The post 3 Practical Life Lessons I Learned From My MBA appeared first on Veritas Prep Blog.

]]>Here are three of the most useful life lessons that I became very aware of during my time in business school:

**1) Build a buffer of time into your day**

From my Operations Management course, I learned that in the manufacturing process, buffer zones or “slack time” are critical in ensuring that a delay in one part of production cannot easily cripple the whole chain. This concept has proven to be helpful now in managing day-to-day activities – rather than filling every hour of the day with minute tasks, it is more productive to identify key priorities and create some free time around them. This time can then be used to absorb tasks that unexpectedly take longer than you thought they would, or to spend as additional time for personal interests. Planning out the day like this can greatly reduce your stress and allow new ideas to ferment, making for a more productive and fulfilling life, long-term.

**2) You can negotiate for more than you think**

From my Negotiations course, I recall that I learned the most common error people make in their dealings is to take too many points as given or fixed and not even bother to try and negotiate them. Thus, they miss out on the potential to further benefit their own organization as well as the party they are negotiating with.

Being more aware of this tendency will encourage you to try negotiating for things you may not have tried for before, which will help open up more business opportunities and deepen your relationships with the people you work with. In addition, it is important to understand that the motivation of the person you are negotiating with is not always exactly the same as that of the unit he is representing, as this will help in the way you approach the conversation.

**3) The creative process cannot be forced**

In one of my Strategy classes, we discussed the creative process of Grammy Award-winning singer/songwriter Suzanne Vega, best known for her 1987 hit “Luka,” which raised awareness for domestic violence. In this case study, the singer was encountering writer’s block as she was creating her new album and found that to do her best work, she couldn’t be forced to grind it out in the recording studio as many musical artists do – living life and drawing inspiration and stimulation from everyday encounters was the best way to go.

I have found this lesson to be very applicable as I help guide MBA candidates through their business school applications. Applicants tend to maintain their better balance in their lives by continuing with their exercise, hobbies, and vacations, even as they prepare for the GMAT and the business school application process as a whole. Living full, normal lives will keep you refreshed and inspired to work at your peak performance level, and to deliver your best work 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.*

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

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]]>The post SAT Tip of the Week: Making Waves with Pablo appeared first on Veritas Prep Blog.

]]>The right word usually isn’t the obvious one.

For Kanye, that’s the title of the album: after plenty of debate and deliberation (and beef with Wiz Khalifa), he dropped the “obvious” one-word titles and went with a title that took just about everyone by surprise. He had to dig a little, and whether he’s comparing himself to Pablo Picasso as an artist or Pablo Escobar as a larger-than-life figure, he found some meaning that’s not obvious on the surface but makes sense when you dig a little deeper. And that’s the SAT lesson.

For you, that of course means that when you’re looking at Vocabulary in Context questions on the SAT Reading Section, you’ll be tempted to make a single-word answer. For example, consider this problem from the Official SAT Study Guide:

*As used in line 19, “capture” is closest in meaning to:*

*(A) Control*

* (B) Record*

* (C) Secure*

* (D) Absorb*

Likely the most obvious synonym for “capture” in that list is “secure” – if you were to capture a butterfly, for example, you’d secure it in a net or a jar (poke holes, please). But your job isn’t to find the best synonym for “capture” but instead to determine which word would best fit in its place *in line 19*. And that’s where the Kanye lesson comes in: you have to go back to the passage and the wording around line 19 to find the deeper meaning. Starting a bit above that line, you have the context:

*Because these waves are involved in ocean mixing and thus the transfer of heat, understanding them is crucial to global climate modeling, says Tom Peacock, a researcher at the Massachusetts Institute of Technology. Most models fail to take internal waves into account. “If we want to have more and more accurate climate models, we have to be able to capture processes like this,” Peacock says.*

With that context in mind, steal another lesson from Kanye West: who does Kanye love the most? Not Kim or North… but himself. And that’s where the “do it yourself” strategy comes in. Remove the word “capture” – before you even look at the answer choices – and think about what word you’d personally put there. You know that the researchers want to better understand those processes, so they want to observe/study/record them. That’s what makes B, “record,” correct.

The problem really has little to do with the word “capture” given in the problem, and everything to do with the context around it. The key is to not be so concerned with the word in the question itself, but rather to treat it as a blank and determine what type of meaning that blank needs to convey. Then you can go to the answer choices, and like Kanye (who used to love this passage about Waves, but now maybe not) you may find deeper meaning and a more-surprising word or phrase to decide upon.

*Are you trying to decide whether to take the SAT or the ACT? Register for our upcoming free online SAT vs. ACT Workshop*

*By Brian Galvin.*

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]]>The post Breaking Down Changes in the New Official GMAT Practice Tests: Unit Conversions in Shapes appeared first on Veritas Prep Blog.

]]>In the Quant section of the first new test, there was one type of question that I’d rarely encountered in the past, but saw multiple times within a span of 20 problems. It involves unit conversions in two or three-dimensional shapes.

Like many GMAT topics, this concept isn’t difficult so much as it is tricky, lending itself to careless mistakes if we work too fast. If I were to draw a line that was one foot long, and I asked you how many inches it was, you wouldn’t have to think very hard to recognize that it would be 12 inches.

But what if I drew a box that had an area of 1 *square* foot, and I asked you how many *square* inches it was? If you’re on autopilot, you might think *that’s easy. It’s 12 square inches. *And you better believe that on the GMAT, that would be a trap answer. To see why it’s wrong, consider a picture of our square:

We see that each side is 1 foot in length. If each side is 1 foot in length, we can convert each side to 12 inches in length. Now we have the following:

Clearly, the area of this shape isn’t 12 square inches, it’s 144 square inches: 12 inches * 12 inches = 144 inches^2.

Another way to think about it is to put the unit conversion into equation form. We know that 1 foot = 12 inches, so if we wanted the unit conversion from feet^2 to inches^2, we’d have to square both sides of the equation in order to have the appropriate units. Now (1 foot)^2 = (12 inches)^2, or 1 foot^2 = 144 inches^2. So converting from square feet to square inches requires multiplying by a factor of 144, not 12.

Let’s see this concept in action. (I’m using an older official question to illustrate – I don’t want to rob anyone of the joy of encountering the recently released questions with a fresh pair of eyes.)

*If a rectangular room measures 10 meters by 6 meters by 4 meters, what is the volume of the room in cubic centimeters? (1 meter = 100 centimeters)*

*A) **24,000*

*B) **240,000*

*C) **2,400,000*

*D) **24,000,000*

*E) **240,000,000*

First, we can find the volume of the room by multiplying the dimensions together: 10*6*4 = 240 cubic meters. Now we want to avoid the trap of thinking, *“Okay, 100 centimeters is 1 meter, so 240 cubic meters is 240*100 = 24,000 cubic centimeters.” * Remember, the conversion ratio we’re given is for converting meters to centimeters – if we’re dealing with 240 *cubic* meters, or 240 meters^3, and we want to find the volume in *cubic* centimeters, we’ll need to adjust our conversion ratio accordingly.

If 1 meter = 100 centimeters, then (1 meter)^3 = (100 centimeters)^3, and 1 meter^3 = 1,000,000 centimeters^3. [100 = 10^2 and (10^2)^3 = 10^6, or 1,000,000.] So if 1 cubic meter = 1,000,000 cubic centimeters, then 240 cubic meters = 240*1,000,000 cubic centimeters, or 240,000,000 cubic centimeters, and our answer is E.

Alternatively, we can do all of our conversions when we’re given the initial dimensions. 10 meters = 1000 centimeters. 6 meters = 600 centimeters. 4 meters = 400 centimeters. 1000 cm * 600 cm * 400 cm = 240,000,000 cm^3. (Notice that when we multiply 1000*600*400, we can simply count the zeroes. There are 7 total, so we know there will be 7 zeroes in the correct answer, E.)

Takeaway: Make sure you’re able to do unit conversions fluently, and that if you’re dealing with two or three-dimensional space, that you adjust your conversion ratios accordingly.** If you’re dealing with a two-dimensional shape, you’ll need to square your initial ratio. If you’re dealing with a three-dimensional shape, you’ll need to cube your initial ratio. **The GMAT is just as much about learning what traps to avoid as it is about relearning the elementary math that we’ve long forgotten.

**GMATPrep question courtesy of the Graduate Management Admissions Council.*

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

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

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]]>The post Quarter Wit, Quarter Wisdom: An Innovative Use of the Slope of a Line on the GMAT appeared first on Veritas Prep Blog.

]]>The concept of slope is extremely important on the GMAT – it is not sufficient to just know how to calculate it using (y2 – y1)/(x2 – x1).

In simple terms, the slope of a line specifies the units by which the y-coordinate changes and the direction in which it changes with each 1 unit increase in the x-coordinate. If the slope (m) is positive, the y-coordinate changes in the same direction as the x-coordinate. If m is negative, however, the y-coordinate changes in the opposite direction.

For example, if the slope of a line is 2, it means that every time the x-coordinate increases by 1 unit, the y-coordinate increases by 2 units. So if the point (3, 5) lies on a line with a slope of 2, the point (4, 7) will also lie on it. Here, when the x-coordinate increases from 3 to 4, the y-coordinate increases from 5 to 7 (by an increase of 2 units). Similarly, the point (2, 3) will also lie on this same line – if the x-coordinate decreases by 1 unit (from 3 to 2), the y-coordinate will decrease by 2 units (from 5 to 3). Since the slope is positive, the direction of change of the x-coordinate will be the same as the direction of change of the y-coordinate.

Now, if we have a line where the slope is -2 and the point (3, 5) lies on it, when the x-coordinate increases by 1 unit, the y-coordinate DECREASES by 2 units – the point (4, 3) will also lie on this line. Similarly, if the x-coordinate decreases by 1 unit, the y-coordinate will increase by 2 units. So, for example, the point (2, 7) will also lie on this line.

This understanding of the concept of slope can be very helpful, as we will see in this GMAT question:

*Line L and line K have slopes -2 and 1/2 respectively. If line L and line K intersect at (6,8), what is the distance between the x-intercept of line L and the y-intercept of line K? *

*(A) 5*

*(B) 10*

*(C) 5√(5)*

*(D) 15*

*(E) 10√(5)*

**Method 1: The Traditional Approach**

Traditionally, one would solve this question like this:

The equation of a line with slope m and constant c is given as y = mx + c. Therefore, the equations of lines L and K would be:

Line L: y = (-2)x + a

and

Line K: y = (1/2)x + b

As both these lines pass through (6,8), we would substitute x=6 and y=8 to get the values of a and b.

Line L: 8 = (-2)*6 + a

a = 20

Line K: 8 = (1/2)*6 + b

b = 5

Thus, the equations of the 2 lines become:

Line L: y = (-2)x + 20

and

Line K: y = (1/2)x + 5

The x-intercept of a line is given by the point where y = 0. So, the x-intercept of line L is given by:

0 = (-2)x + 20

x = 10

This means line L intersects the x-axis at the point (10, 0).

Similarly, the y-intercept of a line is given by the point where x = 0. So, y-intercept of line K is given by:

y = (1/2)*0 + 5

y = 5

This means that line K intersects the y-axis at the point (0, 5).

Looking back at our original question, the distance between these two points is given by √((10 – 0)^2 + (0 – 5)^2) = 5√(5). Therefore, our answer is C.

**Method 2: Using the Slope Concept**

Although the using the traditional method is effective, we can answer this question much quicker using the concept we discussed above.

Line L has a slope of -2, which means that for every 1 unit the x-coordinate increases, the y-coordinate decreases by 2. Line L also passes through the point (6, 8). We know the line must intersect the x-axis at y = 0, which is a decrease of 8 y-coordinates from the given point (6,8). If y increases by 8, according to our slope concept, x will increase by 4 to give 6 + 4 = 10. So the x-intercept of line L is at (10, 0).

Line K has slope of 1/2 and also passes through (6, 8). We know the this line must intersect the y-axis at x = 0, which is a decrease of 6 x-coordinates from the given point (6,8). This means y will decrease by 1/2 of that (6*1/2 = 3) and will become 8 – 3 = 5. So the y-intercept of line K is at (0, 5).

The distance between the two points can now be found using the Pythagorean Theorem – √(10^2 + 5^2) = 5√(5), therefore our answer is, again, C.

Using the slope concept makes solving this question much less tedious and saves us a lot of precious time. That is the advantage of using holistic approaches over the more traditional approaches in tackling GMAT questions.

*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 How International MBA Applicants Should Talk About Their Home Countries in Their Essays appeared first on Veritas Prep Blog.

]]>Neglecting to discuss your home country completely could result in a lack of proper context for your achievements and challenges. Too often, applicants miss the opportunity to differentiate themselves from the pool of similarly accomplished applicants by not being personal enough in sharing stories regarding the family values that influenced their drive and motivation. Painting a vivid picture of your home country in your MBA application will allow the Admissions Committee to understand your personal qualities on a deeper level.

Executed perfectly, explaining where you have come from will turn you into the candidate that everyone in Admissions roots for. For example, a candidate from a war-torn country would do well to describe striking images of the devastation they faced and complement this with the use of some numbers, appealing to both the Admissions Committee’s emotional and logical perspectives. Establishing this foundation would make his or her essay describing the motivation to pursue an MBA to go back and home and improve the lives of his or her countrymen feel more real.

On the other hand, using too much space and too many statistics could make your essay sound like an economic report or a college-level reaction paper – losing its focus and personal touch. Writing in this way will definitely not help you stand out from the typical applicant from your country. Just like in a blockbuster action movie, the country should serve as a colorful backdrop to the hero’s (applicant’s) story of struggles and triumphs, with most of the writing surrounding the hero’s compelling character development. Make sure you are the hero of your own story – the level of detail you mention about your home country should serve a clear purpose by linking directly back to your own experiences, goals and well-substantiated passion.

It is also essential to set up the proper economic or cultural context in cases where the past schools you attended or companies you joined are not as well-known to those outside of your home country. Mentioning selectivity figures, industry rank, market share, and highlighting complexity of roles becomes important here and will allow the Admissions Committee to appreciate the scale of your achievements. It will also allow them to use this information to evaluate how fast your career has progressed and how your leadership potential stacks up against other applicants.

Finally, it is important to be careful to avoid sounding too critical or too proud of your home country. Being too critical could be perceived as ungrateful, pessimistic, or even arrogant. On the other hand, you also do not want come across as being too sure that your ways are superior to those of other nations, as you want to display open-mindedness and a genuine interest to learn from others.

Keep these tips in mind as you write your business school application essays and you’ll be sure to strike the right balance with the Admissions Committee.

*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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]]>The post How Does Citizenship Factor Into Your MBA Candidacy? appeared first on Veritas Prep Blog.

]]>Many business school applicants are beginning to understand how important this is as well, and are actively embracing dual citizenship and other displays of multicultural experiences. So, how exactly does citizenship factor into your MBA candidacy? Let’s explore a few considerations.

Overall, citizenship is much less important to Admissions Committees than the experiences that are native to your cultural upbringing. True diversity is represented through these experiences and less so through the designation on your passport.

Unfortunately, many applicants suffer from the misguided belief that their citizenship is the only title of importance when considering cultural diversity. Thus, members of over-represented groups often pursue dual citizenships under the belief that it will set them apart from their peers. I would caution against this approach – your life experiences and where the majority of them have occurred will play a bigger factor in your application than citizenship in a country you have not been as active in. (Now, if you have conducted material business or experienced personally impactful moments in other countries, this will certainly be valued within your application package. It will not, however, erase the fact that you are a member of an over-represented group.)

So if Admissions Committees do not factor citizenship into their decisions, how can having citizenship benefit you? Citizenship does, in fact, factor prominently into financial aid and funding plans for your graduate school education. In many countries, there are restrictions on access to scholarships and other funding measures based on one’s citizenship, so the ability to secure citizenship in the region in which you are planning to attend business school can be advantageous for financial reasons.

In addition, citizenship can also factor into your ability to secure employment post-graduation. Many countries will limit immediate and long-term employment opportunities for non-citizens. This means if you are considered an international student by the school that you intend to attend, it extremely important to understand the restrictions of that school’s nation. These work restrictions have become increasingly difficult for international students, so the power of multiple citizenships has certainly increased in recent years.

Keep these factors in mind as you plan out your strategy for applying to MBA programs around the world.

*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.*

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]]>The post How to Get Off a Business School’s Waitlist if You Already Have a Strong Application appeared first on Veritas Prep Blog.

]]>In a strange twist, the more complete a candidate’s profile appears on paper, the harder it is to develop a strategy to get off the waitlist. This oddity exists because without an obviously low GMAT score, shaky GPA, or unimpressive work experience, it can be challenging to put those waitlist updates to work.

Most programs will encourage waitlisted candidates to submit application updates to the Admissions Office or to a specific waitlist manager, so the more proactive a candidate is with sharing these updates, the better their chances of eventual admission. It may be sometimes difficult to identify these problem areas, but looking critically at every aspect of your submitted application is a good place to start.

Let’s explore a few issues that are common in the type of profiles referenced above:

**Fit**

Are you sure you effectively showcased your fit with the program? With admission into top programs becoming increasingly more difficult, it is critical to show a wild enthusiasm for the program you are applying to. It’s not necessarily a deal breaker, but if the Admissions Committee does not feel your eagerness to join their student community, it can make your application feel pretty ordinary. Sharing a minor update that clarify your fit can address concerns in this area for admissions.

**Interest**

Have you expressed a strong enough interest in your target program? I know this question may seem fairly obvious, considering you submitted an application, but Admissions Committees are looking for candidates that really showcase a strong attention to their particular program both on paper and in person. Connecting with current students and even alumni of relevant clubs on campus while on the waitlist can be a strong sign of interest, especially if you are able to secure a letter of support from one of those students or alumni.

**Career Goals**

Were the career goals you communicated clear and achievable? Maybe even more importantly, were you effectively able to share how this particular program would be able to help you reach these goals? A major element of how Admissions Committees will review your career goals is based on the belief that their program will be able to help you succeed in the future. If your goals are not clearly articulated or feel unrealistic, then this could be the source of your waitlist placement. Providing the Admissions Office with updates that showcase your progression towards your career goals, along with a re-clarification of these goals if necessary, is a good approach to proactively getting off of the waitlist.

**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.*

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]]>The post SAT Tip of the Week: 2 Phones appeared first on Veritas Prep Blog.

]]>When tackling the SAT Math Sections, you need to have “two phones,” or multiple strategies. Some are “the plug” – plugging in answer choices, or at least using them as assets – and some are “the load” – just rolling up your sleeves and doing a load of math to grind out the answer. And of course you should always have other strategies (two more phones, and then even more phones, as the chorus goes): picking your own numbers, using process of elimination, guessing intelligently, etc.

So, let’s talk about some of the “phones” you’ll want at your disposal on the SAT Math Sections.

**“The Plug”**

Notice that KG leads with “The Plug” before “The Load” – of course everyone on test day should be ready to do some algebra and arithmetic, but the savviest of test-takers are very ready to use the answer choices to their advantage, and look for every opportunity to save time by doing so. Consider the problem:

*Jack is now 14 years older than Bill. If in 10 years Jack will be twice as old as Bill, how old is Jack?*

*(A) 14*

* (B) 16*

* (C) 18*

* (D) 28*

Here you could set up the algebra, or you could go to “the plug” and plug in the answer choices to see which one fits the setup. Since Jack is 14 years older than Bill, that means that Bill would be (for each answer choice):

(A) 0

(B) 2

(C) 4

(D) 14

Now look to see which pairing, when each is increased by 10, would have one double the other:

24 and 10 (no)

26 and 12 (no)

28 and 14 (yes), so C is the correct answer.

Here you* could* go to the “load” and slog through some algebra, but seeing that you can just plug in the answer choices allows you to turn your mind off for a few seconds and answer the question that way.

**“The Load”**

Often, you’ll see that there isn’t a shortcut available for an SAT problem *or* that the math itself is straightforward enough that you should just do it. That’s why it pays to have a second “phone” – each is going to be valuable in different circumstances. For example, consider the problem:

*If 5x + 6 = 10, what is the value of 10x + 3?*

*(A) 4*

* (B) 9*

* (C) 11*

* (D) 20*

Here, you’d do just as much work going from the answers to the problem (you’d have to take each answer, then set that equal to 10x + 3, then solve for x…) so you might as well load up on algebra and do it the straightforward way:

5x + 6 = 10

5x = 4

x = 4/5

So take that and put it in the new equation:

10(4/5) + 3 = 8 + 3 = 11, so C is our correct answer.

**More than 2 Phones?**

As Kevin Gates is careful to note, often 2 strategies (or phones) just aren’t enough. And for those looking to score above 700 on the SAT Math Sections, you’ll almost certainly want to have more tools in your toolkit. Another involves picking your own numbers to test the algebra. Consider the problem:

*The expression (5x – 2)/(x + 3) is equivalent to which of the following?*

*(A) (5 – 2)/3*

* (B) 5 – (2/3)*

* (C) 5 – 2/(x + 3)*

* (D) 5 – 17/(x + 3)*

Here, you’ll be glad you have another phone in your pocket. Since the given expression and the right answer have to be equivalent regardless of the value of x, you can pick your own value of x and see which answer matches. Rather than go through an ugly load of algebra, you can pick an x that makes the math clean (try x = -2, for example, since all the denominators are x + 3; if x = -2, then you’ve set the denominators to 1 and made the arithmetic really simple):

If that’s true, then the given expression becomes (5(-2) – 2)/(-2 + 3), which ends up at -12. Clearly A and B don’t match, so you can then plug in to the answer choices. For D, the correct answer, you’ll see a fit:

5 – 17(/-2 + 3) = 5 – 17 = -12, which matches the given expression, so D is right. And by using another strategy, you were able to skip some ugly algebra and save time for other problems where you need to have time for “the load” of algebra.

So remember, on the SAT Math section, you always have more than 2 phones – and that’s essential if you want to be an SAT baller. While you’re hustling on the SAT Math grind, remember those multiple “phones” in your toolkit, and your score will be the next thing that’s ring, ring, ring.

*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!*

*By Brian Galvin.*

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]]>The post Use These 2 Kobe Bryant Strategies to Address Failures in Your MBA Essays appeared first on Veritas Prep Blog.

]]>In this entry, we will discuss the ideal way Kobe could use the Failure Essay if he were to apply to business school. A staple of many MBA essay requirements and interviews, this prompt asks the applicant to relate a story of personal or professional failure that impacted his or her life. In answering this question, an applicant needs to demonstrate genuine reflection and self-awareness, while also showcasing leadership potential. Let’s examine how Kobe might answer a question like this:

**Address the “Elephant in the Room”**

In Kobe’s case, instead of mentioning missed shots, bad plays, or lost games as failures, it would be best to instead identify the failure to maintain a longer-term partnership with fellow superstar Shaquille O’Neal as his major failure. Aside from being an interesting topic – with rich layers and dimensions – this “failure” would help Kobe address concerns about his ability to collaborate with peers. As with all MBA essays, we want the Failure Essay to be interesting, relatable and vivid. Sharing specific details such as an argument that escalated, or personal thoughts from both superstars’ perspectives, will make for a powerful read for the Admissions Committee.

For example, Kobe could identify the double-edged sword of his incredible competitiveness and obsessive work ethic at that stage in his career, and contrast this compassionately with Shaq’s fun-loving personality and the physical challenges he faced due to his unique size, mobility, and the focus of opponents to wear him out. Displaying a high-level perspective and understanding will show the maturity and honesty that can serve him well post-MBA.

*Lesson:*** **Using an interesting situation, or identifying an “elephant in the room” in your profile, will serve the dual purpose of both addressing a red flag in your application, and displaying your self-awareness and personal development, all of which the Admissions Committee will want to see.

**Show What You Learned**

After setting up the context of the failure, Kobe can then highlight how he put the lessons he learned from this failure to good use. He can cite how this failure taught him to better manage relationships with teammates who shared some of Shaq’s qualities, such as the immensely talented Pau Gasol, the fun-loving Lamar Odom, and the physically dominant but oft-injured Andrew Bynum. Kobe can also share how learning from his previous experience with Shaq helped him build better relationships with his teammates overall and leverage their unique personalities to lead the Lakers to two more NBA championships.

Providing specific details as to how he built these bonds through sharing interests and communicating better with his team (whether through bonding over family activities, or by brushing up on his Spanish) would provide real insight into his world and allow the Admissions Committee to relate to him and appreciate his growth. Displaying his ability to lead and collaborate with talented peers would also prove that there is more to Kobe than just his basketball skills, and that he is ready to succeed in his future business ventures and social causes.

*Lesson:*** **Choose to discuss qualities or realizations that relate to your failure and would be transferable to future endeavors, rather than limited to a single situation. You can identify how your failure taught you to channel your inherent traits and use specific tools and techniques to proactively address potential problems. Show how you learned to leverage your personal qualities and background to collaborate towards common goals so that the Admissions Committee can conclude that the failure you experienced has helped put you in a better position for future success.

**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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]]>*Does the line with equation ax+by = c, where a,b and c are real constants, cross the x-axis?*

What concepts will you use here? How will you find whether or not a line crosses the x-axis? What conditions should it meet? Think about this a little before you move ahead.

We know that most lines on the XY plane cross the x-axis as well as the y-axis. Even if it looks like a given line doesn’t cross either of these axes, eventually, it will if it has a slope other than 0 or infinity.

Note that by definition, a line extends infinitely in both directions – it has no end points (otherwise it would be a line “segment”). We cannot depict a line extending infinitely, which is why we will only show a small section of it. Ideally, a line on the XY plane should be shown with arrowheads to depict that it extends infinitely on both sides, but we often omit them for our convenience. For instance, if we try to extend the example line above, we see that it does, in fact, cross the x-axis:

So what kind of lines do not cross either the x-axis or the y-xis? We know that the equation of a line on the XY plane is given by ax + by + c = 0. We also know that if we want to find the slope of a line, we can use the equation y = (-a/b)x – c/b, where the slope of the line is -a/b.

A line with a slope of 0 is parallel to the x-axis. For the slope (i.e. -a/b) to be 0, a must equal 0. So if a = 0, the line will not cross the x-axis – it is parallel to the x-axis. The equation of the line, in this case, will become y = k. In all other cases, a line will cross the x-axis at some point.

Similarly, it might appear that a line doesn’t cross the y-axis but it does at some point if its slope is anything other than infinity. A line with a slope of infinity is parallel to the y-axis. For -a/b to be infinity, b must equal 0. So if b = 0, the line will not cross the y-axis. The equation of the line in this case will become x = k. In all other cases, a line will cross the y-axis at some point.

Now, we can easily solve this official question:

*Does the line with equation ax+by = c, where a, b and c are real constants, cross the x-axis?*

*Statement 1: b not equal to 0*

*Statement 2: ab > 0*

As we discussed earlier, all lines cross the x-axis except lines which have a slope of 0, i.e. a = 0.

*Statement 1: b not equal to 0*

This tells statement us that b is not 0 – which means the line is not parallel to y-axis – but it doesn’t tell us whether or not a is 0, so we don’t know whether the line is parallel to the x-axis or crosses it. Therefore, this statement alone is not sufficient.

*Statement 2: ab>0*

If ab > 0, it means that neither a nor b is 0 (since any number times 0 will equal 0). This means the line is parallel to neither x-axis nor the y-xis, and therefore must cross the x-axis. This statement alone is sufficient and our answer is B.

Hopefully this has helped clear up some coordinate geometry concepts today.

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

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