Thoughts

Game of Cricket: Bat Versus Ball I have always wondered if the game of cricket is biased towards the bat and so ball unfriendly. In jest I have the following  remedial measures to make the game more balanced ;-)  the bats should become wickets (so that they are wide and there is more chance of the ball hitting the bat-wicket) or have six wickets on each side. the batsman has to use the wicket (bat the size of wicket) to hit the ball. there should be a no run (like no ball) if the batsman gets out of the crease to hit the ball. All players (including bowlers) needs to bat (to end an innings), like wise you will need everyone to bowl (even the batsman!) to end an innings. like a free hit, you need to have instances when the batsman stands aside and allows the bowler to ball at the wickets to get him out. (one can always find a reason when the bowler has to get a free hit at the wickets!) the bowler can choose from a set of red, pink, white, tennis balls like the batsman chang

Industry ready Engineering Graduates?  Should we? Should we not? Can we?  Often heard (when you speak to a person in the industry) "Today's students are not industry ready". And when one of my senior colleagues posed this question it occurred to me if it was possible at all for academic institutes to produce industry ready student and more importantly is it a good idea to produce students who can be absorbed by an industry. The resulting thinking picture. Understand ing the plot! On the x-axis is the time and on the y-axis is the expertise. A student when he finishes 10th standard has some expertise which is lower t han when he has finished 12th standard (see the plot to the left of the above ima ge). Clearly t he expertise increases with Engineering (marked 1, 2, 3, 4) and the increase in the level of expertise is better during the 3rd and 4th year when one specializes and picks up electives. As seen, good students have the expected expertise,