The radius of the front wheels of a cart is half that of the rear wheels. If the circumference of the front wheels is 1 meter and the cart traveled 1 kilometer, how many revolutions did the rear wheels make?

A.

B.

C. 250

D. 500

E. 750

Question Discussion & Explanation

**Correct Answer** - D - (click and drag your mouse to see the answer)

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**Verbal**

Tiger beetles are such fast runners that they can capture virtually any nonflying insect. However, when running toward an insect, the beetles intermittently stop, and then, a moment later, resume their attack. Perhaps they cannot maintain their pace and must pause for a moment's rest; but an alternative hypothesis is that while running tiger beetles are unable to process the resulting rapidly changing visual information, and so quickly go blind and stop.

**Which of the following, if discovered in experiments using artificially moved prey insects, would support one of the two hypotheses and undermine the other?**

A When a prey insect is moved directly toward a beetle that has been chasing it, the beetle immediately turns and runs away without its usual intermittent stopping.

B In pursuing a moving insect, the beetles usually respond immediately to changes in the insect's direction, and pause equally frequently whether the chase is up or down an incline.

C The beetles maintain a fixed time interval between pauses, although when an insect that had been stationary begins to flee, the beetle increases its speed after its next pause.

D If, when a beetle pauses, it has not gained on the insect it is pursuing, the beetle generally ends its pursuit.

E When an obstacle is suddenly introduced just in front of running beetles, the beetles sometimes stop immediately, but they never respond by running around the barrier.

Question Discussion & Explanation

**Correct Answer** - C - (click and drag your mouse to see the answer)

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Most top business schools expect you to have work experience by the time you apply, but there are still some options if you’re currently in school. One of these is Harvard Business School’s 2+2 Program.

2+2 is a deferred admissions program for students applying straight out of college or master’s programs who haven’t been out of school for full-time work.

Admitted applicants gain deferred acceptance to HBS in two years, allowing them to work for two years, then study for an MBA the next two years.

Once they arrived at Harvard, 2+2 students are integrated into the full-time MBA program. Accordingly, the application requirements are the same as for the traditional MBA application – the only difference is that 2+2 applicants pay a reduced $100 application fee.

HBS originally designed 2+2 to “attract students for whom business school is not a traditional choice, such as those interested in Science” and to “attract people to business school at a time when they are making other decisions – thinking about law or medicine or engineering.”

The program replaced a former initiative focused on admitting college seniors directly out of undergrad. The new format ensures all students come to HBS with work experience.

So what kind of applicants does HBS admit through 2+2? Here’s what they look for:

– Strong academics. The average GPA is 3.73, the average GMAT 740 – slightly stronger than the wider HBS averages of 3.67 and 730 respectively.

– Strong leadership in one’s college or community.

– Solid internship experience.

– A college degree in any field. The program used to focus primarily on STEM, and about half of all admits are still STEM students. However, HBS now encourages students from all undergrad majors to apply, and the other half are a diverse mix of liberal arts and business majors.

– Both domestic and international students.

– A cohort of about 100-125 students total.

HBS announced this month that all 2+2 applications will have a single round three deadline starting this year.

Applicants used to be able to choose between the three standard MBA admissions rounds, but all applicants will now be reviewed together in Round 3.

In recent years, the program has been tweaked in several other ways. Most notably, the requirement that candidates be STEM majors has been dropped, so college seniors from all majors can now apply.

The school has also eliminated several features like formal case study practice sessions, networking opportunities and career coaching. These turned out to be superfluous since admits were already doing these things independently.

Here’s the lowdown on the most recent 2+2 cohort:

– 116 out of 1118 applications were accepted, for a 10.4 percent acceptance rate.

– 62 percent of admits are STEM majors, 26 percent economics and business majors, and 12 percent humanities and social science majors.

– 24 percent are international students.

– 20 countries are represented.

– 40 percent of admits are women.

– 47 colleges and universities are represented

– The average GPA is 3.73.

– The average GMAT is 740.

Over the last four years, the class profile has changed in some significant ways.

Maybe the most obvious change is that applications have shot up by 35 percent, from 828 to 1118! As you’d expect, the acceptance rate has gone down as a result, from 12.1 percent to 10.4 percent.

The stiffer competition is also reflected in test scores, with the average GMAT going from 720 to 740.

Although STEM majors still account for more than half of the pool, business majors are on the up-and-up, going from 6 percent to 26 percent.** **

Finally, the program is becoming more international. The portion of international students has risen from 20 to 24 percent, and the number of countries represented has doubled to 20.

Many 2+2 admits find two-year post-grad plans to be overly restrictive. In fact, more than half decide to defer after two years instead of matriculating at HBS.

Common reasons for prolonging the work portion of 2+2 include admits not having told their companies about being enrolled in 2+2 or not wanting to leave their jobs at the two-year mark. Relationships also cause some people to change their plans.

The good news is that HBS is flexible with the program, and deferral for a year or two is possible. Many 2+2 admitted students opt to work for three or four years, leading Director of Admissions Dee Leopold to joke that the program should probably be renamed “flex+2.”

For international applicants, there’s one more possible hitch to be aware of: HBS doesn’t offer US work permits or visas for the two years of pre-MBA work experience.

One thing not to worry about is whether applying to 2+2 will affect your admission chances at HBS later on. HBS encourages those who have applied unsuccessfully to 2+2 to reapply to the MBA program in the future.

So much for the drawbacks of 2+2. More interesting are the advantages.

The biggest selling point is that 2+2 gives you a chance to secure admission to HBS now and have the next 4-5 years planned out. That also means doing the application and the standardized tests while you’re in school and still in test-taking mode.

At the same time, 2+2’s structure gives you a few years to explore before arriving at HBS. If you’re an academic standout with a strong leadership record, admission to 2+2 can even help you nail down a full-time job.

And of course, there’s that discounted application fee. You could pay $250 and wait five years…or you could pay $100 and apply now!

2+2 was initially intended to attract applicants who might not normally consider B-school. So if you have a unique perspective to bring and only discovered business later on, emphasize that. Writing in the *Harvard Crimson*, Prateek Kumar puts it like this:

Be a techie who was happy being a nerd until, poof, “2+2” came along, and then you discovered you could be a business nerd. Think transformation.

Of course, finding an interest in business later on doesn’t mean you don’t now have a vision for the future.

The way to make the most of your 2+2 application is realize that an admission isn’t just a path into HBS in a couple years – it’s a tool you can use in the meantime too. In the words of one 2+2 alum:

Apply with an idea of how you might leverage acceptance to help make the most of learning opportunities by taking professional risks before returning to school.

In the end, there’s really no reason not to apply. If you apply now, it won’t hurt your chances at admission to HBS later on. “Being rejected from 2+2, a very small program, doesn’t mean “not ever” – it means “not now.” In fact, many students now at HBS tried unsuccessfully to apply to 2+2.”

While there’s no real downside, there’s a big upside: if you get in, your plans are set for B-school, and you’ve opened up all sorts of new opportunities for the immediate future as well!

To learn more about 2+2, see HBS’s FAQ.

To figure out whether you’re a good fit for the 2+2 program, sign up for a consultation with EXPARTUS where two of our consultants evaluated 2+2 applicants on HBS admissions board!

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The post How to Apply Successfully to the HBS 2+2 MBA Program appeared first on EXPARTUS.

]]>Is point closer to point than to point ?

(1) Point lies on the line

(2) Point lies on the line

Question Discussion & Explanation

**Correct Answer** - A - (click and drag your mouse to see the answer)

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**Verbal**

Advocates argue that five-cent bottle deposits charged on beverage containers are necessary for environmental protection because they help to ensure that plastic and glass bottles as well as aluminum cans are recycled. This is, the advocates say, because the five-cent redemption programs provide a strong incentive to return the used containers to recycling facilities. However, a recent study found that states without a bottle deposit had more success in implementing comprehensive recycling programs, which include paper, plastics, and steel, in addition to the beverage containers, than did states with a bottle deposit law.

**The answer to which of the following questions would be most useful in analyzing the significance of the study referenced above?**

A) Did any of the states surveyed lose revenue on the bottle deposit program?

B) Do the citizens of the states that were studied prefer five-cent redemption programs on beverage containers?

C) When the five-cent deposit programs were implemented, were the citizens of the states that began programs as enthusiastic about recycling as the citizens of the other states?

D) Did citizens of the states with and without bottle deposit programs purchase comparable numbers of beverages in plastic, glass and aluminum containers?

E) Where the bottle deposit and comprehensive recycling programs given equal funding?

Question Discussion & Explanation

**Correct Answer** - C - (click and drag your mouse to see the answer)

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1) In quadrilateral ABCD, is angle D ≤ 100 degrees?

__Statement #1__: AB = BC

__Statement #2__: angle A = angle B = angle C

2) Point P is a point inside triangle ABC. Is triangle ABC equilateral?

Statement #1: Point P is equidistant from the three vertices A, B, and C.

__Statement #2__: Triangle ABC has two different lines of symmetry that pass through point P.

3) ABC is an equilateral triangle, and point D is the midpoint of side BC. A is also a point on circle with radius r = 3. What is the area of the triangle?

__Statement #1__: The line that passes through A and D also passes through the center of the circle.

__Statement #2__: Including point A, the triangle intersects the circle at exactly four points.

4) ABCD is a square, and EFGH is a square, each vertex of which is on a side of ABCD. What is the ratio of the area of square EFGH to the area of square ABCD?

__Statement #1__: AE:AB = 4:7

__Statement #2__: The ratio of the area of triangle AHE to the area of square EFGH is 0.24

5) In the diagram above, the four triangles ABE, CBE, ADE, and CDE are all equal, and CD = 5. What is the area between the two circles?

__Statement #1__: AE = 3

__Statement #2__: angle BEC = 90 degrees

6) In trapezoid JKLM, KL//JM, and JK = LM = 5. What is the area of this trapezoid?

__Statement #1__: KL = 10 and JM = 15

__Statement #2__: angle J = 60 degrees

7) In the diagram above, ADF is a right triangle. BCED is a square with an area of 12. What is the area of triangle ADF?

__Statement #1__: angle DCF = 75 degrees

__Statement #2__: AB:EF = 3

8) FGHJ is a rectangle, such that FJ = 40 and FJ > FG. Point M is the midpoint of FJ, and a Circle C is constructed such that M is the center and FJ is the diameter. Circle C intersects the top side of the rectangle, GH, at two separate points. Point P is located on side GH. What is the area of triangle FJP?

__Statement #1__: One of the two intersections of Circle C with side GH is point P, one vertex of the triangle FJP.

__Statement #2__: One of the two intersections of Circle C with side GH is point R, such that RH = 7

9) Points A, B, and C are points on a circle with a radius of 6. Point D is the midpoint of side AC. What is the area of triangle ABC?

__Statement #1__: Segment BD passes through the center of the circle.

__Statement #2__: Arc AB has a length of 4(pi)

10) In the figure, ABCD is a trapezoid with BC//AD, AB = CE, BE//CG, and angle AEB = 90°. Point M is the midpoint of side BD. Point F, not shown, is a vertex on triangle EFG such that EF = FG. Is point F inside the trapezoid?

__Statement #1__: BE = EG

__Statement #2__: FG//CD

Full solutions will come at the end of this article.

Here are two previous blogs on GMAT DS questions about Geometry.

GMAT Data Sufficiency: Congruence Rules

GMAT Geometry: Is It a Square?

One big difference between Geometry on the PS questions and Geometry on the DS questions is that for all the PS questions, unless otherwise noted, you know that all diagrams are drawn as accurately as possible. That is the written guarantee of the test writers. By contrast, no guarantee at all accompanies the diagrams on the DS questions. Consider the following diagram.

This triangle appears equilateral. There is no guarantee that it is exactly equilateral, with three exactly equal sides and angles exactly equal to 60 degrees. If this were diagram given on a PS questions, we would know that the triangle is at least *close* to equilateral: all the side lengths are close to one another, and the angles are close to 60 degrees. We would know that much on a PS question. If this diagram were given on a DS question, then triangle ABC could be *absolutely any triangle on the face of the Earth*. It could be a right triangle, or a triangle with a big obtuse angle, or a tall & thin triangle, or a short & wide triangle, or etc. It could be any triangle at all. Aside from the bare fact that ABC is some kind of triangle, we can deduce nothing from the diagram on a DS question. Other than the bare facts of what’s connected to what, you can deduce nothing about lengths, angles, and shapes of figures given on DS questions. They may be 100% accurate or they may look nothing like the the shape described by the two statements.

Because of this, some DS questions are a real test of your capacity for spatial reasoning and geometric imagination. Many DS Geometry questions, including ones here, test your capacity to imagine how different the spatial scenario might be.

If this is not a natural gift for you, I strong recommend drawing out shapes on paper. Even get a ruler, compass, and protractor, and practice constructing specific shapes. Use straws or some other straight items to construct triangles in which you can adjust the sides and the angles. Strive to visualize and picture physically every rule of geometry you learn. By working with shapes you can see, and working with your hands, you will be engaging multiple parts of your brain that will give you a much deeper understanding of geometry.

If the above discussion gave you some insights, you may want to look back at those practice problems before jumping into the explanations below. If you don’t understand something said in an explanation here, draw it yourself, and explore the different possibilities within the constraints. The point of geometry is to see.

1) The figure is drawn as a square, but on GMAT DS, there’s no reason to assume the figure is drawn anywhere to scale.

If both statements are true, then the figure could be a square, in which the answer to the prompt question would be “yes,” or it could be this figure:

For this figure, all the conditions are met, and angle D is considerably larger than 100°; thus, the answer to the prompt question is “no.”

We could get either a “yes” or a “no” to the prompt consistent with these conditions, even with both statements put together.

Answer = **(E)**

2) __Statement #1__: As it turns out, for any triangle of any shape, there is *some* point that is equidistant from all three vertices: this is center of the circle that passes through all three vertices.

If all three angles of the triangle are acute, then the point is inside the triangle. If the triangle is a right triangle, then this center is always the midpoint of the hypotenuse. If the triangle has an obtuse angle, then the center is outside the triangle. All Statement #1 tells us is that triangle ABD has three acute angles. Beyond that, we know nothing. Statement #1, alone and by itself, is **not sufficient**.

__Statement #2__: A triangle that has a line of symmetry is isosceles. Let’s say that one line of symmetry goes through vertex A and point P. This would mean that AB = AC and that angle B = angle C. Now, let’s say that another line of symmetry goes through vertex B and point B. This would mean that AB = BC and angle A = angle C. Putting those together, we get three equal angles and three equal sides: an equilateral triangle. If a triangle has two separate lines of symmetry, it must be an equilateral triangle. We can give a definitive “yes” to the prompt question on the basis of this statement. Statement #2, alone and by itself, is **sufficient**.

Answer = **(B)**

3) Statement #1 tells us that the center of the circle is on the line of symmetry of the triangle through point A, but the triangle could be any size. In the diagram below, this line of symmetry is blue, and triangles of four different sizes are shown.

There actually would be an infinite number of possible triangle sizes on the basis of this statement alone. This statement is wildly **insufficient**.

Forget about Statement #1. With Statement #2 alone, a variety of off-center triangles with four intersection points are possible:

Notice AB is a chord of the circle as well as a side of the triangle. This chord could be a medium length chord or anything up to the full diameter, and different sides of the triangle would result in different areas. We still cannot give a definitive answer to the prompt question. This statement, alone and by itself, is **insufficient**.

Combined statements. If the center of the circle is on the line of symmetry of the triangle, then this places significant constraints on the number of intersections. For tiny triangles, they would simply intersect at point A and not reach the circle on the other side: one point of intersection, so this doesn’t work.

Larger triangles would touch the circle in three places, at the three vertices: this also doesn’t work.

Slightly larger, and those two vertices at B and C would “poke out” of the triangle, producing five points of intersection: Point A plus four other points.

The only way we will get exactly four points is when the sides get long enough and the side BC drops low enough that it is tangent to the circle.

The altitude of this triangle, AD is exactly equal to the diameter. We could use the ratios of the 30-60-90 triangle to figure out the sides, and thus figure out the area. If the sides get any longer, then side BC would break contact with the circle, and there would be only three points of intersection. This triangle, with the point of tangency at D, is the only triangle on this line of symmetry that has exactly four intersection points, and we can compute its area.

The combined statements allow us to give a numerical answer to the prompt question, so together, the statements are sufficient.

Answer = **(C)**

4) Statement #1: since we care only about ratios, we can set any lengths that are convenient. Let AE = 3 and AB = 7: then BE = 3. The figure is symmetrical on all four sides, so, for example, AH = 3. This means AEH is a right triangle with legs of 3 and 4—that is, a 3-4-5 triangle! The hypotenuse HE = 5. That’s the side of the smaller square, and 7 is the side of the larger square. The ratio of areas is 25/49. This statement leads directly to a numerical answer to the prompt question. This statement, alone and by itself, is **sufficient**.

Now, forget all about statement #1.

Statement #2: triangle to small square = 0.24 = 24/100 = 6/25. Let’s say that the central square has an area of 25 and one triangle has an area of 6. This means that four triangles together would have an area of 24. The big square equals the central square plus four triangles: 24 + 25 = 49. The ratio of the two squares = 25/49. This statement also leads directly to a numerical answer to the prompt question. This statement, alone and by itself, is **sufficient**.

Each statement sufficient on its own. Answer =** (D)**

5) __Statement #1__: If AE = 3, then it must be true that EC = 3, because the triangles are all equal. Also, AB = BC = CD = AD = 5. Because the four angles meeting at point E are all equal, it must be true that each one equals 90 degrees. Thus, we have four right triangles, and each one has a leg of 3 and an hypotenuse of 5. Thus, each must be a 3-4-5 triangle. This allows us to see that the radius of the smaller circle is EC = 3 and the radius of the larger circle is BE = 4. From these, we could figure out the areas and then subtract these areas to find the area between them. This statement allows us to arrive at a numerical answer to the prompt question. Statement #1, alone and by itself, is **sufficient**.

__Statement #2__: This statement tells us something we already could figure out from the prompt information. Technically, this statement is tautological. A tautological statement is one that contains no new information, nothing new that we couldn’t figure out on our own; examples of tautologies are “My favorite flavor of ice cream is the flavor I like most” or “Today is the day after yesterday.” Like those statements, Statement #2 adds nothing to our understanding. Statement #2, alone and by itself, is **not sufficient**.

Answer = **(A)**

6) This is question that demands visual insight.

__Statement #1__: Think about these lengths. The top, KL is twice the length of the slanted sides, and the bottom, JM, is three times the length. This means that we could build this trapezoid from five equilateral triangles.

With other combinations of four lengths, we would be able to get different quadrilaterals resulting (e.g. changing the tilt of a rhombus). With these lengths (5, 10, 5, 15), there is no other quadrilateral possible. (Try this with physical items with lengths in the ratio 1:2:1:3 to see for yourself.) Thus, we know all the angles. We know that each equilateral has side of 5, so we could figure out the area of each equilateral, then multiply by five. Thus, we can find the area on the bases of this statement alone. Statement #1, alone and by itself, is **sufficient**.

__Statement #2__: If we know just this, then the shape could have any width. It could be relative narrow or a mile-wide. We cannot determine a unique area on the basis of this statement alone. Statement #2, alone and by itself, is **not sufficient**.

Answer = **(A)**

7) We know the area of the square, so the side of the square is

Thus, we know the length of the vertical leg, CE, in right triangle CEF, and we know the horizontal leg, BC, in right triangle ABC. Furthermore, these two triangles must be similar to teach other and similar to the larger triangle, ADF, because all the angles are the same.

__Statement #1__: We know triangle CDE is a half a square, so it’s a 45-45-90 triangle. Angle DCE = 45 degrees. Well,

(Angle ECF) = (Angle DCF) – (Angle DCE) = 75 – 45 = 30 degrees

This means that CEF is a 30-60-90 triangles, and so is triangle ABC because they are similar. In each, we know the length of one side, so we could find the other sides and solve for the areas. Thus, we could find the area of the entire triangle ADF. This statement leads directly to a numerical answer to the prompt question. Statement #1, alone and by itself, is **sufficient**.

__Statement #1__: This is interesting. We know that triangles ABC and CEF are similar, so they are proportional. Let AB:BC = r. Then CE:EF = r as well.

Now, notice that both BC and CE are sides of the square. Let BC = CE = s.

Now, multiply those two fractions together, and the s terms will cancel.

This the ratio of the longer leg to the shorter leg in the 30:60:90 triangle. We know the sides of the square, so we can find all the lengths in triangles ABC and CEF, which would allow us to find all the areas. Thus, we could find the area of the entire triangle ADF. This statement leads directly to a numerical answer to the prompt question. Statement #2, alone and by itself, is **sufficient**.

Each statement is sufficient on its own. Answer = **(D)**

8) We know the diameter of the circle is FJ = 40, so its radius is r = 20. FJ = 40 is also the base of the triangle in question. We need the height of the triangle in order to find its area.

__Statement #1__: We know point P is one of the two points where the circle intersects side GH, the top of the rectangle. We still don’t know how tall the rectangle is. We know the height must be less than 20, so that the circle can intersect it, but we certainly don’t know the exact height.

Without an exact height, we cannot compute an exact area. Statement #1, alone and by itself, is **not sufficient**.

__Statement #2__: Construct Point Q, the midpoint of GH, and draw in segments MQ and MR. MQ joins midpoints of opposite sides of a rectangle, so this would be perpendicular to both FJ and GH.

We know that MR is a radius, so it has a length of 20. We know that QH is half the length of GH, so QH = 20. We know that RH = 7. Notice

QR + RH = QH

QR = QH – RH = 20 – 7 = 13

Now, look at right triangle MQR. We know the hypotenuse MR = 20. We know the horizontal leg QR = 13. We could use that most extraordinary mathematical theorem, the Pythagorean Theorem, to find the length of QM. On GMAT Data Sufficiency, we don’t have to carry out the actual calculation: it results in an ugly radical expression anyway. It’s enough to know that we could find the numerical value of QM, the height of the rectangle.

We don’t know the exact position of point P, but it’s somewhere on GH, and every point on GH has the same height above FJ, so this height would be equal to the height of the triangle. Thus, we could find the height of the triangle, and therefore the area. On the basis of this statement, we could give a numerical response to the prompt question. Statement #2, alone and by itself, is **sufficient**.

Answer = **(B)**

9) __Statement #1__: This one guarantees that BD is a line of symmetry in the diagram, so triangle ABC would have to be isosceles, but it could be any one of a number of a different sizes & shapes.

In all these examples, AB = BC and (angle A) = (angle C). The triangle could be equilateral, but it doesn’t have to be. These three examples have different areas, so this statement, by itself does not guarantee that we could calculate an exact area. Statement #1, alone and by itself, is **not sufficient**.

Now, forget all about statement #1.

__Statement #2__: We know that the radius is r = 6, so

Thus, we know that arc AB is 1/3 of the entire circumference. Therefore, it must occupy an angle of 1/3 of 360 degrees: arc AB must occupy 120 degrees.

In an equilateral triangle, all three angles would be 60 degrees and all three arcs would be 120 degrees. Here, all we know is that one arc, AB, is 120 degrees, and other two arcs could be other values. Thus, angle C must be 60 degrees, but other other angles can be other values.

In all three of those diagrams, AB is a 120 degree arc and angle C is 60 degrees. The triangle could be equilateral, but it doesn’t have to be. Statement #2, alone and by itself, is **not sufficient**.

Now combine the statements. From the first statement, we know that AB = BC and (angle A) = (angle C). From the second statement, we know that (angle C) = 60 degrees. Well, that would mean that (angle A) = 60 degrees as well, and that leaves exactly 60 degrees for angle B. If we have three 60 degree angles, we know that ABC is equilateral. If we know the radius of a circle, then we can calculate the area of an equilateral triangle with its three vertices on the circle (this would involve subdividing the equilateral into six 30-60-90 triangles).

With the combined information of both statements, we can find a definitive answer for the prompt question. Together, the statements are **sufficient**.

Answer = **(C) **

10) Start with what we know from the prompt. We know BCGE is a rectangle with two parallel vertical sides that are perpendicular to two parallel horizontal sides.

We know that ABE and CGD are right triangles with the same length vertical legs and the same length hypotenuses, so by the Pythagorean theorem, the third sides must be equal, AE = DG, and the two triangles are equal in every respect.

We know that entirely figure is symmetrical around a vertical line down the middle. The trapezoid is entirely symmetrical, and isosceles triangle EFG is also symmetrical. Suppose we constructed the midpoint of EG and called it Q. Then, line MQ would be the symmetry line of both the trapezoid and the isosceles triangle. This line MQ would be parallel to BE and CG, and it would be perpendicular to BC and EG. If we extended MQ above and below the trapezoid, we would be guaranteed that point F would lie somewhere on this line.

For this problem, I am going to jump ahead to the combined statements. Statement #1 tells us that BCGE is a square. Statement #2 tells that the sides of the trapezoid are parallel to the sides of the isosceles triangle (by symmetry, the parallelism must be true on both the right and the left side). Even with all this information, we cannot give a definitive answer to the prompt question.

You see, the missing piece are the lengths of AE and DG. By the symmetry of the diagram, we know AE = DG, but we don’t know how this size compares to BM = MC. In the diagram, it appears that DG < MC, but because this is a GMAT DS diagram, we can’t believe sizes on the diagram.

If DG < MC, then point F will be above M, outside of the trapezoid, as seen in the diagram on the left. If DG = MC, then point P will coincide with point M. If DG > MC, then point F will be below point M, inside the trapezoid.

Because we don’t know how the AE = DG length compares to the BM = MC length, we don’t know where point F falls, and we can’t give a definitive answer to the prompt question. Even combined, the statements are **insufficient**.

Answer = **(E)**

The post GMAT Data Sufficiency Geometry Practice Questions appeared first on Magoosh GMAT Blog.

]]>Like the other Harvard essay questions in recent years, this is astonishingly open-ended: as Bob Dylan said, “*but for the sky there are no fences facin’*.” The caveat of using clear and simple language is particularly striking: the Sermon on the Mount, Sojourner Truth’s spontaneous address at an 1851 Woman’s Convention, and Dr. King’s I Have a Dream speech all are examples, in straightforward language that anyone could appreciate, of works that communicate something profound about what it is to be human. The Gettysburg Address, a profound political statement, is also a masterpiece of earnest simplicity. What those four have in common is the gift of capturing, in specific memorable phrases, words that touch us to the core. That is the standard for which to strive.

Think about it. The folks on the HBS adcom already will know your GPA, your GMAT score, your work experience—all the cut-and-dry aspects of your qualifications. Keep in mind that, across the spectrum of HBS applicants, a great deal of the cut-and-dry stuff will look similar: impressive GPAs at impressive undergraduate institutions, impressive GMAT scores, impressive recommendations, impressive work experience, etc. Think about the intelligent folks who work on adcom: they see this slate of impressive data for candidate after candidate. These folks need something to give them a glimpse into the person behind the data. If your papers look like those of dozens of other applicants, and there is nothing to make you stand out as special, then they are unlikely to get excited about you in particular.

So don’t use the essay to repeat any of the cut-and-dry information: that would be simply redundant and annoying. Don’t craft an argument about why you would be particularly impressive, because this could very easily come off as weak and needy.

Think about about ordinary everyday human relationships. If I approach potential friends with the energy of “*Gee, I really want you to like me*,” that is likely to be perceived as needy and off-putting. By contrast, if I am confident in who I am and present myself unapologetically as who I am, that may put off some but it ultimately will garner more allegiance and enthusiasm. If you can balance unapologetic confidence with heartfelt compassion and sincere vulnerability, that is a combination that will open a great many doors.

If you have faced particular challenges in your life, these might already be present in other parts of your application (perhaps in your recommendations). If not, you might mention in passing the challenges unique to your situation, simply touch on them, but the whole focus of this essay should be where you are going, not where you have been.

Here are a few thoughts about how one might approach this essay. This advice is likely to applicable to many other essays on many other applications.

1) **Write from the heart, not from the head**: of course, once you have a message, it’s fine to use your head to make sure the grammar is good, etc. The core message, though, should come straight from your heart. This is your life: what inspires you? What gets you excited and passionate? Speak about what inspires you at the deepest level. Don’t make a head-centered argument. Think in terms of your heart, and make it your goal to speak to the hearts of your readers.

2) **Focus more on “why” than “what”**: a laundry list of what you want to do is not particularly engaging, no matter how impressive the items are. People connect with why. Simon Sinek argues that we should “start with why.” Why do you want to do what you want to do? Why does it matter to you? Why should it matter to anyone else? Say more about your vision and your dream than about your plans.

3) **Be completely honest and authentic**: the folks on HBS adcom want to know who you are. If you speak in your in full sincerity, they can feel who you are. If you try to make yourself appear as something other than what you are, in all likelihood this will not come off well. Make the essay an honest statement of who you are and what you are about. Nothing is more impressive than the utter sincerity of someone who has absolutely no intention of impressing anyone.

4) **Be poetic**: it can be hard to communicate one’s feelings, one’s dreams, the language of one’s heart, into words. Often a well-chosen metaphor is perfect for conveying what one has to say. In the fourth and fifth paragraphs of the “I Have a Dream” speech, Dr. King uses the metaphor of a bank check to discuss issues of racial justice, and this very plain metaphor became the occasion for powerful statements. A metaphor can powerfully convey your vision, but you must be careful: anything that sounds cliché will fall flat. It’s tricky, because sometimes the most brilliant metaphors are just a shade different from cliché. Please get extensive feedback on any metaphorical statement you choose.

Admittedly, this final recommendation would be more challenging if you don’t already have the habit of reading poetry for enjoyment. Of course, Bob Dylan, mentioned above, is justifiably called “the poet” of rock music. One poet I would recommend is David Whyte, who has work extensively with corporations and business people; his work *The Heart Aroused: Poetry and the Preservation of Soul in Corporate America* may be a particularly germane introduction to poetry for anyone contemplating an MBA, and studying that book may give you access to some of the metaphors that mean the most to you. If you want to be more daring in your exploration of business and poetry, you might examine the poems of the banker T.S. Eliot or the insurance executive Wallace Stevens.

In giving you such a wide open prompt, HBS is giving you a blank canvas. Some people, given a blank canvas, can barely produce stick figures. Given a blank canvas, Leonardo produced the Lady with an Ermine. Given a blank canvas, Botticelli produced Primavera. Given a blank canvas, Van Gogh painted wheat fields. *Every masterpiece began with a blank canvas*. That is precisely your situation in facing this essay. What masterpiece will you create?

The post A Guide to the Harvard Business School Essay 2016 appeared first on Magoosh GMAT Blog.

]]>The **Stanford Graduate School of Business** has named economist **Jonathan Levin**, former chair of the Stanford Department of Economics and a renowned expert in the field of industrial organization, as the next dean of the GSB, President **John Hennessy** and Provost **John Etchemendy** announced today.

Levin will succeed **Garth Saloner**, who is stepping down after seven years as dean. Levin’s appointment is effective September 1, 2016.

Levin joined the Stanford faculty in 2000 and is the Holbrook Working Professor in Price Theory at Stanford University. He was chair of the Department of Economics from 2011 to 2014. He is also a professor, by courtesy, at Stanford GSB, a senior fellow at the Stanford Institute for Economic Policy Research and director of the Industrial Organization Program at the National Bureau for Economic Research.

The new dean is known for his scholarship in industrial organization. Levin’s research has spanned a range of topics including auctions and marketplace design, the economics of organizations, consumer finance and econometric methods for analyzing imperfect competition. His current interests include Internet platforms, the health care system and ways to incorporate new datasets into economic research.

“Jonathan is an outstanding teacher, a skilled and innovative administrator and a brilliant scholar who has deep understanding of both the academic enterprise and the workings of industry and government,” Etchemendy said. “Importantly, he brings a vision for the future of management education that is rooted in his extensive scholarship on the evolving needs of a global business community. I have every confidence he will continue the school’s strong trajectory.”

For more information about Levin, please see Stanford’s news release announcing his appointment as the tenth dean at the Graduate School of Business.

Stanford GSB Dean Saloner to Step Down

Wednesday is the day we share our application-changing tips on how to apply successfully to Columbia Business School!

Do you have questions about optimizing your CBS application? Do you need concrete tips on how to answer the essay questions? Do you need help evaluating your profile to determine if CBS is the school for you?

Time’s running out. Reserve your spot for * Get Accepted to Columbia Business School* before it’s too late. The webinar will air live on Wednesday, May 25th at 10am PT/1pm ET.

This article *originally appeared on *blog.accepted.com*.*

Applying to a top b-school? The talented folks at Accepted have helped hundreds of applicants get accepted to their dream programs. Whether you are figuring out where apply, writing your application essays, or prepping for your interviews, we are just a call (or click) away.

Contact us, and get matched up with the consultant who will help *you *get accepted!

**Round 1 (early action)**

Application due: October 14, 2016

Decision released: December 12, 2016

**Round 2**

Application due: December 2, 2016

Decision released: January 30, 2017

**Round 3**

Application due: January 13, 2017

Decision released: March 13, 2017

**Round 4**

Application due: March 10, 2017

Decision released: April 24, 2017

The first cycle, October 14, 2016, is the Early Action round. Early Action is an option for applicants who know for certain that they will attend UNC Kenan-Flagler if admitted. Applications must be submitted by 5:00 p.m. Eastern Standard Time on the application date.

** ****http://www.kenan-flagler.unc.edu/admissions/mba/requirements**

*We seek candidates for admission with strengths in these areas: *

*Leadership and organizational abilities**Communication skills**Interpersonal skills**Teamwork abilities**Track record of results**Drive and motivation**Analytical skills and problem solving ability**Prior academic performance**Career progression and career goal*

For more information, click here:

**http://www.kenan-flagler.unc.edu/admissions/mba**

**Like last two years, UNC Kenan-Flagler Business School** requires only **one required essay** and **three** **optional** essay questions for the 2016-2017 MBA application season. There is no change in the essay questions this year as well. Let’s take a closer look at the essay questions.

This is a straightforward Goals Essay question. Through this essay question, the Admissions Committee wants to know about your post MBA goals and ambitions, both short-term and long-term. You may want to begin your essay with a story/ event/ life experience that reflects passion for your chosen field. (*You may also begin directly with a discussion of your academic and then professional career*). Continue your story and provide details about how you have pursued your passion, continued your education, acquired new skills and learnings and progressed along your career path in the past XXX years. Specify skills gained at each job position and how your achievements earned you a promotion (may be, ahead of your peers).

Then describe where you stand now and what are your short term and long term career aspirations. You have to describe why the particular career option seems suitable to you and how the professional experience you have had shaped up your desire to opt for an MBA degree. This means that you have to draw out a link between your previous experience, your current need of an MBA degree, and your future career goals. Answer the following questions:

- Why you believe that an MBA is the next logical step in your career path?
- What are those skills that you still lack which you hope to acquire by an MBA?
- How an MBA will fill the gaps in your career and bring you closer to the fulfillment of your goals?
- Why NOW is a perfect time for you to go for an MBA degree?

** Example:**

*“My passion for technology, my experience in corporate and business leadership and my childhood vision to be a global business leader and continue my family legacy have defined my goal and fueled my vision to lead my family business into the world of Technology and Consulting. I want to open a new division in my family business in - technology & strategy firm. Through MBA, I will equip myself with very strong fundamentals in management by developing deeper perspectives in various disciplines accountancy, marketing, operations, finance and most importantly, entrepreneurship.”*

Even though the essay prompt doesn’t require you to answer “Why UNC? ” it still makes perfect sense to throw in a sentence or two about why an MBA from UNC is your best bet at this time? How it will help you achieve your goals? Your reasons for this could be insights gained from alumni, curriculum, faculty, and the various opportunities outside the classroom that Kenan Flagler provides .You may wrap up your essay by stating what value you will bring to the school.

You may organize the question in the following way:

- Career history (approximately 150- 175 words)
- Current skill set & short term and long term goals (approximately 150-175 words)
- Why MBA? Why now? (100-125 words)
- Why UNC ? ( approximately 50- 75 words )

Through this question, the Ad Com wants to know who you are as an individual and how you will add value to the UNC community. This is an interesting question that requires you to do lot of introspection to be able to discuss your personal traits and life experiences, (the people, the events) that have shaped your personality.

You have to talk about your background, your current interests and passions, your likes and dislikes, your personal traits that define you and led you to where you currently are. Drawing a link here, like in the previous question, is vital.

Here they are keen on knowing about you as a human being, as an individual, and not as a professional. Please note that all of us are unique individuals with our own personal traits. Pick 2-3 personal traits that set you apart from other people (e.g. maturity, drive, motivation, self-awareness etc. .) – the traits that you would like the Admission Committee to know about you. Then go ahead and illustrate these with relevant examples because your response will be ineffective without specific examples.

After this, address the second part of the question and focus on the ways in which, you think, you will contribute to the class room and the community at Kennan Flagler. You should lay down the ways in which your interests, your passions and hobbies would enrich the Kenan Flagler community and influence it in a positive manner. They will probably receive hundreds of applications from soccer players, another dozen from those who think they write poetry well. That doesn’t mean your chances are slim. It only means you’ve to show them not only that these hobbies are what define you, but also how you will be benefitting the community at Kennan Flagler through this.

** Example:**

*“The varied challenges of the business world have taught me persistence, high spiritedness, and honesty. At the Kennan-Flagler, I envision to conduct consulting projects for organizations through STAR program. I want to help small business owners build and develop their business ideas through Global Business Project program. With my culinary skills, I hope to ignite a passion for cooking in my peers and faculty and work towards creating a Chocolate and Bakery club. With my unique qualities and contributions, I will take my peers on their journey of exploration and fulfillment.”*

You may break your story down in the following two parts:

- What personal qualities or life experiences distinguish you from other applicants? (approximately 100- 150 words)
- How do these qualities or experiences equip you to contribute to UNC Kenan-Flagler? (approximately 150 -200 words)

This question is primarily focusing on those whose GMAT score is low and who have lacked math subjects, because the school wants to make sure that they will be able to handle academic rigor at this stage. If you need to answer this question, you can highlight the professional preparation you have already had in quantitative areas. You should also mention how you are brushing up your math knowledge even now and are prepared to do that till school commences. Be honest, do not exaggerate and show them that you are prepared for the academic rigor.

**Example:**

*“Upon deciding to pursue MBA with finance concentration, I set my next immediate goal to prepare for the CFA level 1 exam which will encompass microeconomics and financial accounting as specific areas of study. Thus, I will have a reasonable knowledge on these two areas before I start with the MBA curriculum. Also, my naturally high ability in quant as demonstrated by impressive scores in Quant and IR sections will steepen my learning curve in MBA and will complement this endeavor. “*

**Essay # 4 (Optional)**

**Is there any other information you would like to share that is not presented elsewhere in the application? (300 words maximum)**

You may use this optional essay to shine a spotlight on an __experience__ or __side of your personality__ that has not been revealed in the other three essays, and other parts of your application. This is another opportunity Ad Com is offering you to admit you. While someone might want to talk about his/her experiences in community service, someone else might want to share something about his/her accomplishments in extracurricular activities e.g. sports, music, or painting etc. However, if you feel that the other essays present a complete picture of your candidacy, you may skip this question.

This post first appeared at myEssayReview blog.

For questions, email Poonam at poonam@myessayreview.com

Web /Blog/ Free resources/LinkedIn/ Facebook/

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The University of Michigan **Ross School of Business** poses these two required essay questions and one optional statement in the Fall 2017 MBA application:

- What are you most proud of outside of your professional life? How does it shape who you are today? (up to 400 words)
- What is your desired career path and why? (up to 400 words)

* *Optional Statement:

This section should only be used to convey information not addressed elsewhere in your application, for example, completion of supplemental coursework, employment gaps, academic issues, etc. Feel free to use bullet points where appropriate.

This season’s MBA applicants may be interested in revisiting the advice **Soojin Kwon**, director of MBA admissions at the Ross School, offered last year when addressing a similar iteration of these questions.

For the first question, Kwon said, “*The context … is less important than your reason for being proud of something. We want to understand what makes something important to you. It gives us a glimpse into how you think about and process things, and what your priorities and values are. This is how we assess fit – through alignment of your values with the values of our community.*“

For the second question, the admissions director explained that, “*The main purpose of the career path question is so we can evaluate whether business school makes sense. A ‘good’ answer isn’t about saying you want to go into a traditional business field. In fact, many of our students pursue a wide range of careers outside of traditional business fields (e.g., education, nonprofit, emerging markets). A good answer will describe your rationale for being interested in a particular path.”*

Finally, the Ross School admissions team wants to see essays that are clear and succinct.* “It’s not a word count test, nor is it a creative writing test. Don’t write two paragraphs of introduction before stating what you’re most proud of,” Kwon advised last season, adding, “You can even start with, ‘I am most proud of….’ Write as you would speak. To a real person. We, who read the essays, are real people.”*

For more information about applying, please visit the Ross School admissions website.

Michigan Ross School Fall 2017 MBA Application Deadlines