<p>A professional course like engineering strives to get maximum number of its students placed through campus interviews. While communication skills have been added in all the engineering courses with the aim to improve their performance in placement, the syllabus mostly concentrates on the development of four language skills. The students are not made aware of the employability skills and their significance. the increasing competition makes it imperative that apart from a regular degree certain skills are required by engineers. Industries while advertising for various posts even mention essential skills required along with the essential qualification. However skills and the significance of skills while applying for jobs or while facing interviews is a topic which is rarely given consideration while preparing for job interviews or while entering the job market. This paper intends to enlist the importance of skills and why students need to be aware of the skills they possess and how they can work on packaging their candidature around a few skills. Different profession requires different skills and if students identify their skills or acquire certain skills they can unquestionably have an added advantage in the interview and placement. Hence, this paper intends to enlist the skills, the importance of skills, ways to create awareness of individual skills specifically in engineering students who will step into the industry in near future.</p>
PurposeEngineers graduating from premier institutions of India look for global opportunities that will provide a chance to work with the best and the most innovative minds in the world. Nevertheless, to compete in the global job market, they require added competence in English. However, it is seen that despite exemplary hard skills, lack of good communication skills has obstructed the growth of engineers. This study aims to find a viable tool to enhance engineering students' communication skills despite many limitations. The purpose of this study is to explore how presentations can be used to address problems of low levels of English ability in highly skilled, high-functioning engineering professions.Design/methodology/approachThis paper discusses a study conducted in India's premier institution where around 240 first-semester engineering students were the sample. It uses partial ethnographic research to verify its hypothesis that presentations compel students to plan, prepare, practise and perfect their communication skills. It presents an ethnographic experiment conducted by the researchers and data collected using the qualitative research method of interviews.FindingsThe results of the paper indicate that making engineers plan, prepare and make presentations can explore their ability to communicate in English. It also concludes that presentation helps students explore all four language skills, that is, reading the information collected, listening to peers, writing or preparing their presentation and finally speaking in front of the audience.Practical implicationsThis paper argues that presentation can be made a practice even in a large class of multi-level second language (L2) learners as it will generate interest in students and will develop many qualities such as team spirit, confidence and public speaking.Social implicationsThis study will help to address problems of low levels of English ability in highly skilled, high-functioning engineering professions.Originality/valueSince engineering classes in Indian institutes often comprise 80–120 students, the English teachers face immense challenge of simultaneously improving communication skills of a large number of students who are multi-lingual, multi-level L2 learners. Therefore, this paper presents an effective and interesting way of involving all the students and using presentation to improve their communication skills.
The partition of British India in 1947 and the Bangladesh liberation war of 1971 witnessed violence that changed the cartography of the Indian subcontinent. This article explores a connecting thread between the history of violence during these epochal events and the commonality that both were followed by a conspicuous silence in the official historiography. It probes the disjuncture in the unreconciled history where silences corroborate official historiography and the unhealed wounds of victims of violence can be traced in the literary historiography produced by Sorayya Khan. This article is an analysis of her thematic choices and her treatment while writing about the victims of nationalist violence and its perpetrators. It examines her relentless effort to break this collective amnesia and silence of a society that witnessed, violated, massacred, and assaulted millions of its citizens to secure its borders. Her writing needs attention as it fills silent gaps in the historiography of Pakistan, and unlike most of the writers, she challenges the pervasive perception of men as heroic soldiers or perpetrators of violence and women as victims. She posits women as agents for breaking the silence over violence and thereby revises the official historiography.
Myth can vaguely be said to have come into existence due to the urge of seeking answers to curious mind about the universe, nature, man or can be the result emerged from the need for religious stability of societal control using certain customs and rituals. Myth when looked with a proper outlook can be termed as meaningful, for it beholds metaphysics, the branch of philosophy that deals with the first source of things, including intangible concepts such as being, identity, time and space in its primary sense while developing close proximity to immediate perception of reality. The universal belief system is held and disseminated with a certain amount of pompousness in language and settings, based on mythic stories of a clan or cult. The purpose of this paper is to establish mythic tales as a vital ingredients for posterity to look upon and validate that the re-reading of mythic tales into fiction opens up a variety of possibilities, including: various perspectives and dimensions to the same story portrayed in/as legendary texts. Humanistic consideration is brought about by individual representation. There are a variety of ways to look at the philosophy that has been passed down through the generations through stories.
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