Campus Placements: Ensure You Don't Remain Unplaced has been exclusively written for engineering and management students aspiring to appear for campus recruitment. It is aimed at enabling them to omit common mistakes during placements which they tend to subconsciously commit and hence subsequently keep failing interviews after interviews. The book broadly revolves around two major challenges that students face: making the right career decision and communicating effectively at each step of the job ion process. It emphasizes on a plethora of expectations that students carry during their career advancement. Some of these expectations are realistic however, most of them are far-fetched because attaining a professional degree is often considered to be a magic wand that would change their world. Campus Placements, thus, comes as a handy tool for the students, arming them with the much-required and sought-after tactics, thereby ensuring a secured campus placement for them.

Campus Placements: Ensure You Don't Remain Unplaced has been exclusively written for engineering and management students aspiring to appear for campus recruitment. It is aimed at enabling them to omit common mistakes during placements which they tend to subconsciously commit and hence subsequently keep failing interviews after interviews. The book broadly revolves around two major challenges that students face: making the right career decision and communicating effectively at each step of the job ion process. It emphasizes on a plethora of expectations that students carry during their career a.

This concise book shows you how experiential learning can be used to overcome the challenges posed in applying and delivering information technology (IT) to your business needs through an innovative, game-based approach. Technology innovations and evolving business models are part of a rapid change that is forcing corporate and management professionals to learn, deploy, and adopt IT in new ways in order to maintain a competitive advantage. Many are doing this through experiential learning. You’ll begin by reviewing the basics of experiential learning and its relevance to IT, followed by six chapters that apply the hands-on concept through various scenarios. Make IT Through Experiential Learning one of your valued resources today. What You'll Learn: Innovative and proven IT-related application scenarios Generic management and leadership skill development Guidance for applying the learning methods for generating extraordinary results over conventional methods Who This Book Is For: IT professionals, higher education students, and those engaged in training and organizational development.

Clearing the aptitude Test is the first step towards getting placed on a campus recruitment drive. Companies focus on screening the students with Aptitude tests to identify potential future employees. These exams are nothing but a test of your time management skill. Getting the maximum right answers without losing your cool can be quite a challenge, we understand. Most students make Aptitude tests a big deal, but it doesn't have to be this way. There is no need for panic when you have the right tool for preparation. Our comprehensive guide ?a complete manual for campus placements? will be your ideal study companion while preparing for campus recruitment drives. Divided into segments of Quantitative Ability, English Language, vocabulary and logical Reasoning, The book will guide you in the right direction. The book has been designed by experts in the field of Aptitude and will equip you with all the relevant topics and practice questions to enhance your Aptitude. You will be able to avoid common mistakes that you commit under pressure by becoming more confident and quicker in your approach towards problem-solving. We hope you find this book useful and get placed in your dream company. Features: covers all possible types of questions in each topic with detailed explanations 10 Company specific practice papers five free online mocks free daily GK updates, Gandharva and vocab Builder at our portal.

Global engineering offers the seductive image of engineers figuring out how to optimize work through collaboration and mobility. Its biggest challenge to engineers, however, is more fundamental and difficult: to better understand what they know and value qua engineers and why. This volume reports an experimental effort to help sixteen engineering educators produce ""personal geographies"" describing what led them to make risky career commitments to international and global engineering education. The contents of their diverse trajectories stand out in extending far beyond the narrower image of producing globally-competent engineers. Their personal geographies repeatedly highlight experiences of incongruence beyond home countries that provoked them to see themselves and understand their knowledge differently. The experiences were sufficiently profound to motivate them to design educational experiences that could provoke engineering students in similar ways. For nine engineers, gaining new international knowledge challenged assumptions that engineering work and life are limited to purely technical practices, compelling explicit attention to broader value commitments. For five non-engineers and two hybrids, gaining new international knowledge fueled ambitions to help engineering students better recognize and critically examine the broader value commitments in their work. A background chapter examines the historical emergence of international engineering education in the United States, and an epilogue explores what it might take to integrate practices of critical self-analysis more systematically in the education and training of engineers. Two appendices and two online supplements describe the unique research process that generated these personal geographies, especially the workshop at the U.S. National Academy of Engineering in which authors were prohibited from participating in discussions of their manuscripts. Table of Contents: Communicating Across Cultures: Humanities in the International Education of Engineers (Bernd Widdig) / Linking Language Proficiency and the Professions (Michael Nugent) / Language, Life, and Pathways to Global Competency for Engineers (and Everyone Else) (Phil McKnight) / Bridging Two worlds (John M. Grandin) / Opened Eyes: From Moving Up to Helping Students See (Gayle G. Elliott) / What is Engineering for? A Search for Engineering beyond Militarism and Free-markets (Juan Lucena) / Location, Knowledge, and Desire: From Two Conservatisms to Engineering Cultures and Countries (Gary Lee Downey) / Epilogue - Beyond Global Competence: Implications for Engineering Pedagogy (Gary Lee Downey)

Global engineering offers the seductive image of engineers figuring out how to optimize work through collaboration and mobility. Its biggest challenge to engineers, however, is more fundamental and difficult: to better understand what they know and value qua engineers and why. This volume reports an experimental effort to help sixteen engineering educators produce "personal geographies" describing what led them to make risky career commitments to international and global engineering education. The contents of their diverse trajectories stand out in extending far beyond the narrower image of producing globally-competent engineers. Their personal geographies repeatedly highlight experiences of incongruence beyond home countries that provoked them to see themselves and understand their knowledge differently. The experiences were sufficiently profound to motivate them to design educational experiences that could provoke engineering students in similar ways. For nine engineers, gaining new international knowledge challenged assumptions that engineering work and life are limited to purely technical practices, compelling explicit attention to broader value commitments. For five non-engineers and two hybrids, gaining new international knowledge fueled ambitions to help engineering students better recognize and critically examine the broader value commitments in their work. A background chapter examines the historical emergence of international engineering education in the United States, and an epilogue explores what it might take to integrate practices of critical self-analysis more systematically in the education and training of engineers. Two appendices and two online supplements describe the unique research process that generated these personal geographies, especially the workshop at the U.S. National Academy of Engineering in which authors were prohibited from participating in discussions of their manuscripts.