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How to Simplify Sequences on the GMAT
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13 May 2016, 19:00
FROM Veritas Prep Admissions Blog: How to Simplify Sequences on the GMAT

The GMAT loves sequence questions. Testtakers, not surprisingly, do not feel the same level of affection for this topic. In some ways, it’s a peculiar reaction. A sequence is really just a set of numbers. It may be infinite, it may be finite, but it’s this very openendedness, this dizzying level of fuzzy abstraction, that can make sequences so difficult to mentally corral.
If you are one of the many people who fear and dislike sequences, your main consolation should come from the fact that the main weapon in the question writer’s arsenal is the very fear these questions might elicit. And if you have been a reader of this blog for any length of time, you know that the best way to combat this anxiety is to dive in and convert abstractions into something concrete, either by listing out some portion of the sequence, or by using the answer choices and working backwards.
Take this question for example:
For a certain set of numbers, if x is in the set, then x – 3 is also in the set. If the number 1 is in the set, which of the following must also be in the set?
I. 4
II. 1
III. 5
A) I only
B) II only
C) III only
D) I and II
E) II and III
Okay, so let’s list out the elements in this set. We know that 1 is in the set. If x= 1, then x – 3 = 2. So 2 is in the set. If x = 2 is in the set, then x – 3 = 5. So 5 is in the set.
By this point, the pattern should be clear: each term is three less than the previous term, giving us a sequence that looks like this: 1, 2, 5, 8, 11….
So we look at our options, and see we that only III is true. And we’re done. That’s it. The answer is C.
Sure, Dave, you may say. That is much easier than any question I’m going to see on the GMAT. First, this is an official question, so I’m not sure where you’re getting the idea that you’d never see a question like this. Second, you’d be surprised by how many testtakers get this wrong.
There is the temptation to assume that if 1 is in the set, then 4 must also be in the set. And note that this is, in fact, a possibility. If x = 4, then x – 3 = 1. But the question asks us what “must be” in the set. So it’s possible that 4 is in our set. But it’s also possible our set begins with 1, in which case 4 would not be included. This little wrinkle is enough to generate a substantial number of incorrect responses.
Still, surely the questions get harder than this. Well, yes. They do. So what are you waiting for? I’m not sure where this testy impatience is coming from, but if you insist:
The sequence a1, a2, a3, . . , an of n integers is such that ak = k if k is odd and ak = ak1 if k is even. Is the sum of the terms in the sequence positive?
1) n is odd
2) an is positive
Yikes! Hey, you asked for a harder one. This question looks far more complicated than the previous one, but we can attack it the same way. Let’s establish our sequence:
a1 is the first term in the sequence. We’re told that ak = k if k is odd. Well, 1 is odd, so now we know that a1 = 1. So far so good.
a2 is the second term in the sequence. We’re told that ak = ak1 if k is even. 2 is even, so a2 = a21 , meaning that a2 = a1. Well, we know that a1 = 1, so if a2 = a1 then a2 = 1.
So, here’s our sequence so far: 1, 1…
Let’s keep going.
a3 is the third term in the sequence. Remember that ak = k if k is odd. 3 is odd, so now we know that a3 = 3.
a4 is the fourth term in the sequence. Remember that ak = ak1 if k is even. 4 is even, so a4 = a41 , meaning that a4 = a3. We know that a3 = 3, so if a4 = a3 then a4 = 3.
Now our sequence looks like this: 1, 1, 3, 3…
By this point we should see the pattern. Every odd term is a positive number that is dictated by its place in the sequence (the first term = 1, the third term = 3, etc.) and every even term is simply the previous term multiplied by 1.
We’re asked about the sum:
After one term, we have 1.
After two terms, we have 1 + (1) = 0.
After three terms, we have 1 + (1) + 3 = 3.
After four terms, we have 1 + (1) + 3 + (3) = 0.
Notice the trend: after every odd term, the sum is positive. After every even term, the sum is 0.
So the initial question, “Is the sum of the terms in the sequence positive?” can be rephrased as, “Are there an ODD number of terms in the sequence?”
Now to the statements. Statement 1 tells us that there are an odd number of terms in the sequence. That clearly answers our rephrased question, because if there are an odd number of terms, the sum will be positive. This is sufficient.
Statement 2 tells us that an is positive. an is the last term in the sequence. If that term is positive, then, according to the pattern we’ve established, that term must be odd, meaning that the sum of the sequence is positive. This is also sufficient. And the answer is D, either statement alone is sufficient to answer the question.
Takeaway: sequence questions are nothing to fear. Like everything else on the GMAT, the main obstacle we need to overcome is the selffulfilling prophesy that we don’t know how to proceed, when, in fact, all we need to do is simplify things a bit.
Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And be sure to follow us on Facebook, YouTube, Google+ and Twitter!
By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.
The post How to Simplify Sequences on the GMAT appeared first on Veritas Prep Blog.

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Quarter Wit, Quarter Wisdom: Why Critical Reasoning Needs Your Complet
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16 May 2016, 11:00
FROM Veritas Prep Admissions Blog: Quarter Wit, Quarter Wisdom: Why Critical Reasoning Needs Your Complete Attention on the GMAT!

Let’s look at a tricky and time consuming official Critical Reasoning question today. We will learn how to focus on the important aspects of the question and quickly evaluate our answer choices:
Tiger beetles are such fast runners that they can capture virtually any nonflying insect. However, when running toward an insect, a tiger beetle will intermittently stop and then, a moment later, resume its attack. Perhaps the beetles 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 adequately 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 stops and runs away without its usual intermittent stopping.
(B) In pursuing a swerving insect, a beetle alters its course while running and its pauses become more frequent as the chase progresses.
(C) In pursuing a moving insect, a beetle usually responds immediately to changes in the insect’s direction, and it pauses equally frequently whether the chase is up or down an incline.
(D) If, when a beetle pauses, it has not gained on the insect it is pursuing, the beetle generally ends its pursuit.
(E) The faster a beetle pursues an insect fleeing directly away from it, the more frequently the beetle stops.
First, take a look at the argument:
 Tiger beetles are very fast runners.
 When running toward an insect, a tiger beetle will intermittently stop and then, a moment later, resume its attack.
There are two hypotheses presented for this behavior:
 The beetles cannot maintain their pace and must pause for a moment’s rest.
 While running, tiger beetles are unable to adequately process the resulting rapidly changing visual information and so quickly go blind and stop.
We need to support one of the two hypotheses and undermine the other. We don’t know which one will be supported and which will be undermined. How will we support/undermine a hypothesis?
The beetles cannot maintain their pace and must pause for a moment’s rest.
Support: Something that tells us that they do get tired. e.g. going uphill they pause more.
Undermine: Something that says that fatigue plays no role e.g. the frequency of pauses do not increase as the chase continues.
While running, tiger beetles are unable to adequately process the resulting rapidly changing visual information and so quickly go blind and stop.
Support: Something that says that they are not able to process changing visual information e.g. as speed increases, frequency of pauses increases.
Undermine: Something that says that they are able to process changing visual information e.g. it doesn’t pause on turns.
Now, we need to look at each answer choice to see which one supports one hypothesis and undermines the other. Focus on the impact each option has on our two hypotheses:
(A) When a prey insect is moved directly toward a beetle that has been chasing it, the beetle immediately stops and runs away without its usual intermittent stopping.
This undermines both hypotheses. If the beetle is able to run without stopping in some situations, it means that it is not a physical ailment that makes him take pauses. He is not trying to catch his breath – so to say – nor is he adjusting his field of vision.
(B) In pursuing a swerving insect, a beetle alters its course while running and its pauses become more frequent as the chase progresses.
If the beetle alters its course while running, it is obviously processing changing visual information and changing its course accordingly while running. This undermines the hypothesis “it cannot process rapidly changing visual information”. However, if the beetle pauses more frequently as the chase progresses, it is tiring out more and more due to the long chase and, hence, is taking more frequent breaks. This supports the hypothesis, “it cannot maintain its speed and pauses for rest”.
Answer choice B strengthens one hypothesis and undermines the other. This must be the answer, but let’s check our other options, just to be sure:
(C) In pursuing a moving insect, a beetle usually responds immediately to changes in the insect’s direction, and it pauses equally frequently whether the chase is up or down an incline.
This answer choice undermines both hypotheses. If the beetle responds immediately to changes in direction, it is able to process changing visual information. In addition, if the beetle takes similar pauses going up or down, it is not the effort of running that is making it take the pauses (otherwise, going up, it would have taken more pauses since it takes more effort going up).
(D) If, when a beetle pauses, it has not gained on the insect it is pursuing, the beetle generally ends its pursuit.
This answer choice might strengthen the hypothesis that the beetle is not able to respond to changing visual information since it decides whether it is giving up or not after pausing (in case there is a certain stance that tells us that it has paused), but it doesn’t actually undermine the hypothesis that the beetle pauses to rest. It is very possible that it pauses to rest, and at that time assesses the situation and decides whether it wants to continue the chase. Hence, this option doesn’t undermine either hypothesis and cannot be our answer.
(E) The faster a beetle pursues an insect fleeing directly away from it, the more frequently the beetle stops.
This answer choice strengthens both of the hypotheses. The faster the beetle runs, the more rest it would need, and the more rapidly visual information would change causing the beetle to pause. Because this option does not undermine either hypothesis, it also cannot be our answer.
Only answer choice B strengthens one hypothesis and undermines the other, therefore, our answer must be B.
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Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog!
The post Quarter Wit, Quarter Wisdom: Why Critical Reasoning Needs Your Complete Attention on the GMAT! appeared first on Veritas Prep Blog.

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5 Factors to Consider When Choosing a Business School for Its Maximum
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17 May 2016, 18:00
FROM Veritas Prep Admissions Blog: 5 Factors to Consider When Choosing a Business School for Its Maximum Global Impact

As the world has become increasingly global and interconnected, the business world has followed the same trend. As such, the ability to be a global thinker has been ingrained in many business school curriculums, both domestically and internationally. For some, this educational dalliance with a global curriculum at many MBA programs is insufficient and does not effectively prepare students to lead in an international setting.
Choosing an MBA program for a global impact is extremely important for students looking to live or work internationally. Also, globallyminded programs tend to attract more students who are interested in working at multinational corporations that may be headquartered outside of the U.S. For international students, attending programs with a high percentage of other international students eases the transition to a new country and provides a more comfortable experience during the 2year business school journey. Let us discuss some other things to consider as you explore what constitutes the right globallyminded MBA program for you:
1) Location
The location of your future business school is one of the biggest factors to consider when determining your fit with a specific program. Now, when thinking about programs that can deliver a global impact, usually the closer you are to your target region of postMBA work, the better off you are – if you are interested in working in Europe, for example, then a European MBA program like INSEAD may make more sense for you than an MBA program in the United States.
2) Reputation
Even an MBA program that is not based in your region of interest can provide great postMBA career opportunities if its name carries the right reputation. Globallyreputed programs resonate anywhere in the world, which can allow students a great education with career opportunities in other international areas.
3) Curriculum
If you are interested in how global an MBA program is, make sure to review the academic offerings of your target schools, paying close attention to how they weave global learning into their course requirements. The best global programs will offer relevant international coursework, treks, and experiential learning opportunities to provide practical and academic experiences for interested students. Some programs, like the Kellogg School of Management at Northwestern University, even have international education requirements that mandate students to study abroad, take internationallyfocused coursework, or engage in some other global experiential learning opportunities.
4) Alumni
Prominent alumni or a high number of alumni in a region from your target school can be another great indicator of fit. A strong, connected alumni network can often help you secure shortterm or longterm employment in a desired nation of your choice or multinational company.
5) Current Students
For applicants interested in global exposure, the amount of international students currently in the MBA programs they are interested in can be a strong indicator that they may click with that program. Having an internationally diverse student body provides tremendous networking opportunities for students interested in learning more about global career opportunities as well as the cultures in specific regions around the world.
Follow the tips above to inform your decision making when choosing the right globallyminded MBA program for your unique needs.
Applying to business school? Call us at 18009257737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.
Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.
The post 5 Factors to Consider When Choosing a Business School for Its Maximum Global Impact appeared first on Veritas Prep Blog.

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So, You’re Terrible at Integrated Reasoning…
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18 May 2016, 11:00
FROM Veritas Prep Admissions Blog: So, You’re Terrible at Integrated Reasoning…

Since its release on the June 2012 exam, the Integrated Reasoning portion of the GMAT has had some test takers stumped. This 30minute, 12 question section is oddly scored on a 1 to 8 scale, and no partial credit is given, even for multipart, multianswer questions.
For the past several years, it was a matter of debate as to whether business schools evaluated applicants on the basis of the Integrated Reasoning Section. Admissions offices can be slow to adapt to changes in standardized tests, waiting for enough points of comparison to consider whether the change corresponds with other ways that applicants are assessed. But in the past 12 MBA admissions cycles, it has become apparent that admissions teams are ready to actively add the Integrated Reasoning Section as a factor in their assessments.
But this tough nut of a section is not inundated with years of Official Guide and testprepcompanygenerated questions like the Quantitative and Verbal Sections. After taking a practice test or two, you may find yourself scoring a 2/8 or 3/8 and completely at a loss on how to improve your Integrated Reasoning score.
The first step you can take to improve your IR score is understanding what types of questions to expect on the Integrated Reasoning Section, and then adjust your approach to each question with a corresponding appropriate strategy. The Integrated Reasoning questions can be bucketed into four categories:
 Table Analysis: sorting given tables and making the most of information presented
 Graphics Interpretation: reading and interpreting a graph
 MultiSource Reasoning: using all the given information to assess statements
 TwoPart Analysis: determine the correctness of two parts of a question (all parts need to be selected correctly, with no partial credit given!)
What many test takers fail to recognize that that the IR Section is not necessarily its own unique section, but rather, it is a “summary” section – you can apply all the strategies you have learned for the Quantitative and Verbal Sections to these types of questions. Anticipation, process of elimination, etc. Integrated Reasoning is multifaceted, as should be your corresponding strategies.
The next step is practice, practice, practice with the resources you do have available. Timing is handsdown the biggest challenge for test takers on this section, so make sure you’ve completed all the gimmes that the MBA.com website provides (with 48 questions recently released for additional practice).
And if you feel you need more help preparing for the IR Section, consider checking out Veritas Prep’s GMAT course offerings – we were the leader in test preparation companies anticipating strategies and providing dedicated Integrated Reasoning practice. Assess areas that you have made careless mistakes, ways you could better sort tables and charts, and other areas where you could have gotten to the conclusion more readily over being mired down into nitty gritty, and unnecessary, details.
With a bit of understanding and preparation, and figuring out how you are able to best read, assess, review, and interpret tables and information, you should be able to edge closer to the coveted 8/8 IR score.
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By Ashley Triscuit, a Veritas Prep GMAT instructor based in Boston.
The post So, You’re Terrible at Integrated Reasoning… appeared first on Veritas Prep Blog.

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SAT Tip of the Week: Summer SAT Prep Courses
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18 May 2016, 14:00
FROM Veritas Prep Admissions Blog: SAT Tip of the Week: Summer SAT Prep Courses

The SAT challenges a student’s skills in many different subjects – students must complete questions on reading, math, writing and language, as well as complete the essay (which is optional, but many high school seniors choose to write it anyway). Most students benefit from taking an SAT preparation course.
These types of courses are available to students at many times throughout the year, however SAT summer courses are an ideal option for many high school students (especially for students who are extremely busy with activities and other commitments during the school year). Consider some of the benefits of SAT summer programs for high school students:
Additional Time to Devote to Study
Students who take summer SAT prep classes have more time to focus on practicing for this important test. Alternatively, students who choose to prepare for the SAT during the school year must carefully plan their schedule so they have time to study for the test while keeping up with their school work and extracurricular activities. A student who wants to focus solely on mastering the SAT may want to put aside time in the summer for preparation. At Veritas Prep, we prepare students for the SAT during the summer and all year round!
Enjoying a More Flexible Study Schedule
Many students pare down their daily schedules during the summer so they have the chance to reenergize for the coming school year, which offers them more options when it comes to studying for the SAT.
For example, a student may decide to study for two hours in the morning on Mondays, Wednesdays and Fridays so they can work at a parttime job in the afternoons – this leaves Tuesdays and Thursdays free to spend time with family and friends. Another student may study for a few hours each afternoon five days a week so they can babysit or spend time with friends in the evenings. When it comes to SAT prep, utilizing a summer program allow students more options regarding how to manage their studying.
Feeling Prepared for the Test
A student who feels thoroughly prepared for the SAT will have more confidence in their abilities on test day. SAT summer prep classes give students the chance to build up a tremendous amount of confidence regarding the test, because in the summer, students have the free time they need to absorb the information conveyed during their lessons. They also have plenty of time to become familiar with, and practice, the strategies they learn during their instruction. Throughout the summer months, students can work to improve their weak areas so they can feel more at ease about specific subjects that will be on the exam. All of this preparation can add up to a stellar performance on test day!
Time to Study with Friends
During the school year, most high school students are busy with homework, club meetings, afterschool sports and other activities. Though two friends may be taking the SAT at the same time later in the school year, they may not have time to study together due to their busy schedules.
However, two friends who take summer SAT prep classes are likely to have more free time to meet and go over study material before they take their exam. They could quiz one another or perhaps practice math skills by competing in online games. Studying for the SAT can be more effective, not to mention more fun, with the help of an encouraging friend.
Our team at Veritas Prep is proud to provide students with firstrate SAT prep. Summer programs that prepare students for the SAT as well as all of our other courses are taught by skilled instructors – we hire tutors who truly understand what it takes to ace the SAT, and students who work with us benefit from the knowledge and practical experience of our professional instructors. Contact us online or call us today to start preparing for the SAT!
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How to Show Leadership Potential in Your MBA Applications (Even Withou
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18 May 2016, 18:00
FROM Veritas Prep Admissions Blog: How to Show Leadership Potential in Your MBA Applications (Even Without Holding a Formal Title)

Business schools are known to value the leadership potential of their candidates very highly. Consequently, applicants often worry that their work experiences are not strong enough to impress the Admissions Committee – especially when they do not hold a highranking title or do not have direct reports under their supervision.
Aside from formal leadership responsibilities within your organization, use the tips below to showcase your future leadership potential in your MBA applications:
1) Use Successes of Selling Ideas
MBA applicants who have roles as experts or individual contributors to a company often do not have any staff underneath them. If you are in this position, use examples of your success in selling ideas to showcase your leadership potential. This could include convincing senior management to approve a proposal, collaborating with diverse stakeholders for a project, and getting your plans implemented across the company.
Aside from displaying innovation and initiative, speaking about your success in selling ideas will also allow you to demonstrate your ability to negotiate, align and relate with people from diverse backgrounds and motivations, showcasing you as an applicant who can collaborate with peers at business school and be an effective leader postMBA. This addresses both the leadership and teamwork skills that Admissions Committees look for, while giving you an avenue to show examples of your creativity and expertise.
2) Play up Personal Passions
To present yourself as an allaround great personality with multiple dimensions, you will need to share your personal interests – the activities you do to have fun, to relieve stress, and to grow outside of the work environment will definitely make you a more interesting candidate to the Admissions Committee. In determining which extracurriculars to elaborate on, choose those that involve leadership responsibilities or impressive projects that you took an active role in (these examples could also easily go in any essays that ask for examples of leadership, success, or failure).
Aside from making your profile stand out and offering you another way to display your leadership potential, sharing your passions in this way will give you the chance to show the Admissions Committee how easy it would be for you to relate with your future business school peers and contribute to their experiences.
3) Include Informal Mentoring and Influencing
Another way to demonstrate your interpersonal leadership skills is to relate stories of how you informally mentored and influenced someone to help you achieve an accomplishment or solve a particular problem. MBA programs increasingly value the importance of this ability. In addition to showing the values of leadership, empathy and teamwork, including information about this mentoring in your profile will also be a great chance to exhibit your drive, initiative and ability to adapt to working with different types of personalities.
By employing the tips above, you will be able to demonstrate strong leadership potential – even without holding an impressive title in your organization – while also sharing outstanding aspects of your personal profile.
Applying to business school? Call us at 18009257737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.
Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD.
The post How to Show Leadership Potential in Your MBA Applications (Even Without Holding a Formal Title) appeared first on Veritas Prep Blog.

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Avoid Obtaining the Wrong Values in Percent Increase Questions
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19 May 2016, 10:00
FROM Veritas Prep Admissions Blog: Avoid Obtaining the Wrong Values in Percent Increase Questions

Many test takers make mistakes in percent increase quantitative GMAT questions, not because they do not understand the principle of percent increase, but rather, because they don’t evaluate the correct values.
A quick recap: percent increase questions can be identified (often literally) by the words “percent increase,” and tend to be word problems that don’t read in the most straightforward manner. The first step to take when working towards answering these questions is to be cautious and evaluate them carefully.
The second step is to, of course, use the percent increase formula – (new value – initial value) / (initial value) x 100%.
Let’s start by going through a sample GMAT practice problem:
In 2005, 25 percent of the math department’s 40 students were female, and in 2007, 40 percent of the math department’s 65 students were female. What was the percent increase from 2005 to 2007 in the number of female students in the department?
A) 15%
B) 50%
C) 62.5%
D) 115%
E) 160%
At first can be difficult to determine what the answer is for this question, but keep in mind that the best place to start looking is in the last sentence and/or the actual question that is posed. In this case, the new value is the number of female students in 2007, “the number of female students in the department?”
By working backwards through this problem, we would take 40% of 65 (our final value), which we can easily calculate as 0.4*65 (or 2/5*65), giving us a total of 26 students in 2007.
Our initial value must then be the number of female students in 2005, which we can get by calculating 25% of 40. 0.25*40 (or 1/4*40) leaves us with a total of 10 female students in 2005.
Breaking up the question up into smaller, more manageable chunks gives us the ability to plug 26 and 10 into the percent increase formula – (26‐10)/10 = 16/10 = 1.6 = 160%. Therefore, the correct answer is E.
This strategy of not trying to figure out the conclusion without evaluating all the separate parts of the question is important to tackle percent change GMAT problems, but can be applied across a variety of quantitative questions. Understanding that these questions can be much more manageable, and are more about strategy versus understanding complex math concepts, is the key to success on the Quantitative Section.
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By Ashley Triscuit, a Veritas Prep GMAT instructor based in Boston.
The post Avoid Obtaining the Wrong Values in Percent Increase Questions appeared first on Veritas Prep Blog.

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From the Family Business to Business School (and Back)
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19 May 2016, 16:00
FROM Veritas Prep Admissions Blog: From the Family Business to Business School (and Back)

“You’re going back to the family business?”
If you’re planning to attend business school with the ultimate intent of working for your family’s business, some of your friends will probably wonder why you would consider pursuing an MBA when they feel that a clear path has already been (very well) paved for you with the power, privilege, and prestige of your family’s business handed to you on a silver platter. Some will envy you, some will resent you, and even more will wonder if you really need an MBA, while you yourself doubt how stating this postMBA goal will affect your odds of admission.
Interestingly, articulating your personal story towards convince your friends of this decision may also be the same formula towards strengthening your case to getting admitted to your target schools. Let’s examine three ways you can best explain to the Admissions Committee your plans to go from your family’s business to business school, and back:
1) Win Admiration from Peers
Displaying your competence through your strong academic and job accomplishments, demonstrating your character through your work ethic and values, or showcasing how you have gotten involved with interesting and worthwhile activities will help show you as someone who can make it on their own. In turn, this display of independence – that you don’t completely rely on your family to succeed – will work towards winning admiration and respect from your peers, and even your subordinates.
Imagine, sometime in the near future (perhaps your late 20’s or early 30’s), being introduced as the new General Manager of your family’s business. Some whispers from your employees would surely be, “She’s the daughter of the boss, that’s why…” From your side, you would want them to also recognize how you have also excelled outside of the family business environment, whether it is at another company, or towards a specific social cause or interest. Similarly, explaining this desire to find your own success, independent of your family, will be a great way to explain your MBA aspirations to the Admissions Committee.
2) Acknowledge Your Good Fortune
In discussing your history in relation to your family’s business, you would do well to be grateful for the circumstances you have been blessed with. This gratitude will serve as a good point to highlight the knowledge, exposure and network you are equipped with – attractive qualities that can benefit your future business school community, as well.
Mentioning specifics about your family’s business to demonstrate its scale and potential impact not only shows your awareness and interest in the business, but also helps the Admissions Committee realize the impact you can make in the business world. Providing details on the products this company provides, or on its business model, will also help them visualize what you are involved with now, and how it can influence you as a future MBA.
3) Articulate Your Passion
Tell the Admissions Committee what you are excited to do after business school, such as leading the entry into a new market, launching a product line, building a distribution channel, or formulating new company plans. You can also share the challenges your family’s business is currently facing – perhaps it is the need to modernize its systems and processes, or its struggle with the more personal aspects of succession planning or even family politics. Showing your focus and drive to achieve these specific postMBA objectives – and explaining how attending business school will help you attain these goals – will further demonstrate your substance and maturity.
Relate these future plans and current challenges to your need for an MBA at your specific school of interest by identifying exactly what you aim to gain at their program and how you plan to bring it back to your family’s business. Doing this will help convince the Admission Committee that you are the right fit for their program and deserving of a spot.
Applying to business school? Call us at 18009257737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.
Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD.
The post From the Family Business to Business School (and Back) appeared first on Veritas Prep Blog.

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GMAT Rate Questions: Tackling Problems with Multiple Components
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20 May 2016, 15:00
FROM Veritas Prep Admissions Blog: GMAT Rate Questions: Tackling Problems with Multiple Components

A few posts ago, I tackled rate/work questions, which are invariably a source of consternation for GMAT testtakers. On the latest official practice tests that GMAC has released, these questions showed up with surprising frequency, so I thought it might be worthwhile to tackle a challenging incarnation of this question type: one in which a single machine begins a project and then multiple machines complete the partiallyfinished work.
To review, the key for dealing with this type of question is to apply the following rules:
 Rate * Time = Work
 Rates are additive in work questions.
 Rate and time have a reciprocal relationship.
For the questions involving partially completed jobs, we’ll throw in the addendum that a completed job can be designated as “1”’
And that’s it!
Here’s a question I saw on my recent practice test:
Working alone at its constant rate, pump X pumped out ¼ of the water in a tank in 2 hours. Then pumps Y and Z started working and the three pumps, working simultaneously at their respective constant rates, pumped out the rest of the water in 3 hours. If pump Y, working alone at its constant rate, would have taken 18 hours to pump out the rest of the water, how many hours would it have taken pump Z, working alone at its constant rate, to pump out all of the water that was pumped out of the tank?
A) 6
B) 12
C) 15
D) 18
E) 24
Okay, deep breath. Recall our three aforementioned rules. Next, let’s designate the rates for the pumps as x, y, and z, respectively.
If pump x can pump out ¼ of the water in 2 hours, then it would take 4*2 = 8 hours to pump out all the water alone. If pump x can complete 1 tank in 8 hours, then x = 1/8.
If x removes ¼ of the water on its own, then all three pumps working together have to remove the ¾ of the water left in the tank. We’re told that together they can do this in 3 hours. If x, y, and z together can do ¾ of the work in 3 hours, then x + y + z = (¾)/3 = 3/12 = ¼.
We’re told that y, alone, could have pumped out the rest of the water in 18 hours – again, there was ¾ of a tank left, so y = (¾)/18 = 1/24.
To summarize, we know that x = 1/8, y = 1/24, and x + y + z = ¼; Not so hard to solve for z, right?
1/8 + 1/24 + z = ¼
Multiply everything by 24, and we get:
3 + 1 + 24z = 6
24z = 2
z = 1/12.
That’s z’s rate. If rate and time have a reciprocal relationship, we know that it would take z 12 hours to pump out all the water of one tank alone. The answer is, therefore, B.
Takeaway: The joy of seeing new material from GMAC (Is joy the right word?) is the realization that no matter how many additional layers of complexity the questionwriters throw at us, the old verities hold true. So when you see tough questions, slow down. Remind yourself that the strategies you’ve cultivated will unlock even the toughest problems. Then, dive in and discover, yet again, that these questions are never quite as hard as they appear at first glance.
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By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.
The post GMAT Rate Questions: Tackling Problems with Multiple Components appeared first on Veritas Prep Blog.

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Quarter Wit, Quarter Wisdom: Squares and Square Roots on the GMAT
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23 May 2016, 19:00
FROM Veritas Prep Admissions Blog: Quarter Wit, Quarter Wisdom: Squares and Square Roots on the GMAT

In today’s post, we will try to clear up your doubts regarding positive and negative solutions in the case of squares and square roots. We will explain the reasons behind each case, which will help you recall the fundamentals when you need to use them. While preparing for the GMAT, you have probably come across a discussion that says x^2 = 4 has two roots, 2 and 2, while √4 has only one value, 2.
Now, let’s try to understand why this is so:
1) x^2 = 4
Basic algebra tells us that quadratics have two roots. Here, x can be either 2 or 2; each, when squared, will give you 4.
x^2 – 4 = 0 and (x + 2)*(x – 2) = 0 when x equals 2 or 2.
2) √x is positive, only
Now this is odd, right? √4 must be 2. Why is that? Shouldn’t it be 2 or 2. After all, when we square both 2 and 2, we get 4 (as discussed above). So, √4 should be 2 or 2.
Here is the concept: √x denotes only the principal square root. x has two square roots – the positive square root (or principal square root) written as √x and the negative square root written as √x. Therefore, when you take the square root of 4, you get two roots: √4 and √4, which is 2 and 2 respectively.
On a GMAT question, when you see √x, this is specifically referring to the positive square root of the number. So √4 is 2, only.
3) (√x)^2 = x
This is fairly straightforward – since x has a square root, it must be nonnegative. When you square it, just the square root sign vanishes and you are left with x.
4) √(x^2) = x
Now this isn’t intuitive either. √(x^2) should simply be x – why do we have absolute value of x, then? Again, this has to do with the principal square root concept. First you will square x, and then when you write √, it is by default just the principal square root. The negative square root will be written as √(x^2). So, irrespective of whether x was positive or negative initially, √(x^2) will definitely be positive x. Therefore, we will need to take the absolute value of x.
Here’s a quick recap with some examples:
 √9 = 3
 x^2 = 16 means x is either 4 or 4
 √(5^2) = 5
 √(5^2) = 5
 (√16)^2 = 16
 √100 = 10
To see this concept in action, let’s take a look at a very simple official problem:
If x is not 0, then √(x^2)/x =
(A) 1
(B) 0
(C) 1
(D) x
(E) x/x
We know that √(x^2) is not simply x, but rather x. So, √(x^2)/x = x/x.
Depending on whether x is positive or negative, x/x will be 1 or 1 – we can’t say which one. Hence, there is no further simplification that we can do, and our answer must be E.
Now that you are all warmed up, let’s examine a higherlevel question:
Is √[(x – 3)^2] = (3 – x)?
Statement 1: x is not 3
Statement 2: x * x > 0
We know that √(x^2) = x, so √[(x – 3)^2] = x – 3.
This means that our question is basically:
Is x – 3 = 3 – x?
Note that 3 – x can also be written as (x – 3).
Is x – 3 = (x – 3)?
Recall the definition of absolute values: a = a if a is greater than or equal to 0, and a if a < 0.
So, “Is x – 3 = (x – 3)?” depends on whether (x – 3) is positive or negative. If (x – 3) is negative (or 0), then x – 3 is equal to (x – 3).
So our question now boils down to:
Is (x – 3) negative (or 0)?
Statement 1: x is not 3
This means we know that (x – 3) is not 0, but we still don’t know whether it is negative or positive. This statement is not sufficient.
Statement 2: x * x > 0
x is always nonnegative, so for the product to be positive, “x” must also be positive. This means x must be negative. If x is negative, x – 3 must be negative, too.
If (x – 3) is negative, x – 3 is equal to (x – 3). Hence, this statement alone is sufficient, and our answer is B.
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Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog!
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Applying to Business School With a NonProfit Background
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24 May 2016, 15:00
FROM Veritas Prep Admissions Blog: Applying to Business School With a NonProfit Background

If you’re applying to business school from a nonprofit background, then congrats! The richness of the student community at many top business schools is due to the diversity of their student’s unique backgrounds and perspectives, so do not run from your nonprofit experience – embrace it!
MBA programs have historically been filled with students from more traditional feeder industries, such as consulting and finance, but this does not mean these are the only industries Admissions Committees are looking for. There are a few factors to keep in mind, however, as you apply to top MBA programs from a nonprofit background:
Academic Transcript
What type of coursework did you take as an undergraduate student? Was it primarily quantitative or more qualitative? These factors play a big role in how ready your candidacy appears for the predominantly analytical core curriculums found at most business schools. This issue is heightened even further if you also have a low GPA or poor performance in past quantitative classes, given that your nonprofit work experience may not be perceived as analytically rigorous as other traditional MBA feeder industries.
GMAT Score
Your GMAT score plays another important role in the viability of your candidacy. Your ability to achieve a competitive score, particularly on the Quantitative Section, could help dispel any doubt about your ability to perform in your first year at business school.
Interpersonal Skills
Although the nonprofit sector still remains a relatively small industry for MBA applicants to come from, the transferable skills schools look for in candidates from this field are relatively similar those from other, more traditional industries. Showcasing your leadership and teamwork abilities will be critical to highlight your potential to make an impact on campus and as a future alum of the school.
Career Goals
Like many other applicants, nonprofit candidates often pursue business school as an opportunity to switch careers – sometimes this career switch is a complete turnaround from their prior work experiences, and other times it’s just a subtle tweak to their career trajectories.
In both respects, it is important to identify the transferable skills that you have gained during your time working in the nonprofit sector and how these skills will be able to be utilized in your future industry of choice. If there is a personal passion that drove your initial interest in your nonprofit, try and connect that in some way to your future career goals, if relevant. Having a commitment to something that has a broader impact on the world around you has always been viewed positively by the Admissions Committee (when authentic).
Keep these strategies in mind as you plan out your approach for applying to MBA programs from your nonprofit background.
Applying to business school? Call us at 18009257737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.
Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.
The post Applying to Business School With a NonProfit Background appeared first on Veritas Prep Blog.

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8 Questions to Ask Yourself Before You Pick a College Major
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24 May 2016, 17:00
FROM Veritas Prep Admissions Blog: 8 Questions to Ask Yourself Before You Pick a College Major

All college students hope to major in subjects they love, but unfortunately, choosing a major is rarely that simple. Majors can shape everything, from job prospects to college workloads to future salaries, not to mention ways of thinking and even ways of life.
It’s no surprise, then, that so many college students feel pressure to find the “Perfect Major” for their interests, skills, and plans for the future — and it’s also no surprise that with so many factors to take into consideration, finding that “Perfect Major” can be so difficult. Here are eight questions to help guide your decision:
1) Do you like the subject enough to drown yourself in it? Keep in mind that choosing a major — say, psychology — means spending years taking classes on psychology, writing reports on psychology, completing assignments on psychology, reading textbooks and articles about psychology, attending lectures on psychology, taking tests on psychology… you get the picture. Signing up for a major you aren’t interested in could mean setting yourself up for years of boredom and burnout.
2) Do you like the classes you’ll have to complete for your major? Read descriptions and reviews for the classes required in your major. Do you think you’d like to take those classes? Did past students in those classes enjoy their experiences? Doing a bit of research before you make your decision could help you avoid a semester of pain in the wrong classes.
3) How difficult are those classes? Ask former students or read reviews to gauge how many hours of work you’ll need to put into your classes each week. If you anticipate filling up your schedule with extracurricular activities, parttime jobs, internships or other commitments during the school year (as most students do), consider your priorities carefully before signing up for a workintensive major.
4) Will your major allow you to fulfill its requirements using courses taken outside of your university? If you plan to study abroad, can you transfer classes from the program at your destination university back to your major at your home university? If you’re a transfer student, or you plan to graduate early, can you apply credits completed at other universities to your major requirements?
5) How many classes will you need to take each semester? Create a tentative fouryear class plan, and list out the courses you’ll need to take each semester in order to finish your major. Do you have enough space left to take classes outside your major? If your major includes any highly demanding classes: if you end up needing to retake a class to improve your grade, will you have the extra space in your schedule to do so? Could you free up a semester to spend abroad?
6) How long will it take you to complete your major? If graduating in fewer than four years is important to you for financial or other reasons, it may serve you well to choose a major that doesn’t require a high number of classes, a full final year of thesis supervision, etc.
7) Will your major increase your access to jobs you’d like to have after you graduate? Ask your university’s career counselors about the jobs that past graduates of your intended major went on to take. Could you see yourself working those jobs in the future? Do you think you’d enjoy your work?
8) Will your major increase your access to jobs that pay well? What are the average starting salaries of people who complete your major? What are the average starting salaries of people who complete your major at your particular university? Your university’s career counselors can offer you useful information on this front, too.
By asking yourself these eight questions, you’ll be able to easily evaluate which major is right for you and your future.
Do you still need help with your college applications? We can help! Visit our College Admissions website and register to attend one of our FREE Online College Workshops! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter!
Courtney Tran is a student at UC Berkeley, studying Political Economy and Rhetoric. In high school, she was named a National Merit Finalist and National AP Scholar, and she represented her district two years in a row in Public Forum Debate at the National Forensics League National Tournament.
The post 8 Questions to Ask Yourself Before You Pick a College Major appeared first on Veritas Prep Blog.

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How to Choose the Right Hobbies for Your Business School Application
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24 May 2016, 18:00
FROM Veritas Prep Admissions Blog: How to Choose the Right Hobbies for Your Business School Application

How relevant are your hobbies and interests to your MBA applications? You may wonder how outside activities in sports, arts, or other areas can impact your application, and think these are nothing more than trivial bits of additional information that are totally separate from your professional experiences. However, choosing the right ones to highlight and using them appropriately can help present you in a multidimensional way that strengthens your overall profile.
First, choose activities that would complement your current work profile. For example, someone working in Finance, whose roles and accomplishments are in an individual capacity, would be better off choosing to highlight their contributions to a club soccer team, rather than their exploits playing the piano. This is to display the applicant’s ability to get along with peers and show teamwork and leadership skills.
Contrary to some misconceptions, you don’t have to be the star player of every activity you are involved in – showing humility and the ability to work well with others in different roles is just as important as being a leader, especially if you are targeting schools that are known to encourage a collaborative environment.
You may also want to consider choosing to participate in an activity that would be unexpected from the stereotype of people in your field. For instance, a compliance officer could share that he or she is also a parttime standup comedian. Aside from making such an applicant’s profile more interesting, this hobby also shows them in a different dimension, and expands the qualities that would be typically associated with a compliance officer – in this case, portraying this applicant as not only an executive who is methodical, diligent, and responsible, but also as an entertainer who is funny, dynamic and engaging.
Share stories of the activities you were involved with growing up to demonstrate values that are consistent with the values you highlight for your work experiences, or that you use to define your character strengths. To illustrate, you may tell a story of how hours and hours of practice for gymnastics enabled you to develop and appreciate the value of hard work, or how the same resilience you displayed to fully recover from a serious knee injury that cut short your career as a tennis champion allowed you to succeed with your startup, even after encountering major obstacles.
A surprising hobby or interest can help your profile pop and paint a vivid picture of you in the minds of the Admissions Committee, helping you become a memorable and relatable candidate they would want attending their school.
Applying to business school? Call us at 18009257737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.
Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD.
The post How to Choose the Right Hobbies for Your Business School Application appeared first on Veritas Prep Blog.

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SAT Tip of the Week: 6 Strategies You Learn in High School That Will H
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25 May 2016, 10:00
FROM Veritas Prep Admissions Blog: SAT Tip of the Week: 6 Strategies You Learn in High School That Will Help You Prepare for the SAT

If you’re anything like me, the SAT might seem irrelevant to your high school classes. I know the College Board says that the SAT tests the same skills you learn in high school, but let’s be real – it never feels that way. High school essays have different questions than SAT essays, high school math questions are much more detailed, and high school science content barely shows up on the SAT.
However, even with these and other differences, you shouldn’t totally divorce high school from the SAT. There is some important overlap between the two, and it’s important to use every resource you can to improve your SAT performance. Here are some solid strategies that will help you best use your time in high school to prepare for the SAT:
1) Build good vocabulary habits. The new SAT has done away with the notoriously obscure vocabulary questions the old SAT was known for, but there are still vocab words in context. When reading challenging texts for English class, be sure to look up words you don’t know and practice using them in appropriate ways to prepare for this type of vocab usage on test day.
2) Learn math content basics. It is true that SAT math does not align perfectly with high school math, but hey, numbers are numbers! Focusing in on high school math, especially on what you learned during your first few years of high school, can be a good way to establish basic comfort with a lot of the skills the SAT will test you on. Even if SATspecific strategies are the most useful in answering SAT math questions, knowing how to do quick calculations and having a familiarity with important formulas will serve you well on this exam, especially with regards to time.
3) Recognize grammar rules. Many high school English curricula place a strong emphasis on grammar in writing, but lots of students tend to dismiss it as boring. Don’t be one of these students! Having a basic understanding of grammar rules is key to being confident on the SAT Writing and Language section. Even if you don’t remember all the exact rules and exact names of the things you learned in class, by paying attention, you will be more likely to spot mistakes and know how to correct them.
4) Get practice writing essays. The old SAT essay had almost nothing to do with anything you would write for high school, but the new SAT essay (the one that matters now) has some overlap with highschoolstyle assignments.
The new essay is all about argument analysis – a skill that many Social Studies and English classes in high school try to hone. If you practice these skills in class and work with your teachers to improve your writing ability, you will be more comfortable writing the SAT essay. Merely the act of writing itself tends to improve your overall writing ability, so think of all your high school assignments as making your writing clearer and stronger for the SAT down the road.
5) Develop good testtaking habits. The SAT is a standardized test, unlike many tests you will take in school. However, a test is a test, and there are mental strategies you can develop that will help you no matter what kind of test you’re taking, and a big one is discipline.
Tests are long and can be boring, so the more practice you have taking tests, the more you’ll be able to effectively deal with the feeling of just wanting to give up. Also, you can use the act of taking high school tests to practice things like bubbling in answers, getting better at timing, and knowing how to utilize multiple choice questions to your advantage.
6) Take the pressure off your SAT score. Practically everyone will agree that how you perform in high school is more reflective of your academic merit than how you fare on one exam some Saturday morning. Even so, the SAT is weighted pretty heavily in college admissions, so it’s a good idea to do as well as you can. The better you perform in high school, though, the less pressure you will have to do as well on the SAT.
Without the intense pressure to do incredibly well, many students find that they end up performing better on the SAT, since they are more relaxed and confident when taking the test. Therefore, living up to your potential in high school is a winwin situation: if you do well in high school, you’re likely to do better on the SAT, and even if you don’t do well on the SAT, you’ll have your good grades to fall back on.
The SAT and your high school classes may have more in common than you think. To achieve your best results on the SAT, it’s important that you apply the lessons you learn and the skills you acquire in high school to your preparation for the test.
Still need to take the SAT? Check out our variety of free SAT resources to help you study successfully. And be sure to find us on Facebook, YouTube, Google+ and Twitter!
By Aidan Calvelli.
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Help! 100% of the GMAT Sentence Correction Question is Underlined!
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25 May 2016, 12:00
FROM Veritas Prep Admissions Blog: Help! 100% of the GMAT Sentence Correction Question is Underlined!

Imagine, you are plugging along in your Verbal Section on the GMAT, and then it pops up – the dreaded Sentence Correction question where every single word is underlined. The golden strategy for Sentence Correction is typically to evaluate decision points, as in determining what two or three spots in the sentence are evaluated in the answer choices. Consider a question where not all of the sentence is underlined:
A recent research study of worldwide cellular penetration finds that there are now one mobile phone for every two people, more than twice as many than there were in 2005.
(A) there are now one mobile phone for every two people, more than twice as many than there were
(B) there is now one mobile phone for every two people, more than twice as many than there were
(C) there is now one mobile phone for every two people, more than twice as many as there were
(D) every two people now have one mobile phone, more than twice as many than there were
(E) every two people now has one mobile phone, more than twice as many as there were
The first step we take is to cut away the junk, getting to the core of the Sentence Correction question – by ignoring “of worldwide cellular penetration,” we uncover that the subject of the sentence, “a study finds that,” makes it clear with the usage of “that” that the second portion of the sentence it set up to be a new clause with its own subject/verb relationship. This is the first decision point.
We should also know that there “is,” not “are,” one phone, which definitely puts answer choice A out of the running. Another decision point is our comparison phrase – it should be “twice as many as,” not “twice as many than,” which eliminates options B and D. Quickly, with these decision points, we are down to two remaining answers. E seems to inference that two people share one mobile phone (seems a little tough logistically, right?) aka, an illogical structure to the sentence. That leaves us with the correct answer, C.
Easy enough, right? But what do we do if everything is, indeed, underlined?
Our strategy is not going to be all that different, but instead, we will need to focus more on decision points from the answer choices and then use process of elimination when it is not entirely apparent what needs adjusting within the question sentence itself. Take a similar example (but one that is completely underlined):
Unlike cellular phones and personal computers, there is a difficulty on the part of many people to adapt to other modern technologies.
(A) Unlike cellular phones and personal computers, there is a difficulty on the part of many people to adapt to other modern technologies.
(B) Unlike cellular phones and personal computers, which many people are comfortable using, they have difficulty adapting to other modern technologies.
(C) Unlike cellular phones and personal computers, other modern technologies bring out a difficulty for many people to adapt to them.
(D) Many people, though comfortable using cellular phones and personal computers, have difficulty adapting to other modern technologies.
(E) Many people have a difficulty in adapting to other modern technologies, while they are comfortable using cellular phones and personal computers.
Looking at our answer choices, a clear decision point is “unlike” versus “many.” “Unlike” ends up comparing people to cellular phones and personal computers, and while Apple’s Siri can be pretty wise, there are (at least, for now) huge differences between people and those technologies. “Unlike” doesn’t work, and now we’ve have quickly narrowed it down to two answer choices: D and E. “Difficulty in adapting” gives us another decision choice in option E, leaving us with D as the correct answer.
When coming across completely underlined Sentence Correction questions, the first course of action is to not freak out. Stick with the strategy, and the correct answer will come easier than you think.
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By Ashley Triscuit, a Veritas Prep GMAT instructor based in Boston.
The post Help! 100% of the GMAT Sentence Correction Question is Underlined! appeared first on Veritas Prep Blog.

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How to Discuss Individual Work Experience in Your MBA Applications in
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25 May 2016, 18:00
FROM Veritas Prep Admissions Blog: How to Discuss Individual Work Experience in Your MBA Applications in 4 Steps

Accomplished individual contributors in highly specialized fields – whether from finance, science, or technology fields – often face the challenge of sharing the scale of their responsibilities and the impact of their accomplishments. In this entry, I’ll share four tips on how MBA candidates in these situations can maximize their backgrounds while writing their application essays:
Pause…
Out of habit, your first essay draft will likely be littered with jargons (industry terms that only few would actually understand). Often, the examples you choose to showcase – whether it’s leveraging a sophisticated financial instrument or introducing an advanced manufacturing process – are even more advanced and complicated than you realize, so that even those with a basic level of knowledge regarding your work will probably not comprehend the scope of your activities. Thus, remind yourself that you are not writing a paper for peer review or for your immediate superior, but instead, you are communicating to people without your level of expertise.
Share What Got You There
How can you communicate your expert abilities if the limited space you are given for your essays does not allow you to take nonindustry readers through the minute details of your work experience? One way to do this is to show how rare it is for someone to get to your role. Highlighting selectivity and how qualified you are is a good way to show your career progress and accomplishments.
In this way, your story can flow naturally from academic performance, to previous successes at work, and, finally, to why you were entrusted with such a challenging role – saving on word space while still tying in the personal and professional components of your application profile at the same time.
Use Analogies
Often, I find that applicants attempt to answer essay prompts that ask for examples of accomplishments and failures with stories involving the most complex, technical issues they have dealt with. This is understandable, as these examples are probably the most memorable and impressive in the applicants’ professional lives. However, the limited essay space also poses a problem, as as one’s essay must then be divided into setting up the situation, the action the applicant took, the results achieved, and the lessons learned.
One quick and effective way to handle this issue is to use analogies (quotations from leaders in your field could also be used) to describe the situation and demonstrate its complexity, probability of success, or scale of impact. This will make it easier for the Admissions Committee to understand the challenges you faced and complement your general description – think of this the same way you would make friends and family members at a dinner party understand what you have been up to.
Highlight the Impact
Lastly, validate the importance of your work by relating it to impact, both at the qualitative level, and in terms of quantifiable numbers (if possible). Use examples of personal stories and paint vivid pictures to touch the emotions of your audience (the Admissions Committee) and help them appreciate the impact of your work. Numbers such as profitability, processing time saved, or potential customers impacted are also helpful to substantiate the context of your role.
Following these tips can help you show yourself not only as just a brilliant individual contributor, but as someone with the ability to communicate like a future senior leader, making your unique profile stand out and be appreciated.
Applying to business school? Call us at 18009257737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.
Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD.
The post How to Discuss Individual Work Experience in Your MBA Applications in 4 Steps appeared first on Veritas Prep Blog.

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How to Survive Studying Abroad (From Someone Who Has Done It Three Tim
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26 May 2016, 12:00
FROM Veritas Prep Admissions Blog: How to Survive Studying Abroad (From Someone Who Has Done It Three Times!)

Studying abroad was one of the best decisions of my undergraduate career. I was fortunate enough to get to spend a summer at the University of Cambridge drinking tea and touring castles; to go “abroad” to Washington, DC, almost 2,500 miles away from my home university, where I attended research seminars and interned at a foreign policy think tank.
I was also able to finish my final undergraduate semester here at the University of Geneva, where I spend my free time touring Europe and watching diplomats at the UN work through the biggest political issues of our time.
I wouldn’t trade my study abroad experiences for anything. I’ve met incredible people, seen incredible places, and gotten to know both the world and myself better.
I’ll also be the first to admit that studying abroad isn’t always wonderful. Spending months in an unfamiliar place can be scary and isolating. Leaving your community behind means spending a lot of time alone, perhaps more than you’re used to.
At the same time, being thrown into a new community means spending more time socializing with strangers as you settle in (a frightening thing for introverts like me.) Separation from friends and loved ones means being cut off from your support system, and makes it harder to deal with tough days or homesickness. New cultures often come with culture shock, new academic systems and teaching philosophies often come with frustration and misunderstandings, and new languages often come with miscommunications and embarrassing moments.
That’s not even to mention the problem of logistics – I’ve gotten lost, nearly missed trains and flights (almost always due to public transportation mishaps), confused currencies, misplaced important documents, been pickpocketed, and mixed up visa paperwork more times than I’d like to admit. Studying abroad opens up worlds of opportunity, but is rarely easy.
Three study abroad programs in, I’ve figured out the pattern. Students spend the months leading up to their study abroad programs building up beautiful, romantic ideals of the place they’re headed. Midterms and finals at your home university make the idea of a distant, unfamiliar place an appealing one.
The first week of the program feeds this dream (Tourist pictures! Sightseeing!), but as the novelty wears off and the dream fades, the isolation and culture shock start to sink in. For many students, navigating unfamiliar food, buildings, weather, and people becomes exhausting, and these students retreat to their rooms, where they end up squandering their limited time abroad trying to lessen their homesickness by spending weekends and evenings in. I’ve never seen more Netflixing, Skyping, or junkfood snacking than I did in my dorm buildings in Cambridge, DC, and Geneva (I’ve fallen into the same trap a few times myself).
The trick, it turns out, is an easy one: remind yourself how cool and special it is to be able to spend a whole semester in another part of the world, and remind yourself how few people get that opportunity. Remember that you can always return to more familiar environments after your program, and that a few months isn’t a very long time.
Embrace the differences between people and places as part of what makes the world such an interesting and beautiful place, and remind yourself that improving your understanding of communities different from your own makes you a more tolerant, understanding person. Keep in mind that the cultural and travel skills you’re picking up are increasingly valuable life tools in our globalizing world, and know that you’ll never look at your own culture and community quite the same way again – you’ll be more aware of the mannerisms, attitudes, habits, and other attributes that make you and your community who you are, because you’ll understand how few people in the world are like you in those ways.
Whether studying abroad is fun and exciting or whether it’s frustrating and frightening is to a great extent dependent on your attitude while you’re there — but the great thing is that either way, it is enriching, special, and completely worth it.
Do you still need help with your college applications? We can help! Visit our College Admissions website and register to attend one of our FREE Online College Workshops! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter!
Courtney Tran is a student at UC Berkeley, studying Political Economy and Rhetoric. In high school, she was named a National Merit Finalist and National AP Scholar, and she represented her district two years in a row in Public Forum Debate at the National Forensics League National Tournament.
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The Challenges of Obtaining an International Work Visa PostMBA
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26 May 2016, 15:00
FROM Veritas Prep Admissions Blog: The Challenges of Obtaining an International Work Visa PostMBA

For many international students, the joy of graduating from a top MBA program in the United States can quickly turn into the pain of figuring out how to stay in the country. Like many other nations, the U.S. has a stringent and cumbersome work visa process for graduating MBAs that makes it difficult for international students to take full advantage of their new degrees.
After completing an MBA in the United States under the F1 student visa, international students must leave the country within 60 days. At this point, students interested in remaining in the country must secure sponsorship from an employer via the H1B visa – this visa will allow the recipient to work in the U.S. for up to three years, with the option for potential renewal of an additional three years.
Despite the rise of international students in U.S. MBA programs, however, the amount of distributed work visas has remained unchanged, even in the face of this growth.
In recent years, this process has become even more difficult, with less companies willing to offer international MBAs the highly coveted work visa, and an increasingly stringent lottery system. This past year, the aforementioned lottery allotted just 85,000 H1B work visas for an estimated 230,000 applicants. This frustrating end to a business school student’s time in the states can be a major contrast to the optimistic beginning of their MBA journey.
Given these challenges, it is critical for international students to understand the likelihood of being able to secure employer sponsorship following business school. This is particularly important, given that these students may be returning to home economies that are not as robust as that of the U.S., resulting in lower salaries and a reduced return on investment on their MBA degrees.
The discussion on this issue has elevated to the political sphere, with conversations surrounding whether or not the work visa system should be overhauled. This will likely be a hot button topic for many years to come, and hopefully, the resolution balances the needs of international students with the U.S. economy.
Applying to business school? Call us at 18009257737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.
Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.
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What to Do When You Find a Weighted Average Question In the Verbal Sec
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27 May 2016, 17:00
FROM Veritas Prep Admissions Blog: What to Do When You Find a Weighted Average Question In the Verbal Section of the GMAT

Weighted averages show up everywhere on the GMAT. Most testtakers are prepared to see them on the Quantitative Section, but they’ll show up on the Integrated Reasoning and Verbal Sections, as well. Because it is such an exam staple, we want to make sure that we have a thorough, intuitive understanding of the concept.
In class, I’ll typically start with a simple example. Say you have two solutions, A and B. A is 10% salt and B is 20% salt. If we combine these two solutions to get a composite solution that is 14% salt, do we have more A or B in this composite solution? Most students eventually see that we’ll have more of solution A, but it doesn’t always feel instinctive. If we had had equal quantities of both solutions, the combined solution would have been 15% salt – equidistant from 10% and 20%. So, if there is 14% salt, the average skews closer to A than B, and thus, there must be more of solution A.
I’ll then give another example. Say that there is an intergalactic party in which both humans and aliens are present. The humans, on average, are 6 feet tall. The aliens, on average, are 100 feet tall. If the average height at the party is 99 feet, who is dominating the party? It isn’t so hard to see that this party is packed with aliens and that the few humans present would likely spend the evening cowering in some distant corner of the room. The upshot is that it’s easier to feel the intuition behind a weighted average question when the numbers are extreme.
Take this tough Critical Reasoning argument for example:
To be considered for inclusion in the Barbizon Film Festival, a film must belong either to the category of drama or of comedy. Dramas always receive more submissions but have a lower acceptance rate than comedy. All of the films are either foreign or domestic. This year, the overall acceptance rate for domestic films was significantly higher than that for foreign films. Within each category, drama and comedy, however, the acceptance rate for domestic films was the same as that for foreign films.
From the cited facts it can be properly concluded that
(A) significantly fewer foreign films than domestic films were accepted.
(B) a higher proportion of the foreign than of the domestic films submitted were submitted as dramas.
(C) the rate of acceptance of foreign films submitted was the same for drama as it was for comedies.
(D) the majority of the domestic films submitted were submitted as comedies.
(E) the majority of the foreign films submitted were submitted as dramas.
Okay. We know that dramas had a lower acceptance rate than comedies, and we know that the overall acceptance rate for domestic films was significantly higher than the acceptance rate for foreign films. So, let’s assign some easy numbers to try and get a handle on this information:
Say that the acceptance rate for dramas was 1% and the acceptance rate for comedies was 99%.
We’ll also say that the acceptance rate for domestic films was 98% and the acceptance rate for foreign films was 2%.
The acceptance rate within both domestic and foreign films is a weighted average of comedies and dramas. If only dramas were submitted, clearly the acceptance rate would be 1%. If only comedies were submitted, the acceptance rate would be 99%. If equal amounts of both were submitted, the acceptance rate would be 50%.
What do our numbers tell us? Well, if the acceptance rate for domestic films was 98%, then almost all of these films must have been comedies, and if the acceptance rate for foreign films was 2%, then nearly all of these films must have been dramas. So, domestic films were weighted towards comedies and foreign films were weighted towards drama. (An unfair stereotype, perhaps, but this is GMAC’s question, not mine.)
We can see that answer choice A is out, as we only have information regarding rates of acceptance, not absolute numbers. C is also out, as it violates a crucial premise of the question stem – we know that the acceptance rate for dramas is lower than for comedies, irrespective of whether we’re talking about foreign or domestic films.
That leaves us with answer choices B, D and E. So now what?
Let’s pick another round of values, but see if we can invalidate two of the three remaining options.
What if the acceptance rate for domestic films was 3% and the acceptance rate for foreign films was still 2%? (We’ll keep the acceptance rate for dramas at 1% and the acceptance rate for comedies at 99%.) Now domestic films would be mostly dramas, so option D is out – the majority of domestic films would not be comedies, as this answer choice states.
Similarly, what if the acceptance rate for domestic films was 98% and the rate for foreign films was 97%? Now the foreign films would be mostly comedies, so option E is also out – the majority of foreign films would not be dramas, as this answer choice states.
Because the acceptance rate is lower for dramas than it is for comedies, and foreign films have a lower acceptance rate than do domestic films, the foreign films must be weighted more heavily towards dramas than domestic films are. This analysis is perfectly captured in option B, which is, in fact, the correct answer.
Takeaway: certain concepts, such as weighted averages, are such exam staples that will appear in both Quant and Verbal questions. If you see one of these examples in the Verbal Section, assigning extreme values to the information you are given can help you get a handle on the underlying logic being tested.
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By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.
The post What to Do When You Find a Weighted Average Question In the Verbal Section of the GMAT appeared first on Veritas Prep Blog.

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How to Go From a 48 to 51 in GMAT Quant – Part VI
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30 May 2016, 21:00
FROM Veritas Prep Admissions Blog: How to Go From a 48 to 51 in GMAT Quant – Part VI

Today’s post the next part in our “How to Go From 48 to 51 in Quant” series. Again, we will learn a technique that can be employed by the testtaker at an advanced stage of preparation – requiring one to understand the situations in which one can use this simplifying technique.
(Before you continue reading, be sure to check out parts I, II, III, IV, and V of this series.)
We all love to use the plugin method on GMAT Quant questions. We have an equation given, and if the answer choices are the possible values of x, we just plug in these values to find the one that satisfies the equation.
But what if the answer choices are all complicated values? What if it seems that five times the calculation (in the worst case) will be far more time consuming than actually solving the given equation? Then one is torn between using the favorite plugin method and using algebra. Let’s take an example to review the methods we can use to solve the question and learn how to simplify the plugin process by approximating the five available options:
If 4x−4=2x+30, which of the following could be a value of x?
(A) –35/3
(B) −21/2
(C) −13/3
(D) 11/5
(E) 47/5
This question is an ideal candidate for the “plugin” method. Here, you have the absolute value equation with the potential values of x given in the answer choices. The problem is that the values of x given are fractional. Of course, if we do plan to solve the equation rather than “plugin”, we can still solve it using our holistic approach rather than pure algebra. Let’s take a look at that now, and later we will discuss the trick to making the answer choices easier for us to plug in.
Method 1:
4x – 4 = 2x + 30
4 * x – 1 = 2 * x + 15
2 * x – 1 = x + 15
This is how we rephrase the equation in our words: twice the distance of x from 1 should be equal to the distance of x from 15.
——————(15) —————————————————(0)——(1)——————
There are two ways to find the value of x:
Case 1: x could be between 15 and 1 such that the distance between them is split in the ratio 2:1.
or
Case 2: x could be to the right of 1 such that the distance between x and 15 is twice the distance between x and 1.
Let’s examine both of these cases in further detail:
Case 1: The distance from 15 to 1 is of 16 units – this can be split into 3 sections of 16/3 units each. So, the distance of x from 1 should be 16/3, which would make the distance of x from 15 two times 16/3, i.e. 32/3.
So, x should be at a point 16/3 away from 1 toward the left.
x = 1 – 16/3 = 13/3
This is one of our answer choices and, hence, the correct answer. Normally, we would just move on to the next question at this point, but had we not found 13/3 in the answer options, we would have moved on to Case 2:
Case 2: The distance between 15 and 1 is 16 units. x should be an additional 16 units to the right of 1, so the distance between x and 1 is 16 and the distance between x and 15 is two times 16, i.e. 32. This means that x should be 16 units to the right of 1, i.e. x = 17. If you would not have found 13/3 in the answer choices, then you would have found 17.
Now let’s move on to see how we can make the plugin method work for us in this case by examining each answer choice we are given:
Method 2:
4x – 4 = 2x + 30
2 * x – 1 = x + 15
(A) 35/3
It is difficult to solve for x = 35/3 to see if both sides match. Instead, let’s solve for the closest integer, 12.
2 * 12 – 1 = 12 + 15
On the lefthand side, you will get 26, but on the righthand side, you will get 3.
These values are far away from each other, so x cannot be 35/3. As the value of x approaches the point where the equation holds – i.e. where the two sides are equal to each other – the gap between the value of the two sides keeps reducing. With such a huge gap between the value of the two sides in this case, it is unlikely that a small adjustment of 35/3 from 12 will bring the two sides to be equal.
(B) 21/2
For this answer choice, let’s solve for the nearest integer, x = 10.
2 * 10 – 1 = 10 + 15
On the lefthand side, you will get 22; on the righthand side, you will get 5.
Once again, these values are far away from each other and, hence, x will not be 21/2.
(C) 13/3
For this answer choice, let’s solve for x = 4.
2 * 4 1 = 4 + 15
On the lefthand side, you will get 10; on the righthand side, you will get 11.
Here, there is a possibility that x can equal 13/3, as the two sides are so close to one another – plug in the actual value of 13/3 and you will see that the lefthand side of the equation does, in fact, equal the righthand side. Therefore, C is the correct answer.
Basically, we approximated the answer choices we were given and shortlisted the one that gave us very close values. We checked for that and found that it is the answer.
We can also solve this question using pure algebra (taking positive and negative signs of absolute values) but in my opinion, the holistic Method 1 is almost always better than that. Out of the two methods discussed above, you can pick the one you like better, but note that Method 2 does have limited applications – only if you are given the actual values of x, can you use it. Method 1 is far more generic for absolute value questions.
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Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog!
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