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If you’re a junior or senior in high school, you’re probably planning to take the SAT. You know that the SAT is a standardized test taken by students across the country, and you know that college officials look at SAT scores when evaluating student applications. But have you ever taken a really close look at the parts of this well-known exam? Learning what’s on the new SAT and how the SAT works is an important first step in preparing for the test.

What Is the Purpose of the SAT?

The questions on the SAT are meant to reveal what you learned in your high school classes, so you should find that you’re already familiar with the types of material on this exam. In addition, the test is a way to evaluate whether you’ll be successful in your college courses. Of course, a high SAT score isn’t a guarantee of success in college, but the test serves as a way to measure your academic abilities.

The SAT Format

Reading, Writing & Language, and Math are the three tests that make up the SAT. There is also an optional Essay section. You have 65 minutes to complete the Reading section and 35 minutes to complete the Writing & Language section. In addition, you receive 80 minutes to complete the Math questions. As for the essay, you are given 50 minutes to write it.

The Reading and Writing & Language tests are multiple-choice. The Math test has multiple-choice questions as well as grid-in questions. Grid-in questions require you to figure out the answer to a math problem instead of selecting an answer option. The entire SAT takes about three hours and 50 minutes to finish. The total test time varies depending on the amount of breaks you’re given during the exam. You’re able to take the SAT either on paper or digitally.

The Reading Section

Taking a closer look at an SAT breakdown detailing the types of questions in each section can help you perform well on the test. The Reading section includes vocabulary in context, detail, function, inference, analogy, author technique, and main idea questions. After reading each passage, your job is to answer several multiple-choice questions about what you have read. This section has a total of 52 questions.

The Math Section

The SAT format for the Math section starts students off with relatively easy problems and gradually increases in difficulty. Geometry, trigonometry, algebra, and data analysis are all topics covered by questions in the Math section. You can use a calculator on some portions of the Math section but not others. There are 58 questions on the Math test.

The Writing & Language Section

There’s a Writing & Language section on the new SAT, as well. You’ll find several shorter reading passages here that are accompanied by questions. For each question, choose the answer option that corrects a grammar, punctuation, or structure error within the passage. Some questions include a “no change” option, which you should select if there is no error present. There are 44 questions in this section.

The Essay

The SAT essay gauges your ability to analyze the author’s argument, using evidence to support your points. You’re not called upon to agree or disagree with what the author is trying to convey. You have 50 minutes to write the essay. Though this is an optional part of the test, it’s a chance to highlight your ability to write an organized, thoughtful essay. Additionally, many colleges require their applicants to write this essay, so you will want to check with the schools you are interested in applying to.

Preparing for the Test

Now that you know the SAT breakdown and how the SAT works, you must make sure you’re prepared to dive in on test day. The tutoring program at Veritas Prep can provide you with simple strategies that help you navigate all sections of the exam. Each of our instructors has already proven their mastery of the test by earning a score in the 99th percentile on the SAT, so when you work with a Veritas Prep tutor, you’re studying with the best! We’ll have you take a practice SAT and look at your results to see where you can improve.

To make your tutoring sessions as effective as possible, we’ll match you with an instructor who is familiar with your learning style. Our online and in-person courses are designed to give you the resources you need to highlight your skills on the SAT. Call or email Veritas Prep today to learn more!

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Let’s continue our puzzles discussion today with another puzzle type – time measurement using an hourglass. (Before you continue reading this article, check out our posts on how to solve pouring water puzzles and weighing and balancing puzzles)

First, understand what an hourglass is – it is a mechanical device used to measure the passage of time. It is comprised of two glass bulbs connected vertically by a narrow neck that allows a regulated trickle of sand from the upper bulb to fall into the lower one. The sand also takes a fixed amount of time to fall from the upper bulb to the lower bulb. Hourglasses may be reused indefinitely by inverting the bulbs once the upper bulb is empty.

This is what they look like:

Say a 10-minute hourglass will let us measure time in intervals of 10 minutes. This means all of the sand will flow from the upper bulb to the lower bulb in exactly 10 minutes. We can then flip the hourglass over – now sand will start flowing again for the next 10 minutes, and so on. We cannot measure, say, 12 minutes using just a 10-minute hourglass, but we can measure more time intervals when we have two hourglasses of different times. Let’s look at this practice problem to see how this can be done:

A teacher of mathematics used an unconventional method to measure a 15-minute time limit for a test. He used a 7-minute and an 11-minute hourglass. During the whole time, he turned the hourglasses only 3 times (turning both hourglasses at once counts as one flip). Explain how the teacher measured out 15 minutes.

Here, we have a 7-minute hourglass and an 11-minute hourglass. This means we can measure time in intervals of 7 minutes as well as in intervals of 11 minutes. But consider this: if both hourglasses start together, at the end of 7 minutes, we will have 4 minutes of sand leftover in the top bulb of the 11-minute hourglass. So we can also measure out 4 minutes of time.

Furthermore, if we flip the 7-minute hourglass over at this time and let it flow for that 4 minutes (until the sand runs out of the top bulb of the 11-minute hourglass), we will have 3 minutes’ worth of sand leftover in the 7-minute hourglass. Hence, we can measure a 3 minute time interval, too, and so on…

Now, let’s see how we can measure out 15 minutes of time using our 7-minute and 11-minute hourglasses.

First, start both hourglasses at the same time. After the top bulb of the 7-minute hourglass is empty, flip it over again. At this time, we have 4 minutes’ worth of sand still in the top bulb of the 11-minute hourglass. When the top bulb of the 11-minute hourglass is empty, the bottom bulb of 7-minute hourglass will have 4 minutes’ worth of sand in it. At this point, 11 minutes have passed

Now simply flip the 7-minute hourglass over again and wait until the sand runs to the bottom bulb, which will be in 4 minutes.

This is how we measure out 11 + 4 = 15 minutes of time using a 7-minute hourglass and an 11-minute hourglass.

Let’s look at another problem:

Having two hourglasses, a 7-minute one and a 4-minute one, how can you correctly time out 9 minutes?

Now we need to measure out 9 minutes using a 7-minute hourglass and a 4-minute hourglass. Like we did for the last problem, begin by starting both hourglasses at the same time. After 4 minutes pass, all of the sand in the 4-minute hourglass will be in the lower bulb. Now flip this 4-minute hourglass back over again. In the 7-minute hourglass, there will be 3 minutes’ worth of sand still in the upper bulb.

After 3 minutes, all of the sand from the 7-minute hourglass will be in the lower bulb and 1 minute’s worth of sand will be in the upper bulb of the 4-minute hourglass.

This is when we will start our 9-minute interval.

The 1 minute’s worth of sand will flow to the bottom bulb of the 4-minute hourglass. Then we just need to flip the 4-minute hourglass over and let all of the sand flow out (which will take 4 minutes), and then flip the hourglass over to let all of the sand flow out again (which will take another 4 minutes).

In all, we have measured out a 1 + 4 + 4 = 9-minute interval, which is what the problem has asked us to find.

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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In the English section on the ACT, you have 45 minutes to finish all 75 multiple-choice questions. This section tests your grammar and punctuation skills. Also, you have the opportunity to showcase your skills when it comes to understanding sentence structure.

There’s also a Reading section that evaluates your comprehension skills with 40 multiple-choice questions in 35 minutes. But with a little preparation and some useful strategies, you can improve your score on both the ACT English and Reading sections.

Read the Entire Passage

Most students understand the importance of reading all of the passages included on the ACT Reading test, as this section includes questions designed to measure how well you can understand and interpret the text. But it’s just as important to fully read the passages on the English section of the test.

The English section is made up of five passages containing underlined phrases. You’re given several alternative options for each underlined phrase. Your job is to choose the one that’s a better fit for the sentence. You also have a “no change” option if you think the sentence is correct as it is.

One of the most valuable ACT English tips to keep in mind is to read the entire passage instead of just the underlined phrase. Other sentences in the passage can give you clues about the correct answer. The ACT instructors at Veritas Prep can help you boost your score on the English section by guiding you through practice English questions. We’ll provide you with strategies on how to evaluate the options to arrive at the correct answer. Each of our instructors scored in the top one percent of ACT test-takers, so when you study for the ACT with Veritas Prep, you’re working with someone who has mastered the material!

Be on the Lookout for Parallel Structure

Looking for parallel structure in the sentences of each passage can help you to find the correct alternative to an underlined phrase. If an underlined phrase isn’t parallel with the rest of the sentence, then it needs to be replaced with one of the answer options.

An example sentence might be, “Philip enjoys reading, horseback riding, and to swim.” This sentence is not parallel because it contains mixed verb forms. The correct version of this sentence is, “Philip enjoys reading, horseback riding, and swimming.” Philip’s third hobby, “swimming,” should have the same verb form as his first two hobbies. Reading articles in science magazines, online newspapers, and other publications can help you become familiar with parallel structure. The more reading you do, the easier it will be to recognize a passage with sentences that are not parallel in form.

Look for Subject and Verb Agreement

One of simplest tips to remember when completing the ACT English section is to look for agreement between the subject and the verb of a sentence. If the subject of a sentence is singular, then its verb should also be singular. The same goes for plural subjects and plural verbs.

Consider All of the Answer Options

This is a necessary addition to any list of ACT English tips. Understandably, many students are anxious or nervous on test day. Most want to jump right in and get started on the questions. Because of this nervousness, a student may skim passages, glance at the answer options, and choose one that looks like the obvious answer. This is a trap you want to avoid. Take the time to look at all of the answer choices before selecting one. The most obvious answer is not always the right one.

Read the Corrected Sentences to Yourself

Once you choose an alternative option for an underlined phrase, it’s a smart idea to insert it into the sentence and quietly read it to yourself. This can help you to determine whether the changed sentence flows or sounds clunky. If the sentence doesn’t sound right in your mind, it is worth your time to go back and reconsider the option you selected.

At Veritas Prep, we offer a free online ACT prep seminar that gives you the chance to see what our study program is all about. We give you the guidance you need for tackling the ACT Reading and English sections as well as the rest of the exam. Students who work with us prep for the test using the most effective study materials and resources. Our professional instructors are not only experts on the ACT, but they recognize the value of providing lots of encouragement to their students. And you have the option of either taking an online class or participating in one of our in-person courses. Either way, we’ll give you the preparation you need to excel on the ACT!

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

The hashtag of the day is #bowlinggreenmassacre, inspired by an event that never happened. Whether intentionally or accidentally (we’ll let you and your news agency of choice decide which), White House staffer Kellyanne Conway referenced the “event” in an interview, inspiring an array of memes and references along the way.

Whatever Ms. Conway’s intentions (or lack thereof; again we’ll let you decide) with the quote, she is certainly guilty of inadvertently doing one thing: she didn’t likely intend to help you avoid a disaster on the GMAT, but if you’re paying attention she did.

Your GMAT test day does not have to be a Bowling Green Massacre!

Here’s the thing about the Bowling Green Massacre: it never happened. But by now, it’s lodged deeply enough in the psyche of millions of Americans that, to them, it did. And the same thing happens to GMAT test-takers all the time. They think they’ve seen something on the test that isn’t there, and then they act on something that never happened in the first place. And then, sadly, their GMAT hopes and dreams suffer the same fate as those poor souls at Bowling Green (#thoughtsandprayers).

Here’s how it works:

The Quant Section’s Bowling Green Massacre

On the Quant section, particularly with Data Sufficiency, your mind will quickly leap to conclusions or jump to use a rule that seems relevant. Consider the example:

What is the perimeter of isosceles triangle LMN?

(1) Side LM = 4

(2) Side LN = 4√2

A. Statement (1) ALONE is sufficient, but statement (2) alone is insufficient

B. Statement (2) ALONE is sufficient, but statement (1) alone is insufficient

C. BOTH statements TOGETHER are sufficient, but NEITHER statement ALONE is sufficient

D. EACH statement ALONE is sufficient

E. Statements (1) and (2) TOGETHER are NOT sufficient

When people see that square root of 2, their minds quickly drift back to all those flash cards they studied – flash cards that include the side ratio for an isosceles right triangle: x, x, x√2. And so they then leap to use that rule, inferring that if one side is 4 and the other is 4√2, the other side must also be 4 to fit the ratio and they can then calculate the perimeter. With both statements together, they figure, they can derive that perimeter and select choice C.

But think about where that side ratio comes from: an isosceles right triangle. You’re told in the given information that this triangle is, indeed, isosceles. But you’re never told that it’s a right triangle. Much like the Bowling Green Massacre, “right” never happened. But the mere suggestion of it – the appearance of the √2 term that is directly associated with an isosceles, right triangle – baits approximately half of all test-takers to choose C here instead of the correct E (explanation: “isosceles” means only that two sides match, so the third side could be either 4, matching side LM, or 4√2, matching side LN).

Your mind does this to you often on Data Sufficiency problems: you’ll limit the realm of possible numbers to integers, when that wasn’t defined, or to positive numbers, when that wasn’t defined either. You’ll see symptoms of a rule or concept (like √2 leads to the isosceles right triangle side ratio) and assume that the entire rule is in play. The GMAT preys on your mind’s propensity for creating its own story when in reality, only part of that story really exists.

The Verbal Section’s Bowling Green Massacre

This same phenomenon appears on the Verbal section, too – most notably in Critical Reasoning. Much like what many allege that Kellyanne Conway did, your mind wants to ascribe particular significance to events or declarations, and it will often exaggerate on you. Consider the example:

About two million years ago, lava dammed up a river in western Asia and caused a small lake to form. The lake existed for about half a million years. Bones of an early human ancestor were recently found in the ancient lake-bottom sediments that lie on top of the layer of lava. Therefore, ancestors of modern humans lived in Western Asia between two million and one-and-a-half million years ago.

Which one of the following is an assumption required by the argument?

A. There were not other lakes in the immediate area before the lava dammed up the river.

B. The lake contained fish that the human ancestors could have used for food.

C. The lava that lay under the lake-bottom sediments did not contain any human fossil remains.

D. The lake was deep enough that a person could drown in it.

E. The bones were already in the sediments by the time the lake disappeared.

The key to most Critical Reasoning problems is finding the conclusion and knowing EXACTLY what the conclusion says – nothing more and nothing less. Here the conclusion is the last sentence, that “ancestors of modern humans lived” in this region at this time. When people answer this problem incorrectly, however, it’s almost always for the same reason. They read the conclusion as “the FIRST/EARLIEST ancestors of modern humans lived…” And in doing so, they choose choice C, which protects against humans having come before the ones related to the bones we have.

“First/earliest” is a classic Bowling Green Massacre – it’s a much more noteworthy event (“scientists have discovered human ancestors” is pretty tame, but “scientists have discovered the FIRST human ancestors” is a big deal) that your brain wants to see. But it’s not actually there! It’s just that, in day to day life, you’d rarely ever read about a run-of-the-mill archaeological discovery; it would only pop up in your social media stream if it were particularly noteworthy, so your mind may very well assume that that notoriety is present even when it’s not.

In order to succeed on the GMAT, you need to become aware of those leaps that your mind likes to take. We’re all susceptible to:

Assuming that variables represent integers, and that they represent positive numbers

Seeing the symptoms of a rule and then jumping to apply it

Applying our own extra superlatives or limits to conclusions

So when you make these mistakes, commit them to memory – they’re not one-off, silly mistakes. Our minds are vulnerable to Bowling Green Massacres, so on test day #staywoke so that your score isn’t among those that are, sadly, massacred.

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

A couple of weeks back, we discussed how to handle puzzles involving a two pan balance. In those problems, we learned how to tackle problems that ask you to measure items against one another.

Today, we will look at some puzzles that require the use of a traditional weighing scale. When we put an object on this scale, it shows us the weight of the object.

This is what such a scale looks like:

Puzzles involving a weighing scale can be quite tricky! Let’s take a look at a couple of examples:

You have 10 bags with 1000 coins in each. In one of the bags, all of the coins are forgeries. A true coin weighs 1 gram; each counterfeit coin weighs 1.1 grams.

If you have an accurate weighing scale, which you can use only once, how can you identify the bag with the forgeries?

We are allowed only a single weighing, so we cannot weigh all 10 bags on the scale individually to measure which one has counterfeit coins. We need to find the bag in only one weighing, so we need to somehow make the coins in the bags distinctive.

How do we do that? We can take out one coin from the first bag, two coins from the second bag, three coins from the third bag and so on. Finally, we will have 1 + 2 + 3 + … + 10 = 10*11/2 = 55 coins.

Let’s weigh these 55 coins now.

If all coins were true, the total weight would have been 55 grams. But since some coins are counterfeit, the total weight will be more. Say, the total weight comes out to be 55.2 grams. What can we deduce from this? We can deduce that there must be two counterfeit coins (because each counterfeit coin weighs 0.1 gram extra). So the second bag must be the bag of counterfeit coins.

Let’s try one more:

A genuine gummy bear has a mass of 10 grams, while an imitation gummy bear has a mass of 9 grams. You have 7 cartons of gummy bears, 4 of which contain real gummy bears while the others contain imitation bears.

Using a scale only once and the minimum number of gummy bears, how can you determine which cartons contain real gummy bears?

Now this has become a little complicated! There are three bags with imitation gummy bears. Taking a cue from the previous question, we know that we should take out a fixed number of gummy bears from each bag, but now we have to ensure that the sum of any three numbers is unique. Also, we have to keep in mind that we need to use the minimum number of gummy bears.

So from the first bag, take out no gummy bears.

From the second bag, take out 1 gummy bear.

From the third bag, take out 2 gummy bears (if we take out 1 gummy bear, the sum will be the same in case the second bag has imitation gummy bears or in case third bag has imitation gummy bears.

From the fourth bag, take out 4 gummy bears. We will not take out 3 because otherwise 0 + 3 and 1 + 2 will give us the same sum. So we won’t know whether the first and fourth bags have imitation gummy bears or whether second and third bags have imitation gummy bears.

From the fifth bag, take out 7 gummy bears. We have obtained this number by adding the highest triplet: 1 + 2 + 4 = 7. Note that anything less than 7 will give us a sum that can be made in multiple ways, such as:

0 + 1 + 6 = 7 and 1 + 2 + 4 = 7

or

0 + 1 + 5 = 6 and 0 + 2 + 4 = 6

But we need the sum to be obtainable in only one way so that we can find out which three bags contain the imitation gummy bears.

At this point, we have taken out 0, 1, 2, 4, and 7 gummy bears.

From the sixth bag, take out 13 gummy bears. We have obtained this number by adding the highest triplet: 2 + 4 + 7 = 13. Note that anything less than 13 will, again, give us a sum that can be made in multiple ways, such as:

12 + 1 + 0 = 13 and 2 + 4 + 7 = 13

or

0 + 1 + 9 = 10 and 1 + 2 + 7 = 10

…etc.

Note that this way, we are also ensuring that we measure only the minimum number of gummy bears, which is what the question asks us to do.

From the seventh bag, take out 24 gummy bears. We have obtained this number by adding the highest triplet again: 4 + 7 + 13 = 24. Again, anything less than 24 will give us a sum that can be made in multiple ways, such as:

0 + 1 + 15 = 16 and 1 + 2 + 13 = 16

or

0 + 1 + 19 = 20 and 0 + 7 + 13 = 20

or

0 + 1 + 23 = 24 and 4 + 7 + 13 = 24

…etc.

Thus, this is the way we will pick the gummy bears from the 7 bags: 0, 1, 2, 4, 7, 13, 24.

In all, 51 gummy bears will be weighed. Their total weight should be 510 grams (51*10 = 510) but because three bags have imitation gummy bears, the weight obtained will be less.

Say the weight is less by 8 grams. This means that the first bag (which we pulled 0 gummy bears from), the second bag (which we pulled 1 gummy bear from) and the fifth bag (which we pulled 7 gummy bears from) contain the imitation gummy bears. This is because 0 + 1 + 7 = 8 – note that we will not be able to make 8 with any other combination.

We hope this tricky little problem got you thinking. Work those grey cells and the GMAT will not seem hard at all!

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!

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

1-year MBA programs represent a great opportunity to secure a graduate business education at an accelerated pace. This program format has long been a staple in Europe, with venerable programs like INSEAD establishing a successful track record of success in producing top flight candidates via their accelerated curriculum.

The 1-year program has taken a bit longer to gain steam in the United States, but largely pioneered by Kellogg’s 1-year program, this format has begun to pick up in popularity in the U.S. as well.

The benefits of these 1-year programs are obvious to interested students – the ability to shave a year off of one’s time away at business school is attractive to many MBA applicants. This shorter program format also typically comes with a reduced price tag and a much lower opportunity cost, allowing students to get back into the work force much faster.

Time and money aside, most applicants are primarily considering business school for career reasons. The ability to pursue desired career opportunities, which are directly provided by their business school, tends to be the leading decision driver for those interested in a 1-year program. Given the shorter timeline of a 1-year program, it has largely been seen as an ideal choice for MBA candidates seeking to remain in the same industry or with the same employer. For those seeking to make a career switch post-MBA this program may not be ideal, but it certainly presents some opportunities.

For more traditional MBA feeder industries like management consulting and investment banking – where recruiters are looking more for raw talent and intellectual horsepower than for work experience – having pre-existing industry experience is less important. The key loss here is the inability to test out an industry through internships prior to accepting a job, which many MBA candidates on the traditional 2-year track have the opportunity to do. Also, the reduced opportunities to secure a job offer, given the 1-year program’s tendency to focus only on full-time employment, puts an intense emphasis on making the most of the chances a 1-year business school student does have.

Many 1-year MBA programs do offer in-term internship opportunities that give interested students the chance to test out industries and jobs in other fields. The key for 1-year students is to really come into business school with a plan. By understanding the limitations of the 1-year program, students can better plan paths to achieve their post-MBA goals. The clearer one’s goals are prior to matriculation, the more realistic it will be to make a career switch after graduation.

Applying to business school? Call us at 1-800-925-7737 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.

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

When you hear the words “SAT score,” it probably brings to mind senior year, percentiles, college applications, and lots of studying. But have you ever considered SAT scores vs. IQ scores? Does your SAT score have anything to do with your IQ?

What Does the SAT Measure?

There are many helpful study tips to take advantage of when you’re preparing for the SAT. But have you ever paused to consider what the SAT actually measures? The Reading, Writing & Language, Math, and Essay sections on the SAT are designed to gauge how ready you are for college-level work.

For instance, the Reading section tests your reading comprehension skills, including your ability to recognize an author’s tone and determine the meaning of various words in context. Alternatively, the Math section tests your skills in geometry, algebra, data analysis, and more. Naturally, most college admissions officials want to select applicants who they believe will thrive in their academic endeavors, and a student’s SAT score is one factor in an admissions official’s decision.

What Is Your IQ?

Your intelligence quotient, or IQ, is another type of measurement. An IQ test measures things like your ability to use logic, your verbal reasoning skills, spatial awareness, and visual abilities. Basically, your IQ score shows how versatile of a thinker you are and how good you are are problem-solving. According to Mensa, the high IQ society, a “genius” IQ is generally one that’s 132 or higher. Someone with average intelligence typically has an IQ between 85 and 114.

SAT vs. IQ Scores

There is one major difference to point out when considering SAT vs. IQ scores: the SAT measures a person’s knowledge of certain subjects, while an IQ test measures a person’s general thinking abilities. You can take steps to practice for the SAT and improve your score, but you can’t study for an IQ test. Additionally, many colleges require students to submit an SAT score (or ACT score) along with their applications, but do not ask for an IQ score submission.

SAT-to-IQ Conversion

There are SAT-to-IQ conversion charts and calculators online that ask you to plug in the scores you received on the Verbal and Math sections of the SAT. Within seconds, the conversion calculator displays an IQ connected with your total SAT score.

There is usually a disclaimer attached to the results reminding you that the number you see is only an estimate of your IQ. But are these figures really accurate? It depends. Scores on some versions of the SAT have been shown to strongly correlate with IQ scores, but for more recent test-takers, that’s not necessarily the case.

Also, it’s important to consider whether your SAT scores paint an accurate picture of your abilities. Perhaps you were sick on test day and weren’t able to stay focused on the work, resulting in an inaccurate SAT score. Also, some individuals feel a lot of pressure when taking standardized tests, so their test score may not be a true reflection of their abilities. These factors and others can have a big effect on a person’s SAT scores, meaning that even if you can convert your SAT score to an IQ, the result might not be accurate.

Preparing for the SAT

If you want help studying for the SAT, we have what you need at Veritas Prep! Each of our SAT instructors scored in the top one percent themselves, so when you take our SAT prep courses, you are learning test-taking strategies from individuals who’ve conquered the exam. In addition to practical advice about the SAT, our instructors provide you with encouragement as you work your way through our study resources that address all parts of the test.

It’s important to know that your tutor is behind you 100 percent. We’ll evaluate the results of your practice SAT to find out where we can be of the most help. And we have several options to choose from when it comes to SAT prep, providing both online and in-person courses, because we know that high school students are busy people who need a study program that fits with their schedule. Private tutoring is another option if you like to learn one-on-one.

Feel free to check out our video tutorials to get some valuable SAT tips right away: These tutorials are just a preview of what we can do to boost your test performance. Email or call Veritas Prep now to start preparing for excellence on the SAT!

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The Quantitative Reasoning portion of the GRE has two sections with 20 questions in each. You are given 30 minutes to complete each of these sections. If you feel a little uncertain about this portion of the exam, getting a GRE math tutor can prove helpful in a variety of ways.

Focus on Your Weakest Skills

When you study with a GRE math tutor, you can start strengthening your weakest skills right away. Part of the Veritas Prep tutoring program involves evaluating your skills for every section of the GRE. If the results of your evaluation, or practice test, reveal that you need to sharpen your algebra skills, then your tutor will incorporate that into your customized study plan. Alternatively, if your results reveal that you are highly skilled in the area of geometry, then less time will be spent reviewing that particular topic. Following a specially-designed study plan allows you to get the most out of every tutoring session.

Learn Strategies to Solve Math Problems

Studying with an experienced GRE math tutor gives you the opportunity to learn solid strategies to use on the Quantitative Reasoning section. One valuable strategy is to draw illustrations for geometry problems instead of trying to mentally juggle all of the important elements of a question. Seeing an illustration can help you arrive at the correct answer more quickly.

You can use your scrap paper for writing the steps of algebra problems as well, so if you make a mistake, you can look at the steps to find the error. Another valuable strategy is to scan each math problem and eliminate answer options that are obviously wrong. Right away, this makes seemingly complicated math questions easier to handle.

Practice With an Experienced Instructor

When you work through practice geometry, data analysis, algebra, and arithmetic problems with a tutor, you’ll be getting the guidance you need to master each skill. For example, if you arrive at the incorrect answer to a practice algebra problem, your tutor can review each step with you to reveal where you went wrong. More importantly, your tutor can give you pointers that help you to avoid making the same mistake on similar math problems.

The tutors at Veritas Prep achieved high scores on the GRE, so when you study with us, you’re getting strategies straight from experts. Also, we take the time to match you with a tutor who is familiar with your learning style. This makes your tutoring sessions even more productive.

Get Support When Preparing for the Exam

You’re likely to have a lot of questions as you prep for the Quantitative Reasoning section of the GRE. In fact, questions may come up on a daily basis. Maybe you’ll think of one while you’re driving, sitting at work, or having lunch with a friend.

One option is to write down those questions and ask them during your next tutoring session. But if you’re preparing for the GRE with Veritas Prep, you could also email your questions to us. We provide our students with prompt answers so they can continue on the right track with their study efforts. Online support combined with quality instruction and study resources make our GRE tutoring services second to none.

Accountability Counts

Preparing with a math tutor can give you an extra element of accountability. You’ll spend a lot of time working with your tutor and studying independently for the Quantitative Reasoning section of the test. This makes you accountable to both your tutor and to yourself. You truly want to perform at your best on the exam so your efforts, as well as your tutor’s, pay off in the end.

When you make the decision to study with a tutor for the Quantitative Reasoning section, you’ll want to partner with the best. Our GRE study program provides you the advantages you need to achieve a high score on the test. Our experienced tutors understand what it takes to prepare for this exam and will be there to offer you encouragement at every step. We are so sure of the quality of our GRE tutoring courses that we back them up with a guarantee. We are invested in your success! Contact our offices to arrange for a knowledgeable GRE math tutor today.

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Our college admissions consultants at Veritas Prep are experts at helping students navigate their way through the admissions process. We help students with everything from filling out college applications to crafting a convincing college essay. Of course, once a student is accepted into a college, they must choose a major.

We’ve found that there are many students who wonder how to choose a college major. One student may have so many interests that they don’t know where to focus their studies. Another student may not know how to translate their interest in one subject into a future career. Fortunately, there are many helpful tips for students wondering how to pick a college major.

Identify Interests

Is it a passing interest or an enduring one? Generally, most high school students can put each of their interests into one of those two categories. Some students can recognize an enduring interest right away. For instance, one student might remember being interested in science ever since the first grade – they always enjoyed collecting data, performing lab experiments, and making observations in science classes. This student knows that they’d like to translate their love of science into a career.

Alternatively, there are other students who need to examine several of their interests in order to find an enduring one. One student may love caring for animals but also relishes spending time working at an uncle’s law firm as an office assistant. This student needs to compare their level of interest in each of these activities to figure out which one appeals to them the most. Once a student pinpoints their enduring interests, it’s time to do some online research.

Research Occupations

There are many websites that provide students with examples of occupations within a particular field. The Occupational Outlook Handbook from the Bureau of Labor Statistics is one of the most valuable resources available to high school students. Also, online research makes it possible for a student to learn the details of specific occupations. Salary, opportunities for promotion, and average hours worked are all facts included in a job’s profile.

It’s a good idea for students to keep a list of pertinent questions handy so they can take a good look at the viability of a particular career. All of this research enables a student to choose a major with coursework that prepares them for a desirable occupation.

Talk to Professionals in Various Fields

Talking with a professional who works in a particular occupation can be very useful to a student who is looking for a major. For instance, the student with a passion for science may want to talk with a science teacher at a local elementary school. They can find out what the instructor likes and dislikes about the work. Plus, they can ask the teacher about daily responsibilities and how to get students interested in a lesson. The science teacher can offer a personal perspective on the occupation that can’t be found via online research.

Participate in Volunteer Work

Students wondering how to choose a college major based on an interest may want to engage in some volunteer work. For example, a student who thinks they want to major in veterinary medicine may want to ask a local vet if they can volunteer at their office. This gives the student a chance to talk with the vet and observe the daily activities of a veterinary practice. The time spent volunteering can either strengthen a student’s interest in a certain activity or persuade them to examine other interests.

Meet With a College Counselor

Meeting with a college counselor is helpful even if a student is still undecided on a major. This professional has experience with students who are wondering how to pick a college major out of all of the options available. They will be able to offer simple strategies for how to evaluate various interests. Once a student decides on a major, the counselor can direct them toward the next step of officially declaring the major and beginning on a specific path of study.

Contact Veritas Prep today and we can assist you with the college admissions process, SAT and ACT preparation, and much more. Give us the opportunity to prep you for a successful four years in college!

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One of the biggest red flags Admissions Committees encounter during the business school application process is an employment gap on an applicant’s resume. This is unfortunate because for those afflicted, this is often an area that is usually out of the applicant’s control.

Most people are not looking to have an employment gap on their resume, and such periods of joblessness are usually the result of a series of unfortunate events. This problem was much bigger during the global economic crisis a few years back, but the effects of this event still remain on many resumes.

If you have a work gap on your resume, know that it is not the end of the world and that you are not alone on this front – how you mitigate this blip on your resume will be more important to MBA programs than the gap itself – however, don’t completely ignore this issue altogether. Do not treat a gap in employment as something that will not be a concern for the Admissions Committee.

At the very least, if it is a material employment gap, this issue should be addressed in the optional essay. As with most topics you discuss in your optional essay, your explanation and clarification of the employment gap should be concise and to the point. Admissions Committees are not looking for a long-winded string of excuses here – be direct, take ownership of the incident, and identify lessons you learned from it, if appropriate.

Another way to confront an employment gap is through one of the more traditional MBA application essays. If the reason behind the gap or the results of the gap have had a profound impact on your life or career (and it makes sense given the essay prompt), it may be appropriate to take a deeper dive into your situation. A full-blown response like this requires a more nuanced degree of thoughtfulness, so it will be key to do some self-reflection and really identify the underpinnings of your employment gap.

The business school interview represents another area where your employment gap can be addressed by a member of the Admissions Committee. This is probably the most direct way your employment gap will be explored. Keep your explanation simple and avoid making excuses or blaming others. A major mistake many in this position make is disparaging an old employer or an ex-boss. This may actually come across as unprofessional and it generally leaves a bad impression on the interviewer.

Do not let a past employment gap set the tone for your future success at business school. Be prepared to address your history, and take ownership of it in a way that positions yourself for success in the MBA application process.

Applying to business school? Call us at 1-800-925-7737 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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We hope you are enjoying the puzzles we have been putting up in the last few weeks. Though all of them may not be directly convertible to GMAT questions, they are great mathematical brain teasers!

Another variety of puzzle involves distributing fuel among vehicles to reach a destination. Let’s look at this type of question today:

A military car carrying an important letter must cross a desert. There is no petrol station in the desert, and the car’s fuel tank is just enough to take it halfway across. There are other cars with the same fuel capacity that can transfer their petrol to one another. There are no canisters to carry extra fuel or rope to tow the cars.

How can the letter be delivered?

Here, we are given that a single car can only reach the midpoint of the desert on its own tank of gas. Since there are no canisters, the car cannot carry extra fuel, so it will need to be fueled up by other cars traveling along with it.

Let’s fill up 4 cars and get them to start crossing the desert together. By the time they cover a quarter of the desert, half of their fuel tanks will be empty. Hence, we will have 4 cars with half tanks, and the status of their fuel tanks will be:

(0.5, 0.5, 0.5, 0.5)

If we transfer the fuel from two of the cars into two other cars, we will have:

(1, 1, 0, 0)

The two cars with fuel in their tanks will continue to cross the desert and cover another quarter of it. Now both of the cars will have half tanks again, and they will have reached the middle of the desert:

(0.5, 0.5, 0, 0)

Now one car will transfer all of its fuel to the other car, allowing that car to have one full tank:

(1, 0, 0, 0)

That car can then carry the letter through the remaining half of the desert.

For this problem, we didn’t really care about the stalled cars in the middle of the desert since we are not required to bring them back. The only important thing is to get the letter completely across the desert. Now, how do we handle a puzzle that asks us to get all of the vehicles back, too? Let’s look at an example question with those constraints:

A distant planet “X” has only one airport located at the planet’s North Pole. There are only 3 airplanes and lots of fuel at the airport. Each airplane has just enough fuel capacity to get to the South Pole (which is diametrically opposite the North Pole). The airplanes can land anywhere on the planet and transfer their fuel to one another.

The mission is for at least one airplane to fly completely around the globe and stay above the South Pole; in the end, all of the airplanes must return to the airport at the North Pole.

For this problem, we are given that a plane with a full tank of fuel can only reach the South Pole, i.e. cover half the distance it needs to travel for the mission. We need it to take a full trip around the planet – from the North Pole, to the South pole, and back again to North Pole. Obviously, we will need more than one plane to fuel the plane which will fly above the South pole.

Let’s divide the distance from pole to pole into thirds (from the North Pole to the South Pole we have three thirds, and from the South Pole to the North Pole we have another three thirds).

Step #1: 2 airplanes will fly to the first third. A third of their fuel will be used, so the status of their fuel tanks will be:

(2/3, 2/3)

One airplane will then fuel up the other plane and go back to the airport. Now the status of their tanks is:

(3/3, 1/3)

Step #2: 2 airplanes will again fly from the airport to the first third – one airplane will fuel up the other plane and go back to the airport. So the status of these two airplanes is this:

(3/3, 1/3)

Step #3: Now there are two airplanes at the first third mark with their tanks full. They will now fly to the second third point, giving us:

(2/3, 2/3)

One of the airplanes will fuel up the second one (until its tank is full) and go back to the first third, where it will meet the third airplane (which has just come back from the airport to support it with fuel) so that they both can return to the airport.

In the meantime, the airplane at the second third, with a full tank of fuel, will fly as far as it can – over the South Pole and towards the North pole, to the last third before the airport.

Step #4: One of the two airplanes from the airport can now go to the first third (on the opposite side of the North pole as before), and share its 1/3 fuel so that both airplanes safely land back at the airport.

And that is how we can have one plane travel completely around the planet and still have all airplanes arrive back safely!

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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Studying vocabulary should be on your schedule of things to do as you prepare for the English and Reading sections on the ACT. Numerous lists are available online that feature words commonly seen on the test.

Fortunately, there are many simple tricks and techniques to help you learn and remember ACT vocabulary words and definitions.

Personalize Your Flashcards

Flashcards are a traditional tool for students who are learning vocabulary for the ACT. But you can make your flashcards more effective by taking them a step further. Include the word, its definition, and a personalized sentence on each flashcard. For instance, if you’re learning the word “cunning,” you may create a sentence about your little sister such as, “My sister is cunning about stealing cookies out of the cookie jar.” The word “cunning” means “crafty” or “clever.” You’re more likely to remember a word and its definition when you study it in a personalized context.

The creators of the ACT are interested in measuring your understanding of words and how they are used as opposed to just the number of words you’re able to memorize, so it’s important to thoroughly understand each word you learn.

Expand Your Reading List

Another successful strategy to use when learning vocabulary for the ACT is to read a wide variety of material. For instance, if you usually limit your recreational reading to fiction, try reading some biographies or articles in science or nature magazines, or choose a subject you want to learn more about, such as an animal, a country, space travel, the Industrial Revolution, or a famous individual in history. You are more likely to be an active reader when delving into a subject you’re curious about.

When you vary your reading material, you are exposing yourself to larger amounts of unfamiliar vocabulary. As you read, make a list of the words you don’t know and look up the definitions later. Try to determine the definition of a word by looking at the context in which it’s used, then check the dictionary to see if you were right.

Use New Words on a Daily Basis

As you are focusing on learning ACT vocabulary, try using some of your newly acquired words in your daily life. Saying a word aloud in the correct context is an excellent way to solidify it in your memory. You could do this in your classes at school, during club meetings, or at home with your family. In addition, try including a few of the words in papers and other assignments for your English classes. Why not score some extra points on your schoolwork as you prepare for the English and Reading sections on the ACT?

Play Word Games

Playing word games is one of the best ways to prepare for the ACT. There are many online games that ask you to match a definition with the correct word or vice-versa. Some games test your speed at unscrambling letters to make a word that pairs with a definition. Various types of word games can be played by two or more people, so you can get together to play a game with a few friends who are also preparing for the ACT. Making the learning process fun with colorful graphics, music, and exciting challenges helps you add to your growing supply of words.

Take Several Practice Tests

Another effective way to prep for the Reading and English sections on the ACT is to take practice tests. This helps you to figure out which skills you’ve mastered as well as the ones that need work. If you’re worried about these two sections on the ACT, completing practice questions can make you feel more prepared on test day.

Our instructors achieved extremely high scores on the ACT, so when you study with us, you have access to the proven tips and tricks used by our instructors to learn ACT vocabulary. But the ACT tutors at Veritas Prep are more than experts at helping you learn ACT vocabulary: we can also teach you strategies you can use on all parts of the exam. Take advantage of our free trial class to become familiar with the material on the ACT and discover what our instructors at Veritas Prep can do to help you succeed on test day.

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We all know that we need to be very careful while reading GMAT questions – that every word is important. Even small oversights can completely change an answer for you. This is what happens with many test takers who try to tackle this official question. Even though the question looks very simple, the way it is worded causes test-takers to often ignore one word, which changes the solution entirely. Let’s look at this question now:

Alice’s take-home pay last year was the same each month, and she saved the same fraction of her take-home pay each month. The total amount of money that she had saved at the end of the year was 3 times the amount of that portion of her monthly take-home pay that she did NOT save. If all the money that she saved last year was from her take-home pay, what fraction of her take-home pay did she save each month?

(A) 1/2

(B) 1/3

(C) 1/4

(D) 1/5

(E) 1/6

Let’s consider the question stem sentence by sentence:

“Alice’s take-home pay last year was the same each month, and she saved the same fraction of her take-home pay each month.”

Say Alice’s take-home pay last year was $100 each month. She saves a fraction of this every month – let the amount saved be x.

“The total amount of money that she had saved at the end of the year was 3 times the amount of that portion of her monthly take-home pay that she did NOT save.”

What would be “the total amount of money that she had saved at the end of the year”? Since Alice saves x every month, she would have saved 12x by the end of the year.

What would be “the amount of that portion of her monthly take-home pay that she did NOT save”? Note that this is going to be (100 – x). Many test takers end up using (100 – x)*12, however this equation is not correct. The key word here is “monthly” – we are looking for how much Alice does not save each month, not how much she does not save during the whole year.

The total amount of money that Alice saved at the end of the year is 3 times the amount of that portion of her MONTHLY take-home pay that she did not save. Now we know we are looking for:

12x = 3*(100 – x)

x = 20

“If all the money that she saved last year was from her take-home pay, what fraction of her take-home pay did she save each month?”

From our equation, we have determined that Alice saved $20 out of every $100 she earned every month, so she saved 20/100 = 1/5 of her take-home pay.

Therefore, the answer is D.

Often, test-takers make the mistake of writing the equation as:

12x = 3*(100 – x)*12

x = 300/4

However, this will give them the fraction (300/4)/100 = 3/4, and that’s when they will wonder what went wrong.

Be extra careful when reading GMAT questions so that precious minutes are not wasted on such avoidable errors.

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!

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

How do you register for the SAT? For international students, the registration process is a little different than it is for students living in the United States. But don’t worry: if you’re an international student, there is help available if you need assistance with any part of the SAT registration process.

Let’s take a look at this process step by step:

Registering for the Test

The SAT is given six times a year in countries throughout the world. While there are some requirements that are in place for all students taking the SAT, there are additional ones for international students. You can find these requirements organized by country on the College Board’s official website. Remember that international students don’t have the option of late registration. This makes it all the more important to consult the list of test registration deadlines for international students. Listed alongside the test registration deadlines are the deadlines for changes made in your registration.

What If I Need Help With Registration?

If you’d like some guidance while registering for the SAT, you can call on an SAT International Representative in your country. There is a list of official representatives who can help you on the College Board website. Remember that you must work with a representative who has been approved by the SAT program.

When you get the assistance of a representative, you’ll be registering on paper instead of online. After the registration form is complete, your representative is responsible for mailing it in by the deadline. Customer service is given in the language you speak, so if you need to register for the SAT in Spanish, for instance, you’ll speak with a representative who knows the language. Whether you need to hear details about the SAT in Spanish, Mandarin, or another language, the process of registration for the SAT is made easier with the help of a knowledgeable representative.

Testing Fees

You can find the list of testing fees connected with the SAT for international students on the College Board website. There is a special list featuring non-U.S. fees, with the countries organized by region. If you have an International Representative, they can help you understand this step in the process.

Preparation Tips for the SAT

Once you’ve registered for the SAT, it’s time to switch your focus to test preparation. The first thing to do is take a practice SAT. Your results will reveal your strongest skills as well as the skills that need a little work. Our SAT tutoring program can then give you strategies to boost your scores on each section of the test. We can pair you with a tutor who understands the way you learn. Plus, we’ll create a customized study plan that helps to strengthen your weakest skills, building your confidence for the test.

Our talented instructors can provide you with guidance on everything from learning SAT vocabulary to refreshing your algebra skills. When you study with Veritas Prep, you work with instructors who scored in the top one percent on the SAT. We believe that if you’re going to prepare for the SAT, it pays to have the best teachers!

More Advice for Success on the SAT

After registering for the SAT and dedicating plenty of time to preparation, make sure to take a few final precautions as your test day arrives. Be sure to start out the day with a high-protein breakfast to maintain your energy level as you tackle all of those challenging SAT questions. Be sure you have the proper identification and other paperwork you need so you can check into the testing center right away and sit for the test. Practice calming breathing techniques to relax a bit before the SAT begins. Getting in the right frame of mind is very helpful on test day.

Check out our free video tutorials to get a taste of what we have to offer students who study with us for the SAT. In addition to having a staff of experienced, professional instructors, we use proven learning materials and resources in our instructional program. This combination provides you with solid preparation for every question you encounter on the SAT. We are proud to offer in-person and online courses as well as private tutoring and On Demand instruction. You can choose the option that best fits into your schedule of activities and obligations. Contact Veritas Prep today and get ready to ace the SAT!

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

The process of applying to business school involves several steps. Filling out an admissions application, writing an essay, and submitting GMAT or GRE scores are just a few of those steps. Another important step is the interview. An interview allows business school admissions officials to get a look at the student behind the application. It also gives a student the chance to ask the admissions officials a few questions.

At Veritas Prep, our knowledgeable consultants help students prepare their admissions application, create a convincing essay, and organize all of the documents and deadlines involved in applying to business school. We know what business schools are looking for, and we share that valuable information with our students. Consider some typical questions asked of business school applicants, and learn some other helpful tips for students getting ready for an interview:

Typical Questions Asked During Business School Interviews

For students who want to study business, interview questions can range from the academic to the personal. Generally, the official conducting the interview starts by asking a student why they want to attend that school. The interviewer is looking for specific answers to this question. For instance, a student may bring up certain internship opportunities available due to the school’s longtime relationship with a variety of companies. Or a student may mention the school’s average class size of just 30 students. These answers show that the candidate is familiar with what the school has to offer.

Another typical question asked in business school interviews concerns a student’s strengths and weaknesses. This question reveals the character, motivation, and work ethic of a student. The answer helps to reveal a student’s suitability for the study program. It’s a good idea for a student to mention what they are doing to improve in any weak areas.

Generally, students are asked about their career plans and how a degree from business school will help them in the pursuit of a particular profession. Students will also be asked about their academic accomplishments and their leadership skills. All of these answers and others help an interviewer to envision the candidate as a student in the business school.

How to Prep for the Interview

One of the best ways to prepare for interview questions is to review a school’s website. Most school websites include information about class size and faculty member qualifications. Also, there are statistics on the number of students who find jobs after graduation. This is an efficient way to find specific facts.

Students should practice answering potential questions with a friend or family member. The person playing the interviewer can offer helpful suggestions on how the student can improve upon certain answers. Plus, students can use this opportunity to come up with questions for the interviewer about the school and its courses. Our consultants at Veritas Prep have the skills and experience to assist students as they prep for their business school interview. Our online experts have inside knowledge about the admissions process.

What to Bring to the Interview

Most of the time, a business school has a copy of a student’s résumé at the interview, but it’s a good idea for students to bring a few extra copies of their résumé with them too, since there might be additional officials in the interview room. Students may also want to bring a copy of their GMAT or GRE test scores as well as a copy of their latest transcript. A student may not need to take any of these documents out of their folder, but it’s a good idea to have them on hand just in case.

What to Wear to the Interview

Dressing in an appropriate way plays a part in a student’s success in an interview at a school of business. Interview questions and answers are the most important elements of an interview, but a student must also make a good visual impression. It’s best for a student to wear conservative clothes and have a well-groomed appearance. A student doesn’t have to invest in designer clothes to make a positive impression on an interviewer – just look neat and professional.

Our MBA consultants at Veritas Prep guide students through the process of applying to business school. We have the resources to prepare students for the GMAT, advise them on their admissions application, and offer strategies for success in business school interviews. Call or email Veritas Prep today and let us partner with you on the path toward an advanced degree in business.

Applying to business school? Call us at 1-800-925-7737 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.

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Starting college courses brings with it a collection of new challenges for every student. Students with ADD or ADHD have a unique set of challenges as they settle into life at college.

Fortunately, there are steps these students can take to achieve success and earn a degree. Learn some helpful tips for college students who deal with ADD or ADHD:

Take Advantage of Academic Support Services

The best colleges for students with learning disabilities are the ones that provide plenty of academic support. Some students need assistance with tackling the work in all of their courses, while others need limited academic support for a learning disability. A student with ADD or ADHD must take it upon themselves to inquire about these services and use them whenever needed.

Academic support comes in many forms depending on the resources of a college. Some schools offer students one-on-one tutoring services, while others offer group tutoring sessions. Supplemental instruction is another example of support offered in colleges for students with ADHD. The tutor offering supplemental instruction reviews material taught in a class to make sure that the student has absorbed all of the important points in a lecture. Sometimes it’s simply a matter of adjusting the way course material is delivered.

Some colleges also offer courses in study skills for ADHD students. Students with learning disabilities get to practice study strategies and learn how to take notes in an effective way. The best colleges for students with learning disabilities have the tools to test students who suspect that they have ADD or ADHD. If a student does have ADD or ADHD, the college takes steps to provide the person with the academic support they need to be successful.

Record Lectures

College students with ADD or ADHD sometimes find it helpful to record lectures. This allows them to go over confusing points and review various parts of the lecture at their leisure. They don’t feel as much pressure to take constant notes because they know they can go back and revisit the material. Some colleges, for students with ADHD, automatically allow students to record lectures, while others require students to seek the permission from each instructor. It’s a good idea for students with learning disabilities to let their instructors know the situation so they can contribute to the student’s success.

Use Technological Devices to Stay on Schedule

Today, students with or without a learning disability can use the alarm on their phone to keep them on schedule. For instance, a student with ADD or ADHD may set the alarm on their phone to let them know when it’s time to walk to the library to meet for a study group. Another student may use their phone to let them know they should start off to their first class of the day.

Some students with learning disabilities keep a calendar in their phone that they can refer to at any time to find dates for exams, projects, and meetings. Students may even find it helpful to send themselves reminder texts or emails regarding quizzes or tests.

Use Non-Technological Devices to Stay on Schedule

The individuals who offer academic support at colleges for ADHD students may suggest that students use a large desk calendar to keep them on schedule. For example, a student could highlight upcoming test days for various classes or start a countdown of the days before a big project is due. A desk calendar is something that a student would look at every day. Plus, students can make notes on the calendar to remind them of their progress on various assignments.

They can also purchase a cabinet with a system of drawers so they can separate the notes and other materials for each course. Often, a simple organizational system can assist students with learning disabilities in staying on schedule with all of their coursework.

Our professional tutors at Veritas Prep instruct students who have varying levels of ability. We prep students for standardized tests including the SAT. Our online SAT tutors scored in the 99th percentile on the exam, so students benefit from working with instructors who have hands-on knowledge of the SAT. We also assist students with college admissions by helping them with college essays, filling out applications, evaluating extracurricular activities, and more! Contact Veritas Prep today and let us know how we can help.

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We have reviewed what standard deviation is in a past post. We know what data is necessary to calculate the standard deviation of a set, but in some cases, we could actually do with a lot less information than the average test-taker may think they need.

Let’s explore this idea through an example GMAT data sufficiency question:

What is the standard deviation of a set of numbers whose mean is 20?

Statement 1: The absolute value of the difference of each number in the set from the mean is equal.

Statement 2: The sum of the squares of the differences from the mean is greater than 100.

We need to determine whether the information we have been given is sufficient to get us the exact value of the standard deviation of a particular set of numbers. To find the standard deviation of a set, we need to know the deviation of each term from the mean so that we can square those deviations, sum the squares, divide them by the number of terms, and then find the square root.

Essentially, to find the standard deviation we either need to know each element of the set, or we need to know the deviation of each element from the mean (which will also give us the number of terms), or we need to know the sum of the square of deviations and the number of terms in the set.

The question stem here tells us that the mean of the set is 20. We have no other information about any of the actual elements of the set or the number of elements. With this in mind, let’s examine each of the statements:

Statement 1: The absolute value of the difference of each number in the set from the mean is equal.

With this statement, we don’t actually know what the absolute value of the difference is. We also don’t know how many elements there are. The set could be something like:

19, 21 (each term is exactly 1 away from the mean 20)

or

18, 18, 22, 22 (each term is exactly 2 away from the mean 20)

etc.

The standard deviation in each case will be different. We don’t know the elements of the set and we don’t know the number of elements in the set. Because of this, there is no way for us to know the value of the standard deviation – this statement alone is not sufficient.

Statement 2: The sum of the squares of the differences from the mean is greater than 100.

“Greater than 100” encompasses a large range of numbers – it could be any value larger than 100. Again, we cannot find the exact standard deviation of the set, so this statement is also not sufficient alone.

Using both statements together, we still do not have any idea of what the elements of the set are or what the sum of the squares of the differences from the mean is. We also still don’t know the number of elements. Hence, both statements together are not sufficient, so the answer is E.

Now, let us add just one more piece of information to the problem in this similar question:

What is the standard deviation of a set of 7 numbers whose mean is 20?

Statement 1: The absolute value of the difference of each number in the set from the mean is equal.

Statement 2: The sum of the squares of the differences from the mean is greater than 100.

What would you expect the answer to be? Still E, right? The sum of the deviations are still unknown and the exact elements of the set are still unknown – all we know is the number of elements. Actually, this information is already too much. All we need to know is that the number of elements is odd and suddenly we can find the standard deviation.

Here is why:

Statement 1 is quite tricky.

If we have an odd number of elements, in which case can the absolute values of the differences of each number in the set from the mean be equal?

Think about it – the mean of the set is 20. What could a possible set look like such that the mean is 20 and the absolute values of the differences of each number in the set from the mean are equal. Try to think of such a set with just 3 elements. Can you come up with one?

19, 19, 21? No, the mean is not 20

19, 20, 21? No, the absolute value of the difference of each number in the set from the mean is not equal. 19 is 1 away from mean but 20 is 0 away from mean.

Note that in this case, the only possible set that could fit the given criteria is one consisting of just an odd number of 20s (all elements in this set must be 20). Only then can each number be equidistant from the mean, i.e. each number would be 0 away from mean. If the numbers of the set all have equal elements, then obviously the standard deviation of the set is 0. It doesn’t matter how many elements it has; it doesn’t matter what the mean is! In this case, Statement 1 alone is sufficient so the answer would be A.

Takeaway:

If a set has an even number of distinct terms, the absolute values of the distances of each term from the mean could be equal. But if a set has an odd number of terms and the absolute values of the distances of each term from the mean are equal, all the terms in the set must be the same and will be equal to the mean.

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!

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

As you read about the different sections on the ACT, you’ll notice that the essay (or Writing section) is optional. So should you do the ACT Writing section or opt out of it?

The best way to answer this question is to check out both the pros and cons of signing up for the ACT without the essay:

Pros of Skipping the ACT Essay Saving Time

One of the advantages of signing up for the ACT without the essay is you can reduce the amount of time you spend preparing for the exam. Preparation for the ACT Writing section means learning the scoring rubric to find out the elements necessary to achieve a high score. Also, you must spend time practicing your essay-writing skills to ensure that you’re ready to create an impressive essay. Skipping the ACT essay means you have more study time to dedicate to the other sections on the test. Plus, taking the ACT without writing time means your total testing period is shortened by 40 minutes.

Saving Money

The official website for the ACT displays one fee for taking the test with the Writing section and another for taking the ACT without the essay, so if you decide to skip the essay, you can save a little money on your testing fees. This can be important, especially if you have a tight budget for standardized tests taken in your junior and senior year in high school.

Sticking With Your Strengths

Perhaps essay-writing is not one of your strengths – when you take the ACT without the Writing section, time can be spent studying for the other sections of the test. You can focus on the Math, Reading, Science, and English sections to achieve scores that will impress college admissions officials. However, if you want to improve your essay-writing skills, our capable instructors can help you to achieve that goal. We can teach you strategies for how to set up a logical, well-organized essay and provide you with guided practice to help make your essay the best it can be.

Cons of Skipping the ACT Essay Lacking a Requirement?

One of the cons of taking the ACT without the essay is that you may want to apply to colleges that list a score for the Writing section as an admissions requirement. In order to apply to those colleges, you would have to go back and take the entire test again to get an essay score. Checking to see if the ACT essay is a requirement for the colleges you plan to apply to is a wise idea. But keep in mind that you may want to add a college to your list later or even transfer to another school that requires an ACT essay score.

Skipping the Opportunity to Make an Impression

Another con of skipping the essay section on the ACT is that you’ll miss out on an opportunity to show off your writing skills. Earning a high score on the essay is sure to capture the attention of college admissions officials. If writing is one of your strengths, why not take the time to highlight that talent to colleges?

Missing Out on an Intro to College-Level Work

If you skip the ACT essay, you miss out on the chance to become familiar with college-level work. The task of writing this essay is similar to what you’ll be doing in your English classes as a college freshman. You’ll be writing a lot of papers for classes once you start working toward a degree, so why not give yourself the opportunity to dip your toe into the type of academic work you’ll be doing as a college student?

Whether you decide to take the ACT with or without the essay, we are here to help you prep for the test. You may want to start by trying a free ACT trial class taught by one of our professional, 99th percentile instructors. This will give you an idea of all that we have to offer you at Veritas Prep. Sign up for our test prep services and you have the choice of online tutoring, in-person courses, or On Demand instruction. At Veritas Prep, we make it easy for you to learn what you need to know to ace the ACT!

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

The Association of International Graduate Admissions Consultants (AIGAC) has just launched its annual MBA applicant survey. By filling it out you’ll be entered for a chance to win $500!

Since 2009, AIGAC has regularly conducted a large survey to study trends among business school applicants. The results are shared with AIGAC member consultants and with MBA programs to help them better anticipate the needs of those who will soon apply to business school. Over the past few years, there have even been changes made to some business schools’ applications as a result of AIGAC survey findings, including more streamlined letters of recommendation at some MBA programs!

This online survey should take just a few minutes to complete. We would love to receive as many responses as possible before the survey closes in early April – and we would like to see one of our readers win the $500 cash prize!

More about the Association of International Graduate Admissions Consultants: AIGAC promotes high ethical standards and professional development among graduate admissions consultants, increases public understanding of graduate admissions consulting, and enhances channels of communication with complementary organizations. The annual MBA Applicant Survey is just one way in which AIGAC serves the admissions and admissions consulting communities.

Thanks in advance for your participation, and good luck with the drawing!

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

We have often come across test takers confused about division by a variable. When is it allowed, when is it not allowed? Why is it allowed in some cases and not in others? What are the constraints we need to look out for?

For example:

Is division by x allowed here: x^2 = 10x?

Is division by x allowed here: y = 4x?

Is division by x allowed here: x^2 < 4x?

Let’s take a detailed look at all these questions today.

The basic guidelines:

Division by 0 is not allowed, hence you cannot divide by a variable until and unless we know that it cannot be 0.

In the case of an inequality, when you divide by a negative number, the sign of the inequality flips. So we cannot divide by a variable until and unless we know that it cannot be 0 AND whether it is positive or negative.

Let’s look at the three questions given above and try to solve them using these guidelines:

Is division by x allowed here: x^2 = 10x?

The first thing to find out here is whether or not x can equal 0.

Case 1: If no other information has been given, then x can be 0 and we cannot divide by it. This is how we proceed in that case:

x^2 – 10x = 0

x(x – 10) = 0

x = 0 or 10

Case 2: If the question stem tells us that x is not 0, then we can divide by x.

x^2/x = 10x/x

x = 10

Obviously, we don’t get the second solution (x = 0) in this case, as we already know that x cannot be 0. Now let’s look at the second problem:

Is division by x allowed here: y = 4x?

Again, this is an equation and we need to know whether or not x can equal 0.

Case 1: If x can be 0, you cannot divide by it. In this case, x = 0 and y = 0 is one of the infinite possible solutions.

Case 2: If the question stem states that x cannot be 0, then we can do the following:

y/x = 4

Now let’s look at the final question:

Is division by x allowed here: x^2 > -4x?

Here, we have an inequality. Before deciding whether we can divide by x or not, we need to know not only whether x can be equal to 0, but also whether x is positive or negative.

Case 1: If we know nothing about the possible values that x can take, then this is how we proceed:

x^2 + 4x > 0

x(x + 4) > 0

Now we can use the method discussed in the first problem to arrive at the range of x.

x > 0 or x < -4

Case 2: If we know that x is positive, then we can proceed like this:

x^2/x > -4x/x

x > -4

Since we are given that x is positive, we know that that x > 0 (looking at the two options above).

Case 3: If we know that x is negative, then this is how we will proceed:

x^2/x < -4x/x (we flip the sign of the inequality because we divide by x, which is negative)

x < -4

The results obtained are logical, right? When x can be anywhere on the number line, we get the range as x > 0 or x < -4.

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!

ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors