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Purpose: Problem solving skills (PSS), an important component of learning outcomes, is one of the desirable skills in engineering graduates as stated by many employers, researchers and government bodies in India for a strong foothold in professional world. There is a need to develop comprehensive understanding and integration of theory (concept) and practice (process) of PSS in the context of experiential learning (EL). Design/methodology/approach: The present study is qualitative in nature using a conceptual research design focussing on synthesis and model building framework. The key elements of the study are PSS, EL and their integration. The study seeks to develop conceptual integration of PSS across multiple theories and perspectives. It offers an enhanced view of a concept of PSS by summarising and integrating extant knowledge. It presents the complete and comprehensive meaning/definition of PSS. Subsequently, it also explores EL and synthesises the different variants of EL that can be used to develop PSS. Finally, the study builds a theoretical framework that proposes integration and interplay between PSS and EL. Findings: Problem-solving operates at three levels: problem concept (nature and context), process (stages with strategies) and solution (open-ended). EL can be used as a tool to develop PSS in an integrated manner. It is found that EL and problem-solving interplay with each other as both are cyclic in nature and have commonalities strengthening each other. Practical implications: The proposed framework can be adopted in engineering education for making the engineering graduates job ready. Originality/value: The study proposes a framework based on integration of EL and problem-solving focusing on specific aims and goals of the course, learning approaches, learning strategies and authentic learning (learning environment). This integration would bridge the gap between engineering education and industry requirements. EL integrated problem-solving focus on pedagogical knowledge (knowing how to facilitate discussion among learners and curricular knowledge) and instructional knowledge (knowing how to introduce, organise different methods and assess).

Byline: Mritunjai. Kumar, Ashutosh. Tiwari, Shakti. Kumar, Rajni. Singh Objective: One or more inexcitable motor (IM) nerves are common during electrodiagnostic (EDx) study in Guillain-Barré syndrome (GBS). This study assessed [...]

Early historiography of the South-Asian Partition tended to emphasize on the high politics surrounding the struggles against British imperialism and the transfer of power, focusing on prominent leaders and politicians and their roles in achieving self-rule. The perspectives of the general populace and the effects of high politics on those on the periphery of society, have been elided. However, since the 1990s, alternative voices, documenting the human dimension of Partition and the histories of marginalized masses, previously excluded from official histories, have started to gain importance. This article analyses how the graphic narrative, “The Taboo,” by Malini Gupta and Dyuti Mittal, offers such an alternative history, presenting the experiences of the residents of a refugee camp (Cooper’s camp) who have not been rehabilitated to this date and thereby remained trapped as “historical residues” of the Partition. This article discusses how the narrative highlights the subjectivity and agency of the refugees, particularly, the refugee women, with lower caste and class backgrounds whose histories have remained undocumented in official records. It further examines “The Taboo” as a microhistory of Partition that presents the local history of the camp and foregrounds the agency of the protagonist Lily, as an unattached refugee woman. [ABSTRACT FROM AUTHOR]

This paper reports the findings of the study on the relationship between socio-economic status (SES) variables and students' achievement in learning ESL (AESL) in a few selected secondary schools of India. Through this study an attempt has been made to predict which variable of SES affect students' AESL. A questionnaire survey has been used to collect information about SES variables (father and mother education, father and mother occupation and family income) of the students. The students' AESL in form of grades is taken from the schools. Data analyses have been done using SPSS by descriptive and inferential statistics. Analysis of variance (ANOVA) and multiple regression analysis findings indicated that students' AESL is dependent on five SES variables. Multiple regressions indicated that fathers' education, mothers' occupation and income are significant predictors. This reflects that there is a need to look into these factors in addition to school learning factors affecting students' learning English as a second language (ESL).