Graduate Record Examination

How to get a high GRE quant score - For average math or non-math test takers (Part2)

2008-06-01T09:44:00.000Z

You can get a perfect 800 here and still end up with a 750 on the actual test if you involve yourself too much with non-official prep material.Pay special attention to the following concepts, since they’re tested most often on the real GRE.

1.Statistics (mean, mode, SD, range, ND, graphical representation of ND)
2.Quadratic equations (roots, type of roots, number of roots, positive and negative roots, etc.)
3.Series (AP, GP, series definition, nth term of a series, etc.)
4.Number theories (divisors, remainders, GCD, LCM, prime factors, number line, etc.)

5.Probability (counting principle, basic probability, coin and die tossing, arrangements, etc.)

6.Speed and work problems (relation between speed, distance and time, rule of 3, rule of 5, etc.)

7.Some other concepts (ratios, inequalities, etc.)

Now here are some tips for getting that high score.The Silly Mistake epidemicThis is the number one reason why even the best math brains end up scoring 750-790 instead of the perfect score. This phenomenon is so common, that only a very few are gifted with the eternal vigilance necessary to avoid being struck by it. I was so vexed with it myself that I thought I was doomed to make a small mistake somewhere. By making yourself aware of the common types of silly mistakes you can greatly reduce becoming susceptible to them. What you have to do is to constantly keep them at the back of your mind during the test, and while solving a problem, just run a mental check to see whether your approach falls prey to most common types. Since each individual may find different concepts problematic, the best remedy is to make a list of your own math vices, which can be drawn from the many practice exercises that you solve. After a while, you’ll start seeing a pattern where you make the same kind of silly mistakes again and again. Note them down carefully. For example, some of the common types of silly mistakes are as follows.

1.Not considering zero, fractions and negative numbers while solving inequalities or picking numbers. Remember that when ETS say a number is real, it can be positive, negative, fractional or zero. Don’t assume it’s always positive and don’t draw your own conclusions.

2.Taking leave of common sense. Sometimes we get so involved with the nitty-gritties of mathematics that we start functioning like automatons and stop thinking. Don’t fall prey to this trap. For example, what is the probability that a number amongst the first 1000 positive integers is divisible by 8? Don’t start counting the multiples of 8! The figure of 1000 is a red herring. Use a little common sense. The numbers will be 8,16,24,32…So, 1 in every 8 numbers is a multiple of 8, even if you consider the first million integers. So Probability is 1/8 (Question from Power-Prep.)

3.Not drawing figures. Drawing figures, especially in questions relating to geometry, speed, etc. makes the question ten times easier to understand. Drawing figures also makes the question more true to life. For example, if ETS tells you that Sally lives 10 miles due west of John and Anna lives 14 miles due north of John, you can bet your farm they want you to use the Pythagoras theorem. Don’t miss the obvious; draw a diagram.

4.Forgetting definitions. If you forget that 1 is not a prime number, you’re making life hard for yourself. Definition questions are the easiest to solve.Take it easy, hombre!Take my word for it.

What you must know about the GRE!

2008-05-25T08:28:00.001Z

he Graduate Record Examination is held by the Educational Testing Service and is required for admissions into graduate programmes in universities in the United States of America and Singapore.

Being a Computer Adaptive Test, it can be taken any time of the year.

All one has to do is book a date with the ETS to write the GRE.

The GRE has three sections:

i. Quantitative Reasoning: This mainly includes basic mathematics questions -- 28 questions to be attempted in 45 minutes. One can score a maximum of 800 in this section.

ii. Verbal Ability: 30 questions in 30 minutes is acknowledged by most to be the toughest section in the examination, especially for non-native English speakers. The highest score possible in this section is also 800.

iii. Analytical Writing Ability: This requires students to write two essays -- one expressing your opinion on a topic, and another in which you are expected to analyse an argument. This section is scored out of 6.

This is the question that plagues most students during their pre-final year.

Many believe the GRE requires close to six months of intensive preparation. This, I think, is a fallacy.

The GRE is not a particularly difficult examination. Really!

As an engineer/ engineering student, the Quantitative Reasoning section of the GRE shouldn't be too difficult, especially after spending four years in the company of engineering mathematics.

But if you are like most engineers and have had a healthy disdain for English through school, Verbal Ability is unlikely to be a cakewalk.

Taking everything into consideration, cracking the GRE does not require more than a couple of months of hard work.

Pre-final year students have the advantage of having a summer break before the final year. This summer break can be put to good use, especially if you manage to cloister yourself in a room, away from distractions.

The best time, in my opinion, to book a date for writing the GRE is in the month of June or early July. After that, academic pressures may put a damper on your preparation for the exam.

If you postpone taking the exam to September, you could suddenly find yourself pressed for time. This is mainly because the official GRE scores do not arrive until three weeks after you take the examination.

More important, writing the GRE is merely a small part in the entire application process.

Booking a date

i. The easiest way to book a date to write the GRE is to call Prometric India on (011) 2651 1649.

Writing the examination will put you back by $140 (Rs 6,115 approximately).

ii. You need an international credit card to book your seat.

iii. Monday is a good day to choose to write the GRE because Saturday and Sunday are likely to be holidays, and so you miss fewer classes (or days of work).

Study material

The GRE guides on the planet are probably outnumbered only by the number of institutions claiming to give you a passport to the Indian Institutes of Management.

Choosing the right mix is not very easy and involves trial and error.

A few books and CDs that I, and a few of my acquaintances, found helpful are:

i. Barron's How to Prepare for the GRE: Graduate Record Examination, 14th edition.

This is a book every GRE aspirant is undoubtedly aware of.

It is most famous for its 50 word lists, containing arcane words the testers at ETS love to ask.

Read the book. You will totally believe that the people at ETS do not speak normal English like the rest of us.

ii. GRE Big Book, published by the Educational Testing Service.

The Big Book is little known. But it is one I found extremely useful.

It contains 27 question papers culled from the paper and pencil avatar of the GRE over several years, and is published by the same people who set the tests, ETS.

Unfortunately, it is out of print and is very difficult to find.

With a little perseverance, you can get hold of a photocopy of the same. If you are decent at Quantitative Reasoning, you can safely skip those sections here.

This book is a must-have!

iii. Kaplan Higher Score on the GRE CD

This CD contains a diagnostic test, three full-length Computer Adaptive Tests and six sectional tests, in addition to a few nifty tools.

The Verbal Ability Section is much tougher than what one is likely to find elsewhere (and in the actual exam as well). The Quantitative Reasoning section is tougher as well.

So do not be surprised if you witness a terrible dip in your performance when you try this out.

iv. The Princeton Review CD

The Princeton Review CD has quite a few Computer Adaptive Tests which are a lot easier than the actual GRE, in my opinion.

Attempt to score a minimum of 1,450 or so in these tests. For a sample test online, click here.

v. The PowerPrep CD

When you book your date to write the GRE, you will receive this CD from ETS.

This CD does not have as much information as one might expect (shocking, especially when one looks at how much ETS charges the test taker!).

I strongly recommend preserving one of the two diagnostic tests on the CD for the day before the GRE. This is because repeated experiments with several people I know seem to indicate that what you score in the actual GRE will hover around your score in the PowerPrep test.

There are lots of other test prep CDs and books you can avail of. (Cambridge and Peterson's crop to mind), but it is best to stick to these.

If you have the time, inclination and money for the others, do give them a shot.

Note: Many wonder whether it is worth attending coaching classes to prepare for the GRE. To answer the question: No.

The coaching institutes charge the earth, and do not give you an edge over anyone else who has worked hard sitting at home.

Also: the practice tests that most of them promise you are merely CATs from some of the CDs I have mentioned above. Take it from one who has actually squandered a lot of money on these classes!

How to prepare for GRE ??

2007-06-23T23:33:00.000Z

How to prepare for GRE ??

GUIDE TO PREPARE FOR THE GRE STANDARDIZED ADMISSIONS EXAMPreparing to Take the GRE Graduate School Test.Format of The Gre Verbal Section - The GRE verbal sections consist of four types of questions: Sentence Completions, Analogies, Reading Comprehension, and Antonyms. They are designed to test your ability to reason using the written word. The section is 30 minutes long and contains 30 questions. The questions can appear in any order.Format of The Gre Writting Section - The analytical writing section is 75 minutes long and requires you to respond to two essay questions. The Present Your Perspective on an Issue essay comes first and is 45 minutes long. Then the Analyze an Argument essay is presented and is 30 minutes long.What does it mean for a test to be adaptive? : -This is an excellent question, and as with all aspects of life, it is quite useful to know the lay of the land. A basic part of a CAT is that it does not give equal weight to each question that you answer. As the registration materials from ETS suggest, the difficulty level of the questions you answer is factored into how much they count toward your score. Yet, it is important to clarify what this means in order to optimize your score when you are taking the test. The adaptive part of CAT means that the computer is assessing who you are from the very first question that you answer. Based on your performance on the prior question, the computer will give you a new question that responds to what it considers to be the appropriate difficulty level for you.Strategies for the GRE :- Most international students have a difficult time with the verbal sections of the GRE. Here is some information and strategies to assist you with this challenging exam. On the GRE verbal section, you'll encounter four different question types.What's The Score? - Educational Testing Service, the makers of the GRE, indicate time management as the key to success. Your timing skills could add or subtract 100 points from your score. However, there are many theories on the best ways to prepare for the GRE, and a number of websites, books, and even CD-ROMS, cover plenty of material including sample questions, to keep students well-informed, and well preparedAdvice on the GRE from The Princeton Review - The articles and information on this page will help you find your way along the road to graduate school, and to acing your GRE.Five Steps to Take BEFORE You Study for the GRE - As a GRE prep course instructor, I've often wished I could catch students two months before the class starts and give them a list of things to do before they even begin studying. Here is what would be on that list.Test Tactics and Sectional Strategies for the GRE-The suggestions and advice offered here are drawn from the set of decks of GRE flash cards offered by Oakwood Publishing Company, designed to help you achieve a higher score on your GRE. GRE is a registered trademark of the Educational Testing Service, which was not involved in the production of, and does not endorse, these study cards.One Mean CAT-To quote ETS, the makers of the GRE, "Time management is key." Your timing skills could add or subtract 100 points from your score. Timing skills are important because the CAT has unusual pacing constraintsGRE Acronyms Madness - If grad school is in your future, you most likely know that a standardized test is an unavoidable part of the application process. Unlike applying to college in which you had to only take one test, the SAT (or ACT), you now have to decipher a plethora of acronyms to successfully navigate the grad admissions process. Obviously, it's easy to become confused. The following is a guide to all the acronyms you may encounter:Graduate Record Exam-Site provides general information about the GRE; info about their own excellent test-prep materials; financing grad school; links to other resources; reviews of recent Graduate Record Exams. Includes a section on CAT Strategies telling how to effectively approach the Computer Adaptive Test. Take a sample test (choose from GRE, GMAT, LSAT, SAT, USMLE, etc.) requires FREE registration. Princeton ReviewHow You Can Achieve Higher Scores For Higher Education - Just how important in the admissions process are your scores on admissions tests? On balance, a high score may not get you in There, but a low score may keep you out.Test Pacer: Pacing for the GRE -Pacing strategies are more critical and difficult on the GRE CAT (computer-adaptive test) than for any test you have ever taken. To quote the makers of the GRE, "Time management is key." Your timing skills could add or subtract 100 points from your score. This is because the test has highly unusual pacing constraints.GRE General Vocabulary - study these 1160 words to improve your chances of scoring high on the verbal section of GRE General test. Don't learn spelling, don't try to learn all the word meanings - only the short definitions given here. Be sure to check Vocabulary Workout and Software sections to learn more how to make it easier to memorize such vocabulary.GRE Analogies - An Introduction to Analogies for the GRE Exam.GRE Details: Test Takers -Free, official test preparation materials for the computer- and paper-based GRE® tests are available to anyone who registers for the GRE tests worldwide or who visits this Web site. Other helpful test preparation materials are available for a modest fee.GRE Practice Book Online (PDF) - Download this PDF for sample GRE Test Questions and learn how to prepare for the GRE.GRE Prep Course-Kaplan's comprehensive GRE classroom course or video-based course achieves a perfect balance of intensive review, realistic practice, and integrated online resources. You'll build confidence and valuable test-taking skills through targeted lessons, test-like practice, and dynamic instruction. You CAN score higher on the GRE; just let Kaplan show you how.GRE Strategy and Tips -Barron's provides a GRE high-frequency word list, a 3500-word master vocabulary-building list, and six full-length practice tests. This GRE prep book is definitely worth a look.GRE Test Prep :- Failing to prepare is preparing to fail. GRE preparation should be taken very seriously. If you were one to cram in undergrad school, better step into gear right away. This is no time to wait until the last minute. Like most entrance exams, scores will lie high in determining admission to grad school along with your GPA. If you had a low GPA, your GRE scores will make or break your chances of admission. With adequate GRE preparation, you will feel much better taking the test when you know you fully trained yourself for the taskComputer Based Tests for GRE - The following test preparation instructions, tips, insights, summaries are prepared by test experts who all scored higher than the 99th percentile on the real GRE CBT.Ivy League Admission GRE Test Preparation - Offers quality test preparation resources in a convenient, affordable format, in order to empower all candidates to do their best. Use the following files judiciously to achieve the best score possible!GRE Sentence Completions - In this lesson, we will learn to understand sentence completions. These are the second most coachable questions on the verbal section of the GRE.

my experience shows that GRE is probably not a very standardized test.

2006-12-26T09:27:00.000Z

Hi, everyone,I just took my second GRE today (I took the first one on August, 30).My scores now look very strange and my experience shows that GRE is probably not a very standardized test.My first score: V 590, Q 780, A 670.

I was very disapointed in my alalytical score (I aimed at least at 750+ on both Q and A) and that is why I decided to retake the test. My second score: V 600, Q 710 :(, A 800The math section today (comparing to the previous one where I scored quite well and to Powerprep) was muuuch harder!!! I ran out of time and had to guess on at least 6 last questions :-( I never had any timing problems on math section in any prep tests and I scored 790 and 800 on Powerprep tests. I got Q section first and it was full of strange problems right from the start. I do not say that the problems were unsolvable, but they were somewhat untraditional and required more time in average, than usual. Besides, I had a feeling that the section was very unbalanced: I did not even get any traditional percent/rate/ration or other word problems, no traditional equations, only one or two geometry problems (which I usually like), many problems with digits, divisors/multiples/remainders, couple of arithmetic sequence problems. I got around 6 or even more statistics/ probability problems (not all difficult but some are not simple). I even had one QC problem containing the words like "x, y are normally distributed with mean... and standard deviation..." I did not know that they could ask something related to "normal distribution", it was not mentioned in any prep books or powerprep math review!

Powerprep is much easier comparing to actual exam (at least at higher level score). Q section on my first test was also more difficult than in Powerprep but not as bizarre as today's.Frankly speaking, till the last minute of the test I hoped (even was 90% sure and that kept me going :-)) that my first Q section was an experimental one and that I will soon get a normal one. But when I received an identified research section (writing) my last hopes vanished :-(I still decided to send my second score to the program I apply, because I liked my improved Analitical score and total is also improved. So, they will see both scores (I am applying to M.Sc. in MIS program). I am not sure how the addmission committee will interpret my scores.

Anyway, I am done with GRE and I will not retake it anymore (at least in the near future :) ). Hope I will not be rejected just because of my GRE scores (I have a GPA equivalent to 4.0 but not from an American or Canadian university)

GRE Model Essay 56. "What society has thought to be its greatest social, political, and individual achievements

2006-12-15T07:28:00.001Z

... have often resulted in the greatest discontent."

I strongly agree that great achievements often lead to great discontent. In fact, I would assert more specifically that great individual achievements can cause discontent for the individual achiever or for the society impacted by the achievement, or both. Nevertheless, it is important to acknowledge that whether a great achievement causes great discontent can depend on one's personal perspective, as well as the perspective of time.

With respect to individual achievements, great achievers are by nature ambitious people and therefore tend to be dissatisfied and discontent with their accomplishments no matter how great. Great athletes are compelled to try to better their record-breaking performances; great artists and musicians typically claim that their greatest work will be their next one - a sign of personal discontent. And many child protégées, especially those who achieve some measure of fame early in life, later suffer psychological discontent for having "peaked" so early. Perhaps the paradigmatic modern example of a great achiever's discontent was Einstein, whose theoretical breakthroughs in physics only raised new theoretical conundrums which Einstein himself recognized and spent the last twenty years of his life struggling unsuccessfully to solve.

Individual achievements can often result in discontent on a societal level. The great achievement of the individual scientists responsible for the success of the Manhattan Project resulted in worldwide anxiety over the threat of nuclear annihilation - a form of discontent with which the world's denizens will forever be forced to cope. Even individual achievements that at first glance would appear to have benefited society turn out to be causes of great discontent. Consider the invention of the automobile, along with the innovations in manufacturing processes and materials that made mass production possible. As a result we have become a society enslaved to our cars, relying on them as crutches not only for transportation but also for affording us a false sense of socioeconomic status. Moreover, the development of assembly-line manufacturing has served to alienate workers from their work, which many psychologists agree causes a great deal of personal discontent.

Turning from individual achievements to societal, induding political, achievements, the extent to which great achievements have caused great discontent often depends on one's perspective. Consider, for example, America's spirit of Manifest Destiny during the 19th Century, or British Imperialism over the span of several centuries. From the perspective of an Imperialist, conquering other lands and peoples might be viewed as an unqualified success. However, from the viewpoint of the indigenous peoples who suffer at the hands of Imperialists, these so-called "achievements" are the source of widespread oppression and misery, and in turn discontent, to which any observant Native American or South African native could attest. The extent to which great socio-political achievements have caused great discontent also depends on the perspective of time. For example, F.D.R.'s New Deal was and still is considered by many to be one of the greatest social achievements of the 20th Century. However, we are just now beginning to realize that the social-security system that was an integral part of F.D.R.'s social program will soon result in great discontent among those workers currently paying into the system but unlikely to see any benefits after they retire.

To sum up, I agree that great achievements, both individual and socio-political, often result in great discontent. Moreover, great individual achievements can result in discontent for both the individual achiever and the society impacted by the achievement. Nevertheless, in measuring the extent of discontent, we must account for varying personal and political perspectives as well as different time perspectives.

GRE Model Essay 56. "What society has thought to be its greatest social, political, and individual achievements

2006-12-15T07:28:00.000Z

GRE Model Essay 55. "Only through mistakes can there be discovery or progress."

2006-11-06T02:17:00.000Z

The speaker contends that discovery and progress are made only through mistakes. I strongly agree with this contention, for two reasons. First, it accords with our personal experiences. Secondly, history informs us that on a societal level trial-and-error provides the very foundation for discovery and true progress, in all realms of human endeavor.

To begin with, the contention accords with our everyday experience as humans from early childhood through adulthood. As infants we learn how to walk by falling down again and again. As adolescents we discover our social niche, and develop self-confidence and assertiveness, only by way of the sorts of awkward social encounters that are part-and-parcel of adolescence. Through failed relationships not only do we discover who we are and are not compatible with, we also discover ourselves in the process. And, most of us find the career path that suits us only through trying jobs that don't.

This same principle also applies on a societal level. Consider, for example, how we progress in our scientific knowledge. Our scientific method is essentially a call for progress through trial-and-error. Any new theory must be tested by empirical observation, and must withstand rigorous scientific scrutiny. Moreover, the history of theoretical science is essentially a history of trial-and-error. One modern example involves two contrary theories of physics: wave theory and quantum theory. During the last quarter-century scientists have been struggling to disprove one or the other or to reconcile them. As it turns out, a new so-called "string" theory shows that the quantum and wave theories are mistakes in the sense that each one is inadequate to explain the behavior of all matter; yet both so-called "mistakes" were necessary for physics to advance, or progress, to this newer theory.

The value of trial-and-error is not limited to the sciences. In government and politics, progress usually comes about through dissension and challenge that is, when people point out the mistakes of those in power. In fact, without our challenging the mistaken notions of established institutions, political oppression and tyranny would go unchecked. Similarly, in the fields of civil and criminal law, jurists and legislators who uphold and defend legal precedent must face continual opposition from those who question the fairness and relevance of current laws. This ongoing challenge is critical to the vitality and relevance of our system of laws.

In sum, the speaker correctly asserts that it is through mistakes that discovery and true progress are made. Indeed, our personal growth as individuals, as well as advances in science, government, and law, depends on making mistakes.

GRE Model Essay 54. "The absence of choice is a circumstance that is very, very rare."

2006-11-03T09:14:00.001Z

I strongly agree with the contention that absence of choice is a rare circumstance, primarily because this contention accords with common sense and our everyday experience as human beings. Besides, the reverse claim that we do not have free choice serves to undermine the notions of moral accountability and human equality, which are critical to the survival of any democratic society.

Our collective life experience is that we make choices and decisions every day on a continual basis. Common sense dictates that humans have free will, and therefore the true absence of choice is very rare. The only possible exceptions would involve extreme and rare circumstances such as solitary imprisonment or a severe mental or physical deficiency any of which might potentially strip a person of his or her ability to make conscious choices. Yet even under these circumstances, a person still retains choices about voluntary bodily functions and movement. Thus the complete absence of choice would seem to be possible only in a comatose state or in death.

People often claim that life's circumstances leave them with "no choice". One might feel trapped in a job or a marriage. Under financial duress a person might claim that he or she has "no choice" but to declare bankruptcy, take a demeaning job, or even lie or steal to obtain money. The fundamental problem with these sorts of claims is that the claimants are only considering those choices that are not viable or attractive. That is, people in situations such as these have an infinite number of choices; it's just that many of the choices are unappealing, even self-defeating. For example, almost every person who claims to be trapped in a job is simply choosing to retain a certain measure of financial security. The choice to forego this security is always available, although it might carry unpleasant consequences.
Besides, the contention that we are almost invariably free to choose is far more appealing from a socio-political standpoint than the opposite claim. A complete lack of choice implies that every person's fate is determined, and that we all lack free will. According to the philosophical school of "strict determinism," every event, induding human actions and choices, that occurs is physically necessary given the laws of nature and events that preceded that event or choice. In other words, the "choices" that seem part of the essence of our being are actually beyond our control. Recent advances in molecular biology and genetics lend some credence to the determinists' position that as physical beings our actions are determined by physical forces beyond our control. New research suggests that these physical forces include our own individual genetic makeup.

However, the logical result of strict determinism and of the new "scientific determinism" is that we are not morally accountable for our actions and choices, even those that harm other individuals or society. Moreover, throughout history monarchs and dictators have embraced determinism, at least ostensibly, to bolster their claim that certain individuals are preordained to assume positions of authority or to rise to the top levels of the socioeconomic infrastructure. Finally, the notion of scientific determinism opens the door for genetic engineering, which poses a potential threat to equality in socioeconomic opportunity, and could lead to the development of a so-called "master race." Admittedly, these disturbing implications neither prove nor disprove the determinists' claims. Nevertheless, assuming that neither free will nor determinism has been proven to be the correct position, the former is to be preferred by any humanist and in any democratic society.

In sum, despite the fact that we all experience occasional feelings of being trapped and having no choice, the statement is fundamentally correct. I would concede that science might eventually disprove the very notion of free will. However, until that time I'll trust my strong intuition that free will is an essential part of our being as humans and, accordingly, that humans are responsible for their own choices and actions.

GRE Model Essay 53. "The arts (painting, music, literature, etc.) reveal the otherwise hidden ideas and impulses of a society."

2006-10-25T02:19:00.000Z

The speaker asserts that the arts reveal society's hidden ideas and impulses. While this assertion has merit, I think it unfairly generalizes about art. Consider two particular art forms: architecture and painting. In more important architecture one consistently sees a refection of society's ideas and urges. However, in more important paintings of the most recent century one sees instead the artists' personal and idiosyncratic visions of an aesthetic ideal.

Turning first to public architecture, one sees in ancient and Renaissance forms an impulse to transcend the human condition. Clearly, the most important architecture of these periods was built to honor deities and to propel humans into the afterlife. Consider, for example, the ancient pyramids and the great cathedrals of Europe, which rise upward toward the stars and heavens. During the Medieval period the most important architectural form was the castle, which reflected an overriding concern for military security and brute strength during a time of comparative anarchy. During the 20th Century it was first the steel-forged art deco forms and then the sky-scraping office building that dominated public architecture. These forms reflect modern, more mundane concerns for industrial and technological progress.

Turning next to important paintings and painters, it seems to me that the art of previous centuries reflected the attitudes and ideas of the prevailing culture to a far greater extent than today's art. The cynosures of the Medieval and Renaissance artists, for instance, were certain Christian themes the Trinity, virgin birth of Christ, the Resurrection, and so forth with which the society at large was also preoccupied. Later, during the 18th and 19th Centuries, an emerging genteel class saw itself reflected in the bourgeois themes of impressionists such as Renoir and Monet.

But in the most recent century the picture has been much different. Consider three of the 20th Century's most influential painters: Picasso, Dali and Pollock. Picasso's style underwent a series of radical changes throughout his career. Was the reason for Picasso's diverse "periods" a quick series of radical changes in society's ideas and impulses, or perhaps a reflection of society's hidden impulse for constant change? Or did Picasso's varied styles merely reflect the complex psychological profile of one eccentric artist? Dali is known for his surrealistic images; but do these images reveal some kind of existential angst on a societal level, or just the odd aesthetic vision of one man? Pollock's penchant was for dripping paint on the floor in order to create abstract images that would have the sort of visceral impact he was after. In fact, Pollock turned to this technique only after he tried but failed as a conventional painter, using brush and easel. So are Pollock's striking abstract murals a reflection of some mid-20th Century societal impulse, or merely the result of one struggling artist stumbling onto something he was good at? In all three cases, it seems that the art reflected the artist but not the society.

In sum, in the art of painting one can observe a shift from styles and themes reflecting broad societal impulses to a more recent concern for expressing personal impulses and creative urges. In contrast, the more public art form of architecture has always mirrored society's ideas and impulses, and probably always will because architecture is so much more public than the art of painting.

GRE Model Essay 52. "How children are socialized today determines the destiny of society. Unfortunately,

2006-10-25T02:16:00.000Z

... we have not yet learned how to raise children who can help bring about a better society."

I find the speaker's dual claim to be specious on both counts. The claim that society's destiny hinges on how children are socialized, while appealing in some respects, is an over-statement at best. And the claim that we have not yet learned how to raise children who can better society is poorly supported by empirical evidence.

Consider first the speaker's assertion that society's destiny depends on how children are socialized. I concede that unless a child is allowed sufficient opportunities for healthy interaction with peers, that child is likely to grow into an ineffectual, perhaps even an anti-sodal, adult. To witness healthy socialization in action, one need look no further than the school playground, where children learn to negotiate, cooperate, and assert themselves in a respectful manner, and where they learn about the harmful results of bullying and other anti-social behavior. These lessons help children grow up to be good citizens and effective leaders, as well as tolerant and respectful members of society.

However, socialization is only one factor influencing the extent to which an individual will ultimately contribute to a better society. And in my observation it is not the most important one. Consider certain prominent leaders who have contributed profoundly to a better society. Mahatma Gandhi's contributions sprang primarily from the courage of his inner convictions, in spite of his proper socialization among genteel Indian society and, as a law student, among British society. Martin Luther King's contribution was primarily the result of his strong religious upbringing, which had more to do with parental influence than with socialization. An even more remarkable modern example was Theodore Roosevelt, whose social and physical development were both stunted by life-threatening physical infirmities during his childhood. In spite of his isolation, odd manner and aloofness throughout his early life, Roosevelt ascended to a social-activist presidency by means of his will to overcome physical infLrmities, his voracious appetite for knowledge, and his raw intellect.

Consider next the speaker's claim that we have not yet learned how to raise children who can better society. If we define a "better" society as one characterized by greater tolerance of differing viewpoints and people who are different from ourselves, greater respect for individual rights, and greater cooperation across cultural and national boundaries, then the children of the most recent half-century are creating a better society. The most recent quarter-century has seen an increasing sensitivity in our society toward ensuring public health by policing the food and drug industries and by protecting our natural environment. We're becoming more sensitive to, and respectful of, the rights of women, various ethnic and racial groups, homosexuals, and mentally- and physically-challenged individuals. The re-emergence of political third parties with decidedly libertarian ideals demonstrates an increasing concern for individual freedoms. And there is ample evidence of increasing international cooperation. The former Soviet Union and the U.S. have worked collaboratively in space research and exploration since the 1970s; peace-keeping missions are now largely multi-national efforts; and nations are now tackling public health problems collaboratively through joint research programs. In short, the speaker's second claim flies in the face of the empirical evidence, as I see it.

In sum, when it comes to whether a child grows up to contribute to a better society, the key determinant is not socialization but rather some other factor such as a seminal childhood event, parental influence, raw intelligence, or personal conviction. And, while reasonable people with differing political and social viewpoints might disagree about what makes for a "better" society, in my observation our society is steadily evolving into a more civilized, respectful, and tolerant one. In the final analysis, then, I fundamentally disagree with both aspects of the speaker's dual claim.

GRE Model Essay 51. "Facts are stubborn things. They cannot be altered by our wishes, our inclinations, or the dictates of our passions."

2006-10-06T08:55:00.000Z

Can we alter facts according to our wishes or inclinations? If by "facts" the speaker means such phenomena as political, economic, social, or legal status quo, then I concede that we can alter facts. The reason for this is that such systems are abstract constructs of our inclinations, wishes, and passions to begin with. Otherwise, I strongly agree with the speaker that we cannot alter facts. When it comes to certain aspect of our personal lives, and to historical events and scientific truths, no measure of desire or even passion can change external reality.

On an individual level, we all engage in futile attempts to alter facts--by pretending that certain things are not the way they are because they are inconsistent with our wishes or personal interests. Psychologists refer to this psychological defensive mechanism, which seems to be part of human nature, as "denial." Consider curious pastimes such as mind-reading, psychic healing, rituals that purportedly impart immortality, and other such endeavors, which seems to transcend all cultures and periods of human history.

Understandably, we would all like to have the ability to alter the physical world, including ourselves, as we see fit, or even to live forever by means of the sheer force of our will. Yet, not one iota of scientific evidence lends support to the claim that any human being has ever had any such ability.

Nor can we alter facts by virtue of our inclinations or passions when it comes to history. Admittedly, no person can truly know any particular past that the person did not experience firsthand. In this sense history is a construct, created for us by reporters, archivists, and historians. Historical facts are therefore susceptible to interpretation, characterization, and of course errors in commission and omission. This is not to say, however, that historical facts can be altered by our inventing versions that suit our inclinations or wishes. In short, an historical event is not rendered any less factual by either our ignorance or characterization of it.

Similarly, when it comes to science our wishes and desires ultimately yield to the stubbornness of facts--by which I mean empirical scientific evidence and the laws and principles of the physical world. Admittedly, in many cases it is difficult to distinguish between scientific "fact" and mere "theory." History is replete with examples of what were considered at one time to be facts, but later disproved as incorrect theories. Yet it is telling that many such obsolete theories were based on the subjective inclinations, desires, and wishes of theorists and of the societies in which the theorists lived. For example, the notions of an Earth-centered tmiverse and of linear time and space were both influenced by religious notions--that is, by human wishes and passions. As our factual knowledge increased such theories ultimately give way.

In sum, I agree that facts are indeed "stubborn things." Understandably, all humans are guilty of ignoring, overlooking, and misunderstanding facts--at least to some extent. After all, human passion, desire, and individual bias and perspective are powerful influences when it comes to what we believe to be true and factual. Moreover, the statement carries deep epistemological implications regarding the nature of knowledge and truth, which I cannot begin to adequately address here. Nevertheless, on a less abstract level the speaker is correct that neither inclination, desire, nor passion, no matter how fervent, can alter that which is past or beyond our physical control.

GRE Model Essay 50. “At various times in the geological past, many species have become extinct as a result of natural, rather than human, processes.

2006-10-06T08:50:00.000Z

... Thus, there is no justification for society to make extraordinary efforts, especially at a great cost in money and jobs, to save endangered species."

What are the limits of our duty to save endangered species from extinction? The statement raises a variety of issues about morality, conscience, self-preservation, and economics. On balance, however, I fundamentally agree with the notion that humans need not make "extraordinary" efforts--at the expense of money and jobs--to ensure the preservation of any endangered species.

As I see it, there are three fundamental arguments for imposing on ourselves at least some responsibility to preserve endangered species. The first has to do culpability. According to this argument, to the extent that endangerment is the result of anthropogenic events such as dear-cutting of forests or polluting of lakes and streams, we humans have a duty to take affirmative measures to protect the species whose survival we've placed in jeopardy.

The second argument has to do with capability. This argument disregards the extent to which we humans might have contributed to the endangerment of a species. Instead, the argument goes, if we are aware of the danger, know what steps are needed to prevent extinction, and can take those steps, then we are morally obligated to help prevent extinction. This argument would place a very high affirmative duty on humans to protect endangered species.

The third argument is an appeal to self-preservation. The animal kingdom is an intricate matrix of interdependent relationships, in which each species depends on many others for its survival. Severing certain relationships, such as that between a predator and its natural prey, can set into motion a series of extinctions that ultimately might endanger our own survival as a species. While this claim might sound far-fetched to some, environmental experts assure us that in the long run it is very real possibility.

On the other hand are two compelling arguments against placing a duty on humans to protect endangered species. The first is essentially the Darwinian argument that extinction results from the inexorable process of so-called “natural selection” in which stronger species survive while weaker ones do not. Moreover, we humans are not exempt from the process. Accordingly, if we see fit to eradicate other species in order to facilitate our survival, then so be it. We are only behaving as animal must, Darwin would no doubt assert.

The second argument, and the one that I find most compelling, is an appeal to logic over emotion. It is a scientific fact that thousands of animal species become extinct every year. Many such extinctions are due to natural forces, while others are due to anthropogenic factors. In any event, it is far beyond our ability to save them all. By what standard, then, should we decide which species are worth saving and which ones are not? In my observation, we tend to favor animals with human-like physical characteristics and behaviors. This preference is understandable; after all, dolphins are far more endearing than bugs. But there is no logical justification for such a standard. Accordingly, what makes more sense is to decide based on our own economic self-interest. In other words, the more money and jobs it would cost to save a certain species, the lower priority we should place on doing do.

In sum, the issue of endangered-species protection is a complex one, requiring subjective judgments about moral duty and the comparative value of various life forms. Thus, there are no easy or certain answers. Yet it is for this very reason I agree that economic self-interest should take precedence over vague notions about moral duty when it comes to saving endangered species. In the final analysis, at a point when it becomes critical for our own survival as a species to save certain others, then we humans will do so if we are fit – in accordance with Darwin’s observed process of natural selection.

Everyday Barron's Wordlist 2001-2025

2006-10-05T23:08:00.000Z

stately adj. formal; ceremonious; grand in style or size; majestic

grandiloquent adj. (of a person or speech) using high sounding or important-sounding language; pompous; bombastic

grandiose adj. affectedly grand; pretentious; high-flown; ridiculously exaggerated; impressive; great in size or scope; grand; Ex. grandiose ideas

high-flown adj. highly pretentious or inflated

granulate V. form into grains or granules; N. granule: grain or particle

graphic adj. pertaining to the art of delineating; vividly described

vivid adj. (of light or color) bright and distinct; evoking lifelike mental images; Ex. vivid red hair/description

graphite N. black form of carbon used in lead pencils

grapple V. wrestle; come to grips with; take hold of and struggle with; Ex. grapple with the burglar

grate V. make a harsh noise; have an unpleasant effect; shred by rubbing against a rough surface; Ex. grated cheese N: framework of metal bars to hold fuel in a fireplace

gratify V. please; satisfy; Ex. gratify a desire

gratis free; without charge; ADJ.

gratuitous adj. given freely; unwarranted; uncalled for; done without good reason; Ex. gratuitous comment

gratuity n. tip

gravity seriousness; ADJ. grave

gregarious adj. sociable; (of an animal) tending to form a group

grievance N. cause of complaint; complaint

grill V. question severely; cook on a grill; broil; N: cooking surface of parallel metal bars

broil cook by direct heat; N.

grim adj. causing great fear; unrelenting; determined in spite of fear; Ex. grim smile

grimace facial distortion to show feeling such as pain, disgust, etc; V.

grisly adj. ghastly; horrifying; Ex. grisly remains of the bodies

groom N. man employed to take care of horses; V: make neat and trim; clean and brush (an animal)

grotesque adj. fantastic; comically hideous; strange and unnatural (causing fear or amusement)

hideous adj. repulsive to the sight; ugly; repugnant; Ex. hideous face/scream

Everyday Barron's Wordlist 1951-1975

2006-09-30T23:39:00.001Z

mat not shiny; matte; having a dull finish; N: flat piece of material used as a floor covering; V.

finish N. surface texture; completeness of execution

finished properly made and complete; Ex. finished product/performance

glower V. scowl; glare; look or stare angrily

scowl V. frown angrily; N: angry frown

glut overstock; fill beyond capacity (with food); fill to excess; N: oversupply

glutinous adj. sticky; viscous; gluey

glutton N. someone who eats too much; ADJ. gluttonous: given to gluttony; greedy; CF. gluttony: habit of eating too much

gnarled Adj. twisted

gnome N. dwarf; underground spirit who guards treasure hoards

goad V. urge on; drive with a goad; cause (someone) to do something by continued annoyance; Ex. They goaded him into doing it by saying he was a coward; N: sharp-pointed stick for driving cattle; stimulus; CF. annoy continually

gorge N. narrow canyon; steep rocky cleft; ravine (made by a stream which runs through it)

gorge V. stuff oneself (with food); glut; CF. gorgeous: dazzlingly beautiful

gory adj. bloody; N. gore: blood (from a wound)

shudder V. shake uncontrollably; tremble;

gossamer adj. sheer; very light; like cobwebs; N: soft and sheer fabric; cobweb

sheer adj. pure; thin and transparent; very steep

gouge V. tear out; cut out (as if with a gouge); Ex. gouge his eyes out; N: chisel for cutting out hollow areas in wood

gouge V. overcharge (with high price); extort from; Ex. gouge the public; CF. usury

gourmand N. epicure; person who takes excessive pleasure in food and drink

gourmet N. connoisseur of food and drink; epicure

graduated Adj. arranged by degrees (of height, difficulty, etc.)

graduate V. arrange into categories or grades; divide into marked intervals (for use in measurement); Ex. graduated ruler

granary N. storehouse for grain

grandeur N. impressiveness; stateliness; majesty

Everyday Barron's Wordlist 1951-1975

2006-09-30T23:39:00.000Z

mat not shiny; matte; having a dull finish; N: flat piece of material used as a floor covering; V.

finish N. surface texture; completeness of execution

finished properly made and complete; Ex. finished product/performance

glower V. scowl; glare; look or stare angrily

scowl V. frown angrily; N: angry frown

glut overstock; fill beyond capacity (with food); fill to excess; N: oversupply

glutinous adj. sticky; viscous; gluey

glutton N. someone who eats too much; ADJ. gluttonous: given to gluttony; greedy; CF. gluttony: habit of eating too much

gnarled Adj. twisted

gnome N. dwarf; underground spirit who guards treasure hoards

gorge N. narrow canyon; steep rocky cleft; ravine (made by a stream which runs through it)

gorge V. stuff oneself (with food); glut; CF. gorgeous: dazzlingly beautiful

gory adj. bloody; N. gore: blood (from a wound)

shudder V. shake uncontrollably; tremble;

gossamer adj. sheer; very light; like cobwebs; N: soft and sheer fabric; cobweb

sheer adj. pure; thin and transparent; very steep

gouge V. tear out; cut out (as if with a gouge); Ex. gouge his eyes out; N: chisel for cutting out hollow areas in wood

gouge V. overcharge (with high price); extort from; Ex. gouge the public; CF. usury

gourmand N. epicure; person who takes excessive pleasure in food and drink

gourmet N. connoisseur of food and drink; epicure

graduated Adj. arranged by degrees (of height, difficulty, etc.)

graduate V. arrange into categories or grades; divide into marked intervals (for use in measurement); Ex. graduated ruler

granary N. storehouse for grain

grandeur N. impressiveness; stateliness; majesty

s stately formal; ceremonious; grand in style or size; majestic

grandiloquent (of a person or speech) using high sounding or important-sounding language; pompous; bombastic

Everyday Barron's Wordlist 1951-1975

2006-09-29T12:04:00.000Z

gestate V. evolve as in prenatal growth; N. gestation: period of development from conception until birth

natal adj. connected with birth; CF. prenatal; CF. postnatal

gesticulation N. motion; gesture; V. gesticulate: make gestures (while speaking)

ghastly adj. horrible; terrifying; resembling ghosts; CF. aghast

gibberish adj. nonsense; nonsensical or unintelligible talk or writing; babbling

gibe V. mock; make jeering remarks; N: jeering remarks

giddy adj. light-hearted; not serious; frivolous; dizzy; causing dizziness; Ex. giddy youth; Ex. giddy climb/height

gingerly very carefully; ADJ.

girth N. distance around something; circumference

gist N. essence; main point; substance

glacial adj. like a glacier; of an ice age; extremely cold; Ex. glacial epoch; CF. iceberg

glaring adj. (of something bad) highly conspicuous; harshly bright; shining intensely and blindingly

glare V. shine intensely and blindingly; stare fixedly and angrily; N.

glaze V. cover with a thin and shiny surface; apply a glaze to; N: thin, smooth, shiny coating (as for pottery); Ex. unglazed pottery

glean V. gather leavings; gather grain left behind by reapers; gather bit by bit (facts or information) often with difficulty

glib adj. fluent (with insincerity or superficiality); facile; slick

slick V. make smooth or glossy; N: smooth surface; Ex. oil slick; ADJ: smooth; glossy; deftly executed; adroit; glib

sleek adj. smooth and shining (as from good health);

glimmer V. shine erratically; twinkle; N: dim or unsteady light; faint indication; Ex. glimmer of hope

glitter V. shine brightly with flashing points of light; Ex. glittering diamond ring; N: sparkling light; attractiveness; glamor; Ex. glitter of the sun on the waves

glamor N. compelling charm; ADJ. glamorous

gloat N. express evil satisfaction; look at or think about with evil satisfaction; view malevolently; Ex. The thief gloated over the stolen jewels.

gloss_over V. explain away with the intention of deceiving or hiding faults

gloss brief explanation note or translation of a difficult expression; V.

glossary brief explanation of words used in the text

Everyday Barron's Wordlist 1926-1950

2006-09-28T00:34:00.000Z

gawk V. stare foolishly; look in open-mouthed awe

gazette N. official periodical publication; newspaper

genealogy N. record of descent; lineage; ancestry; study of ancestry

generality N. vague statement; general statement which is not detailed; quality of being general; greater part; most; Ex. generality of people

generate V. cause; produce; create

generic adj. characteristic of an entire class or species; of a genus

genus N. division of animals or plants, below a family and above a species

genesis N. beginning; origin

geniality N. cheerfulness; kindliness; sympathy; ADJ. genial: cheerful and good-tempered

genre N. particular variety of art or literature

genteel well-bred; elegant; striving to convey an appearance of refinement; Ex. genteel poverty

gentility those of gentle birth; high social class; refinement; quality of being genteel

breed V. produce young; rear; bring up; produce (an undesirable condition); N: kind or sort of animal or plant

crossbreed V. hybridize; N: hybrid; CF. interbreed; CF. inbreed

well-bred adj. of good upbringing; well-mannered and refined

gentry N. people of standing(rank or position); people of good family or high social position; class of people just below nobility

gentle Adj. kindly; soft; mild; of good family

genuflect V. bend the knee as in worship

germane adj. pertinent; bearing upon(having connection with) the case at hand; appropriate

germinal adj. pertaining to a germ; creative; Ex. germinal idea

germ N. earliest form of an organism; seed or bud; something that may develop into something larger or more important; microbe

germinate V. cause to sprout; sprout

sprout V. begin to grow; give off shoots or buds; N: new growth on a plant; shoot

shoot N. new growth from a plant

gerontocracy N. government ruled by old people

gerontology N. study of the sociological phenomena associated with old age

geriatrics N. medical treatment and care of old age

gerrymander change voting district lines in order to favor a political party; N. CF. Elbridge Gerry + (sala)mander

GRE Model Essay 49. "So much is new and complex today that looking back for an understanding of the past provides little guidance for...

2006-09-26T10:07:00.000Z

... living in the present"

The speaker claims that since so much in today's world is new and complex the past provides little guidance for living in the present. I agree with this assertion insofar as history offers few foolproof panaceas for living today. However, I disagree with the speaker's claim that today's world is so unique that the past is irrelevant. One good example that supports my dual position is the way society has dealt with its pressing social problems over time.

Admittedly, history has helped us learn the appropriateness of addressing certain social issues, particularly moral ones, on a societal level. Attempts to legislate morality invariably fail, as illustrated by Prohibition in the 1930s and, more recently, failed federal legislation to regulate access to adult material via the Internet. We are slowly learning this lesson, as the recent trend toward legalization of marijuana for medicinal purposes and the recognition of equal rights for same-sex partners both demonstrate.

However, the only firm lesson from history about social ills is that they are here to stay. Crime and violence, for example, have troubled almost every society. All manner of reform, prevention, and punishment have been tried. Today, the trend appears to be away from reform toward a "tough-on-crime" approach. Is this because history makes clear that punishment is the most effective means of eliminating crime? No; rather, the trend merely reflects our current mores, attitudes, and political climate.

Another example involves how we deal with the mentally-ill segment of the population. History reveals that neither quarantine, treatment, nor accommodation solves the problem, only that each approach comes with its own trade-offs. Also undermining the assertion that history helps us to solve social problems is the fact that, despite the civil-fights efforts of Martin Luther King and his progenies, the cultural gap today between African-Americans and white Americans seems to be widening. It seems that racial prejudice is a timeless phenomenon.

To sum up, in terms of how to live together as a society I agree that studying the past is of some value; for example, it helps us appreciate the futility of legislating morality. However, history's primary sociological lesson seems to be that today's social problems are as old as society itself, and that there are no panaceas or prescriptions for solving these problems only alternate ways of coping with them.

GRE Model Essay 48. "When research priorities are being set for science, education, or any other area,

2006-09-26T09:52:00.000Z

... the most important question to consider is: How many people's lives will be improved if the results are successful?"

Should researchers focus on areas that are likely to result in the greatest benefit to the most people, as the speaker suggests? I agree insofar as areas of research certain to result in immediate and significant benefits for society should continue to be a priority. Yet, strictly followed, the speaker's recommendation would have a harmful chilling effect on research and new knowledge. This is particularly true in the physical sciences, as discussed below.

Admittedly, scientific research whose societal benefits are immediate, predictable, and profound should continue to be a high priority. For example, biotechnology research is proven to help cure and prevent diseases; advances in medical technology allow for safer, less invasive diagnosis and treatment; advances in genetics help prevent birth defects; advances in engineering and chemistry improve the structural integrity of our buildings, roads, bridges, and vehicles; information technology enables education; and communication technology facilitates global peace and participation in the democratic process. To demote any of these research areas to a lower priority would be patently foolhardy, considering their proven benefits to so many people. However, this is not to say that research whose benefits are less immediate or clear should be given lower priority. For three reasons, all avenues of scientific research should be afforded equal priority.

First of all, ifwe strictly follow the speaker's suggestion, who would decide which areas of research are more worthwhile than others? Researchers cannot be left to decide. Given a choice, they will pursue their own special areas of interest, and it is highly unlikely that all researchers could reach a fully informed consensus as to what areas are most likely to help the most people. Nor can these decisions be left to regulators and legislators, who would bring to bear their own quirky notions about what is worthwhile, and whose susceptibility to influence-peddlers renders them untrustworthy in any event.

A telling example of the inherent danger of setting "official" research priorities involves the Soviet government's attempts during the 1920s to not only control the direction and the goals of its scientists' research but also to distort the outcome of that research--ostensibly for the greatest good of the greatest number of people. During the 1920s the Soviet government quashed certain areas of scientific inquiry, destroyed entire research facilities and libraries, and caused the sudden disappearance of many scientists who were viewed as threats the state's authority. Not surprisingly, during this time period no significant scientific advances occurred under the auspices of the Soviet government.

Secondly, to compel all researchers to focus only on certain areas would be to force many to waste their true talents. For example, imagine relegating today's preeminent astrophysicist Stephen Hawking to research the effectiveness of behavioral modification techniques in the reform of violent criminals. Admittedly, this example borders on hyperbole. Yet the aggregate effect of realistic cases would be to waste the intellectual talents of our world's researchers. Moreover, lacking genuine interest or motivation a researcher would be unlikely to contribute meaningfully to his or her "assigned" field.

Thirdly, it is difficult to predict which research avenues will ultimately lead to the greatest contributions to society. Research areas whose benefits are certain often break little new ground, and in the long term so-called "cutting-edge" research whose potential benefits are unknown often prove most useful to society. One current example involves terraforming creating biological life and a habitable atmosphere where none existed before. This unusual research area does not immediately address society's pressing social problems. Yet in the longer term it might be necessary to colonize other planets in order to ensure the survival of the human race; and after all, what could be a more significant contribution to society than preventing its extinction?

In sum, when it comes to setting priorities for research, at least in the sciences, the speaker goes too far by implying that research whose benefits are unknown are not worth pursuing. After all, any research worth doing delves into the unknown. In the final analysis, the only objective of research should be to discover truths, whatever they might be not to implement social policy.

GRE Model Essay 47. "With the growth of global networks in such areas as economics and communication, there is no doubt that...

2006-09-22T03:26:00.000Z

... every aspect of society including education, politics, the arts, and the sciences will benefit greatly from international influences."

I agree that the globalization of economic and communication networks will heighten international influences in all four of the areas listed. However, while those influences will no doubt benefit education and the sciences, the nature of those influences on the arts and on politics will probably be a mixed one beneficial in some respects yet detrimental in others.

The dearest and most immediate beneficiaries of international influences are students. When students learn more about other cultures, systems of government, religions, and so forth, they advance their knowledge and grow in their understanding of humanity which is, after all, the final objective of education. Emerging distance-learning technologies, made practicable now by the Internet, will no doubt carry an especially profound international influence on education. Distance learning will permit a class of students located all over the world to video-conference simultaneously with a teacher and with one other, thereby enlivening and enriching educational experiences.

The sciences dearly benefit from international influences as well. After all, principles of physics, chemistry, and mathematics know no political boundaries; thus a useful insight or discovery can come from a researcher or theorist anywhere in the world. Accordingly, any technology that enhances global communication can only serve to advance scientific knowledge. For example, astronomers can now transmit observational data to other scientists throughout the world the instant they receive that data, so that the entire global community of astronomers can begin interpreting that data together in a global brain-storming session. The sciences also benefit from multi-national economic cooperation. Consider, for instance, the multi-national program to establish a human colony on the Moon. This ambitious project is possible only because participating nations are pooling their economic resources as well as scientific talents.

With respect to the arts, however, the speaker's claim is far less convincing. It might seem that if artists broaden their cultural exposure and real-world experience their art works would become richer and more diverse. However, the logical consequence of increasing international influence on the arts is a homogenous global culture in which art becomes increasingly the same. The end result is not only a chilling effect on artistic creativity, but also a loss of cultural identity, which seems to be an important sociological and psychological need.

The impact of global networking on political relations might turn out to be a mixed one as well. Consider, for instance, the current unification of Europe's various monetary systems. Since Europe's countries are become economically interdependent, it would seem that it would be in their best interests to cooperate politically with one another. However, discord over monetary policy might result in member countries withdrawing from the Community, and in a political schism or other falling out. Consider also the burgeoning global communications network. On the one hand, it would seem that instant face-to-face communication between diplomats and world leaders would help avert and quell political and military crises. By the same token, however, global networking renders any nation's security system more vulnerable. This point is aptly illustrated by a recent incident involving a high-ranking Pentagon official who stored top-secret fries on his home computer, which was connected to the Internet without any firewall precautions. Incidents such as this one might prompt the world's governments to become more protective of their sovereignty, more insular, and even-paranoid.

In sum, growing international influences that result naturally from global communications and economic networks can only serve to facilitate education and to advance scientific knowledge. However, although the same influences no doubt will have an impact on the arts and on international politics, the speaker's claim that those influences will be beneficial is dubious, or at least premature, given that global networking is still in its nascent stages.

GRE Model Essay 46. "It is through the use of logic and of precise, careful measurement that we become aware of our progress...

2006-09-22T03:23:00.000Z

... Without such tools, we have no reference points to indicate how far we have advanced or retreated."

Do we need careful measurements and logic to determine whether and to what extent we are progressing or regressing? I agree that in certain endeavors quantitative measurements and logical analysis of data are essential for this purpose. However, in other realms objective data provides little guidance for determining progress. My view applies to individuals as well as society as a whole.

As for monitoring individual progress, the extent to which careful measurement and logical analysis of data are required depends on the specific endeavor. In the area of personal finance, objective measurements are critical. We might feel that we are advancing financially when we buy a new car or a better home, or when our salary increases. Yet these signs of personal economic success can be deceptive. Cars depreciate quickly in value, and residential real estate must appreciate steadily to offset ownership expenses. Even a pay raise is no sure sign of personal financial progress; if the raise fails to keep pace with the cost of living then the real salary is actually in decline.

In the area of one's physical well-being, however, quantitative measurement might be useful yet insufficient. Quantitative data such as blood pressure, cholesterol level, and body weight are useful objective indicators of physical health. Yet quantitative measurement and logic can only take us so far when it comes to physical well-being. Levels of physical discomfort and pain, the most reliable indicators of physical well-being, cannot be quantified. And of course our emotional and psychological well-being, which can have a profound impact on our physical health, defy objective measurement altogether.

On a societal level, as on a personal level, the extent to which careful measurement and logic are needed to determine progress depends on the endeavor. In macro-economics, as in personal finance, objective measurements are critical. For example, a municipality, state, or nation might sense that things are improving economically when its rate of unemployment declines. Yet if new jobs are in poor-paying positions involving unskilled labor, this apparent advance might actually be a retreat. And, a boom in retail sales might amount to regress if the goods sold are manufactured by foreign firms, who benefit from the boom at the expense of domestic business expansion. Technological progress also requires careful measurement. Advances is computer technology can only be determined by such factors as processing and transfer speeds, numbers of installations and users, amounts of data accessed, and so forth. And, advances in biotechnology are determined by statistical measurements of the effectiveness of new drugs and other treatments, and by demographic statistics regarding the incidence of the ailments that the technology seeks to ameliorate.

In contrast, socio-political progress is less susceptible to objective measurement. For instance, progress in social welfare might be measured by the number of homeless people, incidence of domestic violence, or juvenile crime rate. Yet would an increase in the number of single mothers on welfare indicate that our society is becoming more compassionate and effective in helping its victims, or would it indicate regress by showing that our private sector and education systems are failing? Moreover, when it comes to our legal system and to politics, progress has little to do with numbers, or even logic. For example, to what extent, if any, would more lenient gun ownership laws indicate progress, considering the competing interests of individual freedom and pubic safety? Do anti-abortion laws indicate a sociological advance or retreat? Or, when a political party gains greater control of a legislature by sweeping a particular election, is this progress or regress?

In sum, although the statement has merit, it unfairly generalizes. In areas such as finance, economics, and computing technology, all of which involve nothing but quantifiable data, nothing but careful measurement and logic suffice to determine the extent of progress. In other areas, such as health care and social welfare, determining progress requires both objective measurement and subjective judgment. Finally, progress in politics and law is an entirely subjective matter--depending on each individual's values, priorities, and interests.