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The Best Ways to Study and Practice Vocabulary for the GRE Exam [#permalink]

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New post 07 Mar 2017, 17:01
FROM Veritas Prep Admissions Blog: The Best Ways to Study and Practice Vocabulary for the GRE Exam
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The Graduate Record Examination, or GRE, contains three sections. One of those sections tests a student’s verbal reasoning skills. Within the Verbal Reasoning section, students encounter questions that ask them to identify antonyms and synonyms. Also, they must select the appropriate word or words to complete various sentences. In short, many of the questions in this section test a student’s vocabulary skills.

Fortunately, there are several ways that students can practice GRE vocab words as they prep for this important test:

Review Lists of GRE Vocabulary Words

There are many lists that reveal groups of words that are frequently seen on the GRE. Vocabulary practice can take the form of learning these high frequency words along with their definitions. It’s a good idea for students to divide a vocabulary list into groups of ten words. Learning ten words every week is a lot more effective than trying to absorb all of the words on a list in a short period of time.

The professional instructors at Veritas Prep are experts at teaching students how to learn and remember vocabulary words that may appear on the GRE. In addition, we provide strategies that narrow down and simplify the possible answers making a question in the verbal reasoning section easier for a student to tackle.

Get GRE Vocab Prep with Practice Tests

Taking a practice GRE is another way of learning vocabulary words that may appear on the actual test. Along with introducing students to the subject matter in the verbal reasoning section, they can become familiar with the types of answer options offered on the exam. A student may use mnemonic techniques to remember words on a practice test. For instance, a student who sees the word dissonance can remember it by looking at its prefix, “dis”. In Latin, “dis” means to take apart and the word “sonance” means sound. These clues can remind a student that the word dissonance means inharmonious sound. A student may not see the exact same words on the actual test, but the exam may include words that are similar to the ones on a practice test.

Use GRE Vocabulary on Assignments

The best way to study vocabulary words for the GRE is to use them in everyday life. For instance, a student who is a senior in an undergraduate program can use some GRE vocabulary words on essays and other writing assignments. Or, students who write personal blogs each day can use some newly learned vocabulary words in their articles. A student is more likely to remember a vocabulary word and its meaning if he or she uses it in context. Using these vocabulary words often keeps them fresh in a student’s memory.

Get GRE Vocab Practice with Flashcards

Making flashcards takes a little time, but they are effective study tools when learning unfamiliar vocabulary words. Create flashcards by writing a word on one side of a card and its definition on the other side. Some students prefer to create flashcards via their computer. Flashcards provide students with a convenient way to study GRE vocabulary. Practice with the flashcards while on a break at work or between classes at school.

It’s a good idea for students to quiz themselves using just ten flashcards at a time. Studying ten flashcards at a time is one way to prevent a student from feeling overwhelmed. Students may also want to enlist the help of a roommate or friend when learning new vocabulary words. Two friends who plan to take the GRE can quiz one another with flashcards.

Read Newspaper and Magazine Articles

Many of the words used in newspaper and magazine articles are the same ones found on the GRE. Vocab practice can be as easy as going online each morning to read several articles from a news magazine. When students encounter a word they learned from a GRE vocabulary list, they are able to see it used in context. This further solidifies the meaning of the word in a student’s mind.

Finally, students who want assistance expanding their vocabulary in preparation for the test can contact us regarding GRE prep courses. Our Frequently Asked Questions section is also helpful to students who want to know more about Veritas Prep’s services. We provide students with excellent learning resources and study tips that can help them to master questions on the Verbal Reasoning section as well as the rest of the GRE.

Want to jump-start your GRE preparation? Register to attend one of our upcoming free online GRE Strategy Sessions or check out our variety of GRE Course and Private Tutoring options. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter!

The post The Best Ways to Study and Practice Vocabulary for the GRE Exam appeared first on Veritas Prep Blog.
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SAT Subject Tests: Which Exams You Should Take and When to Take Them [#permalink]

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New post 08 Mar 2017, 21:00
FROM Veritas Prep Admissions Blog: SAT Subject Tests: Which Exams You Should Take and When to Take Them
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A majority of colleges require or recommend taking at least two SAT Subject Tests, but they do not usually advise applicants as to which tests they should take. Students are then left to decide when to take their Subject Tests and how to interpret varying institution-specific guidelines about which subjects to choose and how scores will be used.

For students who don’t have a firm idea of where they want to apply, the best course of action is to take two Subject Tests that highlight their academic strengths. Most students will choose subjects that have some relation to their intended majors, but as there are so many more majors than there are Subject Tests so these matches do not need to be exact.

For example, an applicant planning on pursuing an environmental science major might like to take Subject Tests in Math II and Biology. Another student applying to the same program might choose instead to take subject tests in Chemistry and American History. Either would be perfectly reasonable choices. If a college has a more specific requirement, it will be clearly stated on their website, but for the majority of students, two tests in areas of strength will make for the best possible application for the widest range of colleges.

That being said, here are some points to consider about particular cases where it could pay to think more carefully about which SAT Subject Tests to choose:

Pay Attention to Specific Program Requirements

Some colleges and programs that take freshman applications will impose their own SAT Subject Test requirements. This practice is most widespread in STEM programs. For example, MIT requires applicants to take one Subject Test in math (Level 1 or Level 2) and one in science (Biology, Chemistry, or Physics). UCLA’s School of Engineering and Applied Sciences requires test scores from the Math Level 2 exam and one science subject exam.

The engineering programs at Berkeley and San Diego have the same requirement that UCLA does, even though there are no Subject Test requirements at all for students in other majors. With this in mind, if you know you will be applying to a specific school, pay attention to their unique SAT Subject Test requirements (if they have any) and adhere to them.

Consider Foreign Language Proficiency and Placement

The College Board offers SAT Subject Tests in nine different languages. For some languages, you have a choice between a written test and a test with a listening component. Other language tests are only available in one format or the other. Many colleges accept SAT language exams for placement or credit in language courses, but don’t rush out to take one of these tests for that reason alone – especially if you’re not as well prepared as you could be. If you’re concerned about missing out on credit, wait until you make your college decision and then take the exam during the spring of your Senior year (only if you know it will benefit you).

Reasons to Take More Than 2 SAT Subject Tests

One good reason to add a 3rd SAT Subject Test is if you want to take one in a language of which you are a heritage speaker. In that case, you may want to make the Subject Test for that language your third exam. This way, you can show how proficient you are in a second language while still taking two other exams in subjects that you have studied in an academic setting.

Another reason to take an additional Subject Test is to fulfill less common school-specific requirements. For example, Georgetown is one of few schools to still recommend three SAT Subject Tests. At NYU, which has a test-flexibly policy, the admissions office will actually accept three Subject Tests in lieu of the regular SAT. If you plan to apply to schools like Georgetown or NYU, consider taking three SAT Subject Tests before submitting your applications.

Reasons to Skip the SAT Subject Tests

Some colleges have made SAT Subject Tests optional, or have even stopped considering them all together. For instance, At Columbia, subject tests are accepted but not required, and at the University of Chicago, they state,”SAT II’s are truly optional, and not sending us Subject Tests will not hurt your application.” If you are sure that your college application list does not include schools where Subject Tests are required, it’s safe to trust that “optional” really means “optional,” and skip the tests.

When to Take SAT Subject Tests

If you are applying to one or more schools where SAT Subject Tests are strongly recommended or required, the next decision that you must make is when to take them.

Don’t be afraid to take SAT Subject Tests early on in your high school career. If your school offers AP World History in the 10th grade and you know that you’ll be interested in taking the test for that subject, go ahead and start fulfilling your Subject Test requirements early. On the other hand, if you know that your school offers two years of a single subject (for example, 9th grade Chemistry and 11th grade AP Chemistry), wait to take your Subject Test for that subject at the end of the second year.

Since history and science Subject Tests correspond closely with year-long high school courses, it is best to take them immediately after you’ve completed the relevant course. The math and literature exams, however, draw on skills that are developed over a period of years, and so these do not necessarily need to be taken in conjunction with specific classes. If you’re taking literature or math, find a time around your Junior year when your schedule will allow you the time to study and work with practice tests.

Finally, if you’re taking a language exam, it is advisable to wait until the end of Junior year or the beginning of Senior year to take the test. This way, you’ll allow yourself the maximum amount of time to practice the language before the exam.

SAT Subject Tests are necessary for many students, but each individual has a lot of flexibility in deciding which ones to take and when to take them. And if you’re still uncertain about what tests to choose or how to prepare, consider getting in touch with an experienced tutor or admissions consultant here at Veritas Prep.

Do you need help navigating the college application process and determining which tests to take for the schools you are applying to? Visit our College Admissions website and fill out our FREE Profile Evaluation for personalized feedback on your unique situation! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter!

Anne Mathews is a Veritas Prep SAT instructor based in Los Angeles.

The post SAT Subject Tests: Which Exams You Should Take and When to Take Them appeared first on Veritas Prep Blog.
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Prepping for Business School Exams [#permalink]

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New post 09 Mar 2017, 20:00
FROM Veritas Prep Admissions Blog: Prepping for Business School Exams
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Undergraduate students who plan to apply to business school have several requirements to fulfill. One of those requirements is to take a business school admissions test. The Graduate Management Admissions Test, or the GMAT, is one test for business school. The Graduate Record Examination, or the GRE, is another type of test that students take when they want to apply to business school.

Test questions are similar on both of these exams. However, there are some business schools that want students to take the GMAT, while others accept either GMAT or GRE scores. It’s a wise idea for a student to check the specific admissions requirements of the business schools to which they plan to apply.

Our knowledgeable online tutors at Veritas Prep offer students valuable tips as they prepare for the GRE, the GMAT, or both. We hire tutors who have achieved a high score on these tests so students can learn from individuals with valuable practical experience. Take a closer look at some pertinent details regarding each of these business school exams.

The GMAT

The GMAT is one of the tests that students can take to get into business school. Test questions challenge a student’s skills in the areas of Verbal, Quantitative, and Integrated Reasoning. There is also an Analytical Writing Assessment.

The Verbal section of this business school exam measures students’ reading comprehension skills as well as their reasoning skills and ability to spot grammatical errors in a sentence. Alternatively, the Quantitative section of the GMAT gauges a student’s math skills. The math questions on this test to get into business school measure a student’s skills with fractions, algebra, geometry, percentages, and basic addition and subtraction. Fortunately, many students are familiar with these math skills from their years in high school. But there are some students who need a bit of review to feel more confident about the quantitative section.

The section on integrated reasoning tests a student’s ability to evaluate data offered in a variety of formats, such as graphs, tables and charts. The analytical writing section asks students to provide a critique of an argument. Students must write in a clear, succinct manner and offer specific examples to support their reasoning.

The GRE

The GRE is another test that students can take when they want to apply to business school. Exam questions on this test are similar to those on the GMAT. Verbal Reasoning, Quantitative, and Analytical Writing are the three sections of this test. Verbal Reasoning questions test a student’s skills at analyzing a piece of writing and recognizing the important relationships contained in it. Students must also be able to recognize and define various vocabulary words.

Geometry, data analysis, basic math, and algebra are all topics in the Quantitative section of the GRE. The Analytical Writing section requires students to create two essays – one of the essays asks students to analyze an argument, while the other asks them to analyze an issue. Students have the opportunity here to prove they can construct organized essays with plenty of examples to support their point of view.

The Basic Differences Between These Two Exams

After looking at the particulars of the GMAT and the GRE, a student may wonder which business school entrance exam to take. Though there are many similarities between the two tests, there are also some differences. For one, the fee to take the GMAT is $250, while the fee for the GRE is $195.

The GMAT has an Integrated Reasoning section, while the GRE does not. The GRE, however, asks students to write two essays, while the GMAT only requires students to write one. While these tests differ a little in format, they both serve to reveal a student’s skills in various subjects.

How to Choose Which Exam to Take

Students must find out which test scores are acceptable to the schools they are applying to. If a school accepts the GMAT and the GRE, taking practice tests is an excellent way for a student to determine which one they feel more comfortable with. Regardless of which test an applicant chooses, our professional tutors at Veritas Prep are available to help students prep for every section! Students who take our test preparation courses learn strategies that boost their confidence, leading to their best test performance.

At Veritas Prep, we have the knowledge and resources to guide students toward success on these tests. Contact our offices today and give us the opportunity to help you fulfill your dreams of becoming a business school student!

free MBA Admissions Profile Evaluation[/b] for personalized advice for your unique application situation! As always, be sure to find us on FacebookYouTubeGoogle+ and Twitter.

The post Prepping for Business School Exams appeared first on Veritas Prep 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

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The GRE Exam for Law School? [#permalink]

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New post 10 Mar 2017, 20:00
FROM Veritas Prep Admissions Blog: The GRE Exam for Law School?
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Harvard Law is the oldest continually-operating law school in the United States. It is consistently ranked as one of the top law schools in the world, and is also the largest law school in the U.S., with about as many students as Yale, Stanford and Chicago combined. So when Harvard Law makes news other law schools are likely to follow.

And Harvard Law recently announced some big news: starting next fall the GRE exam will be accepted as an alternative to the LSAT exam. Surveys suggest that nearly half of all law schools were not opposed to accepting GRE exam scores even before Harvard made its announcement, so this is probably just the beginning of a trend.

The upshot of all of this is that beginning next fall those prospective law students applying to Harvard Law can submit a GRE score instead of, or in addition to, an LSAT score. The University of Arizona Law School has already begun accepting the GRE score from applicants, and if the results from those law schools are as positive as expected, then additional law schools will likely join them in the very near future.

LSAT vs. GRE
I have taught the LSAT and currently teach the GRE and (as well as the GMAT), and have earned a perfect 170/170 on the GRE and a near-perfect 176 on the LSAT. Here are my thoughts on the LSAT versus the GRE:

The LSAT has long been the dreaded gatekeeper to law school admissions and the exam definitely rewards a certain type of test taker with a certain background. So, should you consider taking the GRE instead of the LSAT? Maybe you should!

First, who does not benefit from this development? Those who plan on applying exclusively to law school in the next couple of years should stick with the LSAT to have the most flexibility in the application process. As Harvard and Arizona are currently the only law schools that accept GRE scores from applicants, you’ll want to have a good LSAT score under your belt in case you decide to apply to any other JD programs.

Everyone else should at least consider the GRE. The Dean of Harvard Law School, Martha Minow, listed a few of the groups of students who might benefit from being able to use the GRE instead of the LSAT: “international students, multidisciplinary scholars, and joint-degree students…” I would add to that list students who have strong math skills, who have different possible career paths, or who have less time to devote to the process of preparing for an exam.

Advantages of Taking the GRE
Flexibility: The GRE is accepted for admission to nearly all graduate and business schools in addition to Harvard Law School and Arizona Law School (and hopefully a growing list of law schools). For anyone considering a variety of career options, the GRE is the best exam to take as it gives the test-taker the most flexibility. Even a great GMAT score is not accepted by law schools or graduate schools, and a perfect LSAT score will not get you into business or grad school. The GRE is the universal key that can open many doors – this is the number one reason to make the GRE your first choice.

Time Commitment: For many students, the LSAT is the exam that requires the most hours of preparation. The sheer variety of critical reasoning questions and “logic games” requires a student to master a huge range of information. On the other hand, the GRE tests skills that a student is more likely to possess already or can learn more readily through a preparation course or self-study. This is not to say that the GRE is not a challenge, it just may be a more reasonable challenge than the LSAT.

Credit for Your Strengths: Maybe you are strong in Quantitative areas… This can give you an important head start on the GRE, as math is not tested on the LSAT.

Convenience: The GRE is offered in convenient locations around the world on a continuous basis, with times generally available in the morning, afternoon and evening, making it easy to fit the GRE into your schedule. By comparison, the LSAT exam is only offered 4 times per year, usually at 8:00am. With the LSAT, you have to arrange your life around the exam, which can be difficult for test-takers with busy schedules.

Reasonable Retakes: If for any reason you do not earn the LSAT score that you hoped for, then you have to wait anywhere from two to four months before you can retake the exam. On the other hand, you can retake the GRE after just 21 days and you can take the exam 5 times in a year.

Advantages of Taking the LSAT
No Math Required: The LSAT exclusively tests skills that fall on the “Verbal” side of the GRE, meaning that you won’t have to memorize the Pythagorean Theorem, practice working with algebra, or brush up on your multiplication tables before you take it.  If you’re a student who hasn’t studied math in a while, the LSAT allows you to engage your logical thinking (philosophy, political science, literature) brain without having to dig back into high school math skills.

Applicable to All Law School Applications: While what Harvard says typically filters down to nearly all schools eventually, right now the GRE is only accepted at a few law schools.  If you plan to take the GRE to apply to Harvard and a few other elite JD programs, you’ll end up having to take the LSAT for those other applications, anyway.

Availability of Official Practice Problems: The LSAT has been administering essentially the same exam for decades, and has to retire its questions after each administration. The result? It has thousands of official exam questions to sell you for practice.  By comparison the GRE underwent an overhaul in 2011 and has some official test questions for sale, but the LSAT provides several times as much authentic practice material.

Is the GRE Easier Than the LSAT?
It is not easy to get into Harvard or any of the other top law schools. The average LSAT score for the most recent class at Harvard Law is above the 99th percentile, so an applicant’s GRE score would need to be near-perfect to be competitive.

Please understand that if you do plan to take the GRE for admission to law school, business school, or a competitive graduate school program, you will need to earn the best score that you are capable of achieving. Taking the GRE is not a short cut or an “easy way” to get into a top law school (or business school). But it is another option and – for some people – a better option.

My advice is this: Unless you are committed to applying to law school in the next couple of years, consider taking the GRE. The GRE gives you the most options (graduate school, business school, law school) and its scores are reportable for 5 years. This means that if you take the GRE this year your scores will still be good for applications submitted in 2022.

Considering taking the GRE? Register to attend one of our upcoming free online GRE Strategy Sessions to jump start your GRE prep, or check out our variety of GRE Course and Private Tutoring options. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter!

David Newland has scored in the 99th percentile on both the LSAT and the GMAT, and holds a perfect 170/170 score on the GRE.  He taught the LSAT for nearly ten years for a leading firm, and has taught the GRE and GMAT for Veritas Prep since 2006.  In 2008 he was named Veritas Prep’s Worldwide Instructor of the Year, and he has been a senior contributor to the Veritas Prep GRE and GMAT lesson materials. David holds a Juris Doctorate from the University of Michigan Law School and teaches live online classes from a film studio in northern Vermont.

The post The GRE Exam for Law School? appeared first on Veritas Prep 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

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Beware of Assuming in GMAT Critical Reasoning Options [#permalink]

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New post 13 Mar 2017, 19:00
FROM Veritas Prep Admissions Blog: Beware of Assuming in GMAT Critical Reasoning Options
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Sometimes, while evaluating the answer choices in in strengthen/weaken questions, we unknowingly go beyond the options and make assumptions about what they may imply if we were to have additional pieces of data. What we have to remember is that we do not have this additional information – we have to judge each option on its own merits, only. Let’s discuss this in detail with one of our own practice GMAT questions:

In 2009, a private school spent $200,000 on a building which housed classrooms, offices, and a library. In 2010, the school was unable to turn a profit. Therefore, the principal should be fired.

Each of the following, if true, weakens the author’s conclusion EXCEPT:

(A) The principal was hired primarily for her unique ability to establish a strong sense of community, which many parents cited as a quality that kept children enrolled in the school longer.

(B) The new library also features a seating area big enough for all students to participate in cultural arts performances, which the head of school intends to schedule more frequently now.

(C) The principal was hired when the construction of the new building was almost completed.

(D) A significant number of families left the school in 2010 because a favourite teacher retired.

(E) More than half of the new families who joined the school in 2010 cited the beautiful new school facility as an important factor in their selection of the school.

This is a weaken/exception question, so four of the five answer choices will weaken the argument, while the fifth option (which will be the correct answer) will either not have any impact on the argument or it might even strengthen it. As we know, such questions require a bit more effort to answer, since four of the five options will definitely be relevant to the argument. The important thing is to focus on what we are given and not assume what the various answer options may or may not lead to. Let’s understand this:

The gist of the argument:

  • Last year, a lot of money was spent to construct a new building with many amenities.
  • This year, the school did not see a profit.
  • Hence, fire the principal.
Based on the two given facts – “a lot of money was spent to make the building in 2009” and “the school did not see a profit in 2010” – the author has decided to fire the principal. Many pieces of information could weaken his stance. For example:

  • It was not the principal’s decision to construct the building.
  • The school’s revenue in 2010 took a hit because of some other factor.
  • The school’s losses reduced by a huge amount in 2010 and the probability of it seeing a profit in 2011 is high.
Information such as this could improve the principal’s case to stay. We know that for this particular question, there will only be one option that does not help the principal.

You will have to choose the answer choice which, with the given information, does not help the principal’s case. Let’s look at the options now:

(A) The principal was hired primarily for her unique ability to establish a strong sense of community, which many parents cited as a quality that kept children enrolled in the school longer.

With this answer choice, we see that the principal was hired not to increase school profits, but for another critical purpose. Perhaps the school’s finance department is in charge of worrying about profits, and so the head of that department needs to be fired! This answer choice makes a strong case for keeping the principal, and hence, weakens the author’s argument.

(B) The new library also features a seating area big enough for all students to participate in cultural arts performances, which the head of school intends to schedule more frequently now.

If true, this statement would have no impact on whether or not the principal should be fired. It describes an amenity provided by the new building and how it will be used – it neither strengthens nor weakens the principal’s case to stay, hence, this is the correct answer choice. But let’s look at the rest of the options too, just to be safe:

(C) The principal was hired when the construction of the new building was almost completed.

This tells us that the new building was not her decision. So if it did not have the desired effect, she cannot be blamed for it. So it again helps her case.

(D) A significant number of families left the school in 2010 because a favourite teacher retired.

This answer choice shows that there was another reason behind the school’s loss in profit. The construction of the building could still be a good idea that leads to future profits, which the principal’s case and weakens the author’s argument.

(E) More than half of the new families who joined the school in 2010 cited the beautiful new school facility as an important factor in their selection of the school.

For some reason, this is the answer choice that often trips up students. They feel that it doesn’t help the principal’s case – that because the new building attracts students, if there are losses, it means that the loss is due to a fault with the new building, and thus, the principal is at fault. But note that we are assuming a lot to arrive at that conclusion. All we are told is that the new building is attracting students. This means the new building is serving its purpose – it is generating extra revenue. The fact that the school is still experiencing losses could be explained by many different reasons.

Since the author’s decision to fire the principal is based solely on the premise that a lot of money was spent to construct the new building, which now seems to serve no purpose (because the school experienced losses), this answer choice certainly weakens the argument. The option tells us that the principal’s decision to make the building was justified, so it helps her case to stay with the school.

After examining each answer choice, we can see that the answer is clearly B. Remember, in Critical Reasoning questions it is crucial to come to conclusions only based on the facts that are given – creating assumptions based on information that is not given can lead you to fall in a Testmaker trap.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

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 Beware of Assuming in GMAT Critical Reasoning Options appeared first on Veritas Prep 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

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Beware of Assumption in GMAT Critical Reasoning Options [#permalink]

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New post 14 Mar 2017, 10:00
FROM Veritas Prep Admissions Blog: Beware of Assumption in GMAT Critical Reasoning Options
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Sometimes, while evaluating the answer choices in in strengthen/weaken questions, we unknowingly go beyond the options and make assumptions about what they may imply if we were to have additional pieces of data. What we have to remember is that we do not have this additional information – we have to judge each option on its own merits, only. Let’s discuss this in detail with one of our own practice GMAT questions:

In 2009, a private school spent $200,000 on a building which housed classrooms, offices, and a library. In 2010, the school was unable to turn a profit. Therefore, the principal should be fired.

Each of the following, if true, weakens the author’s conclusion EXCEPT:

(A) The principal was hired primarily for her unique ability to establish a strong sense of community, which many parents cited as a quality that kept children enrolled in the school longer.

(B) The new library also features a seating area big enough for all students to participate in cultural arts performances, which the head of school intends to schedule more frequently now.

(C) The principal was hired when the construction of the new building was almost completed.

(D) A significant number of families left the school in 2010 because a favourite teacher retired.

(E) More than half of the new families who joined the school in 2010 cited the beautiful new school facility as an important factor in their selection of the school.

This is a weaken/exception question, so four of the five answer choices will weaken the argument, while the fifth option (which will be the correct answer) will either not have any impact on the argument or it might even strengthen it. As we know, such questions require a bit more effort to answer, since four of the five options will definitely be relevant to the argument. The important thing is to focus on what we are given and not assume what the various answer options may or may not lead to. Let’s understand this:

The gist of the argument:

  • Last year, a lot of money was spent to construct a new building with many amenities.
  • This year, the school did not see a profit.
  • Hence, fire the principal.
Based on the two given facts – “a lot of money was spent to make the building in 2009” and “the school did not see a profit in 2010” – the author has decided to fire the principal. Many pieces of information could weaken his stance. For example:

  • It was not the principal’s decision to construct the building.
  • The school’s revenue in 2010 took a hit because of some other factor.
  • The school’s losses reduced by a huge amount in 2010 and the probability of it seeing a profit in 2011 is high.
Information such as this could improve the principal’s case to stay. We know that for this particular question, there will only be one option that does not help the principal.

You will have to choose the answer choice which, with the given information, does not help the principal’s case. Let’s look at the options now:

(A) The principal was hired primarily for her unique ability to establish a strong sense of community, which many parents cited as a quality that kept children enrolled in the school longer.

With this answer choice, we see that the principal was hired not to increase school profits, but for another critical purpose. Perhaps the school’s finance department is in charge of worrying about profits, and so the head of that department needs to be fired! This answer choice makes a strong case for keeping the principal, and hence, weakens the author’s argument.

(B) The new library also features a seating area big enough for all students to participate in cultural arts performances, which the head of school intends to schedule more frequently now.

If true, this statement would have no impact on whether or not the principal should be fired. It describes an amenity provided by the new building and how it will be used – it neither strengthens nor weakens the principal’s case to stay, hence, this is the correct answer choice. But let’s look at the rest of the options too, just to be safe:

(C) The principal was hired when the construction of the new building was almost completed.

This tells us that the new building was not her decision. So if it did not have the desired effect, she cannot be blamed for it. So it again helps her case.

(D) A significant number of families left the school in 2010 because a favourite teacher retired.

This answer choice shows that there was another reason behind the school’s loss in profit. The construction of the building could still be a good idea that leads to future profits, which the principal’s case and weakens the author’s argument.

(E) More than half of the new families who joined the school in 2010 cited the beautiful new school facility as an important factor in their selection of the school.

For some reason, this is the answer choice that often trips up students. They feel that it doesn’t help the principal’s case – that because the new building attracts students, if there are losses, it means that the loss is due to a fault with the new building, and thus, the principal is at fault. But note that we are assuming a lot to arrive at that conclusion. All we are told is that the new building is attracting students. This means the new building is serving its purpose – it is generating extra revenue. The fact that the school is still experiencing losses could be explained by many different reasons.

Since the author’s decision to fire the principal is based solely on the premise that a lot of money was spent to construct the new building, which now seems to serve no purpose (because the school experienced losses), this answer choice certainly weakens the argument. The option tells us that the principal’s decision to make the building was justified, so it helps her case to stay with the school.

After examining each answer choice, we can see that the answer is clearly B. Remember, in Critical Reasoning questions it is crucial to come to conclusions only based on the facts that are given – creating assumptions based on information that is not given can lead you to fall in a Testmaker trap.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

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 Beware of Assumption in GMAT Critical Reasoning Options appeared first on Veritas Prep Blog.
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3.14 Reasons to Love Pi [#permalink]

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New post 14 Mar 2017, 13:00
FROM Veritas Prep Admissions Blog: 3.14 Reasons to Love Pi
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Every March 14, numerically expressed as 3/14, math nerds and test prep instructors celebrate the time-honored tradition of “Pi Day,” deriving plenty of happiness from the fact that the date looks like the number 3.14, the approximation of π. Pi (π) is, of course, the lynchpin value in all circle calculations. The area of a circle is π(r^2), and the circumference of a circle is 2πr or πd.

As you study for a major standardized test, you know that you’ll be working with circles at some point, so here are 3.14 reasons that you should learn to love the number π:

1) Pi should make you salivate.

On any standardized test question, if you see the value π, whether in the question itself of in the answer choices, that π tells you that you’re dealing with a circle. Some test questions disguise what they want you to do – you may have to draw in a triangle to find the diagonal of a square, for example – but circle problems cannot hide from you! π is a dead giveaway that you’re dealing with a circle, so like Pavlov’s Dog, when you see that signal, π, you should respond with a biological response and conjure up all your knowledge of circles immediately.

2) Pi can be easily cut into slices.

Whether you’re dealing with a section of the area of a circle or a section of the circumference (arc length), the fact that a circle is perfectly symmetrical makes the job of cutting that circle into slices an easy one. With arc length, all you end up doing is using the central angle to determine the proportion of that section (angle/360 = proportion of what you want), making it very easy to slice up a circle using π. With the area of a section, as long as the arms of that section are equal to the radius of the circle, you can do the exact same thing. Just like an apple pie or pizza pie, if you’re cutting into slices from the center of the circle, cutting that pie into slices is a relatively simple task.

3) You can take your pi to go.

You will almost never have to calculate the value of pi on a standardized test: almost always, the symbol π will appear in the answer choices (e.g. 5π, 7π, etc.), meaning that you can just carry π through your calculations and bring it with you to the answer choices. If, for example, you need to calculate the area of a circle with radius 3, you’ll plug the radius into your formula [π(3^2)] and just end up with 9π, which you’ll find in the answer choices. With most other symbols (x, y, r, etc.) you’ll need to do some work to turn them into numbers. Pi is great because you can take it to go.

3.14) The decimals in pi are just a sliver.

If you ever are asked to “calculate” pi (which typically means that the question is asking you to approximate a value, not to directly calculate it), you can use the fact that the .14 in 3.14 is a tiny sliver of a decimal. For example, if you had to estimate a value for 5π, 5 times 3 is clearly 15, but 5 times .14 is so small that it won’t require you to go all the way to 16. So if your answer choices were 15.7, 16.1, 16.4, etc., you could rely on the fact that the decimal .14 is so small that you can eliminate all the 16s.

Other irrational numbers like the square root of 2 and square root of 3 have decimal places more in the neighborhood of .5, so you will probably need to work a little harder to estimate how they’ll react when you multiply them even by relatively small numbers. But π’s decimals come in small slivers, allowing you to manage your calculations in bite size pieces.

So remember – there are 3.14 (and counting) reasons to love pi, and learning to love pi can help turn your test day into a piece of cake.

Are you getting ready to take the SAT, ACT, GMAT or GRE? Check out our website for a variety of helpful test prep resources. And as always, be sure to follow us on Facebook, YouTubeGoogle+ and Twitter!

By Brian Galvin.

The post 3.14 Reasons to Love Pi appeared first on Veritas Prep Blog.
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Deciding Between the SAT and ACT: Which Test is Right for You? [#permalink]

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New post 15 Mar 2017, 19:00
FROM Veritas Prep Admissions Blog: Deciding Between the SAT and ACT: Which Test is Right for You?
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Choosing the right standardized test for you can make an enormous difference to your college application experience: working with subjects you’re more comfortable with and being tested on a skill set that better matches your own strengths, can greatly ease your study burden and boost your chances of a strong score.

The SAT and ACT are structurally and functionally similar, but their content differs in significant ways that can be used to a student’s advantage. Here are a few things to consider when choosing between the ACT and the SAT:

Similarities Between the SAT and ACT
Let’s start with what these two tests have in common. They take about the same amount of time to complete, and are equally popular test choices in the United States. They require both qualitative and quantitative skills, and each have four sections plus an optional essay. Colleges weigh the ACT sand SAT equally – you won’t be penalized for choosing either exam over the other, so many students choose to take both and submit whichever test they perform better on. All U.S. colleges accept scores from both tests.

Differences Between the SAT and ACT
The main difference between the SAT and the ACT is their content – choose the exam that tests your strongest skills. The SAT is more qualitatively oriented in that it has Reading, Writing, and Math sections, while the ACT is more quantitatively oriented in that it has English, Math, and Science sections. ACT English passages tend to be at an easier reading level than SAT Reading passages, but ACT Math typically contains more trigonometry questions than SAT Math.

The ACT also includes a science section, although ACT Science questions focus on a student’s ability to comprehend and evaluate given scientific information and hypotheses, rather than on his or her outside knowledge of scientific concepts. You won’t need to remember everything you learned in Biology, Chemistry, or Physics class for this exam, but you will need to know how to understand those concepts when they are explained to you using common scientific vocabulary words.

The Optional Essays
Both tests include an optional essay, but these take very different forms. The ACT essay asks you to evaluate and analyze a complex issue. You are given three perspectives on a worldly, relevant question – like the implications of automation for history – and asked to discuss your own perspective on the issue relative to at least one of the given perspectives. The ACT essay favors those with strong logic, debate, and discussion skills. Test-takers are also asked to use reasoning and outside examples to support their arguments, so a strong knowledge of history, literature, and/or current events can come in handy.

The SAT essay, on the other hand, tests comprehension of a source text, and is a good choice for those with strong reading comprehension, interpretation, and critical analysis skills. Test-takers are given a passage to read and asked to examine the author’s use of evidence, reasoning, and stylistic or persuasive elements. Strong SAT essays typically include references to and explanations of literary concepts like allusion, rhetorical language, and anecdote, so a strong knowledge of English literary components and concepts is also useful.

How to Decide Whether to Take the SAT or ACT
The best way to determine which test is better for you is to take at least one official ACT practice test, and at least one official SAT practice test. (I’ll emphasize official – you want to ensure that your practice session is as representative of the real thing as possible, and a copycat practice test won’t achieve that.)

If you still can’t decide between the two exams, or if you take one and realize you might have done better on the other, recognize that there’s no penalty if you officially sit both the SAT and the ACT. The SAT and ACT are operated by different organizations, so reporting your SAT scores to colleges won’t automatically send your ACT scores to them too, and vice versa. If you take both tests, you can choose to report scores for just one exam – whichever one you do better on. (Keep in mind, though, that some colleges require you to submit all scores you’ve received from each test, so if you’ve officially sat three SAT’s, you’ll have to report all three scores, not just your best one.)

It’s best to devote your energy to just one test out of the two, but ultimately, you can’t really go wrong when choosing between the SAT and the ACT. Apart from the test fees and studying time spent, there is no cost to taking both exams. Play to your strengths by choosing the test with content that better fits your skills, but don’t worry about choosing wrong – you can always change your mind later on! The best option is to start your test prep early in your high school career, in order to give yourself time to explore both tests and to switch to the other one if you need to.

Still need help deciding whether to take the SAT or ACT (or both)? Check out Veritas Prep’s free SAT vs. ACT Comparison Tool to determine which exam is right for you. And as always, be sure to find us on Facebook, YouTube, Google+ and Twitter!

By Courtney Tran, a Veritas Prep college admissions consultant and 99th percentile SAT and ACT instructor. 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 Deciding Between the SAT and ACT: Which Test is Right for You? appeared first on Veritas Prep Blog.
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Surprising Insights from the 2018 U.S. News Ranking of Top Business Sc [#permalink]

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New post 16 Mar 2017, 16:00
FROM Veritas Prep Admissions Blog: Surprising Insights from the 2018 U.S. News Ranking of Top Business Schools: Stanford Drops to #4
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Admit it: In today’s online world, we just can’t peel ourselves away from top-10 lists of anything! And the world of MBA admissions is certainly no exception. Schools and applicants alike are obsessed with rankings.

In our opinion, the U.S. News & World Report ranking of business schools is the “best” in terms of ranking schools by selectivity in admissions and their reputations in the marketplace. Quite honestly, most MBA candidates are looking for an environment where they’ll be surrounded by incredible peers and where they’ll get the best job upon graduation, so we believe it’s a very good ranking method.

You’ll hear some admissions “gurus” tell people to ignore rankings altogether, but at Veritas Prep, we see an important role for them. If you understand the methodology used behind the rankings, then they can be a helpful first step in your MBA research process. The problems lie when rankings become your first and only step in selecting target schools!

The biggest headline to come out of the 2018 U.S. News & World Report survey of business schools is that perennial powerhouse, Stanford Graduate School of Business, has dropped from #1 to #4 this year. Stanford remains the most selective business school in the world, with an admissions rate of just 6% and an average GMAT score of 733 last year (and the Class of 2018 has a record-breaking 737 GMAT score average!). The average salary and bonus for Stanford MBA graduates is a whopping $153,553 – essentially the same as Harvard’s and just $2K behind Wharton’s. So what happened?!?

Employment is Stanford’s downfall
Stanford’s drop in this year’s rankings was due to two statistics that carry significant weight in the U.S. News Ranking: percentage of students with jobs at graduation and percentage of students with jobs three months after graduation. By all objective measures, Stanford’s performance in this area is abysmal: just 63% of GSB students had jobs at graduation last year, and only 82% were employed three months out. Compare that to the Tuck School at Dartmouth, where 87% of graduates already had a job lined up when they received their diplomas, and 96% had jobs within three months! In fact, Stanford ranks #74 when it comes to jobs at graduation. But, there’s more to the story….

Stanford graduates aren’t just “looking for a job”
The #1 priority of students at most MBA programs is to have a job once they graduate. During my time at Kellogg, for example, job offers were always greeted with the greatest celebration and the lack of them caused the greatest stress among my colleagues. One’s entire 2nd year might be dedicated to the pursuit of a job offer. However, Stanford GSB students tend to be different than just about anybody else – they aren’t just looking for a job; they’re looking to change the world…TODAY. “Pursue your dreams” is a mantra drilled into Stanford MBAs from the moment they step onto its Spanish Colonial-inspired campus.

As a result, in our analysis, we’ve found that fewer Stanford students are looking for “traditional” post-MBA jobs than at any other top-tier institution. It has the highest percentage of students who pursue their own entrepreneurial ventures upon graduation, although these students who report that they are starting their own business do not impact the school’s reported employment statistics.

In addition, more Stanford grads are willing to be patient to find just the right position to enable them to make a big impact in their chosen profession, industry, society, or the world. Armed with a Stanford MBA, they recognize that they can get a job eventually, so they tend not to worry about whether that’s before graduation or several months after.

In short, the U.S. News statistics expose a growing trend at Stanford to be extremely picky when it comes to job offers. However, it doesn’t properly capture what U.S. News is trying to show through the data, which is the availability of job opportunities for graduates of each program. Stanford grads have at least as many job opportunities as graduates from any other global MBA program, so this drop in the rankings should not deter any candidate from applying.

ASU Carey jumps 10 spots after offering free tuition
In our opinion, the biggest news from this year’s U.S. News rankings comes from Arizona State’s W.P. Carey School of Business. Jumping 10 spots in one year, Carey has landed a spot in the top-25 for the first time ever. Outside of the top-25, it’s not entirely uncommon for a school to jump or slide 10 or more spots in one year, but this news comes on the heels of some major innovations at the Carey MBA program.

Most notably, the school announced in 2015 that it would make its full-time MBA program tuition-free for 100% of students. As you can imagine, the prospect of free tuition sent applicants in droves to the school, driving down its admission rate to just 14% – this makes Carey one of the most selective MBA programs in the country, ahead of Wharton, Kellogg, Tuck, and Booth.

The school’s admissions stats, such as average GMAT and GPA, improved dramatically, as did it’s yield—71% of admitted applicants chose to attend, far stronger than most top MBA programs. It’s employment statistics are equally impressive, with 79% of students landing a job before they don their graduation caps and robes, and 95% securing work within three months. Not bad!

Arizona State University grabbed the #1 spot in the U.S. News’ 2018 ranking of the nation’s most innovative colleges and universities (Stanford is #2 and MIT is #3). Before we learned of Carey’s parent institution’s honor in the ranking, Veritas Prep had also dubbed ASU’s business school as the most innovative, as not only did the school drop its tuition for the full-time MBA program, but it also merged with Thunderbird School of Global Management, long known as the top international business school in the world (though it had struggled in recent years).

Additionally, Carey’s online MBA program is one of the nation’s top online schools, and the university continues to expand its online offerings. While we wouldn’t be surprised if the offer of free tuition doesn’t last more than a couple of years, we believe ASU’s Carey School is the up-and-coming business school to watch.

What do you think of the 2018 MBA rankings? Let us know in the comments below!

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.

Travis Morgan is the Director of Admissions Consulting for Veritas Prep and earned his MBA with distinction from the Kellogg School of Management at Northwestern University. He served in the Kellogg Student Admissions Office, Alumni Admissions Organization and Diversity & Inclusion Council, among several other posts. Travis joined Veritas Prep as an admissions consultant and GMAT instructor, and he was named Worldwide Instructor of the Year in 2011.

The post Surprising Insights from the 2018 U.S. News Ranking of Top Business Schools: Stanford Drops to #4 appeared first on Veritas Prep Blog.
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GMAT Tip of the Week: The Song Remains the Same [#permalink]

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New post 17 Mar 2017, 19:00
FROM Veritas Prep Admissions Blog: GMAT Tip of the Week: The Song Remains the Same
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Welcome back to hip hop month in the GMAT Tip of the Week space, where we’re constantly asking ourselves, “Wait, where have I heard that before?” If you listen to enough hip hop, you’ll recognize that just about every beat or lyric you hear either samples from or derives from another track that came before it (unless, of course, the artist is Ol’ Dirty Bastard, for whom, as his nickname derives, there ain’t no father to his style).

Biggie’s “Hypnotize” samples directly from “La Di Da Di” (originally by Doug E. Fresh – yep, he’s the one who inspired “The Dougie” that Cali Swag District wants to teach you – and Slick Rick). “Biggie Biggie Biggie, can’t you see, sometimes your words just hypnotize me…” was originally “Ricky, Ricky, Ricky…” And right around the same time, Snoop Dogg and 2Pac just redid the entire song just about verbatim, save for a few brand names.

The “East Coast edit” of Chris Brown’s “Loyal”? French Montana starts his verse straight quoting Jay-Z’s “I Just Wanna Love U” (“I’m a pimp by blood, not relation, I don’t chase ’em, I replace ’em…”), which (probably) borrowed the line “I don’t chase ’em I replace ’em” from a Biggie track, which probably got it from something else. And these are just songs we heard on the radio this morning driving to work…

The point? Hip hop is a constant variation on the same themes, one of the greatest recycling centers the world has ever known.

And so is the GMAT.

Good test-takers – like veteran hip hop heads – train themselves to see the familiar within what looks (or sounds) unique. A hip hop fan often says, “Wait, where I have heard that before?” and similarly, a good test-taker sees a unique, challenging problem and says, “Wait, where have I seen that before?”

And just like you might recite a lyric back and forth in your mind trying to determine where you’ve heard it before, on test day you should recite the operative parts of the problem or the rule to jog your memory and to remind yourself that you’ve seen this concept before.

Is it a remainder problem? Flip through the concepts that you’ve seen during your GMAT prep about working with remainders (“the remainder divided by the divisor gives you the decimals; when the numerator is smaller then the denominator the whole numerator is the remainder…”).

Is it a geometry problem? Think of the rules and relationships that showed up on tricky geometry problems you have studied (“I can always draw a diagonal of a rectangle and create a right triangle; I can calculate arc length from an inscribed angle on a circle by doubling the measure of that angle and treating it like a central angle…”).

Is it a problem that asks for a seemingly-incalculable number? Run through the strategies you’ve used to perform estimates or determine strange number properties on similar practice problems in the past.

The GMAT is a lot like hip hop – just when you think they’ve created something incredibly unique and innovative, you dig back into your memory bank (or click to a jazz or funk station) and realize that they’ve basically re-released the same thing a few times a decade, just under a slightly different name or with a slightly different rhythm.

The lesson?

You won’t see anything truly unique on the GMAT. So when you find yourself stumped, act like the old guy at work when you tell him to listen to a new hip hop song: “Oh I’ve heard this before…and actually when I heard it before in the ’90s, my neighbor told me that she had heard it before in the ’80s…” As you study, train yourself to see the similarities in seemingly-unique problems and see though the GMAT’s rampant plagiarism of itself.

The repetitive nature of the GMAT and of hip hop will likely mean that you’re no longer so impressed by Tyga, but you can use that recognition to be much more impressive to Fuqua.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And as always, be sure to follow us on Facebook, YouTubeGoogle+ and Twitter!

By Brian Galvin.

The post GMAT Tip of the Week: The Song Remains the Same appeared first on Veritas Prep Blog.
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GMAT Tip of the Week: Make J. Cole One of Your Critical Reasoning Role [#permalink]

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New post 31 Mar 2017, 10:01
FROM Veritas Prep Admissions Blog: GMAT Tip of the Week: Make J. Cole One of Your Critical Reasoning Role Modelz
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Today, we’re going to discuss how a seemingly random hip-hop lyric relates to boosting your GMAT Score: “Don’t save her; she don’t want to be saved.” – J. Cole, “No Role Modelz”

One of the most common misconceptions that GMAT examinees have about the exam is that, while on quantitative questions, only one answer can be correct and everything else is wrong, on verbal questions “my wrong answer was good, but maybe not the best.” It is critical to realize that on GMAT verbal questions, exactly one answer is right and the other four are fatally flawed and 100% wrong! Visit a GMAT classroom or a GMAT Club forum thread discussing a Critical Reasoning problem, and you’re almost certain to see/hear students protesting for why their wrong answer could be right. “Well but what if the argument said X, would I be right?” “Well but what if instead of “some” it said “most” would it be right then?”

But students love trying to save an incorrect answer to verbal questions, and in particular Critical Reasoning questions. And to an extent that’s understandable: in high school and college, math was always black and white but in “verbal” classes (literature and the arts, history, philosophy…) as long as you could defend your stance or opinion you could be considered “right” even if that opinion differed from that of your professor. You could “save” an incorrect or unpopular position on an issue by finding a way to justify your stance, and in some cases you were even rewarded for proposing and defending an unorthodox, contrarian viewpoint. But on Critical Reasoning problems, remember this important mantra about incorrect answers:

Don’t save her; she don’t want to be saved.

Your job is to attack answer choices, looking for the flaw instead of looking for ways to defend. Each incorrect answer choice is specifically written so that someone will see something redeeming about part of it – otherwise no one would ever pick it and it would be a waste of an answer – so looking for ways to save an answer choice is a fool’s errand. If you’re looking for little things to like about answer choices you should find that in just about every answer choice you see. The operative word in “Critical Reasoning” is critical – you want to be as critical as you can, much like J. Cole is when he discusses his relationships in No Role Modelz.

Consider an example from the Veritas Prep Question Bank:

According to a recent study, employees who bring their own lunches to work take fewer sick days and and are, on average, more productive per hour spent at work than those who eat at the workplace cafeteria. In order to minimize the number of sick days taken by its staff, Boltech Industries plans to eliminate its cafeteria.

Which of the following, if true, provides the most reason to believe that Boltech Industries’ strategy will not accomplish its objective?

A) Boltech’s cafeteria is known for serving a diverse array of healthy lunch options.

B) Because of Boltech’s location, employees who choose to visit a nearby restaurant for lunch will seldom be able to return within an hour.

C) Employees have expressed concern about the cost of dining at nearby restaurants compared with the affordability of the Boltech cafeteria.

D) Employees who bring their lunch from home tend to lead generally healthier lifestyles than those of employees who purchase lunch.

E) Many Boltech employees chose to work for the company in large part because of the generous benefits, such as an on-site cafeteria and fitness center, that Boltech offers.

Less than half of all test-takers get this problem right, in large part because they try to “save” wrong answer choices. The goal of this plan is very clearly stated as “to minimize the number of sick days” but students very frequently pick choices B and E. With B, they try to save it by thinking “but isn’t being away from your desk a long time for a lunch really bad, too?” And the answer may very well be “yes” but the question specifically asks for a reason to think that the strategy will not achieve its objective, and that objective is very clearly stated as pertaining only to sick days. “Well what if the plan was to minimize time away from employees’s desks?” students love to ask, committed to saving the bad answer choice. While that answer might be “yes,” the even bigger answer is “train yourself to stop trying to save wrong answers!” The study time you expend trying to create a situation in which your wrong answer would be right (“well with E, if the goal were employee retention then it would probably be right”) is time you spend reinforcing a habit that can get you in trouble on test day. Trying to save answers leads you both to wrong answers and to extra time spent on a hard decision, because, again, if your mindset is to look for the good in every answer choice those choices are written to give you something good to find!

So as you study, and especially on test day, heed the wisdom of J. Cole. If you fall into the trap of saving answers, tell the GMAT “fool me one time, shame on you; fool me twice can’t put the blame on you.” But most importantly, as you look at Critical Reasoning answer choices, don’t save her. She don’t want to be saved.

The post GMAT Tip of the Week: Make J. Cole One of Your Critical Reasoning Role Modelz appeared first on Veritas Prep Blog.
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GMAT Tip of the Week Is Not A Player, It Just Crushes A Lot [#permalink]

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New post 31 Mar 2017, 19:01
FROM Veritas Prep Admissions Blog: GMAT Tip of the Week Is Not A Player, It Just Crushes A Lot
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On this last day of Hip Hop Month in the GMAT Tip of the Week space, let’s talk about the big picture related to your GMAT score with a nod to one of hip hop’s most notorious B-I-Gs: Big Punisher. The “Big Punisher” of your GMAT score – the item that can take what would have been a great day and leave you walking away from the test sobbing “It’s So Hard” (another Big Pun hit…look it up – he had more than one!) – is poor time management.

On a test-taker’s route to a strong section score, there lie a handful of questions that tempt you to devote several fruitless minutes playing around with equations, calculations, and techniques that aren’t working. A few questions later you look at the clock and realize that even though 90% of the problems have gone well for you, you’re several minutes off your target pace…all because of that one big punisher, the question you should have left alone.

Fortunately, Big Punisher has a mantra for you to keep in mind on test day:

“I’m not a player, I just crush a lot”

Meaning, of course, that you’re not the kind of test-taker who aimlessly plays around with the 3-4 “big punisher” questions that will ruin the time you have left for the others. You quickly identify that no one question is worth taking your whole pacing strategy on (as Snoop would say, “I’m too swift on my toes to get caught up with you hos,” hos, of course, being short for “horribly involved problems that I’ll probably get wrong anyway) and bank that time for the many other problems that you’ll crush…a lot.

Functionally that means this: when you realize that you’re more likely wasting time than progressing toward a right answer, cut your losses and move on so that you save the time for the problems that you will undoubtedly get right…as long as you have a reasonable amount of time for them. You might consider paying homage to Big Pun by using his name as a quick mnemonic for your strategic options:

P: Pick Numbers. If the calculations or algebra you’re performing seems to either be going in circles or getting worse, look back and see if you could simply pick numbers instead. This often works when you’re dealing with variables as parts of the answer choices.

U: Use Answer Choices. Again, if you feel like you’re running in circles, check and see if there are clues in the answer choices or if you can plug them in and backsolve directly.

N: Not Worth My Time. And if a quick assessment tells you that you can’t pick numbers or use answer choices, recognize that this problem simply isn’t worth your time, and blow in a guess. Remember: you’re not a player – you won’t let the test bait you into playing with a single crazy question for more than a minute without a direct path to the finish line – so save the time to focus on crushing a lot of problems that you know you can crush.

On your journey to completing entire GMAT sections on time, heed Big Pun’s warning: don’t stop (to play around with questions you already know you’re not getting right), get it, get it – meaning pick up the pace to have meaningful time to spend on the questions you can get. The biggest punisher of what should be high GMAT scores is poor time management, almost always caused by spending far too long on just a few problems. So remember: you’re not a player on those problems…go out there and crush a lot of the problems you know you can crush.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And as always, be sure to follow us on Facebook, YouTubeGoogle+ and Twitter!

By Brian Galvin.

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Quarter Wit, Quarter Wisdom: Dealing with Complex Word Problems [#permalink]

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New post 19 Apr 2017, 15:01
FROM Veritas Prep Admissions Blog: Quarter Wit, Quarter Wisdom: Dealing with Complex Word Problems
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In studying for the GMAT, we often come across a strategy for how to handle complex questions – simplify them until they become a problem that we know how to solve. But how exactly does one simplify a complicated GMAT question? Let’s try to understand this with an example today:

Twenty-four men can complete a job in sixteen days. Thirty-two women can complete the same job in twenty-four days. Sixteen men and sixteen women started working on the job for twelve days. How many more men must be added to complete the job in 2 days?

(A) 16

(B) 24

(C) 36

(D) 48

(E) 54

Here, we are dealing with two groups of people: men and women. These two groups have different rates of completing a job. We are also told that a certain number of men and women do a part of the job, and we are asked to find the number of additional “men” required to finish the job in a shorter amount of time.

Recall that we have already come across questions where workers start some work and then more workers join in to complete the work before time.

The problem with this question is that we have two types of workers, not just one. So let’s try to simplify the question to a form that we know how to easily solve.

We’ll start by finding the relation between the rate of work done by men and the rate of work done by women. Let’s make the number of men and women the same to find the number of days it will take each group to complete 1 job.

Given: 24 men complete 1 job in 16 days

Given: 32 women complete 1 job in 24 days

So how many days will 24 women take to complete 1 work? (Why 24 women? Because we know how many days 24 men take)

We know how to solve this problem. (It has already been discussed in a past post).

32 women ……………. 1 work ………………. 24 days

24 women ……………. 1 work ………………. ?? days

No. of days taken = 24 * (32/24) = 32 days

Now this is what we have: 24 men take 16 days while 24 women take 32 days

So women take twice the time taken by men to do the same work (32 days vs 16 days). This means the rate of work of women is half the rate of work of men. This means 2 women are equivalent to 1 man i.e. 2 women will do the same work as 1 man does in the same time.

So now, let us replace all women by men so that we have only one type of worker.

Now this is our regular work rate question –

Given: 24 men complete the work in 16 days

Given: 16 men and 16 women work for 12 days

This means that we have 16 men and 8 men work for 12 days

which implies 24 men work for 12 days

We know that 24 men complete the work in 16 days. If they work for 12 days, there are 4 more days to go. But the work has to be completed in 2 days.

24 men …………… 4 days

?? men ……………. 2 days

No of men needed = 24 * (4/2) = 48

So we need 24 additional men to complete the work in 2 days.

Or looking at it another way, 24 men need 16 days to complete the work, so they need another 4 days to complete. But if we want them to complete the work in half the time (2 days), we will need twice the work force. So we need another 24 men.

Answer (B)

Basically, the question involved solving two smaller work-rate problems. Doesn’t seem daunting now, right?

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

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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Tackling GMAT Critical Reasoning Boldface Questions [#permalink]

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New post 19 Apr 2017, 15:01
FROM Veritas Prep Admissions Blog: Tackling GMAT Critical Reasoning Boldface Questions
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For some reason, GMAT test takers automatically associate boldface questions with the 700 level, but this fear is unfounded, honestly!

We have often found that one strategy, which is very helpful in other question types too, helps sort out most questions of this type, though not in the same way. That strategy is – ‘find the conclusion(s)’

The conclusion of the argument is the position taken by the author.

Boldface questions (and others too) sometimes have more than one conclusion – One would be the conclusion of the argument i.e. the author’s conclusion. The argument could mention another conclusion which could be the conclusion of a certain segment of people/ some scientists/ some researchers/ a politician etc. We need to segregate these two and how each premise supports/opposes the various conclusion. Once this structure is in place, we automatically find the answer. Let’s see how with an example.

Question: Recently, motorists have begun purchasing more and more fuel-efficient economy and hybrid cars that consume fewer gallons of gasoline per mile traveled. There has been debate as to whether we can conclude that these purchases will actually lead to an overall reduction in the total consumption of gasoline across all motorists. The answer is no, since motorists with more fuel-efficient vehicles are likely to drive more total miles than they did before switching to a more fuel-efficient car, negating the gains from higher fuel-efficiency.

Which of the following best describes the roles of the portions in bold?

(A)The first describes a premise that is accepted as true; the second introduces a conclusion that is opposed by the argument as a whole.

(B)The first states a position taken by the argument; the second introduces a conclusion that is refuted by additional evidence.

(C)The first is evidence that has been used to support a position that the argument as a whole opposes; the second provides information to undermine the force of that evidence.

(D)The first is a conclusion that is later shown to be false; the second is the evidence by which that conclusion is proven false.

(E)The first is a premise that is later shown to be false; the second is a conclusion that is later shown to be false.

Solution: As our first step, let’s try to figure out the conclusion of the argument:

The author’s view is that “purchases of fuel efficient vehicles will NOT lead to an overall reduction in the total consumption of gasoline across all motorists.”

This is the position the argument (and author) takes.

The argument gives us another conclusion: these purchases will actually lead to an overall reduction in the total consumption of gasoline across all motorists.

Some people take this position (implied by the use of “there has been debate”)

This is our second bold statement. It introduces the opposing conclusion.

Let’s look at our options now.

(A) The first describes a premise that is accepted as true; the second introduces a conclusion that is opposed by the argument as a whole.

The first bold statement: Recently, motorists have begun purchasing more and more fuel-efficient economy and hybrid cars that consume fewer gallons of gasoline per mile traveled.

This is a premise and has been accepted as true. We know it has been accepted as true since the last line ends with – “…negating the gains from higher fuel-efficiency”

We have seen above that the second bold statement tells us about a conclusion that the argument opposes.

So (A) is correct. We have found our answer but let’s look at the other options too.

(B) The first states a position taken by the argument; the second introduces a conclusion that is refuted by additional evidence.

The first bold statement is a premise. It is not the position taken by the argument. Let’s move on.

(C) The first is evidence that has been used to support a position that the argument as a whole opposes; the second provides information to undermine the force of that evidence.

This option often confuses test-takers.

The evidence is – “Recently, motorists have begun purchasing more and more fuel-efficient economy and hybrid cars that consume fewer gallons of gasoline per mile traveled.”

That is, “the motorists have begun purchasing fuel efficient cars that give better mileage.”

The second bold statement does not undermine this evidence at all. In fact, it builds up on it with – “This brings up a debate on whether it will lead to overall decreased fuel consumption?”

Hence (C) is not correct.

(D)The first is a conclusion that is later shown to be false; the second is the evidence by which that conclusion is proven false.

The first bold statement is not a conclusion. So no point dwelling on this option.

(E)The first is a premise that is later shown to be false; the second is a conclusion that is later shown to be false.

The premise is taken to be true. The argument ends with “… the gains from higher fuel-efficiency”. Hence, this option doesn’t stand a chance either.

We hope you see how easy it is to break down the options once we identify the conclusion(s).

Keep practicing!

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

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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How to Leverage Scholarship Money [#permalink]

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New post 28 Apr 2017, 17:01
FROM Veritas Prep Admissions Blog: How to Leverage Scholarship Money
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Going to business school can be an expensive affair. Price tags for a top two-year full time programs can soar over $200,000 dollars, which for most applicants is more than they have socked away in their piggy bank. There are many ways to pay for your graduate business school education and the one that excites applicants the most is scholarship money!

Business school is an expensive proposition and if a program offers scholarship money as part of their financial package, it opens up a ton of financial flexibility for applicants. Many programs use scholarship money as a “carrot” to entice high potential and strongly desired candidates to their school. It is always good to be wanted by a program but sometimes these scholarship offers come from less desired programs, presenting difficult decisions when it comes to making the ultimate choice of where to matriculate. Sometimes the scholarship offers come from desired programs as well, but even with this good fortune, situations can still arise that create difficult decisions between programs.

If you have received multiple offers from MBA programs with imbalanced financial support there are a few different approaches you can take:

Do Nothing

This is the approach many applicants take. This is my least favorite and the least effective approach. You have nothing to lose by politely and respectfully communicating other offers and your desire for additional support. If you never mention it that is the best way to forego any potential leverage you may have.

Reach Out via Email

This is the next step in being proactive about leveraging your scholarship offer. Getting a school to change their mind about scholarship money is not easy, but it must start with some dialogue. The key here is being respectful and offering up some information about your other admits and associated scholarship funding. Reaching out to the right decision maker can also improve your odds of success here.

Call or Meet in Person

This is my favorite approach to leveraging your scholarship offer. The business school application process is very personal for admissions. So, if you can connect with them on a personal basis, whether on the phone or in person, it can only help your chances of them offering additional scholarship support. I think it is also important to really think through how important the scholarship money is to your ultimate decision making process. Many schools will negotiate the scholarship offer with the expectation that you will accept, so make sure you enter into these conversations being open and honest.

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 FacebookYouTubeGoogle+ 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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Which is Worse to Encounter on a GMAT Question: Median or Mean? [#permalink]

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New post 01 May 2017, 20:00
FROM Veritas Prep Admissions Blog: Which is Worse to Encounter on a GMAT Question: Median or Mean?
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Hypothetically speaking, given a choice between a question on median and one on mean, which would you choose? (Not that we are fortunate enough to have a choice on test day, but no harm in dreaming!) I would certainly pick the question testing on median, and here is why:

Median is the value at a point – to be precise, the point which divides the increasing data set into two equal halves. You don’t care what is on the left and what is on the right of this point, so an outlier will do nothing to the median. The mean, however depends on every value in the set. If you increase one element of data, the mean of the set changes – outliers can drastically change the value of the mean. Hence, every element has to be kept in mind! With the median, there is a lot less to worry about.

Let’s illustrate this with an example data sufficiency question:

Question on Median:

At a bakery, cakes are sold every day for a certain number of days. If 6 or more cakes were sold for 20% of the total number of days, is the median number of cakes sold less than 4?

Statement 1: On 75% of the days that less than 6 cakes were sold, the number of cakes sold each day was less than 4.

Statement 2: On 50% of the days that 4 or more cakes were sold, the number of cakes sold each day was 6 or more.

The following is the number of cakes sold on any of the days mentioned in the question:

Image

 

Say there were 100 days (since all figures are in terms of percentages, we can assume a number to simplify our understanding).

The question stem tells us that 6 or more cakes were sold for 20% of the days, so for 20 days, 6 or more cakes were sold. Then for 80 days, 1/2/3/4/5 cakes were sold.

With this information in mind, is the median number of cakes sold in one day less than 4?

We know how to get the median. When we arrange all figures in increasing order, the median will be the average of the 50th and the 51st terms. We need to know if the average of the 50th and 51st term is less than 4. Let’s tackle the statements one at a time:

Statement 1: On 75% of the days that less than 6 cakes were sold, the number of cakes sold each day was less than 4.

The number of days that less than 6 cakes were sold = 80. 75% of these 80 days will be 60 days. In 60 days, less than 4 cakes were sold. So the 50th and 51st terms will be less than 4 and so will their average. Hence, the median will be less than 4. This statement alone is sufficient.

Statement 2: On 50% of the days that 4 or more cakes were sold, the number of cakes sold each day was 6 or more.

In 20 days, 6 or more cakes were sold. This constitutes 50% of the days during which 4 or more cakes were sold, so in another 20 days, 4 or 5 cakes were sold. Hence, during the leftover 60 days, less than 4 cakes were sold. The 50th and 51st terms will be less than 4 and so will their average. Hence, the median will be less than 4. This statement alone is also sufficient, so our answer is D.

All we needed to worry about here were the 50th and 51st terms, however the whole problem changes when we talk about mean instead of median.

Same Question on Mean:

At a bakery, cakes are sold every day for a certain number of days. If 6 or more cakes were sold for 20% of the total number of days, is the average number of cakes sold less than 4?

Statement 1: On 75% of the days that less than 6 cakes were sold, the number of cakes sold each day was less than 4.

Statement 2: On 50% of the days that 4 or more cakes were sold, the number of cakes sold each day was 6 or more.

Again, the question stem tells us that 6 or more cakes were sold for 20% of the days, so for 20 days, 6 or more cakes were sold. Then for 80 days, 1/2/3/4/5 cakes were sold.

We now need to ask ourselves is the average number of cakes sold in one day less than 4?

This question asks us about the average. – that is far more complicated than the median. Every value matters when we talk about the average. We need to know the number of cakes sold on each of these 100 days to get the average.

6 or more cakes were sold in 20 days. Note that the number of cakes sold during these 20 days could be any number greater than 6, such as 20 or 50 or 120, etc. The minimum number of cakes sold on these 20 days would be 6*20 = 120. There is no limit to the maximum number of cakes sold.

With this in mind, let’s examine the statements:

Statement 1: On 75% of the days that less than 6 cakes were sold, the number of cakes sold each day was less than 4.

In 80 days, less than 6 cakes were sold. Of this number, 75% is 60 days. In 60 days, less than 4 cakes were sold.

So in 60 days, you have a minimum of 1*60 = 60 cakes sold and a maximum of 3*60 = 180 cakes sold. During the leftover 20 days 4 or 5 cakes were sold, so you have a minimum of 4*20 = 80 cakes and a maximum of 5*20 = 100 cakes.

The minimum value of the average is (120 + 60 + 80)/ 100 = 2.6 cakes, but the maximum average could be anything. Therefore, this statement alone is not sufficient.

Statement 2: On 50% of the days that 4 or more cakes were sold, the number of cakes sold each day was 6 or more.

The 20 days when 6 or more cakes were sold make up 50% of the days when 4 or more cakes were sold. So for another 20 days, 4 or 5 cakes were sold. This gives us a minimum of 4*20 = 80 cakes and a maximum of 5*20 = 100 cakes. For 60 days, 1/2/3 cakes were sold. So in 60 days, you have minimum of 1*60 = 60 cakes sold and a maximum of 3*60 = 180 cakes sold.

The minimum value of the average is (120 + 60 + 80)/ 100 = 2.6 cakes, but again, the maximum average could be anything. This statement alone is also not sufficient.

Note that both statements give you the same information, so if they are not sufficient independently, they are not sufficient together. The answer of this modified question would be E.

Here, we had to assume the minimum and maximum value for each data point to get the range of the average – we couldn’t just rely on one or two data points. Finding the mean during a GMAT question requires much more information than finding the median!

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

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 Which is Worse to Encounter on a GMAT Question: Median or Mean? appeared first on Veritas Prep Blog.
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SAT Quotes to Keep You Focused and Driven as You Approach Test Day [#permalink]

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New post 02 May 2017, 18:01
FROM Veritas Prep Admissions Blog: SAT Quotes to Keep You Focused and Driven as You Approach Test Day
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Are you in the process of preparing for the SAT? Perhaps you’re completing practice algebra problems each day as you prep for the Math portion of the test, or maybe you’re striving to make your writing clearer and more organized in preparation for the SAT Essay section.

No matter what skills you’re focusing on, you may be feeling a little run-down from all your efforts. As you study for the SAT, quotes from successful, well-known individuals can often provide you with the inspiration you need to keep working toward achieving your goals.

“Ambition is the path to success. Persistence is the vehicle you arrive in.” (Bill Bradley)

Being an ambitious person, you probably set lofty goals for yourself. You may strive for all A’s in your courses every semester. If you play a sport, you may have the objective of winning a specific award or scoring a certain number of points each game. If you play the piano, you may set a goal of learning a challenging piece of music by a particular date.

You can also set ambitious objectives when it comes to the SAT. For example, you may set your sights on scoring in the top one percent on the test, like our tutors did. This quote points out that being persistent is what helps you arrive at your goals. Studying every day is one example of persistence when it comes to preparing for the SAT. Asking your instructor for clarification on confusing topics and reviewing difficult skills are other examples of being persistent in your SAT studies. This advice holds true for most goals, including success on the SAT.

“When you have confidence, you can have a lot of fun. And when you have fun, you can do amazing things.” (Joe Namath)

Building your confidence is part of the SAT prep process. Improving on your weakest skills certainly boosts your confidence leading up to test day. At Veritas Prep, we believe the learning process can be fun, and in our instructional program, we give you the tools and strategies you need to feel confident about every section on the SAT. We want you to walk into the testing center feeling at ease and ready to showcase your skills on the exam.

“I’ve learned time management, organization, and I have priorities.” (Tory Burch)

Preparing for the SAT is a gradual process. To get the most out of your prep time, it’s best to make a schedule for each day’s study tasks. How do you know what tasks to include on your schedule? Take a practice SAT to see what skills you need to work on. If you need to work on recognizing words in context for the Reading section, then quizzing yourself with vocabulary cards is one place to start. This sort of practice would be a task on your study schedule. Set up your schedule by dedicating a certain number of minutes to each task. When you have an organized study schedule, you can complete each day’s tasks with efficiency.

“I cannot emphasize enough the importance of a good teacher.” (Temple Grandin)

What better way is there to achieve a high score on the SAT than to learn from someone who already achieved that goal? Each of the instructors at Veritas Prep scored in the 99th percentile on the SAT, so whether you’re looking to improve your score on just one section of the test or on multiple sections, when you work with us, you’ll be learning from individuals who understand how to get there. Professional SAT instructors use their experience and knowledge to benefit the student.

“Success is dependent on effort.” (Sophocles)

Thorough preparation is necessary for success on the SAT. A high score on the test can help you gain admission into a preferred college. Once there, you can earn a degree that leads you to your dream career. So the efforts you make today to excel on the SAT can set you on the path to achieving your goals in the years to come.

When it comes to the SAT, quotes like these can give you an instant jolt of inspiration. But consistent practice and a dedicated attitude are the real keys to success on the test. At Veritas Prep, we have both private online tutoring and in-person courses available: Let us pair with you as you aim for excellence on the SAT.

The post SAT Quotes to Keep You Focused and Driven as You Approach Test Day appeared first on Veritas Prep Blog.
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When Should You Hire an MBA Admissions Consultant? [#permalink]

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New post 03 May 2017, 18:01
FROM Veritas Prep Admissions Blog: When Should You Hire an MBA Admissions Consultant?
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Applying for a graduate degree in business, better known as an MBA, is arguably one of the more involved processes of any of the prestigious graduate tracks (law, medical, etc.). With such a complex undertaking and ever-increasing competition from all corners of the globe, admission into business school has become more challenging than ever. That is why so many applicants hire admissions consultants – to help them develop the most comprehensive, thoughtful, and strategic applications possible.

When hiring an admissions consultant, timing is everything! The earliest I would probably recommend hiring an admissions consultant would be April. The average applicant will probably hire a consultant between June and July.

If you’re really trying to make life tough on yourself (and your admissions consultant) you will hire one a month before your application deadline. The longer lead times above allow you to make the process less transactional, which is what can sometimes happen if you hire a consultant at the last minute. A longer lead time not only allows you to have more time to prepare your application, but it also helps you build a relationship with your consultant. When a consultant understands your background and the intricacies of your profile, it can increase the odds your partnership will be fruitful.

It is also important to get things done early because the more iterations you have, the higher the caliber of your application materials and the greater your chances of being accepted. As far as your specific application timeline, it should vary based on whether you are doing five long, complicated applications or just one application. These are instances where the recommendations outlined above are more fluid.

Another aspect of choosing a consultant that few factor in is the availability of the consultant’s time (and also your time). If you are a traveling management consultant or investment banker, who can barely squeeze an hour into the day to do anything, you’re going to want to start really early. This will allow you to slow-roll things based on your limited time to engage with your consultant, and make material progress on your application in any one week.

Overall, the key here is to really understand your needs when choosing a consultant. Thinking through the amount of applications you will be tackling, the support you’ll need, and your own availability will allow you to begin working with your consultant at the right time.

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 FacebookYouTubeGoogle+ 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 When Should You Hire an MBA Admissions Consultant? appeared first on Veritas Prep 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

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Flag Your Way to a Better GRE Score [#permalink]

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New post 04 May 2017, 17:01
FROM Veritas Prep Admissions Blog: Flag Your Way to a Better GRE Score
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In each section of the GRE, there are two important strategic considerations:

1) Each question counts the same: Getting stuck on one question burns valuable time that you could use for the remaining questions.  Maybe you eventually figure out how to solve it, but it might cost you the chance to get two (or more) right answers later on – not great!

2) Time is an asset you control: Knowing how to spend your time effectively can make a big difference in how you score. Spend time on the questions that will earn you points, and minimize time on questions that won’t.

The flagging technique is a great way to take advantage of each of these points. By using it wisely, you can maximize your chances of getting to your target score. Here are three situations where the flagging tool can be invaluable:

You’re pretty sure in your answer, but you’re not certain.

Many GRE takers enter the test well prepared, but there may be some content areas (such as ratios or exponent properties) in which they aren’t fully confident. You may spend a minute working on a problem and get to a point where you feel pretty good about your answer, but you aren’t fully sure (Quantitative comparison questions are notorious for this!). You’d love to do some more testing or double-check your work, but you also realize that it will burn more precious time than you can spare. The solution? Select your answer and flag it. Consider leaving a quick note about your current thoughts so you can pick up right where you left off. If you finish the rest of the section with time remaining, you’ll now have the chance to double-check your initial answer.

You’re not sure how to get started on a problem. 

You’ve read the question. You’ve re-read it. You’ve analyzed the answer choices. You’re still unclear on what the question is asking for, and you’re not even sure what your first steps to figuring it out should be. Hey, it happens – sometimes a question is set up in a way that doesn’t seem to fit the examples you saw during your preparation.

At this point, you have two options: continue staring at the problem and hope the numbers and variables start moving themselves around (like Zach Galifianakis playing blackjack in “The Hangover”), or flag it and move on. If you persist with the question, the best-case scenario is that you eventually figure it out and pick an answer, but you burned time that could have gotten you two or three right answers on other questions. The worst-case scenario is that you eventually give up and move on, burning time without even getting the question right. Your best strategy is to flag it, get some other right answers, and come back to it when you have time to spare.

You can solve a problem, but you know it’s going to take a while. 

“Select All That Apply” questions present this dilemma more often than do other types – the question makes sense, you know how to get started, and you are confident in your ability to find all of the correct answers. On the other hand, you have six or more possible answers, and you know the process to make sure that you find all of the correct answers (remember: no partial credit!) will be time-consuming. Early in the section, spending more than three minutes on one problem is not a wise investment of your time. If there are obvious answers, select them, flag the problem, and return when you have the time to invest.

Clearly, the flagging technique is a strong ally if you know how to use it effectively.  On your next GRE practice test, look for opportunities to flag questions that fit the three categories above. Doing so will allow you to maximize the number of questions you get right by investing your time wisely.

Getting ready to take the GRE? We have free online GRE seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

By Bill Robinson, a Veritas Prep instructor based in San Diego.

The post Flag Your Way to a Better GRE Score appeared first on Veritas Prep 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

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Quarter Wit, Quarter Wisdom: The 3-Step Method to Solving Complex GMAT [#permalink]

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New post 08 May 2017, 13:00
FROM Veritas Prep Admissions Blog: Quarter Wit, Quarter Wisdom: The 3-Step Method to Solving Complex GMAT Algebra Problems
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If you have been practicing GMAT questions for a while, you will realize that not every question can be solved using pure algebra, especially at higher levels. There will be questions that will require logic and quite a bit of thinking on your part.  These questions tend to throw test-takers off – students often complain, “Where do I start from? Thinking through the question takes too much time!” Unfortunately, there is no getting away from such questions.

Today, let’s see how to handle such questions step-by-step by looking at an example problem:

N and M are each 3-digit integers. Each of the numbers 1, 2, 3, 6, 7, and 8 is a digit of either N or M. What is the smallest possible positive difference between N and M?

(A) 29

(B) 49

(C) 58

(D) 113

(E) 131

This is not a simple algebra question, where we are asked to make equations and solve them.

We are given 6 digits: 1, 2, 3, 6, 7, 8. Each digit needs to be used to form two 3-digit numbers. This means that we will use each of the digits only once and in only one of the numbers.

We also need to minimize the difference between the two numbers so they are as close as possible to each other. Since the numbers cannot share any digits, they obviously cannot be equal, and hence, the smaller number needs to be as large as possible and the greater number needs to be as small as possible for the numbers to be close to each other.

Think of the numbers  of a number line. You need to reduce the difference between them. Then, under the given constraints, push the smaller number to the right on the number line and the greater number to the left to bring them as close as possible to each other.

STEP 1:

The first digit (hundreds digit) of both numbers should be consecutive integers – i.e. the difference between 1** and 2** can be made much less than the difference between 1** and 3** (the difference between the latter will certainly be more than 100).

We get lots of options for hundreds digits: (1** and 2**) or (2** and 3**) or (6** and 7**) or (7** and 8**). All of these options could satisfy our purpose.

STEP 2:

Now let’s think about what the next digit (the tens digit) should be. To minimize the difference between the numbers, the tens digit of the greater number should be as small as possible (1, if possible) and the tens digit of the smaller number should be as large as possible (8, if possible). So let’s not use 1 or 8 in the hundreds places and reserve them for the tens places instead, since we have lots of other options (which are equivalent) for the hundreds places. Now what are the options?

Let’s try to make a pair of numbers in the form of 2** and 3**. We need to make the 2** number as large as possible and make the 3** number as small as possible. As discussed above, the tens digit of the smaller number should be 8 and the tens digit of the greater number should be 1. We now have 28* and 31*.

STEP 3:

Now let’s use the same logic for the units digit – make the units digit of the smaller number as large as possible and the units digit of the greater number as small as possible. We have only two digits left over – 6 and 7.

The two numbers could be 287 and 316 – the difference between them is 29.

Let’s try the same logic on another pair of hundreds digits, and make the pair of numbers in the form of 6** and 7**. We need the 6** number to be as large as possible and the 7** number to be as small as possible. Using the same logic as above, we’ll get 683 and 712. The difference between these two is also 29.

The smallest of the given answer choices is 29, so we need to think no more. The answer must be A.

Note that even if you try to express the numbers algebraically as:

N = 100a + 10b + c

M = 100d + 10e + f

a lot of thought will still be needed to find the answer, and there is no real process that can be followed.

Assuming N is the greater number, we need to minimize N – M.

N – M = 100 (a – d) + 10( b – e) + (c – f)

Since a and d cannot be the same, the minimum value a – d can take is 1. (a – d) also cannot be negative because we have assumed that N is greater than M. With this in mind, a and d must be consecutive (2 and 1, or 3 and 2, or 7 and 6, etc). This is another way of completing STEP 1 above.

Next, we need to minimize the value of (b – e). From the available digits, 1 and 8 are the farthest from each other and can give us a difference of -7. So b = 1 and e = 8. This leaves the consecutive pairs of 2, 3 and 6, 7 for hundreds digits. This takes care of our STEP 2 above.

(c – f) should also have a minimum value. We have only one pair of digits left over and they are consecutive, so the minimum value of (c – f) is -1. If the hundreds digits are 3 and 2, then c = 6 and f = 7. This is our STEP 3.

So, the pair of numbers could be 316 and 287 – the difference between them is 29. The pair of numbers could also be 712 and 683 – the difference between them is also 29.

In either case, note that you do not have a process-oriented approach to solving this problem. A bit of higher-order thinking is needed to find the correct answer.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

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: The 3-Step Method to Solving Complex GMAT Algebra Problems appeared first on Veritas Prep 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

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