NYU Stern’s Luxury Marketing program.

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Thinking about Thinking: How Metacognition Can Help Students Learn

January 22nd, 2011

In our latest research at Knewton into how students learn, we’ve found that one of the best ways to get students to think more deeply is to get them to engage in metacognition, i.e. thinking about thinking. All this thinking about thinking about thinking (meta-metacognition?) has led to a few conclusions that can be applied in any classroom.

1. Students learn better when they understand their strengths and weaknesses.

Studies show that high-performing students tend to have a very accurate understanding of their strengths and weaknesses as learners while low-performing students tend to greatly overestimate themselves. This may appear to be a chicken-and-the-egg type of correlation, but I’m not so sure. I believe that by helping low-performance students gain a more accurate picture of their strengths and weaknesses (gently; nobody needs a laundry list of everything they don’t know), we can help them to hone their studying on the subjects they really need work on, abandon practices that don’t work for them, and embrace ones that do.

To achieve this, we need assessments and feedback that focus on identifying specific areas of weakness rather than assigning scores; we need to ask questions that prompt students to reflect on their strategies, study habits, and thought processes  (whatever they may be), rather than just providing statements that dictate what those strategies should be.

2. Following up closed-ended questions with metacognitive ones helps students — even if they got the first question right.

Metacognitive questions are not just for helping students who are struggling with questions to look back and figure out where they went wrong. They can also help cement already-learned concepts in students’ minds and help prevent moments of “Wait, I got that right — but I have no idea how or why.” By asking students to explain their answers to other students, real or imaginary, or to think about what finally helped them get it right this time (Was there something different about the question itself? Did they change their strategy? Did it just finally click after a certain number of repetitions?), we can help them walk away from a lesson confident that they have truly learned the concept they set out to learn.

3. The magic of metacognition comes from students learning about themselves, not teachers learning about them.

Asking students these types of open-ended metacognitive questions might seem like a good way for us as teachers and course developers to learn about them and change what we do. It certainly can be, but this should not be the real purpose of metacognitive questioning. Studies conducted on students using computer-based learning systems such as ours found that students benefited greatly from being asked metacognitive questions even if nobody ever read their answers. In other words, we don’t necessarily want to ask questions that we’d like to know the answer to; we want to ask questions that will get students to think in ways that support their own learning.

These are the kinds of issues that we at Knewton spend hours, days, and weeks thinking about. This research is an ongoing process, but we’re already excited about the ways in which it’s shaping our approach to teaching, course design, and adaptive learning.

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Enjoyment: The Most Effective Learning Aid

January 21st, 2011

The human mind is wonderfully mysterious. The things that we think are least important are often the ones that we take most seriously. When I was a camp counselor, none of my kids cared about cleaning the room at the end of the day, despite my repeated attempts to emphasize the importance of maintaining an organized space. However, as soon as I called it a “game,” a competition in which whoever picked up the most trash “won,” those first graders cleaned that room as if their lives were at stake. There was no prize other than a handful of garbage, and I usually failed to acknowledge the winner, but it didn’t matter. The room remained spotless all summer.

Game designers have long exploited this fact to the tune of billions of dollars. The men and women who create the virtual worlds that suck up hours, days, weeks of the lives of children and adults alike deserve to be ranked among our greatest psychologists. You might be too busy to arrange a date with your girlfriend, but you will do whatever it takes to cram in a few hours of Warcraft. Men and women who can’t even be bothered to take a shower will spend vast quantities of time (and actual money) to buy their avatar a new house on Second Life.

Motivation is all about perception. Some sort of magic happens when we believe we’re doing something voluntarily, for “fun,” rather than out of compulsion. We become engaged, curious, confident.

Teachers can take a cue from the gaming world — by awarding points in the classroom, for instance — to help their students feel less pressured and, paradoxically, perform better. Some colleges have already embraced this idea by introducing a sort of Second Life for university. While students in “real life” may not be interested in geometry, for some strange reason they will sweat blood to ensure their online persona masters the subject and gains the virtual status of Geometry Wizard.

At Knewton, we’re always looking for ways to transform learning from something you have to do into something you want to do. In our college readiness program, we’ve integrated an elaborate system of points and achievement badges to motivate students to gain breadth and depth in their understanding. We also are creating an interactive online community to enhance the feeling of teamwork that is such an integral part of the best games. People who have achieved their version of success -– the best students, businessmen, lawyers, or scientists –- are often the ones who treat their work as play, whose only real reward at the end of the day is the basic pleasure of performing an activity at a high level.

The takeaway for our students is this: relax, enjoy yourself, and never forget that education is a form of recreation. The stakes may be high, but so is the potential for enjoyment. Your powers of creativity and retention peak when you’re doing something that you love, and you’ll be amazed at your ability once you start having a good time. Besides, compared to most games, education is relatively easy. The only way to lose is by giving up.

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After the MBA: Media and Entertainment

January 21st, 2011

This is another post in our “After the MBA” series, in which we chronicle a variety of post-MBA career opportunities to give you a sense of which might be the best fit for you. Whether you’re looking to make a career change or want to stay in your present field, this information will help guide you in your b-school decision-making process, as well as direct your studies once in school.

Job/Industry:

Entertainment and Media

What It Is:

The Entertainment and Media industries encompass a wide variety of companies, all of which at their core seek to entertain consumers — everything from advertising to television to video games to internet-based media and media technology manufacturers, and much more. For MBAs, a career in Entertainment and Media can take a variety of forms: within the industry, b-school grads might work in marketing, consulting, finance, law, international business, brand management, or business development. As an MBA, you will be much more business person than entertainer (though your responsibilities will of course be intrinsically linked to entertainment). Entertainment and media-related courses in b-school will ideally give you an understanding of the strategy and principles that drive the various sectors of the industry.

Salary Range:

Salaries for MBAs entering the media and entertainment industry vary depending on a variety of factors. Harvard Business School reports that for the Class of 2010, the median base salary (not including bonuses and other extra compensation) was $104,100; the median base salary for Class of 2010 students entering the industry from Georgetown’s McDonough School of Business was $87,500.

How to Break In:

Obtaining a job in media and entertainment depends largely upon networking. There is no recruiting process for media and entertainment jobs like there is for consulting and banking (although if there is a media/entertainment student club at your b-school, they might organize events with prospective employers). If you are interested in entering the media and entertainment industry, make a concerted effort to make connections within the industry during b-school. MBAs looking for work in the media and entertainment industry should be aware that salaries are normally considerably lower than those in careers like investment banking or consulting, and that entertainment companies will not always have fast-track programs to accelerate the career of an MBA hire.

Great B-Schools for a Career in Media and Entertainment:

Going to business school in one of the two main entertainment hubs — New York or Los Angeles — will likely make it easier to make connections in the industry. UCLA-Anderson and NYU-Stern, for example, have top entertainment programs. When looking at prospective b-schools, ask the admissions office if they can put you into contact with students or alumni who have worked in the industry; also look to see if there is an active media/entertainment student group on campus, or if there are any courses offered which relate specifically to the industry.


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Building a Better Netflix for Education

January 20th, 2011

There’s a scene in “Minority Report” you might remember that’s meant to depict the future of advertising: as people walk through a crowded mall, banners scan their retinas to beam them targeted sales pitches. While retina-scanning is extreme, this kind of customization doesn’t seem like science fiction anymore.

Almost every aspect of our day-to-day lives can be personalized.  A world where radio and magazine ads adjust to each individual listener or reader isn’t so hard to visualize if you’ve ever looked at the sidebar of a Google search — or signed up for an account on Amazon or Netflix.

Services like Netflix are renowned for their “recommendations” – that is, their ability to evaluate your prior purchases and make conjectures as to what you might like to buy or watch in the future.

As with Knewton’s adaptive learning engine, there is a fair amount of data mining involved in making these recommendations: Netflix’s systems weed through millions of potential recommendations to find you movies you will likely enjoy based on your history. In a similar fashion, Knewton’s Adaptive Learning Platform uses your responses to test questions to make intelligent recommendations regarding content and format to help you master material.

In fact, you could think of Knewton as a sort of Netflix for learning, if that helps. However, the analogy has its limitations, since the task of education has to account for something more complex than preferences. Netflix and Amazon predict that you will like or want a film or book based on what you already like, or what you have already bought. At Knewton, we have to predict that you will learn from something based on what we know about how you learn.

Getting personal with statistics

All recommendation engines attempt to solve problems by making statistical inferences. Amazon uses your purchase history, making recommendations based on what people with similar histories to yours have gone on to buy. Netflix uses your ratings and rental patterns to predict what you might rate highly next.

Hunch is a service that takes a slightly different approach, creating a broad personality profile for its users to make recommendations across categories. Instead of suggesting a book based on your reading a similar book, it might recommend books, magazines, or TV shows based on your responses to a number of questions.

This is closer to what the Knewton platform has to do; instead of personality profiles, though, we’re interested in building learning profiles. And the Hunch approach doesn’t quite capture something that an education engine has to. To be of any use to students, adaptive learning also must account for both the hierarchy and format of the material it recommends.

Beyond personalization

Good teachers know that lessons need to be taught in a logical order, with each new concept building upon a prior understanding. What’s more, how a concept is presented is critical, as some students do better with lectures while others need visuals or interactive exercises.

Hunch, Netflix, and Amazon make excellent recommendations based on what they know about their users. For adaptive learning to work, though, we have to tackle a slightly different challenge.

Imagine if Hunch could not only tell that you would be interested in the story True Grit, but also could predict that it would have a bigger impact on you in book over movie form. Imagine if Netflix could not only recommend the films of Akira Kurosawa, but also determine in which order you should watch them to best appreciate his work.

Netflix doesn’t take the order of a viewing experience into account because it doesn’t need to, but things like lesson and concept progression are essential to the task of adaptive learning. To make personalized learning suggestions that actually work, an education engine must do more than simply gauge your taste; it needs to understand the way your mind works and have an appreciation for your ultimate goals.

This is why we’re so excited about adaptive learning. By taking into account student profiles, concept relationships, and learning modalities, an adaptive platform can provide uniquely personalized feedback to students — which in turn can help them reach better learning outcomes in a fraction of the time.

On a student level, this means that every learner gets precisely the material he or she needs, customized to his or her learning style. Students who aren’t being challenged get more difficult questions; formally “unteachable” students get targeted help, allowing them to finally master the skills they need to succeed. This may not be as sexy as Tom Cruise’s computer—but ultimately, we think, its impact will be much more significant.

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Video: Understanding Modifiers on the GMAT

January 20th, 2011

We recently a released a new and improved on-demand video player in our GMAT course, and to spread the word we’re releasing the first Sentence Correction lesson in nine handy installments. If you’re looking improve your score in SC, be sure to watch all the videos for expert advice on this tricky section.

The fourth installment of the lesson, shown above, is all about the different types of modifiers that will appear on the SC section of the GMAT. Expert instructors Jen Rugani and Dave Ingber will show you how to identify adjectives, adjectival clauses, adverbs, adverbial clauses, and more.

This lesson also contains a practice problem to help ensure you understand the concept; when you get to this section, just pause the video, take about 90 seconds to solve the practice problem, and then press play again to get the explanation.

Watch the video to learn how to spot modifier errors, and be sure to stay tuned for the next SC lesson installment!

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MBA Admissions Tip: Understanding Background Checks

January 19th, 2011

Here’s another weekly MBA admissions tip from our friends at Clear Admit. For more advice about the b-school application process, check out their blog.

With a slew of schools releasing the last of their R1 notifications in the coming weeks, we know that many of our readers will be asking about the background checks conducted by leading programs. Here are some quick facts to help explain the process:

1) What are background checks? Background checks involve the verification of information that a candidate has provided in his or her MBA applications. Although the process varies from school to school, it usually includes checking that an applicant attended the undergraduate (or graduate) school(s) that he or she claims to have attended, received the grades indicated and earned the GMAT score reported. It also involves the verification of the candidate’s employment history, job titles, starting and ending dates and salary/bonus information. Finally, some background checks involve contacting recommenders to verify their support and confirming applicant involvement in community activities.

2) Do all schools conduct background checks? When do they do this? How do they have time? Many of the leading MBA programs like to verify the information that has been provided by applicants. This is typically done only for those applicants who are admitted, since there is no sense in expending resources to verify information for applicants who do not make the cut. Most background checks occur in the spring – after decisions for most rounds have been released and students begin sending in their deposits. In many cases, the schools outsource this function to a professional risk consulting firm like Kroll.

3) Why bother with background checks? Don’t the schools trust me? The purpose of background checking is to protect all stakeholders of the MBA program (students, faculty, staff, alumni) from those who would falsify their backgrounds to gain an unfair advantage in the admissions process. Some schools opt to investigate the backgrounds of a relatively small sample of randomly selected admits, hoping that the mere possibility of a check will give applicants incentive to be as honest as possible. In a way, this measure therefore serves to increase the adcom’s trust in its applicants.

4) What about very minor discrepancies? It’s natural for admitted applicants to get anxious at this point in the process, wondering whether their offer of admission might be rescinded if, for instance, the “start date” for an old job is one week earlier than the start date that HR reports during the background check. The good news is that most schools report any discrepancies back to the applicant and give them a chance to explain a plausible mistake. Having said that, it of course makes sense to do your best to verify all of your information before applying to school, so that you can be certain that the data you report is accurate. Should any potential issues come to mind after submitting, you might consider preemptively contacting the adcom if the error is serious enough.

5) Won’t the background checking process alert my employer to the fact that I am applying to b-school? Since the process typically takes place long after you’ve been admitted, this ideally won’t be an issue, as most applicants give their employers ample notice and take some time off before school. Having said that, the schools still try to conduct the checks in a discrete fashion, consulting with your HR department to verify your dates of employment and salary – but not necessarily revealing that you are heading to business school.

6) How can I ensure a smooth background check? While the obvious answer is to be honest in your applications, it’s also important that you don’t fudge anything out of laziness (a common occurrence). Dig up those old W-2 forms or check with former employers in order to present the committee with the most accurate information you can.

Good luck to everyone anxiously awaiting word from their R1 schools and, of course, those targeting R2 as well!

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Law School Admissions Tip: Underplaying A Weak Undergraduate Performance

January 19th, 2011

Every other Wednesday, our friends at Clear Admit will share one of their excellent tips for navigating the law school admissions process. For more advice, be sure to check out their blog.

An applicant’s undergraduate performance is an important part of the law school admissions process, as one’s academic history indicates his or her potential for success in the academic environment of a law school.  In addition, the writing and analytical skills developed through the undergraduate experience are considered key for a successful career as a lawyer.  However, some applicants may not have performed well as undergraduates or may feel as though their undergraduate records are not accurate reflections of their abilities.  Today we’d like to offer some tips to help law school applicants who are in a position where they need to assure law school adcoms of their academic abilities.

1.  Use your last semesters to demonstrate your true abilities. College seniors applying to law schools have the opportunity to end their undergraduate careers on a high note.  The results of working hard in one’s last year of college will pay dividends—many admissions committees look to students’ later grades to examine their performance and improvement as an undergraduate.  For that reason, if you are a college senior dissatisfied with your earlier grades, you should dedicate the time and effort to excel in your last year or semester, as this will go far in illustrating your academic abilities.

2.  Demonstrate your potential. The LSAT is the perfect opportunity to show that you have what it takes to be a competitive law school applicant.  First, scoring well on the LSAT demonstrates your ability to succeed in the type of work required in law school and a legal career.  In addition, the LSAT is used as a way to fairly contrast applicants’ abilities, as admissions committees are aware that grades vary depending on undergraduate institutions’ grading polices and grade inflation.  Therefore scoring well on the LSAT shows that not only do you have the academic chops to succeed, but you are a competitive candidate when compared to law school applicants who attended other undergraduate institutions.

3.  Show improvement. Law school applicants can easily demonstrate their strong and/or improved academic abilities if they have completed and done well in a masters or other post-undergraduate degree program.  Successfully completing this degree in a demanding discipline or at a top university is a further testament to one’s current academic abilities.  Enrolling and doing well in individual post-undergraduate courses is another good way to show one’s improvement, especially if these courses are similar to the ones with which the applicant had difficulty as an undergraduate.  Keep in mind that strong performance in graduate school won’t erase a mediocre undergraduate GPA, so showing that you have improved academically since your undergraduate days could, at most, influence the adcom’s opinion of your abilities.

4.  Explain what happened. Most law schools have addendums in which applicants can explain extenuating circumstances behind any weaknesses in their applications.  This is the perfect opportunity to provide a mature explanation of any undergraduate weaknesses, such as failing grades, if significant outside forces kept you from doing your best in school.  Keep in mind that it’s best to keep these responses as brief as possible and to emphasize how you have grown, as well as to only write a GPA addendum if there is a real and compelling reason behind the poor academic performance.  For example, writing an addendum about how you worked full-time while taking courses in order to support your education would be a good idea, while explaining that your grades suffered because you were overcommitted in student organizations would not.  In addition, law school applicants may choose recommenders who can explain the applicants’ undergraduate performances and attest to their excellent academic abilities which are not reflected in their undergraduate records.

In discussing your undergraduate performance, keep in mind that honesty and maturity are key in showing law school admissions committees that you have what it takes to be a law school student who would benefit the school’s community.

Posted in Law School Admissions, LSAT | No Comments »

Countdown to Davos: The 2011 Technology Pioneers

January 19th, 2011

Every day for the past month, the Knewton Blog has profiled one of the 2011 Technology Pioneers. The more we learn about these companies, the more humbled we are to have the opportunity to stand alongside them at the World Economic Forum Annual Meeting. Each and every Tech Pioneer is doing truly awesome, innovative work.

Below, we’ve compiled the links to all thirty company profiles, along with a short summary of each. Be sure to check them out — and stay tuned for on-the-ground reports from Switzerland!

Digital Lumens: Digital Lumens has developed a “smart” industrial lighting system that combines LEDs with high-tech networking and software innovations, saving energy and allowing customers to get 100% of the lighting for 10% of the cost.

Ostara Nutrient Recovery Technologies: Ostara’s wastewater treatment systems extract nutrients from wastewater to prevent pipe-clogging and produce environmentally-friendly fertilizer.

On-Ramp Wireless: On-Ramp Wireless’ wireless communication technology is the unsung hero of many emerging technologies–smart grids, location tracking, and much, much more.

Novacem: The cement industry is a notorious carbon emitter, but Novacem is out to improve their image: their cement actually absorbs more CO2 than it emits during production.

Flexoresearch Group: Flexoresearch Group has created enzymes that allow previously unrecyclable materials, like milk cartons and fast-food wrappers, to be recycled — along with other environmentally-friendly innovations.

OPOWER: OPOWER helps utility companies engage with and motivate their customers to save energy — and money — by providing them with concrete, targeted suggestions on how to increase their energy-efficiency.

NetQin Mobile: NetQin’s mobile security services protect your privacy on the go; its cloud security platform is specially designed for mobile phones.

OpenDNS: OpenDNS’s security services make the web safer, helping consumers and networks protect themselves without additional software or appliances.

Ion Torrent: Ion Torrent has created a faster, cheaper gene sequencing method that will allow many more labs and clinics to use sequencing in their research.

Neuronetics: Neuronetic’s Transcranial Magnetic Stimulation (TMS) Therapy System serves as a non-invasive, effective alternative treatment for depression, without the side effects commonly caused by drug treatments.

Molecular Partners: Molecular Partners is using proteins known as DARPins to develop more effective, less expensive treatments for a variety of diseases.

Medicine in Need (MEND): MEND works with academics, NGOs, and pharmaceutical companies to produce vaccines and drugs that are suitable for countries in the developing world, where millions of people each year die from preventable diseases.

Adimab: Adimab’s platform (the first fully integrated yeast-based human antibody discovery and optimization platform, to be exact) speeds up and lowers the cost of pharmaceutical research.

Vortex Engineering: Vortex brings the power of banking to remote areas by developing ATMS specially designed for rural environments.

Spotify: Spotify is a legal way to get music on the web that works across many hardware platforms.

Secondmarket: SecondMarket is a secondary market for illiquid, restricted, and alternative investments; SecondMarket provides liquidity to sellers who would have few options otherwise.

Scribd: Scribd is a document-sharing site that allows anyone to publish their work — anything from romance novels to medical research — on the web and gain readers immediately.

ReputationDefender: If you thought it was impossible to bury unflattering personal information on the web, think again: ReputationDefender helps protect the privacy and manage the online identities of individuals and businesses alike.

Aster Data: Aster Data’s super-powerful programming framework allows companies to store and analyze lots and lots of data, without overwhelming the system.

Layar: Layar’s “augmented reality” mobile app uses your phone to identify your location and surroundings, then gives you a glimpse at things you can’t see. Peek inside buildings, visualize historical incarnations, play location-based games, and much more.

GetJar: GetJar is an apps store that delivers applications to telephones of all kinds — it’ll figure out what kind of phone and platform you have, and let you download apps in one click.

Foursquare: Foursquare is a free mobile app that combines the fun of exploration with gaming and social networking; users can “check in” at locations to find friends, compare destinations, and even receive special discounts or rewards from merchants.

Atlassian: Atlassian’s software helps technical teams work more efficiently, allowing the process of product development and other projects to become faster and more streamlined.

Transonic Combustion: Transonic Combustion’s fuel injection system is a near-term, affordable (and much-needed!) solution to improve the fuel economy of cars.

Topell Energy: Topell Energy has developed a super-efficient way of making solid bio-fuel, which can be used in the place of environmentally-harmful fossil fuels at little to no extra cost.

Tendril: Tendril helps consumers and utilities alike manage their energy consumption; their consumer software is particularly helpful for its easy to understand, tangible reports and energy-saving tips.

TaKaDu: TaKaDu improves the efficiency of water distribution, helping to make the most of an oh-so-necessary (and already-scarce!) resource.

Quintas: Quintas’s work in renewable energy generation helps Nigeria make use of its natural resources; its production of inverters helps stabilize Nigerian life in the face of frequent power outages.

Ecovative Design: Ecovative’s all-natural products are sustainable replacements for the plastics currently piling up in landfills.

Ferrate Treatment Technologies: Ferrate Treatment Technologies has developed a safe, affordable, and ultra-efficient method for cleaning water–particularly important for its applications in developing countries.

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