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For most applicants who are still considering business school this year, they will be looking to submit their applications in Round 3 or even in Round 4 for their chosen schools. I’m often asked by applicants whether or not they should go ahead and apply at the end of this year’s admissions cycle or wait until Round 1 of next year. Let’s look at the pros and cons of each approach:

Applying in Round 3: Pros

One of the first questions I ask MBA candidates who are considering applying in Round 3, is how set are they on going to school THIS year? Well, if there is some extenuating circumstance that is essentially forcing the applicant’s hand, then let’s go ahead and apply. Applicants that fall into this category can include an international student whose visa is expiring, or someone who was recently laid off from their job.

If you are set on applying in Round 3, the most important tip I can give you is to adjust your school expectations. You might think you have a top ten profile, but seats in this round are limited so you will need to apply to a much wider range of schools in order to ensure you are accepted to at least one of them in Round 3. Also, lower-ranked schools will probably have a higher percentage of seats available than higher ranked ones, especially as waitlists at higher-ranked schools clear and applicants begin to “trade up” from lower ranked schools.

Applying in Round 3: Cons

It’s fairly intuitive that most business schools will have already admitted a majority of their students in their first two rounds of applications. While there is no firm number, you can expect that at least 90% of seats have already been given away by a particular school, so the odds are definitely against you – you’ll have to be a fairly outstanding applicant to have a shot in Round 3, so keep this in mind while crafting your application.

Wait Until Next Year: Pros

For fringe students, I’m a big fan of waiting until next year – especially those who have some kind of hole in their application, such as less than 3 years of work experience, a low GMAT score, a poor GPA or less than stellar job experience. An applicant can use that extra time between now and next year to add quite a bit to their profile. First, there is plenty of time to take a GMAT course and bump up a low score by 50 or more points. Secondly, the applicant can search out new and challenging work assignments or leadership positions that would impress the admissions committee. Finally, the applicant can apply in the Round 1, when there will be plenty of open spots, and have more opportunities for themselves.

Wait Until Next Year: Cons

If you don’t think that your situation will improve over the next year, then you might as well apply to business school now. For example, if your job is so consuming that you don’t think you’ll be able to focus on your application all that more over the next year than you were able to do this year, the extra time might not help you. Additionally, the competition for those seats are not going to get easier as more applicants come to the age where they will be applying to school.

Deciding which round one will apply to business school in is a tough decision for all MBA candidates. Determine which round would be best for you by calling us at 1-800-925-7737 to learn more about our Round 3 Guarantee, and speak with an MBA admissions expert.

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

I like to call the time that you’re in college “fake adulthood.” You have some responsibilities, you’re more on your own, and life starts to get a little harder. That means life is becoming more like the “real world,” but you’re not quite there yet – the real real world is still years (and a diploma) away.

In college, you have access to “free” resources, built-in support systems, and a room to sleep in; many of you will still be financially supported by your parents, and perhaps most liberating, you will not be completely screwed by messing up or failing a class. The real world (the work world) isn’t affected by some wrong answers you gave on a multiple-choice test in your History of Ancient Greece class (unless, perhaps, you’re planning to become a History of Ancient Greece professor after college).

I don’t mean to say this like it’s a bad thing – college can be a wonderful time in your life, regardless of whether it is the “real world.” What I do mean to say, is you should take advantage of the freedom and the relative lack of consequences that college entails!

There are lots of ways to do this, but two big ones are to take risks and to branch out – go explore the world and explore your own mind. You’re not bogged down by a set 9-5 schedule with rigid responsibilities, so take this opportunity to let your creativity roam free. A day in college can be spent perusing the Iliad, picnicking at a public park, attending a scientific demonstration, or going to a collegiate sporting event (for free!). It’s hard to imagine a teacher or a banker having the schedule flexibility to do all that, especially on a weekday.

In college, you can also take advantage of the fact that you aren’t working full-time to donate some of your energy to causes that you might not have as much time to later in life. There are often built-in networks on college campuses for you to get involved in volunteer work right away. Community organizations also usually love energetic, youthful volunteers, so there is bound to be a plethora of places near your campus eager to take on some extra help.

Perhaps most importantly, you can use your time in college to work hard and develop skills for responsible adulthood so you aren’t thrust into the ring with no experience. Practice cashing checks, doing laundry, buying groceries, etc. – that way, when you actually have to do live on your own, you’ll be more prepared and less nervous about making that jump into reality. It is too easy to pretend that these daily tasks of adulthood are too far in the future to be worried about, and by overcoming that self-deception and gradually preparing yourself for the routine of adult living, you will build habits that will serve you well for a lifetime to come.

College is a unique time for many reasons – during your time there, you are on the cusp of adulthood but still have ways to exercise youthful freedom. Take advantage of this by exploring yourself and the world, all while preparing yourself to soon take a step into that oh-so-scary place – the real world.

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

One of the only external sources of information within an MBA application package is the voice of one’s recommendations. For such an important component, it is critical to arm your recommender with enough information to allow them to successfully draft their evaluation of the time you have worked together.

Now, let us consider the recommendation process from the side of the recommender – they are typically more senior working professionals who manage multiple people, and they are often very busy and a bit ignorant of the MBA application process, which is obviously no fault of their own. So the more you can inform and shepherd them through the process the better your ultimate evaluation will be.

Let’s discuss a few ways you can better support the evaluation process for your recommenders:

Timelines

This might be one of the most important reasons to help your recommenders. Remember, YOU are applying to school, not them. It is in your best interest to make sure they are clear on all dates and deadlines – a missed deadline can equate to you missing a target admissions round. I even like to give recommenders a hard deadline in advance of the real one, so even if they miss your self-imposed deadline, which many unfortunately will, you will still be in good shape. All recommendations are due the same time as the applications, so schedule accordingly.

Personal Information

Although we like to assume our supervisors know everything about us, sometimes they need a bit of a reminder. As such, it is wise to create a package for them highlighting your accomplishments during your time in the organization, and working with them in particular. Included in this package, you should also state your motivation for pursuing an MBA and any other relevant information about your career trajectory. The more connected your recommenders are to your future success, the better your recommendation will be.

School Information

In your recommender package, you should also provide some information on each of the schools you are applying to. Every school has a unique culture and approach to graduate business education, so try to communicate this to your recommender. Such information could potentially help them shape the content of your evaluation to fit that particular school. Also, make sure your recommenders are clear on the specific questions and recommendation protocols at each school – remember, many are uninformed when it comes to the process, so make their work as easy and straightforward as possible.

Take ownership of your MBA application process by supporting your recommender in the areas above. By following these tips, you will ensure your recommendation remains an area of strength for your candidacy.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+and Twitter.

Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can find more of his articles here.

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

If it’s March, it must be Hip Hop Month in the Veritas Prep GMAT Tip of the Week space, where this week we’ll tackle the most notorious GMAT question type – Data Sufficiency – with some help from hip hop’s most notorious rapper – Biggie Smalls.

Biggie’s lyrics – and his name itself – provide a terrific template for you to use when picking numbers to test whether a statement is sufficient or not. So let’s begin with a classic lyric from “Big Poppa” – you may think Big is describing how he’s approach a young lady in a nightclub, but if you listen closely he’s actually talking directly to you as you attack Data Sufficiency:

“Ask you what your interests are, who you be with. Things to make you smile; what numbers to dial.”

“What numbers to dial” tends to be one of the biggest challenges that face GMAT examinees, so let’s examine the strategies that can take your score from “it was all a dream” to sipping champagne when you’re thirsty.

Biggie Smalls Strategy #1: Biggie Smalls

Consider this Data Sufficiency problem:

What is the value of integer z?

1) z is the remainder when positive integer y is divided by positive integer (y – 1)

2) y is not a prime number

Statistically, more than 50% of respondents in the Veritas Prep practice tests incorrectly choose answer choice A, that Statement 1 alone is sufficient but Statement 2 alone is not sufficient. Why? Because they’re not quite sure “what numbers to dial.” People know that they need to test numbers – Statement 1 is very abstract and difficult to visualize with variables – so they test a few numbers that come to mind:

If y = 5, y – 1 = 4, and the problem is then 5/4 which leads to 1, remainder 1.

If y = 10, y – 1 = 9, so the problem is then 10/9 which also leads to 1, remainder 1.

If they keep choosing random integers that happen to come to mind, they’ll see that pattern hold – the answer is ALMOST always 1 remainder 1, with exactly one exception. If y = 2, then y – 1 = 1, and 2 divided by 1 is 2 with no remainder. This is the only case where z does not equal 1, but that one exception shows that Statement 1 is not sufficient.

The question then becomes, “If there’s only one exception, how the heck does the GMAT expect me to stumble on that needle in a haystack?” And the answer comes directly from the Notorious BIG himself:

You need to test “Biggie Smalls,” meaning that you need to test the biggest number they’ll let you use (here it can be infinite, so just test a couple of really big numbers like 1,000 and 1,000,000) and you need to test the smallest number they’ll let you use. Here, that’s y = 2 and y – 1 = 1, since y – 1 must be a positive integer, and the smallest of those is 1.

The problem is that people tend to simply test numbers that come to mind (again, over half of all respondents think that Statement 1 is sufficient, which means that they very likely never considered the pairing of 2 and 1) and don’t push the limits. Data Sufficiency tends to play to the edge cases – if you get a statement like 5 < x < 12, you can’t just test 8, 9, and 10 – you’ll want to consider 5.00001 and 11.9999. When the GMAT gives you a range, use the entire range – and a good way to remind yourself of that is to just remember “Biggie Smalls.”

Biggie Smalls Strategy #2: Juicy

In arguably his most famous song, “Juicy”, Biggie spits the line, “Damn right I like the life I live, because I went from negative to positive and it’s all…it’s all good (and if you don’t know, now you know).”

There, of course, Biggie is reminding you that you have to consider both negative and positive numbers in Data Sufficiency problems. Consider this example:

a, b, c, and d are consecutive integers such that the product abcd = 5,040. What is the value of d?

1) d is prime

2) a>b>c>d

This problem exemplifies why keeping Big’s words top of mind is so crucial – difficult problems will often “satisfy your intellect” with interesting math…and then beat you with negative/positive ideology. Here it takes some time to factor 5040 into the consecutive integers 7 x 8 x 9 x 10, but once you do, you can see that Statement 1 is sufficient: 7 is the only prime number.

But then when you carry that over to Statement 2, it’s very, very easy to see 7, 8, 9, and 10 as the only choices and again see that d = 7. But wait! If d doesn’t have to be prime – primes can only be positive – that allows for a possibility of negative numbers: -10, -9, -8, and -7. In that case, d could be either 7 or -10, so Statement 2 is actually not sufficient.

So heed Biggie’s logic: you’ll like the life you live much better if you go from negative to positive (or in most cases, vice versa since your mind usually thinks positive first), and if you don’t know (is that sufficient?) now, after checking for both positive and negative and for the biggest and smallest numbers they’ll let you pick, now you know.

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

It is common for GMAT test-takers to think in the right direction, understand what a question gives and what it is asking to be found out, but still get the wrong answer. Mistakes made during the execution of a problem are common on the GMAT, but what is rather rare is going with incorrect logic and still getting the correct answer! If only life was this rosy so often!

Today, we will look at a question in which exactly this phenomenon occurs – we will find the flaw in the logic that test-takers often come up with and then learn how to correct that flaw:

If a motorist had driven 1 hour longer on a certain day and at an average rate of 5 miles per hour faster, he would have covered 70 more miles than he actually did. How many more miles would he have covered than he actually did had he driven 2 hours longer and at an average rate of 10 miles per hour faster on that day?

(A) 100

(B) 120

(C) 140

(D) 150

(E) 160

This little gem (and it’s detailed algebra solution) is from our Advanced Word Problems book. We will post its solution here, too, for the sake of a comprehensive discussion:

Method 1: Algebra

Let’s start with the basic “Distance = Rate * Time” formula:

D = R*T ……….(I)

From here, the first theoretical trip can be represented as D + 70 = (R + 5)(T + 1), (the motorist travels for 1 extra hour at a rate of 5 mph faster), which can be expanded to D + 70 = RT + R + 5T +5.

We can then eliminate “D” by plugging in the value of “D” from our equation (I):

RT + 70 = RT + R + 5T + 5, which simplifies to 70 = R + 5T + 5 and then to 65 = R + 5T ……….. (II)

The second theoretical trip can be represented as (R+10)(T+2), which expands to RT + 2R + 10T + 20 (not that we only have an expression since we don’t know what the distance is).

The two middle terms (2R + 10T) can be factored to 2(R+5T), which allows us to use equation (II) here:

RT + 2(R+5T) + 20 = RT + 2(65) + 20 = RT + 150.

Since the original distance was RT, the additional distance is 150 more miles, or answer choice D.

We totally understand that this solution is a bit convoluted – algebra often is. So, understandably, students often look for a more direct logical solution.

Here is one they sometimes employ:

Method 2: Logic (Incorrect)

If the motorist had driven 1 hour longer at a rate 5 mph faster, then his original speed would be 70 miles subtracted by the extra 5 miles he drove in that hour to get 70 – 5 = 65 mph. If he drives at a rate 10 mph faster (i.e. at 65 + 10 = 75) * 2 for the extra hours, he/she would have driven 150 miles extra.

But here is the catch in this logic:

The motorist drove for an average rate of 5 mph extra. So the 70 includes not only the extra distance covered in the last hour, but also the extra 5 miles covered every hour for which he drove. Hence, his original speed is not 65. Now, let’s see the correct logical method of solving this:

Method 3: Logic (Correct)

Let’s review the original problem first. Say, speed is “S” mph – we don’t know the number of hours for which this speed was maintained.

STEP 1:

S + S + S + … + S + S = TOTAL DISTANCE COVERED

In the first hypothetical case, the motorist drove for an extra hour at a speed of 5 mph faster. This means he covered 5 extra miles every hour and then covered another S + 5 miles in the last hour. The underlined distances are the extra ones which all add up to 70.

STEP 2:

S + S + S + … + S + S = TOTAL DISTANCE COVERED

+5 +5 +5 + … + 5 + 5 = +70

In the second hypothetical case, in which the motorist drove for two hours longer at a speed of 10 mph faster, he adds another 5 mph to his hourly speed and covers yet another distance of “S” in the second extra hour. In addition to S, he also covers another 10 miles in the second extra hour. The additional distances are shown in red in the third case – every hour, the speed is 10 mph faster and he drove for two extra hours in this case (compared with Step 1).

STEP 3:

S + S + S + … + S + S + S + S = TOTAL DISTANCE COVERED

+5 +5 +5 + … +5 +5 +5 = +70

+5 +5 +5 + … +5 +5 +5 + 10 = +70 + 10

Note that the +5s and the S all add up to 70 (as seen in Step 2). We also separately add the extra 10 from the last hour. This is the logic of getting the additional distance of 70 + 70 + 10 = 150. It involves no calculations, but does require you to understand the logic. Therefore, our answer is still D.

Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog!

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

Many candidates start considering business school very early in their professional careers, while others start investigating even earlier as undergraduate students. Some of the top MBA programs in the world provide options for these eager college students to begin the application process for business school early.

For college students, this is an opportunity to earn an early business school admit – before even graduating college – from some of the top MBA programs in the world. This option is usually accompanied by some requirement to complete a few years of work experience, but some programs will allow students to matriculate immediately following undergrad.

Let’s explore a few of the top deferred enrollment programs and how they differ from each other:

Yale SOM

Yale’s deferred enrollment program is called the Yale Silver Scholars Program. This program is unique because it allows graduating students to begin their MBA immediately after graduation. For young applicants looking to complete their MBA at a top business school as soon as possible, this is a great option.

Silver Scholars is structured as a three-year program: the first year of the program builds business fundamentals through a core set of classes, with the second year taking students off campus through an extended internship that serves to supplement that lack of work experience Silver Scholars possess, while adding a more practical component to the program. In the final year of the program, students utilize the Yale electives curriculum to personalize their education and pursue unique areas of interest.

Harvard Business School

Harvard’s deferred enrollment program is called the HBS 2+2 Program. It is one of the most well-known and longest running of the MBA deferred enrollment programs. In the 2+2 program, participants must complete two years of HBS-approved post-undergrad work prior to matriculation. If you’re already a grad student don’t fret – with the 2+2 program, as long as you have not held a full-time work position you are still eligible to apply.

Stanford

The Stanford MBA Deferred Enrollment Program offers applicants the opportunity to directly enroll in their program or pursue full-time work experience for between one and three years prior to matriculation. The school then ultimately decides which program is optimal for the student and reserves the right to place the applicant appropriately.

As always, research is the key, so go beyond secondary research and connect with current program participants and admissions officers to get a feel for which program best addresses your development needs and whether deferred enrollment makes sense for you and your career goals.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+and Twitter.

Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can find more of his articles here.

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

After months of speculation and conversation, the first iteration of the “new SAT” was administered this past week and weekend by the College Board. While previous administrations of the SAT have been marred by historic snowstorms and typos on testing booklets, it seems that the big news around this test is the test itself.

With a new scoring scale and updated content, the new SAT is attempting to test more college-relevant skills. Gone are obscure vocabulary and penalties for guessing incorrectly. Rather, students are seeing a much heavier focus on algebra, context-based reading questions and grammar.

We spoke with several test takers and collected anecdotal feedback from this weekend’s test and wanted to share some interesting findings and advice:

1) For students who did not register for the (optional) essay, there was an additional 20 minute experimental section, or fifth section. The purpose of the section was to pre-test new potential test questions and it will not impact test takers’ scores in any way. However, test takers also won’t receive any feedback on how they performed on this section. Students who completed the essay did not take this section.

While there was some information circulated online about the experimental section, College Board didn’t indicate when the section would be administered, if it would be a regular part of the SAT moving forward, or how many markets and test centers delivered test forms containing the extra section.

Lesson for students: Prepare for the unexpected! While extra questions might create additional anxiety and fatigue, at the end of the day, they will not make or break a student’s score. If the section happens to be delivered before the rest of the exam, give the questions an honest attempt and think of it as a warm-up. If College Board shifts to incorporating experimental questions into the already established sections, it still should not impact study plans or test day strategy. Students are already planning on three hours of testing (and 154 questions), and in most cases, experimental questions are camouflaged well enough that they cannot be distinguished from actual questions that count.

2) Algebra counts! As advertised, algebra plays a prominent role on the new SAT, and overall, the math questions seemed to reflect the topics presented in the College Board’s previously released practice tests. Advanced concepts such as circles, trigonometry and imaginary numbers will be tested, but won’t make up the bulk of the questions on the test. For older, non-traditional students who are a little rusty in math, a strong refresher is probably in order.

Lesson for students: If you’ve been paying attention in high school math classes, nothing should be unfamiliar. However, pacing is going to be a challenge, especially on the non-calculator section, so practice techniques that will make you more efficient. Veritas Prep teaches students several strategies that can be leveraged to solve questions that are reasoning-based and more “SAT-focused” rather than pure math-focused. Often, you can leverage answer choices or manipulate questions to make the math much simpler (and quicker). Above all, be careful not to fall back onto school-oriented math strategies just because they’re familiar – they might get you the right answer, but you may be wasting time that could be spent on the tougher math questions.

3) Use evidence and context to your advantage (on the verbal!) While the new test has eliminated obscure vocabulary, the College Board has introduced new questions that ask you to find evidence to support answers. The good news is that you’re rewarded for knowing the answer as well as finding the evidence because these questions comes in pairs (so two points for the price of one)!

Lesson for students: If you don’t love the topics, it may be a struggle. Passages are a little longer, and there are 10-11 questions per passage so you don’t have the luxury of being able to skip a passage and hope for something more interesting on the next page. However, pacing on the reading passages seems to be less of an issue on the new test since students can gain some momentum by focusing on one topic (and passage) rather than having to switch gears (and passages) more frequently. This should also help with college thinking as you’ll often have more time to do a deeper dive into one single topic.

While the new test likely still has some kinks to work out, it seems that the experimental section was the biggest surprise of the weekend. And if the biggest surprise was one that didn’t technically count, then that’s probably better than anything Mother Nature (or a rogue printer) could throw at students.

At Veritas Prep, we remain committed to ensuring our students are well prepared for anything the SAT might present. We encourage you to learn more at a free online seminar soon! And be sure to find us on Facebook, YouTube, Google+ and Twitter!

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

There are many acronyms involved with applying for the most important graduate business education acronym of them all: the MBA. From GPAs to GMATs, all of these acronyms can get pretty confusing. One such important acronym that often flies under the radar is the TOEFL.

Now why is the TOEFL so important? Well, it is a required component of any international application. From a foundational perspective, the TOEFL is a standardized exam used to assess the English language proficiency of non-native speakers.

The overall TOEFL score is used to ensure that international students will be able to handle a predominantly English-speaking educational environment. As such, the TOEFL scores international applicants on their communicative English skills, such as their listening, reading, writing, and speaking ability. The test also evaluates international applicants on the basis of their enabling skills, like grammar, pronunciation, oral fluency, spelling, vocabulary and written discourse abilities.

Like the GMAT, there is no “passing” or “failing” score for the TOEFL – an acceptable score is one that is above the minimum threshold for your target program. Some programs do not have a minimum score required, so be sure to research what the requirements are for your schools of interest before preparing for this test. For those programs that do require a minimum TOEFL score, the magic number is a score of 100 at most schools, with higher requirements at outlier programs like Booth, Harvard Business School, and INSEAD.

Some programs will also waive the TOEFL requirements for some applicants, but this is usually due to having ample past work experience where English is the official working language or having been educated at the primary, secondary or undergraduate level from an English speaking institution. Waivers for the TOEFL will be evaluated on a case by case and school by school basis, so make sure to do your due diligence here if you are considering a waiver.

The TOEFL is a necessary part of the business school application process, so if you are an international applicant, make sure you know the requirements at your target programs and proceed accordingly.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+and Twitter.

Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can find more of his articles here.

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

Now that we are past the point where most MBA applicants spend days on end working on their applications, it’s time to start thinking about one of the most fun parts of the business school application process, the campus visit.

Whether you are going to go on campus to conduct your interview, or are just going to check out a class and talk with students before putting down a deposit, there are a number of things to think about before you step foot on campus:

Consider the Cost

Yes, for the most part you will have to pay your own way to visit an MBA program’s campus. Although some schools will help pick up the tab, this is pretty rare and is sometimes just limited to certain students. The good news is many first-year students are happy to play host to visiting applicants. You can ask the school if they keep a list of these students or work your network to find people you might know on campus, and as a bonus you’ll have an instant tour guide for your trip.

Also, to keep costs down, try to bundle together multiple trips. For example, are you coming from the West Coast to visit Kellogg? You might as well tack on a trip to Booth at the University of Chicago and maybe even to Ross at the University of Michigan while you’re in the area. Even if you don’t think you’ll attend these extra schools, it might be worth the visit from a learning and networking perspective.

Sitting in a Class

Most students that chose to visit potential business schools will also take advantage of a classroom visit while on campus. Many schools don’t have classes on one day of the week, so be sure to check with the school before planning your trip so that you won’t miss out on a classroom visit.

While you are in the classroom, most visitors will sit off to the side or in the back. If you are exiting or entering the class in progress, be sure to make as little disruption as possible. And don’t worry, you won’t be expected to contribute anything – in fact, it is probably for the best if you stay quiet and just observe during the class.

Lunch with Current Students

Another popular agenda item during a campus visit is to have lunch with current students. This is a great opportunity to get the inside scoop on what the school is like from an actual student’s perspective, so don’t be afraid to ask questions.

Meeting with the Admissions Office

While a campus visit can’t guarantee your admission to a particular school, it can cause you can lose a shot at being accepted. Now is the time to be on your best behavior – if you are fortunate enough to get a meeting with someone from the admissions office, avoid any questions about your application in particular or where they are at in evaluating it. Instead, prepare a few other topics to discuss regarding the school itself, and take this opportunity to make good, personal impression on the admissions committee member you speak with.

Before making any travel arrangements, be sure to check with the schools you are visiting to see if they have programs for visiting applicants, and which days of the week applicants are recommended to visit on. This – along with consideration of the previous four topics – will allow you to plan your trip easily, and make the most out of your campus visit.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+and Twitter.

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Kobe Bryant, superstar guard of the L.A. Lakers, chose to announce his retirement from the NBA this year by writing a poem addressed to the game of basketball. Inspired by Kobe’s interest in writing, and his last NBA All-Star game appearance, this entry uses Kobe’s well-documented life and career as a case study for MBA candidates who are trying to decide what points to highlight in their application essays.

If Kobe were to apply to business school and write an Accomplishments Essay on his career, these would be my suggestions (which are, of course, applicable to your own application essays):

Highlight a Team Accomplishment

With a myriad of individual accomplishments to choose from – such as being 3rd on the NBA all-time scoring list, being an MVP, or multiple All-NBA and All-Star selection including an incredible 81-point game – it would be best for Kobe to choose a team accomplishment to highlight. This would help mitigate the Admissions Committee’s concerns about him being too individualistic (and and views that he is an egotistical maniac).

Lesson: For candidates involved with very technical or individual work, highlighting interpersonal skills or group accomplishments will help address stereotypical biases and display a multi-dimensional personality. It will assure the program you are applying to that you will be able to contribute positively to group experiences both in and out of the classroom.

Provide Essential Details

To dive into his essay further, Kobe could choose to write about his first championship where he had to take on a major role in a critical game (for the NBA fans, this isGame 4 of the 2000 finals) as a highlight. Playing on a sprained ankle, Kobe had to step up to the challenge when the Lakers’ main star, Shaquille O’Neal, had to leave the game due to six fouls.

He could then weave into his story how hours of practice finally paid off and how he happy he was to deliver for his team, after remembering how he disappointed he felt after he had let the team down in 1997, as an 18 year-old, when he missed four airballs in a similar scenario.

Lesson: This example would encompass several key aspects of an MBA candidate’s profile, including ability to perform under pressure, handle large-scale responsibility at a young age, and work through personal difficulties, and including the story about the 1997 disappointment would show humility, perseverance, and resilience. These are admirable and relatable characteristics, which are important to remember when writing these essays. It will be helpful to come across as somebody that can be identified with, somebody that people would want to root for, rather than only being an otherworldly talent or incredibly fortunate heir.

Recognize Help and Mentorship

Acknowledging superstar teammate Shaq as the lead player and mentioning the guidance provided by legendary coach Phil Jackson during his essay would help Kobe come across as genuine, humble, and a good team player.

Lesson: When writing these essays, some applicants are tempted to grab all the credit. In team-based accomplishments, one wants to communicate not only his or her contributions, but also the ability to work with and learn from others.

Finally, for that slam-dunk essay, while accolades and statistics are important, Kobe’s (and your) profile has to resonate with very human qualities and a personal story explaining the journey to truly impress MBA Admissions Committees.

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.

Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD.

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So, to remove the absolute value sign, you will need to consider two cases – one when x is positive or 0, and another when it is negative.

Say, you are given an inequality, such as |x – y| < |x|. Here, you have two absolute value expressions: |x – y| and |x|. You need to get rid of the absolute value signs, but how will you do that?

You know that to remove the absolute value sign, you need to consider the two cases. Therefore:

|x – y| = (x – y) if (x – y) ≥ 0

|x – y| = – (x – y) if (x – y) < 0

But don’t forget, we also need to remove the absolute value sign that |x| has. Therefore:

|x| = x if x ≥ 0

|x| = -x if x < 0

In all we will get four cases to consider:

Case 1: (x – y) ≥ 0 and x ≥ 0

Case 2: (x – y) < 0 and x ≥ 0

Case 3: (x – y) ≥ 0 and x < 0

Case 4: (x – y) < 0 and x < 0

Let’s look at each case separately:

Case 1: (x – y) ≥ 0 (which implies x ≥ y) and x ≥ 0

|x – y| < |x|

(x – y) < x

-y < 0

Multiply by -1 to get:

y > 0

In this case, we will get 0 < y ≤ x.

Case 2: (x – y) < 0 (which implies x < y) and x ≥ 0

|x – y| < |x|

-(x – y) < x

2x > y

x > y/2

In this case, we will get 0 < y/2 < x < y.

Case 3: (x – y) ≥ 0 (which implies x ≥ y) and x < 0

|x – y| < |x|

(x – y) < -x

2x < y

x < y/2

In this case, we will get y ≤ x < y/2 < 0.

Case 4: (x – y) < 0 (which implies x < y) and x < 0

|x – y| < |x|

-(x – y) < -x

-x + y < -x

y < 0

In this case, we will get x < y < 0.

Considering all four cases, we get that both x and y are either positive or both are negative. Case 1 and Case 2 imply that if both x and y are positive, then x > y/2, and Case 3 and Case 4 imply that if both x and y are negative, then x < y/2. With these in mind, there is a range of values in which the inequality will hold. Both x and y should have the same sign – if they are both positive, x > y/2, and if they are both negative, x < y/2.

Here are some examples of values for which the inequality will hold:

x = 4, y = 5

x = 8, y = 2

x = -2, y = -1

x = -5, y = -6

etc.

Here are some examples of values for which the inequality will not hold:

x = 4, y = -5 (x and y have opposite signs)

x = 5, y = 15 (x is not greater than y/2)

x = -5, y = 9 (x and y have opposite signs)

x = -6, y = -14 (x is not less than y/2)

etc.

As said before, don’t worry about going through this method during the actual GMAT exam – if you do get a similar question, some strategies such as plugging in values and/or using answer choices to your advantage will work. Overall, this example hopefully helped you understand absolute values a little better.

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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Dartmouth’s Tuck School of Business will be hosting a special day for future military applicants on Monday, April 18, 2016. If you are a currently in the military (or are a veteran) and are interested in pursuing your MBA, Tuck has planned a full day of events to help set you up for success in your business school application process.

There will be a chance to sit in on an MBA class and attend panels hosted by members of the Tuck Admissions Committee, current Military students, the Career Development Office and the Financial Aid Office. If you are planning to apply to the Tuck Class of 2019, you may also have the opportunity to schedule an admissions interview, if you are ready.

In addition, for those who arrive early before the event, members of the Tuck’s Armed Forces Alumni Association will be hosting an informal social for event attendees on Sunday, April 17, the night before the event.

Military Visit Day officially kicks off at 7:30am, Monday morning. Tuck looks forward to having you in Hanover!

If you’re interested in applying to Tuck, or any other MBA program, call us at 1-800-925-7737 to 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.

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

Imagine a world where you could take the GMAT, but it was over in 90 minutes, and no advanced preparation was required. It sounds too good to be true, but the Graduate Management Admission Council (GMAC®) launched a new product, the GMAC® Executive Assessment, on March 1 that is designed to give Executive MBA programs a new way to evaluate candidates.

EMBA programs have struggled with making standardized testing compulsory in recent years. Candidates typically have much more work experience than full-time or part-time applicants, and thus are further removed from an academic classroom experience (and often have even less time to prepare for and take a standardized test). The GMAC® Executive Assessment gives applicants another testing option that looks a lot like the GMAT, but may have an easier path to success.

Let’s take a closer look at how this is similar to and different from the GMAT:

Shorter Sections

The GMAC® Executive Assessment contains three (3) sections: Integrated Reasoning, Verbal and Quantitative. Each section is just 30 minutes long, and the exam is delivered on-demand at existing test centers around the globe. Scores are valid for 5 years, unofficial scores are provided at the test center upon completion, and the same basic registration guidelines hold true (compared to the GMAT exam). Candidates are required to register at least 24 hours in advance, ID requirements at the test center are the same as the GMAT, and while there is an on-screen calculator for IR, there isn’t one for the Quantitative section.

In terms of test structure, there are 40 questions: 12 Integrated Reasoning, 14 Verbal, and 14 Quantitative. Regarding pacing, there are no differences across Integrated Reasoning, but you do gain a little bit of time on the verbal and quantitative sections (compared to the GMAT). Also, the order of sections is slightly different than the GMAT, with Integrated Reasoning leading off, followed by Verbal and then Quantitative.

From a content perspective, the test seems to be consistent with current GMAT questions, but with a slightly more skewed focus towards business. If some of the practice questions posted by GMAC® look familiar, they are – they appeared in previous versions of the Official Guide which seems to suggest content that that is consistent with current GMAT questions.

Finally, once you start the test, it will be a race to the finish with no breaks between sections.

Bigger Price, Different Retake Policy

While the test is similar to the GMAT from a content perspective, there are definitely some significant differences. First, prepare yourself for a little sticker shock: you might think since you’re getting fewer questions and you’re in and out of the test center faster, there might be a discount, however, this shorter assessment will actually cost you more ($350, compared to $250 for the GMAT). However, there is no fee for rescheduling – unless you’re less than 24 hours from your appointment – or for additional score reports.

If you’re not happy with your score, you can re-test, but you can only do so once, so make sure you’re ready! Rather than waiting 16 days to re-test like the GMAT, the waiting period is only 24 hours.

Computer Adaptive? Yes, But…

This test is not computer adaptive in the way that the GMAT is, so your answer to a question does not dictate which question you’ll see next. Rather, questions are released in groups (based on your performance on the previous group). This type of testing is called multi-stage adaptive design. The score scale is different as well – total scores will be reported on a scale of 100-200, and individual sections on scales of 0-20.

How Do You Prepare for the Executive Assessment?

One of the benefits of the Executive Assessment being touted by GMAC® is the reduction in significant preparation for this test. GMAC® advocates minimal preparation and has not rolled out any preparation materials specifically designed for this assessment. While a shorter test might suggest less preparation required, it also give candidates an opportunity to truly shine and demonstrate mastery of certain subjects and critical reasoning skills.

Which EMBA Programs Accept It Today?

Just like currency, a test is only as good as the institutions that accept it. Currently, the exam is being touted as an EMBA admissions tool. Six schools have signed on to use it as part of their admissions processes: INSEAD (France), CEIBS (China), London Business School (United Kingdom), the University of Hong Kong, Columbia University (New York, USA), and the University of Chicago (Illinois, USA). How the schools are using it varies by program.

In terms of preference, LBS’ website suggests that they’ll accept either the Executive Assessment or the GMAT while CEIBS indicates a preference for the Executive Assessment. Columbia, the University of Chicago, and the University of Hong Kong will accept the GMAT, GRE or Executive Assessment, and INSEAD only lists the GMAT currently (as of 3/11/2016), but we can assume they’ll accept either the GMAT or Executive Assessment for future applicants.

We’ll take a deeper look at the Executive Assessment and schools in our next article, but initial feedback seems positive. LBS’ blog touts it as a quality tool because it is “relevant to executives in terms of its content (much more focus on critical thinking, analysis and problem solving, and much less on pure mathematics and grammatical structures).” At Veritas Prep, we’re committed to staying abreast of the latest developments and trends in the graduate business space, and helping candidate identify the best assessment and mode of preparation.

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Several months ago, I wrote an article about remainders. Because this concept shows up so often on the GMAT, I thought it would be useful to revisit the topic. At times, it will be helpful to know the kind of terminology we’re taught in grade school, while at other times, we’ll simply want to select simple numbers that satisfy the parameters of a Data Sufficiency statement.

So let’s explore each of these scenarios in a little more detail. A simple example can illustrate the terminology: if we divide 7 by 4, we’ll have 7/4 = 1 + ¾.

7, the term we’re dividing by something else, is called the dividend. 4, which is doing the dividing, is called the divisor. 1, the whole number component of the mixed fraction, is the quotient. And 3 is the remainder. This probably feels familiar.

In the abstract, the equation is: Dividend/Divisor = Quotient + Remainder/Divisor. If we multiply through by the Divisor, we get: Dividend = Quotient*Divisor + Remainder.

Simply knowing this terminology will be sufficient to answer the following official question:

When N is divided by T, the quotient is S and the remainder is V. Which of the following expressions is equal to N?

A) ST

B) S + V

C) ST + V

D) T(S+V)

E) T(S – V)

In this problem, N – which is getting divided by something else – is our dividend, T is the divisor, S is the quotient, and V is the remainder. Plugging the variables into our equation of Dividend = Quotient*Divisor + Remainder, we get N = ST + V… and we’re done! The answer is C.

(Note that if you forgot the equation, you could also pick simple numbers to solve this problem. Say N = 7 and T = 3. 7/3 = 2 + 1/3. The Quotient is 2, and the remainder is 1, so V = 1. Now, if we plug in 3 for T, 2 for S, and 1 for V, we’ll want an N of 7. Answer choice C will give us an N of 7, 2*3 + 1 = 7, so this is correct.)

When we need to generate a list of potential values to test in a data sufficiency question, often a statement will give us information about the dividend in terms of the divisor and the remainder.

Take the following example: when x is divided by 5, the remainder is 4. Here, the dividend is x, the divisor is 5, and the remainder is 4. We don’t know the quotient, so we’ll just call it q. In equation form, it will look like this: x = 5q + 4. Now we can generate values for x by picking values for q, bearing in mind that the quotient must be a non-negative integer.

If q = 0, x = 4. If q = 1, x = 9. If q=2, x = 14. Notice the pattern in our x values: x = 4 or 9 or 14… In essence, the first allowable value of x is the remainder. Afterwards, we’re simply adding the divisor, 5, over and over. This is a handy shortcut to use in complicated data sufficiency problems, such as the following:

If x and y are integers, what is the remainder when x^2 + y^2 is divided by 5?

1) When x – y is divided by 5, the remainder is 1

2) When x + y is divided by 5, the remainder is 2

In this problem, Statement 1 gives us potential values for x – y. If we begin with the remainder (1) and continually add the divisor (5), we know that x – y = 1 or 6 or 11, etc. If x – y = 1, we can say that x = 1 and y = 0. In this case, x^2 + y^2 = 1 + 0 = 1, and the remainder when 1 is divided by 5 is 1. If x – y = 6, then we can say that x = 7 and y = 1. Now x^2 + y^2 = 49 + 1 = 50, and the remainder when 50 is divided by 5 is 0. Because the remainder changes from one scenario to another, Statement 1 is not sufficient alone.

Statement 2 gives us potential values for x + y. If we begin with the remainder (2) and continually add the divisor (5), we know that x + y = 2 or 7 or 12, etc. If x + y = 2, we can say that x = 1 and y = 1. In this case, x^2 + y^2 = 1 + 1 = 2, and the remainder when 2 is divided by 5 is 2. If x + y = 7, then we can say that x = 7 and y = 0. Now x^2 + y^2 = 49 + 0 = 49, and the remainder when 49 is divided by 5 is 4. Because the remainder changes from one scenario to another, Statement 2 is also not sufficient alone.

Now test them together – simply select one scenario from Statement 1 and one scenario from Statement 2 and see what happens. Say x – y = 1 and x + y = 7. Adding these equations, we get 2x = 8, or x = 4. If x = 4, y = 3. Now x^2 + y^2 = 16 + 9 = 25, and the remainder when 25 is divided by 5 is 0.

We need to see if this will ever change, so try another scenario. Say x – y = 6 and x + y = 12. Adding the equations, we get 2x = 18, or x = 9. If x = 9, y = 3, and x^2 + y^2 = 81 + 9 = 90. The remainder when 90 is divided by 5 is, again, 0. No matter what we select, this will be the case – we know definitively that the remainder is 0. Together the statements are sufficient, so the answer is C.

Takeaway: You’re virtually guaranteed to see remainder questions on the GMAT, so you want to make sure you have this concept mastered. First, make sure you feel comfortable with the following equation: Dividend = Divisor*Quotient + Remainder. Second, if you need to select values, you can simply start with the remainder and then add the divisor over and over again. If you internalize these two ideas, remainder questions will become considerably less daunting.

*GMATPrep questions courtesy of the Graduate Management Admissions Council.

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The majority of high school students who choose to take the SAT understand the importance of studying, but they often don’t know exactly how to prepare for this crucial exam. Test preparation can be much less stressful when you learn a few simple strategies. Let’s examine a few SAT study tips so you can know what’s involved in preparing for this important test:

Take a Practice Test to Evaluate Your Skills

When preparing for the SAT, the item at the top of every high school student’s to-do list should be to take a practice test. The results of this test will help determine where to focus your study efforts as you continue to prepare for the real SAT.

Devise a Study Schedule

Once you know your practice test results, it’s time to create a study schedule. Some students like to keep an SAT study schedule in their smartphone or laptop, while others prefer to make a schedule in a traditional notebook.

Any schedule you create should include several hours of SAT study per week – in fact, it’s helpful to look at SAT preparation as a part-time job. Each day of your schedule must include the specific material that needs to be studied, as well as the time spent on each topic.

For example, you may decide to dedicate two hours each day of the week to SAT preparation. On Monday, set aside 30 minutes for completing algebra equations and 30 minutes for tackling data analysis problems. The first 15 minutes of the second hour can be spent on quick sentence correction questions, and the remaining 45 minutes of that hour can be for essay-writing practice. The other days on your schedule can then cover different subjects so you are well-prepared on test day.

Creating a detailed SAT study schedule such as this will make it easy for you to keep track of what you need to tackle on any particular day. Plus, you’re then able to enjoy a sense of progress as you review what you’ve completed in previous study sessions.

Create Study Aids for Challenging Subjects

Study aids can be effective for both the Math and Verbal Sections of the SAT. Prepare with a simple study aid that can be used each day. For instance, if you are working to boost your algebra skills, you might have a collection of worksheets featuring equations of varying difficulty. You can then complete a few worksheets each day and go back to review any incorrect answers. Similarly, in preparing for the Verbal Sections of the SAT, if you are having difficulty remembering the differences between various homophones, it may be helpful to create flashcards to practice studying these words.

Start a New Routine of Healthy Habits

When considering how to prepare for the SAT, test-taking students often envision themselves completing math exercises, analyzing unfamiliar words, and writing essays. But there are additional ways to prep for the SAT that can affect a student’s performance.

For example, eating healthier foods and drinking more water each day can build up your energy in the weeks before the test. You may want to think about replacing unhealthy snacks with healthier options, such as replacing soda with low-sugar drinks. It’s also important to get plenty of sleep as test day approaches, as well as the night before the actual test. Some students feel so good as a result of these changes that they continue their new routines long after test day has passed!

Take Advantage of SAT Resources

Veritas Prep offers many free resources to help you with your SAT prep, including live-online SAT workshops (where you can have your SAT questions answered in real-time by one of our 99th percentile instructors), fun and informative YouTube videos, and more helpful articles like this one.

And for more structured help studying for the SAT, Veritas Prep also has a variety of tutoring options. Each of our tutors at Veritas Prep achieved an SAT score that placed them in the top 1% of students who took the test, so our students receive test-taking strategies and advice from individuals who have truly conquered the SAT! Contact Veritas Prep today and let us tell you more about our invaluable SAT prep options.

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Congratulations! You’ve made it to the interview stage for some of your top business school choices. The bad news is that many applicants might have difficulty in scheduling those interviews. Imagine you have been asked to interview at four or more schools, all in different corners of the world. Now imagine how expensive it will be to travel to those schools to interview in person. Most schools offer local alumni interviewers, but what if there are none in your area?

Thankfully, many schools have made the positive step of making it easier for applicants to conduct their interviews over video conferencing. We’ve heard from more and more business school applicants that Admissions Committees are giving them this opportunity and they are wondering if it is a good idea.

Now, it is obviously important to make a visit to campus at some point before enrolling to get a feel for the campus, meet classmates and check out places to live. But if you can’t make it there, a video interview can be a nice alternative that schools will not mark you down for choosing as an option. So now that you have decided on a video interview, here are some tips to make sure it goes well:

Confirm Which Video Service

Skype? Facetime? Hangouts? Go to Meeting? The number of video chat interfaces has exploded in the last few years. You might be an Apple user who is used to Facetime, but your interviewer might be on Android, so when you receive the logistics, make sure the brand of software is clear and that it will work with the computer you are using. And of course, it should go without saying that you should use the service the school suggests.

Test, Test, Test

Especially if you are using a new service, make sure you are familiar with how to place and receive a call; that you know how to turn your video on and off; that you know how to mute yourself. Call a friend a few days prior to the interview and test everything out. Unsure how you will sound? Try speaking with and without a headset to ensure optimal voice quality. This is also a great time to test the space that you will be interviewing in – make sure you pick a room to conduct your video interview in that is well-lit and free of any mess so that nothing is able to distract your interviewer’s focus from you.

Posture

Make sure you are sitting in a comfortable chair with the video camera slightly above eye level. If you are using a laptop you might want to prop it up on top of some books to make sure it is at the right level. Don’t sit on your couch or in your favorite lounge chair. – try using a dining room table chair to make sure you are sitting up straight.

Grooming and Dress

A video interview is not an excuse to slack-off on attire — wear a normal suit, just like you would for a normal interview. (At least from the waist up!) Also, don’t be afraid to use a little makeup to reduce possible shine.

In conclusion, make sure you treat a video interview the same as you would an in person interview. Get rid of all distractions, make eye contact, and pretend the interviewer is right across the desk from you to ensure you have the most successful video interview possible.

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.

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

Of all the song lyrics of all the hip hop albums of all time, perhaps the one that captures the difficulty of the GMAT the most comes from the Geto Boys:

The link above demonstrates a handful of ways that your mind can play tricks on you when you’re in the “fog of war” during the GMAT, but here, four Hip Hop Months later in the middle of yet another election season that has many Millennial MBA aspirants feeling the Bern, it’s time to detail one more. Consider this Critical Reasoning problem:

Among the one hundred most profitable companies in the United States, nearly half qualify as “socially responsible companies,” including seven of the top ten most profitable on that list. This designation means that these companies donate a significant portion of their revenues to charity; that they adhere to all relevant environmental and product safety standards; and that their hiring and employment policies encourage commitments to diversity, gender pay equality, and work-life balance.

Which of the following conclusions can be drawn based on the statements above?

(A) Socially responsible companies are, on average, more profitable than other companies.

(B) Consumers prefer to purchase products from socially responsible companies whenever possible.

(C) It is possible for any company to be both socially responsible and profitable.

(D) Companies do not have to be socially responsible in order to be profitable.

(E) Not all socially responsible companies are profitable.

How does your mind play tricks on you here? Check out these statistics from the Veritas Prep Practice Tests:

When you look at the two most popular answer choices, there’s a stark difference in what they mean outside the context of the problem. The most popular – but incorrect – answer says what you want it to say. You want social responsibility to pay off, for companies to be rewarded for doing the right thing. But it’s the words that don’t appeal to your heart and/or conscience that are the most important on these problems, and the justification for “any company” to be both socially responsible and profitable isn’t there in the argument.

Sure, several companies in the top 10 and top 100 are both socially responsible and profitable, but ANY company means that if you pick any given company, that particular company has to be capable of both. And it may very well be that in certain industries, the profit margins are too slim for that to be possible.

Say, for example, that in one of the commodities markets there simply isn’t any brand equity for social responsibility, and the top competitors are so focused on pushing out competition that any cost outside of productivity would put a company into the red. It’s not a thought you necessarily want to have, but it’s a possible outcome given the prompt, and it invalidates answer (C). Since Inference answers MUST BE TRUE, C just doesn’t meet that standard.

Which brings you to D, the correct but unpopular answer. That’s not what your heart and conscience want to conclude at all – you’d love for there to be a world in which consumers will reject any products from companies that aren’t made by companies taking the moral high ground, but if you look specifically at the facts of the argument, 3 of the top 10 most profitable companies and more than half of the top 100 are not socially responsible. So answer choice D is airtight – it’s not what you want to hear, but it’s definitely true based on the argument.

The lesson? Once you get that MBA you have the opportunity to change the world, but while you’re in the GMAT test center doing Critical Reasoning problems, you can only draw conclusions based on the facts that they give you. Don’t let your outside opinions frame the way that you read the problem. If you know that you have some personal interest in the topic, that’s a sign that you’ll need to be even more literal about what’s written. Your mind can play tricks on you – as it did for nearly half of test-takers here – so know that on test day you have to get it under control.

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It is no secret applying to college is difficult – choosing schools to apply to and completing your applications is challenging enough, but you also have to ensure you stand out against the thousands of other students applying to these same schools. No matter what stage you’re at in your college application process, you undoubtedly have questions about how to maximize your chances of acceptance.

If you’re looking for a leg-up on the competition when applying to college, register for one of Veritas Prep’s upcoming free live-online College Admissions Workshops, led by Ivy League college admissions expert, Dakotah Eddy. In this hour-long session, you’ll learn the ways in which admissions officers will evaluate you, what they are looking for in applicants, and how you stack up against other college candidates. You’ll also have the opportunity to ask questions and get immediate feedback as to how you can best prepare for the college admissions process and increase your odds of acceptance.

So what are you waiting for?Register to attend the next Veritas Prep College Admissions Workshop now and put yourself on the road to college success!

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In our first post, we broke down the new GMAC® Executive Assessment which provides EMBA candidates with an alternative testing option to the GMAT. While on paper, the exam might resemble a “mini-GMAT,” a deeper dive reveals an assessment with GMAT roots, but a distinct personality of its own.

More Business Focus

A look at sample questions from the website suggests that the EA pulls from item pools that are similar, if not identical, to the GMAT. In fact, some questions seem to have more of a “business” feel compared to your traditional GMAT question. (The GMAT has long been touted as an exam that doesn’t reward or punish lack of a traditional business background, as it aims to test critical reasoning and higher order thinking skills that are industry-agnostic.)

This may be a coincidence, but one can’t ignore the fact that most EMBA candidates have significant work experience (10+ years typically) and most likely a stronger sense of business in general compared to their 24-year-old counterparts looking at full-time programs. Regardless, any leaning towards business (whether intentional or not) would likely be attractive to more EMBA candidates.

Integrated Reasoning Grows in Prominence

One other interesting aspect of the EA is the increased proportion of Integrated Reasoning (IR) questions. IR makes up exactly one-third of this assessment and is incorporated into the candidate’s total score. Conversely, IR is a small portion (30 minutes) of the GMAT exam. The GMAT quantitative and verbal sections are each 75 minutes in length, and the GMAT total score represents a combination of the quantitative and verbal sub-scores. GMAT IR scores are reported separately from the total score.

While GMAC has published survey research on the “relevance” of skills tested on IR, the deeper integration of IR into the EA assessment and total score seems to further support the notion that the skills tested are truly relevant and strong indicators of success in a graduate business program. And perhaps these skills are even more important at the EMBA level.

Pilot Program for Now

The Executive Assessment (EA) is currently in a Beta phase that will last at least 18 months (or a full admissions cycle and academic year) to allow for validity studies to be conducted. GMAC has long been committed to developing assessment products that are not only relevant, but valid predictors of success in a graduate management program. The six pilot programs were selected because they were willing to commit the necessary time, energy and resources to see this phase through.

The EA targets a different demographic than the GMAT (older, significant work experience, further removed from the undergrad experience) and the test doesn’t leverage computer-adaptive testing in the way that the current GMAT does. Thus, norms for this assessment will differ, further underscoring the importance of measuring exam outcomes against academic performance in an EMBA program. At this time, there are no plans to add additional programs until after the Beta phase is complete.

Only “Modest Preparation” Required

One of the biggest differences between the EA and GMAT is the amount of preparation that GMAC is advocating for it. It’s no secret that candidates need to prepare for the GMAT, and GMAC survey research indicates that the average candidate spends between 60 and 90 days preparing for the GMAT. However, the EA recognizes that candidates are less likely to have the bandwidth for preparation that traditional GMAT candidates might have. The EA will help schools to differentiate competencies that are a little “rusty” versus those that are “ready” and enable them to prescribe pre-work to ensure all candidates begin their EMBA programs on an even playing field.

That being said, candidates looking to distinguish themselves from other applicants can certainly benefit from preparation. Given the overlap with GMAT content, leveraging current GMAT materials to gain a better understanding of question types is a good starting point. Pacing, as always, will be paramount, and additional time and focus on IR will be crucial given its more significant role in the exam (and total score).

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Considering a two dimensional figure, a tangent is a line that touches a curve at a single point. Here are some examples of tangents:

In each of these cases, the line touches the curve at a single point. In the case of a circle, when you draw the radius of the circle from the center to the point of contact with the tangent, the radius is perpendicular to the tangent (as demonstrated in the figure on the right, above). A question discussing this concept is given in our post here.

Today, we will look at a question involving a tangent to a parabola:

If f(x) = 3x^2 – tx + 5 is tangent to the x-axis, what is the value of the positive number t?

(A) 2√15

(B) 4√15

(C) 3√13

(D) 4√13

(E) 6√15

Let’s first try to understand what the question is saying.

f(x) is a tangent to the x-axis. We know that the x-axis is a straight line, so f(x) must be a curve. A quadratic equation, such as our given equation of f(x) = 3x^2 -tx +5, gives a parabola. Since the x^2 term in the equation is positive, the parabola would be facing upwards and touching the x-axis at a single point, such as:

Since the parabola touches the x-axis in only one point, it means the quadratic has only one root, or in other words, the quadratic must be a perfect square.

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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