The post GMAT Tip of the Week: Cam Newton’s GMAT Success Strategy appeared first on Veritas Prep Blog.

]]>**Why is Cam dancing and smiling so much?**

The answer? Because smiling may very well be the secret to success, both in the Super Bowl and on the GMAT.

Note: this won’t be the most mathematically tactical GMAT tip post you read, and it’s not something you’ll really be able to practice on Sunday afternoon while you hit the *Official Guide for GMAT Review* before your Super Bowl party starts. But it may very well be the tip that most impacts your score on test day, because managing stress and optimizing performance are major keys for GMAT examinees. And smiling is a great way to do that.

First, there’s science: the act of smiling itself is *known to release endorphins*, relaxing your mind and giving you a more positive outlook. And this happens regardless of whether you’re actually happy or optimistic – you can literally “fake it till you make it” by smiling through a stressful or unpleasant experience.

(Plus there’s the fact that smiling puts OTHER people in a better mood, too, which won’t really help you on the GMAT since it’s you against a computer, but for your b-school and job interviews, a smile can go a long way toward an upbeat experience for both you and the interviewer.)

There are plenty of ways to force yourself to smile. One is the obvious: just do it. Write it down on the top of your noteboard in all caps: **SMILE!** And force yourself to do it, even when it doesn’t feel natural.

But you can also laugh/smile at yourself more naturally: when Question 1 is a permutations problem and you were dreading the idea of a permutations problem, you can laugh at your bad luck but also at the fact that at least you’re getting it over with while you still have plenty of time to recover. When you blank on a rule and have to test small numbers to prove it, you can laugh at the fact that had you not been so fascinated with the video games on your calculator in middle school you’d know that cold. You can smile when you see a friend’s name in a word problem or a Sentence Correction reference to a place you want to visit someday.

And the tactical rationale there: when you can smile in relation to the subject matter on the test, you can remind yourself that, at least on some level, you enjoy learning and problem-solving and striving for achievement. The biggest difference between “good test takers” and “good students, but bad test takers” is in the way that each approaches problems: the latter group says, “I don’t know,” and feels doubt, while the former says, “I don’t know…yet,” and starts from a position of confidence and strength. Then when you apply that confidence and figure out a problem that for a second had you totally stumped, you’ve earned that next smile and the positive energy snowballs.

As you watch Cam Newton on Sunday (For you brand management hopefuls, he’ll be playing football between those commercials you’re so excited to see!), pay attention to that megawatt smile that’s been the topic of so much talk radio controversy the last few weeks. Cam smiles because he’s having fun out there, and then that smile leads to big plays, which is even more fun, and then he’s smiling again. Apply that Cam Newton “smile your way to success” philosophy on test day and maybe you’ll be the next one getting paid hundreds of thousands of dollars to go to school for two years… (We kid, Cam – we kid!)

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

*By Brian Galvin.*

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]]>The post How to Seek Scholarships as an International MBA Candidate appeared first on Veritas Prep Blog.

]]>One of the most coveted forms of paying for an MBA is the scholarship, because it usually comes with no attached financial commitment to repay the money one is given. Now, these lucrative scholarships do not come easy, especially for international students. Free money is difficult to come by as is, but for international students, there are a few complicating factors.

The biggest challenge international students face with this process is the origin of the scholarship money – most scholarships that are applicable to MBAs at business schools in the United States usually come from domestic donors, and for this reason, the money is largely earmarked for domestic students. This leaves very little available money for international students. If you are an international student, make sure you use this information to research scholarships that are open to, or specifically target, international students.

Keep in mind, if you are applying from an over-represented group, this process may be even more competitive for you. With so many students applying for so little available money, attempting to secure a scholarship can be daunting, which makes it even more important to put your best foot forward in the application process (of course for admission purposes, but also for the limited available money). Candidates with top-notch profiles will obviously stand out in this phase of the process, as many scholarships are administered based on career potential and available scores and grades.

Do not limit your scholarship search simply to those provided by your school. Publicly available scholarships are certainly out there, and if your profile or career trajectory align with the requirements of the organization offering the scholarship, you may be “in the money.” Conducting a basic online search is a good way to find out what scholarships are available, and applicable, to you.

The best advice I can give to international students here is to try and get into the best and most reputed school possible – this will afford you the best career options and highest potential future income level, scholarship or not. Know the realities of the scholarship search and the unique challenges for international students, and set yourself up for success in securing financial support for your education.

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

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

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]]>The post GMAC Survey Shows Improved Satisfaction with Business Schools appeared first on Veritas Prep Blog.

]]>One statistic that stood out the most in this study was just how happy students were with their decision to attend business school. Nine out of ten respondents from the class of 2015 said that the value of their business degree was “good to outstanding,” and another 88% would recommend their program to others looking for a graduate degree. A very strong job market is also present in the survey results. Since so much of students’ satisfaction is based on their employment outcomes, let’s dive deeper into those numbers and see how they compare for various types of programs:

First, full-time MBA students had a pretty good year for job offers: 63% of full-time, two-year MBA graduates had a job offer by graduation, compared to only 40% in 2010. Other graduate programs showed similar increases – for example, 89% of students earning a Masters in Accounting had a job offer compared to 66% in 2010. The biggest growth in this area was for students pursuing a Masters in Management where 59% of students had a job offer by graduation, more than double the amount in 2010.

Part-time MBA programs also showed significant gains in employment outcomes. In 2010, only 22% of job seekers in part-time programs had a job offer by graduation, but this statistic has more than tripled this year to 68%. This is very interesting since in the past, part-time programs were targeted to students who planned on staying at their current employer and recruiters treated them so, largely focusing their recruiting efforts on full-time program students, instead.

Recruiters are now starting to see the value in part-time students and programs, however – they see that part-time students tend to have more experience and, unlike their full-time counterparts, continue to gain work experience during school. Recruiters are responding by shifting some of their resources to recruiting these students alongside more traditional full-time students.

Perhaps the one bit of bad news in this survey is for European business schools and their students: the MBA is the only type of program ata these schools that has seen a drop in job offers by graduation. In 2013, 57% of students at European MBA programs had an offer by graduation, however, the following year, that number dropped slightly to 56%, and in 2016, the number of students dropped even further to only 41%.

What can European programs do to help turn the tide and improve their job placement results? Most importantly, these schools can try to develop stronger relationships with employers outside of Europe. Since many students either don’t come from Europe or would find it hard to stay for work, the schools need to do a better job opening up recruiting channels outside of Europe.

Overall 2015 was a very good year – one of the best years ever – for both students and business schools when it came to finding post-MBA jobs for students. Keep this information in mind as you consider pursuing your own MBA.

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

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]]>The post SAT Tip of the Week: Earn Scholarships for Good SAT Scores appeared first on Veritas Prep Blog.

]]>Students who achieve high SAT scores can qualify for a number of different scholarships that can help them pay for tuition, basic college supplies, and more while they are working towards their degrees. This makes it all the more critical for students to showcase their skills on this exam. Consider some facts about the SAT and how you can earn scholarships as a result of your hard work on this challenging test:

**A Closer Look at SAT Scores for Scholarships**

There are many colleges that offer scholarships for students who excel on the SAT, however, the specific requirements of these scholarships differ from school to school. For instance, one college may have a scholarship that’s open to students who score between 1330 and 1600 on the SAT, while another college may have a scholarship that requires students to have a minimum score of 1440 on the SAT. In many cases, both a student’s SAT scores and GPA are taken into account in examining their scholarship applications, as schools want as much information as possible about the academic work of a student before awarding them a coveted scholarship.

In addition to varying in value, these scholarships can also differ in the number of semesters they cover. In applying for these scholarships, you will want to check with the schools themselves to ensure you know exactly what terms their scholarships have before actually submitting your applications for them.

**Why Do Colleges Offer Scholarships Based on SAT Scores?**

Not surprisingly, colleges want to accept students who are going to succeed in their intellectual endeavors and add value to their programs, and typically, students who earn high SAT scores are likely to excel in their future college courses.

But an impressive SAT score is just one indication that a student is going to flourish at a particular school. Other indications of a promising student include a high GPA, dedication to extracurricular activities, and even volunteer work, which is why scholarship requirements will vary so much from school to school and include some of these other factors. All colleges want to accept students who will be excellent representatives of their school, and offering scholarships is one way to do that.

**How to Find Colleges That Offer Scholarships for High SAT Scores**

One way you can locate scholarships awarded for high SAT scores is to just do a basic online search – it should be relatively easy for you to find information about any scholarship on the web. If you have an interest in attending a particular college, it may be wise to also search the school’s official website for details of the scholarships it awards for high SAT scores. Talking to your high school counselor is another way to learn about college scholarships related to performance on the SAT, as your counselor should have access to many helpful resources you can utilize in your search.

**How to Earn a High Score on the SAT**

The first step toward winning this type of scholarship is to earn a high score on the SAT! Scholarships have deadlines just as college applications do, so it’s a good idea to research the cutoff dates for the scholarships that interest you. Scholarships are well within the reach of well-prepared students who approach the SAT with confidence, so taking a practice test will be a good place to start to build this confidence and help you determine what subjects to focus on in preparing for this test. Through this proper preparation and research, you’ll be well on your way to earning your own SAT scholarship.

Still need to take the SAT? We run a** free online SAT prep seminar **every few weeks. And be sure to find us on **Facebook**, **YouTube**, **Google+** and **Twitter**!

The post SAT Tip of the Week: Earn Scholarships for Good SAT Scores appeared first on Veritas Prep Blog.

]]>The post Your 4-Year Guide to the College Search Process appeared first on Veritas Prep Blog.

]]>There are lots of ways to approach looking for colleges, but here is a guide to some helpful strategies for each year of high school to put you in command of your college future:

**Freshman Year**

– Think about purchasing a college guide (such as the *Fiske Guide to Colleges*) and flip it open once in a while – it’s a no stress way to introduce yourself to the college landscape.

– Talk to older friends and siblings about where they are going or considering going to school. This will introduce you to different schools, and might even land you some free tidbits of college application wisdom.

– Don’t get too anxious! Getting acclimated to high school and doing well academically are more important than freaking out over which college you’ll go to.

**Sophomore Year**

– Stay focused on doing well in school, and don’t get nervous if you hear peers talking about college; you still have plenty of time to figure things out.

– Take the PSAT (or ACT Aspire) this year to help you figure out an appropriate range of schools to start looking at.

– Tour a local college, or any school you happen to be passing by.

– Keep flipping open those college books! Start asking yourself some questions about what you want from a school, and start building a basic list of schools that sound good. You can easily use websites like Naviance, Niche or countless others to help refine your search.

**Junior Year**

– Start to compile a real list! The list doesn’t have to be perfect; it’s okay if it’s really big or really small. Try to get a group of friends together to talk about schools you’re considering – often your friends’ choices can help inspire you to consider new possibilities.

– Be sure to take advantage of the college resources your high school provides. If there are college seminars or information days, don’t be afraid to check them out. If you can’t seem to find anything, talk to your counselors; they’ll be happy to work with you to help you find great colleges and alleviate your stress.

– Tighten up your search criteria – figure out the things you really want in a college (such as size, majors, academic structure, social scene, etc.) and find colleges that have them. Once you find some schools that match your criteria, make the time to go on some tours. Pick some schools you are really interested in and see if your family has time to check them out.

– Take the SAT or ACT to open up opportunities for yourself! Doing well on these tests in junior year will make your senior year much more stress-free.

– Over the summer, start to work on your application and essays. You don’t want to be that person scrambling to send in applications right at the schools’ deadlines. I know it sounds awful to start the Common App during your summer vacation, but trust me when I say that you’ll be glad to not have it hanging over your head as senior year rolls around.

**Senior Year**

– Congratulations! You’re almost at the finish line! It’s time to finally narrow down that list of schools you made last year. Most students typically apply to anywhere from 1-25 schools, but a healthy number is around 6-12. This may seem like obvious advice, but be sure you only apply to schools you actually want to go to. There is no point in wasting an application fee on a school there’s no chance you’ll attend.

– If you have the time, re-visit the schools you’re applying to. Often, you can get a more in-depth feel for a school when you’re there for the second time. If a college still has that “it” factor even though you’ve already seen it, that’s a very good sign.

– Once you’ve sent in all your applications, take a well-deserved break, and bond with your classmates who just went through the same process. Senior year will be a fun time – it’s important to take in the excitement of your last months in high school without getting caught up in the worries of where you’ll go to college.

Remember that each person goes at his or her own pace, and there is no one right way to approach searching for a college. Keep in mind, the key to finding the school that is right for you is *fit*. Personal fit, academic fit, and social fit are the three broad criteria you should make sure a college fulfills for you.

Above all, the best way you can complete your college search process is to get excited and get into it. Finding schools can be fun! There is a world of possibilities out there that will reveal themselves to you when you open your mind and dive in.

*Do you still need help with your college applications? We can help! Visit our **College Admissions** website and register to attend one of our FREE Online College Workshops! *

*By Aidan Calvelli.*

The post Your 4-Year Guide to the College Search Process appeared first on Veritas Prep Blog.

]]>The post It’s All Greek to Me: How to Use Greek Concepts to Beat the GMAT appeared first on Veritas Prep Blog.

]]>A few months ago, I wrote about this difficult Data Sufficiency question.

When I first encountered this problem I couldn’t help but wonder what kind of mad scientist question-writer engineered it. Where would such an idea even come from? It turns out, it wasn’t a GMAC employee at all, but Archimedes, the famous Greek geometer and coiner of the phrase “Eureka!”

The question is based on his attempt to trisect an angle with only a straight edge and a compass. (Alas, Archimedes’ work, though ingenious, was not technically a correct solution to the problem, as it provides only an approximation.) The reader is hereby invited to contemplate the kind of person who encounters a proof by Archimedes and instinctively thinks, “This would make an excellent Data Sufficiency question on the GMAT!” We’d like to believe that the good folks at GMAC are just like you and me, but perhaps not.

So this got me thinking: what other interesting Greek contributions to mathematics might be helpful in analyzing GMAT questions? In Euclid’s work *Elements,* he offers a simple and elegant proof for why there is no largest prime number. The proof proceeds by positing a hypothetical largest prime number “p.” We can then construct a product that consists of every prime number 2*3*5*7….*p. We’ll call this product “q.”

The next consecutive number will be q + 1. Now, we know that “q” contains 2 as a factor, as “q,” supposedly, contains every prime as a factor. Therefore q +1 will *not* contain 2 as a factor. (The next number to contain 2 as a factor will be q + 2.) We know that “q” contains 3 as a factor. Therefore q + 1 will not contain 3 as a factor. (The next number to contain 3 as a factor will be q + 3.)

Uh oh. If “p” really is the largest prime number, we’ve got a problem, because q + 1 will not contain *any* of the primes between 2 and p as factors. So either q + 1 is itself prime, or there is some prime greater than p and less than q + 1 that we’ve failed to consider. Either way, we’ve proven that p can’t be the largest prime number – I told you the Greeks were neat.

One axiom that’s worth internalizing from Euclid’s proof is the notion that two consecutive numbers cannot have any factors in common aside from 1. When q contains every prime from 2 to p as a factor, q + 1 contains none of those primes. How would this be helpful on the GMAT? Glad you asked. Check out this question:

*x is the product of all even numbers from 2 to 50, inclusive. The smallest prime factor of x + 1 must be: *

*(**A) Between 1 and 10*

*(B) **Between 11 and 15*

*(C) **Between 15 and 20*

*(D) **Between 20 and 25*

*(E) **Greater than 25*

We’re given information about x, and we’re asked about x + 1. If x is the product of all even numbers from 2 to 50, we can write x = 2 * 4 * 6 …* 50. This is the same as (1*2) * (2*2) * (3*2)… (25*2), which means the product consists of all the integers from 1 to 25, inclusive, and a bunch of 2’s.

So now we know that every prime number between 2 and 25 will be a factor of x. What about x + 1? (Paging Euclid!) We know that 2 is not a factor of x + 1, as 2 is a factor of x, and so the next multiple of 2 would be x + 2. We know that 3 is also not a factor of x + 1, as 3 is a factor of x, and so the next multiple of 3 would be x + 3. And once we’ve internalized that two consecutive numbers cannot have any factors in common aside from 1, we know that if *all* the primes between 2 and 25 are factors of x, *none* of those primes can be factors of x + 1, meaning that the smallest prime of x, whatever is, will be greater than 25. The answer, therefore, is E.

**Takeaway:** One of the beautiful things about mathematics is that fundamental truths do not change over time. What worked for the Greeks will work for us. The same axioms that allowed ancient mathematicians to grapple with problems two millennia ago will allow us to unravel the toughest GMAT questions. Learning a few of these axioms is not only interesting – though I’d caution against bringing up Archimedes’ trisection proof at a dinner party – but also helpful on the GMAT.

Plan on taking the GMAT soon? We have **GMAT prep courses** starting all the time. And be sure to follow us on **Facebook**, **YouTube**, **Google+ **and **Twitter**!

*By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles by him here.*

The post It’s All Greek to Me: How to Use Greek Concepts to Beat the GMAT appeared first on Veritas Prep Blog.

]]>The post Quarter Wit, Quarter Wisdom: Solving GMAT Critical Reasoning Questions Involving Rates appeared first on Veritas Prep Blog.

]]>Say my average driving speed is 60 miles/hr. Does it matter whether I drive for 2 hours or 4 hours? Will my average speed change if I drive more (theoretically speaking)? No, right? When I drive for more hours, the distance I cover is more. When I drive for fewer hours, the distance I cover is less. If I travel for a longer time, does it mean my average speed has decreased? No. For that, I need to know what happened to the distance covered. If the distance covered is the same while time taken has increased, only then can I say that my speed was reduced.

Now we will look at an official question and hopefully convince you of the right answer:

*The faster a car is traveling, the less time the driver has to avoid a potential accident, and if a car does crash, higher speeds increase the risk of a fatality. Between 1995 and 2000, average highway speeds increased significantly in the United States, yet, over that time, there was a drop in the number of car-crash fatalities per highway mile driven by cars.*

*Which of the following, if true about the United States between 1995 and 2000, most helps to explain why the fatality rate decreased in spite of the increase in average highway speeds?*

*(A) The average number of passengers per car on highways increased.*

*(B) There were increases in both the proportion of people who wore seat belts and the proportion of cars that were equipped with airbags as safety devices.*

*(C) The increase in average highway speeds occurred as legal speed limits were raised on one highway after another.*

*(D) The average mileage driven on highways per car increased.*

*(E) In most locations on the highways, the density of vehicles on the highway did not decrease, although individual vehicles, on average, made their trips more quickly.*

Let’s break down the given argument:

- The faster a car, the higher the risk of fatality.
- In a span of 5 years, the average highway speed has increased.
- In the same time, the number of car crash fatalities per highway mile driven by cars has reduced.

This is a paradox question. In last 5 years, the average highway speed has increased. This would have increased the risk of fatality, so we would expect the number of car crash fatalities per highway mile to go up. Instead, it actually goes down. We need to find an answer choice that explains why this happened.

*(A) The average number of passengers per car on highways increased.*

If there are more people in each car, the risk of fatality increases, if anything. More people are exposed to the possibility of a crash, and if a vehicle is in fact involved in an accident, more people are at risk. It certainly doesn’t explain why the rate of fatality actually decreases.

*(B) There were increases in both the proportion of people who wore seat belts and the proportion of cars that were equipped with airbags as safety devices.*

This option tells us that the safety features in the cars have been enhanced. That certainly explains why the fatality rate has gone down. If the cars are safer now, the risk of fatality would have reduced, hence this option does help us in explaining the paradox. This is the answer, but let’s double-check by looking at the other options too.

*(C) The increase in average highway speeds occurred as legal speed limits were raised on one highway after another.*

This option is irrelevant – why the average speed increased is not our concern at all. Our only concern is that average speed has, in fact, increased. This should logically increase the risk of fatality, and hence, our paradox still stands.

*(D) The average mileage driven on highways per car increased.*

This is the answer choice that troubles us the most. The rate we are concerned about is number of fatalities/highway mile driven, and this option tells us that mileage driven by cars has increased.

Now, let’s consider the parallel with our previous distance-rate-time example:

Rate = Distance/Time

We know that if I drive for more time, it doesn’t mean that my rate changes. Here, however:

Rate = Number of fatalities/highway mile driven

In this case, if more highway miles are driven, it doesn’t mean that the rate will change. It actually has no impact on the rate; we would need to know what happened to the number of fatalities to find out what happened to the rate. Hence this option does not explain the paradox.

*(E) In most locations on the highways, the density of vehicles on the highway did not decrease, although individual vehicles, on average, made their trips more quickly.*

This answer choice tells us that on average, the trips were made more quickly, i.e. the speed increased. The given argument already tells us that, so this option does not help resolve the paradox.

Our answer is, therefore, (B).

Getting ready to take the GMAT? We have **free online GMAT seminars** running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, 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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]]>The post GMAT Tip of the Week: Kanye, Wiz Khalifa, Twitter Beef…and GMAT Variables appeared first on Veritas Prep Blog.

]]>**Kanye didn’t consider all the possibilities when he saw variables.**

A brief history of the beef: there was musical origin, as Wiz wanted a bit of credit for his young/wild/free friends for the term “Wave,” as Kanye changed his upcoming album title from *Swish* to *Waves*. But where things escalated quickly all stemmed from Wiz’s use of variables in the following tweet:

*Hit this kk and become yourself.*

Kanye, whose wife bears those exact initials, K.K., immediately interpreted those variables as a reference to Kim and lost his mind. But Wiz had intended those variables kk to mean something entirely different, a reference to his favorite drug of choice. And then…well let’s just say that things got out of hand.

So back to the GMAT: Kanye’s main mistake was that he didn’t consider alternate possibilities for the variables he saw in the tweet, and quickly built in some incorrect assumptions that led to disastrous results. Do not let this happen to you on the GMAT! Here’s how it could happen:

**1) Forgetting about not-obvious numbers.**

If a problem, for example, defines k as 10 < k < 12, you can’t just think “k = 11” because you don’t know that k has to be an integer. 11.9 or 10.1 are also possibilities. Similarly if k^2 = 121, you have to consider that k could be -11 as well as it could be 11.

Ultimately, that was Yeezy’s mistake: he saw KK and with tunnel vision saw the most obvious possibility. But why couldn’t “KK” have been Krispy Kreme or Kyle Korver or Kato Kaelin? Before you leap to conclusions on a GMAT variable, see if there’s anything else it could be.

**2) Assuming that each variable must represent a different number.**

This one is a bit more nuanced. Suppose you were asked:

*For positive integers a and b, is the product ab > 1?*

*(1) a = 1*

With that statement, you might start thinking, “Well if a is 1, b has to be something else…” but all the variable b really means is “a number we don’t know.” Just because a problem assigns two different variables does not mean that they represent two different numbers! B could also be 1…we just don’t know yet.

Where this manifests itself as a problem most often is on function problems. When people see the setup, for example:

*The function f is defined for all values x as f(x) = x^2 – x – 1*

They’ll often be confused when that’s paired with a question like, “Is f(a) > 1?” and a statement like:

*(1) -2 < a < 2*

“I know about f(x) but I don’t know anything about f(a),” they might say, but the way these variables work, f(x) means “the function of any number…we just don’t know which number” so when you then see f(a), a becomes that number you don’t know. You’ll do the same thing for a: f(a) = a^2 – a – 1. What goes in the parentheses is just “the number you perform the function on” – the function doesn’t just apply to the variable in the definition, but to any number, variable, or combination that is then put in the parentheses.

The real lesson here is this: variables on the GMAT are a lot like variables in Wiz Khalifa’s Twitter feed. You might think you know what they mean, but before you stake your reputation (or score) on your response to those variables, consider all the options. Hit this GMAT and become yourself.

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

*By Brian Galvin.*

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]]>The post What to Do if You Are Waitlisted appeared first on Veritas Prep Blog.

]]>Think of it as a new beginning, another chance to prove to the admissions committee why you are deserving of admittance to their school. Remember, business schools only put people on the waitlist who they think are good candidates and have the chance to be admitted. Very often it simply becomes a numbers game, and schools have to wait and see how students from your demographic are accepting or not accepting their admission offers. If you do end up on the waitlist, here are some tips for how you can help improve your situation:

**Read the Waitlist Letter and Follow Its Instructions**

Some schools will want you to follow up your waitlist letter with additional information, such as a new recommender, update on your job, or a progress report on classes you might be taking. However, some schools make it clear that they will reach out to you when the time comes, and do not want any further materials sent to them. Whatever they say, do it. Don’t think you’ll be able to get on the good side of the committee by reaching out to the admissions director with a “question” about your status. Follow the instructions that are given to you.

**Asked for Additional Information?**

If the waitlist letter does give you the chance to provide additional information, consider the following:

- Providing an update on recent projects at work or sharing a recent promotion or achievement award.
- Making clear how passionate you are about the school.
- Showing how you have, or are addressing, shortfalls in your application. For example, do you know you have a low Quant score on the GMAT? Make sure you are taking some stats classes at your local community college to supplement this aspect of your application.

**Have a Backup Plan**

Now is the time to build a backup plan and put it into action. Whether that is applying to more schools, retaking the GMAT, or staying at your job for another year, you never want to leave yourself with no options.

**Be Patient**

No one likes being told “no,” and our first instinct is to make that person change his or her mind. However, Admissions Committees have been reviewing thousands of candidates for a long time – they know what they are looking for. Now is not the time to panic and risk embarrassing yourself with constant calls to the admissions office. Instead, focus on other applications you might be working on, maintain a high work output, and try to remain positive. Worst case scenario, you will be able to reapply next year.

Good luck, and if it’s meant to be, don’t hold the fact that you were put on the waitlist against the school. Just remember, your future MBA diploma won’t say anything about your previous waitlist status.

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

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]]>As this positive trend continues, it has also branched out into other sectors that were previously unaffected. Traditionally, businesses were able to attract recent MBA graduates using salary as their main incentive, however this practice is rapidly undergoing extinction. Today’s students are growing increasingly likely to gravitate toward companies that realize the threat of climate change and utilize sustainable practices.

According to a recent global study, recruiting top talent is quickly becoming more dependent on factors other than salary alone. This study was conducted by Yale University, in collaboration with the World Business Council for Sustainable Development and the Global Network for Advanced Management, and it surveyed over 3,700 students at 29 of the world’s top business schools. What might be very surprising, is the fact that the results showed that 44% of business school students are willing to accept a lower wage to work for an organization with admirable environmental practices. Additionally, 19% said they refuse to work for a company with poor standards, regardless of pay.

Today’s business students want to work for companies that have developed committed and responsible leadership in the search for solutions to environmental issues. 92% of students stated that they believe climate change is already happening, and 64% said that they do not think modern corporations are doing enough to address the problem.

Those beliefs are not the only factor behind the recent push for more aggressive action in preventing climate change. 71% of business school students believe that environmentally-friendly companies see improved market competitiveness, and even more (80% – an overwhelming majority) consider environmental action extremely profitable, providing economic growth and job creation.

Overall, business school students desire to work for companies that do not delegate sustainability to a separate department. They want sustainability to be incorporated throughout the company as a whole – 86% agree that the reporting of financial and sustainability metrics should be integrated. Many also believe that both the positive and negative impacts of an organization’s activities should be measured and analyzed.

The companies that will be most successful at attracting new talent in the form of recently graduated MBAs will have aggressive approaches to thwarting climate change and will address issues through industry-wide collaboration. A resounding 90% of the surveyed students claimed that board-level action on environmental and sustainability issues should be instigated.

As time goes on, this trend is predicted to have relatively steady growth, according to the Yale study. Today’s business students want to work for companies with transparent and progressive environmental standards – this means more than just using recycled coffee cups in the break room. In order to attract top talent, businesses will need to take action and stay competitive with the responsibilities they take for preventing climate change.

**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**.

The post Why MBA Students Are Drawn to Companies Fighting Climate Change appeared first on Veritas Prep Blog.

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