The post How to Discuss Individual Work Experience in Your MBA Applications in 4 Steps appeared first on Veritas Prep Blog.

]]>**Pause…**

Out of habit, your first essay draft will likely be littered with jargons (industry terms that only few would actually understand). Often, the examples you choose to showcase – whether it’s leveraging a sophisticated financial instrument or introducing an advanced manufacturing process – are even more advanced and complicated than you realize, so that even those with a basic level of knowledge regarding your work will probably not comprehend the scope of your activities. Thus, remind yourself that you are not writing a paper for peer review or for your immediate superior, but instead, you are communicating to people without your level of expertise.

**Share What Got You There**

How can you communicate your expert abilities if the limited space you are given for your essays does not allow you to take non-industry readers through the minute details of your work experience? One way to do this is to show how rare it is for someone to get to your role. Highlighting selectivity and how qualified you are is a good way to show your career progress and accomplishments.

In this way, your story can flow naturally from academic performance, to previous successes at work, and, finally, to why you were entrusted with such a challenging role – saving on word space while still tying in the personal and professional components of your application profile at the same time.

**Use Analogies**

Often, I find that applicants attempt to answer essay prompts that ask for examples of accomplishments and failures with stories involving the most complex, technical issues they have dealt with. This is understandable, as these examples are probably the most memorable and impressive in the applicants’ professional lives. However, the limited essay space also poses a problem, as as one’s essay must then be divided into setting up the situation, the action the applicant took, the results achieved, and the lessons learned.

One quick and effective way to handle this issue is to use analogies (quotations from leaders in your field could also be used) to describe the situation and demonstrate its complexity, probability of success, or scale of impact. This will make it easier for the Admissions Committee to understand the challenges you faced and complement your general description – think of this the same way you would make friends and family members at a dinner party understand what you have been up to.

**Highlight the Impact**

Lastly, validate the importance of your work by relating it to impact, both at the qualitative level, and in terms of quantifiable numbers (if possible). Use examples of personal stories and paint vivid pictures to touch the emotions of your audience (the Admissions Committee) and help them appreciate the impact of your work. Numbers such as profitability, processing time saved, or potential customers impacted are also helpful to substantiate the context of your role.

Following these tips can help you show yourself not only as just a brilliant individual contributor, but as someone with the ability to communicate like a future senior leader, making your unique profile stand out and be appreciated.

*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 Help! 100% of the GMAT Sentence Correction Question is Underlined! appeared first on Veritas Prep Blog.

]]>*A recent research study of worldwide cellular penetration finds that there are now one mobile phone for every two people, more than twice as many than there were in 2005.*

*(A) there are now one mobile phone for every two people, more than twice as many than there were*

*(B) there is now one mobile phone for every two people, more than twice as many than there were*

*(C) there is now one mobile phone for every two people, more than twice as many as there were*

*(D) every two people now have one mobile phone, more than twice as many than there were*

*(E) every two people now has one mobile phone, more than twice as many as there were*

The first step we take is to cut away the junk, getting to the core of the Sentence Correction question – by ignoring “of worldwide cellular penetration,” we uncover that the subject of the sentence, “a study finds that,” makes it clear with the usage of “that” that the second portion of the sentence it set up to be a new clause with its own subject/verb relationship. This is the first decision point.

We should also know that there “is,” not “are,” one phone, which definitely puts answer choice A out of the running. Another decision point is our comparison phrase – it should be “twice as many as,” not “twice as many than,” which eliminates options B and D. Quickly, with these decision points, we are down to two remaining answers. E seems to inference that two people share one mobile phone (seems a little tough logistically, right?) aka, an illogical structure to the sentence. That leaves us with the correct answer, C.

Easy enough, right? But what do we do if *everything* is, indeed, underlined?

Our strategy is not going to be all that different, but instead, we will need to focus more on decision points from the answer choices and then use process of elimination when it is not entirely apparent what needs adjusting within the question sentence itself. Take a similar example (but one that is completely underlined):

__Unlike cellular phones and personal computers, there is a difficulty on the part of many people to adapt to other modern technologies.__

*(A) Unlike cellular phones and personal computers, there is a difficulty on the part of many people to adapt to other modern technologies.*

*(B) Unlike cellular phones and personal computers, which many people are comfortable using, they have difficulty adapting to other modern technologies.*

*(C) Unlike cellular phones and personal computers, other modern technologies bring out a difficulty for many people to adapt to them.*

*(D) Many people, though comfortable using cellular phones and personal computers, have difficulty adapting to other modern technologies.*

*(E) Many people have a difficulty in adapting to other modern technologies, while they are comfortable using cellular phones and personal computers.*

Looking at our answer choices, a clear decision point is “unlike” versus “many.” “Unlike” ends up comparing people to cellular phones and personal computers, and while Apple’s Siri can be pretty wise, there are (at least, for now) huge differences between people and those technologies. “Unlike” doesn’t work, and now we’ve have quickly narrowed it down to two answer choices: D and E. “Difficulty in adapting” gives us another decision choice in option E, leaving us with D as the correct answer.

When coming across completely underlined Sentence Correction questions, the first course of action is to not freak out. Stick with the strategy, and the correct answer will come easier than you think.

*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 Ashley Triscuit, a Veritas Prep GMAT instructor based in Boston.*

The post Help! 100% of the GMAT Sentence Correction Question is Underlined! appeared first on Veritas Prep Blog.

]]>The post SAT Tip of the Week: 6 Strategies You Learn in High School That Will Help You Prepare for the SAT appeared first on Veritas Prep Blog.

]]>However, even with these and other differences, you shouldn’t totally divorce high school from the SAT. There is some important overlap between the two, and it’s important to use every resource you can to improve your SAT performance. Here are some solid strategies that will help you best use your time in high school to prepare for the SAT:

**1) Build good vocabulary habits.** The new SAT has done away with the notoriously obscure vocabulary questions the old SAT was known for, but there are still vocab words in context. When reading challenging texts for English class, be sure to look up words you don’t know and practice using them in appropriate ways to prepare for this type of vocab usage on test day.

**2) Learn math content basics.** It is true that SAT math does not align perfectly with high school math, but hey, numbers are numbers! Focusing in on high school math, especially on what you learned during your first few years of high school, can be a good way to establish basic comfort with a lot of the skills the SAT will test you on. Even if SAT-specific strategies are the most useful in answering SAT math questions, knowing how to do quick calculations and having a familiarity with important formulas will serve you well on this exam, especially with regards to time.

**3) Recognize grammar rules.** Many high school English curricula place a strong emphasis on grammar in writing, but lots of students tend to dismiss it as boring. Don’t be one of these students! Having a basic understanding of grammar rules is key to being confident on the SAT Writing and Language section. Even if you don’t remember all the *exact* rules and *exact* names of the things you learned in class, by paying attention, you will be more likely to spot mistakes and know how to correct them.

**4) Get practice writing essays. **The old SAT essay had almost nothing to do with anything you would write for high school, but the new SAT essay (the one that matters now) has some overlap with high-school-style assignments.

The new essay is all about argument analysis – a skill that many Social Studies and English classes in high school try to hone. If you practice these skills in class and work with your teachers to improve your writing ability, you will be more comfortable writing the SAT essay. Merely the act of writing itself tends to improve your overall writing ability, so think of all your high school assignments as making your writing clearer and stronger for the SAT down the road.

**5) Develop good test-taking habits.** The SAT is a standardized test, unlike many tests you will take in school. However, a test is a test, and there are mental strategies you can develop that will help you no matter what kind of test you’re taking, and a big one is discipline.

Tests are long and can be boring, so the more practice you have taking tests, the more you’ll be able to effectively deal with the feeling of just wanting to give up. Also, you can use the act of taking high school tests to practice things like bubbling in answers, getting better at timing, and knowing how to utilize multiple choice questions to your advantage.

**6) Take the pressure off your SAT score.** Practically everyone will agree that how you perform in high school is more reflective of your academic merit than how you fare on one exam some Saturday morning. Even so, the SAT is weighted pretty heavily in college admissions, so it’s a good idea to do as well as you can. The better you perform in high school, though, the less pressure you will have to do as well on the SAT.

Without the intense pressure to do incredibly well, many students find that they end up performing better on the SAT, since they are more relaxed and confident when taking the test. Therefore, living up to your potential in high school is a win-win situation: if you do well in high school, you’re likely to do better on the SAT, and even if you don’t do well on the SAT, you’ll have your good grades to fall back on.

The SAT and your high school classes may have more in common than you think. To achieve your best results on the SAT, it’s important that you apply the lessons you learn and the skills you acquire in high school to your preparation for the test.

*Still need to take the SAT? Check out our variety of free SAT resources to help you study successfully. And be sure to find us on Facebook, YouTube, Google+ and Twitter!*

*By Aidan Calvelli.*

The post SAT Tip of the Week: 6 Strategies You Learn in High School That Will Help You Prepare for the SAT appeared first on Veritas Prep Blog.

]]>The post How to Choose the Right Hobbies for Your Business School Application appeared first on Veritas Prep Blog.

]]>First, choose activities that would complement your current work profile. For example, someone working in Finance, whose roles and accomplishments are in an individual capacity, would be better off choosing to highlight their contributions to a club soccer team, rather than their exploits playing the piano. This is to display the applicant’s ability to get along with peers and show teamwork and leadership skills.

Contrary to some misconceptions, you don’t have to be the star player of every activity you are involved in – showing humility and the ability to work well with others in different roles is just as important as being a leader, especially if you are targeting schools that are known to encourage a collaborative environment.

You may also want to consider choosing to participate in an activity that would be unexpected from the stereotype of people in your field. For instance, a compliance officer could share that he or she is also a part-time stand-up comedian. Aside from making such an applicant’s profile more interesting, this hobby also shows them in a different dimension, and expands the qualities that would be typically associated with a compliance officer – in this case, portraying this applicant as not only an executive who is methodical, diligent, and responsible, but also as an entertainer who is funny, dynamic and engaging.

Share stories of the activities you were involved with growing up to demonstrate values that are consistent with the values you highlight for your work experiences, or that you use to define your character strengths. To illustrate, you may tell a story of how hours and hours of practice for gymnastics enabled you to develop and appreciate the value of hard work, or how the same resilience you displayed to fully recover from a serious knee injury that cut short your career as a tennis champion allowed you to succeed with your start-up, even after encountering major obstacles.

A surprising hobby or interest can help your profile pop and paint a vivid picture of you in the minds of the Admissions Committee, helping you become a memorable and relatable candidate they would want attending their school.

*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.*

The post How to Choose the Right Hobbies for Your Business School Application appeared first on Veritas Prep Blog.

]]>The post 8 Questions to Ask Yourself Before You Pick a College Major appeared first on Veritas Prep Blog.

]]>It’s no surprise, then, that so many college students feel pressure to find the “Perfect Major” for their interests, skills, and plans for the future — and it’s also no surprise that with so many factors to take into consideration, finding that “Perfect Major” can be so difficult. Here are eight questions to help guide your decision:

**1) Do you like the subject enough to drown yourself in it?** Keep in mind that choosing a major — say, psychology — means spending *years* taking classes on psychology, writing reports on psychology, completing assignments on psychology, reading textbooks and articles about psychology, attending lectures on psychology, taking tests on psychology… you get the picture. Signing up for a major you aren’t interested in could mean setting yourself up for years of boredom and burnout.

**2) Do you like the classes you’ll have to complete for your major? **Read descriptions and reviews for the classes required in your major. Do you think you’d like to take those classes? Did past students in those classes enjoy their experiences? Doing a bit of research before you make your decision could help you avoid a semester of pain in the wrong classes.

**3) How difficult are those classes?** Ask former students or read reviews to gauge how many hours of work you’ll need to put into your classes each week. If you anticipate filling up your schedule with extracurricular activities, part-time jobs, internships or other commitments during the school year (as most students do), consider your priorities carefully before signing up for a work-intensive major.

**4) Will your major allow you to fulfill its requirements using courses taken outside of your university? **If you plan to study abroad, can you transfer classes from the program at your destination university back to your major at your home university? If you’re a transfer student, or you plan to graduate early, can you apply credits completed at other universities to your major requirements?

**5) How many classes will you need to take each semester? **Create a tentative four-year class plan, and list out the courses you’ll need to take each semester in order to finish your major. Do you have enough space left to take classes outside your major? If your major includes any highly demanding classes: if you end up needing to retake a class to improve your grade, will you have the extra space in your schedule to do so? Could you free up a semester to spend abroad?

**6) How long will it take you to complete your major? **If graduating in fewer than four years is important to you for financial or other reasons, it may serve you well to choose a major that doesn’t require a high number of classes, a full final year of thesis supervision, etc.

**7) Will your major increase your access to jobs you’d like to have after you graduate?** Ask your university’s career counselors about the jobs that past graduates of your intended major went on to take. Could you see yourself working those jobs in the future? Do you think you’d enjoy your work?

**8) Will your major increase your access to jobs that pay well?** What are the average starting salaries of people who complete your major? What are the average starting salaries of people who complete your major at your particular university? Your university’s career counselors can offer you useful information on this front, too.

By asking yourself these eight questions, you’ll be able to easily evaluate which major is right for you and your future.

*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! *

*Courtney Tran is a student at **UC Berkeley**, studying Political Economy and Rhetoric. In high school, she was named a National Merit Finalist and National AP Scholar, and she represented her district two years in a row in Public Forum Debate at the National Forensics League National Tournament.*

The post 8 Questions to Ask Yourself Before You Pick a College Major appeared first on Veritas Prep Blog.

]]>The post Applying to Business School With a Non-Profit Background appeared first on Veritas Prep Blog.

]]>MBA programs have historically been filled with students from more traditional feeder industries, such as consulting and finance, but this does not mean these are the only industries Admissions Committees are looking for. There are a few factors to keep in mind, however, as you apply to top MBA programs from a non-profit background:

**Academic Transcript**

What type of coursework did you take as an undergraduate student? Was it primarily quantitative or more qualitative? These factors play a big role in how ready your candidacy appears for the predominantly analytical core curriculums found at most business schools. This issue is heightened even further if you also have a low GPA or poor performance in past quantitative classes, given that your non-profit work experience may not be perceived as analytically rigorous as other traditional MBA feeder industries.** **

**GMAT Score**

Your GMAT score plays another important role in the viability of your candidacy. Your ability to achieve a competitive score, particularly on the Quantitative Section, could help dispel any doubt about your ability to perform in your first year at business school.

**Interpersonal Skills**

Although the non-profit sector still remains a relatively small industry for MBA applicants to come from, the transferable skills schools look for in candidates from this field are relatively similar those from other, more traditional industries. Showcasing your leadership and teamwork abilities will be critical to highlight your potential to make an impact on campus and as a future alum of the school.

**Career Goals**

Like many other applicants, non-profit candidates often pursue business school as an opportunity to switch careers – sometimes this career switch is a complete turnaround from their prior work experiences, and other times it’s just a subtle tweak to their career trajectories.

In both respects, it is important to identify the transferable skills that you have gained during your time working in the non-profit sector and how these skills will be able to be utilized in your future industry of choice. If there is a personal passion that drove your initial interest in your non-profit, try and connect that in some way to your future career goals, if relevant. Having a commitment to something that has a broader impact on the world around you has always been viewed positively by the Admissions Committee (when authentic).

Keep these strategies in mind as you plan out your approach for applying to MBA programs from your non-profit background.

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

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

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]]>The post Quarter Wit, Quarter Wisdom: Squares and Square Roots on the GMAT appeared first on Veritas Prep Blog.

]]>Now, let’s try to understand why this is so:

**1)** **x^2 = 4**

Basic algebra tells us that quadratics have two roots. Here, x can be either 2 or -2; each, when squared, will give you 4.

x^2 – 4 = 0 and (x + 2)*(x – 2) = 0 when x equals -2 or 2.

**2) √****x is positive, only**

Now this is odd, right? √4 must be 2. Why is that? Shouldn’t it be 2 or -2. After all, when we square both 2 and -2, we get 4 (as discussed above). So, √4 should be 2 or -2.

Here is the concept: √x denotes only the principal square root. x has two square roots – the positive square root (or principal square root) written as √x and the negative square root written as -√x. Therefore, when you take the square root of 4, you get two roots: √4 and -√4, which is 2 and -2 respectively.

On a GMAT question, when you see √x, this is specifically referring to the positive square root of the number. So √4 is 2, only.

**3) (****√x)^2 = x**

This is fairly straightforward – since x has a square root, it must be non-negative. When you square it, just the square root sign vanishes and you are left with x.

**4) √****(x^2) = |x|**

Now this isn’t intuitive either. √(x^2) should simply be x – why do we have absolute value of x, then? Again, this has to do with the principal square root concept. First you will square x, and then when you write √, it is by default just the principal square root. The negative square root will be written as -√(x^2). So, irrespective of whether x was positive or negative initially, √(x^2) will definitely be positive x. Therefore, we will need to take the absolute value of x.

Here’s a quick recap with some examples:

- √9 = 3
- x^2 = 16 means x is either 4 or -4
- √(5^2) = 5
- √(-5^2) = 5
- (√16)^2 = 16
- √100 = 10

To see this concept in action, let’s take a look at a very simple official problem:

*If x is not 0, then √(x^2)/x = *

*(A) **-1*

*(B) **0 *

*(C) **1*

*(D) x*

*(E) |x|/x*

We know that √(x^2) is not simply x, but rather |x|. So, √(x^2)/x = |x|/x.

Depending on whether x is positive or negative, |x|/x will be 1 or -1 – we can’t say which one. Hence, there is no further simplification that we can do, and our answer must be E.

Now that you are all warmed up, let’s examine a higher-level question:

*Is √[(x – 3)^2] = (3 – x)?*

*Statement 1: x is not 3*

*Statement 2: -x * |x| > 0*

We know that √(x^2) = |x|, so √[(x – 3)^2] = |x – 3|.

This means that our question is basically:

Is |x – 3| = 3 – x?

Note that 3 – x can also be written as -(x – 3).

Is |x – 3| = -(x – 3)?

Recall the definition of absolute values: |a| = a if a is greater than or equal to 0, and -a if a < 0.

So, “Is |x – 3| = -(x – 3)?” depends on whether (x – 3) is positive or negative. If (x – 3) is negative (or 0), then |x – 3| is equal to -(x – 3).

So our question now boils down to:

Is (x – 3) negative (or 0)?

*Statement 1: x is not 3*

This means we know that (x – 3) is not 0, but we still don’t know whether it is negative or positive. This statement is not sufficient.

*Statement 2: -x * |x| > 0*

|x| is always non-negative, so for the product to be positive, “-x” must also be positive. This means x must be negative. If x is negative, x – 3 must be negative, too.

If (x – 3) is negative, |x – 3| is equal to -(x – 3). Hence, this statement alone is sufficient, and our answer is 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!*

The post Quarter Wit, Quarter Wisdom: Squares and Square Roots on the GMAT appeared first on Veritas Prep Blog.

]]>The post GMAT Rate Questions: Tackling Problems with Multiple Components appeared first on Veritas Prep Blog.

]]>To review, the key for dealing with this type of question is to apply the following rules:

- Rate * Time = Work
- Rates are additive in work questions.
- Rate and time have a reciprocal relationship.

For the questions involving partially completed jobs, we’ll throw in the addendum that a completed job can be designated as “1”’

And that’s it!

Here’s a question I saw on my recent practice test:

*Working alone at its constant rate, pump X pumped out ¼ of the water in a tank in 2 hours. Then pumps Y and Z started working and the three pumps, working simultaneously at their respective constant rates, pumped out the rest of the water in 3 hours. If pump Y, working alone at its constant rate, would have taken 18 hours to pump out the rest of the water, how many hours would it have taken pump Z, working alone at its constant rate, to pump out all of the water that was pumped out of the tank?*

*A) **6*

*B) **12*

*C) **15*

*D) **18*

*E) **24*

Okay, deep breath. Recall our three aforementioned rules. Next, let’s designate the rates for the pumps as x, y, and z, respectively.

If pump x can pump out ¼ of the water in 2 hours, then it would take 4*2 = 8 hours to pump out all the water alone. If pump x can complete 1 tank in 8 hours, then x = 1/8.

If x removes ¼ of the water on its own, then all three pumps working together have to remove the ¾ of the water left in the tank. We’re told that together they can do this in 3 hours. If x, y, and z together can do ¾ of the work in 3 hours, then x + y + z = (¾)/3 = 3/12 = ¼.

We’re told that y, alone, could have pumped out the rest of the water in 18 hours – again, there was ¾ of a tank left, so y = (¾)/18 = 1/24.

To summarize, we know that x = 1/8, y = 1/24, and x + y + z = ¼; Not so hard to solve for z, right?

1/8 + 1/24 + z = ¼

Multiply everything by 24, and we get:

3 + 1 + 24z = 6

24z = 2

z = 1/12.

That’s z’s rate. If rate and time have a reciprocal relationship, we know that it would take z 12 hours to pump out all the water of one tank alone. The answer is, therefore, B.

Takeaway: The joy of seeing new material from GMAC (Is joy the right word?) is the realization that no matter how many additional layers of complexity the question-writers throw at us, the old verities hold true. So when you see tough questions, slow down. Remind yourself that the strategies you’ve cultivated will unlock even the toughest problems. Then, dive in and discover, yet again, that these questions are never quite as hard as they appear at first glance.

*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 From the Family Business to Business School (and Back) appeared first on Veritas Prep Blog.

]]>If you’re planning to attend business school with the ultimate intent of working for your family’s business, some of your friends will probably wonder why you would consider pursuing an MBA when they feel that a clear path has already been (very well) paved for you with the power, privilege, and prestige of your family’s business handed to you on a silver platter. Some will envy you, some will resent you, and even more will wonder if you really need an MBA, while you yourself doubt how stating this post-MBA goal will affect your odds of admission.

Interestingly, articulating your personal story towards convince your friends of this decision may also be the same formula towards strengthening your case to getting admitted to your target schools. Let’s examine three ways you can best explain to the Admissions Committee your plans to go from your family’s business to business school, and back:

**1) Win Admiration from Peers**

Displaying your competence through your strong academic and job accomplishments, demonstrating your character through your work ethic and values, or showcasing how you have gotten involved with interesting and worthwhile activities will help show you as someone who can make it on their own. In turn, this display of independence – that you don’t completely rely on your family to succeed – will work towards winning admiration and respect from your peers, and even your subordinates.

Imagine, sometime in the near future (perhaps your late 20’s or early 30’s), being introduced as the new General Manager of your family’s business. Some whispers from your employees would surely be, “She’s the daughter of the boss, that’s why…” From your side, you would want them to also recognize how you have also excelled outside of the family business environment, whether it is at another company, or towards a specific social cause or interest. Similarly, explaining this desire to find your own success, independent of your family, will be a great way to explain your MBA aspirations to the Admissions Committee.

**2) Acknowledge Your Good Fortune**

In discussing your history in relation to your family’s business, you would do well to be grateful for the circumstances you have been blessed with. This gratitude will serve as a good point to highlight the knowledge, exposure and network you are equipped with – attractive qualities that can benefit your future business school community, as well.

Mentioning specifics about your family’s business to demonstrate its scale and potential impact not only shows your awareness and interest in the business, but also helps the Admissions Committee realize the impact you can make in the business world. Providing details on the products this company provides, or on its business model, will also help them visualize what you are involved with now, and how it can influence you as a future MBA.

**3) Articulate Your Passion**

Tell the Admissions Committee what you are excited to do after business school, such as leading the entry into a new market, launching a product line, building a distribution channel, or formulating new company plans. You can also share the challenges your family’s business is currently facing – perhaps it is the need to modernize its systems and processes, or its struggle with the more personal aspects of succession planning or even family politics. Showing your focus and drive to achieve these specific post-MBA objectives – and explaining how attending business school will help you attain these goals – will further demonstrate your substance and maturity.

Relate these future plans and current challenges to your need for an MBA at your specific school of interest by identifying exactly what you aim to gain at their program and how you plan to bring it back to your family’s business. Doing this will help convince the Admission Committee that you are the right fit for their program and deserving of a spot.

**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 Avoid Obtaining the Wrong Values in Percent Increase Questions appeared first on Veritas Prep Blog.

]]>A quick recap: percent increase questions can be identified (often literally) by the words “percent increase,” and tend to be word problems that don’t read in the most straightforward manner. The first step to take when working towards answering these questions is to be cautious and evaluate them carefully.

The second step is to, of course, use the percent increase formula – (new value – initial value) / (initial value) x 100%.

Let’s start by going through a sample GMAT practice problem:

*In 2005, 25 percent of the math department’s 40 students were female, and in 2007, 40 percent of the math department’s 65 students were female. What was the percent increase from 2005 to 2007 in the number of female students in the department?*

*A) 15%*

*B) 50%*

*C) 62.5%*

*D) 115%*

*E) 160%*

At first can be difficult to determine what the answer is for this question, but keep in mind that the best place to start looking is in the last sentence and/or the actual question that is posed. In this case, the new value is the number of female students in 2007, “the number of female students in the department?”

By working backwards through this problem, we would take 40% of 65 (our final value), which we can easily calculate as 0.4*65 (or 2/5*65), giving us a total of 26 students in 2007.

Our initial value must then be the number of female students in 2005, which we can get by calculating 25% of 40. 0.25*40 (or 1/4*40) leaves us with a total of 10 female students in 2005.

Breaking up the question up into smaller, more manageable chunks gives us the ability to plug 26 and 10 into the percent increase formula – (26‐10)/10 = 16/10 = 1.6 = 160%. Therefore, the correct answer is E.

This strategy of not trying to figure out the conclusion without evaluating all the separate parts of the question is important to tackle percent change GMAT problems, but can be applied across a variety of quantitative questions. Understanding that these questions can be much more manageable, and are more about strategy versus understanding complex math concepts, is the key to success on the Quantitative Section.

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*By Ashley Triscuit, a Veritas Prep GMAT instructor based in Boston.*

The post Avoid Obtaining the Wrong Values in Percent Increase Questions appeared first on Veritas Prep Blog.

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